CAREER_COUNSELLING_EN

2. Generating alternative solutions to the problem
   
   
   • Generating as many solutions as possible (without assessment) through brainstorming.
   
   
   • Creativity is important; any solution however unusual is accepted.
   
   
   
   


3. Evaluating solutions
   
   
   • Appreciating advantages and disadvantages of each solution.
   
   
   • Evaluating solutions systematically, one by one.
   
   
   • Avoiding to decide on the best solution before evaluating them all.
   
   
   
   


4. Selecting the best solution
   
   
   • Selecting the seemingly most efficient solution.
   
   
   • Evaluating the difficulty to implement the solution.
   
   
   • Choosing several solutions if they are easy to combine.
   
   
   
   


5. Planning implementation of solution / solutions
   
   
   • Considering the necessary resources for implementation: time, money, abilities,
     information, etc.
   
   
   • Anticipating possible obstacles in implementation.
   
   
   • Setting the implementation calendar.
   
   
   • Assigning people to tasks (if more people are involved).
   
   
   
   


6. Evaluating and revising the problem solving plan after implementation
   
   
   • Planning a follow-up to assess efficiency.
   
   
   • Modifying the problem solving plan if the desired results fail to appear.
   
   
   • Using all problem-solving actions even if the problem has not been completely solved.
   
   
   
   

Before the application of the method, the counsellor must evaluate and develop the
pupil’s attitude towards the problem, so as to support the problem solving. The pupil must
be backed up in seeing the problem as an obstacle that can be overcome by exploring and
applying various abilities and knowledge. Developing this problem-oriented attitude can
be enhanced by offering examples of problems identified, their solutions, and the steps to
the solution implementation. Long-term consolidation and immutability of the attitude is
done by assisting pupils in identifying problems, practicing skills on personal problems,
and by the experience of watching successful solving of problems.

Changing negative beliefs that prevent adaptation is the first step towards defining the
problem. For example, there are attitudes of the kind: “If you are in trouble you are weak,
Smart people have no problems, I have no chance of solving the difficult problems I am
facing or Nobody else has problems but me.” A problem perceived as an opportunity for
development and change has much greater chance of being solved than a problem
perceived as a personal failure or a sign of vulnerability. In order to develop a set of
healthy beliefs, pupils can for instance be asked to comment and discuss the statements
below, or list as many attitudes / beliefs on problems:

“Everybody faces problems.”

“A problem is a challenge for change and development.”

“Hiding or denying the problem is a sign of vulnerability.”