Children and Youth Career Guidance
Study Course Implementer
Riga, 26a Anniņmuižas boulevard, socdk@rsu.lv, +371 67061575
About Study Course
Objective
Preliminary Knowledge
Learning Outcomes
Knowledge
1.Students will be able to analyze and evaluate different practices of career guidance services for children and youth. Students will perceive and will be able to analyze the influence of career guidance services to the quality of person´s life.
Skills
1.Students will be able to provide and manage career information and career counseling services for children and youth as well as their families in case to empower them to take active participation in career management process. Will be able to implement the principles of social cooperation, community involvement and different client empowerment strategies and will perceive necessity of teamwork.
Competences
1.Will be able to guide by the principles of social cooperation, community involvement, and different client empowerment strategies and will perceive necessity of teamwork in providing career guidance. Will be able to manage personal career development plan. Will be aware of and will be able to apply principles of social work ethic in the provision of career guidance services for children, youth and families.
Assessment
Individual work
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Individual work |
-
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-
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|
Test, group work, public presentation, research work.
Analysis of scientific literature.
Analysis of national and EU legal documents regulating career guidance services.
Presentation of selected career counselling services from Europe. Preparing the research work.
Search of national and international on-line career information resources for children, youth and families.
Preparation of documents important for job search (CV, covering letter).
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||
Examination
|
Title
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% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
-
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|
Research work – 60%
The following aspects of the work are assessed:
Preparation of research work: the structure of the work complies with requirements, there are all the
necessary parts, the analysis is thorough, every structural part complies with its requirements (10-9 points); the work has been carried out, however the analysis lacks thoroughness, but the work complies with requirements for structure and content (8-7 points); the research work has been carried out, however it is not thorough, it complies with requirements for structure and content partly (6-5points); superficial analysis is assessed according to the quality of the research work (4-1 point(s)).
Examination – 40%
The examination consists of 10 open-ended and closed-questions (of different levels of
difficulty, from comprehension to assessment). The assessment is following: 10: excellent knowledge and skills. The assessment level is 10 correct answers. 9: very good knowledge and skills.
The assessment level is 9 correct answers. 8: good knowledge and skills, there might occur some
insignificant mistakes. Synthesis level. 8 correct answers. 7: mediocre knowledge and skills, there
are mistakes. Analysis level 6-7 correct answers. 6: knowledge and skills are lower than mediocre, there are (significant) mistakes. Knowledge application level. 5-4 correct answers. 5: knowledge and skills still comply with minimum requirements. Many mistakes. Knowledge and comprehension level. 3 correct answers. 4-0: minimum requirements not fulfilled. 0-2 correct answers.
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Study Course Theme Plan
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Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career concept. Career models, types and competencies. Employment policy as part of social policy (activation measures).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career concept. Career models, types and competencies. Employment policy as part of social policy (activation measures).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career concept. Career models, types and competencies. Employment policy as part of social policy (activation measures).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career concept. Career models, types and competencies. Employment policy as part of social policy (activation measures).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career concept. Career models, types and competencies. Employment policy as part of social policy (activation measures).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Career guidance and counselling concept.
Definition of career guidance and career counselling. Career guidance services. Goals of career guidance process.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Career guidance and counselling concept.
Definition of career guidance and career counselling. Career guidance services. Goals of career guidance process.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Career guidance and counselling concept.
Definition of career guidance and career counselling. Career guidance services. Goals of career guidance process.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Career guidance and counselling concept.
Definition of career guidance and career counselling. Career guidance services. Goals of career guidance process.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
National and the EU documents regulating career guidance services for children, youth and families. Career counselling projects.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
National and the EU documents regulating career guidance services for children, youth and families. Career counselling projects.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
National and the EU documents regulating career guidance services for children, youth and families. Career counselling projects.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
National and the EU documents regulating career guidance services for children, youth and families. Career counselling projects.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Career information for youth and families. Career information search and
processing. Environmental research and awareness.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Career information for youth and families. Career information search and
processing. Environmental research and awareness.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Career information for youth and families. Career information search and
processing. Environmental research and awareness.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Career information for youth and families. Career information search and
processing. Environmental research and awareness.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career development theories. Factors that influence vocational choice. Career counselling tools for children and youth. Methods of career counselling and management skills.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career development theories. Factors that influence vocational choice. Career counselling tools for children and youth. Methods of career counselling and management skills.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career development theories. Factors that influence vocational choice. Career counselling tools for children and youth. Methods of career counselling and management skills.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career development theories. Factors that influence vocational choice. Career counselling tools for children and youth. Methods of career counselling and management skills.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Career development theories. Factors that influence vocational choice. Career counselling tools for children and youth. Methods of career counselling and management skills.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Exam.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Exam.
|
Bibliography
Required Reading
Brazienė, R., Dorelaitiene, A. 2012. Transition of youth from education to the labour market: the case of Lithuania. Social sciences /Socialiniai mokslai. Nr. 3 (77) p. 30-40.
Zunker, V.G. 2016. Career Counseling: A Holistic Approach. 9th edition. The USA: Cengage learning.
Patton, W., McMahon, M. 2006. The Systems Theory Framework Of Career Development And Counseling: Connecting Theory And Practice. International Journal for the Advancement of Counselling 28(2):pp. 153-166. Available from: http://eprints.qut.edu.au/2621/1/2621_1.pdf
Tosun, J., Unt, M. and Wadensjö, E. 2017. Youth-oriented Active Labour Market Policies: Explaining Policy Effort in the Nordic and the Baltic States. Social Policy & Administration, Vol 51, No.4, pp. 598-616.
Europass CV. Available from: http://www.europa-pages.com/jobs/europass.html
Athanasou, James, Perera, Harsha N. (Eds.) 2019. International Handbook of Career Guidance. Springer Nature Switzerland.
CEDEFOP. Professionalising career guidance. Practitioner competences and qualification routes in Europe. 2009. Available from: https://www.cedefop.europa.eu/files/5193_en.pdf
Gangl, M. 2003. The structure of labour market entry in Europe: A typological analysis. In W. Muller, M. Gangl (eds.). Transitions From education to work in Europe. Oxford: Oxford university Press.
Van der Velden, R.K.W., & Wolbers, M.H.J. 2003. The integration of young people into the labour market: the role of training systems and labour market regulation. In W. Müller, & M. Gangl (Eds.), Transitions from education to work in Europe. The integration of youth into EU labour markets (pp. 186- 211). Oxford University Press.
Additional Reading
Pohl, A., Walther, A. 2007. Activating the disadvantaged. Variations in addressing youth transitions across Europe. International Journal of Lifelong Education, Vol.26, No.5, pp 533-553.
Other Information Sources
European Association of Career Guidance. Available from: http://eacg.eu