RÓISĺN KELLEHERRÓISĺN KELLEHERBA, MA, DCG, FELLOW IGCBA, MA, DCG, FELLOW IGC

SELF-EMPLOYED GUIDANCE SELF-EMPLOYED GUIDANCE COUNSELLOR COUNSELLOR

AISLING CAREER GUIDANCE & AISLING CAREER GUIDANCE &

RECRUITMENTRECRUITMENT email: email: roisink@iol.ie www.RoisinKelleher.ie

I WOULD LIKE TO THANK THE I WOULD LIKE TO THANK THE INTERNATIONALINTERNATIONAL ASSOCIATION FOR ASSOCIATION FOR EDUCATION AND VOCATIONAL EDUCATION AND VOCATIONAL GUIDANCE FOR GIVING ME THEGUIDANCE FOR GIVING ME THE

OPPORTUNITY TO SHARE WITH YOU OPPORTUNITY TO SHARE WITH YOU MY RESEARCH FINDINGS MY RESEARCH FINDINGS

A REVIEW OF DEVELOPMENTS IN A REVIEW OF DEVELOPMENTS IN GUIDANCE POLICY AND PRACTICE IN GUIDANCE POLICY AND PRACTICE IN A SAMPLE OF SECOND-LEVEL A SAMPLE OF SECOND-LEVEL SCHOOLS IN IRELAND AND ASCHOOLS IN IRELAND AND A

SURVEY OF STUDENTS’ REACTIONSSURVEY OF STUDENTS’ REACTIONS

OUTLINE OF REVIEWOUTLINE OF REVIEW

DEFINITION OF GUIDANCEDEFINITION OF GUIDANCE GUIDANCE PROVISION / POLICY GUIDANCE PROVISION / POLICY RESEARCH PURPOSERESEARCH PURPOSE MAIN FINDINGSMAIN FINDINGS ISSUES FOR FURTHER RESEARCHISSUES FOR FURTHER RESEARCH

DEFINITION OF GUIDANCEDEFINITION OF GUIDANCE OVER ONE HUNDRED DEFINITIONS OF OVER ONE HUNDRED DEFINITIONS OF

GUIDANCE HAVE BEEN IDENTIFIED IN GUIDANCE HAVE BEEN IDENTIFIED IN PROFESSIONAL LITERATUREPROFESSIONAL LITERATURE

HOWEVER, IN KEEPING WITH THE OBJECTIVE OF HOWEVER, IN KEEPING WITH THE OBJECTIVE OF

MY RESEARCH, EMPHASIS HAS BEEN PLACED MY RESEARCH, EMPHASIS HAS BEEN PLACED ON THE FUNCTIONS REGARDING SERVICES IN ON THE FUNCTIONS REGARDING SERVICES IN SCHOOLS, WHICH ACCORDING TO THE SCHOOLS, WHICH ACCORDING TO THE INSTITUTE OF GUIDANCE COUNSELLORS (IGC) INSTITUTE OF GUIDANCE COUNSELLORS (IGC) INCLUDES THE FOLLOWING:INCLUDES THE FOLLOWING:

EDUCATIONAL, CAREER AND PERSONAL EDUCATIONAL, CAREER AND PERSONAL

COUNSELLING COUNSELLING

EDUCATIONAL / CAREER COUNSELLING, EDUCATIONAL / CAREER COUNSELLING, INCLUDES:INCLUDES:

COURSE INFORMATION, CAREER COURSE INFORMATION, CAREER MANAGEMENT, PYSCHOMETRIC TESTING, MANAGEMENT, PYSCHOMETRIC TESTING, JOB SEARCH SKILLS, ETC. THIS SERVICE IS JOB SEARCH SKILLS, ETC. THIS SERVICE IS DELIVERED TO STUDENTS IN A CLASSROOM DELIVERED TO STUDENTS IN A CLASSROOM OR ON A ONE-TO-ONE BASISOR ON A ONE-TO-ONE BASIS

PERSONAL COUNSELLING GIVEN ON A ONE-PERSONAL COUNSELLING GIVEN ON A ONE-TO-ONE BASIS, ALLOWS STUDENTS TO TO-ONE BASIS, ALLOWS STUDENTS TO BRING UP ISSUES OF CONCERN TO THEMBRING UP ISSUES OF CONCERN TO THEM

GUIDANCE PROVISION / GUIDANCE PROVISION / POLICYPOLICY

THE EDUCATION ACT (1998) STATES THE EDUCATION ACT (1998) STATES THAT SCHOOLS SHALL USE THAT SCHOOLS SHALL USE AVAILABLE RESOURCES TO ENSURE AVAILABLE RESOURCES TO ENSURE THAT STUDENTS HAVE ACCESS TO THAT STUDENTS HAVE ACCESS TO APPROPRIATE GUIDANCE TO ASSISTAPPROPRIATE GUIDANCE TO ASSIST

THEM IN THEIR EDUCATIONAL AND THEM IN THEIR EDUCATIONAL AND CAREER CHOICESCAREER CHOICES

GUIDANCE PROVISION / GUIDANCE PROVISION / POLICYPOLICY

EACH SCHOOL IS GRANTED, FOR EACH SCHOOL IS GRANTED, FOR GUIDANCE PURPOSES, EIGHT HOURSGUIDANCE PURPOSES, EIGHT HOURS PER WEEK FOR SCHOOLS WITH LESSPER WEEK FOR SCHOOLS WITH LESS THAN 200 STUDENTS TO 22 HOURS PERTHAN 200 STUDENTS TO 22 HOURS PER WEEK FOR 500 STUDENTS OR MOREWEEK FOR 500 STUDENTS OR MORE (CIRCULAR LETTER PPT 12/05 DES) (CIRCULAR LETTER PPT 12/05 DES)

GUIDANCE PROVISION / POLICYGUIDANCE PROVISION / POLICY

GUIDANCE MATERIAL CONSISTING OF: GUIDANCE MATERIAL CONSISTING OF:

COURSE / COLLEGE / CAREERCOURSE / COLLEGE / CAREER

INFORMATION LITERATUREINFORMATION LITERATURE

A NATIONAL ONLINE DATABASE (A NATIONAL ONLINE DATABASE (www.qualifax.ie) IS IN EXISTENCE FOR ) IS IN EXISTENCE FOR SOME YEARSSOME YEARS

1000 GUIDANCE COUNSELLORS 1000 GUIDANCE COUNSELLORS WORK IN SECOND LEVEL SCHOOLS, WORK IN SECOND LEVEL SCHOOLS, WITH SMALL NUMBERS IN 3WITH SMALL NUMBERS IN 3RDRD LEVEL LEVEL COLLEGES, ADULT GUIDANCE AND COLLEGES, ADULT GUIDANCE AND PRIVATE PRACTICE PRIVATE PRACTICE

GUIDANCE COUNSELLOR GUIDANCE COUNSELLOR QUALIFICATIONSQUALIFICATIONS

AT SECOND LEVEL, COUNSELLORS AT SECOND LEVEL, COUNSELLORS ARE THIRD LEVEL GRADUATES, ARE THIRD LEVEL GRADUATES, QUALIFIED TEACHERS’ WITH AN QUALIFIED TEACHERS’ WITH AN ADDITIONAL POST GRADUATE ADDITIONAL POST GRADUATE QUALIFICATION IN CAREER QUALIFICATION IN CAREER GUIDANCE GUIDANCE

GUIDANCE PROVISION / GUIDANCE PROVISION / POLICYPOLICY

SOME INITIATIVES FROM THE STATE SOME INITIATIVES FROM THE STATE INCLUDE:INCLUDE:

THE ESTABLISHMENT OF A NATIONAL THE ESTABLISHMENT OF A NATIONAL CENTRE FOR GUIDANCE IN CENTRE FOR GUIDANCE IN EDUCATION (NCGE) in 1995 WHOSE EDUCATION (NCGE) in 1995 WHOSE MAIN ROLE IS TO SUPPORT AND MAIN ROLE IS TO SUPPORT AND DEVELOP GUIDANCE AND INFORM DEVELOP GUIDANCE AND INFORM THE DEPARTMENT OF EDUCATION THE DEPARTMENT OF EDUCATION REGARDING GUIDANCE POLICY REGARDING GUIDANCE POLICY

GUIDANCE POLICYGUIDANCE POLICY

EDUCATION ACT (1998)EDUCATION ACT (1998)

NATIONAL EDUCATIONAL NATIONAL EDUCATIONAL PSYCHOLOGICAL SERVICE (NEPS) (1999)PSYCHOLOGICAL SERVICE (NEPS) (1999)

COMMISSION ON THE POINTS SYSTEM COMMISSION ON THE POINTS SYSTEM (1999)(1999)

AN AUDIT OF GUIDANCE PROVISION IN AN AUDIT OF GUIDANCE PROVISION IN POST PRIMARY SCHOOLS 1999-2000POST PRIMARY SCHOOLS 1999-2000

GUIDANCE POLICYGUIDANCE POLICY

GUIDANCE ENCHANCEMENT GUIDANCE ENCHANCEMENT

INITIATIVE (2001)INITIATIVE (2001)

OECD REVIEW (2002) ASSESSMENT OECD REVIEW (2002) ASSESSMENT ON THE DELIVERY OF THE GUIDANCE ON THE DELIVERY OF THE GUIDANCE SERVICE IN THE REPUBLIC OF SERVICE IN THE REPUBLIC OF IRELANDIRELAND

PLANNING THE SCHOOL GUIDANCE PLANNING THE SCHOOL GUIDANCE PROGRAMME (2004)PROGRAMME (2004)

GUIDANCE RESOLUTION RATIFIED BY GUIDANCE RESOLUTION RATIFIED BY EUROPEAN COUNCIL OF MINISTERS EUROPEAN COUNCIL OF MINISTERS

(MAY 2004) (MAY 2004)

OECD REVIEW (2004): CAREER OECD REVIEW (2004): CAREER GUIDANCE AND PUBLIC POLICY: GUIDANCE AND PUBLIC POLICY: BRIDGING THE GAP, AN OBSERVATION BRIDGING THE GAP, AN OBSERVATION ON THE REVIEW BY WATTSON THE REVIEW BY WATTS

(2004) SAYS THAT:(2004) SAYS THAT:““CAREER GUIDANCE SERVICES HAVE CAREER GUIDANCE SERVICES HAVE OFTEN IN THE PAST BEEN VIEWED AS OFTEN IN THE PAST BEEN VIEWED AS MARGINAL SERVICES IN TERMS OF MARGINAL SERVICES IN TERMS OF PUBLIC POLICY.” PUBLIC POLICY.”

HE GOES ON TO ARGUE THAT SUCH HE GOES ON TO ARGUE THAT SUCH SERVICES NEED TO BE BROUGHT SERVICES NEED TO BE BROUGHT INTO THE MAINSTREAM OF POLICY INTO THE MAINSTREAM OF POLICY FORMATION FORMATION

RESEARCH PURPOSE RESEARCH PURPOSE

TO REVIEW DEVELOPMENTS OF TO REVIEW DEVELOPMENTS OF GUIDANCE POLICY AND PRACTICE GUIDANCE POLICY AND PRACTICE AND SURVEY STUDENTS’ REACTION AND SURVEY STUDENTS’ REACTION

THE RESEARCH WAS DEEMED THE RESEARCH WAS DEEMED

NECESSARY BECAUSE THE VIEWS OF NECESSARY BECAUSE THE VIEWS OF STUDENTS HAD NOT BEEN SOUGHT STUDENTS HAD NOT BEEN SOUGHT PREVIOUSLYPREVIOUSLY

RESEARCH PARTICIPANTSRESEARCH PARTICIPANTS

1,400 FINAL YEAR SECOND-LEVEL 1,400 FINAL YEAR SECOND-LEVEL STUDENTS WERE REQUESTED TO STUDENTS WERE REQUESTED TO PARTICIPATE PARTICIPATE

1,130 STUDENTS (604 MALES AND 526 1,130 STUDENTS (604 MALES AND 526 FEMALES) RESPONDED FEMALES) RESPONDED

SPSS WAS USED FOR THE SPSS WAS USED FOR THE QUANTITATIVE ANALYSIS QUANTITATIVE ANALYSIS

MAIN RESEARCH FINDINGSMAIN RESEARCH FINDINGS

THE STUDY CONFIRMED CRITICAL THE STUDY CONFIRMED CRITICAL FACTORS THAT NEED ATTENTION TO FACTORS THAT NEED ATTENTION TO IMPROVE THE SERVICEIMPROVE THE SERVICE

IT WOULD BE DESIRABLE TO HAVE IT WOULD BE DESIRABLE TO HAVE

STRUCTURED GUIDANCE STRUCTURED GUIDANCE PROGRAMMES AVAILABLE TO PROGRAMMES AVAILABLE TO STUDENTS FROM THE TIME THEY STUDENTS FROM THE TIME THEY ENTER SECOND LEVEL EDUCATION ENTER SECOND LEVEL EDUCATION

SUCH PROGRAMMES WOULD HELP SUCH PROGRAMMES WOULD HELP TO BUILD A MEANINGFUL AND TO BUILD A MEANINGFUL AND SUPPORTIVE RELATIONSHIP WITH SUPPORTIVE RELATIONSHIP WITH STUDENTS FROM THE TIME OF STUDENTS FROM THE TIME OF ESTABLISHING FIRST CONTACT WITHESTABLISHING FIRST CONTACT WITH

THEMTHEM

GUIDANCE INTRODUCED AT A LATE GUIDANCE INTRODUCED AT A LATE STAGE, SUCH AS SENIOR CYCLE, CAN STAGE, SUCH AS SENIOR CYCLE, CAN BE DESCRIBED AS ‘CRISIS BE DESCRIBED AS ‘CRISIS COUNSELLING’ AND IS OF ‘LITTLECOUNSELLING’ AND IS OF ‘LITTLE

VALUE’ ACCORDING TO SUPER (1990)VALUE’ ACCORDING TO SUPER (1990) IN BROWN & BROOKS (1996)IN BROWN & BROOKS (1996)

THE 1 : 500 RATIO GIVES VERY THE 1 : 500 RATIO GIVES VERY INADEQUATE TIME TO HAVE CONTACT INADEQUATE TIME TO HAVE CONTACT WITH STUDENTSWITH STUDENTS

RESEARCH UNDERTAKEN BY RESEARCH UNDERTAKEN BY BARDICK (2004) AND NUMMINEN ET AL BARDICK (2004) AND NUMMINEN ET AL (2002) SHOW THAT AN INADEQUATE (2002) SHOW THAT AN INADEQUATE COUNSELLOR / STUDENT RATIO CAN COUNSELLOR / STUDENT RATIO CAN CREATE DIFFICULTIES FOR THECREATE DIFFICULTIES FOR THE

DELIVERY OF AN EFFECTIVE DELIVERY OF AN EFFECTIVE GUIDANCE SERVICE GUIDANCE SERVICE

THE STUDY CONFIRMS WEAKNESSES IN THE THE STUDY CONFIRMS WEAKNESSES IN THE SERVICE OF WHICH MOST PRACTITIONERS SERVICE OF WHICH MOST PRACTITIONERS WOULD BE AWARE WOULD BE AWARE

THIS SITUATION IS CONFIRMED WITH THIS SITUATION IS CONFIRMED WITH RESEARCH PUBLISHED BY THE ECONOMIC RESEARCH PUBLISHED BY THE ECONOMIC AND SOCIAL RESEARCH INSTITUTE (ESRI), AND SOCIAL RESEARCH INSTITUTE (ESRI), AUTUMN 2011, CARRIED OUT FOR THE AUTUMN 2011, CARRIED OUT FOR THE NATIONAL COUNCIL FOR CURRICULUM AND NATIONAL COUNCIL FOR CURRICULUM AND ASSESSMENT (NCCA), WHERE FOUR OUT OF ASSESSMENT (NCCA), WHERE FOUR OUT OF FIVE STUDENTS WOULD HAVE PREFERRED FIVE STUDENTS WOULD HAVE PREFERRED MORE INFORMATION BEFORE MAKING MORE INFORMATION BEFORE MAKING COLLEGE AND CAREER CHOICES COLLEGE AND CAREER CHOICES

I BELIEVE THAT FURTHER I BELIEVE THAT FURTHER RESOURCES FOR GUIDANCE SHOULD RESOURCES FOR GUIDANCE SHOULD BE PROVIDED, INCLUDING THE BE PROVIDED, INCLUDING THE RETURN OF THE RATIO OF 1 RETURN OF THE RATIO OF 1 GUIDANCE COUNSELLOR TO 250 GUIDANCE COUNSELLOR TO 250 STUDENTSSTUDENTS

STUDENTS’ REACTIONSSTUDENTS’ REACTIONS REGARDING CAREER DECISION-MAKING, REGARDING CAREER DECISION-MAKING,

STUDENTS REPLIES IN THE RESEARCH STUDY STUDENTS REPLIES IN THE RESEARCH STUDY INCLUDED:INCLUDED:

‘‘I AM NOT CLEAR ABOUT THE CAREER THAT II AM NOT CLEAR ABOUT THE CAREER THAT I WANT’ WANT’ ‘ ‘NOT SUFFICIENT INFORMATION FROMNOT SUFFICIENT INFORMATION FROM GUIDANCE COUNSELLOR’ GUIDANCE COUNSELLOR’

‘‘I AM NOT SURE OF WHAT I AM CAPABLE OF’I AM NOT SURE OF WHAT I AM CAPABLE OF’

‘‘NOT ENOUGH HELP HAS BEEN GIVEN NOT ENOUGH HELP HAS BEEN GIVEN TO MAKE A CAREER DECISION’TO MAKE A CAREER DECISION’

STUDENTS IN THE CURRENT ESRI STUDENTS IN THE CURRENT ESRI STUDY SAIDSTUDY SAID THEY FELTTHEY FELT ‘OVERWHELMED WHEN MAKING ‘OVERWHELMED WHEN MAKING DECISIONS THAT WOULD AFFECT THE DECISIONS THAT WOULD AFFECT THE REST OF THEIR LIVES’ REST OF THEIR LIVES’

WATTS (2004) IN A REVIEW FOR THE WATTS (2004) IN A REVIEW FOR THE

ORGANISATION FOR ECONOMIC CO-ORGANISATION FOR ECONOMIC CO-

OPERATION AND DEVELOPMENT OPERATION AND DEVELOPMENT (OECD) FOR THE REPUBLIC OF (OECD) FOR THE REPUBLIC OF IRELAND, SAID: “BOTH THE CAREER IRELAND, SAID: “BOTH THE CAREER EDUCATION CURRICULUM AND ITS EDUCATION CURRICULUM AND ITS EXPERIENTIAL COMPONENTS EXPERIENTIAL COMPONENTS NEEDED TO BE STRENGTHENED.” NEEDED TO BE STRENGTHENED.”

CAREER DECISION MAKINGCAREER DECISION MAKING

WATTS ET AL (1996) ARGUE THAT CAREERWATTS ET AL (1996) ARGUE THAT CAREER DECISIONS ARE ESTABLISHED BY PROCESSESDECISIONS ARE ESTABLISHED BY PROCESSES LINKED TO THE WIDER DEVELOPMENT OFLINKED TO THE WIDER DEVELOPMENT OF THE INDIVIDUAL OVER CONSIDERABLE TIMETHE INDIVIDUAL OVER CONSIDERABLE TIME THEY ALSO SAY THAT THERE IS NO SINGLETHEY ALSO SAY THAT THERE IS NO SINGLE OCCASION (SUCH AS A CAREERS INTERVIEW)OCCASION (SUCH AS A CAREERS INTERVIEW) WHERE CAREER DECISIONS CAN BEWHERE CAREER DECISIONS CAN BE SATISFACTORILY MADE SATISFACTORILY MADE

IN 1993 WATTS ET AL POINT OUT THATIN 1993 WATTS ET AL POINT OUT THAT PARENTS OFTEN HAVE MORE INFLUENCE PARENTS OFTEN HAVE MORE INFLUENCE

IN THE CHOICES THEIR CHILDREN MAKE IN THE CHOICES THEIR CHILDREN MAKE THAN FORMAL GUIDANCE SERVICESTHAN FORMAL GUIDANCE SERVICES

RESEARCH FROM BARDICK (2004) ARGUES RESEARCH FROM BARDICK (2004) ARGUES THAT BY SEEKING HELP FROM PARENTS THAT BY SEEKING HELP FROM PARENTS AND FRIENDS,AND FRIENDS,

STUDENTS MAY NOT RECEIVE THESTUDENTS MAY NOT RECEIVE THE

INFORMATION THEY REQUIRE, YET INFORMATION THEY REQUIRE, YET SUCH YOUNG PEOPLE DO NOT SUCH YOUNG PEOPLE DO NOT APPEAR TO TURN TO GUIDANCE APPEAR TO TURN TO GUIDANCE COUNSELLORS WHO ARE EXPECTED COUNSELLORS WHO ARE EXPECTED TO HAVE THE ANSWERS TO THEIR TO HAVE THE ANSWERS TO THEIR CAREER-RELATED QUESTIONS CAREER-RELATED QUESTIONS

GUIDANCE COUNSELLOR GUIDANCE COUNSELLOR APPROACHABILITYAPPROACHABILITY

THE APPROACHABLITY OF THE THE APPROACHABLITY OF THE GUIDANCE COUNSELLOR WAS ALSO GUIDANCE COUNSELLOR WAS ALSO EXAMINED IN THIS RESEARCHEXAMINED IN THIS RESEARCH

THE FINDINGS SHOW THAT 35.4% OFTHE FINDINGS SHOW THAT 35.4% OF STUDENTS WOULD APPROACH ASTUDENTS WOULD APPROACH A COUNSELLOR IF THEY HAD A COUNSELLOR IF THEY HAD A

PROBLEM. HOWEVER, 64.5% WOULD PROBLEM. HOWEVER, 64.5% WOULD NOT NOT

THE QUESTION NEEDS TO BE ASKED, THE QUESTION NEEDS TO BE ASKED, WHY SHOULD SUCH A LARGE WHY SHOULD SUCH A LARGE NUMBER OF STUDENTS FEEL THEY NUMBER OF STUDENTS FEEL THEY COULD NOT APPROACH A GUIDANCE COULD NOT APPROACH A GUIDANCE COUNSELLOR?COUNSELLOR?

WHILE NO DATA EXISTS TO ANSWER WHILE NO DATA EXISTS TO ANSWER THIS QUESTION, A NUMBER OF THIS QUESTION, A NUMBER OF POSSIBILITIES MAY BE POSSIBILITIES MAY BE HYPOTHESISED: HYPOTHESISED:

POSSIBLE REASONS FOR LOW POSSIBLE REASONS FOR LOW LEVEL OF COUNSELLOR LEVEL OF COUNSELLOR

APPROACHABILITYAPPROACHABILITY

THE NON-AVAILABILITY FOR ONE-TO-ONE THE NON-AVAILABILITY FOR ONE-TO-ONE MEETINGSMEETINGS

UNEASINESS WITH GUIDANCE UNEASINESS WITH GUIDANCE COUNSELLORS’ DUAL ROLE – SOME COUNSELLORS’ DUAL ROLE – SOME STUDENTS FIND IT DIFFICULTSTUDENTS FIND IT DIFFICULT

TO DISTINGUISH THE ROLE OF TEACHER TO DISTINGUISH THE ROLE OF TEACHER FROM THAT OF COUNSELLORFROM THAT OF COUNSELLOR

AS HOWIESON & SEMPLE (1998) FINDINGS AS HOWIESON & SEMPLE (1998) FINDINGS SHOW: SHOW:

SOME SCOTTISH STUDENTS FIND IT HARD SOME SCOTTISH STUDENTS FIND IT HARD TO RELATE TO A TEACHER PERFORMING TO RELATE TO A TEACHER PERFORMING A DUAL ROLE. TYPICAL PUPIL COMMENTS A DUAL ROLE. TYPICAL PUPIL COMMENTS WERE:WERE:

‘‘ONE MINUTE HE IS GIVING YOU A ROW ONE MINUTE HE IS GIVING YOU A ROW FOR NOT DOING YOUR MATHS FOR NOT DOING YOUR MATHS HOMEWORK AND THE NEXT YOU’RE HOMEWORK AND THE NEXT YOU’RE SUPPOSED TO TELL HIM ALL YOUR SUPPOSED TO TELL HIM ALL YOUR PROBLEMS.’ PROBLEMS.’

SOME LIGHT IS CAST ON HOW TO SOME LIGHT IS CAST ON HOW TO ADDRESS THE ISSUE OF ADDRESS THE ISSUE OF APPROACHABILITY BY MCLAUGHLIN APPROACHABILITY BY MCLAUGHLIN (1999) WHO ARGUES THAT: (1999) WHO ARGUES THAT: “STUDENTS NEED TO BE LISTENED TO “STUDENTS NEED TO BE LISTENED TO IN ORDER TO AFFILIATE WITH AND IN ORDER TO AFFILIATE WITH AND FEEL VALUED BY TEACHERS.” FEEL VALUED BY TEACHERS.”

ALTHOUGH TWO THIRDS OF STUDENTSALTHOUGH TWO THIRDS OF STUDENTS WOULD NOT APPROACH A WOULD NOT APPROACH A

COUNSELLOR WITH A PERSONAL COUNSELLOR WITH A PERSONAL PROBLEM, NEVERTHELESS 35% WOULD PROBLEM, NEVERTHELESS 35% WOULD DO SODO SO

THIS APPRECIABLE PERCENTAGE THIS APPRECIABLE PERCENTAGE

COULD BE INCREASED IF BARRIERS TO COULD BE INCREASED IF BARRIERS TO LACK OF APPROACHABILITY WERE LACK OF APPROACHABILITY WERE KNOWNKNOWN

IN MY VIEW, THE SUCCESS OF IN MY VIEW, THE SUCCESS OF GUIDANCE DEPENDS TO A LARGE GUIDANCE DEPENDS TO A LARGE EXTENT ON THE RELATING AND EXTENT ON THE RELATING AND COMMUNICATING SKILLS OF THE COMMUNICATING SKILLS OF THE COUNSELLOR AND ALSO THE COUNSELLOR AND ALSO THE RECIPENT OF THE SERVICE HAVING RECIPENT OF THE SERVICE HAVING SUFFICIENT MOTIVATION AND SUFFICIENT MOTIVATION AND INTEREST TO BENEFIT FROM ITINTEREST TO BENEFIT FROM IT

AS BORCH (IN BARTHOLMEUS ET AL) AS BORCH (IN BARTHOLMEUS ET AL) STATE: “IT IS DIFFICULT TO STATE: “IT IS DIFFICULT TO GUARANTEE THE EFFECTS OF GUARANTEE THE EFFECTS OF GUIDANCE ON THE CLIENT, SINCE GUIDANCE ON THE CLIENT, SINCE THE EFFECTS DEPEND NOT ONLY ON THE EFFECTS DEPEND NOT ONLY ON THE EFFORTS OF THE COUNSELLOR, THE EFFORTS OF THE COUNSELLOR, BUT ALSO ON THE MOTIVATION AND BUT ALSO ON THE MOTIVATION AND EFFORTS OF THE CLIENT.” EFFORTS OF THE CLIENT.”

THIS RESEARCH HAS ALSO POSITIVE THIS RESEARCH HAS ALSO POSITIVE COMMENTS FROM STUDENTS, WHEN COMMENTS FROM STUDENTS, WHEN

THEY SAY THAT GUIDANCE THEY SAY THAT GUIDANCE COUNSELLORS ARE:COUNSELLORS ARE:

‘‘ALWAYS THERE WHEN YOU NEED HELP’ALWAYS THERE WHEN YOU NEED HELP’

‘‘IT’S A GREAT REASSURANCE TO KNOW IT’S A GREAT REASSURANCE TO KNOW THERE’S SOMEBODY THAT YOU CAN THERE’S SOMEBODY THAT YOU CAN TURN TO’ TURN TO’

ROLE AND ADVANTAGE OF ROLE AND ADVANTAGE OF GUIDANCE COUNSELLORGUIDANCE COUNSELLOR

WHEN STUDENTS WERE ASKED TO GIVE WHEN STUDENTS WERE ASKED TO GIVE THEIR VIEWS ON THE ROLE OF THE THEIR VIEWS ON THE ROLE OF THE COUNSELLOR, THE REPLIES RANGED COUNSELLOR, THE REPLIES RANGED FROM:FROM:

‘‘SOMEONE ALWAYS BEING THERE TO SOMEONE ALWAYS BEING THERE TO HELP’HELP’

TOTO ‘‘THERE ARE NO ADVANTAGES’THERE ARE NO ADVANTAGES’

THESE REPLIES INDICATE A MIXED THESE REPLIES INDICATE A MIXED RESPONSE WITH SOME POSITIVE AND RESPONSE WITH SOME POSITIVE AND NEGATIVE COMMENTS NEGATIVE COMMENTS

WHEN STUDENTS WERE ASKED WOULD WHEN STUDENTS WERE ASKED WOULD THEY LIKE TO BE A GUIDANCE THEY LIKE TO BE A GUIDANCE COUNSELLOR? THE MAJORITY OF THE COUNSELLOR? THE MAJORITY OF THE REPLIES WERE IN THE NEGATIVE AND REPLIES WERE IN THE NEGATIVE AND WERE ACCOMPANIED BY RESPONSES WERE ACCOMPANIED BY RESPONSES SUCH AS: SUCH AS:

‘‘TOO MUCH STRESS AND TOO MUCH STRESS AND RESPONSIBILITY’ RESPONSIBILITY’

‘‘THANKLESS JOB’ THANKLESS JOB’

‘‘NOT TAKEN SERIOUSLY BY STUDENTS’NOT TAKEN SERIOUSLY BY STUDENTS’

HOWEVER, FOR ALMOST ONE HOWEVER, FOR ALMOST ONE QUARTER OF THE RESPONDENTS QUARTER OF THE RESPONDENTS 24.1%, GUIDANCE COUNSELLING HAD 24.1%, GUIDANCE COUNSELLING HAD AN ATTRACTION AN ATTRACTION

ISSUES FOR FURTHER ISSUES FOR FURTHER RESEARCH RESEARCH

WHY IS IT THAT STUDENTS DO NOT IN WHY IS IT THAT STUDENTS DO NOT IN GENERAL FIND SCHOOL STAFF GENERAL FIND SCHOOL STAFF (INCLUDING GUIDANCE (INCLUDING GUIDANCE COUNSELLORS) TO BE COUNSELLORS) TO BE APPROACHABLE? APPROACHABLE?

WHO HAS MOST INFLUENCE ON WHO HAS MOST INFLUENCE ON STUDENTS, REGARDING THEIR STUDENTS, REGARDING THEIR CHOICE OF CAREER?CHOICE OF CAREER?

WHAT EFFECT, IF ANY, DOES THE WHAT EFFECT, IF ANY, DOES THE INVOLVEMENT OF SUBJECT INVOLVEMENT OF SUBJECT TEACHING HAVE ON THE QUALITY OF TEACHING HAVE ON THE QUALITY OF THE GUIDANCE SERVICE PROVIDED?THE GUIDANCE SERVICE PROVIDED?

WHAT ARE THE MAIN FACTORS, THAT WHAT ARE THE MAIN FACTORS, THAT NEED TO BE CONSIDERED TO OBTAIN NEED TO BE CONSIDERED TO OBTAIN SATISFACTORY BENEFIT FROM SATISFACTORY BENEFIT FROM GUIDANCE INTERVENTION? GUIDANCE INTERVENTION?

TO WHAT EXTENT HAVE THE FINDINGS TO WHAT EXTENT HAVE THE FINDINGS OF THE OECD (2004) REVIEW OF: OF THE OECD (2004) REVIEW OF: CAREER GUIDANCE AND PUBLIC CAREER GUIDANCE AND PUBLIC POLICY: BRIDGING THE GAP BETWEEN POLICY: BRIDGING THE GAP BETWEEN GUIDANCE POLICY AND PRACTICE,GUIDANCE POLICY AND PRACTICE,

BEEN ACTED UPON? BEEN ACTED UPON?

WHAT IS THE CURRENT STATUS OF WHAT IS THE CURRENT STATUS OF CAREER GUIDANCE IN TERMS OF CAREER GUIDANCE IN TERMS OF PUBLIC POLICY? PUBLIC POLICY?

SUMMARY OF MAIN ISSUESSUMMARY OF MAIN ISSUES

THIS PRESENTATION HAS DEALT WITH THE THIS PRESENTATION HAS DEALT WITH THE PURPOSE OF UNDERTAKING THE PURPOSE OF UNDERTAKING THE RESEARCHRESEARCH

THE MAIN FINDINGS INCLUDING THE MAIN FINDINGS INCLUDING STUDENTS’ REACTIONS TO THE GUIDANCE STUDENTS’ REACTIONS TO THE GUIDANCE SERVICE THEY RECEIVED WERE SERVICE THEY RECEIVED WERE OUTLINEDOUTLINED

THE GAP BETWEEN GUIDANCE POLICY THE GAP BETWEEN GUIDANCE POLICY AND PRACTICE WAS HIGHLIGHTED AND PRACTICE WAS HIGHLIGHTED

SUGGESTIONS WERE MADE FOR FURTHER SUGGESTIONS WERE MADE FOR FURTHER RESEARCHRESEARCH

IN CONCLUSION, I WOULD LIKE TO END IN CONCLUSION, I WOULD LIKE TO END MY RESEARCH FINDINGS WITH VERSES MY RESEARCH FINDINGS WITH VERSES STATED BY PETER PLANT, IN DUBLIN AT STATED BY PETER PLANT, IN DUBLIN AT THE INTERNATIONAL ASSOCIATION FOR THE INTERNATIONAL ASSOCIATION FOR EDUCATIONAL AND VOCATIONAL EDUCATIONAL AND VOCATIONAL GUIDANCE CONFERENCE (JULY, 1996).GUIDANCE CONFERENCE (JULY, 1996).

SUCH ‘VOICES’ ARE THOSE OF SUCH ‘VOICES’ ARE THOSE OF PERSONS WHO HAD NOT THE BENEFIT PERSONS WHO HAD NOT THE BENEFIT OF GUIDANCE INTERVENTION WHEN OF GUIDANCE INTERVENTION WHEN CHOOSING A CAREER. CHOOSING A CAREER.

CHOICE OF CAREERCHOICE OF CAREER

My Dad is a baker, his taste is the best,My Dad is a baker, his taste is the best,

in muffins and cakes, and I am his aidin muffins and cakes, and I am his aid

a really bunny maid, I’ve got what it takes.a really bunny maid, I’ve got what it takes.

My career is in baking, it’s not my intentMy career is in baking, it’s not my intent

I’d rather be seen in a big circus tent I’d rather be seen in a big circus tent

My Dad has a circus, an old-fashioned oneMy Dad has a circus, an old-fashioned one with horses and clowns, I swing the with horses and clowns, I swing the

trapeze, I sell candy and sweets, yell trapeze, I sell candy and sweets, yell announcements in towns.announcements in towns.

But the ring is no good place for me, whenBut the ring is no good place for me, when instead I’d much rather that my instead I’d much rather that my career was in bread.career was in bread.

SLÁN AGUS GO RAIBH MAITH AGAIBHSLÁN AGUS GO RAIBH MAITH AGAIBH

GOOD BYE AND THANK YOU GOOD BYE AND THANK YOU