How to Get From Here to There Joyfully: A Dynamic Model for Facilitating Great Career Decisions

1. How to Get From Here to There Joyfully: A Dynamic Model for Facilitating Great Career Decisions Dialogue 2008 Leigh Anne Saxe

2. Overview: • Who We Are – University Career Counsellors • The Model • What it incorporates • Intervention examples • It’s about you

3. Who We Are: • MA or M.Ed in Counselling • Members of Professional Associations: Cdn Counselling Assoc., National Career Development Assoc., members of Int’l Assoc. of Positive Psychology. • Case Conferencing, partnerships across campus • Mentoring for Counsellors (level I, level II)

4. Career Development is lifelong. • We believe it starts in the Early Years and continues through life… • Lots of supports for students and alumni at University!

6. What it incorporates: • 2 Processes: • Internal Clarification • Inspired Exploration • Narrative/constructivist • Planned happenstance and chance • Law of attraction • Thoughts and feelings

7. Based on a Narrative Approach… • Questions such as: • What did you like to do when you were a little kid? • What did you like in school, classes and outside of school? • ie: Lego… why does this matter? • There are themes through your life… go through each chapter of their life… what was fun?

9. Internal Clarification Process: • Walking a client/student through his/her story • Using the Career Sketch to document their data (Desires, Abilities, Temperament and Assets) in their words • The OTHER PEOPLE, Other Factors • Career Curiosities – What are these? • Creating an affirmative, intentional, Career Statement that provides a focus for their Inspired Exploration.

11. Inspired Exploration Process: • Using your personal Career Statement as a compass to guide you through • Exploring your thoughts and feelings re: work, career, next steps • Taking Action – inspired vs. motivated • Opportunities – created and recognized

12. A Tool from Internal Clarification: • DESIRES: What I want and what is important to me • People certainly know what they don’t want…

13. WANTS DON’T WANTS • Desires Intervention: From Don’t Wants to Wants To have movement, to be outside part of the day To sit at a desk all day behinda computer! To have independence, to make my own decisions To have a boss watching myevery move!

14. Exercise: • Think now about something you DON’T LIKE or WANT about your current career… • Now change this from a DON’T WANT to a WANT.

15. Questioning Tool: For ABILITIES… • Who do you admire? What do you admire about them? • What are you most proud of?

16. Inspired Exploration Intervention: • CHOOSE YOUR MINDSET LEARNER mindset – leads to discovery and understanding JUDGER mindset – may lead to frustration and regret

17. Judger Questions/Thoughts are: What is wrong? Who is to blame? How can I be in control? Why bother? Learner Questions/Thoughts are: What works? What can I learn? What is possible?

18. Switching Questions: from judger to learner • Am I in a judger mindset right now? • How else can I think about this? • What assumptions am I making? • What do I really want?

19. York University’s Career Centre: Moving Forward Workshop 2008 The Emotional Scale: The Importance of Feelings Feeling of relief Despair Fear Rage Revenge Anger Frustration Pessimism Hope Optimism Belief Eagerness Passion Joy Appreciation Feelings of Powerlessness Feelings of Self Empowerment Source: adapted from Abraham-Hicks,’Ask and It Is Given’

20. It’s About YOU • As a Guidance Counsellor… • What do you WANT – for your student, for yourself, for your session? • YOU, feeling better – assists your client, improves your therapeutic alliance.

21. Ways to Feel Better For YOU: • What are your Desires? Focus on your WANTS! • What do you intend for your student session? (set your intentions) • What are you expecting? What is your MINDSET? • Feeling better is natural… we do things to make us feel better all the time.. What can you do? Look at a picture of your kids, play some music, think about the positive aspects of the work you do..

23. THANK YOU!