B1.2 Guidance as a process

B1.2 Guidance as a process

Career professionals take the information, interaction, and process dimensions of guidance into consideration. The information dimension concerns the individual's knowledge of themselves, the possibilities of the operating environment and the individual's relationship with their operating environment. The interaction dimension is related to building and maintaining a guidance relationship and a working alliance. The process dimension covers understanding the way of making decisions and the connections between the factors behind these decisions and the decisions made.

The career professional has knowledge and understanding of

  • the process nature of guidance in clients' independent work, staff-assisted work, individual and group guidance facilitated by career professional, and collaborative processes in different contexts
  • the importance of the content, interaction, and process dimensions of guidance
  • the particular situation, readiness and needs of the client and groups as a whole as the starting point for guidance
  • the difference between individual guidance sessions and long-term guidance processes
  • the significance of the overall structure of the guidance process and its different phases
  • the differences in power dynamics between a career professional and their client and variation in their role depending on the forms of guidance

The career professional is able to

  • assess their clients’ and groups’ situation and service needs together with them
  • assess the client's initial situation and choose an appropriate approach and working method based on the situation, context and service needs of the client and the groups
  • structure the client's situation and possibilities for action during the guidance into an understandable whole
  • plan, implement, evaluate, manage, develop and renew guidance processes, taking into account the context, diversity of different client groups and backgrounds as an underpinning resource for guidance
  • agree with the client and the groups on a process for defining the goals and boundaries of guidance
  • assess, together with the client and the groups, whether the guidance process is appropriate in relation to their situation, context and need for service
  • work with the client and groups to create a shared understanding of the guidance process and how to achieve goals

Contextual variables

Basic education Basic education
🢓

The career professional has knowledge and understanding of

  • the goals set for guidance in the core curricula for comprehensive and upper secondary general education and in requirements for vocational qualifications, as well as the areas and operating models of guidance
  • the goals and operating models of guidance and counselling described in the education provider's and the school's operational plan for guidance
  • linkages between guidance and counselling and student welfare services and other school activities

The career professional is able to

  • construct a guidance process as a goal-oriented continuum that utilises different approaches and methods, such as classroom activities, group guidance, individual guidance, familiarisation with working life, site visits and multiprofessional and multisectoral collaboration plan and implement sessions in which students learn and acquire self-assessment skills
  • assess pupils' needs for guidance and support by utilising various guidance methods and tools
General upper secondary education General upper secondary education
🢓

The career professional has knowledge and understanding of

  • the goals set for guidance in the core curricula for comprehensive and upper secondary general education and in requirements for vocational qualifications, as well as the areas and operating models of guidance
  • the objectives and operating models of study counselling described in the education provider’s and upper secondary school’s operational plan for guidance
  • linkages between guidance and counselling and student welfare services and other upper secondary school activities

The career professional is able to

  • construct a guidance process as a goal-oriented continuum that begins from enrolment to education and continues to completing the degree and, if necessary, even after studies as a bridge to enrolment for further education, organise guidance support for students who need personalised solutions in transition to upper secondary general or vocational education
  • collaborate with group tutors to achieve the goals of guidance in upper secondary school
  • construct guidance process as a continuum that utilises different operating models, such as individual study plans drawn up by students, class-room activities, group and individual guidance, familiarisation with working life, site visits and multiprofessional and multisectoral cooperation
  • plan and implement sessions in which students learn and acquire self-assessment skills
  • assess students' needs for guidance and support by utilising various guidance methods and tools
Vocational education and training Vocational education and training
🢓

The career professional has knowledge and understanding of

  • the goals set for guidance in the core curricula for comprehensive and upper secondary general education and in requirements for vocational qualifications as well as the areas and operating models of guidance
  • the objectives and operating models of guidance and counselling described in the guidelines of the education provider and educational institution
  • linkages between guidance and counselling with student welfare services and other activities of the educational institution

The career professional is able to

  • construct a guidance process as a goal-oriented continuum that begins from enrolment to education and continues all the way to completing the degree
  • collaborate with the teachers and other actors in order to achieve the objectives of guidance
  • construct a guidance process as a goal-oriented continuum that utilises different approaches and methods, such as individual competency development plans, classroom activities, group guidance, individual guidance, work-based learning, site visits and multiprofessional and multisectoral collaboration to organise guidance support for students who need personalised solutions in transition to upper secondary general or vocational education
  • plan and implement sessions where students learn and acquire self-assessment skills
  • assess students' needs for guidance and support by utilising various guidance methods and tools
Higher education Higher education
🢓

The career professional has knowledge and understanding of

  • the objectives and contents set for guidance at the educational institution and the division of labour between professionals
  • linkages between guidance and other student support services

The career professional is able to

  • construct a guidance process as a goal-oriented continuum that begins from enrolment to education and continues to the completion of the degree
  • collaborate with academic tutors and other staff to achieve the goals of guidance
  • construct a guidance process as a goal-oriented continuum that utilises different approaches and methods, such as individual learning plans, group guidance, individual guidance, work-based learning, site visits, career guidance, and multiprofessional and multisectoral collaboration plan and implement sessions in which students learn and acquire self-assessment skills
  • assess students' needs for guidance and support by utilising various guid-ance methods and tools
Employment services Employment services
🢓

The career professional has knowledge and understanding of

  • target groups and supply of employment services
  • the connection between clients' health factors or limitations and work ability and employability
  • forms of support and services available to clients

The career professional is be able to

  • cooperate with other personnel to achieve the goals of guidance
  • cooperate with outsourced support services
  • utilise existing tools to assess clients' situations, service needs and employability
  • identify clients' capabilities and, if necessary, arrange work ability examinations or other expert assessments in order to investigate different work, entrepreneurship and education options and to specify their career plans
  • identify psychological or other barriers to employment and work through these in a goal-oriented approach
  • construct a guidance process as a goal-oriented continuum that utilises different operating models, such as clients' employment plans, job coaching, job search and career coaching, career guidance, work and training trials, as well as multiprofessional and multidisciplinary cooperation
  • provide guidance with clients to identify and articulate their skills in order to enhance their employability
  • use psychological assessment methods and tasks with the client's consent as part of the guidance process (applies only to licensed psychologists)
  • guide people with partial work ability in finding employment
  • inform clients on the range of services and forms of support available, where appropriate
Ohjaamo One-Stop-Guidance Centers Ohjaamo One-Stop-Guidance Centers
🢓

The career professional has knowledge and understanding of

  • client groups and key features of Ohjaamo One-Stop-Guidance Centers
  • forms of support and service provision available to their clients

The career professional is able to

  • construct a guidance process as a goal-oriented continuum that utilises multisectoral cooperation
  • collaborate with teachers and other actors in educational institutions to achieve the goals of guidance
  • inform clients on the range of services and forms of support available, where appropriate