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Learning that "career" was not a definite sign in Irish Sign Language (ISL) and that "Career Guidance" was poorly understood by the Deaf community prompted a systematic literature review (SLR). An uncomfortable truth relating to Career Guidance emerged – "Inclusion" is not where we presume it to be at. This paper presents the results of the SLR and shares how the answers from a thematic analysis can – through a Universal Design (UD), and Universal Design for Learning (UDL) (Rose & Meyer, 2002) lens – guide developments for inclusive Career Guidance. This paper shares the story of "d/Deaf guidance" in the literature; the tensions between theory and practice in relation to inclusion (Quirke, 2022), and the themes identified from the SLR – themes the Deaf community believe are a Deaf gain. [ABSTRACT FROM AUTHOR]

The paper presents a framework for school guidance in the twenty-first century that focuses the guidance approach, on promoting lifelong learning and takes into account the impact of VUCA (volatility, uncertainty, complexity, and ambiguity). It outlines the goals, objectives, and key players involved in guidance approach and provides a structured approach based on six levels: actors, devices, practices, main issues, objectives, and general aim. Four types of practices are defined to address four main societal objectives, which are linked to current challenges facing society. The framework aims to provide a tool for schools to implement and structure an educational approach to guidance. [ABSTRACT FROM AUTHOR]

Narrative Career Therapy (NCT) is recognised in this paper as having relevance for career practitioners who are working to create meaning for their clients in complex work life situations. Re-authoring Career Narratives is described as a practice that involves principles of NCT and these principles contribute to the exploration of agentive development. Re-authoring Career Narratives is demonstrated to support clients to navigate the reality that career learning is lifelong and evolving. We propose that a NCT requires practitioners to place emphasis on the contexts in which discourse is developed which can facilitate greater awareness of a client's career identity and capacity to navigate uncertainty. We use a narrative research approach to explore how re-authoring practices assist clients to make career decisions. We recommend that re-authoring practices assist clients to reconstruct their stories and to gain insight into career identity as an evolving contextual phenomenon responsive to changing career and work landscapes. [ABSTRACT FROM AUTHOR]

In this paper, we present our development of a previously articulated approach to counselling education of transformational learning through a relational dynamic approach (Macaskie et al., 2013). We replace the idea of integration with a values-based approach and supplement the notion of transformational relational learning with a not-knowing attitude. This perspective on education and learning in counselling parallels the attitude within psychotherapy that we teach our students. We argue that this unites relational approaches to learning and psychotherapy across modalities and offers a trans-theoretical approach that could explain the common factors research in psychotherapy. [ABSTRACT FROM AUTHOR]

During the past two decades, youth-focused professionals have increasingly called for social-emotional learning (SEL) education in schools. A holistic approach to youth development suggests that, given the interconnected nature of development in the domains of career development and SEL, children and youth are better supported whenwe provide education in both domains in an integrated way. An opportunity exists to examine possible links between the two domains. In this paper we integrate a model of SELwith models of childhood career development competencies and career-related reasoning, offering a new understanding of how social-emotional experiences and competencies are integrated into children's career development processes. We identify strategies for educators to incorporate this integrated model into their classroom practices. [ABSTRACT FROM AUTHOR]

This paper examines the application of the Career Thinking Session (CTS) model to career guidance and counselling practice with young people through a critical consideration of a qualitative research study focusing on the case study of a client involved in the transition to higher education. The pilot study is summarised and the setting for the research is described. The origins of CTS are critically evaluated in relation to a number of relevant strands from published literature. The interpretivist qualitative methodology is then defended. Next, a case study of one client is presented to highlight themes identified in the data, showing the impact of the CTS model and its possible effectiveness as a tool for enabling agency, building confidence and establishing greater self-efficacy. The paper is concluded with some insights into the ways in which critical thinking in relation to self and career development can be encouraged and supported through the use of CTS. [ABSTRACT FROM AUTHOR]

This paper proposes incorporating the concept of the ‘observing eye/I’, from cognitive analytic therapy (CAT), to Hawkins and Shohet's seven modes of supervision, comprising their transtheoretical model of supervision. Each mode is described alongside explicit examples relating to CAT. This modification using a key idea from CAT (in the form of the addition of a Mode 8 ‘observing us’) enhances the model's utility in supervisory practice. With this adaptation, the model could also be used, with greater breadth and depth, in therapies where the primary focus is not relational. The collaboratively reflexive ‘observing us’ ensures that the very process of supervision is effectively monitored and attended to. The inclusion of this eighth level leads to more formal emphasis on the meta communication and meta commentary levels in supervision. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the authors discuss the various topics within the issue, including career development learning in childhood, the role of parents, teachers, and peers on career development, and the children's social-emotional learning.

A consistent criticism from the emergent literature on children's career development has been that career-related learning in primary schools has received limited attention. A particular gap in the literature is the application of careers theory applied to pedagogy and employer engagement within primary schools. This article examines an innovative collaborative approach based on research undertaken in seven of the most deprived Wards in Derby city, England and further extended to include 32 primary schools. The mixed-methods study provides insight to children's hopes and aspirations, teacher feedback and the role of business volunteers. Strengths, limitations and future directions of the approach are discussed. [ABSTRACT FROM AUTHOR]

In this article I propose a theoretical model concerning schemes and interventions relevant to lifelong career and life construction. I use different concepts, such as (1) the VUCA world to define the complex environment and how individuals can respond to this complexity, (2) Life Design which postulates that career construction requires identity construction, (3) lifelong guidance, counselling and learning which defines an individual's personal and professional construction at all stages of life and (4) the guidance-oriented approach to learning which proposes interventions allowing personal and career construction at school. This work is rooted in current thinking about how to help individuals, individually and collectively, to build their future. A model is proposed with the objectives of helping contribute to the development of individuals' professional lives and determining support actions that seek equity and social justice in their environment, at school and in the labour market. [ABSTRACT FROM AUTHOR]

The integration of new technologies into counsellor education has progressed slowly. We present mPath: an online system designed to support iterative, multi-levelled and deep reflection on practice in skills training sessions. We propose the integration of new technologies to counsellor education as an area with scope for future research and development. [ABSTRACT FROM AUTHOR]

The purpose of this research was to explore the experience and implementation of a cross-cultural (UK/USA) student videoconference. Participating students were video recorded while participating in a videoconference between a USA University's class Counselling Theories II and a UK University's class, Becoming a Reflective Practitioner 2A. Students in each location prepared their own topic guide in advance of their participation in a live link-up. The videoconference was transcribed. Both sets of students also engaged in a debrief with their tutors immediately after the conference. The UK debrief was audio recorded and transcribed, adding reflective depth to the main findings from the student videoconference. The three tutor/researchers analysed the video and transcriptions, paying attention both to what was said, and to the embodied engagement between students. Analysis was thematic, with a special focus on the students’ use of metaphor. Two key overarching metaphors were identified. The first of these encapsulated an understanding of cultural similarities: Stiff upper lips and Montana cowboys. The second metaphor identified the transformational affective shift in perception of each other: From aliens to neighbours across the pond. Limitations of the research are discussed, and recommendations for future research are made. [ABSTRACT FROM PUBLISHER]

The careers profession in England is facing unprecedented challenges. Initiatives to improve service delivery while keeping costs low are attractive and online training holds the promise of high impact at low cost. The present study employs a qualitative methodology to evaluate a series of online ‘webinars’ conducted with 15 careers advisers. Results showed that the technology itself could impede learning, and participants missed out on the peer-to-peer interaction that takes place in a ‘bricks and mortar’ setting, but overall participants found that access to relevant, good quality training from the convenience of their workplace more than compensated for the challenges. The article offers conceptual support for the viability of online learning through the theory of equivalency, andragogy and transactional distance theory, and makes recommendations for practice. [ABSTRACT FROM PUBLISHER]

An evolving relational dynamic approach to psychotherapy and counselling education is described. Key themes integrated within the approach are the learning community and transformational relationships. Learning is a reciprocal change process involving students, teachers, supervisors and therapists in overlapping learning communities. Drawing on evidence that effective outcomes in therapy correlate with effective aspects of the therapeutic relationship, the relational dynamic approach emphasises the findings of attachment and intersubjectivity theorists. The intersubjective matrix of infant/caregiver and client/therapist is mirrored and embodied in the relational ethos of training and actively engaged in group supervision. An emphasis on embodied relating is discussed, drawing on infancy studies and recent neuroscientific findings [ABSTRACT FROM AUTHOR]

This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia. It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection). Each of these elements is explored. [ABSTRACT FROM PUBLISHER]