NCGE Resources

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

A guide for post-primary schools in developing a policy for the use of assessment instruments (including tests and web-based resources)

The aim of this guide is to facilitate school management and staff in developing a policy on the use of assessment instruments in schools.  Assessment instruments include achievement/attainment, ability and diagnostic tests.  

This guide sets out areas which should be considered and addressed when assessment instruments are administered to students.  In addition, the appendices contain a number of templates which may be used to support the development of a school policy on the use of assessment instruments.

Further Recommended Reading:

  • Best Practice, Ethical and Legal Considerations in Psychometric Testing for Guidance Counsellors by Declan Fitzgerald and Ciara Farrell should be read in conjunction with this article.  It can be found HERE
  • Video Role Play: Provision of Feedback on Psychometric Test Results by Declan Fitzgerald may be watched in conjunction with this article.  It can be found HERE
  • Data Protection for the Guidance Counsellor (GDPR) by Hugh Jones should be read in conjunction with this article.  It can be found HERE 

 

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

Developing a Mindful Approach in Guidance Counselling: Care for Self and Others

Paul King, a lecturer in the School of Human Development and Chair of the MSc./Graduate Diploma in Guidance Counselling programmes in Dublin City University (DCU) presents Developing a Mindful Approach in Guidance Counselling: Care for Self and Others in this webinar recording.  
King starts his presentation by highlighting what mindfulness is and what it is not and invites participants to reflect on what mindfulness is for them.  During the webinar King invites participants to engage in a number of mindful practices and to reflect on emerging feelings and thoughts. The nine attitudinal factors of mindfulness practice are presented and two video clips are shown to highlight the role of attention in mindfulness.  
 
King concludes his webinar with an exploration of the ethical issues Mindful Based Interventions and the ‘McDonaldization of Mindfulness’ present.  Parallels between mindfulness and guidance are proposed.  
 
Click below to view the webinar recording.
 
You can dowload the accompanying presentation HERE and at the end of this page
 
 
 
 
Post date: Thursday, May 25, 2017 - 17:16

Alternative visions of employability: the role of critical pedagogy

Educational policy currently provides a clear imperative:  that educational institutions must aid student employability.  Such emphasis increasingly implicates pedagogy in a discourse promoting a vision of self-interested actors operating calculatively within educational and labour markets.  Many commentators have been critical of consumer rationalism prominent in official discourse, pointing to more complex issues of emotional engagement of students in education. This article will focus on the learner’s ‘career’ and its potential to be placed under academic scrutiny via the reflexive exploration of theory.  This article will also demonstrate how this pedagogical approach can provide a means toward critical career understanding and how this influences future student career enactment. The article argues for the transfer of such learning to an Irish school setting, where it is argued that such pedagogy places employability in its proper place: as something that becomes meaningful and helpful when situated within a wider understanding of ‘career’ development.

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

Anger Management in the Classroom

This article seeks to explore the reasons and motivations behind inappropriate expressions of anger, and how these can be successfully addressed. The article begins by looking at anger as a developmental and skills deficit perspective and recognises that not all anger is the same, but there are different forms and motivations behind anger. Each type of anger needs to be addressed differently, and the article explores a number of approaches that include cognitive behavioural techniques, conflict resolution strategies, and mindfulness and relaxation training. It may be concluded that each of these approaches is effective, but that their efficacy depends on context, type, and function of the anger, and it is vital to include the student in this process if any strategy is to be successful.

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

Video Role Play: The Accomplishment Interview

The Guidance Counsellor often plays a central role in supporting students in exploring and identifying skill sets. The Accomplishment Interview provides an opportunity to observe Kai Helmichk and Dr. Spencer Niles modelling this process. In the role play, Kai recounts a recent life event of which he was particularly proud while Dr. Niles’ guides the discussion through identifying and making overt the skills Kai has demonstrated as a result of this event. Throughout the video, Dr. Nile’s notes that Kai has demonstrated self-reflection, self-assessment, research, resilience, communication, persistence, motivation and problem solving skills.

Click below to view the video.
 
You can dowload the accompanying article HERE and at the end of this page
 
Further Recommended Viewing

Action-oriented Hope-centered Career Development by Spencer Niles can be viewed in conjunction with this video. It can be found here.

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

Improving Career Interventions with Cognitive Information Processing Theory

Jim Sampson, the Mode L. Stone Distinguished Professor of Counselling and Career Development from the Department of Educational Psychology and Learning Systems at Florida State University, presents ‘Improving Career Interventions with Cognitive Information Processing (CIP) Theory’ in this webinar recording.  
 
Sampson takes us through the key components of CIP theory and applies these to guidance practice in Ireland.  CIP theory in the words of Sampson “…provides a differentiated service delivery approach that provides a continuum of support” through, “self-help services, brief staff-assisted services and individual case-managed services”.   Differentiated service delivery approach is provided to service users according to their degree of ‘career readiness’ (“the capability of an individual to make informed and careful career choices taking into account the complexity of family, social, economic and organizational factors that influence career development”).   Service users with a high degree of career readiness, for instance, require less intensive support and thus self-help services are offered to these users.  Career readiness can be assessed through brief screening e.g. through the use of a short questionnaire circulated to all service users in advance of service delivery.
 
Sampson concludes the webinar by highlighting research on the use and impact of the CIP approach.
 
Click below to view the webinar recording.
 
You can dowload the accompanying presentation HERE and at the end of this page

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

Resilience, Character Building and Identity

Terri Morrissey, CEO of the Psychological Society of Ireland (PSI) presents ‘Resilience, character building and identity’ in this webinar recording. Morrissey highlights the importance of resilience and the development of mental toughness in supporting one’s ability to cope with uncertainty, changing and potentially distressing situations.  In this webinar Morrissey explores how to help young people develop resilience and how it relates to stress and wellbeing.  During her presentation Morrissey reflects on whether young people are presented with sufficient challenges to help them build resilience or if they are overprotected by parents/adults and significant others.
 
Click below to view the webinar recording.
 
You can dowload the accompanying presentation HERE and at the end of this page
 
Embedded video clip of  'Paul Potts sings Nessun Dorma'  is courtesy of: 
Creative Commons  © myredroom*  licensed under CC BY 2.0

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.

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

Planning the School Guidance Programme

I am very pleased to present this publication Planning the School Guidance Programme which has been prepared in the light of the requirements of sections 9 (c) and 21 of the Education Act 1998. The publication will assist schools greatly in developing their guidance plan as part of the overall School Plan. The writing of Planning the School Guidance Programme was co-ordinated by the National Centre for Guidance in Education, with inputs from the relevant stakeholders. I am most grateful to all who contributed to this work for their effort and commitment to the task. Guidance planning is a whole-school activity and is an integral part of the School Development Plan. The guidance plan offers both a challenge and an opportunity for schools to develop programmes that ensure all students have access to appropriate guidance. As these programmes require regular review and updating to ensure continued relevance to the ever-changing needs of the students in the school, the guidance plan is always a work in progress. As this document demonstrates, guidance planning draws not only on the expertise of the guidance counsellor but it also involves school management, staff, parents and students. I am certain that this document will be a valuable resource for all involved in guidance planning in schools. It will also assist in the implementation of improved guidance programmes to assist all students in their transitions as they progress from primary to second level and on to further study and employment. I would like to congratulate the National Centre for Guidance in Education on the publication of Planning the School Guidance Programme.

Noel Dempsey, T.D. Minister for Education and Science