person),
• “mediation” of communication through technical means,
• decrease in the number of feedback elements in communication, impossibility
to observe the client and his communication behaviours (absence of non-verbal
communication, eye-contact, posture attitudes, gestures, mimics, fashion style),
• decrease in accuracy in relation to verbal elements (tone, rhythm, voice modulation,
articulation etc.) because of the dependency on the technical conditions of the
call, on the fidelity and sensibility of the microphone and of the phone speaker,
• difficulty in ensuring full confidentiality of the communication with the client against
interception – accidental or deliberated – by third persons.Hereby are some additional difficulties of TDC:
• insufficient functional alphabetization in using the telephone (in some cases),
• difficulty in communicating with the clients not having telephone at home or with
insufficient means to use a public or mobile phone,
• lack in self-confidence, timidity, excessive emotiveness, high level of the crisis
situation, moral barriers, speaking difficulties, low levels of instructions, improper
/ insufficient knowledge of the main language in the country,
• difficulties for the counsellor in quickly identifying the needs of the client and in
finding the best “solution” for solving his problems immediately,
• counsellor – client relationship is maximally “impersonal”.
3.8 united Kingdom
• The fact that the national framework for careers education is not statutory, which
means that practice varies from school to school.
• The lack of a consistent policy across the whole country, with careers education
being dealt with differently in England, Scotland and Wales.
• Constant change: Connexions, which is at the centre of careers education and
advice in England, will soon be absorbed into larger units called Children’s Trusts
which will include other services for children but which may reduce the clarity and
autonomy of careers work.
• Cultural factors, notably the resistance of certain groups of young people to
conventional work and careers e.g. white working class boys.
• An overview of the Tools, Systems and Games used to support Career Guidance
in Europe