counselling students who are unsure of their goals and aspirations catholic education wa career...
TRANSCRIPT
Counselling students who are unsure of their goals and aspirations
Catholic Education WACareer Development Practitioners Network Day
15 March 2010
Judy DenhamMBus(Mgmt), MCareerDev, GradDipPsych, BApplSc(Psych), Teachers Higher Cert., Registered Psychologist
“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.”
Career Development
Judy Denham 2010
Wolp & Kolb in McMahon, Patton & Tatham (2003)
Work/learning
Personalwell-being Relationships
Context Judy Denham 2010
Sense of achievement/contribution
Sense of being valued/appreciated
Challenge/new learning
Valued social interactions
Flexibility of work time/location/mode
Financial or other extrinsic rewards
Judy Denham 2010
Work and Life Satisfaction Principles
Career Development Model
Judy Denham 2010
Career Development Model
•Individual Pathway Plans
•Career Development and Transition Portfolios
•Exit Plans
Western Australian Guidelines for Career Development & Transition Support Services (2007)
Judy Denham 2010
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)
Job Change Statistics
Judy Denham 2010
Everyone has unique gifts and talents –identify and use strengths and preferences
Practitioners are Influenced by Personal Beliefs and Actions
Judy Denham 2010
Optimistic/possibility outlook
Practitioners are Influenced by Personal Beliefs
Judy Denham 2010
Life is a journey with hills, valleys, many pathways, some false trails, flowers and weeds
Practitioners are Influenced by Personal Beliefs
Judy Denham 2010
Lifelong Learning Principles
J. Denham, 2007
• Suspend assumptions/judgements
Judy Denham 2010
• Develop and maintain a support network
Judy Denham 2010
Lifelong Learning Principles
• Frequently remind yourself of strengths and preferences
Judy Denham 2010
Lifelong Learning Principles
• Take risks – be willing to make mistakes
Judy Denham 2010
Lifelong Learning Principles
• Be willing to admit you don’t know everything
Judy Denham 2010
Lifelong Learning Principles
• Be curious – ask questions – try new experiences
Judy Denham 2010
Lifelong Learning Principles
• Apply what you learn and persevere
Judy Denham 2010
Lifelong Learning Principles
• Be kind and patient with yourself as you learn
Judy Denham 2010
Lifelong Learning Principles
Counselling students
Catholic Education WACareer Development Practitioners Network Day
15 March 2010
Judy Denham 2010
Counselling students who are unsure of their goals and aspirations
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
Inconsistencies in content (Pause or “That’s interesting”) content and feelings content and gestures
Absolutes never, always, can’t (repeat word with upward questioning intonation)
Assumptions unsubstantiated (pause) “That’s interesting” generalisations/judgements (ask for specific examples and exceptions)
Beliefs relevance/rational basis “What leads you to believe ..?”
Judy Denham, 2010
Career Conversation Application of Nonverbal Communication
Unsure of their goals and aspirations
Catholic Education WACareer Development Practitioners Network Day
15 March 2010
Judy Denham 2010
Counselling students who are unsure of their goals and aspirations
“If you don’t know where you are going, any road will get you there.”
John Krumboltz
(2009)
An alternative perspective
Judy Denham 2010
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)
Happenstance Learning Theory
Judy Denham 2010
(2) Assessments are to stimulate learning, not match personal characteristics with occupational
characteristics. John Krumboltz (2009)
Happenstance Learning Theory
Judy Denham 2010
(3) Clients learn to engage in exploratory actions as a way of generating beneficial unplanned events.
John Krumboltz (2009)
Happenstance Learning Theory
Judy Denham 2010
(4) The success of counselling is assessed by what the client accomplishes in the real world outside the
counseling session. John Krumboltz (2009)
Happenstance Learning Theory
Judy Denham 2010
“.. 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)
No career plan? Try a ‘Planned Happenstance’ Approach
Judy Denham 2010
“Opportunity seldom knocks on closed doors.”
“Recognize, Create, and Incorporate chance events into your ongoing career management”
John Krumboltz
(2009)
Incorporate Chance Events
Judy Denham 2010
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
Career Combinations
Judy Denham 2010
Definition of successful intelligence:
1. Intelligence defined in terms of the ability to achieve success in 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.
3. 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
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)
Judy Denham 2010
Robert J. Sternberg (2003). Wisdom, intelligence, and creativity synthesized. (p42, 43) Cambridge: Cambridge University Press.
Wise Solutions may not be obvious
e.g. King Solomon’s solution when two women claimed a baby
Judy Denham 2010
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.
V
A
L
U
E
S
Successful Intelligence(analytical, creative, emotional, practical)
+ Creativity
Balance Responses to
environmental context
G O A L Common Good
Balance Interests
Intrapersonal Interpersonal
Extrapersonal
Shape Select
Adapt to
Judy Denham 2010
• Face eyes, eyebrows, lips, cheeks, nose
• Body posture, head, arms, hands, fingers, legs
• Voice loudness, speed, tone, pitch, intonation, pauses, style, control
Nonverbal Communication Channels
Judy Denham 2010
Career Conversations – Rapport Building Environments
Judy Denham 2010
Career Conversations – Working Environment
Judy Denham 2010
Shared Focus when Working Together
Judy Denham 2010
What?
When?
Where
With whom?
How?
Questions
Judy Denham 2010
Content (specific attributes)
Frequency (how may times mentioned)
Intensity (strength of feelings)
Commonality (across different areas e.g work, learning, life)
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.
Judy Denham, 2010
Career Conversations/Career Counselling
• 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)
Judy Denham 2010
Happenstance/Planned Luck Principles
• 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 praise
Denham (2010)
Judy Denham 2010
Creative Facilitation Principles
• 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)
Judy Denham 2010
Positive Uncertainty Principles