SEMINARS SEMINARS SEMINARS SEMINARS FOR SECONDARY FOR SECONDARY FOR SECONDARY FOR SECONDARY

SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF SCHOOL TEACHERS ON ROLES OF

CLASS TEACHERS CLASS TEACHERS CLASS TEACHERS CLASS TEACHERS IN SUPPORTING IN SUPPORTING IN SUPPORTING IN SUPPORTING

STUDENTS FOR LIFE PLANNINGSTUDENTS FOR LIFE PLANNINGSTUDENTS FOR LIFE PLANNINGSTUDENTS FOR LIFE PLANNING

Dr. Chui Yat Hung 崔日雄崔日雄崔日雄崔日雄Chartered Psychologist

Certified Counsellor & Approved Supervisor

Registered Social Worker

GCDF Global Career Development Facilitator Qualified Trainer

Head of Social Sciences and Education Division

School of Continuing and Professional Studies

The Chinese University of Hong Kong

CAREER AND LIFE PLANNING

Myths for students• Academic Result is King

• University Degree is a must

• University Degree == future career

• Interest/Dream can’t become career

• Dream should be a prestigious career

• “I’m who I’m”; “I’ll be who I’m”

• Sub-degree is suitable for underachivers

CAREER AND LIFE PLANNING

Myths for Not Offering Life

Planning Service• Don’t have relevant training and resources

• Don’t want to do harm on my students

• Don’t have time to do it

• It’s the job of Career Guidance Team

• We can buy services

• Life Planning is distracting / meaningless

WHAT WILL I DO IN 10 YEARS ?

CONCEPTS, KNOWLEDGE

AND SKILLS OF PROVIDING

CAREER GUIDANCE FOR

STUDENT PART 1

What are the major concerns or problems

in your work setting?

What is career development & planning?

Why is it important?

• Understand personal competence and attributes

• Develop career orientation and life goal

• Facilitate self-actualization

• Enhance motivation on work/study

How to develop career orientation and

what is career facilitation?

CAREER DEVELOPMENT & PLANNING

Take some moments to jot down a list of your

daydream occupations since childhood (most recent ones in LINE 1)

1.

2.

3.

4.

5.

6.

CAREER DEVELOPMENT

AND PLANNING

Physiological

Safety

Love & Affection

Self-esteem

Self-

actualization

Maslow’s Hierarchy of Needs

Career and Life Planning

Ca

ree

r C

ou

ns

elin

g

CAREER AND LIFE PLANNING

Em

plo

ym

en

t C

ou

nselin

g

/Pla

cem

en

t

Earn for living.

Just need a jobHow can I

use my time?

Life/Living Career (Work & study)

AB

Who am I? What abilities

and interests can be

applied in my work?

What is important to me?

How can I make good

use of myself? How can

life be more satisfying?

CD

What is my vocation?

What can I make a

difference?

What is my life goal?

Do I have any life mission? EF Meaning

& Purpose

Self-EsteemSelf-Actualization

Survival

The School to Work Opportunities Act (STWOA)

The School to Work Opportunities Act (STWOA)

(Blustein, Juntunen, & Worthington, 2000) in U.S.A.

which was designed to provide non-college-bound

youth with the skills and competencies necessary

to make them have effective school-to-work

transitions was passed in the 1980s in the United

State of America.

(Blustein, Juntunen, & Worthington, 2000) in U.S.A.

which was designed to provide non-college-bound

youth with the skills and competencies necessary

to make them have effective school-to-work

transitions was passed in the 1980s in the United

State of America.

Secretary’s Commission for Achieving

Necessary Skills (SCANS) (Resnick & Wirt, 1996),

Secretary’s Commission for Achieving

Necessary Skills (SCANS) (Resnick & Wirt, 1996),

The 3 foundation areas of occupational skills included:

• Basic skills (i.e. reading, writing, mathematics, and communication)

• Thinking skills (i.e. creative thinking, decision making, problem

solving, and knowing how to learn)

• Personal qualities (i.e. responsibility, self-esteem, social skills, and

honesty)

a report that outlined a number of occupational skills and competencies

believed necessary to be successful throughout the world of work.

• Ability to manage one’s personal and time resources

• Effective interpersonal and leadership skills

• Ability to gather and manage information

• Understanding of the interrelatedness of various systems

• Use of technology

And the 5 competencies were:

Secretary’s Commission for Achieving

Necessary Skills (SCANS) (Resnick & Wirt, 1996),

Secretary’s Commission for Achieving

Necessary Skills (SCANS) (Resnick & Wirt, 1996),

CAREER AND LIFE PLANNING - BASIC BELIEF #1

“Career and life planning starts with “Career and life planning starts with “Career and life planning starts with “Career and life planning starts with understanding self and developing understanding self and developing understanding self and developing understanding self and developing

identity”identity”identity”identity”

Career and life planning Career and life planning Career and life planning Career and life planning starts with understanding starts with understanding starts with understanding starts with understanding self and developing identityself and developing identityself and developing identityself and developing identity

clear understanding of yourself, aptitudes, abilities, interests,

ambitions, resources, limitations, and knowledge of their cause

knowledge of the requirements, conditions of success,

advantages and disadvantages, compensation, opportunities, and prospects in different lines of work

Making a wise choice of vocation(Frank Parsons, 1909)

true reasoning on the relations of these two

groups of facts

Self-understanding

Understanding world of work

IDENTITY

Clear

Stable

Articulate career plans

Contingency plans

Knowledge of self

Knowledge of work

Job search strategies

Diffuse

Unstable

Unable to state career plans

No contingency plans

Little knowledge of self

Little knowledge of work

Few job search strategies

DEVELOPMENTAL TASKS IN CAREER

CONSTRUCTION (SUPER, 1990)

Stage 1: Growth (Age 4-13)

Stage 2: Exploration (Age 14-24)

Stage 3: Establishment (Age 25-44)

Stage 4: Maintenance or Management (Age 45-59)

Stage 5: Disengagement (Age 60-)

Crystallization Specification Implementation

CAREER AND LIFE PLANNING - BASIC BELIEF #2

“Structuring your different life roles is an important part of career and life planning”

Worker Leisure

Son/

daughter

Student

Spouse

Citizen

生涯規劃包括探討你的不同生命角色，這些角色之間的關係/相互動力，角色的重要性，和他們與你的生命意義與目的的相關。

在日常生活中充實地活出不同角色工作者的角色只是生涯的一部分工作者的角色只是生涯的一部分工作者的角色只是生涯的一部分工作者的角色只是生涯的一部分

想一想想一想想一想想一想，，，，在每一個角色中在每一個角色中在每一個角色中在每一個角色中：：：：

•你想發揮甚麼特質 (別人曾如何形容你)？

•有何貢獻？

•有何結果？

一個角色活得精彩和充實一個角色活得精彩和充實一個角色活得精彩和充實一個角色活得精彩和充實，，，，其積極性是可延續到其他角色其積極性是可延續到其他角色其積極性是可延續到其他角色其積極性是可延續到其他角色，，，，

決定甚麼事情是很重要和不重要決定甚麼事情是很重要和不重要決定甚麼事情是很重要和不重要決定甚麼事情是很重要和不重要，，，，學習排列生命的次序學習排列生命的次序學習排列生命的次序學習排列生命的次序

“We must learn to distinguish between what is “We must learn to distinguish between what is “We must learn to distinguish between what is “We must learn to distinguish between what is “merely important“merely important“merely important“merely important” ” ” ” and what is and what is and what is and what is “widely important.”“widely important.”“widely important.”“widely important.” A “widely important goal” carries A “widely important goal” carries A “widely important goal” carries A “widely important goal” carries serious consequences. Failure to achieve these goals renders all other serious consequences. Failure to achieve these goals renders all other serious consequences. Failure to achieve these goals renders all other serious consequences. Failure to achieve these goals renders all other achievements inconsequential”achievements inconsequential”achievements inconsequential”achievements inconsequential”

The Eighth HabitThe Eighth HabitThe Eighth HabitThe Eighth Habit, Steven Covey, 2004, Steven Covey, 2004, Steven Covey, 2004, Steven Covey, 2004

CAREER AND LIFE PLANNING - BASIC BELIEF #3

“If you are looking for clues about “If you are looking for clues about “If you are looking for clues about “If you are looking for clues about tomorrow, the signs are to be tomorrow, the signs are to be tomorrow, the signs are to be tomorrow, the signs are to be

found in your past and present.”found in your past and present.”found in your past and present.”found in your past and present.”

生涯規劃不只是看明天，也要看昨天和今天要有勇氣面對昨天，超越成長障礙，並從以往不同的經驗中找尋“我是誰?”要積極地生活於今天，擴闊對自己的了解和視野。了解昨天和今天的我，我該如何小心走明天的路？

CONCEPTS, KNOWLEDGE

AND SKILLS OF PROVIDING

CAREER GUIDANCE FOR

STUDENT PART 2

Where am I now?

Where do I want to be?

How do I get there?

CAREER DEVELOPMENT

PROCESSCAREER AND LIFE PLANNING BASIC BELIEF #5

““““Interests, Goals & Competence are Interests, Goals & Competence are Interests, Goals & Competence are Interests, Goals & Competence are selfselfselfself----constructed. They can be nurtured constructed. They can be nurtured constructed. They can be nurtured constructed. They can be nurtured

and continuously developed”and continuously developed”and continuously developed”and continuously developed”

Interests, Goals & Competence Interests, Goals & Competence Interests, Goals & Competence Interests, Goals & Competence are selfare selfare selfare self----constructed. They can be constructed. They can be constructed. They can be constructed. They can be

nurtured and continuously nurtured and continuously nurtured and continuously nurtured and continuously developed.developed.developed.developed.

ROLE OF CLASS TEACHER /

CAREER FACILITATOR

Starting from the student, providing

facilitation and support.以學生以學生以學生以學生的的的的角角角角度出發，提供度出發，提供度出發，提供度出發，提供引導引導引導引導及及及及支持支持支持支持。。。。

Exploration focusing on Life Style, Career

Choice, and Personal Growth.引導學生針對引導學生針對引導學生針對引導學生針對生生生生活活活活型態型態型態型態、、、、擇業擇業擇業擇業及及及及個人成長個人成長個人成長個人成長之需要進行之需要進行之需要進行之需要進行探索及思考。探索及思考。探索及思考。探索及思考。

Helping to have well-informed , rational and

comprehensive decision-making.協助協助協助協助學生作出學生作出學生作出學生作出較較較較理性理性理性理性、、、、全面全面全面全面的考慮的考慮的考慮的考慮，作，作，作，作知情的知情的知情的知情的決定決定決定決定 。。。。

Moment to reflect:

Are these mindsets contradictory in empowering

clients?

•“Never give up hope”

•“Know when to surrender”

EMPOWERING YOUR STUDENTS

12 COMPETENCIES FOR

CAREER FACILITATOR

規劃人生的秘訣SUCCESS

Self-acceptance自我接納自我接納自我接納自我接納

Understanding 自我瞭解自我瞭解自我瞭解自我瞭解

Courage 要有勇氣面對各樣挑戰要有勇氣面對各樣挑戰要有勇氣面對各樣挑戰要有勇氣面對各樣挑戰

Chance做好充分準備做好充分準備做好充分準備做好充分準備，，，，把握機會把握機會把握機會把握機會

Efficacy建立自我效能感建立自我效能感建立自我效能感建立自我效能感

Self-confidence 加強自信心加強自信心加強自信心加強自信心

Self-direction 自我導向自我導向自我導向自我導向

MANAGEMENT OF CAREER,

RELATED INFORMATION

AND RESOURCES

職業資訊與多元化出路

學士後/研究院課程或其他持續教育的資歷或技能認證

高中一

高中二

高中三 毅進文憑

就業四年學士學位課程

高級文憑/副學士專業/高等文憑

專業考試

生涯發展教育活動範例生涯發展教育活動範例生涯發展教育活動範例生涯發展教育活動範例

� 創作「我的志願」的作文或詩句，並加以討論

� 介紹各種偉人傳記，並分組討論讀後心得

� 邀請社區人士來校與學生討論有關生涯發展的問題

� 工作調查或參觀，以觀察工作者的職業角色

� 實地訪問有關工作者，並做口頭報告

� 訪問父母或親戚，探討其工作與休閒活動

� 「話劇」演出方式，扮演不同的工作角色

� 讓學生討論未完成的故事，思考多種解決問題方法

� 指導學生就將來所想從事的行業描述其典型的生活方式

台灣高中台灣高中台灣高中台灣高中生涯生涯生涯生涯規劃課程綱要規劃課程綱要規劃課程綱要規劃課程綱要

主題 主要內容

一、成長歷程與生涯發展 1.生涯發展階段與任務2.生命故事與重要事件的影響3.原生家庭與重要他人的影響

二、個人特質探索 1.能力與興趣2.性格與價值觀3.生涯態度與信念

三、生活角色與生活型態 1.各種生活角色內涵2.工作、家庭與其他生活角色之關聯3.性別角色與生涯發展

四、教育發展與大學學科 1.高中學習內涵與生涯出路2.個人特質與大學學科

五、大學生涯與職業選擇 1.大學學習內涵2.大學學習與生活3.科系／職業選擇的迷思與澄清

台灣高中生涯規劃課程台灣高中生涯規劃課程台灣高中生涯規劃課程台灣高中生涯規劃課程綱要綱要綱要綱要

主題 主要內容

六、職業生活與社會需求 1.職業內涵分析2.市場變動與未來市場發展趨勢3.職業生活及工作倫理

七、生涯資訊與生涯評估 1.生涯相關資源之探索2.生涯資訊統整之評估3.個人與環境資訊整合

八、決策風格與技巧 1.生涯決策的意義與重點2.探索與瞭解個人決策風格3.有效運用決策技巧

九、生涯行動與實踐 1.擬定行動方案2.實踐行動方案3.升學與職業選擇之模擬和演練

CONCLUDING REMARKS

• Ways to engage parents in Life Planning

• Whole-school Involvement

• Dealing with Students with Special

Educational Needs

• Dealing with Unmotivated Students