• ‘Hidden agenda in the last decade: localism and Housing Acts in UK.

      Tracada, Eleni; Spencer, Siobhan; Neary, Siobhan; University of Derby; Derbyshire Gypsy Liaison Group; University of Derby (2014-04)
      Localism acts such as Act 2011 have always accompanied and reinforced Planning Acts. For example, in Planning Act 2008, National Policy Statements describe clearly a single commissioner’s role and tasks to handle application; they also define the cases in which Secretary of State is decision-maker. Planning acts describe the meaning of ’owner’, allocation of housing accomodation and acquisition of land. On the other hand with the help of Localism Acts enforcing rules, regulations and continuous amendements, some local communities have successfully challenged Gypsy planning applications as in our case studies in East and West Midlands. Since several years and looking back in time, policy-makers and extremely conservative locals have always challenged planning applications of Gypsy individuals and communities by successfully repealing provisions of local authorities through petitions and other abusive behaviour at times. And although a Housing Act promises to make provisions about housing, secure tenancy and also about mobile homes and the accomodation needs of gypsies and travellers, it may also contain contraddictory content in ’schedules’, ’service notices’ and ’appeals to prohibition notices’, ’management orders’, which may encourage locals to oppose local authorities decisions about Gypsy protected sites. However the most sinister decisions and campaigns against Gypsy sites and planning permissions have been triggered mainly by the Localism acts and by notions of who has the right to be a ’local person’ having the right to make an application and/or acquire land to be used as protected site. In some case study we can discover that the terms of ’Gypsy’, ’nomadism’ and ’Traveller’ become challenging ’weapons’ against planning applications. No Gypsy person getting a local fixed job can be considered any more as a ’Gypsy’ or ’Traveller’, but, they have no chance to become ’locals’ to acquire more rights. On the opposite side, if any person comes from somewhere else is not considered a local to have equal rights with everybody else in the area. If they declare themselves as Gypsy/Traveller, they are opposed by locals as such; locals use themes of wrong waste management and lack of cleaningness, for example, based on Housing Acts to prevent decisions of local authorities ion favour of gypsies who recently lost the right to get legal aid and appeal, as well. The term ’Gypsy’ is played down to what the rest of the inhabitants wants to achieve and most of the times middle aged Gypsy women become victims of a male war of law and regulations; there are occasions in which a woman lost the right to be a ’Gypsy’ simply because they had to find a job close by and for long in order to be a carer for her elderly parents. We are going to challenge ’good practices’ by investigating on these cases through hidden agenda and metaphors used in acts and related decisions and outcomes.
    • I am here to learn biology, not 'personal development': testing the blueprint for Careers

      Neary, Siobhan; Beizsley, Celia; University of Derby, iCeGS; University of Derby, Career Development Centre (2012-10-09)
      University careers services in the UK are increasingly challenged to contribute to ensuring graduates find, obtain and engage with graduate level opportunities. Parallel to this the range of graduate opportunities has become increasingly competitive. All universities strive to identify and promote their added value to the academic experience. The Blueprint for Careers (LSIS, 2011a) builds on international practice in developing career management competencies. It offers a useful framework, which can be used by careers professionals to work with students and academics to review and assess the attainment of career competencies. This multi-layered research project utilised an on-line questionnaire, student peer researcher training and focus groups to engage a sample of students across all faculties of the university. The indicative findings present a mixed picture, with students generally feeling most confident about their attitudes to lifelong learning, and how changes in society impact on life, learning and work. Areas of least confidence focused on the ability to make effective career and life decisions and planning and managing life, learning and work. In relation to programme provision students welcomed opportunities to engage in extra curricular activities but demanded more focused and relevant work experience opportunities.
    • International Centre for Guidance Studies (iCeGS) Annual Review 2018.

      Neary, Siobhan; International Centre for Guidance Studies (University of Derby, 2018-12-01)
    • International centre for guidance studies (iCeGS) annual review 2019

      Neary, Siobhan; Clark, Lewis; Hanson, Jill; Nicki, Moore; Tom, Staunton; International Centre for Guidance Studies (2019-12-01)
    • Introducing a fellowship scheme for the CDI

      Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (The Career Development Institute, 2019-06)
      The article outlines the process adopted and the outcomes for the development for a Fellowship programme within the Career Development Institute. It explores the rationale for adoption, the criteria for selection and strategy for progressing this new membership conferment.
    • Leadership and ministry, lay and ordained: Insights from rural multi-church groups

      Weller, Paul; Artess, Jane; Sahar, Arif; Neary, Siobhan; International Centre for Guidance Studies (iCeGS); University of Derby (University of Derby, 2019-07)
      This report examines and explores leadership challenges and opportunities in the setting of Christian ministry and witness within the rural multi-church context. The challenges arise from a combination of demographic and socio-economic challenges coupled with inherited building, operational structures and patterns of ordained ministry. It utilises in-depth literature review, semi-structured interviews and a mapping of training provision to establish the challenges and opportunities for rural multi-church contexts. A lack of confidence was identified as the biggest barrier in encouraging clergy and lay people to look at ministry and witness new ways to engage in learning and development opportunities. It is recognised that a one-size-fits all approach is not appropriate but consideration needs to be given to the extension of formal training courses at local level, short modular approaches and the informal approaches such as mentoring.
    • Leading career management (CMS) in Europe

      Neary, Siobhan; Bujok, Ella; Mosley, Stella; University of Derby; CASCAID; da Vinci Community School (The Career Development Institute, 2017-04)
      iCeGS at the University of Derby together with CASCAID are working with a number of European partners to develop a career management skills (CMS) framework. The article presents the pilots in the UK that are testing out elements of the framework with year 10 students, mature students and post 16 level 1. Project outcomes will be disseminated at an international conference in Summer 2017.
    • Let’s talk about career guidance in secondary schools! A consideration of the professional capital of school staff in Ireland and England

      Hearne, Lucy; Neary, Siobhan; University of Limerick; University of Derby (Springer Science and Business Media LLC, 2020-03-27)
      The delivery of a comprehensive career guidance service in secondary schools through the whole school model that equips students with requisite career learning and development competencies has garnered credence in recent years. This article deliberates on the current situation of this type of provision in secondary schools in Ireland and England and the implications for professional practice in both countries. Specifically, it considers the conditions that could support the delivery of a whole school approach to career guidance through the concept of professional capital.
    • More questions than answers: the role of practitioner research in professional practice.

      Neary, Siobhan; Hutchinson, Jo; University of Derby (Institute of Career Guidance, 2011-12-14)
      The concept of the career guidance practitioner viewing themselves as a professional is currently being challenged (Colley and Lewin, 2008; Greer, 2009). During the last decade there has been a concerted effort to support practitioners in engaging with research both as an agent and as a recipient to enhance practice and to drive forward the concept of the professional. This paper presents examples of progress within this endeavour and the views of practitioners who have engaged in research activities, either as part of their role or as dedicated continuing professional development (CPD). Throughout this paper we explore the role of research within the concepts of profession and professional practice; drawing on literature and primary research that captures views from two groups of practitioners. That careers guidance is a profession is an assumed reality for many practitioners and the organisations that represent them (and our own stance is that it is indeed a profession and we refer to it as such throughout this paper).
    • A new career in higher education careers work.

      Neary, Siobhan; Hanson, Jill; University of Derby (Routledge, 2018-07-26)
      Neary and Hanson’s chapter reports on research conducted with the HE career development workforce and focusses on careers advisers who have moved into the field within the last five years. Their research illustrates a highly dedicated and satisfied workforce demonstrating a strong set of values. Predominantly, most have moved from other roles in education/higher education or HR and recruitment. They raise questions about the highly gendered nature of careers work which is dominated by women; as they suggest, unsurprisingly given how many caring jobs are still associated with a female workforce. Their chapter supports what Thambar reports in her chapter about the dedicated nature of careers advisers.
    • Pastoral care for young people in the workplace.

      Neary, Siobhan; Parker, Gordon; Shepherd, Claire; University of Derby (University of Derby, 2017)
      This research sets out to explore the range and type of support that employers have in place to support young people’s transition from education to the workplace. As well as exploring the traditional support through induction and training we have also examined additional support which we have defined as pastoral care. Emerging from the research with there was a dissatisfaction for young people with the preparation that they had received prior to leaving education. The grievances centred around two key areas: that schools often focus on academic achievement and transition to university rather than to employment; and topics such as making pension arrangements and dealing with tax and NI contributions were reported as not being adequately discussed at school/college. These activities are core parts of working life for everyone and need addressing so that young people understand and can make informed decisions about their financial futures. Young people are generally happy with the support that they receive from employers. Almost one third of the young people surveyed had a mentor or buddy appointed when they started work and all young interviewees stated that they were aware of someone they could go to for pastoral and/or other kinds of support. Although most had not needed to access such support themselves. Sometimes the person offering support was doing so in an ‘official’ capacity, as someone who had been appointed by the employer or was someone in a managerial role. Sometimes, support was provided more informally, by a ‘mate’ or older colleague, which was often reported as the most valuable type of support.
    • Personal Guidance Fund Evaluation: Final Report

      Hanson, Jill; Neary, Siobhan; Blake, Hannah; University of Derby (The Careers & Enterprise Company, 2021-07-07)
      Since the transfer of responsibility for career guidance to schools /colleges, a range of approaches to delivering personal guidance have been utilised in schools and colleges in order for them to meet the statutory requirement of implementation of the Gatsby benchmarks. In their report for The Careers & Enterprise Company, Everitt, Neary, Delgardo and Clark (2018) concluded that five key points need to be in place for effective personal guidance (space & time; preparation & feedback, effective interviewing; professionalism and integration) but that ‘the evidence on personal guidance remains a work in progress’. The Careers & Enterprise Company recognised the importance of this of this work, developing the Personal Guidance Fund which aimed to support the development of innovative, cost-effective models for delivering personal careers guidance in schools and colleges. Evaluation aims and objectives The evaluation focused on identifying effective approaches with the intention of improving practice beyond the fund. The report considers: 1. The effectiveness of different approaches. 2. Working with different beneficiary groups. 3. The impact of personal guidance on students. 4. The impact of training on staff and school/college career guidance. 5. Key learning regarding scaling up, sustainability and best practice This report describes the methodology adopted to answer these objectives and outlines key learning with regard to the different approaches adopted and the different beneficiaries targeted. It considers the impact of the programmes on students and the staff who took part in training and provides recommendations for programme providers, Careers Leaders and Senior Leadership Teams in schools and colleges.
    • The personal guidance fund- developing new and innovative practice

      Neary, Siobhan; Hanson, Jill; University of Derby (The Career Development Institute, 2020-01)
      To support the implementation of Gatsby Benchmark 8, ‘Personal Guidance’, the Careers & Enterprise Company have invested £2.5 million over two phases, to showcase how groups of schools and colleges can successfully and affordably deliver personal guidance. In total, eighteen projects will be funded until July 2020. This article introduces these programmes and presents some of the initial findings from the evaluation of the Personal Guidance Fund being undertaken by the International Centre for Guidance Studies (iCeGS) at the University of Derby.
    • Personal guidance: What works?

      Everitt, Julia; Neary, Siobhan; Delgado-Fuentes, Marco Antonio; Clark, Lewis; University of Derby (The Careers & Enterprise Company, 2018-11-13)
    • A Practitioner's Guide to Uncharted Waters of Career Counselling, a Critical Reflection Perspective

      Košťálová, Helena; Cudlínová, Markéta; Blake, Hannah; Clark, Lewis; Dimsits, Miriam; Kavková, Eva; Graungaard, Elisabeth; Moore, Nicki; Sigaard Hansen, Jesper; Neary, Siobhan; et al. (EKS, 2021-05-01)
      This is a practical book intended for career practitioners working with young people in schools and other institutions providing career guidance and counselling. The aim is to offer practitioners support so that they can feel empowered in their roles as career counsellors, and are able to take care of themselves and gain new ideas for their practice. The book is one output of an Erasmus funded project which invovled partners from the UK, Denmark, Greece, Spain and the Czech Republic.
    • Professional Identity : what I call myself defines who I am

      Neary, Siobhan; University of Derby, iCeGS (Career Development Institute, 2014-06)
      The article explores professional identity and the the contributors that contribute to this. It particularly focuses on the roles of job titles and CPD in contributing to defining how practitioners see themselves within a professional context.
    • Professional identity: what's that and what does it have to do with me?

      Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (NCGE, 2015-11)
      With changes occurring in the Further Education and Training sector in Ireland, job roles and required activities may change too. Within this context, Dr Siobhan Neary recently provided CPD to the staff of the Adult Educational Guidance Initiative about retaining clarity about their own professional identity - a key issue for CPD. In this article, she expands on the theme on the importance of reflection on professional identity and how that identity impacts on practice.
    • Project JUST/2011/Frac/AG/2716-"WE: Wor(l)ds which exclude-National Report UK"

      Tracada, Eleni; Spencer, Siobhan; Neary, Siobhan; University of Derby, Faculty of Art, Design & Technology; Derbyshire Gypsy Liaison Group; University of Derby, iCeGS (2014-04)
    • Public health careers: mapping information, informing practitioner needs

      Dodd, Vanessa; Binding, Charlene; Neary, Siobhan; International Centre for Guidance Studies (2016-01)
      Public health promotion and ill health prevention is a key priority for the NHS. The public health workforce is central to achieving improved health outcomes for a diverse and changing population. This mixed-methods study explored career practitioners’ views on their knowledge of the public health sector as well as the accessibility of public health career information on selected websites. The research suggested practitioners lacked awareness of public health opportunities and were only somewhat confident in providing public health career information. In response to this a new web site has been developed which provides information on over 350 health care roles
    • Quality Assurance Standards A synthesis of quality standards across partner countries. Summary report.

      Dodd, Vanessa; Hagaseth Haug, Erik; Hooley, Tristram; Neary, Siobhan; International Centre for Guidance Studies (iCeGS) (University of Derby, 2019-05)
      This report presents an analysis of a range of transnational and national quality assurance (QA) practices in career guidance within partner countries, 21 quality activities were assessed. The report focuses on identifying the variety of different approaches, the factors that enable these approaches and the impact of these different approaches.