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


Workshops encompass many activities that support an in-depth consideration of crucial career construction concepts. The aim is to nurture deep learning and personal development. Classroom activities have a firm base in scientific research findings within the fields of education, psychology and guidance. The age, needs, mental and emotional maturity of the student should be considered when deciding which workshop to attend.

This workshop aims to guide Year 12 students in making a prompt career decision. It is tailored for students who feel time pressure, are indecisive about their degree of choice or would like to verify their decision. Students complete the 300 question TurQuest inventory developed in the UK to learn the career areas and degrees in line with their interests. They can assess how realistic and suitable their career areas of interest are through the mini self check questionnaires. In light of the evidence from the report, students can make an informed decision about their degree and career choice.
Inventories: As We Begin, Mental Preparation, Decision Making Styles, Who Is in Control, Mindsets, TurQuest Career and Occupation Selection Inventory, Aptitude Inventory


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

One Day

The most comprehensive and personal growth focused CAPS workshop including all of the CAPS modules. The various factors affecting the career/occupation decision are considered holistically and systematically. Students evaluate the career areas of interest identified in the TurQuest Inventory by focusing on themselves and their inner dynamics. They learn how the teenage brain functions and impacts beliefs, emotions, attitudes, thoughts, behaviors which, in turn, influence the career decision. They work on translating abstract concepts into concrete strategies and behaviours. They learn the associations between job satisfaction and planning, self-confidence with cooperation and responsibility, curiosity with asking questions, and consultation with communication. Students begin to understand that the answers to existential questions such as “Who am I? What do I plan to be? What do I expect from life?” are dependent on the chosen career area in which they will spend approximately 80,000 hours.

2 Days

This workshop is for students who have not yet chosen their subject or not carefully thought about their future. It teaches them to have a constructive perspective and attitude to career planning and their future. The aim of the workshop is to develop skills such as asking the right, curiosity-sparking questions, researching to discover the objective reality, planning for the short, medium and long term, and nurturing self-confidence by taking responsibility. It promotes awareness in order to avoid possible career planning problems such as loss of time, indecisiveness, unconcern, and lack of realistic ideas. By promoting an understanding of themselves and their brains, students in the early stages of career planning learn to distinguish between informed decisions and those based on internalised social norms and limiting beliefs. They come to realise the importance of owning the career construction process by considering it a vital, ongoing learning experience. Inventories: Mental Preparation, Mindsets

One Day

This workshop aims at understanding anxiety, its causes and its management. Students make a step towards developing resilience, a skill not only crucial in career planning but in all domains of life.
Inventories: Mindsets, Who is in Control

One Day

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

One Day

These workshops aim to support parents in becoming a source of effective career and life guidance for their children. By learning about teenagers and the adolescent brain, parents nurture their understanding of their children and become familiar with the skills crucial in the career decision making process. They learn to equip their children for life by promoting a growth mindset, an internalised sense of responsibility and self-confidence.

Parents make a step towards actively participating in their children’s career decision process. They learn how life skills such as critical thinking, decision making and problem solving can play an important role in family life more generally. As an informed career guide, they develop strategies to support their children in the best way possible. They work on creating a team spirit in their family by learning to communicate effectively.

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 their child’s career decision making process by examining the impact of what they express as well as the effect of parental attitudes on their children. They make steps in nurturing a liberating outlook on mistakes for both themselves and their child, aligning to a growth mindset.

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 gives an opportunity for families who prefer to make their decisions as a team and who 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 posed in an open and safe environment in the presence of a career counsellor. Family members evaluate where the student stands in relation to career planning preparation and adaptability to the future. Hence, we will come to a common understanding of the family’s current position, setting a solid foundation for realistic career planning. We will discuss the ways in which we can transform abstract concepts into concrete strategies and behaviours. 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 and impact of a positive attitude and taking responsibility on future success and happiness. They think in depth about anxiety, the causes of anxiety and resilience as a skill in managing anxiety. They discuss how dysfunctional conscious or unconscious beliefs and attitudes affect family communication as well as their role in initiating anxiety. In an environment which facilitates comfortable and open expression, families express their current expectations and agree upon common and realistic expectations. Who can Enrol?: Prep- Year 9-10-11-12 Students and their families 

Half Day

Whilst the workshop topics are critical in career planning, their overarching aim is to nurture personal awareness and personal development. The topics covered in the programmes are designed to facilitate a smooth transition from student life to professional life.

How can I write an influential cover letter and resume during the job application process? How can I prepare an effective presentation? How do I decide which vacancies to apply for and ‘choose while being chosen’?. This workshop aims to help you in answering these questions.

Who Can Enrol? Undergraduate and graduate students and recent graduates. 

Half Day

Participants make steps towards developing resilience in order to overcome the challenges and uncertainty of the job application process. They learn to understand themselves, and thereby adapt effectively to professional life.

Inventories: As We Begin, Mindsets and Who is in Control
Who Can Enrol?: Undergraduate and graduate students and recent graduates.

Half 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.

Programmes are designed to facilitate education professionals and university students to evaluate the multiple facets of career education and guidance. They learn about the real life applications of these facets. Many aspects are considered including neuroscience, learning, theories of personal growth, and career planning inventories.

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.

Training sessions are designed to help educators develop their professional skills and support students’ personal growth and their career construction journey. They can also be structured as in-service training.

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.