Masterclass 3 Course 3 April 23 rd 2020

Masterclass 3 Course 3 April 23 rd 2020

Welcome and Polls How are you doing? Best thing, most challenging thing? Type response in chat

Today’s Schedule Review of last session Unit 5: Exploration Guidance practice: by phone

Recap on last session; Unit 1 and 2 Unit 1: Preparing to work in the Careers Information, advice and guidance session Unit 2: Reflective practice Critique Theories Of guidance with students After informal

Homework Practice adviser skills and reflect on them using Unit 2 log Theory Unit 1 and 2 Book mentoring session

Units: we Covered last time, today and next week

Gerald Egan: Summary to remember Stage 1: Where are you now? Stage 2: Where do you want to be? Stage 3: How are you going to get there?

Building Blocks of Guidance Unit 7 Unit 5 Action planning Explore Refer Options: routes and barriers Unit 12 Apply Unit 6 LMI Contract Unit 5 Explore Unit 10 Needs Exploring/ Identifying needs Contract Introduction. Expectation Contracting Prepare Unit 2 Reflect Unit 5 Explore Unit 1 Unit 4 Intro. Unit 8*: Diagnostic All these practical units have to be observed. Unit 3 Theories Unit 16 Organise

Recap on last session; Unit 4

Recap Unit 4 The purpose of this is part of the interview is to: • Create a good rapport with the client so they feel that they can tell their story • Check expectations • Agree a contract ‘a specific focus’ for the session

Recap: What should you do before and at the start of of an interview? • • • Pre – preparation – information re client Setting up the room and resources Introduction Expectations Explain process and boundaries Agree a contract

Recap: What skills does the observer want to see at the beginning of the interview? • Your ability to create a friendly and encouraging atmosphere. • Good use of verbal and non verbal skills. • Adviser skills: open questions, active listening, reflecting back summarizing, paraphrasing, questioning skills.

How did you rate yourself – guidance skills? Scaling as a tool for evaluation/diagnostic/impact

Focus of Unit 5: Exploration

Egan: Stage 1 – Where are you now? stage 1: exploration stage Practical Adviser Skills

Unit 5: What are three main reasons for exploration? 1. Allowing the client to tell their story 2. Gathering information from the client • - hard information – subjects, predicted/ actual grades/ achievements • - soft information – feelings, interests motivations, aspirations. 3. So you can identify the client’s needs – The number 1 thing you need to do for the careers session to be successful.

Building Blocks of Guidance Unit 5 Action planning Explore Unit 5 Explore Options: routes and barriers Unit 5 LMI Contract Explore Exploring/ Identifying needs Contract Introduction. Expectation Contracting Unit 4 Intro. Unit 6 Unit 8*: Diagnostic

Exploration: What can you say to get the client talking? Please can you give me an example in the chat? • Open questions – what, how? • Starters - Can you describe… Tell me about… • Use short verbal prompts or minimal encouragers – mm, yes, really? and then? right? Questions as statements • I’d like to know more about that… • I’m interested in what you said about that experience…. • I’d like to hear what happened…. • That sounds interesting…

What subjects is it useful to explore with a Yr 11 client? • School and GCSE Subjects Likes/ dislikes and why? Expected grades – and what makes them think this? Preferred learning styles • Interests and skills Sports / clubs – standard of play, hours a week, level of skill Hobbies – gaming, knitting, board games Music – instruments, listening to, composing, producing Scouts/ guides/ • Volunteering - Duke of Edinburgh/ St John’s Ambulance • Work – experience/ pt jobs/ jobs in your family. • Any current ideas about what they want to do at the end of year 11 • Any ideas about what sort of things they want to do in the future?

Adviser Skills: Reflecting Back Statements • Use the same words as the client has used to show you are listening as a statement e. g. they say ‘I want to leave school’ – so you would say ‘ You want to leave school’. • If you are not sure they want to do what they are saying you can say it as a question ‘ You want to leave school? ’ or you can reflect back with feelings – this can be very powerful. ‘You sounded a bit unsure if you want to leave school or not? ’ • If you are not sure what they are saying – ask – check you have got it right. • It’s easy to make assumptions and these can be wrong – so don’t be scared to clarify what the client is saying.

Adviser Skills: Paraphrasing • To paraphrase, the interviewer chooses the most important details of what the client has just said and reflects them back to the client in the interviewer’s own words. • Paraphrases can be just a few words or one or two brief sentences. • Shows the client you understand. • Help the interviewer by simplifying, focusing and crystallizing what they said. • May encourage the client to elaborate/ keep going and provides a check on the accuracy of your perceptions

Adviser Skills: Summaries Enable you to make sense of all the information – you may have an idea of what the client needs at this stage but it is a good idea to summarise, both for you and for the client. • It stops us rushing to the first issue the client raised and makes sure we have heard the whole story. Summaries will often start with: • Let me check I’ve understood… • Are you saying that… • So what you want to know is… • So to summarise you want… have I got this right? • Why not get the client to summarise? • So, can you summarise what you need to sort out right now? • So, based on what we have discussed so far, what would you like to look at?

Observation time: Sue and Louise have agreed to talk about options after Year 11 as Sue is not sure what she wants to do. Sue is a Year 11 student and Louise is the adviser. Using the sheet – record the active listening and exploration skills. Did the adviser miss anything?

Coffee

Feedback from observation What exploration skills did the adviser show? What did they miss?

Identifying the needs of the client. The elephant in the room! Amy is in Year 11 and wants to go onto do A levels at sixth form. She is thinking of studying biology, sociology and history. She has said the reason she wants a meeting is to find out more about medical careers as her dad said he thinks it would be a great job for her. Write down what are the elephants you want to ask about in this scenario? What questions will you ask this student to check out their needs?

Intro to Probing and Challenging As you listen to the client’s story you may think that part of it sounds unlikely or a bit unclear. Be careful not to take things at face value, or assume the client knows what they are talking about. . For example: We can make challenges around blind spots or areas where the client doesn’t know and we do. • Is it a fact that she is definitely going to fail her maths GCSE even though she got a 5 in the mock? • Is she definitely going to get into the army as a paramedic at 16, so there is no need to look at other options?

‘Johari Window’ - Blind Spots Blind Spot I Don’t Know You Know

Examples of probing and challenging questions • You tell me you are not very confident… but the way you have been working with me, I see something different. • On the one hand you say but on the other hand… • You are applying for all these jobs, you do well in interview, but each time you are offered a job you turn it down. • You tell me you want to stay in the sixth form, but you also tell me you don’t like doing any homework or revision in your own time. • You say you are desperate to do an apprenticeship - but you haven’t applied for any of the jobs we looked at.

Lockdown: alternative forms of guidance There are professional written questions for Unit 4, 5, 6 and 7 on Quals Direct related to guidance. Unit 4 Learning Outcome 2 : critically analyse the different types of media to engage clients. How have you found using web-based software, telephone interventions, what are the pros and cons?

Tips for phone careers guidance in lockdown. • Focus on listening to how the client is feeling – reflect back what they are saying so that they feel listened to. • Avoid rushing in to try to ‘fix things’ or offer solutions. • It is only natural for the brain to focus on the negative – we have to train our brain to spot what’s good. • Be an explorer! • Remember safeguarding

Homework: Guidance Task: Telephone guidance practice session with Louise Unit 4: Introduction, expectations and contracting Unit 5: Exploration

Any questions?