CBS RIGA 2022 Compendium of National Surveys

Cross Border Seminar "Hope in times of uncertainty"
National survey: Slovenia
(by Euroguidance Slovenia)

Factors causing uncertainty for individuals making career decisions

Individuals making career decisions have always been facing uncertainties, especially in career transitions. Since the beginning of the COVID-19 pandemic in 2020, it has been a significant factor causing uncertainty, including uncertainty regarding making career decisions. The pandemic possibly increased already existing insecurities, also adding the social isolation aspect of remote working from home. 

The pandemic has significantly influenced the lives of young people, their feelings, views, and behaviours. The Youth 2020 study aimed to provide insight into changes in the social profiles of Slovenian youth and was implemented by the University of Maribor (Faculty of Arts) and University of Ljubljana (Faculty of Social Sciences) for the target group of 15-29 old youngsters (N = 1200), a poll and structured interviews were included. The main findings of the Youth 2020 survey (compared to the Youth 2010 survey): 

• Young people are more active, responsible and autonomous. They relocate from their parents’ home earlier and are more ready for mobility. They are more culturally and artistically active, and participate more in informal education. Moreover, young people are more flexible when searching for a job (52% would accept a job below their abilities for a lower salary, 85% would accept temporary employment, 92% would accept a job that demands new skills and knowledge). 
• Mental health and wellbeing of youth has deteriorated substantially. Feelings of stress have doubled, and feelings of loneliness tripled. The labour market situation is one of the sources of stress; young people express concerns also about other areas of life, such as lack of financing, failure at school or at work, unemployment and housing problems. Housing is a pressing problem that worries young people.
• Precarious work is a key problem for young people in the labour market, educational choices are more oriented towards the labour market, and readiness for (permanent) mobility is increasing. Fear of unemployment is increasing. On the other hand, more attention is given to the relevance of knowledge for the labour market. 
• Intergenerational conflict is not visible, but there are strong elements of sustainability and responsibility for future generations as well as a high degree of environmentally responsible consumer practices.
• Active citizenship is especially high. Young people are more socially engaged with less focus on institutional politics. 

In the last decades the individualisation of youth continues. Young people most often rely on informal social support networks (parents, partners, friends); parents remain the strongest actor, providing material and financial support as well as support in case of illness and job searching. The traditional permanent employment possibilities are often replaced by less secure, flexible employment, and new skills are often needed to fulfil the newly created vacancies. 

The Study about the influence of the pandemic on different aspects of life (SI-PANDA) was conducted by the National Institute of Public Health to provide an insight to understanding behaviours of individuals during and after COVID-19 epidemic in Slovenia. It was run from December 2020 to December 2021 and included around 1000 individuals from 18 to 74 years old. The data gathered provide key information about pandemic fatigue of the adult population as a natural and expected reaction to a long-term public healthcare crisis. The result of pandemic fatigue is also lack of motivation to respect recommended behaviours for self-protection that is influenced by individuals’ feelings, experiences and views. Similar surveys are also done in other European countries, with World Health Organisation-based methodology. The survey has been implemented as an online poll in 19 different repetitions, each focusing on a specific topic such as isolation or quarantine, mental health during the COVID-19 pandemic, long-term COVID-19, restrictions, measures in the school system, etc. In the last survey wave, 23,4 % respondents 18 to 29 years old and 30 % respondents 30 to 49 years old experienced stress daily or often, the distribution of experiencing stress is similar in all runs of the survey, in general 20 % to 24,8 % respondents experience stress daily or often. Sources of stress included (37,7 % workplace overload, 34,8 % false information regarding SARS-CoV-2 virus and 31,7 % insecure financial future). Stress is experienced more with respondents with pre-existing depression (35,9 % respondents experienced it daily or often). Loneliness as a source of stress (11,1 %). Most respondents (82,2 %) managed stress easily or with a little effort, 13,3 % had trouble and 4,5 % had significant problems or could not manage stress at all. 

The impact of the COVID-19 pandemic on mental health can be seen directly (fear of infection, difficult illness, stigma) or indirectly (measures that forced us to change our way of living, changed what we were familiar with, such as limited social contacts, different work, restrictions of movement etc.). With more difficult access to healthcare services, also new mental distress will be harder to recognise and existing problems will deepen. Furthermore, the impact of COVID-19 on the economy can significantly affect the socioeconomic status of individuals and families, which can also influence the development of mental distress. The influence of the pandemic on lifestyles of children and youth (3 to 18 years old) was monitored by responses from their parents. According to their responses, the pandemic had the most negative influence on the children's social contacts with their peers and friends as well as their screen time, for 20 % family relations improved. 

Mental health disorders are a group of illnesses that contribute the highest burden to health of children and youth (Vinko, 2022). In the time of the pandemic, the National Education Institute Slovenia, the main national research, development and consultancy institution in the field of pre-school, primary and general secondary education, monitored mental health of children and youth directly with a few surveys as well as indirectly with feedback from school guidance counsellors and healthcare services. The main observations were (Vinko, 2022):

• School children in the first triad had less developed vocabulary and literacy, weaker reading skills, shorter concentration, additional time needed for homework, chatting and lower independence.
• School children in the second and third triad had slower thinking, weakened memorisation, restlessness, chatting, concentration problems, problems with goal setting and with some also less physical activity.
• Students in upper secondary education had increased sensibility to stimuli, such as surrounding noise, harder connecting with peers, problems with performing in front of the classroom, lack of motivation for schoolwork, decrease of physical activity and increased screen time. More successful students in school were also worried if remote schooling from home will give them enough knowledge for the desired university programme. There were more changes of schools, since information days were organised online, and the students did not get the whole picture about the school they were enrolling in.
• The perceived influences on mental health were an increase of psychosomatic or mental health issues, such as anxiety and impulsiveness. These problems even increased among children and youth that already have to cope with such issues. Guidance counsellors also noticed the increase of counselling interviews with children and youth. 

The Psychology department at Faculty of Arts of the University of Ljubljana (Pirc and Pečjak, 2022) in cooperation with the National Education Institute Slovenia conducted a survey about psychosocial relationships of students before and during remote schooling from home in relation to their physical (social) wellbeing and cognitive functions. It included 1813 pupils (52,1 % girls) from the last 3 years of primary education from 21 schools from all Slovenian regions and 925 teachers of all classes in primary schools (87,8 % women).

Teachers and pupils responded to a set of questionnaires covering various aspects of remote schooling from home. In both target groups, they were researching ICT skills, personal resilience, the frequency of regular and additional contacts between teachers and pupils, the frequency of group work and the support and closeness of teachers. Additionally, with teachers, they also assessed teachers' empathy and perceived competence to consider pupils' emotional needs during remote schooling from home and their beliefs about the importance of psychosocial and learning aspects when returning to school.

The greatest contribution to pupils’ psychological well-being, which was measured as support and closeness by school friends and teachers, during remote schooling from home, was their personal resilience, group work in class, additional contacts with teachers and other pupils outside regular classes. However, teachers had more expressed beliefs that when they return to school, psychosocial aspects will be more important than learning, and their higher personal resilience predicts higher perceived competence to consider pupils' emotional needs and more frequent contact with pupils, which indirectly contributed to a greater sense of mental well-being. Moreover, the important role of school counsellors in promoting resilience in both pupils and teachers and the importance of teacher support and closeness with students for maintaining their psychological well-being was emphasized.

Guidance counselling is a helping profession and thus professionals are exposed to stress, indirect trauma and compassion fatigue (Litam in Šarić, 2022). Stress factors were increased during the COVID-19 epidemic (remote working, additional tasks) with less support, and maintaining one's mental health and wellbeing was more demanding. Changes in the ways of working during the pandemic that are/were sources of different emotional responses include overload due to new working tasks, adjusting and reorganisation of work; blurred border between public and private, for students as well as teachers; less informal contact among co-workers and loneliness at work; Zoom fatigue (Andel; Bennet; Pressley in Šarić, 2022). Unbalanced emotional stress leading to less desired professional and personal outcomes, lower productivity, increased risk for mistakes at work, identity confusion and dissatisfaction. Possible sources of personal strength and forms of support to maintain general emotional balance include development of resilience in emotional balancing strategies, widening coping skills strategies, such as reframing goals and expectations, motivation for active professional learning, development of empathy for oneself and others, etc. The importance of community, in the frame of which the emotions are developed, shared, regulated includes initiating networking, mutual learning, exchange of good practices, establishment of a support environment for joint problem solving (Šarić, 2022).

Approaches for helping clients deal with uncertainty and for helping career practitioners manage stress

Euroguidance Slovenia sent a survey to guidance counsellors in education and employment in May 2022 focusing on questions about approaches and tools they use in guidance:

• with clients that are insecure regarding choosing their career goals;
• with clients that have career goals, but who are worried that they might not be able to follow their career goals in an insecure future;
• to help themselves cope with stress, to deal with work uncertainty related stress.

Together 53 guidance practitioners responded, including school counsellors in primary and upper secondary education, career counsellors at universities, career counsellors at career centres for youth, guidance counsellors for NEETs, career counsellors at Employment Service of Slovenia and Eures advisers. Most frequently mentioned tools and approaches are described below.

Some approaches and tools used in guidance with clients that are insecure regarding choosing their career goals are:

• Individual counselling and structured interviews to identify the problems as well as to discuss the lifestyle they would like to live in future, to discuss skills, interests, challenges, fears, etc. Individual counselling also to review employment goals and competences with the unemployed.
• Tools such as SDS (self-directed search) test, e-counselling, interest tests “Kam in kako”, eVPP, personality trait tests, Test of vocational interests, JUMP cards, e-MFBT and other guidance tools, etc.
• Activity days for students, a competition for best representation of career path called “I know where I am going”, workshops, group work, lectures, fairs, etc.
• Web portals such as “Moja izbira”, dijaški.net, VKO točka or websites of schools (subjects, enrolments, educational programmes, enrolment calls by Ministry of Education, Science and Sport).
• Learning about professions (YouTube, descriptions of occupations, visits to local employers job shadowing, VR Job Avatar). 

Some approaches and tools used in guidance with clients that have career goals, but who are worried that they might not be able to follow their career goals in an insecure future include similar approaches as above. Additional focus is on individual counselling, encouragement, reflection, coaching, workshops, learning about oneself, motivation, labour market information (including job opportunities barometer with surplus and deficits in different occupations), possibilities for transitions, alternative goals, planning, including SMART goal planning and brainstorming.

Guidance practitioners to help themselves cope with stress and to deal with work uncertainty related stress state clear division between work and private life, setting clear boundaries and maintaining balance, continuous professional training on different subjects, including stress management, personal growth and development. Moreover, supervision and intervision are recognised as important, as well as discussions with co-workers, a network of guidance practitioners that they can rely on, and team meetings. Especially school counsellors would appreciate more time for career counselling. Outside the workplace they use different techniques, such as meditation, relaxation techniques, sport, quality free time, dancing, walking, activities in nature, etc.

2.1 Approaches for helping clients deal with uncertainty

Some approaches used in Slovenia when working with individuals and groups to help them to manage uncertainty and increase their hopefulness in the context of career planning and decision-making include:

• Where and How online guidance tool (“Kam in kako”) is one of the main online guidance tools for guidance practitioners in education and employment as well as individuals that is provided free of charge, because the Employment Service of Slovenia, within which Euroguidance Slovenia operates, ensures the payment of a national fee for all Slovenian schools, career centres for youth, our career centres and other guidance providers. The guidance programme is available in 2 specialised versions for students of primary and (upper)secondary schools and their guidance counsellors and for adults (the unemployed, jobseekers and everybody interested in career change). There is no similar guidance tool for independent career management available in Slovenia and this guidance tool is also a great example of how digitalization can be used to increase access to guidance, mostly in career transitions within education or from education to the labour market. Currently around 97% of primary schools and 84% upper secondary schools use it in their guidance activities for their youth as well as over 50 organisations providing guidance to youth. After answering the questions regarding characteristics of occupations, one can independently or together with a school counsellor or career counsellor browse suggested occupations or make a career action plan. Once an individual has answered questions about the characteristics of the profession, he or she can review the list of proposed occupations and make an action plan on his/her own or together with a guidance counsellor.
• Descriptions of occupations is an open learning resource for guidance practitioners and individuals to provide quality information for career choices in career transitions (over 500 occupational descriptions are currently provided to learn about and explore the potential limitations of relevant career choices). These are important information tools for guidance practitioners and individuals (young people who are choosing an occupation and education, adults who have lost their jobs and are looking for new careers, or those who simply want to change their career path). The information is provided on the Employment Service of Slovenia website and is a source for 3 important Slovenian guidance portals for guidance practitioners and individuals (Where and how, e-counselling and My Choice portal for youth).
• Career Path planning tool (eVPP) has been developed by the Employment Service of Slovenia and is an online survey to annually map the motivations and career paths of over 12 000 students (14 years old) in their last year of lower secondary school. The survey demonstrates planned career choices of Slovenian students. As such, the results of the questionnaire are both an important source of information for individual counselling as well as for possible group counselling. This questionnaire is a great source of information enabling counsellors to provide guidance to students in the transition from lower to upper secondary education. Answering the questionnaire enables students to start thinking more seriously about their future career decisions. At the same time, their answers illustrate their maturity and decision-making skills regarding their future educational path.
  Guidance counsellors get an overview about students’ answers and can identify the students who will need additional help. The answers give guidance counsellors an insight into students’ career choices, interests, and motivation, how well they know different careers, possible health limitations and educational qualifications necessary for selected careers. It enables guidance counsellors to see which students are ready for career decision making and which of them will need additional career guidance. The questions are focussed on:
  • students’ career expectations (a lot of learning, practical work, patience for working with people, good organiser, etc.),
  • favourite school subjects, school activities and extracurricular activities,
  • favourite careers and possible obstacles for following these careers,
  • why they wish to choose their desired career (respect, creativity, peers, salary, etc.),
  • students’ plans for the following school year (whether they will enrol in upper secondary education, which school and educational programme they will choose, and also if they plan to study abroad or perhaps not study at all).
• eCounselling is a comprehensive online guidance tool of the Employment Service of Slovenia that facilitates access to lifelong guidance and empowers citizens and improves their career management skills in unpredictable modern times. Individuals can identify their interests by reviewing the descriptions and choosing the appropriate interest types, as well as search for occupations within the labour market information section. The results can be discussed with a guidance counsellor. The tool guides users through the complete guidance process, including:
  • personality, interest, value and time perspective inventories to support the career decision process (Holland self-directed search, Myers-Briggs type inventory, Zimbardo’s Time perspective);
  • identification of general competencies to help users define and present their advantages to employers (general competencies questionnaires, behavioural descriptions of competencies, users can learn how to present themselves in CV, supports identification of one’s strengths;
  • descriptions of occupations database containing descriptions and labour market data to support setting goals;
  • job searching skills and advice;
  • action plan to keep job seekers active.
• Employment Service of Slovenia’s project “Service development of Lifelong career guidance and further strengthening of National coordination point for Lifelong career guidance” developed and/or translated several guidance tools. Among the translated tools is Savickas’ and Porfeli’s Career Adapt-Abilities Scale that measures four dimensions of career adaptability: career concern, career control, career curiosity and career confidence. An additional intervention which should be mentioned is the Counselling workshop for the (long-term) unemployed “If I want things to be different, I must change something”. This is a counselling workshop with five main approaches: self-reflection techniques, different exercises, methods and interventions for self-realization, training of certain skills, career counselling and personal counselling.
• Online Multifactorial aptitude test battery (eMFBT) is a psychological test and valued guidance tool that enables students in the last years of primary education to choose more clearly their future education and profession. The results contribute to awareness about one’s abilities and help to build realistic self-image. The combination of results tests speed of understanding words, calculating, spatial presentation of objects, data processing speed, concentration. The results provide insight into a student's potential in different work fields or in further education.
• JUMP cards: jump to discussion about employment, education and citizenship are a guidance tool adapted and translated by Employment Service of Slovenia’s projects Euroguidance Slovenia and Service development of Lifelong career guidance and further strengthening of National coordination point for Lifelong career guidance. The JUMP cards are a tool to discuss employment, education and active citizenship with pupils in the last 3 years of primary school.
• Occupational barometer is qualitative research by the Employment Service of Slovenia that aims to present the labour market situation regarding occupations.
• Moja izbira/My Choice portal for youth with short descriptions of occupations, shortage occupations, bright outlook and popular occupations.
• Learn, research, plan includes worksheets for primary school pupils that were developed by Career centre for youth Karierni Plac that are focused on learning about oneself and self-reflection. 
• Youth in transition project developed an online self-evaluation questionnaire about professional maturity that is used as a support tool for mentors and their NEET clients, youths ages 15–29 who are neither in education nor in sustainable employment, in their individual counselling process. The self-evaluation is focused on resilience, motivation, setting goals, labour market and working environment, adaptability and career skills. Young people in transition are challenged especially on their way from upper primary school to youth education.

2.2 Approaches for helping career practitioners manage stress

Some stress is inevitable and can be a positive element in activating creative energy, but when there is no possibility of discharging this energy by taking effective action, physical, mental, behavioural or/and emotional stress symptoms can appear. It is important to recognize the symptoms and to seek remedies through physical activity, therapy or supervision (Gogala, 2010).

Supervision with an independent supervisor is an optional activity available to career counsellors at Employment Service of Slovenia. Supervision in Slovenia is a method of professional reflection offering education and support to practitioners in helping professions, including guidance counsellors. It is a process-oriented form of counselling, mostly dealing with professional issues in organizational contexts. Supervision improves personal and professional performance and organizational roles of professionals. (Gogala, 2010). Besides its supportive role, supervision also plays an important role in improving the professional and personal skills of professionals. Supervision helps the professional progress from dependent beginner to autonomous practitioner, an individual who can make autonomous decisions as well as accept responsibility, adapt to new situations and be genuine and empathic. The model of supervision, mostly used in Slovenia, has two main functions (Gogala, 2010):

1. The supportive function focuses on the emotional side of interacting with clients. It helps a professional to get in touch with his/her emotions, to become aware of their impact on the counselling relationship he/she is creating with clients. It also serves to prevent burnout. As a support, supervision offers a professional the chance to:
   • be validated and supported both as a person and as a worker;
   • ensure that a worker is not left to bear problems, difficulties and projections alone;
   • have space to explore and express personal distress that may come up at work;
   • plan more effectively and use personal and professional resources.
2. The educational function involves developing skills and competence. It gives a professional the opportunity to explore and master his/her interventions, to be aware of the dynamic of a counselling relationship in addition to the content of the interventions. As education, supervision offers the worker the possibility to:
   • reflect upon the content and process of his/her work and to receive feedback;
   • develop understanding and skills within the job;
   • receive information and another perspective concerning his/her work;
   • facilitate the transformation of theoretical knowledge into practice.

Individual coaching training is an optional activity available to career counsellors at Employment Service of Slovenia. Career counsellors have the possibility of 5 one-hour sessions every year with an HR expert who coordinates and guides the individual coaching process. The career counsellors or their superiors can express the need for individual coaching when there is a gap between skills and needs, in order to strengthen skills or highlight new skills needed, especially with newly employed career counsellors, or when changing job fields. The model is based on the competence model, most often on recognising and solving problems, accepting differences, multidisciplinary aspects, etc, with the aim to support career counsellors in their guidance process.

Professional training and workshops for guidance practitioners are organised by different providers in different sectors, including Employment Service of Slovenia, with possibilities for international mobility exchanges in Academia, Cross border seminars or other Euroguidance study visits.

Resources

Where and How online guidance tool. Available at https://www.ess.gov.si/ncips/kam-in-kako ;

Descriptions of occupations. Available at https://www.ess.gov.si/ncips/opisi-poklicev ;

eCounselling guidance tool. Available at https://esvetovanje.ess.gov.si/

Online Multifactorial aptitude test battery (eMFBT) psychological test. Available at https://emfbt.si/

JUMP cards: jump to discussion about employment, education and citizenship. Available at https://www.vkotocka.si/wp-content/uploads/2021/06/JUMP-Nasveti-in-primeri-za-uporabo-kart.pdf

Occupational barometer qualitative research by Employment Service of Slovenia. Available athttps://www.ess.gov.si/obvestila/obvestilo/katerih-kadrov-bo-primanjkovalo-prihodnje-leto ;

I know where I am going. Available at: https://www.euroguidance.eu/guidance-systems-and-practice/good-practices/competition-vem-kam-grem-i-know-where-i-am-going-for-the-best-representation-of-future-career-path-in-the-form-of-diverse-creative-expression-each-year-a-new-challenge-a-photo-a-comic-a-career-ma

Lifelong guidance contact point. Available at: https://www.vkotocka.si/ Lifelong guidance contact point guidance tools. Available at: https://www.vkotocka.si/gradiva/pripomocki-in-orodja/

Savickas and Porfeli’s Career Adapt-Abilities Scale. Available at: https://www.vkotocka.si/pripomocki/lestvica-karierne-prilagodljivosti/

Counselling workshop for the (long-term) unemployed ‘If I want things to be different, I must change something’. Available at: https://www.vkotocka.si/wp-content/uploads/2018/10/If-I-want-things-to-be-different.pdf

Moja izbira/My Choice portal for youth. Available at https://www.mojaizbira.si/

Short descriptions of occupations. Available at https://www.vkotocka.si/wp-content/uploads/2021/05/Opisi-poklicev-za-osnovno%C5%A1olce.pdf

Learn, research, plan working sheets for primary school pupils. Available at https://www.vkotocka.si/wp-content/uploads/2022/04/05_KCM-delovni-listi-VIO-123-tisk_zadnja_koncna_varianta.pdf

Online self-evaluation questionnaire about professional maturity. Available at https://youth-it.cool/Slovenian_version/

Gogala, Barbara. Supervision supporting guidance counsellors. Conference contributions. Professional Care for Counsellors – Who Cares For Those Who Care. Cross Border Seminar 2010. Bratislava 15 – 16 April. Euroguidance network Austria, Germany, Hungary, Czech Republic, Poland, Slovenia and Slovak Republic. Available at: https://www.euroguidance.eu/images/cbs/CrossBorderSeminar2010_Compendium.pdf

Youth in transition transnational project. Available at: https://youth-it.cool/

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