1. 1 st International Conference Athens, Greece Career Guide For Schools Socrates, Comenius 3 4 November 2006

2. Personal Development Nora Gikopoulou Eleni Lampou Ellinogermaniki Agogi

3. Career Guide Project Description:  Career Guide is an international Network which brings together experts in pedagogy, psychology, technology and labour market, promoting career guidance practices in European schools.

4. Target Group:  Pupils up to 12 years old  Counsellors  Teachers  Policy Makers

5. Aims:  To promote career education and awareness in European schools, bridging the gap between school and the world of work.  To bring career guidance to the education policy front and contribute to the upgrading of teaching and learning career development  To explore the best practices on the implementation of career guidance education in Europe

6.  To gather and evaluate ICT-based methodologies and practices addressed to career guidance  To offer specialised support and training opportunities to educators of career guidance in schools throughout Europe  To develop new curriculum guidelines

7. Tool :  The main tool for accomplishing these objectives is the Career GUIDE web portal which will act as a forum for information, communication and promotion of career guidance in schools.  www.career-guide.eu

8. Methodology :  Development of a cooperation school network  Development of the Career Guide for Schools Web Portal  Dissemination of career guidance methodologies

9.  Development of a series of research activities in three axes : Personal Awareness and Development Self-concept, self-awareness, self- esteem Life skills, presentation skills Values and motivation Counseling and coaching

10. Job Market Analysis Statistics Industry constraints Career Development Problem Solving Decision Making Work Placement Transition from school to work

11. Personal development  is an essential hard continuous process, vital part in the procedure of Career Guidance.  helps pupils to understand and articulate all aspects of their personality  helps pupils to make specific plans for a stable future achievement.  connects their emotional, educational and the vocational aspects of self.

12. Personal Development  It is student’s first step in a long life path, in a path of realizing and acting  It could be embodied in the schools’ curriculum as an open wide plan

13. Life skills:  The term declares the importance of life skills in individuals every day life  Includes skills that help individuals to ameliorate their adaptability in different thoroughfares  Self -concept  Communication skills  Career Design skills  Decision making skills  Problem solving skills  Leadership skills  Time management  Information skills

14.  It is student’s first step in a long life path, in a path of realizing and acting  It could be embodied in the schools’ curriculum as an open wide plan

15. Theoretical and scientific background B. Johari Window B. Johari Window Theory Theory Open/free self Blind self Hidden self Unknown self

16. johari window four regions  open area, 'the arena' : what is known by the person about him/herself and is also known by others  blind area : what is unknown by the person about him/herself but which others know  hidden area : what the person knows about him/herself that others do not know  unknown area : what is unknown by the person about him/herself and is also unknown by others

17. Activities’ Target group  Pupils 14 to 18 years old  Counsellors  Teachers

18. Cross cultural Issues :  Communication  Student – Team  Change  System  Interaction

19. Pedagogical Aims  To motivate children to discriminate the external self traits from the internal ones, the positive from the negative ones.  To help them accept their traits.  To recognize and name their feelings.

20.  To help students to develop team spirit, to interact with each other, to pose the same goals, to reveal their thoughts and to share experience.  To motivate them to realize that all traits are essential and to accept that fact.  To motivate them to understand that they should accept their traits and then to try to change them those which are considered as negative ones.

21. Iceberg’s exercise  We write in the board a series of human traits  We give 6 cartels to each student.  Then students choose 6 traits that describe themselves and write them on the 6 cartels.  Students arrange the traits in order  When done, we pose some indicative questions like: "Do you like what you see? Do you want to keep it? And we propose them to give up one trait

22.  We pose same questions like : How does the lack of that affect you?  This procedure is repeated until students have given up 4-5 traits  We pose them same questions and recommend them to regain all traits one by one, if they feel like  This exercise ends up when children obtain all traits they really want or think they need.

23. Findings :  tension as students decided which traits they will give up.  comments about how incomplete students feel without those traits  great relief or happiness when decide to give up negative traits,  great refusal to give up the last traits when these are decreased  the importance of those traits, as they are regained.

24. Designing self - collage  pictures, words, or symbols clipped from magazines that represent their traits  e.x things they enjoy doing, places they've been, people they admire, or careers they desire.  students create a collage.  we post the collages around the room  students guess which collage belongs to whom and state why they made that guess.  all children are unmasked and justify their choices and their work procedure.

25. Create a "Me" Commercial  Topic: why someone should hire him or choose him.  student write a two- to three-minute television commercial.  special qualities, traits, interests in a persuasive way.  Presentation of commercials in front of the class circularly.  they write to their portfolio the reason they choose this or that characteristic, this or that interest.

26. Drawing Self Portraits  Using a small mirror, students draw themselves.  The picture does not have to be exact, but it should be representative of that student.  An optional variation is to divide the shape for the face down the center lengthwise.  Half the face can be a depiction of how the student sees himself, and the other how he thinks others see him.

27.  All these activities are….the tip of the Iceberg.  The first step in the Career Guidance Procedure should provide children with a specific image of self

28. As an ancient Chinese proverb says : I hear …and I forget I hear …and I forget I see… and I remember I see… and I remember I do…and I understand. I do…and I understand.

29. Thank You! Thank You!