the university of dublin, trinity college careers advisory service the high career dream: a career...
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The University of Dublin, Trinity CollegeCareers Advisory Service
www.tcd.ie/Careers
The High Career Dream: A career counselling model
The impact of a career counselling model and the implications for HE
Guidance Services
Orlaith Tunney, [email protected]
Careers Adviser
Trinity College Dublin
Warwick University, 22nd May 2014
High Career Dream & MA Research
High CareerDream
Impact of a career
counselling model and
implications for HE
Explain Model
Influences
BackgroundReview of Research
Findings of Research
Recommendationsfor CAS
High Career Dream: Influences
Projective identity theory: projection of aspects of self onto other people or the
projected on themselves across time and place, to help a client re-experience that
projection in the moment and “re-own” or integrate that sense of self back into their
awareness. (Mindell 1985 & Perls 1969)
High Career Dream is aimed at accessing the emotional and psychological identity
that is embodied within a person’s perception of their future vocational self. In so
doing, the “projected sense of being” behind a person’s career aspirations is
harnessed. This process facilitates emotional access and a closer personal sense
of an individual’s projected vocational identity (Richardson, 2012).
Exercise
Choose an object in the room
High Career Dream Model Overview
Building the Evidence Base: returns on
investment in guidance practice
National Centre for Guidance in Education, March
2013
Dearbhla Kelly, Donegal Adult Learner Guidance
Service, Letterkenny
http://vimeo.com/80362361
High Career Dream Process
High Dream
Embodied feeling
Next Steps
A- AcknowledgeI- InviteS- Support
Low Dream
Mary’s High Career Dream Process
High Dream• Helping people• Hands on• Making money• Diversity of tasks• Dealing w people• Travel• Wearing suit in
chaotic office in UN in NYC
• Tingling• Empowered• Feels right• Content• Energetic
1. Stay with European Studies
2. Do art part-time in parallel with studies
AIS
3. Secure development work experience
High Career Dream: Summary of Model
ClarifyingExploring & Contracting
ACKNOWLEDGE
AINVITE
ISUPPORT
S
Next Steps
A, I, S (High Career Dream Process) = Evaluate Phase (Ali and Graham)
The impact of a career counselling
model and the implications for HE
Guidance Services
The career counselling model= High Career
Dream
Research Questions
1. What theoretically informed framework is useful to evaluate clients’ experiences after a career counselling intervention?
2. Using the response to Research Question One, what is the impact of the career counselling intervention on clients?
3. In light of answers to Research Questions One and Two, what are the implications for career education advice information and guidance services?
• Literature review• Constructionist• Theoretical triangulation• 2 Evaluation Theorists• 3 Career Decision Making Theorists
Evaluation Framework
Career Counselling Intervention = High Career Dream
Research Methods
Sampling and Respondent Validation
• Qualitative
• Recorded career counselling intervention
• Recorded and transcribed 8 semi structured interviews immediately after intervention and two weeks later
• “respondent validation” Densombe (2008)
Impact of Career Counselling?
Trinity College Dublin
2 participants worked with Orlaith
4 participants worked with Alan
Participants commented on transcripts
Participants evaluated my initial interpretation
Participants evaluated the group interpretation
Alan Richardson evaluated the group findings
R.Q.1. Evaluation Framework
Refer to hand out Evaluation Framework used in research (18 questions)
R.Q.1. Recommended Evaluation Framework. Informed by five career theorists.Self- awareness (Theorists: Bimrose et al, Killeen, Super and Krumboltz)
Q. 1. How has this meeting influenced your understanding of what is important to you? In terms of your interests, values, abilities, motivators, strengths
Position (Theorists: Hodkinson and Super)
Q. 2. Were your expectations met? Yes/ no. Please elaborate.
Q. 3. Can you describe where you are currently in your career?
Beliefs-Disposition (Theorists: Krumboltz, Hodkinson, Killeen and Bimrose)
Q. 4. How has your relationship to your beliefs (possibilities/ limitations/ fears/ indecision) changed as a result of the meeting?
Q. 5. How has your self-confidence been affected?
Horizons for Action (Theorists: Hodkinson and Krumboltz)
Q. 6. What new perspectives did you gain?
Q. 7. What has changed (for you) since the guidance meeting? [evaluating days or weeks later]
Motivation (Theorists: Krumboltz, Killeen, Hodkinson)Q.7. How has this meeting affected your motivation? [evaluating immediately after]
Field (Theorists: Hodkinson, Killeen, Bimrose, Super)
Q. 8. As a result of this meeting how has your understanding of the job/ postgraduate market and your place in it, changed?
Q. 9. As a result of this meeting what skills and or knowledge do you have or need to develop to help you enter the work place/ develop your career?
Q. 10. As a result of this meeting how accurate is your knowledge of the opportunities open to you?
Decoding language: Hodkinson’s Careership Career Decision Making Theory (2009)
Position- different types of position, e.g. position within social structures – class, gender, ethnicity.
Fields- social environments, e.g. an employment context, which involve dynamic, complex interaction between unequal forces, e.g. employers, education providers, job seekers and government.
Disposition (or Beliefs)- a person’s “deeply held and mainly tacit ways of viewing and understanding the world that orientate us towards all aspects of life’.
Horizons for Action- what we can see is limited by the position we stand in but prevent us from seeing that what lies beyond them. Horizons for action are influenced by a person’s position, by the nature of the field or fields within which they are positioned, and the embodied dispositions of the person.
R.Q.2. Findings: Self knowledgeHigh Career Dream made a significant impact
“I should really focus on the emotional aspects (happiness and satisfaction) of what I want to get out of this“
Jack, immediately after intervention
Engineering, penultimate year
Undecided to pursue engineering or industrial design
“It was more about looking at yourself and finding out who you
were. That was not what I was expecting from the meeting.”
Theo, 2 weeks laterPhD Engineering, final yearWhat is the career for me?
Findings: PositionHigh Career Dream made a significant impact
“ There’s certain stuff that you love … you realise how important
they are … you can’t just cast them aside and think I’ll do what
other people expect you to do.”
Charlene, immediately after the intervention
BA Religions and Theology, graduate + 2years
Pursue drama?
Findings: Beliefs 1/2High Career Dream made a significant impact
Findings: Beliefs 2/2High Career Dream made a significant impact
“I think I will be less harsh on myself, less cynical … people
have always told me to stop being so negative, to stop being so
down on myself.”
Fiona, immediately after the intervention
Business Economics and Social Studies, Final year
How to pursue creative work especially fashion journalism?
“I applied for a job the next week … normally I … think ‘ah no, I don’t
have the experience for that there’ and not go for it.”
Jane, 2 weeks later
BA Childcare, Graduate +2 years
Government sponsored internship
Next steps?
Findings: Horizons for Action 1/2High Career Dream made a significant impact
“I want to be successful and I want to succeed … I’m not just looking
for a job; I’m looking for a career”
Theo, 2 weeks laterPhD Engineering, final yearWhat is the career for me?
Findings: Horizons for Action 2/2High Career Dream made a significant impact
“… more motivated; I want to look into things. Feeling good … about
it, not something you have to do; it might be fun learning about
careers.”
Ute, 2 weeks later
Philosophy & Classical Civilisation, penultimate year
What career?
Research Findings: MotivationHigh Career Dream made a significant impact
“More accurate than before our meeting definitely. But … there’s
probably stuff there that I haven’t looked into yet.”
Niamh, 2 weeks later
BA Drama and Theatre Studies, Graduate + 7years
Mphil International Peace Studies, Graduate + 1year
What job can I do to earn money?
Research Findings- FieldHigh Career Dream made a less significant impact
The High Career Dream: An overwhelmingly positive impact
– .
Three themes emerged that transcended multiple themes. Facilitating participants:
1. Taking responsibility for themselves
2. Becoming more self-reliant
3. Self-directing their own career path
High Career Dream Process: Findings
Participant
Me/ Worl
d
Discomfort
Visual
Adviser
50-60mi
ns
Rapport
R.Q.3 Research Recommendations for HE Careers Services
High Career Dream
Use it!
Balance Appl
y it
Evaluation
Apply theory
Use the tool
Communicate with
Senior Managem
ent
High Career Dream & MA Research
High CareerDream
Impact of a career
counselling model and
implications for HE
Explain Model
Influences
BackgroundReview of Research
Findings of Research
Recommendationsfor CAS
References
Ali, L. and Graham, B. (1996). The Counselling Approach to Careers Guidance. London: Routledge.
Bimrose, J. and Barnes, S.A. (2008) Adult Career Progression and Advancement: A Five Year Study of the Effectiveness
of Guidance, Institute for Employment Research, University of Warwick.
Denscombe, M. (2008) The Good Research Guide: for small-scale social research projects, 3rd edn., Maidenhead: Open
University Press.
Hodkinson, P. (2009) Understanding career decision-making and progression: careership revisited, National Institute for Careers Education and Counselling Journal, 21: 4–16.
Killeen, J. (1996) The learning and economic outcomes of guidance, in A.G. Watts, B. Law, J. Killeen, J.M. Kidd and R. Hawthorn Rethinking Careers Education and Guidance: Theory, Policy and Practice, London: Routledge, 72–94.
Mindell, A. (1985) River's Way: The Process Science of the Dreambody; Information and channels in dream and bodywork,
psychology and physics, Taoism and alchemy, London: Routledge and Kegan.
Mitchell, L.K., and Krumboltz, J.D. (1996) Krumboltz’s learning theory of career choice and counseling, in D. Brown, L.
Brooks and Associates (eds.) Career Choice and Development, 3rd edn., San Francisco, USA: Jossey-Bass, 233–
280.
Perls, F. (1969) Gestalt Therapy Verbatim, Moab, UT, USA: Real People Press.
Super, D.E., Savickas, M.L. and Super, D.L. (1996) The life-span, life-space approach to careers, in D. Brown and L.
Brooks (eds.) Career Choice and Development, 3rd edn., San Francisco, CA, USA: Jossey-Bass, 121–178.
Richardson, Alan (2009) Training session with AHECS, Dublin
Comments
Questions
and DiscussionI welcome your views please connect:
email: [email protected]
Telephone: +353.1.8963764
LinkedIn: ie.linkedin.com/in/orlaithtunney/