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Counselling students who are unsure of their goals and aspirations

Catholic Education WA Career Development Practitioners Network Day 15 March 2010. Counselling students who are unsure of their goals and aspirations. Judy Denham MBus(Mgmt), MCareerDev, GradDipPsych, BApplSc(Psych), Teachers Higher Cert., Registered Psychologist. Career Development.

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Counselling students who are unsure of their goals and aspirations

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  1. Catholic Education WA Career Development Practitioners Network Day 15 March 2010 Counselling students who are unsure of their goals and aspirations Judy Denham MBus(Mgmt), MCareerDev, GradDipPsych, BApplSc(Psych), Teachers Higher Cert., Registered Psychologist

  2. Career Development “Career development involves one’s whole life, not just an occupation… It concerns the individual in the ever-changing context of his or her life…self and circumstances – evolving, changing, unfolding in mutual interaction.” Wolp & Kolb in McMahon, Patton & Tatham (2003) Judy Denham 2010

  3. Holistic Approach to Career Development Personal well-being Work/ learning Relationships Context Judy Denham 2010

  4. Work and Life Satisfaction Principles Sense of achievement/contribution Sense of beingvalued/appreciated Challenge/new learning Valued social interactions Flexibility of work time/location/mode Financial or other extrinsic rewards Judy Denham 2010

  5. Career Development Model Judy Denham 2010

  6. Western Australian Guidelines for Career Development & Transition Support Services (2007) Individual Pathway Plans Career Development and Transition Portfolios Exit Plans Judy Denham 2010

  7. Job Change Statistics Degree holders have on average 10.7 jobs from ages 18 to 40, with the vast majority of jobs being held before age 31. Bureau of Labor and Statistics (2009) Judy Denham 2010

  8. Practitioners are Influenced by Personal Beliefs and Actions Everyone has unique gifts and talents –identify and use strengths and preferences Judy Denham 2010

  9. Practitioners are Influenced by Personal Beliefs Optimistic/possibility outlook Judy Denham 2010

  10. Practitioners are Influenced by Personal Beliefs Life is a journey with hills, valleys, many pathways, some false trails, flowers and weeds Judy Denham 2010

  11. Lifelong Learning Principles • Suspend assumptions/judgements J. Denham, 2007 Judy Denham 2010

  12. Lifelong Learning Principles • Develop and maintain a support network Judy Denham 2010

  13. Lifelong Learning Principles • Frequently remind yourself of strengths and preferences Judy Denham 2010

  14. Lifelong Learning Principles • Take risks– be willing to make mistakes Judy Denham 2010

  15. Lifelong Learning Principles • Be willing to admit you don’t know everything Judy Denham 2010

  16. Lifelong Learning Principles • Be curious – ask questions – try new experiences Judy Denham 2010

  17. Lifelong Learning Principles • Apply what you learn and persevere Judy Denham 2010

  18. Lifelong Learning Principles • Be kind and patient with yourself as you learn Judy Denham 2010

  19. Catholic Education WA Career Development Practitioners Network Day 15 March 2010 Counselling students who are unsure of their goals and aspirations Counselling students Judy Denham 2010

  20. The Role of Nonverbal Communication Nonverbal communication gives expression to thoughts and feelings through visible bodily action. Warning: If nonverbal communication is ignored, understanding of human expression is only partial. Judy Denham 2010

  21. Career Conversation Application of Nonverbal Communication Inconsistenciesin content (Pause or “That’s interesting”) content and feelings content and gestures Absolutesnever, always, can’t (repeat word with upward questioning intonation) Assumptionsunsubstantiated (pause)“That’s interesting” generalisations/judgements (ask for specific examples and exceptions) Beliefsrelevance/rational basis “What leads you to believe ..?” Judy Denham, 2010

  22. Catholic Education WA Career Development Practitioners Network Day 15 March 2010 Counselling students who are unsure of their goals and aspirations Unsure of their goals and aspirations Judy Denham 2010

  23. An alternative perspective “If you don’t know where you are going, any road will get you there.” John Krumboltz (2009) Judy Denham 2010

  24. Happenstance Learning Theory Four propositions: (1) The goal of career counselling is to help clients learn to take actions to achieve more satisfying career and personal lives—not to make a single career decision. John Krumboltz (2009) Judy Denham 2010

  25. Happenstance Learning Theory (2) Assessments are to stimulate learning, not match personal characteristics with occupational characteristics. John Krumboltz (2009) Judy Denham 2010

  26. Happenstance Learning Theory (3) Clients learn to engage in exploratory actions as a way of generating beneficial unplanned events. John Krumboltz (2009) Judy Denham 2010

  27. Happenstance Learning Theory (4) The success of counselling is assessed by what the client accomplishes in the real world outside the counseling session. John Krumboltz (2009) Judy Denham 2010

  28. No career plan? Try a ‘Planned Happenstance’ Approach “.. have some vague ideas and do some generally positive things in broadly the right direction and have confidence that if you do that, things will happen. The theory is called ‘Planned Happenstance”. John Krumboltz (2009) Judy Denham 2010

  29. Incorporate Chance Events “Opportunity seldom knocks on closed doors.” “Recognize, Create, and Incorporate chance events into your ongoing career management” John Krumboltz (2009) Judy Denham 2010

  30. Career Combinations Brainstorm creative career combinations (which may include job titles/work yet to be invented or named) integrating: Preferred Industries, Career Clusters & Occupations and Organisations Career Ideas Career Dreams Special Talents Skills Other strengths and preferences Judy Denham 2010

  31. Definition of successful intelligence: • Intelligence defined in terms of the ability to achieve successin life in terms of one’s personal standards, within one’s sociocultural context. • 2. One’s ability to achieve success depends on capitalizing on one’s strengths and correcting or compensating for one’s weaknesses. • Balancing abilities is achieved in order to adapt to, shape, and select environments. • Robert J. Sternberg (2003). Wisdom, intelligence, and creativity synthesized. (p42, 43) Cambridge: Cambridge University Press. Judy Denham 2010

  32. Components of successful intelligence: • Analytical intelligence – traditional intelligence – abstract problem solving and information processing (analyse, evaluate, judge, compare, contrast) • Creative intelligence – novel convergent or divergent problem solving • Emotional intelligence – self & social awareness/management • Practical intelligence – highly contexualised daily life problem solving, (tacit knowledge) including using tacit knowledge/street smarts (adapt to, shape, and select environments) Robert J. Sternberg (2003). Wisdom, intelligence, and creativity synthesized. (p42, 43) Cambridge:Cambridge University Press. Judy Denham 2010

  33. Wise Solutions may not be obvious e.g. King Solomon’s solution when two women claimed a baby Judy Denham 2010

  34. G O A L Common Good V A L U E S Adapt to Balance Responses toenvironmental context Shape Select Extrapersonal Balance Interests Intrapersonal Interpersonal Successful Intelligence(analytical, creative, emotional, practical)+ Creativity Adapted from Figure 7.1 Wisdom as successful intelligence balancing goals, responses, and interests. Robert J. Sternberg (2003). Wisdom, intelligence, and creativity synthesized. (p153) Cambridge: Cambridge University Press. Judy Denham 2010

  35. Nonverbal Communication Channels Face eyes, eyebrows, lips, cheeks, nose Bodyposture, head, arms, hands, fingers, legs Voice loudness, speed, tone, pitch, intonation, pauses, style, control Judy Denham 2010

  36. Career Conversations – Rapport Building Environments Judy Denham 2010

  37. Career Conversations – Working Environment Judy Denham 2010

  38. Shared Focus when Working Together Judy Denham 2010

  39. Questions What? When? Where With whom? How? Judy Denham 2010

  40. Career Conversations/Career Counselling The aim is to broaden and deepen understanding to achieve new insights about ways of thinking, feeling and acting. It includes identifying themes and patterns of strength, preference, meaning/values, goals and success criteria. Content (specific attributes) Frequency (how may times mentioned) Intensity (strength of feelings) Commonality (across different areas e.g work, learning, life) Judy Denham, 2010

  41. Curiosity - exploring new learning opportunities Persistence - exerting effort despite setbacks Flexibility - changing attitudes and circumstances Optimism - viewing new opportunities as possible and attainable Risk Taking - taking action in the face of uncertain outcomes. Krumboltz et al (1999) Happenstance/Planned Luck Principles Judy Denham 2010

  42. Breathe and focus Change the viewing Differentiate Goals defined by success criteria Change the doing Generate Integrate Experiment Evaluate for success not perfection Persevere and praiseDenham (2010) Creative Facilitation Principles Judy Denham 2010

  43. Be focused AND flexible about what you want Be aware AND wary about what you know Be objective AND optimistic about what you believe Be practical AND magical about what you do HB Gelatt (2003) Positive Uncertainty Principles Judy Denham 2010

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