NCGE Resources

Post date: Monday, May 29, 2017 - 12:04

NCGE News 38 Case Studies - Supporting Transitions for School Success

Cora Kelly's article Supporting Transitions for School Success, Issue 38, Winter 2012 - NCGE News

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Post date: Monday, May 29, 2017 - 12:04

NCGE Research Code of Ethics

NCGE takes pride in the quality of the research it has undertaken both in-house and through commissioned work. The publication of NCGE's Research Code of Ethics provides an articulation of the values and principles underlying the Centre's investigative methodologies.

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Post date: Monday, May 29, 2017 - 12:04

Planning the School Guidance Programme

The purpose of this document is to provide schools and all interested parties with a comprehensive aid to understanding, developing and implementing a school's guidance plan. This publication supersedes the 1996 Guidelines for the Practice of Guidance and Counselling in Schools.

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Post date: Monday, May 29, 2017 - 12:04

Professionalising career guidance: Cedefop Panorama Series

Professionalising career guidance: Practitioner competences and qualification routes in Europe -

Post date: Friday, May 26, 2017 - 09:51

Navigating the Horizon

This presentation focuses on a paradigm shift in the conceptualisation of career. In the labour market a career is not chosen, it is constructed through a series of choices we make throughout our lives. This transformation in the concept of career has implications to the widening paradigm of lifelong guidance and how lifelong career management skills and transversal employability skills can be learned as a continuum from comprehensive education to higher education and adult learning. There is also evidence that in addition to learning outcomes on individual level, coherent career education programmes have wider economic and social outcomes. The beneficiaries include individuals, families, communities and the organisations where they study and work, as well as society as a whole. There is an extensive research base which indicates that lifelong guidance is most effective where it meaningfully connects to the wider experience and lives of individuals and provides services relevant to their needs. It should recognize the diversity of individuals and provide services relevant to their need by combining a range of different interventions. It should also encourage the acquisition of lifelong career management skills.

 

Post date: Friday, May 26, 2017 - 09:49

Perspectives on the use of ability tests in schools

This video was inspired as a result of a series of Continued Professional Development workshops undertaken in Irish secondary schools. The hopes for ability tests were too often not fulfilled. There was a mismatch in messages being delivered to students as result of testing and what their real needs were. These concerns will be addressed in this video.

 
We recommend the following materials in conjunction with this video:
  • Best Practice, Ethical and Legal Considerations in Psychometric Testing for Guidance Counsellors by Declan Fitzgerald and Ciara Farrell which can be found here.
  • Video Role Play: Provision of Feedback on Psychometric Test Results by Declan Fitzgerald can be found here.
  • A guide for post-primary schools in developing a policy for the use of assessment instruments (including tests and web-based resources) was developed by NCGE and can be accessed here.
  • Data Protection for the Guidance Counsellor: Issues To Plan For by Hugh Jones can be accessed here.
Post date: Friday, May 26, 2017 - 08:58

Video Role Play: Provision of feedback on psychometric test results

This role play provides an opportunity to observe a model of feedback that can be used during a one-to-one meeting with a student.   Declan Fitzgerald, Chartered Occupational Psychologist, demonstrates a  model for  the provision of feedback to a student on the results of an ability test. 

The video provides  only one example of how feedback may be provided to a student. 

The student portrayed as Casey Black is a fictional character played by Robbie Glynn, a Leaving Certificate student at the time. 

Declan Fitzgerald portrays the role of a guidance counsellor for the purpose of this interview. 

The role play demonstrates how a feedback conversation can:

  • Reflect what ability tests can and cannot do in broad context of career guidance
  • Use a 'concrete' approach to sharing test results
  • Ensure the test taker is an active partner in the feedback conversation

Special thanks to ENACT for providing facilities to record this role play and for providing the personnel and expertise which made the recording possible.  

Post date: Friday, May 26, 2017 - 08:52

Helping Adolescents Cope with Depression

This article details the nature of depression in adolescents, focuses on the role of the guidance counsellor in responding to students who may have depression, presents an overview of how guidance counsellors can help adolescents cope with depression, using cognitive behavioural principles and mindfulness, stresses the importance of guidance counsellors looking after themselves and highlights how Aware can support guidance counsellors. It illustrates how they can use the ‘Coping Triangle’ (Hayes, 2006, 2011) and references a wide-range of practical information and support.

Post date: Thursday, May 25, 2017 - 17:16

Self-Care: Some Prescriptions for Calm Living

Ever felt stressed? Or, in contemporary parlance, stressed-out? While this article is basically about stress or, more accurately, stress-management, you’ll notice that I’ve kept stress out of the title. This is because I want you to focus on what you can do about stress and stressors in your life, rather than on abstract concepts of stress. Hence the article is a bit prescriptive but, I hope, practical in the suggestions, reflections and exercises I outline. These come from lived experience, both personal and professional, during my years as teacher, guidance counsellor, and psychologist. I adorn the general content of my stall with observations from historical figures, and with relevant citations from academic research. Those who work in the broad fields of education, counselling, and psychology constitute the audience I know best, and from whom I’ve learnt most. What I set out here reflects, I hope, some of that learning and its practical applications. If readers from other fields dip in and find it useful, well that’s a bonus.

Post date: Thursday, May 25, 2017 - 17:16

The Youth Guarantee and Lifelong Guidance

High levels of youth unemployment, under-employment, early school-leaving and social/economic inactivity of young Europeans have developed into a deep and burning issue during the last five years. This provides a strong challenge to the European social values which underpin the European Social Model and cohesion policies. The political leaders of the European Union have accordingly agreed a new European initiative for young people known as the Youth Guarantee Initiative (YGI). From October 2013 and into the first months of 2014 all European Union member states are building or further developing their national Youth Guarantee action plans. Using the open method of co-ordination (OMC) mechanism, the European Commission and member-state representatives (Permanent Representatives Committee of the Council of the European Union) are calling for action at European and also at member-state levels.

This European Lifelong Guidance Policy Network (ELGPN) Concept Note is designed to support the national administrations’ work in the development and review of their responses to the challenges set by the YGI. The paper contends that successful and sustainable implementation of the Initiative can only be secured through effective integration of lifelong guidance practice into national programmes. Lifelong guidance refers to a range of activities that enables citizens to identify their capacities, competencies and interests and to make career decisions that enable them to manage their own life paths in learning, work and other settings.

The paper collates existing good practices that describe a range of ways in which national governments can integrate their existing lifelong guidance provision with the demands of the YGI. It describes activities that provide focal points for young people so that they know where and how to find support, outreach strategies for those that are not engaging with services, personalised approaches, support into a range of second-chance learning opportunities to improve skills, programmes to support entrepreneurship, targeted and well-designed wage and recruitment subsidies, and programmes that promote and support youth mobility.

Publication reproduced with the kind permission of the ELGPN and the authors.