WEBVTT Kind: captions; Language: en

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[♫ rhythmic theme music ♫]

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Hello, my name is Jukka 
Lerkkanen and I'm working as a

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director in Open University
in the University of Jyväskylä.

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Today our topic will
guidance and counselling.

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The key question is what
is guidance and counselling.

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The concept guidance and counselling
has many different meanings.

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It could refer to methods to
plan and build paths in life.

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It could refer to process between client
and practitioner, a professional discussion,

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subject in an educational
institute or a profession.

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In this video you will be asked a few
questions during the presentations.

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Those are like observation exercises.

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Let's take the first one.

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Guidance and counselling has a)
a single meaning, or b) several meanings.

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The right answer is b) several meanings.

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Previously in my career I
worked as a study counsellor.

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I have also worked as a counsellor
trainee at the university.

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At that time, I made my own definition
of guidance and counselling.

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First, I think guidance
is student centred task.

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Second, it is process where students
structure their own goals and reality

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with the support of guidance and counselling
practitioner, or support with peer

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group or independently using,
for instance, services on the web.

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The purpose is for your abilities
and competencies to increase, so you

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can achieve the goals
you have in your life.

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Let's practise what kind of goals
you have concerning this course.

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a) I want to know more about guidance
and counselling b) I want to complete a

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degree at the Finnish university 
c) I want to study just for fun.

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All your answers concerning 
your goals could be right,

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but if you think about your reality,

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then your reality might
help you specify your goals.

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So, if you compared the option a) and
what kind of prior learning you have

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in the field of 
guidance and counselling.

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It is more essential.

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Or b) do you have enough
resources for degree studies?

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Option c) what do you think, is the goal,
just for fun, enough to complete this course.

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In guidance and counselling the aim is
development of your decision-making process.

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In this process you will make your
plans and choices for the future.

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During the process your responsibility
and independence will grow.

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It's up to you!
Welcome to this course!

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Here you will meet many many interesting people
and activities, and the first person whom I

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would like to introduce is doctor Raimo
Vuorinen from University of Jyväskylä.

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Raimo, how do you comment my own
definition of guidance are counselling?

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In fact, the definition sort of illustrates
the reason chains in the guidance

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paradigm that has taken 
place during the last 20 years.

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So, the shift has been moving from
helping to enabling or a balance

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between these, helping and
enabling, and the reason for this is

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also how we define the concept of career.

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So previously when we have
the first days of guidance

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and counselling, career was chosen.

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So, we had one career that could have
been for the rest of my life, but at the

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moment the career is like an individual
life path in learning and work, where

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you have to make decisions,
not only one, but as a continuum.

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So, you need skills and, sort of, you have
to identify how you make the decisions.

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So, this has shifted.

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This is the reason why the paradigm has
shifted from this just making one choice

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to the acquiring those skills
that you need when making choice.

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Who am I?

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What I need to know about
myself in the future?

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So, it is the content and the process.
How do I make the decisions?

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So that's in line with
the recent development.

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(Jukka:) Okay, if you think about
your own life and your careers,

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how many different careers
you have had in your life.

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(Raimo:) It's a number of careers.

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Now I've been in the
working life over 40 years.

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There have been sort of
different options, so part of this

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skill is is how do you take the risks.

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So, you are willing to take the risk
and see the options and horizons.

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So, I think this is the future.

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And you need these similar skills
either in transition in from education to

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work, or back to education, or
you if you want to obtain skills.

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And how you how you market these skills,
either employed self-employed or in other

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non-standard forms of employment
like the platform economy nowadays.

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(Jukka:) Yeah, that's right.

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In the Finnish system the counsellors
have three different kinds of roles.

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They work with students and classes.

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They have some specific systematic role in
inside the educational institutes and educational

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settings, and they have quite a lot of
collaboration with the stakeholders, and they

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have some certain kind of
policy level tasks in their job.

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Traditionally guidance and 
counselling practitioners work is

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to work individually with the students.

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But what elements are typical
for Finnish practitioners

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while they are working with students?

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(Raimo:) I think Finland

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is quite unique, if we think how career
education has been integrated into curriculum.

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So since, during the last 50 years career
education has been like having a similar

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status like other school subjects, so
it's a timetable to activity for students

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and services are provided with trained
qualified guidance practitioners who are

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employed by the school like other teachers.
(Jukka:) Yeah.

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(Raimo:) So, this gives the
mandate for guidance which doesn't

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exist necessarily in other countries.

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So, this has implication how the
role of a guidance counsellor

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has emerged in our education.

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So, they are in charge of the classroom
activities, and we have the national core curricula

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which defined the contents and
learning objects for career education.

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So, it implies that this acquisition
of career management skills

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is a transversal learning
objective for students.

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So, practitioners are helping their students
to acquire these skills as a continuum.

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So, it means that within
the classroom activities we

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have exercises for self-assessment.

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We obtain labour market information and
educational information and also, we are thinking how

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we how we sort of use this information
in accordance with my own aspirations.

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So, we are step by step preparing
for transition phases for further

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education and also in the
future in the labour market.

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But also, how you balance your daily
activities and how you schedule.

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What are the learning objectives?

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So, these are part of the activities.

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But on top of that there is this
individual support for students.

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So, personal development and also students
are spending two weeks in practical

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work experience before they make
their choice for the education.

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So, practitioners have organised
these activities with employers.

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They discuss with parents and guardians how
these experiences are connected to future

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work, and then they also support the other
teachers, because according to the curricula

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we have so called whole school
approach in career development.

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So, this implies that all the teachers have
to be able to identify how does my own subject

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contribute to this labour market
calls and student development?

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So the school guidance counsellors are
also supporting the other staff members

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in sort of them reaching the goals
of the national core curricula.

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So, it is a multitasking.

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Very, very, very sort
of holistic approach.

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(Jukka:) In the final session we
were approaching this systematic

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role, but before that I would like
to ask you, because you have made

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a lot of comparisons
between the countries.

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How unique the Finnish system is in this
practitioner in a student level work?

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Is this a unique one?

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(Raimo:) It's it's quite unique,
unique because of the mandate.

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(Jukka:) Yes.

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(Raimo:) As I mentioned in
Finland, it's part of the allocation

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of hours, compulsory hours for students.
So, it's time tabled.

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The other options how you integrate
career education to curricula is some,

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you can have like, it's embedded, like
a transversal subject and you might

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have goals, but every time you have
to, sort of, search for the mandate

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and occasions and time slots for these.

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But in in the Finnish system, it's
acknowledgeged, it's a very cost-effective

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way to meet the whole age
cohort before anything happens.

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So, strong preventive measure to sort
of prevent lower dropout rates, but

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also to helping their students to
acquire those skills which they need when

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they are entering to upper
secondary level education.

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And this is especially important at
the moment when Finland has expanded

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the compulsory education
from 9 years to 12 years.

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And then it's important that
students acquire skills which

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help them to commit to their studies.

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And there is research that these aspirations
for career or future career management

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skills they correlate with their skills,
retention and also faster transition to further

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education and even in transition
in the further working life.

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So, this is quite unique.
(Jukka:) That sounds very interesting.

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We are.

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We approach it, a bit, let's proceed
to the systematic role, because

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the guidance and counselling has
developed with also in Finland with

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the changes in the educational settings.

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We have made educational reforms and
at the same time the work of guidance

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and counselling is like
agents who are making this change.

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What kind of findings you have
in this area and the systematic

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role of the guidance practitioners?

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(Raimo:) Like you said that
career education has been

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a change agent over the school reform.

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And it's important that if countries
are having school reforms and then

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they are thinking how to
integrate career education.

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It is important that they do these reforms
at the same times, because some countries

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have done the system first and
then guidance-like add-on thing.

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So that is strategically too late.

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But if we talk about the systemic approach,
we have to distinguish whether we are talking

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about systemic approach on individual
level, like the system three theory framework

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for career development by
Mary McMahon and Wendy Patton.

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They are describing the student as part
of their own internal system and also

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their families, but they have also had
connection to their, let's say, external and social

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systems, and then part of the career development
process, how they sort of position themselves

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in the system and how they
interact with the system.

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So, it's the individual level.

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But now if we are talking about career
development or career guidance as a system as

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such, then we need to distinguish that
although the interventions focus on individual

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level, there are other
beneficiaries of these activities.

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So, it is beneficial for the individual
like how I acquire skills like we have

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been talking that acquire skills that
helps me in transitions, but it is also

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an indicator of well-
functioning educational systems.

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So, if we invest on this and it is like lubricant
for systems, students know what they are

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doing, they are more committed and
then also they are lower dropout rates.

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So, this has implications for the
efficacy of the educational system.

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But in the long run this means also implications
for community developments, so better match

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of skills demand or emerging competencies
areas, and individual aspiration.

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So, in the long run, this sort of
has implications of equity goals and

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guidance acts both as a
private good and a public good.

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So, it's part of the social contract,
and that's why it's important that

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we think of the guidance outcomes,
how they contribute to educational

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labour market policies and also social policies.
(Jukka:) Yeah.

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(Raimo:) And this implies
that none of these sectors can

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solve these challenges at by themselves.

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So, it needs cooperation and the awareness
of the systemic how the system operates.

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(Jukka:) Yeah, yeah, we are very
close at policy level discussion.

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You have specialised in policy level
issues in European level, and you

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have been expert in in many
countries in this field.

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How can you see now the situation
with the Finnish practitioners

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and their work in the policy level?

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How important it is and
what is the situation now?

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(Raimo:) The awareness of policies is
really important, because at the moment

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there is a consensus among international
organisations that the demand for career

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guidance or guidance and
counselling is bigger than ever.

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But most of the practitioners and national
competence frameworks, practitioners emphasise

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the interaction with individual
students and also this career education.

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So, I think let's say strategic competence
of the practitioners could be stronger.

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So, the more we have decentralisation, and some
countries are very decentralised systems, it's

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important that the practitioners are
advocating for guidance and counselling.

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So, they are they have to have
let's say vocabulary and concept

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how to articulate the
wider impact of guidance.

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Why governments should invest or why local
authorities should invest on these issues.

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So that implies that, in addition, to
the work with the individuals, which is

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the core the student-centred approaches
the core element, but also then how to

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sort of provide, let's say,
how to make space for guidance.

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How to identify that this contributes
to thise wider goals thinking

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of the private and public good as well.
(Jukka:) Thank you Raimo.

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Very, very interesting and let's
proceed to content of guidance and

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counselling and let's have
discussion of that topic.

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I have made their three hills
model of guidance and counselling.

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Traditionally, the content areas of
guidance and counselling activities

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are divided into guidance of
learning and studying, career guidance

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and support for personal 
and pro-development.

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The aim of guidance of learning
and studying is to support students

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in developing methods for studying
and to assist them to choosing subjects

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which will strengthen take competencies.

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The aim of career guidance is to assist
students in evaluating their competences,

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making plans and decisions concerning
education and career, as well as support

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them in executing plans they have made.

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The aim of support for personal growth
and development is assisting students in

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developing independent, active, adaptable
and individual personalities along with

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the appropriate conditions to
develop themselves and society.

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It is typical that these content
areas of guidance and counselling

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activities are not differentiated.

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Instead, they are linked to each other.

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For instance, the content of career
guidance is partly the same as

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the content of the guidance of learning
and studying as well as the content

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of support for personal
growth and development.

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All these content elements are
included guidance and counselling

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in all educational settings
in Finland education.

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However, the emphasis of content area varies
between the different level of education and

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especially with each phase of studies
in student's individual study path.

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How do you see the importance
of these content areas?

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Is some content area more
valuable than another?

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How do you see?

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(Raimo:) Well, I wouldn't rank them.

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It's important that we distinguish
them when we are working

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with students but
depending on the situation.

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They are connected to each other.

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So sometimes my questions might
relate to learning or learning

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styles or potential learning difficulties.
(Jukka:) Absolutely!

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(Raimo:) Sometimes they might
relate to health or my personal

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situation or my career aspiration.

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So, they are connected and depending
on the individual situation.

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They are unique.

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So, part of the professionalism
of the career practitioners is

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to have orientation before
we go to intervention.

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So, it's an opportunity for the students
to orientate what we are talking about.

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As for a practitioner, as it's
also opportunity, where to focus.

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So, the screening, the needs and
the let's say the needs for guidance

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or readiness for this
process is important.

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So, I would not value them.

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(Jukka:) Good, good, I have my very
last observation question for you.

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What are the content areas
of counselling activities?

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Choose just one option.

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Option a) Guidance for diving, career guidance,
support for personal growth and development

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b) Guidance for learning and studying, career
guidance, support for personal growth and development.

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c) Guidance for learning 
and studying, occupational

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guidance, support for 
personal growth and development

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d) Guidance for learning and studying, 
career guidance and support, facilitating

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your personal growth and development

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The right answer is b), because in option 
a) Guidance for diving, that was easy.

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I was just joking with you.
c) Occupational guidance.

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Partly right, because historically
occupational guidance played important

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role, but nowadays we understand
the concept of career more broadly.

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d) Facilitating personal
growth and development.

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Facilitating might mean that I
could be a key role in the process,

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or I would be in a key player the process.

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In guidance, you are the key actor.

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My facilitating might assist
you, but I can't facilitate

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your personal growth and development.

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So Raimo, how you would like
to summarise all these thoughts,

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which we have had during this session?

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(Raimo:) Well, I would say that we
do have a history of our profession

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over 100 years, and it was
sort of built on that context.

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And now when the labour market and
societies have to have changed, we have to be

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able to also reflect our profession, how
we transform our profession that meets

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the current changes in the
labour market and the society.

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So how we transform ourselves also
in accordance with other changes.

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And then I have to, I want to
highlight also that the key lesson that

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we have learned from international
cooperation on this matter that there

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is not one model that
fit all the countries.

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So, the system is filtered through
society, let's say cultural tradition,

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economic situation, political situation.

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So, every time we are talking about career
guidance or guidance and counsellelling,

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we have to take the local context and
conditions and then try to build best system

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as possible based on the
international experiences.

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Thank you so much doctor Vuorinen.
(Raimo:) Thank you!

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(Jukka:) It was pleasure,
and we will meet another

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interesting person in the next videos.

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Have a good journey in the field
of guidance and counselling.

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 Tekstitys: Ääni Company - Sanelius 
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