‘Telling tales, the development of narrative approaches for career guidance in England: findings from a collaborative project’ IAEVG International Conference, University of Jyvaskyla June 2009 Hazel Reid & Linden West Centre for Career & Personal Development/Centre for International Studies of Diversity and Participation

The context Changing biographies of practitioners Tensions, de-professionalisation and re- professionalisation The project is: Exploring the use of auto/biographical narrative research and narrative-based guidance Working with 8 practitioners to develop, apply and evaluate narrative techniques and strategies

The narrative turn: taking stories seriously In many spaces Stories often regarded as suspect versions of ‘the truth’ Stories have the power to shape experience – not ‘Oh that’s just a story’ But not just about fostering stories As stories are told – out loud – there is a sense of continuity about who we are – how, at this turning point, a decision can relate to life themes

Phase one of the research Two workshops offering a creative space for new approaches – away from a restrictive ‘model’ Practitioners trialled a narrative approach adapted from the Savickas model They audio recorded interviews and reflected on them We discussed their experiences at a third meeting The third meeting and subsequent in-depth interviews were transcribed

Adaptation of the Savickas framework Savickas has a systematic approach – ‘fits’ with a 3 stage model, but in the project this was adapted for UK setting  Beginnings – negotiating a contract and agreeing an agenda  Middles: exploring the story – the six favourite questions and stories from childhood. Turning the stories into headlines for a newspaper –where the client begins the interpretation Identifying the themes and together, relating these to potential interests, goals and action 3.Following a period of reflection – putting it all together, including the reality check

Phase 1 findings Structure useful Getting permission to try something different seen as essential Developing the story builds rapport /confidence to discuss deeper interests Inspires participation from shy, reluctant or withdrawn clients & deeper thinking from others Careful language addresses power issues Adaptation of phrases for cultural context, Can contain troubling stories Client leads on the interpretation e.g. ‘so where has that got us to?’ ‘what is your thinking now?’ ‘what clues have emerged?’ Time 45mins+

Auto/biographical reflections Experienced practitioners need support! ‘I was uneasy using a different approach – felt slightly out of control’ ‘At first I was exhausted trying to remember what to do – felt like a student again’ ‘Difficult to move away from your usual script – but my script may not fit the client!’ Narrative approaches can be used in different ways

Phase 2: auto/biographical positioning within the project Narrative/story Meaning and identity Constructivist Slow time /play Emotions / empathy Auto/biography Opening up space for creativity Targets and outcomes Behaviourism and focus Realist Fast time / seriousness Cognition /logic Objective distance Instrumentalism – ‘what works already’