Teacher and guidance counsellor perceptions of the value of the transition year programme in promoting the personal and social, educational and career development of students and the role of the subject teacher, the guidance counsellor and management in this regard; an exploratory study in one post primary school.

A number of in-depth research studies have been undertaken to date which explore many aspects of Transition Year from numerous different perspectives (Smyth et al. 2004; ISSU 2014; Jeffers 2007; Jeffers 2010). Significant links exist between the Transition Year programme and the guidance service at second level as the overarching aims of both are grounded in a similar philosophy, each striving to foster the personal, social, vocational and career development of students (DES 2005; DES 1993). This study concentrates on one postprimary school and aims to examine teacher and Guidance Counsellor perceptions of the value of the Transition Year (TY) programme in promoting the personal and social, educational and career development of students and the role of the subject teacher, the Guidance Counsellor and management in this regard. The literature review considers policy and theory pertaining to the research topic. This includes an exploration of the concepts of personal, social and career development within extant literature as well as policies and theoretical perspectives on various aspects of the Transition Year programme and the guidance service within the context of the Irish Education System. A qualitative approach underpins this study. The data was gathered using semi-structured, one-to-one interviews. Subsequently, the researcher used Braun and Clarke’s (2006) six-phase process of thematic analysis to analyse the data. Two overarching themes were found: 1.Key areas of development in Transition Year students and 2. Personal, social and career development in Transition Year-a whole school approach? Within each theme a number of sub-themes emerged. Findings from this study suggested that the TY programme is highly valued in relation to the development of a number of key skills amongst students. However, more can be done to clarify the role of the subject teachers, Guidance Counsellor and management within a whole school approach (WSA) to the delivery of personal, social and career development. Finally, findings from this study will help inform future recommendations for policy and practice in relation to a WSA to supporting students in the development of their personal, social and career decision-making skills.