jaana kettunen: social media in guidande and counselling
TRANSCRIPT
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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
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Aim
To provide a basis for understanding the different ways in which practitioners experience the use of social
media guidance and counselling
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Skills and Competencies
Needed
How do we most
effectively train
Role of Social media in guidance
Social media in Guidance
Guidance in Social media
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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.
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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).
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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
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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)
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“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
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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
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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.
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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
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I find the use of social media in guidance and counselling important A) Yes B) Some C) No
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Kettunen, J., Vuorinen, R., Sampson, J. P., Jr. (2015). Practitioners´ experiences of social media.
Results
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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
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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.”
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Category 2: Medium for one-to-one communication
Role of
social media useful tools viable alternative
Purpose delivering information and advice
delivering career services
Attitude reserved careful
Rationale visibility accessibility Perception challenge change
Intervention paradigm
individual face-to-face intervention
individual intervention
Nature of interaction
practitioner individual
practitioner individual
Practitioner's role
expert role reflexive role
“How do I integrate these new practices into old, established
work routine? ”
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Category 3: Interactive working space
Role of social media
useful tools viable alternative
space for career services
Purpose delivering information and advice
delivering career services
collaborative career exploration
Attitude reserved careful adaptive
Rationale visibility accessibility interactivity Perception challenge change opportunity
Intervention paradigm
individual face-to-face intervention
individual intervention
group intervention
Nature of interaction
practitioner individual
practitioner individual
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...”
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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
Purpose delivering information and advice
delivering career services
Collaborative career exploration
co-careering
Attitude reserved careful adaptive proactive
Rationale visibility accessibility interactivity influence
Perception challenge change opportunity reform
Intervention paradigm
individual face-to-face intervention
individual intervention
group intervention
co-constructed intervention
Nature of interaction
practitioner individual
practitioner individual
practitioner individual/group individual peers
individual community members individual professional
Practitioner's role
expert role reflexive role
facilitating role
participating and engaging role
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Kettunen, J., Vuorinen, R., & Sampson, J. (2015). Practitioners experiences of social media in career services.
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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
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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
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Results
Kettunen, J., Sampson, J. P., Jr., & Vuorinen, R. (2015). Practitioners Conceptions of Competency for Social Media in Career Services
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DIMENSIONS
OF VARIATION
CATEGORIES
Ability to use social media for
delivering information
Ability to use social media for
delivering career services
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.
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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.
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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
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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
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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