Guidance and support: theory and practice in the field [FACCM316]
- 3 credits
- 18h
- 2nd quarter
Language of instruction: French / FrançaisTeacher: CANZITTU Damien
Objectives
Target skills
Conceptualise the support approach at the interface of different fields so as to be able to adapt its action to the environment.
Analysing different situations at micro, meso and macro levels of personal or professional development and drawing out the implications in terms of support.
Designing and regulating innovative coaching approaches in line with the situations encountered, relevant to the organisational contexts and the issues identified.
Use coaching to transform complex, unpredictable professional contexts that require new strategic approaches.
Contribute to the development of new knowledge and new professional practices in the field of coaching.
To place the ethical and deontological dimensions of coaching within the context of individual, relational and organisational issues.
Question the nature of our knowledge.
Develop intelligible models of support practice.
Objectives
At the end of the course, students will be able to:
Identify the main current concepts and models relating to guidance.
Identify the main issues in guidance in the 21st century.
Define a support model for teams aiming to implement a guidance project (based on a school case, transposed to other professional environments).
Determine how to evaluate the actions defined in the support model.
Implement a reflective approach, centred on guidance issues, within one's own professional practices.
Content
Support professionals in setting up projects related to the concept of lifelong guidance: when, how, why?
Supporting collaboration between a variety of professionals (educational, non-educational, beneficiaries, etc.).
Developing collaborative working between beneficiaries and other guidance stakeholders.
Supporting teams: defining roles and objectives.
Specific features of support in institutions setting up guidance projects.
Relationships between the various players involved in support.
Setting up multi-disciplinary projects.
Key concepts
Academic guidance.
Vocational guidance.
Educational approach to guidance.
Innovation; project; collaboration.
Main theoretical models
Lifelong guidance
Guidance approach
Life Design
Recommended readings
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Bauman, Z. (2007). Liquid Times: Living in an Age of Uncertainty. Cambridge, U.K.: Polity Press.
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Canzittu, D., & Demeuse, M. (2017). How to make a school truly orienting? Louvain-la-Neuve: De Boeck supérieur.
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