There has been a shift to focus more on the “individual and individual’s need” due to fast access to knowledge as part of the technology revolution and increase in communication and societal welfare. As a result of this change, “student centered educational models” have started to be applied in various contexts.

We considered these global changes as well as research findings from reliable and recent studies during the development of our programmes . We transformed the concepts that provide the most efficient answers to models that are understood easily. We prioritise the comprehensible, efficient transformation of abstract information to constructive knowledge for the student. We ensure students’ active participation. We not only focus on the career decision but also on awareness and personal growth so that learning outcomes can be transferred to all domains of life. 

We can also structure all our programmes in-house.

Please do not forget; growth starts with curiosity and is nourished with education…

You learn the structure of the teenage brain by understanding the differences between the teenage and adult brains. We learn about the different parts of the brain such as reptilian, frontal, parietal and limbic system and their links to emotions-thoughts-attitudes-and behaviours. You consider learning and teaching from a multidisciplinary perspective by focusing on neuroscience, psychology and educational sciences. You receive suggestions about how to transfer the learning outcomes to education and to your students. 

In this programme, you will find answers to your questions such as “How can I guide the students in the process of career planning?”, “What are the skills students need to develop for an effective and systematic career planning?”, “What kind of activities can I do in the class?”. You focus on the critical concepts and skills in relation to students’ preparation for career planning and future adaptability.
You examine the concepts of curiosity, consultation, control, confidence, and concern which affect the career decision. You identify the limiting and liberating beliefs in relation to these concepts. You gain knowledge and receive suggestions to support the students in managing their anxiety by developing skills to trigger curiosity by asking the right questions, reach objective knowledge by researching, make short, medium and long term plans by being concerned and consolidate confidence by being responsible.

You identify the internal (physiology, needs, emotions etc.) and external (family, friends, role models etc.) factors affecting the career decision making. You group these factors as the factors that can be controlled such as values and constructed beliefs, factors that can’t be controlled such as physiology and instincts, and factors that can’t be controlled but managed such as emotions and learned beliefs. You consider the relationship between beliefs, attitudes, and behaviours and identify the strategies that will help students to develop self-regulation. 

You consider the importance of deep learning which provides a shift from memorising the information to making a difference by understanding and making sense of knowledge in educational system. You examine the process of growth starting with curiosity and nourishing with education, and concretise the relationship between learning and curiosity. You evaluate the differences between cognitive and affective learning and importance of making mistakes and receiving feedback about the mistakes during the learning process. You analyse the fixed and growth mindsets which help students to consider their mistakes as a learning experience. You clarify the strategies to support curiosity and ask the right questions. You develop a holistic perspective by focusing on deep learning, learning-curiosity relationship, and developing curiosity in the context of career decision. 

You examine the underlying causes of anxiety as the initial step in anxiety management by the students. You link anxiety to resilience which is vital in tolerating uncertainty and managing the transitions and life. You identify the concrete steps to develop resilience in students. 

You evaluate the effect of inconsistencies in different models of the self including ideal, actual, and ought selves in disappointment, depression, anxiety, and lack of self-confidence. You concretise the relationship between using own potentials, being confident and awareness about different models of the self. You support the students in understanding the difference between confidence and self-confidence. You identify ways to include awareness about different models of self in activities focusing on confidence and self-efficacy. 


You gain knowledge on how systematic and scientific career education and guidance should be implemented in schools. You identify the areas to develop in national standards by learning the international standards. You develop a strategic perspectives in school application and make holistic programmes by seeing the big picture. 


You evaluate the importance of students’ taking responsibility of own attitudes, thoughts, and behaviours by focusing on the concept of locus of control. You consider the effects of the extent to which students take responsibility (internal locus of control) and transfer the responsibility to other people or factors (external locus of control) in education. You detail the activities with students to own the career construction process and take responsibility during the whole process. 

You identify drives, emotions, and needs underlying behaviours of the students. You evaluate the importance of understanding the brain to support teenagers in realising what guide their behaviours. You clarify the relationship between different brain parts and emotions, drives, and needs. You identify the strategies in impulse control and emotion management. 

During the certificate programmes organised in collaboration with Yıldız SEM, educators examine critical concepts within career education and guidance, and learn how to translate scientific research into practical classroom activities. Programmes focus on various topics such as neuroscience, educational, psychological, career counselling theories, career planning inventories, and applications.

Please contact us for the in-house application of the certificate programmes. Participants will receive a certificate document approved by Yıldız Technical University if they fulfil the programme requirements.

Critical constructs and dynamics related to career guidance and education are holistically examined from both theoretical and practical perspectives. The programme is designed to develop awareness of important concepts, aid understanding of the brain and mind-sets, accurately understand adolescence, learn how to learn, and evaluate critical skills in career construction.

TurQuest Career and Occupation Selection Inventory is an inventory that comprehensively examines young people’s interests and links them to specific career areas. During the programme relationships between, interests, aptitudes, values, decision making dynamics and career construction are systematically considered.

For the training application form please click the details.

In offering these seminars, we prioritise schools using CAPS products and services. We decide on the contents of the seminar together by focusing on how the CAPS career curriculum is best implemented in your school and the topics/areas you prioritise. 

Please contact us if you are not using one of the CAPS applications but would like to organise seminars.

My Plastic Brain and Growth Mind
I Plan My Career by Prioritising my Life and Career Values
What is Resilience?
I Learn How to Learn: From Memorising to Understanding
I take control of my own life and make my own decisions
What do my mistakes teach me?
Am I a perfectionist? 

How can I prepare my child for the process of career decision Making?
I understand my child by learning about the teenage brain
I prepare my child for life’s challenges with a growth mindset
What is resilience?
Together with my child, we identify the values important to us
I learn how to learn: I support my child in shifting their perspective from memorising to understanding
How does attention and feedback affect learning?

Your students and their parents can benefit from the CAPS applications as part of one-to-one counselling or attend one of the workshops listed below.

Student workshops aim at constructing and planning the career by focussing the personal growth. TurQuest-1 is for providing fast answers to Year 12 students, TurQuest-2 is designed for Year 10 and 11 students with greater time and flexibility, and the most comprehensive CAPS Career Assessment and Planning  is designed for Year 9 and 10 students.

Our main goal for student and parent workshops is to support effective communication in the family and support parents in becoming effective life and career guides for their children. Furthermore, we aim to support participants’ understanding of important concepts in the career decision making process and to prepare students for life effectively by nurturing a growth mindset, a  sense of responsibility, and confidence.

Like each individual, each family is unique. There is not one correct way to go through the career planning process. Therefore, we organise programmes for the unique needs of each family by understanding their inner dynamics. Our practical and efficient programmes also aim to promote constructive decision making and communication within families, indirectly promoting happiness and success.

“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” – John Dewey

Workshops include many activities and questions that support in-depth consideration of many career construction concepts. Scientific research in the education, psychology and guidance fields is transformed into concrete activities. While deciding which workshop to attend, participants should consider the age, needs, mental and emotional maturity of the student.

The workshop aims at providing prompt answers to Year 12 students who feel time pressure, are indecisive about the degree to pursue or would like to test their decision. Students learn the career areas and degrees in line with their interests assessed by the 300 questions TurQuest inventory developed in the UK. examine their career related interests and personal aptitudes through TurQuest Career and Occupation Selection Inventory. They also become more aware of important concepts and success criteria when identifying the suitability of different career areas and occupations and universities which they can apply to. 

Year 12. Students, Half Day

This workshop is similar to, but more comprehensive than, the TurQuest 1 Career and Occupation Choice Workshop as it considers the internal and external factors influencing the career decision. It will be most beneficial for students who have sufficient time and can be more flexible in their high school or IB subject selection. The 300 question TurQuest Inventory provides students with detailed information about the career areas/occupations in line with their interests. In light of this information, they make informed choices about their high-school subjects and/or university degrees. They research different sectors and sector values. They assess their personal suitability of career areas by completing mini self check questionnaires. Accordingly, they make a career action plan. Students consider career planning as a process, and reflect on their unique definitions of success, happiness, life, and career values. Inventories: TurQuest Career and Occupation Selection Inventory, Aptitude Inventory

Year 10-11-12 Students, One Day

The most comprehensive and personal growth centered workshop includes all of the CAPS modules. Different factors affecting the career/occupation decision are considered holistically and systematically. Students evaluate the career areas identified in the TurQuest Inventory by focusing on themselves and their inner dynamics. They learn the functioning of teenage brain and its relationship with beliefs, emotions, attitudes, thoughts and behaviors and also its influence on the career decision. They work on how to transfer the abstract concepts to concrete strategies and behaviours. They link concern with job satisfaction and planning, confidence with cooperation and responsibility, curiosity with asking questions, and consultation with communication. They also realise the fact that existential questions such as “Who am I, what do I plan to be, what do I expect from life?” will have answers through the career areas they will pursue and spend approximately 80.000 hours.

Year 9-10-11-12 Students, 2 Days

This workshop helps students who have not chosen their subject yet and not carefully thought about their future to gain more insight about career planning and adaptability to the future. It is aimed to develop abilities such as triggering curiosity by asking the right questions, reaching objective knowledge by researching, making short, medium and long term plans by being concerned and consolidating confidence by being responsible. It enhances awareness to avoid possible career planning problems such as losing time, indecisiveness, unconcern, unrealism etc. Students in the early stages of career planning learn the different between informed decisions and decisions based on social conditioning by understanding themselves and their brains. They realise the importance of owning the process by considering it as a learning experience. Inventories: Mental Preparation, Mindsets

Year Prep-9-10 Students, One Day

This workshop aims at understanding anxiety, its causes and management. Students make a step to develop resilience which is not only crucial in career planning but also in life.
Inventories: Mindsets, Who is in Control

Years Prep-9-10-11-12 Students, One Day

Workshops can be restructured and reorganised for individuals or groups according to their needs. 

Year Prep-9-10-11-12 Students

Supporting parents in being an efficient career and life guide for their parents is aimed in the workshops. Workshops help parents to learn the adolescent’s brain, understand their children, realise the crucial abilities in career decision making process and prepare their children to life with being confident and and taking responsibility.

Parents make a step to take active part in their children’s career decision process. They receive suggestions to embed the essential abilities such as critical thinking, decision making and problem solving to their family life. They develop strategies to support their children more by being an informed career guide. They examine how they can strengthen various qualities by being an efficient team.
Who Can Enrol?: Parents

Questions such as “Am I aware of my influence on my child’s decisions? How do I support my child’s development? How can I develop democratic attitudes?” are answered in this workshop. Parents identify their role in adolescents’ career decision making process and the effects of thoughts they express to their children and various parental attitudes through the process. They make a step towards changing their own and their children’s point of views in relation to making mistakes from limiting to liberating, hence developing growth mindsets.
Who Can Enrol?: Parents and Guardians

The workshops aim supporting families in gaining the necessary knowledge and abilities during career process for a systematic career construction in which families well-being is enhanced by effective communication.

This workshop enables families who prefer to make their decisions as a team, are open to cooperation and communication to consider the career decision making process from a scientific perspective. Family members discuss their answers to the questions in an open and safe environment with the presence of a career counsellor. Families evaluate where the student stand in relation to preparation to career planning and future adaptability processes. Hence, a basis is formed to meet on a common ground based on the facts which is essential for realistic career planning. Transformation of abstract concepts to concrete strategies and behaviours is discussed. Who Can Enrol?: Prep, Year 9-10-11-12 Students Inventories: Mental Preparation, TurQuest Career and Occupation Selection Inventory, Aptitude Inventory

Families examine the role of positive attitudes and being responsible in future success and happiness. They thoroughly consider anxiety, causes of anxiety and resilience in managing anxiety. They discuss how conscious or unconscious limiting beliefs and attitudes affect family communication and also how they are transferred into anxiety. They agree upon realistic expectations in an environment in which they can freely express their expectations.
Who can Enrol?: Prep- Year 9-10-11-12 Students and their

One Day

There are various programmes thoroughly examining the educational paradigm shift and up-to-date perspectives targeted towards psychological counseling and guidance students. University students have the opportunity to consider critical concepts to do with career guidance.

The aim is supporting recent graduates and the third and fourth-year undergraduate students from Psychological Counseling and Guidance and Psychology departments in nurturing their personal and professional development skills, becoming aware of up-to-date scientific research yet to be embedded in the university curriculum and preparing them for the highly competitive professional arena.

Recent graduates and third/fourth-year undergraduate students from Psychological Counseling and Guidance and Psychology departments can participate in the programme. The main aim is to support  participants in gaining the necessary knowledge and skills to meet the demands of career education and guidance. They will also stand out amongst their colleagues in the field and take steps in constructing their own careers.

For the training application form please click the details.