Let’s Play!

Using an Interactive Board Game for Student Self Assessment

Agenda:

• Game Development

• Theoretical Foundations

• “Who Am I?”

• Game components

• Game play

• Challenges:

• The Students

• The Career Centre

• The Career Counsellors

• Student Feedback

Game Development

• Developed & piloted in 2007

• Modified 2008-10

• Played in groups

• Delivered 1-2x/month

• 1 facilitator per 2 boards

Narrative Therapy

• We produce the meaning of our lives from the

stories we create about ourselves

• We select the evidence that support our stories

• We have multiple stories & influences

• Our stories are not neutral

• We change our stories from problematic to helpful

by externalizing them and “re-authoring” them

In essence, with a narrative therapy approach, the

focus is not on ‘experts’ solving problems, it is on

people discovering through conversations the

helpful, preferred, and previously unrecognized

and hidden possibilities contained within

themselves and unseen story lines.

Narrative Therapy Centre of Toronto

Playing the Game

• 5 players

• Career Statement

• 1 game piece

• No winners or losers

• Anyone can pass

Game Space:

My Story

Students tell their life

stories in four chapters

and important ideas about

self begin to emerge.

Game Space:

Temperament

Students identify their own

personality styles and try

to determine what aspects

of their temperaments may

determine their satisfaction

criteria for work

environments.

Game Space:

Curiosities

Students talk about anything they

may be curious about in the world

of careers and identify areas they

would like to explore.

Game Space:

Assets

Students identify the

personal assets they may

bring to their careers, such

as interests, degrees,

credentials, skills and

knowledge.

Game Cards:

Desires

Students consider what

they want and what is

important to them in the

world of work.

Desires

Game Cards:

Abilities

Students clarify which

abilities, skills, knowledge

or competencies they

would like to use in the

world of work.

Abilities

Game Cards:

Career Insights

Students get new ideas

to expand their thinking

about careers and life

through quotes from

experts, authors and

other role models.

Career Insights

Game Cards:

Other People &

Other Factors

Students become

mindful of the ways in

which other factors may

influence their career

decision making.

Other People & Other Factors

Game Card: Career Landscape

Students learn

more about

different career

possibilities.

Career Landscape

How can a game help the students re-author their

career stories to include the previously unrecognized

and hidden possibilities within themselves and thus

provide themselves with new avenues for

exploration?

• Students tell their stories and listen to the stories of

others while playing

• Students externalize and evaluate their “problem”

stories

• Students begin to make connections between stories

and career possibilities

How can we make career exploration less

overwhelming and anxiety-provoking and more fun,

educational and motivational?

• Game format

• Social experience

• Group support and inspiration

How can the Career Counsellors better prepare

students for career exploration in order to maximize

the effectiveness of individual appointments?

• Students are already familiar with the Career

Decision Making Model

• Students begin career counselling with a better

understanding of themselves

• Students have already began thinking about their

career possibilities

How can the Career Counsellors assist students in

developing the skills to conduct their own self-

assessments as needed throughout their lives?

• Active process

• Translating stories and experiences into material

for career exploration

How can the Career Centre effectively serve more

students given our limited resources and high no-

show rate for individual appointments?

Up to 25 students per 3-hour game

Student Feedback

“It has had a tremendous impact. Although I know myself

somewhat, it made me realize my passions and what

my real interests are.”

“It has provided me with a better understanding of what's

important to me and has given me more confidence.”

“The game has more clearly defined my desires, abilities,

the type of person I am and what assets I have.”

“This workshop was a great way to strengthen my faith in

my decisions and justify my confidence.”

“Very detailed and helpful workshop. The social

interaction in small groups was nice. I can move

forward with a clearer view on what I value most in the

workplace.”

“This is important for me because I feel like I’m at a

crossroads in my life. It’s a start for me in making

career decisions. I’m glad I came!”

Questions?

Dianne Twombly, MSW

Manager, Career Development

Career Centre

York University

dtwombly@yorku.ca

416-736-2100 x33308