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Orlaith Tunney, orlaith.tunney@tcd.ie Careers Adviser Trinity College Dublin

The High Career Dream: A career counselling model The impact of a career counselling model and the implications for HE Guidance Services . Orlaith Tunney, orlaith.tunney@tcd.ie Careers Adviser Trinity College Dublin Warwick University, 22 nd May 2014. High Career Dream & MA Research.

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Orlaith Tunney, orlaith.tunney@tcd.ie Careers Adviser Trinity College Dublin

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  1. The High Career Dream: A career counselling modelThe impact of a career counselling model and the implications for HE Guidance Services Orlaith Tunney, orlaith.tunney@tcd.ie Careers Adviser Trinity College Dublin Warwick University, 22nd May 2014

  2. High Career Dream & MA Research Review of Research Background Impact of a career counselling model and implications for HE High Career Dream Influences Findings of Research Explain Model Recommendations for CAS

  3. 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).

  4. Exercise Choose an object in the room

  5. 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

  6. High Career Dream Process • High Dream • Embodied feeling Next Steps Low Dream A- Acknowledge I- Invite S- Support

  7. 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 3. Secure development work experience 2. Do art part-time in parallel with studies 1. Stay with European Studies AIS

  8. High Career Dream: Summary of Model A, I, S (High Career Dream Process) = Evaluate Phase (Ali and Graham)

  9. The impact of a career counselling model and the implications for HE Guidance Services The career counselling model= High Career Dream

  10. Research Questions • What theoretically informed framework is useful to evaluate clients’ experiences after a career counselling intervention? • Using the response to Research Question One, what is the impact of the career counselling intervention on clients? • In light of answers to Research Questions One and Two, what are the implications for career education advice information and guidance services?

  11. Research Methods Career Counselling Intervention = High Career Dream

  12. Sampling and Respondent Validation Impact of Career Counselling? • Qualitative • Recorded career counselling intervention • Recorded and transcribed 8 semi structured interviews immediately after intervention and two weeks later • “respondent validation” Densombe (2008)

  13. R.Q.1. Evaluation Framework Refer to hand out Evaluation Framework used in research (18 questions)

  14. 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?

  15. 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.

  16. 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

  17. Findings: PositionHigh Career Dream made a significant impact “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 later PhD Engineering, final year What is the career for me?

  18. Findings: Beliefs 1/2High 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?

  19. 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 afterthe intervention Business Economics and Social Studies, Final year How to pursue creative work especially fashion journalism?

  20. Findings: Horizons for Action 1/2High Career Dream made a significant impact “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?

  21. Findings: Horizons for Action 2/2High 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 later PhD Engineering, final year What is the career for me?

  22. Research Findings: MotivationHigh 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?

  23. Research Findings- FieldHigh Career Dream made a less 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?

  24. The High Career Dream: An overwhelmingly positive impact Three themes emerged that transcended multiple themes. Facilitating participants: • Taking responsibility for themselves • Becoming more self-reliant • Self-directing their own career path • .

  25. High Career Dream Process: Findings

  26. R.Q.3 Research Recommendations for HE Careers Services

  27. High Career Dream & MA Research Review of Research Background Impact of a career counselling model and implications for HE High Career Dream Influences Findings of Research Explain Model Recommendations for CAS

  28. 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

  29. Comments Questions and Discussion I welcome your views please connect: email: orlaith.tunney@tcd.ie Telephone: +353.1.8963764 LinkedIn: ie.linkedin.com/in/orlaithtunney/

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