Dr. Lucy Hearne, University of Limerick

1. Self-Protection in Careers Work: resilience and well-being of practitioners in the Local Employment Service Dr. Lucy Hearne, University of Limerick

2. Understanding Professional Resilience Conceptual Framework Professional Resilience (helping professions) Governmentality (PES) Critical Pedagogy (Career Guidance)

3. Professional Resilience Unstable construct, varies across lifespan Involves psychological, behavioural and cognitive functioning and emotional regulation Range of personal, relational and organisational settings (Day & Gu, 2014; Windle, 2011) Qualities – risk factors, protective factors/developmental assets Process - coping with adversity, bouncing back Innate resilience - motivational forces Ecological – negotiation for resources between individual and environment (Flach, 1997 ; Richardson, 2002; Ungar, 2006)

4. Professional Resilience Critical and constructionist views – challenge dominant discourses that narrowly define ‘successful adaptation’ and ‘challenging circumstances’ Embedded assumption: resiliency is responsibility of the individual, lack is a form of weakness (Luther et al, 2000; McLeod, 2007; Price et al, 2012)

5. Project Title Goes Here Career Guidance as ‘High-Touch Work’ (Hearne, 2012; Hearne & O’Grady, 2013) “making a highly skilled professional attachment, involvement and separation over and over again with one person after another” (Skovolt and Trotter-Mathison, 2011:106) Contextual factors: • streamlining of public services (PES, SOLAS, AEGI, ETB’s) • economic recession – clients and practitioners'’ anxiety about future • unemployment rates (13.7% Quarter 1, 2013 – 11. 1 % Quarter 3, 2014 ) • increased volume of clients seeking help; • culture of accountability, targets, and cost-benefit; • discourse of client responsibility and surveillance; • government funding cutbacks and recruitment moratorium; • disparate perception of ‘guidance’ amongst different stakeholders (public, policy-makers, providers)

6. Project Title Goes Here ‘Criticality’ in Career Guidance Examination of human interaction and power relations Considers power, control, equity, social justice, bureaucracy in everyday life Critiques dominant technical-rational approach underpinning public service practices, e.g. career guidance, (Bimrose & Hearne, 2012; Kincheloe, 2008; Prilleltensky & Stead, 2012) Intensification of control and casualisation of employment practices (Douglas, 2011; Price et al, 2012) Self-regulation and coping expected, despite oppressive structures (Parker, 1999)

7. Project Title Goes Here Governmentality in PES Governmentalityform of disciplinary power where relations have become elaborated, rationalized, and centralized in the form of, or under the auspices, of state institutions (Foucault, 1982) Career guidance - instrument of ‘liberal governmental’ rationality for economic end (Darmon & Perez, 2011; Hearne, 2009) Government Technology: dominant frameworks for institutionalization of career and labour market guidance for employment (Activation) and education (Lifelong Learning) Tension – ‘humanist’ perspective in helping individual’s development vs. national policy for economic stability (Darmon & Perez, 2011)

8. Project Title Goes Here Governmentality in PES • Global move in government rhetoric: from welfare state to workfare state • Assault on Human Services: bureaucratic control, accountability and fiscal crisis • Performance measurements: caseload activity used as a quantitative measure • Fiscal crisis: suspension of hiring, increasing penalties to public employees regardless of implications for clients • Street level bureaucrats:public servants “who interact directly with citizens in the execution of their work” (Lipsky, 2010:3), [e.g. career practitioners] (Brodkin & Marston, 2014; Lipsky, 2010) (Lipsky, 2010)

9. Project Title Goes Here Implications for PES Practitioners • Relations with clients – mixture of conflict, reciprocity and control • Social construction of the client - distribution of benefits and sanctions, control (standardized ways of processing clients), teaching of the client role, stigmatization of clients (l/t unemployed, good client, bad client) • Helping orientation incompatible with judgment and control of clients for bureaucratic purposes • Advocacy compromised by large case loads and mass processing of clients • Despite peer support, work alienation and sense of mistrust in organisation (Lipsky, 2010)

10. Challenges in Professional Practice (Hearne, 2012) • Volume & diversity of clients • Complex client issues • Realistic vs. unrealistic expectations of stakeholders • Outcome measurement Report: https://www2.ul.ie/pdf/232957089.pdf

11. Professional Resilience (Hearne, 2012) • Stress/Burnout symptoms: from empathy erosion to mild depression, anxiety and weariness, rumination • Prevalence: mixed in cases, cumulative exhaustion - ‘peak’ and ‘trough’ periods • Boundary erosion: bringing work home, inability to say ‘no’ • Time squeeze: professional revitalisation and strategic planning difficult • Long-term resilience: concern of stamina, lifestyle, burnout vs. need for new professional challenges • Subjective Wellbeing: - professional autonomy, - organisational valuing • workload and expectations of stakeholders explicit • self-care practices including professional supervision

12. Project Title Goes Here Follow-on Study 2013 (Hearne & O’Grady) An investigation into the professional resilience of career guidance practitioners in the Local Employment Service (LES) in the Republic of Ireland Method: national online survey of LES career practitioners (population circa 300 in 26 services) Content focus: professional role; LES work practices (caseloads and support), impact of recession, client issues, emotional well-being, stress and burnout, professional resiliency and wellbeing, self-regulation, restorative practices such as supervision & CPD Fieldwork, Findings & Dissemination: July/August 2013 onwards

13. Follow-on Study 2013 (Hearne & O’Grady) • Sample (n=38): female (n=26) and males (n=12), • Working full-time (n=28) and part-time (n=6). • Average age 48, with age range of 29 to 63. • Length of time in current position - 9 months to 17 years • Of 36 replies: professional role titles varied: 19 Mediators, 5 Co-ordinators, 5 Guidance Officers/Workers, 3 Adult Guidance Counsellors, 3 Information Officers and 1 Career Guidance Practitioner.

14. Impact of the Recession

15. Impact of Policy Measures

16. Burnout symptoms

17. Support in professional role

18. External professional supervision

19. Professional boundaries

20. Work-life Balance

21. Qualitative Responses • Rewarding aspect: “meaningful engagement” with clients. • View themselves as: “change agents • Process work: erosion with some practitioners “being pulled from all corners”. • Do not have a high level of autonomy in their work, they experience reasonable rather than excessive demands from management • Wellbeing: nutritionally, emotionally and psychologically as much as possible, have optimistic outlook, and a physically active lifestyle. • Re-orientation of their work hours to “redress a work-life imbalance to some extent”. • Another practitioner has so far “managed to leave the frustrations and feelings of powerlessness at work behind me when I go home”.

22. Conclusions of Study • Most salient client issues: financial concerns, anxiety about future, sense of hopelessness, poor self confidence, and lack of motivation • Exponential workload impacting on relationalaspect work with clients • Practitioners are largely supported by their family, friends and LES colleagues, but largely unsupported by government policy makers • Most common burnout symptoms: low energy, empathy fatigue, emotional and mental exhaustion, increased irritability, and extreme dissatisfaction at work • Concern: lack of external professional supervision (funding not provided) • Rely on their own innate self-care strategies to maintain resilience and wellbeing for their work