Disrupted Futures 2023 | Empowering young people to re-engage
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This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career guidance for students with disabilities & enabling well-being “Career Guidance and Wellbeing: Empowering young people to re-engage”. Presented by Deirdre Hughes and Liane Hambly. Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
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Disrupted Futures 2023 | Empowering young people to re-engage
- 1. Career Guidance and Wellbeing: Empowering young people to re-engage Associate Professor Deirdre Hughes & Liane Hambly (UK) ODICY Conference, 2nd June 2023 © DMH Associates
- 3. Aim To focus on career education and wellbeing conversations • share findings from a pan-Wales, Scotland and Canadian research programme and lessons learned that can be applied in a school, college and/or community setting • identify enablers and barriers to re-engaging vulnerable young people within and outside of a school or college system • gain practical techniques, tools, and resources that can be applied in practice
- 4. Wellbeing conversations and happy chemicals Dopamine – pleasure and reward Setting goals, anticipating achieving it (hope), achieving and recognising each step on the way Endorphins – pain and stress Appropriate use of humour, creating the right sensory environment, walking coaching Oxytocin – social interaction The relationship – warmth, feeling cared about, trusting the adviser Serotonin Focusing on strengths, and achievements, positive experiences, reframing negative ones Liane Hambly 2023
- 6. Different ways to think about wellbeing • Hedonic: e.g. pleasure and happiness • Eudaimonic: e.g. psychological health achieved by fulfilling one’s potential or functioning highly • Evaluative: e.g. satisfaction level (e.g., are you satisfied overall with your life?) • Affective: “in-the-moment” measure (e.g., recent positive feelings, how happy or anxious you feel etc.)
- 7. Example evidence of progress in interviews
- 8. School avoidance • School phobia or school-related anxiety – sometimes called 'school avoidance or refusal' – is when a child/young person feels fearful or anxious about school and/or is unable to go to school. • It is also referred to as emotionally-based school avoidance (EBSA) or anxiety-related absence. • Can be linked to social capital o participation in activities o closeness to peers o closeness to adults at school
- 9. Key factors • social and/or work pressures at school • difficulties maintaining positive relationships with peers or staff • unmet needs (eg: additional needs or feeling unsafe) • home and/or family factors • sensory needs making the environment feel overwhelming • A range of socioeconomic factors, plus some parents choosing to electively home educate their children because they feel their child’s needs were no longer being met in school.
- 10. UN Sustainable Goals Challenges they see around them Mental ill health Physical ill health Poverty Cost of living crisis Bullying Inequality and oppression War and Refugees Climate change Lack of decent work Education that doesn’t work for all Gang lines
- 11. The centrality of hope and wellbeing e.g. Hope action theory and practice N. Amundson et al, 2020
- 12. Applying the findings – Career dialogue 1. Getting ready – environment and emotional steadiness 2. Preliminary discussion – assess customer situation 3. Identify presenting needs 4. Spot any well-being indicators 5. Discussion and contracting – agreeing the purpose 6. Reflecting back – empathy, clarifying 7. Understanding Well-being – questions, activities 8. Explore possibilities 9. Overcoming barriers and action planning 10. Optional step – measuring progress/distance travelled Stage 1 – Preparing the Foundations for Guidance Stage 2 – Exploring and Identifying Needs Stage 3 – Resolving Needs and Moving Forward
- 13. Applying the findings – Skilful Practice 1. Getting ready – environment, emotional steadiness 2. Preliminary discussion – assess customer situation 3. Identify presenting needs 4. Spot any well-being indicators 5. Discussion and contracting – agreeing the purpose 6. Reflecting back – empathy, clarifying 7. Understanding Well-being – questions, activities 8. Explore possibilities 9. Overcoming barriers and action planning 10. Optional step – measuring progress/distance travelled Questions used by the practitioners . Templates for checking the environment, reflecting neurodiversity Models for increasing own emotional steadiness Prompt cards for agreeing the purpose What would you like to get from us working together?
- 14. The Foundations (settling in and agreeing the purpose and process) – prompt cards as a tool Adapted from Hambly and Bomford 2019 Creative Career Coaching. Routledge
- 15. Your future Happy, confident, enjoying what you’re doing (prompt cards to help) Describe the difference it would make to your life Let’s work together to find out what’ll help you get there
- 16. Wellbeing conversations 1. Getting ready – environment, emotional steadiness 2. Preliminary discussion – assess customer situation 3. Identify presenting needs 4. Spot any well-being indicators 5. Discussion and contracting – agreeing the purpose 6. Reflecting back – empathy, clarifying 7. Understanding Well-being – questions, activities 8. Explore possibilities 9. Overcoming barriers and action planning 10. Optional step – measuring progress/distance travelled Visioning, CBC, SFC, circle of support Visioning and backwards action planning
- 17. Circle of support Solution focused scaling around confidence and motivation Cognitive behavioural coaching e.g. “what’s the worst that could happen” “What advice would you give someone else in the same situation?”
- 18. Feeling good about skills, hobbies, interests and strengths • “describe how you spend your time outside of school … that suggests you are good at ….” • “How would other people describe you” • “I can see that you have ……. (qualities) • Strength based tools e.g. card sorts such as Career Navigator, What’s your strength? ICould buzz test, CiCi the careers chatbot plus many more… Career Navigator - https://creativecareercoaching.org/product/membership/ What’s Your Strength - https://whatsyourstrength.co.uk/ SkillsOmeter & CiCi the careers chatbot - https://careerchat.uk/trycic/ Icould - https://icould.com/buzz-quiz/
- 19. Initial engagement Brief video introducing yourself and explaining the benefits (WiiFM) Text – to say when you will call and the number they will see Prompt cards to establish a purpose/ benefit of working with you Environment Walking, nature, sensory factors, fidget Enlisting support of parents/carers Video/text for them? Coaching Solution focused and cognitive behavioural coaching. Motivational interviewing. e.g. Scaling, Circle of support Visioning Multi sensory and blended delivery Hope and purpose Challenges they see around them UN development goals What would they like to contribute to? Joining with others Blended delivery Self help with warm handover
- 21. Action Plan e.g. • Read the toolkit • Use prompt cards to support envisioning a better future • Prepare a short video and text message to reach out • Circle of Support • Finding your purpose activity • Try CiCi • SFC and CBC – E.G. Scaling around confidence and motivation, “what’s the worst that can happen?”, “what advice would you give a friend?” • Watch videos of these tactics being used - https://creativecareercoaching.org/product/lets- talk-creative-career-coaching/ • Change the environment
- 22. Importance of motivation and mindset in career guidance practice • Hughes, D., Hambly, L., & Percy, C. (2022). Career development and wellbeing: a practitioner toolkit, Careers Wales, Skills Development Scotland and dmh associates, July 2022 - https://dmhassociates.org/wp-content/uploads/2022/07/Building-Brighter-Futures-30-June- 2022.pdf • Strengthening mental health through effective career development’. Redekopp and Huston 2020 - https://ceric.ca/publications/strengthening-mental-health-through-effective-career-development-a-practitioners-guide/ (Scroll down for free copy) • Hambly, L. & Bomford, C. (2019). Creative Career Coaching: Theory into Practice - https://creativecareercoaching.org/ • Icould BUZZ TEST - https://icould.com/buzz-quiz/ • International Conference 2022 – Digital Resources Toolkit - https://dmhassociates.org/digital-delegate-toolkit-2022 • Hughes, D. & Smith, G. (2020). Youth Transitions: Creating Pathways to Success, commissioned by the Education Development Trust, Reading - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/youth-transitions-creating-pathways-to- success (See: Bronfenbrenners adapted model) • Hughes, D. (2021). The Big Careers Conversation in England, commissioned by Dev Clever PLC, October 2021 - https://dmhassociates.org/wp-content/uploads/2021/10/The-Big-Career-Conversation-with-Young-People-in-England-4th__-Draft.pdf
- 23. Contin’d • Akkok, F., Arulmani, G., Hughes, D., & Zelloth, H. (2019). Migration: Theory, research and practice in guidance and counselling, Co-Editors, International Symposium Issue, British Journal for Guidance and Counselling, Vol. 47. No. 1, February 2019 - https://www.tandfonline.com/doi/full/10.1080/03069885.2018.1564898 • Akkok, F. & Hughes, D. (2021). Career Chat: The Art of AI and the Human Interface, In Digital Transitions in Lifelong Guidance: Rethinking careers practitioner professionalism – A CareersNet Expert Collection, Thessaloniki: Cedefop CareersNet, pp 89-100 - https://www.cedefop.europa.eu/files/6202_en.pdf • Amundson, N., S.G. Niles, & Yoon, H. J. (2020). Hope-Action Theory & Practice - https://hope-action.com/ • Hermans, H. & Meijers, F. (2019), The pursuit of happiness, British Journal of Guidance & Counselling, 47:2, 139-142 - https://www.tandfonline.com/doi/full/10.1080/03069885.2019.1612515 • Hughes, D., Warhurst, C., Benger, E., & Ifans, M. (2021). Building better futures: decent work, inclusion and careers support services, British Journal for Guidance and Counselling, Special Issue: International Symposium Series, April 2021, Vol 9, (2) pp.213-227 - https://www.tandfonline.com/doi/full/10.1080/03069885.2021.1898540?src=recsys
- 24. THANK YOU
Editor's Notes
- This image highlights something we all have in common – nurturing young people and supporting their personal growth through career education and guidance.
- Your work will already contribute to well being – for example ….
- Briefly set the scene – a Wales, Scotland, and Canadian collaboration. Much of what we cover today will be drawn from this practical toolkit co-developed with my research colleagues, careers practitioners and managers BREAK OUT SESSION 1 – 5 mins Briefly, what are the presenting issues/concerns for you in your work?
- 8.05am Clarify the difference between mental health and mental illness
- Briefly introduce the post-pre-methodology. In the chat – how do you tend to capture distance travelled?
- The law requires all children of school age to receive suitable full-time education, but last year around 140,000 children were never in class. That is up by 137% since the pandemic.to school since the Covid-19 pandemic. There’s some evidence to suggest more pupils have experienced challenges getting in In the autumn term of 2021, almost 1.7m children missed seven days of school or more. Even allowing for some Covid disruption, that figure is significantly higher than before the pandemic.. Refers to adolescents intentionally skipping classes or school altogether. (Brookmeyer, Fanti, & Henrich, Citation2006; Buhs, Ladd, & Harold, Citation2006; Wimmer, Citation2010). Research shows that students who avoid school are significantly more likely to experience numerous problems including school dropout, mental health problems, and, even, suicide. Bullying victimization is known to be one of the leading causes of school avoidance. In the US, according to the National Association of School Psychologists (NASP), individuals who avoid school are more likely to have long-term emotional issues, such as depression and anxiety, poor academic achievement, and dropping out of school (DeVoe & Chandler, Citation2005; Nansel, Overpeck, Pilla, Ruin, Simons-Morton, & Scheidt, Citation2001).
- Talking through the school day and discussing what might help at each stage, linking them up with a pastoral staff member and/or peer buddy at school, providing a safe space for them within school, and having a ‘time-out’ or ‘exit’ card they can use in class if they feel anxious. Some children may also benefit from extra responsibilities at school, or involvement in sport or extracurricular activities. Discuss what might work best with your child’s teacher or SENDCo.
- Reassure that it should dovetail nicely into the 3 stage model (ice-berg analogy)
- Examples in the toolkit of what practitioners said and did.
- Toolkit can also be used in career learning Some of them will may be used to these techniques (solution focused scaling questions around confidence and motivation), visioning (imagining their preferred outcome, using all the senses to fully inhabit it), Cognitive behavioral questions, (example of circle of support in next couple of slides). Backwards action planning – imagining you have achieved your goal, then using post its to work out the steps you would have taken and how you would have overcome any challenges on the way – technique used in sports psychology)
- I took the body one out as I think it needs more explaining and I don’t use it so won’t explain it well
- Ask them to put in chat one thing they’ll go away and do