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Orientation to Career Guidance and Counselling in Developing Countries
William BorgenEducational and Counselling Psychology
& Special Education
Faculty of Education
University of British Columbia
Bryan HiebertDepartment of Educational Psychology
& Leadership Studies
Faculty of Education
University of Victoria
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The Need for Career/Life Planning
We guide our boys and girls to some extent through school, then drop them into this complex world to sink or swim as the case may be. Yet there is no part of life where the need for guidance is more emphatic than in the transition from school to work - the choice of a vocation, adequate preparation for it, and the attainment of efficiency and success. (Frank Parsons)
2
Traditional Assumptions
There are a series of individual attributes or traits that draw people to certain occupations.
These attributes or traits are pivotal to effective and desired decision-making.
Occupations that match the vocational interest of individuals are accessible to them.
Occupations are stable enough in their characteristics for assessment instruments that match the traits of individuals with occupational characteristics are useful over time.
Once secured individuals have the capability to stay involved in desired occupations or career trajectories.
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Counselling and Guidance Within a Context of Uncertainty
PersonalSelf-
identity
Family
Societal Context
Career
Rapidly Changing Social, Cultural and Economic Realities
•Poverty/Structural Unemployment
•Violence
•Migration
•HIV/AIDS
•The Education System
•Globalization
Societal Contexts
5
Some International Examples
Countries are looking for information and approaches that address the issues of individuals and also inform policies to serve the broader society (Kenya, Nigeria, Bhutan)
The context in which people are making occupational, vocational and career decisions is evolving rapidly and unpredictably (India, Africa, Eastern Europe/Asia, Argentina, North America)
Perceived status of occupations is a major issue
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Revised Assumptions Several factors influence choice of occupations or career
paths, including individual attributes or traits, family perspectives, rapidly evolving cultural influences such as poverty, addiction, conflict, displacement and discrimination, along with internationalization and rapid change in labour market opportunities.
These factors are differentially important within and across cultural contexts.
Occupations of choice may not be accessible.
Many tasks and processes related to occupations are unstable.
People need the skills and attitudes required to successfully manage rapid and unpredictable changes that characterize many occupations and career trajectories.
Career Development is an emerging professional activity7
Services Related to Career DevelopmentAdvice or Advising If I give general information regarding external requirements, I am doing
vocational or career advising (Implies general information is sufficient for the issue presented)
Guidance If I make a judgment about what information is being sought and
provided it I am providing vocational or career guidance. (Implies tailored information is sufficient).
Counselling If I explore the other person’s perspective, tentatively offer other
perspective to be considered (including information based on the initial exploration) and jointly discuss possible action planning, I am providing vocational or career counselling. (Implies that a counselling process is needed to consider the utility of different insights, feelings, and information and the applicability of different possible actions regarding the issue.)
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Constructs Central to Career Development
Occupational Occupational refers to an activity that is focused on
considering a particular job.
Vocational Vocational refers to a focus on an individual’s talents,
passions and interests in considering areas of work.
Career Career refers to broader issues, such life development,
work-adjustment, work-dysfunction, and integration of life roles with other life roles over time that may or may not be directly related to work.
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Advising Guidance Counselling
OccupationalOccupational
AdvisingOccupational
GuidanceOccupational Counselling
VocationalVocational Advising
Vocational Guidance
Vocational Counselling
CareerCareer Advising
Career Guidance
Career Counselling
A Proposed Research/Service Grid
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See: Hiebert, B., & Borgen, W. A. (Eds.), Technical and vocational education and training in the twenty-first century: New roles and challenges for guidance and counselling (pp. 13-26). Paris: UNESCO.
What students are telling us…
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Older Adolescents in High School
Problems Identified
Schooling Identity and Self-
Concept Family Employment
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See: Borgen, W. A., & Hiebert, B. (2006). Youth counselling and career guidance: What adolescents and young adults are telling us. International Journal for the Advancement of Counselling, 28, 389-400 .
Coping Strategies of Adolescents
Individual Problem Solving
Disengagement – distancing, avoidance
Resignation
Giving Up
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The Nature of Assistance Desired
Who – Friends, Family, Professional Helpers
Qualities – Good listeners, trustworthy and honest – Knowledge about the issues being discussed – Experience similar to theirs
What – Counselling, knowledge, advice and information – Comfort and reassurance
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The “High 5” (+1)
A Changing Theme For Career Development
1. Change is constant2. Focus on the journey3. Follow your heart4. Keep learning5. Access your allies
+6. Believe in yourself
See: Redekopp, D. E., Day, B., & Robb, M. (1995). The "High Five" of career development. In B. Hiebert (Ed.). Exemplary career development programs and practices: The best from Canada. Greensboro, NC: ERIC/CASS .
The Challenge…
Career opportunities are a result of planned and unplanned developmental and environmental events.
Career decisions evolve over a life time. Career development services need to be
differentiated and available across the lifespan. A new paradigm is needed to depict how people’s
careers develop.
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The Need…
Academics and practitioners will need to consider the new philosophical underpinnings, theoretical foundations, knowledge base, and expanded skill sets needed to embrace the new paradigm.
Career practitioners need a broader range of pre-service and in-service education that prepares them to offer advice, guidance and counselling for occupational, vocational and career related issues.
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Guidance & Counseling Planner
An alternative metaphor for career/life planning
See: Westwood, M. W., Amundson, N. E. & Borgen, W. A. (1994). Starting points: Finding your route to employment. Ottawa: Human Resources & social development Canada.
Borgen, W. A. (1999). Implementing ‘Starting Points’: A follow-up study. Journal of Employment Counseling, 36, 98 – 114.
Borgen, W. A. (1995). Starting points: Finding your route to employment (B.C. Edition). Victoria/Ottawa: Assessment, Counselling and Referral Initiative of MOEST and HRDC.
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Professional Development: A Multi-Layered Approach
Preparation for career practitioners Orientation workshop
• Philosophical underpinnings• theoretical foundations• For all professionals
Stakeholder involvement• Individual consultation• Group consultation
In-depth training for key service providers• Guidance practitioners• Counsellors
Training for trainers• For capacity building 19
Example from the Field
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Career Guidance and Counselling Orientation Workshop:
Implementing a Vision for Your Life
5-day interactive workshop• foundational career development theory• contemporary approaches for implementing career
guidance programs in educational settings• Key resources available• knowledge and skill practice in appropriate
instructional methods for career education
Designed to help teachers and counsellors work more effectively
with their school and college communities21
Guidance & Counseling Planner
Day 1: Context• Preparation, philosophy,
theory
Day 2: Taking Stock• Tools and resources
Day 3: Providing services• Communication
& collaboration
Day 4: Building support• Policy makers, service
providers, clients working together
Day 5: Consolidation• Implementing, maintaining,
sustaining 22
Orientation Workshop Plan
Day 1: Context What is career development
• Career-life planning• Vision for your life• Foundational theories
Who are we serving• Labour market context• Voices of youth
Learn about career-life planning by examining your own career path
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Orientation Workshop Plan
Day 2: Taking Stock
Nature of services• Advising, Guidance, Counselling• Occupational, Vocational, Career• Meeting the whole person needs of students
Nature of training • Skills needed• Resources available
Tools and resources (for services + for training)
Understanding my own career path• How will I incorporate this in my job
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Orientation Workshop Plan
Day 3: Providing services Communication and collaboration
• Multiple skills for multiple roles• Constructs and skills for collaboration
Basic group process• Group member roles and norms• Stages of group development
Skill practice
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Group Facilitation Model
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See: Borgen, W. A., Pollard, D. E., Amundson, N. E., & Westwood, M. J. (1989). Employment groups: The counselling connection (chapter 3). Toronto, ON: Lugus.
Group Design
Member Needs & Roles
Leader
Approaches
& Skills
Group Goals & Activities
Group
Process
Stage 6
Pos
t Gro
up
Stage 1
Pla
nnin
g
Stage 2
Initi
al
Stage 3
Tra
nsiti
on
Stage 4
Wor
king
Stage 5
Ter
min
atio
n
Orientation Workshop Plan
Day 4: Building support Policy support• Infrastructure needed• Resources needed• Program planning and evaluation• Policy makers, service providers, clients working
together Demonstrating the value of our work• Program planning and evaluation• Evaluation model• Tools for demonstrating value
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Outcome Focused Evidence-Based Practice
Quality Improvement
Resources Client change• Knowledge• Skill• Attribute• impact
Counsellor• Skills• Interventions• Programs
See: Baudoin, R., et al.. (2007). Demonstrating value: A draft framework for evaluating the effectiveness of career development interventions. Canadian Journal of Counselling, 41, 146-157.
CRWG web site: http://www.ccdf.ca/crwg
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Outcome-Focused Evidence-Based Practice
Input Process Outcome
Intervention =
Process + Outcome
What will I do? + How is it working?
Professional Practitioner
Orientation Workshop Plan
Day 5: Consolidation, maintaining, & sustaining Making it happen
• Pulling it all together• Action planning & follow up• Vision for your life• Foundational theories
Workshop evaluation
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Orientation Workshop Evaluation
Regarding the Primary Objectives of this workshop, andknowing what you know now, how would you rate yourself before the workshop, and how would you rate yourself now?
BeforeUnacceptable
Acceptable
AfterUnacceptable
Acceptable
0 1 2 3 4 ave 0 1 2 3 4 ave
1 Clear understanding of basic career development theory
6 5 11 3 1 1.5 0 0 0 10 16 3.6
2 Knowledge about the factors that contribute to (or interfere with) people’s career development
4 10 6 5 1 1.6 0 0 1 6 19 3.6
3 Knowledge regarding basic skills used in career-life planning
7 11 3 4 1 1.3 0 0 2 6 18 3.6
4 Tools for demonstrating the value of careers guidance & counselling
8 5 4 5 1 1.4 0 0 1 5 17 3.3
5Awareness of the importance of career-life planning in TVET
6 5 6 5 1 1.7 0 0 0 3 20 3.4
6Repertoire of practical tools and approaches for facilitating career development
8 9 4 4 1 1.4 0 0 2 6 18 3.5
Evaluation Results
156 ratings (6 questions times 26 people):• 84 (54%) ratings were unacceptable before the workshop• 0 ratings were unacceptable after the workshop• 6 (4%) ratings were excellent before the workshop• 108 (69%) ratings were excellent after the workshop
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Orientation Workshop Evaluation
Generally Speaking, Ave0 1 2 3 4
1. how useful did you find the workshop? -- -- -- 1 25 4.0
2. how would you rate the workshop facilitation? -- -- -- 1 25 4.0
3. how would you rate the workshop facilities (room, etc.)?
-- -- -- 18 5 3.0
4. how would you rate the food? -- -- -- 14 3 2.7
Unacceptable Acceptable
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Orientation Workshop Evaluation
For each component of the workshop listed below, please assess how useful that component was for you.
Ave0 1 2 3 4
1. General Model: Road Map -- -- 1 10 15 3.5
2. Exploring the Context -- -- 2 9 15 3.4
3. Factors Influencing Career Plans -- -- -- 8 18 3.7
4. Personal Career Line -- -- 1 12 13 3.5
5. Clarifying Roles (advising, guidance, counselling) -- -- -- 5 21 3.8
6. Assets and Resources -- -- 3 8 15 3.5
7. Skill Framework for service providers -- -- 2 6 18 3.6
8. Group process strategies -- -- -- 5 16 3.6
9. Skill Practice -- -- -- 9 17 3.7
10. Demonstrating value (evaluation) -- -- -- 8 16 3.7
11. Infrastructure -- -- 3 13 10 3.3
12. Action planning -- -- -- 7 19 3.7
AcceptableUnacceptable
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Final Thoughts
One major barrier expressed by participants• lack of infrastructure and resources • Many schools do not have a career resource centre
Create the support you need• Lobby policy makers• Train your boss to give you the support you need
Create a mechanism to support follow up action Create a capacity building mechanism
• Training for trainers
Lifelong learning & growth needs
Lifelong guidance and counselling35
Orientation to Career Guidance and Counselling in Developing Countries
Questions or Comments?
Thank you
William [email protected]
Bryan [email protected]
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