As We Begin aims to capture a snapshot of the students’ minds and expectations at the very start of CAPS by focusing on happiness, success, confidence, responsibility, values, planning, role models etc. This module evaluates students’ and parents’ perceptions about various abilities, concepts and factors important in career construction. The module is administered to both students and their parents.

Module Outcomes

Student

  • As the initial step of career planning, evaluates the children’s current state and provides an opportunity to examine the change in later stages.
  • Defines happiness and success from their point of view.
  • Relates planning with success.
  • Examines their strengths and weaknesses.
  • Motivates to think about the role models and experiences which affect the children.
  • Helps to realise that change and growth are parts of life.
  • Encourages to think in a mindful manner.

Parent

  • As the first step of career planning, starts the communication within the family.
  • Provides information on the children’s current mind-set.
  • Evaluates the areas in which the children need to increase awareness.

As We Begin Module Questionnaire

As We Begin Module Report

Mental Preparation module allows the children and their parents to complete online questionnaires on career adaptability and maturity. Students and parents’ perceptions about essential constructs including concern, curiosity, confidence, consultation, and control are evaluated. The report highlights the possible problems during the career decision making process. The module is administered to both students and their parents.

Module Outcomes

Student

  • Evaluates where the child is on different areas (concern, curiosity, control, confidence, and consultation). Also, it prompts consideration of these and increases the awareness.
  • Helps to learn the attitudes, beliefs and skills that positively relate to career decision.
  • Promotes to understand the possible obstacles in the career decision making process.
  • Encourages taking responsibility.
  • Promotes parents, teachers, and friends to think about the same constructs and questions.
  • Helps promote discussion of the relevant concepts in the family.

Parent

  • Promotes the awareness on the relevant constructs including concern, curiosity, control, confidence, and consultation and their importance on career planning.
  • Considers similarities and differences between the children and parents.
  • Helps to appropriately structure the career related concepts.
  • Helps parents to be aware of the importance of being part of the career planning process.
  • Increases communication within the family.

Mental Preparation for Career Planning Module Questionnaire

Mental Preparation for Career Planning Module Report

The module examines the students’ behavioural styles during decision making. Related dynamics are considered which aims at supporting the students making suitable and productive choices in relation to both their careers and lives. Also, it evaluates the extent to which students prefer to be responsible. It is only administered to students.

Module Outcomes

Student

  • Evaluates different decision making styles and where the children stand in relation to them.
  • Looks thoroughly at the role of values, beliefs, and emotions on decision making. 
  • Helps to understand the importance of decision making in life.
  • Understands underlying dynamics in decision making. 
  • Perceives the relationship between decision making and personal growth.
  • Understands the importance of today’s small decisions in affecting the near future.
  • Helps to see the big picture.
  • Identifies the areas to improve and strengths.

Parent

  • Helps understand who has decision making responsibility in the family.
  • Examines their own decision making styles. 
  • Realises how as a role model, his/her actions affect the student.
  • Focuses on the relationship between parental attitudes and decision making styles. 
  • Considers decision making dynamics in the family and identifies the areas/aspects that need to be changed.
  • Helps to identify the areas in which the children can be supported.
  • Helps to examine the importance of realistic and rational decision making.

Decision Making Styles Module Questionnaire

Decision Making Styles Module Report

Who Is in Control aims at examining the degree to which the children believe they have the control over the situations and experiences that affect their lives. The module helps to realise that having internal locus of control positively contributes to attitudes and behaviours during career planning process. It is only administered to students.

Module Outcomes

Student

  • Helps to learn the concept of locus of control.
  • Considers the positive relationship between internal locus of control and positive attitudes and behaviours in relation to career development.
  • Examines the relationship between external locus of control and indecisiveness.
  • Evaluates the relationship among locus of control and career maturity.
  • Helps to realise that the student has the control of his/her own life.

Parent

  • Helps to understand the concept of internal and external locus of control.
  • Examines the relationship between locus of control and career planning.
  • Helps to discuss that decision making is a problem solving process.
  • Considers the disadvantages of decision making on behalf of the children and advantages of deciding together with the children.
  • Helps to evaluate the extent to which parents allow the children to take responsibility.
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Who Is in Control Module Questionnaire

Who Is in Control Module Report

This module aims at identifying the influence of fixed and growth mind-sets on students’ attitudes, behaviours and emotions. The students critically evaluate their mind-sets and are encouraged to change their limiting beliefs in relation to making mistakes. The module is only administered to students.

Module Outcomes

Student

  • Learns about fixed and growth mind-sets.
  • Becomes aware of attitudes and behaviours hindering personal growth.
  • Understands that mistakes, instead of being avoided, create an opportunity for personal development.
  • Understands the relationship between responsibility and growth mind-set.
  • Becomes aware of conscious and nonconscious internalised limiting beliefs and starts to transform these beliefs into liberating ones.

Parent

  • Understands the concepts of fixed and growth mind-sets.
  • Are motivated to consider the relationship between mind-sets and career planning.
  • Discusses students’ perspective on making mistakes.
  • Becomes aware of the limiting actions and discourses that may have negatively impacted the student’s development.
  • Understands the relationship between responsibility and growth mind-set.

Mindsets Module Questionnaire

Mindsets Module Report

The inventory has been administered in the UK for more than 33 years and adapted to the Turkish educational system and culture. The module focuses on the children’s interests and links them to specific career areas. Interests are identified by an online questionnaire after which the children receive an English report with career areas and relevant level of interest, and a numerical ‘overall match’ value for specific professions. Additionally, the most suitable career areas are listed, with requirements, supporting areas, comments, and cautionary notes.

Module Outcomes

Student

  • Gain a clearer insight into what interests them.
  • Learn about career areas that match their interests.
  • Examines the overall match to the listed career areas.
  • Understand the factors which promote success in the listed career areas.
  • Realistically evaluates himself/herself by self-check test.
  • Identify their strengths and points for development.
  • Understand the relationship between suitable career areas, sectors and the organisational structures within the companies/institutions of interest.
  • Start planning their undergraduate and graduate education by considering career areas from a multidisciplinary point of view.
  • Identify which IB subjects would increase their chance of university acceptance.
  • Understand the suitability of different career areas by focusing on life and career values.

Parent

  • Helps to learn the career areas in line with the children’s interests.
  • Evaluates the interest level and overall match to the career areas.
  • Helps to realise the requirements of career areas and their success criteria.
  • Together with the children, motives to examine the strengths and points to develop/change.

TurQuest Career and Occupation Selection Inventory Report

Cambridge Profile identifies the aptitudes of the student in seven areas; spatial (2D-3D), verbal, numerical and abstract reasoning, working quickly and accurately, and arithmetic calculation. The aptitude test results are integrated with the TurQuest report. Cambridge Profile results are linked with the career areas listed in the TurQuest report and intersected interests and aptitudes are identified. The inventory is only administered to students.

Module Outcomes

Student

  • Evaluates the children in seven aptitude areas: spatial (2D), spatial (3D), verbal, numerical, abstract reasoning, arithmetic calculation and working quickly and accurately.
  • Provides a comparison between the interests listed in the TurQuest report and aptitudes.
  • Helps to realise the importance of aptitudes on career planning.
  • Evaluates strengths and areas to improve.
  • Supports awareness on personal skills.

Parent

  • Considers the relationship between interests and aptitudes.
  • Together with the children, helps parents to evaluate the importance of aptitudes.
  • Evaluates the children’s strengths and areas to improve.
  • Motivates a dialogue in the family on related concepts.

Cambridge Profile Aptitude Inventory Report