jaana kettunen: social media in guidande and counselling

UNIVERSITY OF JYVÄSKYLÄ

Aktuel Vejledningsforskning: Inspiration & indsigt November 20, 2015 – Copenhagen, Denmark

Jaana Kettunen, University of Jyväskylä, Finland

Understanding the use of social media in guidance and counselling


Aim

To provide a basis for understanding the different ways in which practitioners experience the use of social

media guidance and counselling


Skills and Competencies

Needed

How do we most

effectively train

Role of Social media in guidance

Social media in Guidance

Guidance in Social media


Introduction Initially ICT is used to automate existing functions (such

as assessments) and in supporting existing services (such as using the telephone to deliver one-on-one career counseling).

ICT was used to improve what was already being done Recent advances in the Web have changed the ways in

which information is created and disseminated. The Web has evolved from a resource to facilitate

communication and disseminate information to the collaborative construction of knowledge using social media

The locus of control in the Web is shifting from experts to a blend of expert and socially-constructed knowledge.


Introduction Considerable research has been conducted on

identifying the skills and competencies required for using ICT in career services (e.g. Barnes & Watts, 2009; Bimrose, Barnes, & Atwell, 2010; Cogoi, 2005; Cedefop, 2009; Pyle 2000).

Additionally and importantly, attention has also been

given to ethical principles and guidelines career service delivery and usage (e.g. NBCC, NCDA, IAEVG).


Gap: Due to the relatively recent use of social media in career services, a very limited amount of research has been conducted in this area, especially describing the experiences of practitioners

Successful integration social media in career services is not only dependent on the skills or

technical facilities available, but also on practitioners' willingness to accept the changes

that new technology may bring to service delivery.

Introduction


Defining social media

“Social media is a process, where individuals and groups build up a common understanding and meanings with contents, communities and web 2.0 technology.” Sources: Ahlqvist et al., (2010) and Kolbwich & Maurer (2006)


“form of communication which makes use of information networks and information technology and deals with content created by users in an interactive way and in which interpersonal relationships are created and maintained”

Source: Finnish Terminology Center (2010)

Defining social media


Aim of the study

The main aim is to investigate the different understandings of social media and competency for social media in guidance and counselling as experienced by practitioners.

The overarching aim is to identify the critical aspects of qualitative different ways of understanding


Data collected using focus group

interview methodology 16 Danish and Finnish career

practitioners with experience using social media in career services 10 females, 6 males age from 30 to 59 career services experience from

2 to 17 years from variety of settings

(comprehensive, secondary, higher education, as well as public employment services)

purposeful sampling was utilized: experiences concerning the use of social media guided the identification and selection of interviewees.


Phenomenographic research Investigates the qualitatively different ways in which

people at collective level experience or conceptualize the target phenomenon (Marton and Booth, 1997; Marton and Pong, 2005; Åkerlind, 2005; 2012)

The research outcome contains a hierarchically

structured set of categories that describe people’s qualitatively different ways of experiencing the same phenomenon (Marton, 1986).

Method


PRACTITIONERS´ EXPERIENCES OF SOCIAL MEDIA


I find the use of social media in guidance and counselling important A) Yes B) Some C) No


Kettunen, J., Vuorinen, R., Sampson, J. P., Jr. (2015). Practitioners´ experiences of social media.

Results


DIMENSIONS

OF VARIATION

CATEGORIES

Means for delivering

information

Medium for one-to-one

communication

Interactive working space

Impetus for paradigm

change and reform

Role of social media Function of social media

Attitude

Rationale

Intervention paradigm Nature of interaction Practitioner's role

Kettunen, Vuorinen & Sampson 2015.

Practitioners´ experiences of social media


Category 1: Means for delivering information

Role of

social media useful tools

Purpose delivering information and advice

Attitude reserved

Rationale visibility Perception challenge

Intervention paradigm

individual face-to-face intervention

Nature of interaction

practitioner individual

Practitioner's role

expert role

“It is used as, kind of like

the first step to something real/proper.”


Category 2: Medium for one-to-one communication

Role of

social media useful tools viable alternative


delivering career services

Attitude reserved careful

Rationale visibility accessibility Perception challenge change



individual intervention




Practitioner's role

expert role reflexive role

“How do I integrate these new practices into old, established

work routine? ”


Category 3: Interactive working space

Role of social media

useful tools viable alternative

space for career services



collaborative career exploration

Attitude reserved careful adaptive

Rationale visibility accessibility interactivity Perception challenge change opportunity




group intervention




practitioner individual/group individual peers

Practitioner's role

expert role reflexive role facilitating role

“It provides possibilities to bring together people who

are wrestling with the same problems...”


Category 4: Impetus for paradigm change and reform

“When you go into social media you

accept that it is social media, and social

media works in social ways...”

Role of social media

useful tools viable alternative

space for career services

participatory social space



Collaborative career exploration

co-careering

Attitude reserved careful adaptive proactive

Rationale visibility accessibility interactivity influence

Perception challenge change opportunity reform




group intervention

co-constructed intervention




practitioner individual/group individual peers

individual community members individual professional

Practitioner's role

expert role reflexive role

facilitating role

participating and engaging role


Kettunen, J., Vuorinen, R., & Sampson, J. (2015). Practitioners experiences of social media in career services.


COMPETENCY FOR SOCIAL MEDIA


The term competency will be used to refer to a combination of the relevant attributes that underlie the aspects of successful professional performance. (Moore, Cheng, & Dainty, 2002).

Defining competency


How confident do you feel in using social media in your professional practice? A) I feel very confident B) I feel quite confident C) I don´t feel confident at all


Results

Kettunen, J., Sampson, J. P., Jr., & Vuorinen, R. (2015). Practitioners Conceptions of Competency for Social Media in Career Services


DIMENSIONS

OF VARIATION

CATEGORIES

Ability to use social media for

delivering information

Ability to use social media for


Ability to utilize social media for

collaborative career

exploration

Ability to utilize social media for

co-careering

Approach to social media Function in career services

Online skills

Ethical reflections Personal characteristics

Practitioners’ conceptions of competency for social media in guidance and counselling

Kettunen, Sampson & Vuorinen 2015.


(2015)


Discussion

The challenge as a profession is to decide how to fully, and best use existing and emerging technologies

We have the opportunity to create new practices and paradigms to better reach individuals who need assistance with career exploration and decision making

Competency for social media in career services is not only about a particular set of new skills.

Success in developing competency for social media in career services is a dynamic combination of cognitive, social, emotional and ethical factors that are interwoven.


Discussion If the career field is to develop career practitioners´ understandings and competency for social media in a more complex direction it is important to develop pre-service and in-service

training and support for the deepening of career practitioners´ understanding of new technologies using the critical aspects that were identified

there is an urgent need for training curricula to be updated to include this knowledge

the hierarchical structure of the findings can serve as a pedagogical tool for trainers


References Kettunen, J., Sampson, J.P., & Vuorinen, R. (2015). Career

practitioners´ conceptions of competency for social media in career services. British Journal of Guidance & Counselling, 43, 43-56. http://dx.doi.org/10.1080/03069885.2014.939945

Kettunen, J., Vuorinen, R., & Sampson, J. P. (2015).

Practitioners’ Experiences of Social Media in Career Services. The Career Development Quarterly, 63, 268-282. http://dx.doi.org/10.1002/cdq.12018

Kettunen, J., Vuorinen, R., & Sampson, J. P. (2013). Career

practitioners' conceptions of social media in career services. British Journal of Guidance & Counselling, 41, 302-317. http://dx.doi.org/10.1080/03069885.2013.781572

http://dx.doi.org/10.1080/03069885.2014.939945

http://dx.doi.org/10.1002/cdq.12018

http://dx.doi.org/10.1002/cdq.12018

http://dx.doi.org/10.1080/03069885.2013.781572

http://dx.doi.org/10.1080/03069885.2013.781572


Tak, kiitos, thank you!

For further information, please contact: Ms. Jaana Kettunen Finnish Institute for Educational Research University of Jyväskylä Tel. + 358 40 805 4255 E-mail: [email protected] https://ktl.jyu.fi/en/staff/kettunen-jaana

Acknowledgments to my collaborators: Prof. James P. Sampson, Florida State University Dr. Raimo Vuorinen, University of Jyväskylä

mailto:[email protected]

https://ktl.jyu.fi/en/staff/kettunen-jaana