CROSS BORDER SEMINAR Innovative Tools and Methods in Career Guidance and Counselling Conclusions

1. CROSS BORDER SEMINARInnovative Tools and Methods in Career Guidance and CounsellingConclusions 17-18 May 2011 Budapest Borbély-Pecze Tibor Bors, Ph.D.

2. Where we got started? - Counselling is a standalone profession Szilágyi: There is a significant history of science background to the development of counselling as a profession; the development of philosophy, psychology, economics, sociology and medicine facilitated the scientific establishment of a practical activity. The development of these areas shows different features but, concerning counselling, we can emphasize the significance of interdisciplinary which is both a difficulty and an opportunity in this process.

3. Areas to be integrated Knowledge about labour market and education Self-knowledge related to career Knowledge of occupations

4. The European Union also has a definition (2004) In the context of lifelong learning, guidance refers to a range of activities1 that enables citizens of any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their individual life paths in learning, work and other settings in which these capacities and competences are learned and/or used. Draft Resolution of the Council and of the representatives of the Member States meeting within the Council on Strengthening Policies, Systems and Practices in the field of Guidance throughout life in Europe

5. and a footnote… Examples of such activities include information and advice giving, counselling, competence assessment, mentoring, advocacy, teaching decision-making and career management skills. In order to avoid ambiguity, since a variety of terms are used in Member States to describe services engaged in these activities, including educational, vocational or career guidance, guidance and counselling, occupational guidance/counselling services, etc., the term 'guidance' is used throughout this text to identify any or all of these forms of provision and Member States should interpret the term as referring to the appropriate provision in their own countries.

6. Professionalising career guidance- a competency framework for professionals (2009) CEDEFOP (2009)

7. It has different parts • Career advise • Career guidance • and career counselling • All parts of a Lifelong Guidance (LLG) System • Where you have reliable data on EDU. and LM. and trained professionals

8. …so these type of meetings are highly relevant at least in two ways; • Helping the professionals on self-reflexions (network-building is one way to do it; e.g. intervisio, learning the same professional language…) • Serving for „upskilling” (e.g. LLL – learning new methods)

9. Outcomes from the workshops

10. A1 - “Bib-wiki: ONE instrument of knowledge management for all guidance practitioners in Austria”- Erika Kanelutti-Chilas, Austria • Is a password protected on-line knowledge management tool • Sponsored by Federal Ministry of Education, Adult Education Dept. (ESF) • Currently 250 professionals and 100 organisations use it in a cross-sectoral base • Also available for German speaking countries

11. B1-“Personal type preferences and their usefulness for career decision”- Elena Lisá, Slovak Republic • Personal characteristics and occupations • Extrovert / Introvert • Sensing / Intuition • Thinking / Feeling • Judgment / Perception 8 types of preferences

12. C1- "Online course: Multiculturalism in vocational guidance – Innovative tool for career counsellors’ professional development"- Zuzanna Rejmer, Poland • For and against on-line courses • KNOWLEDGE – SKILLS – ATTITUDES • The most important factors that make the online course successful: • curiosity • engagement • various tasks • interactions with other participants • the instructor • and • use of experience • more interaction

13. A2- “Life space mapping as an innovative ICT method in career guidance and biographical counselling”- Aneta Slowik, Poland • Sue (1996) Multicultural Counselling and Therapy (MCT) • Peavy, Vance – sociodinamic counselling • Drowing & cycles: Past-present-future • For migrants, low-skilled • So it is visualisation in the G. process

14. B2- “One’s creativity in the process of decision making and problem solving” - Peter Gabor, Slovenia • Amundson’s problem solving model • Competency model • Active engagement of the counselee • Soft techniques for this: • Draw down your life mountain • Write your life book • Draw the problem • Draw yourself • Verbal metaphors

15. C2- “Group work sessions supporting labour market integration” – Miklós Kenderfi, Hungary • Practice oriented (eclectic) approach • Group counselling as a main tool for ‘underclass’ (dropped-out, homeless, unemployed mothers, Roma etc.) • Information gap • Group conversation cannot work • Instead of this they need simply tasks (e.g. social atom, worksheet…)

16. A3- “Supplementary methods in counselling: Profiling, Kerin, Orient”- András Vladiszavlyev, Hungary • Profiling: Profiling provides assistance for identifying people who may be at risk of long-term unemployment as a tool of the European PES • Using hard data (as gender, region, vocation, ISCO, age ect.)for guidance

17. B3- “The power of colours: Psychodiagnostic in career counselling Adéla Vavriková & Jana Vohralíková Czech Republic • psychodiagnostics in career counselling • With projective methods • Based on Lüscher´s theory (Colour-Verbal Association Test) • 130 words • personality • Firm • Job position • 3 colour / word

18. C3- “BeKo: A new concept for guidance-counsellors in the Public Employment Service (PES)” - Verena Stolte, Germany • Practice & process-oriented aid that is open to development for counselling and placement specialist staff within the BA • 2 types of counselling in BA • Orientation and Decision-making Counselling (OEB) • Integration Accompanying Counselling (IBB) • 3 specialisations: U25, adults, disabled • For social beneficiaries local gov. & BA jointly operate services • Different intervention levels and a protocol & in-service training (partly on-line) for the staff (basics, counselling formats, tools, supervision) • Widening access vs. quality of CG services ?

19. What I’ll take home with me • CG has strong professional background in psychology and pedagogy as well, it is important for the professional to understand his/her background • Neither psychological nor pedagogical tools can be used without the strong knowledge on the occupation and LM (economics)& tool itself (you have to try it by yourself!) • It is important to understand the different professional possibilities of the different professions (e.g. teachers, social workers, career counsellors, psychologists, advisors) It is not a solution if we call everybody Guidance Counsellor – it might harm the end-user and the professional as well.

20. What will you take home? • Please discuss it with you right side neighbour. You have 5 minutes!

21. Thank you for your attention!