Client cases

Client case studies are a good way of showing guidance processes in action. Based on counsellors’ descriptions we present a series of specific cases below, and examine the outcomes of guidance and education processes. In all four cases, the objectives were successfully achieved. The cases illustrate that guidance is a complex process into which clients enter with a range of predispositions, personal circumstances, levels of motivations, uncertainties and so on.

Client 1: The client lived abroad for several years, but decided to create his future in Lithuania and came back. He decided to gain a new qualification and find a well-paid job. He came to the training centre to find out what kind of training programmes are offered, what is the duration of training and what are the fees.

  • Session 1: The client was provided with information about training programmes, their duration and price. He got interested in welder training programmes (duration 11.5 weeks) and plumber training programmes (duration 29 weeks). He was unemployed and was not registered with the public employment service (PES). He was informed of the possibility to register at the PES and to participate in the PES project ’Discover yourself‘ which financially supports training for young people under 29. He was interested in this opportunity, decided to contact the PES for more information.
  • Session 2: After a couple of days, he returned to the site, informed that he became a PES client, enrolled in the project ‘Discover Yourself’ and intends to claim for funding of the training. He was still interested in both the welder and plumber training. Together with counsellor he filled in the test on professions whose results showed he tends to think ahead and has a constructive thinking. He is capable to perform works that require attention to detail and manage processes. To help him make a firm decision about the future occupation, counsellor arranged a meeting with the teachers of plumbers and welders; these teachers told him about the training programmes, the employment opportunities, training workshops. Having obtained this information, he decided to study for a plumber's profession.
  • Session 3: The client arrived to sign for a plumber training programme. Training was funded by the PES. He has completed training and is currently working successfully in a company that performs plumbing works.

Client 2:  The client is 18, lives in rural area in a family of 8 children. He has graduated lower-secondary school. His two brothers have finished the decorator training programme in the site in the past. He came to the centre together with one of the brothers to consult about construction programmes. He was already registered in PES and, therefore, could claim for funding of training.

  • Session 1: The client wanted to know about conditions of enrolment and learning. All information was provided and since he was interested only in construction programmes, training workshops were showed to him and all training programmes in construction area were presented. The client became interested in decorator and brick layer professions. At the end of the session he was advised to analyse training programmes and to search for more information about two programmes on the internet.
  • Session 2: The client arrived to the site having made his mind about decorator training. He completed training and now works in a construction firm together with his brothers.

Client 3: a 30 year man, early school leaver.  

  • Session 1: The client studied in school in the evenings, had a family and wanted to find a job that would generate decent income. He was searching for job but being a perfectionist about learning and having serious attitude towards education results he could not combine school and work. He was also searching for his identity. He looked like artistic type of person, a dreamer, he was thinking that maybe he would like to do something with flowers. Together with counsellor he did a Holland interest assessment test, which confirmed that he is of artistic/realistic type. He was very satisfied that his inner feeling about floristry job was confirmed. At the end of the session he was given information about the possibilities of training and advised to search for more information in educational database AIKOS and contact training institutions.

The client did not return for other sessions.

Client 4: a young man with a lower-secondary level education attainment. He did not have a job. He was interested in getting a forklift operator qualification.

  • Session 1: The client came to the site to know more about training of forklift operators. In the beginning he was sure about this job, because he heard from friends that it is a demanded and a well-paid job. He received all the information about training, training schedule, information about possibilities to receive funding for training, etc.
  • Session 2: He returned the following week with a changed mind to start a training of plumber. Counsellor discussed why the opinion was changed and it appeared that the main reason was that the client has not succeeded in receiving a driver licence for several times, therefore, he was not anymore enthusiastic about the job of forklift operator. Information about plumber training and plumber occupation was given and after that a visit to plumbers training workshop organised. He did not seem impressed about the prospect of working as a plumber and was given more information about training programme.
  • Session 3: The client returned and signed up for decorator training programme. He has read all the information, talked to his family and changed his mind.



"GOAL interview: a client came to discuss a program for validation of employability skills, in which she is going to participate."

"In-house discussions with other counsellors and project managers on an unexpected issue with a student. We tried to solve the issue together. We had to contact another school."


“Presentation for unemployed people about possibilities to get involved into the Goal project and get free of charge orientation and guidance.”

“Orientation and guidance of adult people. 2 clients are consulted: they are unemployed and have plans for learning a new profession in order to find a job.“


“The prison population and educational needs of the detainees are far from homogeneous.”

 “Usually, there are 6 to 8 detainees at a time, each with an individual program. I guide them. The guidance can be focused on basic education, vocational education or specific courses detainees are taking at that time”


"Working with clients gives me energy and brings me joy, because between individual sessions I can see progress, changes, new beliefs, enrolment in education programmes and I can build good relationships with my clients."


"The feeling that I do a lot of good for my clients is priceless."

Czech Republic
Czech Republic

“At the start of every session, counsellors try to gather information about the client, his or her position within the family and wider friendship circles, and his or her health. They also explore the client’s feelings, ideas and motivation.”

“Based on the client’s answers, the counsellor selects ways to proceed in order to meet the client’s needs and goals.”


"All information, agreements made and steps taken during sessions are written down in the registration system"

“Even the names of persons clients have been talking about are registered in order to remember the whole communication line and, more importantly, to avoid them having to say things twice. It creates a sense of trust with our clients.”


from clients, counsellors and stakeholders


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