GUIDE on
Using the Casebook with stories of People with disabilities for Trainers of Career Counsellors Project Description: The guide is addressed to trainers of carrier counsellors. The Guide will describe how to use the Casebook produced by the project during their training. The Guide will contain a short presentation of case study and Socratic methods and then practical examples on how to collect and develop case studies from everyday practice as well as how to liaise and integrate the Casebook with the curriculum.
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CONTENT Foreword Background Part 1.
The Casebook - nature and contents 1.1. 1.2. 1.3.
Part 2.
Main goal and tasks Target groups. Specific learning characteristics and requirements Direct users of the Casebook Approach, methods, technologies and instruments
2.1. 2.2. 2.3.
The cases – content, methods of construction, matter. Grouping and typifying the cases. Socratic methods. Case method and casebook method. Consistency and coherency of the methods.
Part 3. Role of trainer/educator, lecturer, instructor, mediator 3.1. Requirements to the trainer/teachers/educators/ counsellor 3.2. Tasks and responsibilities of the trainers 3.3. Main steps in the training process 3.4 Organization and conducting training process issues
lecturers/instructors
of
Part 4. How to apply the concrete cases in the training process 4.1. 4.2. 4.3.
Additional activities – discussions, seminars, home works, etc. Resources- organizational, training materials, training facilities Risks
Conclusions and recommendations ANNEXES: I. II.
Sources Thesaurus
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Foreword Basic figure in the process of integration of the people with disabilities in the social and labor life is the career counsellor. Nevertheless in a few European countries career counsellors’ qualification is not enough adequate to the requirements of the individuals and rising social needs. There is a need of more structured, purposeful and active training for the purpose through a more innovative approach. The RECAR project is directed to facilitate social and living conditions of a considerable group of people of working and over working age in somewhat prevented from full participation in employment and public activities because of some disabilities. A great number of them extremely need better possibilities for equal access at the labor market, education and vocational training. The Project strives to improve the ways and to increase the efficacy of career counselling for right and successful education, vocational training and adequate employment for better life. The counsellors could become one of the primary factors for the implementation of the European Disabilities Strategy 2010-2020. In those terms this guide provides practical help to facilitates educators/ trainers/ mediators in the training process when train the future or/and acting counsellors in the very effective and broadly used methodology as case book method/s. Background The European Disabilities Strategy 2010-2020 (EDS) asks EU partner countries to undertake effective actions to improve the integration and re-integration on the labor market and social life of the people with disabilities, as well to participate in education and training processes and different forms of non-formal and informal learning. The EDS directions and dimensions are in logic policy and technological connection with the European employment strategy (EES) as a part of the Europe 2020 growth strategy. Employment strategy gives a lot of possibilities to create many different ways to engage people with disabilities in active live through education initiatives, vocational training forms and open labor market The role of the career counsellors in this process is very significant. The position of the career counsellors is included in the International Standard Classification of Occupations (ISCO-08) under group code 2423. Personnel and careers professionals. The concrete occupations are Careers adviser and Vocational guidance counsellor. They collaborate with other professionals of the group like Job analyst, Occupational analyst. 3
Careers professionals provide professional services related to employee recruitment or development, occupational analyzes and vocational guidance. Career counsellors implement functions of: advising on employee recruitment, placement, training, promotion, etc.; studying and analyzing jobs by various means, including interviews with workers, supervisors and management, and writing detailed position, job or occupation descriptions from information obtained; preparing occupational information or working on occupational classification systems; advising and working on the foregoing and other aspects of job and occupation analyzes in such fields as personnel management, administration, workforce research and planning, training, or occupational information and vocational guidance; studying and advising individuals on employment opportunities, career choices and further education or training that may be desirable.
Examples of the occupations close to the career counsellors are: careers adviser, job analyst, occupational analyst, vocational guidance counsellor. Well result could be expected if combine some of the tasks of the abovementioned positions with tasks of human resource experts and especially outplacement experts. It is quite clear obvious the importance of the role of the career counsellors. They accompanied people throughout all their conscious life, support their choice of education, training, profession, occupation, and workplace. For this reason career counsellors’ qualification and professional knowledge and expertise are of high social and economic importance. Part 1.
The Casebook - nature and contents
The Casebook as a type of textbook or course book is a manual of instruction and training materials on the base of the casebook method. Textbook is produced according to the demands of the Project goal and aims to enable the disabled counselling and training policy with an effective mean for training. The casebook should address needs of learners, students and teacher: in the RECAR project the casebook addresses career counsellors working with disabled people and trainers of career counsellors. It also could be used by all participants of the Project target groups as they are described below in the p. 1.2.
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1.1.Main goal and tasks This Casebook aims primarily to offer material for classes in a form that enables learners to master step by step basic knowledge on major issues of support through advice to people with disabilities. The texts provide material for personal choice and placement of accents of the tutor in conducting the exercises. The collection is needed illustration and discussion material to lectures. The aim is to achieve a concentration on selected case studies and themes rather than to achieve a comprehensive documentation of the issues. Didactic objective requires that questions and explanations to specific texts to be more widely submitted. Also recommended is that the critics and literature to be limited to a minimum volume. Not all the questions could be given with a clear response on the basis of the text from the Casebook (or other appropriate, designated sources). This provokes to active reflection beyond the boundaries of sources. The Casebook not only raises awareness of the kinds of dilemmas that trainees are liable to encounter, but it also provides a way for them to learn by working through the dilemmas. Beyond that, the Casebook is meant to assist learners, institutions, and trainers (educators, lecturers, teachers, instructors, moderators) in meeting several reasonable aims: To comply with training program/ idea, intention for counsellors an undetermined time of face-to-face instruction in the responsible conduct of counselling process. By providing case studies, role plays, and reflection questions, the book offers valuable ways of engaging learners in face-to-face discussion, debate, and enactment of important issues. To foster problem-solving skills, including identifying stakeholders, relevant facts, pertinent norms or principles, and viable options, and (2) activating strategies for balancing competing principles.2,3 To promote the development of sense-making skills, including:(1) recognizing the complexities of your circumstances, (2) seeking outside help, (3) questioning your own and others' judgment, (4) dealing with emotions, (5) anticipating the consequences of actions, (6) assessing personal motivations, and (7) considering the effects of actions on others. To increase professional sensitivity, that is, to heighten an awareness of many important dimensions of a problems decision rather than concentrating on one primary point of interest.
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1.2.
Target groups and their specific learning characteristics and requirements
The Project targets groups are identified as follow: Career counsellors, social workers and trainers of adults already working with people with disabilities or willing to work with people with disabilities, as well as people being trained to the profession of career counsellor Trainers of career counsellors, social workers and trainers of adults as well as organizations employing them, such as VET providers and Universities. Others: people with disabilities, people with disabilities associations, managers of career counselling services, social services, training services decision makers of public nature involved with people with disabilities, researchers of the field, etc.
Training needs of the three project targets group come from one and the same base and have a common general goal, but quite differs in the means, quantity and length, as well in the composition of the training, using the casebook. It is very important not to use types of training organization, training forms or training methods, employed in schools. The above mentioned groups include persons over 15 years who under most laws of different countries are main part of the labor force and are defined as "adults". Accordingly, the training methodologies must take into account the specific characteristics of the needs and opportunities for training and learning of "adults". 1.3.
Direct users of the Casebook
Having in mind assumed Project target croups it is possible to identify the direct users that could use the Casebook in the process of training, studying and learning: Teachers and Trainers/ Educators/ Instructors of Counselors and Advisors Counselors and Advisors Trainees/ students/, learning people with disabilities Others – managers, policy makers, administrative personnel, individuals, etc. The applicant for the course of training could be: Career consultant in the employment offices and other labor force/ labor market institutions Officers of the social care and social help institutions and organizations Vocational guidance, professional advisors and career consultants at the all levels of the formal education system 6
Teachers, trainers, lecturers, etc., who want to be better informed about the options available for their students Individuals who are interested in developing of knowledge and new information about counseling practice and new methods. Educational, knowledge and experience requirements to the applicant for the counsellors training ought to be: At least college after upper secondary education level, bachelor, magister and over; Education in the field of sociology, psychology, economics as basic education; Additionally acquired knowledge and experience in education and training processes, management, human resources development, labor market and social improvement, etc. Legal theory and practice It would be precedence if the candidates attain hopeful knowledge in the field of Communication skills and Ethics, Human development, Research methodology, Medicine, IT technologies. Part 2.
Approach, methods, technologies and instruments
The innovative approaches in teaching and learning sphere contribute to the increasing of the effectiveness of training in terms of the perception of knowledge and skills, and in terms of inputs.
2.1.
The cases – nature, methods of construction, matter.
The case is considered a particular situation, which reflects the position of the company for any length of time. The description of the situation included the main events, the facts, and the decisions that have taken place during that time. Moreover, the situation may reflect the complex problem (for example, outlined in this tutorial) and some private real problem. Case can be made on the basis of lessons learned, i.e. does not necessarily reflect the activity. We must remember that these "armchair" cases may not be perceived audience. Therefore, a case, in any case, should contain the most realistic picture and a few specific facts. In this case, the presentation of real and fictional events, erase the distinction between them. As a rule, the information is not a complete description (biography) of the field of interest, but rather is an orienting character. Therefore, to build a logical model, is essential in making an informed decision, allowed complementary case data, which according to the participants could take place in reality. Thus, the student is not only fixes the case under consideration, but also delves into it to such a degree that can predict and demonstrate what is missing in the case.
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Key criteria by which distinguish the case of the other training material:
Criteria
Description
1. Source
The sources for the creation of any case are the people who are involved in a specific situation requiring a decision.
2. The selection process
The selection of information for the case should focus on the learning objectives. There is no single approach to the content of the data, but they must be real for the sphere, which describes the case, otherwise it will lose interest, as it will seem unreal.
3. Content
The content of the case should reflect the learning objectives. Case can be short or long, it can be set out specifically or generally. With regard to digital content, it should be enough to perform the necessary calculations. Avoid over-saturated information or information that is not directly related to the topic. The whole case should contain dosed information that would allow the student to quickly get into trouble and have all the necessary data for its solution.
4. Check in the classroom
Testing a new case study directly in the training process, or a new evaluation of the reaction of the audience on the case, which was previously considered, but with other groups of students (another specialty of another course or university/ training provider, the other courses). For the study of reaction on a case you need to maximize the training/ learning outcome.
5. The process of The majority of cases gradually becoming obsolete, as the aging/ new situation requires new approaches. Cases based on obsolescence history, good to listen to, but the work with them is inactive, because "it was a long time before." Issues considered in the case should be relevant to the present day.
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Some educational goals of the case use: Knowledge - acquisition of knowledge in a particular educational field. Professional skills – acquisition and development of skills and experience in a particular professional field. Methodology - clarity of goals and objectives; developing a general idea; understanding methods; acquiring skills and competences to use methods, concepts and knowledge. Analytical skills – doing analysis; predict the value of the results; consider the situation in the long term; acquire skills to analyze complex and unstructured problems; develop judgment and common sense; generalize - from details to the realization of the prospects and development of successful concepts; develop logical thinking.. Communication skills - - to grow in the ability to forge strong links; to develop a certain relationship; to develop the ability to communicate - short, effectively convincing; to increase the ability to listen and understand; to develop interpersonal ethic characters. Personal behavior qualities related with some professional area - responsibility for the decisions and results; a critical look at itself, to the status quo; realistic self-confidence - "I can do"; developing certain qualities of mind, of thinking; beneficial skepticism; initiative, creativity. 2.2. Socratic methods. Short presentation of Socratic Method Socratic method1, also known as method of elenchus, elenctic method, or Socratic debate, is named after the classical Greek philosopher Socrates. It is a form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas. It is a dialectical method, often involving a discussion in which the defense of one point of view is questioned; one participant may lead another to contradict themself in some way, thus strengthening the inquirer's own point. The Socratic method is a method of hypothesis elimination, in that better hypotheses are found by steadily identifying and eliminating those that lead to contradictions. The Socratic method searches for general, commonly held truths that shape opinion, and scrutinizes them to determine their consistency with other beliefs. The basic form is a series of questions formulated as tests of logic and fact intended to help a person or group discover their beliefs about some topic, exploring the definitions or logoi (singular logos), seeking to characterize the general characteristics shared by various particular instances. The extent to which this method is employed to bring out definitions implicit in the interlocutors' beliefs, or to help them further their understanding, is called the Maieutic (Midwife) Method. Aristotle attributed to Socrates the discovery of the method of definition and induction, which he regarded as the essence of the scientific method. 1
http://en.wikipedia.org/wiki/Socratic_method
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In the second half of the 5th century BC, sophists were teachers who specialized in using the tools of philosophy and rhetoric to entertain or impress or persuade an audience to accept the speaker's point of view. Socrates promoted an alternative method of teaching which came to be called the Socratic method. Socrates began to engage in such discussions with his fellow Athenians after his friend from youth, Chaerephon, visited the Oracle of Delphi, which confirmed that no man in Greece was wiser than Socrates. Socrates saw this as a paradox, and began using the Socratic method to answer his conundrum. Diogenes Laërtius, however, wrote that Protagoras invented the “Socratic” method. Plato famously formalized the Socratic elenctic style in prose—presenting Socrates as the curious questioner of some prominent Athenian interlocutor—in some of his early dialogues, such as Euthyphro and Ion, and the method is most commonly found within the so-called "Socratic dialogues", which generally portray Socrates engaging in the method and questioning his fellow citizens about moral and epistemological issues. But in his later dialogues, such as Theaetetus or Sophist Plato had a different method to philosophical discussions, namely Dialectic. The phrase Socratic questioning is used to describe a kind of questioning in which an original question is responded to as though it were an answer. This in turn forces the first questioner to reformulate a new question in light of the progress of the discourse. The Socratic method in practice In the Socratic method of education, teachers engage students by asking questions that require generative answers. Ideally, the answers to questions are not a stopping point for thought but are instead a beginning to further analysis and research. Teachers can use the Socratic method in a variety of subject areas and across grade levels in order to challenge students to examine both contemporary and historical issues. In modeling the practice of Socrates, the teacher questions students in a manner that requires them to consider how they rationalize and respond about topics. Copeland explains that it is important for teachers to clarify that these questions are not intended to create an environment of judgment, but rather to help students “examine their attitudes, beliefs, knowledge and logic.”3 The goal of the Socratic method is to help students process information and engage in deeper understanding of topics. Most importantly, Socratic teaching engages students in dialogue and discussion that is collaborative and open-minded as opposed to debate, which is often competitive and individualized. Ideally, teachers develop open-ended questions about texts and encourage students to use textual evidence to support their opinions and answers. In the Socratic seminar, the teacher uses questions to guide discussion around specific learning goals. It is imperative for teachers to “establish guidelines to help students understand their roles and responsibilities” in the Socratic discussion.4 “Socratic questioning is a systematic process for examining the ideas, questions, and answers that form the basis of human belief. It involves recognizing that all
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new understanding is linked to prior understanding, that thought itself is a continuous thread woven throughout lives rather than isolated sets of questions and answers.�5 Application Socrates generally applied his method of examination to concepts that seem to lack any concrete definition; e.g., the key moral concepts at the time, the virtues of piety, wisdom, temperance, courage, and justice. Such an examination challenged the implicit moral beliefs of the interlocutors, bringing out inadequacies and inconsistencies in their beliefs, and usually resulting in aporia. In view of such inadequacies, Socrates himself professed his ignorance, but others still claimed to have knowledge. Socrates believed that his awareness of his ignorance made him wiser than those who, though ignorant, still claimed knowledge. While this belief seems paradoxical at first glance, it in fact allowed Socrates to discover his own errors where others might assume they were correct. This claim was known by the anecdote of the Delphic oracular pronouncement that Socrates was the wisest of all men. (Or, rather, that no man was wiser than Socrates.) Socrates used this claim of wisdom as the basis of his moral exhortation. Accordingly, he claimed that the chief goodness consists in the caring of the soul concerned with moral truth and moral understanding, that "wealth does not bring goodness, but goodness brings wealth and every other blessing, both to the individual and to the state", and that "life without examination [dialogue] is not worth living". It is with this in mind that the Socratic method is employed. The motive for the modern usage of this method and Socrates' use are not necessarily equivalent. Socrates rarely used the method to actually develop consistent theories, instead using myth to explain them. The Parmenides dialogue shows Parmenides using the Socratic method to point out the flaws in the Platonic theory of the Forms, as presented by Socrates; it is not the only dialogue in which theories normally expounded by Plato/Socrates are broken down through dialectic. Instead of arriving at answers, the method was used to break down the theories we hold, to go "beyond" the axioms and postulates we take for granted. Therefore, myth and the Socratic method are not meant by Plato to be incompatible; they have different purposes, and are often described as the "left hand" and "right hand" paths to good and wisdom. Socratic circles Socratic circles can be used to engage in the Socratic method in various subjects. Typically, when participating in Socratic circle activities, students first read a passage critically and then form two concentric circles. First, the inner circle examines and discusses the text and the second circle comments on the quality of the dialogue. Then, the two circles switch places and roles, and the process is repeated with the new ideas from a new circle. The outer circle is required to remain quiet while the inner circle reacts and dialogues, and conversely, the inner circle must listen quietly to the outer circle’s evaluation of their conversation.
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Copeland explains that Socratic circles “turn partial classroom control, classroom direction, and classroom governance over to students by creating a truly equitable learning community where the weight and value of student voices and teacher voices are indistinguishable from each other.” Copeland suggests that Socratic circles help to develop “critical and creative thinking skills that will ultimately facilitate their growth and development into productive, responsible citizens.” According to Copeland, Socratic circles encourage students to “work cooperatively to construct meaning from what they have read and avoid focusing on a ‘correct’ interpretation of the text.” 10 Suggestions for Participants in a Socratic Circle 1. Refer to the text when needed during the discussion. This is not a test of memory. You are not "learning a subject"; your goal is to understand the ideas, issues, and values reflected in the text. 2. Do not participate if you are not prepared. This should not be a bull session. 3. Do not stay confused; ask for clarification. 4. Stick to the point currently under discussion; make notes about ideas you want to return to. 5. Don't raise hands; take turns speaking. 6. Listen carefully. 7. Speak up so that all can hear you. 8. Talk to each other, not just to the leader or teacher. 9. Discuss ideas rather than each other's opinions. 10. You are responsible for the seminar, even if you don't know it or admit it. For more information on Socratic Circles, check out LitTunes Author Matt Copeland's book on the topic: Socratic Circles: Fostering Critical and Creative Thinking in the Middle and High School. Socratic Seminars Lynda Tredaway describes the Socratic seminar as “a form of structured discourse about ideas and moral dilemmas.”9 According to Tredway, the Socratic seminar is a 50-80 minute discussion in which 25 or fewer students react to a novel, poem, essay, document, or art reproduction. Students engaging in Socratic seminar generally sit in a circle and do not raise their hands to speak; instead, they make eye contact and observe body language in order to learn the cues for engaging in discussion2. In the Socratic seminar, the teacher usually provides questions that require students “to evaluate options and make decisions.” When Socratic seminars engage students in active 2
Tredway, L. (1995). “Socratic Seminars: Engaging Students in Intellectual Discourse.” Educational Leadership, p. 53.
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learning, they “develop knowledge, understanding, and ethical attitudes and behaviors, they are more apt to retain these attributes than if they had received them passively.�10 Proponents of this teaching methodology propose that it also has the potential for character and communication development in addition to facilitating the improvement of self-esteem. 2.3 Case method and casebook method. Consistency and coherency of the methods. The case method is a teaching approach that uses decision-forcing cases to put students in the role of people who were faced with difficult decisions sometime in the past. In sharp contrast to many other teaching methods, the case method requires that instructors refrain from providing their own opinions about the decisions in question. Rather, the chief task of instructors who use the case method is asking students to devise and defend solutions to the problems at the heart of each case. The case method gives students the ability to quickly make sense of a complex problem, rapidly arrive at a reasonable solution, and communicate that solution to others in a succinct and effective manner. In the course of doing this, the case method also accomplishes a number of other things, each of which is valuable in its own right. By exciting the interest of students, the case method fosters interest in professional matters. By placing such things in a lively context, the case method facilitates the learning of facts, nomenclature, conventions, techniques, and procedures. By providing both a forum for discussion and concrete topics to discuss, the case method encourages professional dialogue. By providing challenging practice in the art of decision-making, the case method refines professional judgment. By asking difficult questions, the case method empowers students to reflect upon the peculiar demands of their profession. The case method should not be confused with the casebook method. While the case method calls upon students to take on the role of an actual person faced with difficult problem, the casebook method asks students to dissect a completed case in the practice. In other words, where the case method asks students to engage themselves in acts of prospective synthesis, the casebook method requires them to engage in an exercise in retrospective analysis. The teaching style based on casebooks is known as the casebook method and is supposed to instill in students how to "think like a professional�. The casebook method is most often used in the field of law learning. It should be noted that the idea of this method is quite simple. Firstly, the method is designed not for the acquisition of knowledge of the exact sciences and in the disciplines in which the truth is pluralistic. I.e. there is no unequivocal answer to the informative question and there are several answers that can compete on the level of truth. The task of teaching is immediately rejected by the classical scheme and is aimed at getting not only one, but many truths and their orientation in the problem field.
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Secondly, the focus of education is not transferred to master existing knowledge and its production, for the co-creation of the student and the teacher. Hence the fundamental difference from the case-method traditionalist methods - democracy in the process of acquiring knowledge, the student is essentially equal footing with other students and teachers in the process of discussing issues. Third, the result of the method is not only knowledge but also the skills of professional activity. Fourth, the technology method is quite simple. According to certain rules developed model of a particular situation that occurred in real life and reflects the range of knowledge and skills that students need to get. This model is a text of a few to a few dozen pages, which are called "briefcase". Fifth, the undoubted advantage of this method is not only the acquisition of knowledge and formation of practical skills, but also the development of the system of values of students, professional positions, of attitudes, a kind of professional attitude and education. Finally, the classic defect is overcome traditional training associated with dry, unemotional presentation. Emotions, creative competition, and even fight here so much that well-organized discussion of the case resembles a theatrical performance. Part 3. Role of the trainer/educator, lecturer, instructor, mediator 3.1.
Requirements to the trainers/ teachers/ educators/ lecturers/instructors of counsellors:
General: designing courses/programs (in cooperation managing staff of project and stakeholders) analysing and taking into account learning needs of students and labour market linking training to political and societal priorities linking training to wider world planning learning events and processes: structure know the curricula: objectives and defined learning outcomes
Concrete: Determined level and field of education Strong knowledge and skills about the Casebook method and another interactive teaching means Perfect knowledge in the theory of career choice and decision making, job seeking, and career change Didactical knowledge and experience, adapted to the course content Analytical and decision making skills 14
Statistical knowledge, broad professional and educational classification information Broad and exact information on contemporary/ current circumstances and labor market changes
3.2.
Tasks and responsibilities of the trainer
The main task of the trainer consists in selecting the appropriate real material, and trainees are required to solve the problem posed and get the reaction of others (the other trainees and the trainer) to their actions. It should be understood that there is various solutions. Therefore, the trainer must help trainees to reason, argue, and not to impose them from voting. Trainees need to understand from the outset that the risk of decision-making lies with them, the trainer only explains the effects of the adoption of the risk of rash decisions. Principally the role of the trainer is to direct the conversation or discussions, for example, with the help of problematic issues in the control of working time, in encouraging trainees to give up superficial thinking, to engage all trainees in the group process of analyzing the case. Periodically, the trainer can generalize, explain, recall theoretical aspects or make reference to the relevant literature. 3.3. Main steps in the training process
Preparation stage:
Trainer
Elaboration of the curricula/ syllabus (in collaboration) Selection of the cases to the training goals. Submission to the trainees Identifying of the suitable methods and means of training to the qualitative composition of the group Identifying of the main and auxiliary materials to prepare trainees Developing the scenario/ plan of class
Trainees
Get case and a list of recommended literature Rethinking of the problem Individually prepare for class
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Class work stage: Trainer
General information and exposition of the situation problems and casebook study Organizing of the preliminary discussion on the case Dividing the group into subgroups Provoking and assisting discussions, argumentations, creative thinking Supervision of the entire work and discussion of the case in the subgroups, providing them with more information, if necessary
Trainees
Participate actively in the discussion Put questions with view of deepen understanding of the case and the problem Develop options for solutions, listen to what others are saying Accept or participate in decisionmaking
3.4. Organization and conducting training process issues The aim in this kind of interactive training is to activate as much as possible each trainee/ student and to involve him in the process of analyzing the situation and making decisions. Therefore, the common group (usually no more the 10-12 persons) is divided into subgroups to last consist of 3-5 people. The fewer participants in the subgroup, the more should expect greater involvement of each student in the work on the case. Such approach contributes to increasing personal responsibility for the result. The composition of the sub-group (the team) is formed by students at their request. Each team chooses a leader (moderator). Direct work with a case can be arranged in two ways: 1. Each group will perform only one theme for all workshops. 2. All the subgroups work simultaneously on the same section (topic) case, competing with each other to find the most optimal solution. In the first case study group is substantially the same team, divided into subgroups. It is necessary that each subgroup represents accurately for any decision, it is responsible to the other subgroups. In the second case it requires a considerable amount of classroom workshops that each subgroup has consistently passed all the topics of the course. Subgroups are competing with each other, representing different teams.
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Decision-making in the group is based on the information available in the case and using the research methods as: expert, analytical, experimental. Expert studies are based on knowledge, insight, experience, common sense involved in the debate. Analytical studies are applying rigorous methods, often mathematical formulas to analyse the problem. Experimental studies suggest delivered scientific experiment. Implementing experimental studies in lecture halls is a difficult task. However, for certain tasks may conduct self-testing group. In view of these methods moderation involves organizing an open exchange of opinions, the realization of the ability of each party to act as an expert analyst or experimentalist. Moderation in the training of the carrier counsellors’ trainers compatible through casebook method is of high significance. In view of this method moderation involves organizing an open exchange of opinions, the realization of the ability of each party to act as an expert analyst or experimentalist. The process of moderation will be much more effective if a moderator-head has the ability to coordinate the work of each participant.
The sequence of the arrangements for the moderation
a discussion of the background information contained in the case; allocation of the relevant information in relation to this issue, a subgroup is working on; the exchange of views and a plan of work on the issue; work on the problem (discussion); development of solutions to the problem; discussion for a final decision; the preparation of the report; a reasoned summary report.
Technical work of moderator is as follows: 1. Proposal Ideas: ďƒź The moderator captures all the ideas expressed in the rhythm of brainstorming; ďƒź The moderator controls the flow of ideas. Not allowed criticism of ideas. It is better if the ideas are written on a board or piece of paper.
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2. Discussion of the ideas put forward: The moderator captures statements, opinions about ideas; The moderator controls the flow statements; The moderator includes statements. Statements of the participants can be recorded on a separate sheet of better markers and displayed for public viewing. Thus, the techniques of moderation based on clarity, accessibility of information for all types and systematization of the responses. At the same time the moderator should: Have the personal characteristics, knowledge and expertise for the role of the leader and organizer of the process; Have sufficient knowledge and preparation of the head; Constantly monitor the direction of the discussions, avoiding leaving aside; To control the time allotted for the topic; To monitor the behavior of the participants, avoiding conflicts and passive attitude; To be able to generalize the results and to protect the point of view of the opponents. The moderator should not call for a sense of hostility or irritation on the part of other participants.
Expected results/ outcomes
After the training the participants will:
Recognize the complexity of roles assumed by a counselor Respect the ethics and standards of the counseling profession Become acquainted with basic philosophies and training of adults operations Enhance their communication skills to work effectively with the nature and needs of all target groups Develop a collaborative style of working within a training community Acquire an understanding of group development skills and group dynamics Develop consultation and individual counseling skills Understand career development and appropriate career counseling issues for the disabled people Develop expertise in how to apply individual and group approaches to various assessments and evaluative techniques 18
3.5. Elaboration of the curricula/ syllabus A syllabus is an outline and summary of topics to be covered in an education or training course. It is descriptive unlike the prescriptive or specific curriculum. A syllabus may be set out by an exam board or prepared by the person (trainer, teacher) who supervises or controls course quality. It may be provided in paper form or online. In education/ training, a curriculum is broadly defined as the totality of student experiences that occur in the educational/ training process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or training institution’s instructional goals. Syllabus ensures a fair and impartial understanding between the teacher/ trainer, instructor and students such that there is minimal confusion on policies relating to the course, setting clear expectations of material to be learned, behavior in the classroom, and effort on student's behalf to be put into the course, providing a roadmap of course organization/ direction relaying the teacher/ trainer, instructor's teaching philosophy to the students, and providing a “marketing angle” of the course such that students may choose early in the course whether the subject material is attractive. Many generalized items of a syllabus can be amplified in a specific curriculum to maximize efficient learning by clarifying student understanding of specified material such as grading policy, grading rubric, late work policy, locations and times, other contact information for the teacher/ trainer, instructor and teaching assistant such as phone or email, materials required and/or recommended such as textbooks, assigned reading books, calculators (or other equipment), lab vouchers, etc., outside resources for subject material assistance (extracurricular books, tutor locations, resource centers, etc.), important dates in course such as exams and paper due-dates, tips for succeeding in mastering course content such as study habits and expected time allotment, suggested problems if applicable, necessary pre-requisites or co-requisites to current course, safety rules if appropriate, and objectives of the course. A syllabus will often contain a reading list of relevant books and articles that are compulsory or optional for students to read. As an indirect effect of this, scholars can count how many online syllabi include their works as a way of estimating their educational impact.
Examples of syllabus near to the case training process: 1-st example Course name: ……………….. Course Description: This course introduces students to the origins, concepts, and development of ….……………………………………………..…… Overall Aims: To facilitate trainees' ability to understand participatory methods… 19
To build trainees' prior experiences and help them develop skills in learning how to use case studies in their own work and teaching …. To facilitate trainees' ability to scale up … from a local situation to general extension …. To help trainees clarify their own values and attitudes in developing partnership relationships …. ................................................ Expectations: ……………….…. Course Objectives: To learn practical methods …. To critically examine the conditions and practical techniques …. To explore in depth concepts.… To critically identify successes and failures or weaknesses …. ……………………………………………………….. Readings: ….. required textbook …. ….. recommended textbook …. Course Requirements: Course evaluation is based on …. 2-nd example Course name: ……………….. Course Description: In this course the student will prepare a written ………….. case study. Statement of purpose: The case study research methods course is intended to give the trainee hands-on experience writing a case study report Course objectives: To give trainees the experience of writing a clinical case study ….. To impress on the trainee an understanding of the societal obligation ….. To give trainees the experience of evaluating new and current knowledge ….. To give trainees the experience of incorporating models …… Course outline Module 1: Introduction to the Case Study Research Report Module 2: Review of a Case Study Research Report. Module 3: Literature Searching & Databases …………………………………………… Modules’ Objectives: M1. Be able to discuss the requirements… ……………………………………….. M2. Understand how to construct each section ………………………………………… M5. Understand the profession’s…. responsibility Direction on Literature Searching and Gathering
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Part 4. What circumstances needs the training process 4.1.
Additional activities – discussions, seminars, home works, etc.
In the training of counsellors are using a number of additional forms of training and learning - discussions, role plays, imitation, brainstorming, workshops, homework. Discussion helps learners: To develop critical, informed understanding on the specific case area To enhance self-critique To foster appreciation for diverse views of other participants in the training To help people take informed predictions and actions Role-play is a special kind of case study, in which there is an explicit situation established with trainees playing specific roles, spontaneously saying and doing what they understand their “character” would, in that situation. Role-plays differ from other case studies in the immediacy of the experience. In the training of carrier counsellors role-play could be used only as an additional, auxiliary mean. Brainstorming is a group technique for generating new, useful ideas and promoting creative thinking. It can be used to help 1) define what problem to work on, 2) to diagnose problems , 3) remediate a project by coming up with possible solutions and to identify possible resistance to proposed solutions. The Problem Statement: needs to be specific enough to help participants focus on the intent of the session, but it must be open enough to allow innovative thinking; should not be deviated so it favors a particular solution or excludes creative ideas. Ground Rules for Brainstorming are: 1. All ideas are welcome. There are no wrong answers. During brainstorming, no judgments should be made of ideas. 2. To be creative in contributions. Change involves risk taking, it's important to be open to new, original ideas. Every point of view is valuable. 3. Attempt to contribute a high quantity of ideas is a short amount of time. 4. Participants should "hitch hike" on others' ideas. Brainstorming is very suitable technique for decision making and solving different cases. The workshop is a form of training where the focus is exchange of knowledge, skills and experience; discussion on issues that participants are acquainted beforehand. Participants are usually divided into small groups. They are asked to participate actively in the learning process. Participants should not have beginners. Through seminars participants have the opportunity to build specific solutions and to create new decisions. This makes seminars very suitable for training through the method of casebook. The seminar must meet a number of conditions and be properly organized in order to fulfill its purpose of effective training. 4.2.
Resources – training materials, training facilities, organizational issues
Most important training material is Case materials. Case materials are any materials that are used to inform the decisions made by students in the course of a decisionforcing case. Commonly used case materials include articles that were composed for the 21
explicit purpose of informing case discussion, secondary works initially produced for other purposes, historical documents, artifacts, video programs, and audio programs. Case materials are made available to students at a variety times in the course of a decision-forcing case. Materials that provide background are distributed at, or before, the beginning of the class meeting. Materials that describe the solution arrived at by the protagonist and the results of that solution are passed out at, or after, the end of the class meeting. Materials that provide information that became available to the protagonist in the course of solving the problem are given to students in the course of a class meeting. Case materials may be either "refined" or "raw." Refined case materials are secondary works that were composed expressly for use as part of decision-forcing cases. (Most of the case materials that are available from case clearing houses and academic publishers are of the refined variety.) Raw case materials are those that were initially produced for reasons other than the informing of a case discussion. These include newspaper articles, video and audio news reports, historical documents, memoirs, interviews, and artifacts. A training facilities for training of the trainers for carrier counsellors as adult professionals must have flexible and technologically-advanced learning environments that are safe, healthy, comfortable, aesthetically-pleasing, and accessible. It must be able to accommodate the specific space and equipment needs of the training program and curriculum. Support spaces geared toward adult needs, such as a business place that allows students to carry out some business functions during their training sessions, must be seamlessly integrated into the facility as well. A training facility incorporates a number of space types to meet the needs of adult trainees, trainers, and functional staff. These may include: Classrooms. Auditoriums (large-size rooms designed for lecture-style instruction and training. Auditorium may be equipped with partitions to create smaller training venues); Conference Room (Multiple purpose medium-size instruction rooms. Depending on the seating configuration, the rooms may accommodate lecture-style instruction or encourage interaction in the form of roundtable discussions and teleconferences); Seminar Rooms; Audio/Visual-Equipped Rooms; Computer Training Rooms, etc. User Support Spaces. Library or quiet reading room with study cubicles; Observation Rooms; Business Stations; Convenience Store; Bookstore; Lobby, etc. Administrative Support Spaces. Administrative and Trainer Offices. Operation and Maintenance Spaces. The organization of training as a crucial condition for the fulfillment of its objectives in this case must take into account three main features - training is carried out for adult people, training is carried out for trainers and training is delivered in an innovative Casebook method using a Casebook. This means that all elements of the training process should be compatible with that specificity and if necessary – adapted.
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4.3. Risks. Very often the potential of interactive/ casebook methods of training/ learning cannot be utilized due to various reasons: 1. Ignorance specificities of these methods for training and inability to apply as directed. 2. Difficulties of teachers in organizing learners for inclusion in the interactive environment. 3. Lack of adequate facilities for the use of the methods. Therefore the question of the possibility of risk situations is appropriate to be placed for consideration in advance before the start of training
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Conclusions and recommendations
The use of the Casebook method is practically proven approach for solving mass similar problems in different areas, although its initial circulation was in the field of law. Its main advantages are: the use of knowledge, experience and inference from the existing or past reality and practice; opportunities for creative thinking and innovative solutions; implementation of various appropriate methods and complementary forms in the process of decision making. Application of the Casebook method techniques requires proper conditions - learning didactic, material and organizational. Distortion of the requirements of the quality of these conditions can cause deficiency in the final result. The implementation of the Casebook method should be organized and conducted in the presence of clearly defined goals, objectives and results in time and space. Particular attention should be given to organizational management, quality management and in particular to the technical quality and content used in the process of learning and teaching materials produced. High qualification, adequate motivation and developed significant individual professional features of trainers who provide advice on career development of people with disabilities is an essential requirement. Also the right selection of the people to be trained for a career consultant position is one of the decisive factors for the success of the project. Their preparative, precursory formal education and additional training (further education and training - additional professional qualification) should be considered before to incorporate the candidates in the organized training courses. Such an approach would help trainers of the carrier counsellors to think of their abilities and to confirm the curricula/ syllabus. Real value and prestige of training both of career counsellors and trainers of the career counsellors will bring an eventual certification of learning outcomes through the issuance of the relevant document.
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I. SOURSES:
1. European Disabilities Strategy (EDS) 2010-2020. EU. 2. European employment strategy (EES). EU. 3. Europe 2020 growth strategy. EU. 4. International Standard Classification of Occupations (ISCO-08). ILO. 2009 5. Crisis Communications. A Casebook Approach, 5th Edition. K. Fearn-Banks. 2009 6. http://eric.ed.gov/ 7. http://www.lawteacher.net/free-law-essays/judicial-law/ideologicaltraining-for-willing-service.php 8. DOREA Educational Institute; http://www.dorea.org/ 9. ISCED 2013. UNESCO Institute for Statistics. 10. ELGPN Glossary, CEDEFOP. 2014 11. Handbook for VET providers. CEDEFOP. 2014 12.
IUS COMMUNE CASEBOOKS FOR THE COMMON LAW OF EUROPE. 2013. Cases, Materials and Text on National, Supranational and International Law. http: //www.casebooks.eu/project/aim/
13. A School Counsellor Casebook. V. Patel, L. Aronson, G. Divan.2013 14. Type Of Counsellors And Counselling Degree. 2015 15. What Degree Is Needed to Become a School Guidance ... 16. https://chiropracticpediatrics.sharepoint.com/Pages/casestudycoursei cpasyllabus.aspx
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II.
THESAURUS
TERMS
MEANING
1. Normally - a person with more and deeper knowledge in a specific area and usually also includes persons with cross functional and multidisciplinary expertise. An adviser's role is that of a mentor or guide and differs categorically from that of a task specific consultant. An adviser is typically part of the leadership, where as consultants fulfill functional roles. Wikipedia. 2. An expert who gives advice; "an adviser helped students select their courses” Assessment of Evaluation of an individual’s achievement of learning objectives, using a variety of assessment methods (written, oral and practical learning outcomes. tests/examinations, projects and portfolios) during or at the end of an education programme. Method of case studies: teaching method, based on the Case method discussion and analysis of real-world examples of the problem and help students to come to practical solutions. monographic method; Method of investigating the case, which is considered typical for a particular class of phenomena; Also called case study method /kays stud ee/. the teaching or elucidation of a subject or issue through analysis and discussion of actual cases, as in business education … Universalium A case study of a single case of a certain class of phenomena. Case-study method English – Russian dictionary of Sociology. Research design that takes as its subject a single case or a few selected examples of a social entity such as communities, social groups, employers, events, life histories, families, work teams, roles, or… … Dictionary of sociology Psychology: casuistic method Sociology: pedagogical technique for the development of students' critical attitude to the material and the ability to assess the situation
Advisor
Method of case study
Counsellor Course Curriculum
Formal education
A person trained to give guidance on personal, social, or psychological problems. Synonyms: adviser, consultant, guide, mentor, expert, specialist A unit of instruction comprising a sequence of educational activities in a particular field or range of related fields of education. This can also be referred to as a ‘module’, ‘unit’ or ‘subject. ISCED The aggregate of courses of study given in a school, college, etc. A curriculum is a complete course of study offered by a school; a syllabus is the outline of a single course. www.thefreedictionary.com/curriculum Education that is institutionalised, intentional and planned through public organizations and recognised private bodies and – in their 26
totality – constitute the formal education system of a country. … Vocational education, special needs education and some parts of adult education are often recognised as being part of the formal education system. ISCED Incidental or random Various forms of learning that are not organized or that involve communication not designed to bring about learning. Incidental or learning. random learning may occur as a by-product of day-to-day activities, events or communications that are not designed as deliberate educational or learning activities. Examples may include learning that takes place during the course of a meeting, whilst listening to a radio programme, or watching a television broadcast that is not designed as an education programme. ISCED Forms of learning that are intentional or deliberate but are not Informal learning institutionalised. It is consequently less organized and structured than either formal or non-formal education. Informal learning may include learning activities that occur in the family, workplace, local community and daily life, on a self-directed, family-directed or socially-directed basis. ISCED The interaction of work roles and other life roles over a person‘s lifespan, including how they balance paid and unpaid work, and their involvement in learning and education. LGPDGlossary, Cedefop Career advisers assist people to explore, pursue and attain their career Career adviser goals.( Career advisers/counsellors have normally received professional training and possess a recognised professional qualification. Synonym for career counsellor and guidance counsellor.) LGPDGlossary, Cedefop Career counsellors assist people to explore, pursue and attain their Career counsellor career goals. LGPDGlossary, Cedefop The lifelong process of managing learning, work, leisure and Career development transitions in order to move towards a personally determined and evolving future. LGPDGlossary, Cedefop Programmes and activities of learning to help people to develop the Career education skills necessary to manage their career and life pathway. These include accessing and making effective use of career information and guidance. LGPDGlossary, Cedefop Career information Systems, often computer-based or online but also in print, designed to aid an individual or a group in their choice of career, employment, systems. occupation or work by gathering together, organising and providing information about specific occupations, professions or organisations including descriptions of pay, conditions, training, qualifications and experience required. LGPDGlossary, Cedefop An ongoing process of preparing, implementing, and monitoring Career management career plans. LGPDGlossary, Cedefop Career management A range of competences which provide structured ways for individuals (and groups) to gather, analyse, synthesise and organise skills self, educational and occupational information, as well as the skills to make and implement decisions and transitions.( Career management skills are the life, learning, training and employment skills which people need to develop and manage their careers effectively.) LGPDGlossary, Cedefop The teaching method in which students and teachers are involved in Casebook method direct discussion of business situations or problems. These cases are usually prepared in writing and drawn from the experience of real
Career
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Case study
Counselling Employment counselling/guidance
Guidance . Guidance counsellor Guidance outcomes Guidance services
Indicator
Learning Learning activity Learning objectives Moderator
Participant Participation Socratic methods Special needs education
people working in the field of entrepreneurship, we read, studied and discussed by students. These cases constitute the basis conversation class under the guidance of a teacher. Therefore, the method includes both cases a special kind of educational material, and special ways of using this material in the learning process. Harvard Business School A research method involving an up-close, in-depth, and detailed examination of a subject of study (the case), as well as its related contextual conditions. Wikipedia. The interaction between a professional and an individual helping them to resolve a specific problem or issue. LGPDGlossary, Cedefop Counselling or guidance that addresses one or more of the following domains: career/ occupational decision-making, skill enhancement, job search and employment maintenance. Activities include assessment, development and implementation of an action plan, follow-up and evaluation. LGPDGlossary, Cedefop Help for individuals to make choices about education, training and employment. LGPDGlossary, Cedefop A trained individual delivering guidance as defined above. Guidance counsellors assist people to explore, pursue and attain their career goals. LGPDGlossary, Cedefop Guidance has economic, social and learning outcomes and these reflect both its personal impact and the wider societal benefits. LGPDGlossary, Cedefop The range of services offered by a particular guidance provider. These might be services designed for different client groups or the different ways that guidance might be delivered (e.g. face-to-face, online, telephone, etc.) LGPDGlossary, Cedefop Quantitative or qualitative factor or variable that provides a simple and reliable means to measure achievement, to reflect the changes connected to an intervention, or to help assess the performance of a development actor. LGPDGlossary, Cedefop The individual acquisition or modification of information, knowledge, understanding, attitudes, values, skills, competencies or behaviours through experience, practice, study or instruction. ISCED Deliberate activity in which an individual participates with the intention to learn. ISCED Specification of learning outcomes to be achieved upon completion of an educational or learning activity. ISCED Person who guided conversation, discussions, seminars or other communication and guide them. Individuals who attend or take part in an education programme, or stage or module thereof. Attendance in or undertaking an education programme, or stage or module thereof. A form of inquiry and discussion between individuals, based on asking and answering questions to stimulate critical thinking and to illuminate ideas. On Wikipedia. Education designed to facilitate learning by individuals who, for a wide variety of reasons, require additional support and adaptive pedagogical methods in order to participate and meet learning objectives in an education programme. Reasons may include (but are not limited to) disadvantages in physical, behavioural, intellectual, 28
emotional and social capacities. Education programmes in special needs education may follow a similar curriculum as that offered in the parallel regular education system, but they take individual needs into account by providing specific resources (e.g. specially-trained personnel, equipment or space) and, if appropriate, modified educational content or learning objectives. These programmes can be offered to individual students within already-existing education programmes or as a separate class in the same or separate educational institutions. Cedefop. Successful completion Achievement of the learning objectives of an education programme typically validated through the assessment of acquired knowledge, of an education skills and competencies. Successful completion of an education programme programme is usually documented by the award of an educational qualification. An outline or a summary of the main points of a text, lecture, or Syllabus course of study. An outline of a course of studies, text, etc. The subjects studied for a particular course. a document which lists these subjects and states how the course will be assessed. http://www.thefreedictionary.com/ A teaching method comprises the principles and methods used for Teaching method instruction. Commonly used teaching methods may include class participation, demonstration, recitation, memorization, or combinations of these. Wikipedia. Education designed to achieve particular learning objectives, Training especially in vocational education. The definition of education in ISCED includes training. Validation of learning Evaluation of an individual’s achievement of learning objectives using a variety of assessment methods (written, oral and practical outcomes tests/examinations, projects and portfolios) not presuming . participation in an education programme.
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V. INFORMATION CARD OF THE PARTICIPANT IN THE TRAINING COURSE for TRAINERS OF CARRIER COUNSELLERS PERSONAL DATA Name Nationality E-mail Date of birth WORK EXPERIENCE Dates (from-to) Occupational or position held Main activities and responsibilities EDUCATION AND TRAINING Dates (from-to) Name and type of organizations providing education/ training Level of education Principal subjects/ occupational skills covered PERSONAL SKILLS AND COMPETENCES (ACQUIRED BY NONFORMAL OR INFORMAL LEARNING ) MOTHER TONGUE OTHER LANGUAGES ………………………………. Excellent Good ……………………………… SOCIAL SKILLS AND COMPETENCES ORGANIZATIONAL SKILLS AND COMPETENCES TECHNICAL SKILLS ADDITIONAL INFORMATION Publications Personal interest References
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