NCGE Resources

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

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

Best Practice, Ethical and Legal Considerations in Psychometric Testing for Guidance Counsellors


Over the last twenty years there has been a notable increase in the popularity of psychometric testing in both occupational and educational settings. This increase in popularity has led to the proliferation of diverse psychometric tests and testing internationally. The last twenty years has also seen a convergence in what is seen as best practice. The current article aims to provide test users in Irish secondary schools with a broad perspective on best practice in using psychometric tests based on international best practice standards. These standards highlight the importance of managing the testing process, to ensure clients are effectively briefed on the strengths and limitations of tests and debriefed on the meaning of their scores.

The effective management of the testing process ensures students can realistically interpret psychometric test information and are effectively prepared for future encounters with psychometric testing. This article will explore best practice standards within an international context and highlight potential ethical and legal considerations, pertinent to the use of psychometric tests in Irish post-primary schools. 

 

Further recommended reading:

 

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 in "Delivering the Guidance Programme" section.


Data protection for the Guidance Counsellor (GDPR) by Hugh Jones should be read in conjunction with this article.  

It can be found HERE in "Policy and Practice Guidelines" section.


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

It can be found HERE  in "Policy and Practice Guidelines" section.

 

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

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

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.