The purpose of this module is to develop the student's knowledge base, skills and competencies with regard on lifelong and life-wide career development and decision-making, labour market information and career counselling interviewing skills pertinent to the role of the Guidance Counsellor. This module combines theory and practice, to introduce learners to update the knowledge, skills and competencies regarding lifelong and life-wide career development, decision making and career counselling interviewing skills pertinent to the role of the Guidance Counsellor. The module will also serve to update qualified guidance counsellors on current developments in the field.

Theoretical perspectives of lifelong career development grounded in psychology, sociology, education and labour economics is addressed. Issues related to social justice, gender and multiculturalism in career decision making and progression are covered. The students develop career counselling interviewing skills based on contemporary practice based models to support young people and adults in their career development.

On Successful completion of the module students will: 1. Distinguish the key developmental events and transitions for young people and adult clients within a lifelong learning framework. 2. Critically evaluate different theoretical perspectives and approaches related to the career development, career learning and decision-making of individuals across the lifespan. 3. Demonstrate the practical application of different career counselling techniques in guidance counselling with individuals across the lifespan.

On Successful completion of the module students will: 1. Show an awareness of the complexity of vocational and educational decision-making for individuals across the lifespan. 2. Display a professional commitment to ethical practice in career guidance counselling with individuals from different age groups and backgrounds.

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The module is delivered through a combination of interactive lectures and experiential learning opportunities, creating a dynamic and student-centred learning environment. Lectures introduce foundational contemporary theories , small group teaching, case study, and experiential role play underpin students learning with critical pedagogical techniques used to develop reflective skills and attributes. These sessions are designed to provide students with opportunities to develop active and experiential learning in a supportive, feed back rich environment. The approach will encourage collaboration and reflection as students develop career counselling interviewing skills based on contemporary practice based models to support young people and adults in their career development. This approach aligns with UL's integrated Curriculum Development Framework(ICDF) by: 1.Promoting research informed teaching: The module is grounded in contemporary scholarship spanning psychology, sociology, labour economics and education ensuring that learners engage with best practice and emerging research. Engagement with theories of career development( e.g. lifespan models, social cognitive perspectives, ecological and constructivist approaches) ensures students develop the ability to critically evaluate evidence. Use of labour market information, policy reports and international research will support evidence based guidance practice. Students will bring practitioner experience into dialogue with research, strengthen reflective research supported decision making. 2.Multidisciplinary. The module intentionally draws from multiple disciplinary traditions to provide a holistic understanding of vocational development across the lifespan. Psychology- developmental stages, decision making processes and career motivation. Sociology_ social class, gender, culture and structural inequalities. Labour economics- employment trends, skill forecasting. Education- lifelong learning, transition pathways and adult education systems. 3. Enacted/ Applied. Application is a core feature of the module, supported by practice and experiential activities and reflective practice. 4. Inclusive and flexible. The module supports inclusive and flexible learning through scaffolded activities and diverse assessment formats. 5.Student Centred. Student experience and professional identity development sit at the core of the module. Learning activities invite students to bring their own experiences, cultural background and practice contexts into discussion. Assessment supports personal sense making through the use of reflective journals and skills practice. Facilitation approaches prioritise dialogue, self and co creation of knowledge. The module cultivates autonomy by enabling learners to develop their own theoretical positions and approaches. The approach adopted aligns with the UL graduate attributes which are developed in teaching and demonstrated in assessment such as: Curious. Distinguishing life stage events demands a strong knowledge base and critical, inquisitive thinking. Articulate. Applying techniques in simulated interactions requires strong interpersonal communication, empathy and collaboration. Responsible. Ethical practice and professionalism are core responsibilities. Courageous. Upholding ethics requires resilience and integrity as does challenging assumptions and synthesising perspectives which demonstrates resilience and innovation. This module supports the University of Limerick’s sustainability mission by fostering inclusive, equitable lifelong learning pathways (SDG 4), reducing labour market inequality (SDG 10), and promoting gender equity (SDG 5).