This article offers a practical tool to support guidance counsellors in their responsibility to manage ethical aspects of their work. That tool consists of a procedure to formalise the making of ethical decisions.
Note: This document was previously uploaded to the (old) 'NCGE School Guidance Handbook'
There are numerous career development theories and models. 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.
Note: This document was previously uploaded to the (old) 'NCGE School Guidance Handbook'
This webinar and accompanying presentation address and highlight the importance of resilience and the development of mental toughness in supporting one’s ability to cope with uncertainty, changing and potentially distressing situations. A focus is placed on how to help young people develop resilience and how it relates to stress and wellbeing.
You can view webinar recording on Vimeo by clicking the 'Resource Link' below.
This article looks at how the guidance counsellor can support the student with dyslexia in Irish post-primary schools.
Note: This document was previously uploaded to the (old) 'NCGE School Guidance Handbook'
This article is intended to aid Guidance Counsellors working with students with Asperger’s Syndrome / ASD Level 1.
The first step is to understand the condition.
Note: This document was previously uploaded to the (old) 'NCGE School Guidance Handbook'
This resource introduces and summarises key aspects to consider, where anxiety is concerned.
The resource is provided in Word Document format and contains 7 x main sections
You may find it convenient to seperate out the sections in this document and provide digitally or in printed form to students, colleagues and parents.
This Framework is intended to be a resource for schools to support the planning, design and delivery of the whole school guidance programme in line with the requirements of The Education Act (1998), that schools provide students with “access to appropriate guidance to assist them in their educational and career choices” (section 9c). A continuum of support model for the school guidance programme, similar to the school support model of the National Educational Psychological Service (NEPS), is presented in the Framework – guidance for all, guidance for some and guidance for a few.The continuum comprises a whole school approach to guidance through guidance-related learning to individualised supports for students.The Framework identifies three areas of learning to facilitate students’ development in eight areas of competence. The areas of learning include: learning relating to oneself (personal/social development), educational opportunities (educational development) and career decision making (career development).