The Guidance Room - Ida

Ida is a student in higher education within early childhood education. After completing a placement, she feels overwhelmed and uncertain about whether she has chosen the right path. She is considering leaving her education just before finishing.

About the Case

Ida is a student in higher education within early childhood education. After completing a placement, she feels overwhelmed and uncertain about whether she has chosen the right path. She is considering leaving her education just before finishing.

This case illustrates how guidance practitioners can support individuals experiencing doubt, practice-related challenges and uncertainty about their educational choices.

Suggested approach

1. Start with Episode 1
Identify the main challenges and key aspects of the situation.

  • What stands out? 
  • What seems most important at this stage? 
  • What would you focus on as a career counselor or career guidance practitioner? 


2.  Watch Episode 2
Observe how the practitioner approaches the situation.

  • What methods are used? 
  • How is the conversation structured? 
  • How does the practitioner respond to the guidance seeker? 


3. Work with the reflection questions
Use the questions to deepen your analysis.

  • What works well? 
  • What would you have done differently? 
  • What dilemmas or considerations arise? 

Background: Career Guidance for Adults and Students in Higher Education in Norway 

Adults in Norway can access career guidance through public career centres (karrieresentre), adult education centres, the Labour and Welfare Administration (Nav), higher education institutions, and community-based services. 

Career centres offer free guidance to residents of all ages. Services may include: 

  • support with educational and career choices 
  • understanding job opportunities and labour market transitions 
  • skills mapping and recognition of prior learning 
  • CV and application support 
  • group sessions, workshops and digital services 

Students in higher education may also receive career guidance at their institution. Support is available for exploring study pathways, job opportunities, motivation, and transitions between education and work. 

The Directorate for Higher Education and Skills (HK-dir) has a public website in Norwegian for information about education and work at Utdanning.no, and offers digital career guidance at Karriereveiledning.no, which is free and available to the entire population. 

1

Episode 1: Meet Ida

Meet Ida

Reflection Questions

After Watching Episode 1, reflect together:

  1. What career-related challenges does Ida face? 
  2. Is there anything in Ida's situation that you recognise from your own guidance practice? 
2

Episode 2: The guidance session with Ida

Join the guidance session with Ida

The two guidance moments focus on:

  • Placement Shock
  • Digital Group Guidance 

After watching the video, reflect together:

  • How would you guide Ida? 
  • The session shows only brief moments from a full guidance conversation. Is there anything else you think should have been said or done? 

Reflection Questions

After Watching Episode 2

Use these questions to explore key aspects of the guidance process together:

• How does the guidance practitioner create space for Ida to express uncertainty? 
• How are Ida’s experiences and emotions explored in the conversation? 
• How does the practitioner support reflection without creating pressure? 
• What alternative approaches could you consider? 


3

Episode 3: Reflection

Thematic Reflection Questions

Use these questions to reflect on key themes in the guidance sessions with Ida. You may also connect your reflections to the self-assessment tool My competence.

Theme 1: Practice shock

  • How do you respond to clients experiencing practice shock? 
  • What ethical considerations arise when a client is unsure about continuing? 
  • How can societal needs influence guidance in such situations? 
  • How can reflection be supported without steering decisions? 

Theme 2: Group guidance and relational competence

  • How does the practitioner facilitate a safe group environment? 
  • How can all participants be included and engaged? 
  • How should less active participants be supported? 
  • What are key relational competences in group guidance? 

Theme 3: Digital guidance and possible directions

  • What are the opportunities and limitations of digital guidance? 
  • How does group guidance expand perspectives? 
  • How can small steps forward be identified? 
  • What should Ida explore further? 

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