CAREER_COUNSELLING_EN

Problem solving as assessment and monitoring

Problem solving can be employed as a method of assessing the efficiency of the
counselling session, or of a psycho-educational programme developed in the school
(Brown-Chidsey, 2005). Each stage is extremely important in a counselling process since
the problem presented by a teacher or pupils often needs defining and clarification.
Ordering problems is a necessary ability both for teachers and parents. For example, a
parent may request the counsellor’s aid in various instances such as: “My son slashed his
new jeans under the pretext of fashion.” What is the parent’s problem? What is the young
man’s? What is the role of the counsellor in solving the problem? The table below offers
a data collection grid to assess the problem.

Table 2

Stages of problem

solving

Assessment procedures Decision assessment

1. Identifying the
   problem

Observing and recording pupil’s behaviour Is the problem real?

2. Defining the
   problem

Quantifying the discrepancies perceived

(between the current situation and what is

desired for the future)

Is the problem important?

3. Implementation
   plan

Exploring alternatives and solution

hypotheses

Which are the most

effective hypotheses?

4. Implementing
   the intervention

Monitoring intervention accuracy and data

collection

Does the solution applied

yield the desired progress?

5. Solving the
   problem

Re-quantification discrepancies Is the problem solved?

Psycho-educational programmes that integrate problem solving

“ABLE” (Attribution, Behaviour, Life Skills Education)

ABLE (Hay, et. all, 2000) is a psycho-educational programme created to increase the
efficiency of career education through developing self-knowledge, problem solving and
conflict management. The grounding theories are cognitive, centred on problem-solving
and learning. Self-knowledge is one of the basic skills in career developing and planning.
The way a pupil perceives himself or herself has great influence on school performance
(e.g. negative perceptions of one’s self: “I cannot learn ” or “I am good for nothing ”),
learning motivation (e.g. low motivation “What’s the point in learning ....? ), pro-social
behaviour and general wellness. Unfavourable self-perception leads at the same time to
low educational and professional aspirations and negative attitude towards school.