Introductory description

The Guidance Skills (Advanced) module enables participants to understand a range of perspectives on career guidance work. The module is designed to develop reflective guidance practice focusing on: working alliance; career development theories; structures; skills, tools and techniques; reflective practice methods; and professional contexts.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Articulation of participants’ prior experience in career guidance.
Theories of career guidance and counselling.
The appropriate use of interview structure and contracting within guidance work.
Theories of career development and occupational choice.
Higher level facilitative skills.
Use of the above to underpin guidance practice via role plays and scenarios.
Professional ethics, theoretical perspectives and values associated with career guidance, for example, client-centredness, impartiality, client learning, reflective practice and respect for diversity.

Learning outcomes

By the end of the module, students should be able to:

• Knowledge and understandingBy the end of the module, the student should be able to: identify models of guidance; discuss interview structure and contracting; draw on career development theories; and identify higher level facilitative skills.
• By the end of the module, the student should be able to critically analyse and evaluate the knowledge and understanding listed above through undertaking at least two guidance interviews.Analysis and evaluationBy the end of the module, the student should be able to critically analyse and evaluate the knowledge and understanding listed above through undertaking at least two guidance interviews.
• By the end of the module, the student should be able to: integrate theory and practice in career guidance; develop guidance skills on the basis of the evaluation and analysis undertaken; and apply knowledge andunderstanding to at least two guidance interviews.
• By the end of the module, the student should be able to communicate in written and oral form by integrating, analysing and applying key texts and professional practices.

Indicative reading list

Ali, L. & Graham, B. (1996) The Counselling Approach to Careers Guidance, London: Routledge.
Kidd, J.M. (2006) Understanding Career Counselling: Theory, Research and Practice, London: Sage.
Krumboltz, J.D. (2009) The happenstance learning theory, Journal of Career Assessment, 17(2): 135-154.
McMahon, M. and Patton, W. (2006) Career Counselling: Constructivist Approaches, London: Routledge.
Mignot, P. (2001) Working with Individuals, in W.P. Gothard, P. Mignot, M. Offer, & M. Ruff, Careers Guidance in Context, London: Sage.
Nathan, R. & Hill, L. (2006) Career Counselling, London: Sage.
Patton, W. & McMahon, M. (2014) Career Development and Systems Theory: Connecting Theory and Practice (3rd edition), Rotterdam, Netherlands: Sense.
Sharf, R.S. (2013) Applying Career Development Theory to Counseling (6th Edition), Belmont, CA: Thomson Higher Education.
Taylor, E.W. & Cranton, P. (2012) The handbook of transformative learning: theory, research, and practice, San Francisco, CA: Jossey-Bass.
Whiston, S., Rossier, J. & Baron, P.H. (2016) The working alliance in career counseling: a systematic overview, Journal of Career Assessment, 24 (4): 1-14.
Whitmore, J. (2009) Coaching for Performance: Growing Human Potential and Purpose (4th Edition), London: Nicholas Brealey.
Winter, D. (2012) Narrative techniques in reflective practice, Journal of the National Institute for Career Education and Counselling, 28: 21-27.

Subject specific skills

By the end of the module, the student should be able to: identify models of guidance; discuss interview structure and contracting; draw on career development theories; and identify higher level facilitative skills;
By the end of the module, the student should be able to critically analyse and evaluate the knowledge and understanding listed above through undertaking at least two guidance interviews;
By the end of the module, the student should be able to: integrate theory and practice in career guidance; develop guidance skills on the basis of the evaluation and analysis undertaken; and apply knowledge and understanding to at least two guidance interviews.

Transferable skills

By the end of the module, the student should be able to communicate in written and oral form by integrating, analysing and applying key texts and professional practices.