在美國(guó)，做一名合格的生涯咨詢師/職業(yè)教練要遵循National Career Development Guidelines(NCDG)大綱，大綱主要包括三個(gè)領(lǐng)域：

-Personal Social Development (PS)?

-Educational Achievement and Lifelong Learning (ED)

-Career Managment (CM)

這份大綱就相當(dāng)于一門課的教義，包含了學(xué)習(xí)目標(biāo)和學(xué)習(xí)內(nèi)容。學(xué)習(xí)目標(biāo)是按照布魯姆的學(xué)習(xí)層次理論拆分開(kāi)來(lái)，分別是獲取知識(shí)，知識(shí)應(yīng)用和反思應(yīng)用。比如我們經(jīng)常說(shuō)咨詢目標(biāo)是“幫助客戶更好地了解自我”，這個(gè)目標(biāo)怎么按照三個(gè)層次來(lái)拆分？

-知識(shí)層面：幫助客戶發(fā)掘自己的興趣/愛(ài)好；

-應(yīng)用層面：客戶可以用闡述哪些行動(dòng)和決定反映了自己的興趣/愛(ài)好；

-反思層面：客戶可以評(píng)估自己的職業(yè)理想/目標(biāo)多大程度上反映了自己的興趣/愛(ài)好。

對(duì)咨詢師的啟示在于，來(lái)訪者不僅是一個(gè)求助者，一個(gè)合作者，更是一個(gè)學(xué)習(xí)者。要達(dá)到最好的咨詢效果就要和來(lái)訪者一起成長(zhǎng)，一起學(xué)習(xí)，那么按照學(xué)習(xí)層次理論和學(xué)習(xí)的規(guī)律制定一個(gè)合理的可以逐步實(shí)現(xiàn)目標(biāo)的學(xué)習(xí)/咨詢計(jì)劃就特別重要。誰(shuí)也不能一口吃個(gè)胖子，生涯規(guī)劃需要一步一步撥絲抽繭的分析和腳踏實(shí)地的踐行。

附上自己這一周的心得：

GOAL PS1 Develop understanding of yourself to build and maintain a positive self-concept.

It’s very interesting when reading the NCDG framework. It helps me refresh and reorganize the work when I was working at the Career Development Center (CDC) at IU. Based on the decentralized career service module, CDC mainly focuses on University Division students, who haven’t declared a major yet. So the self-exploration is the top priority of the whole center, which is also my career passion.

When helping students get a better understanding of themselves, VIPS (Value, Interest, Personality, Skills) are four dimensions we explore. Usually, we will use open questions to gain information and guide students to reflect on themselves at the beginning. Frequent questions are like, “What’s your favorite class in high school/so far in college? Why?” “What kind of activities gives you a strong sense of fulfillment?” “Would you like to share one accomplishment you’ve done before, and what do you learn from this accomplishment?”

Sometimes students could extract very useful information to better understand themselves. But sometimes for students who haven’t exposure a lot to the world of work, we couldn’t dig deep and find enough information. Most of the time, we will introduce self-assessment, such as Strong Interest Inventory and MBTI to them. And they can choose whether they want to take it or not, soon or later. We also provide other tools or activities to help them identify their VIPS, such as interest/values checklist, motivational skills/work value card sort, etc. Those are all effective ways to let students reflect themselves inside and talk out who they are using the interpretation sessions.

Besides the methods to identify student’s VIPS above, personally, I’d like students to draw connections between their VIPS, and maybe draw a real draft to show how their VIPS relate to each other and how these valuable pieces play a role in their major/career decisions. For example, I had a student highlight “helping people” ”Psych class” in her Interest bubble; “Communication” “l(fā)istening” “memorizing details” in her skillset; “Feeling” instead of “Thinking” on the MBTI scale; and “Honesty and integrity” in her value circle, and circled all of these pieces toward to a therapist career. And she was happy to see how those factors work together and to interpret her career thoughts in her own words.

All the domains described in the NCDG are important to me as a career coach working with students. But in my heart, I believe the inner power most. And I hope everyone could find their potential and talent and pursue a career best fit them.

作者：趙韻姍Amanda, 美國(guó)大學(xué)職業(yè)發(fā)展中心咨詢師，美國(guó)認(rèn)證MBTI性格測(cè)驗(yàn)施測(cè)師，SII霍蘭德職業(yè)興趣測(cè)驗(yàn)施測(cè)師，印第安納大學(xué)伯明頓心理咨詢碩士，南開(kāi)大學(xué)高等教育碩士，國(guó)家二級(jí)心理咨詢師。