with those of their parents, colleagues, and teachers. At the end of the meeting, pupils are
invited to draw up 1-2 pages in which to give an account of what they have discovered,
learned, felt.
The method Chemin faisant (Mouilllet; Morel, 1997, apud Guichard; Huteau, 2001)
targets young people who have finished their studies and are looking for a job, and adults
in professional re-conversion / re-integration. The guidance process goes through all
specific phases, from identification of the problem to applying the strategy for fulfilling
the personal and professional project.
The method includes the following stages, each associated to an objective:
- presentation (3 sequences) refers to preparation of the meeting;
- setting the goal and means (4 sequences): clarifying the situation of the
beneficiary, making him or her understand the method and mode of work; - personal and professional overview (11 sequences): identifying preferences,
interests, values, personality traits, competences, as well as unravelling the
work conditions in certain occupations / jobs; - choosing an occupation (4 sequences): identifying the occupation depends on
the results of the competence screening; - validation of the decision (6 sequences): confronting wishes and
representations of the subject with the world of work in view of making a
decision; - action plan and obstacles to be removed (5 sequence): planning the necessary
stages to fulfil the project, anticipating the difficulties and defining the
strategies to overcome them.
The meetings are held individually and in-group, and the beneficiaries are encouraged to
express and confront their points of view in order to know themselves and the world they
live in.
Another example of curriculum is the comprehensive counselling and guidance
programme for schools in Michigan, USA (1992). It includes a series of structured
development experiences, systematically presented in-group counselling activities in
preschool or school. What is aimed at is the pupil’s ability of learning how to learn,
learning to work throughout their lives, and learning to live. The major fields approached
are: knowledge of self and others, educational and career development, career exploring
and planning. Whereas the implementation of curriculum is the responsibility of
counsellors, the school representatives and the local community are supposed to provide
support. Of the strategies employed we mention:
- class learning activities;
- group activities outside the classroom, meeting pupils needs and interests.