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

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

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

Action-oriented Hope-centered Career Development

In this webinar Prof. Spencer Niles presents an action oriented model of career development which places hope at the center of the process.  Niles highlights the three theories of career development which underpin this career development model - Snyder’s Hope Theory, Bandura’s Human Agency Theory and Hall’s Protean Career Theory.  The process employed by the action-oriented hope-centered model is discussed (self-reflection, self-clarity, visioning, goal setting and planning, and implementing and adapting) and sample activities are presented which can be employed to support the career development of individuals and groups. 

 

Niles concludes the webinar by presenting a case study and inviting guidance counsellors to consider how they might help Emily progress her career journey. 

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

The Accomplishment Interview by Spencer Niles and Kai Helmichk can be viewed in conjunction with this video. It can be found here.

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

Career Counselling: facilitating career learning and development

In this webinar, Liane Hambly discusses the role of career counselling in facilitating career learning and development.  Hambly presents a definition of career counselling and takes us through a three stage model for career counselling delivery (establishing the foundations, exploration of needs and addressing needs) and the theory underpinning this model.  Hambly concludes the webinar with a brief discussion of Dual Processing Theory and the implications of this theory for career guidance and counselling. 
 
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

Career Matters: Evidence and Implications for Gender and Equality

In this webinar, Dr. Deirdre Hughes, OBE, presents Career Matters: Evidence and Implications for Gender and Equality. Hughes discusses career learning and examines the research evidence base relating to careers education. Hughes takes us through the key findings of a major international review: Careers Education: International Literature Review commissioned by the UK Education Endowment Foundation and explores the implications for gender and equality in changing education and labour markets. Throughout the webinar Hughes invites participants to reflect on policy, research and practice and the implications of career dialogue within educational settings. 

Click below to view the webinar recording.
 
You can dowload the accompanying presentation HERE and at the end of this page
 
Embedded clip of '# Redraw the Balance' is courtesy of © Mullen Lowe Group. 
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

Career Sailboat Model as a tool for the Guidance Counsellor

There are numerous career development theories and models. Because of the complexity and fluidity of contemporary career development there is need for modern models to assist individuals to navigate career paths with purpose and clarity. The Career Sailboat Model (CSM) was created to enhance the process of career decision-making which emerges within four interactive dimensions - individual, social, political-legal-economical and chance. CSM uses a metaphorical presentation and focuses on the determination of career goals by promoting the process of self-discovery.  This process is facilitated by overlaying a structure which guides both the discovery of self and the evaluation of career opportunities and options. This process utilises all of the career counselling processes including self-knowledge, recognition of educational/professional possibilities and decision/career planning.  The model is founded on the idea that one’s passage to a career is a sailing journey from origin to destination.  While the tentative selection of a career can be an intimidating process, the process of planning and navigating a journey can be much less so.  This model was inspired by the work of many others and many earlier theories. Accordingly, and consistent with constructivist views, the CSM is engaged in helping individuals to compose their own stories and to determine their own destination ports. The model easily permits the use of informal/qualitative assessment instruments by guidance counsellors, for example, use of games, self-report inventories, card sorts. The CSM also allows for great flexibility and adaptation to a wide variety of cultural/social realities and to political-legal-economical dimensions.

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

Countering Bully/Victim Problems in Schools: Supporting the Guidance Counsellor

The purpose of the current chapter is to equip Guidance Counsellors with the requisite classic and contemporary knowledge to understand and plan to address the many manifestations of bully/victim problems encountered among students and the wider school community (e.g., Mc Guckin & Lewis, 2003). Whilst attention is directed towards an exploration of what we currently know about the nature, incidence, correlates, and management of traditional ‘f2f’ (face-to-face) bullying (Mc Guckin, Cummins, & Lewis, 2010), the chapter also explores a more immediate and contemporary form of bullying, one that demonstrates an overlap with the experience of being involved in f2f forms of bully/victim problems – cyberbullying (Juvonen & Gross, 2008). Drawing upon the research outcomes of recent and ongoing EU commissioned research projects (e.g., COST Action IS0801, CyberTraining, CyberTraining 4 Parents), the chapter dispels some of the myths about cyberbullying and provides timely resources and reference materials for immediate use by Guidance Counsellors in their work with students, parents, and other professionals. Whilst much attention is justifiably directed towards f2f and cyberbullying, the chapter also presents a timely reminder to be vigilant against other forms of bully/victim problems, such as, disablist bullying (Purdy & Mc Guckin, 2011) and alterophobia (Minton, 2012). Finally, due consideration is given to the policy and legal context of such issues, with directions towards appropriate additional resources in order to facilitate readers’ engagement with the current knowledge regarding bully/victim problems. The aspiration is to work towards more harmonious educational environments, ones that see students reach their full potential with protection from harm and deleterious health effects.

Further Recommended Reading
The Four Pillars of Action:  The Role of Guidance Counsellors in developing and implementing the Whole School Community Approach in Tackling Bullying, both Traditional and Cyber by Mona O'Moore should be read in conjunction with this article.  It can be found here in "Delivering the guidance programme" section.