SETTING your course choice down in black and white can suddenly assume the proportions of a life or death decision but the main advice from guidance counsellors is to calm down and not to panic.
Easier said than done of course, but adopting a strategy can reassure you that things are not out of control and that you will make the right decision in the end.
Andree Harpur, a guidance counsellor in St Joseph's College, Lucan, Co Dublin, suggests students begin with the basics - what subjects do they like best?
If they are scientifically minded and prefer biology, they might think of options such as physiology or genetics, whereas those with an interest in physics might look at the physical sciences and engineering. She also suggests that students look at their hobbies in detail: do they like sketching or 3D modelling, sculpting or knitting?
All of this information can be used to make an informed choice, provided students do not just use the course descriptions in the CAO/CAS handbook as a guide. They must also look at the college prospect uses.
"A lot of first-year courses have a little bit of everything and students must look at the subjects offered to second and third-year students to see what the weighting of the courses will be. For instance, students may think that they love biology so they'll go into biotechnology, failing to realise that a lot of maths, physics and engineering is involved," explains Harpur.
Roisin Kellegher, a guidance counsellor in St Brogan's College, Bandon, Co Cork, is also convinced of the value of research. "Keep calm. Ask questions. Keep up the level of study," she says.
Without wanting to panic students, she says that the points required for third-level courses are only the bottom-line they are a guideline for a minimum standard. Second-level schooling and the Leaving Certificate provide the foundation for future studies so the more time students put in now, the better.
When you are actually sitting down with the CAO/CAS form, Andree Harpur suggests working through it, thinking in terms of safety nets.
A student who wants to do a high-points course like pharmacy should indeed put pharmacy first but he or she might then list all the science degrees, followed by diplomas and certificates. With weaker students, she suggests starting with the diplomas and certificates. "Courses are very flexible. Students can get in lots of back doors," explains Harpur. The route from certificate to diploma to degree is a well-travelled one.
Of course, although these are all options that can be talked over with the school guidance counsellor some students still have very limited access to such counsellors. And this despite the Minister allocating an additional 100 posts this year.
Father John Dunne, President of the Institute of Guidance Counsellors, says that although he appreciates the improved situation, schools should have a minimum service of eight hours of guidance counselling per week and he looks forward to further increases in the allocation of guidance counsellors.
For students wavering between a number of course choices he suggests that they sit down and approach the situation in a measured way. Write each of the courses on a separate piece of paper and put the reasons for and against underneath. Take the pieces of paper out each day and spend some time thinking about the choices. Then begin to prioritise.
"Use quality time between now and February to consider your options, This decision is just as important as your marks in English, after all, so you need to put in the same kind of time, if not the same quantity... By January 20th students should be in a position to weigh one page against another and to put them into first, second and third position. By January 22nd they should be able to the put all of the pages in the order of their choice.
"Fill out the rest of the forms well in advance and then all that has to be done is to fill in the listings, put the forms in an envelope and send it in a week before the first of February. . . Then it is a calm, cold decision and there is no blinding flash of inspiration," says Dunne.
KELLEGHER also advocates this type of approach. She notes that the British central applications system, UCAS, requires student to provide reasons why they want to do the various courses and she says that it would be sensible for students to adopt this approach to all courses. "Think positive. There's a course for everyone," adds Kellegher.
Patrick Greene, guidance counsellor in Colaiste an Spioraid Naoimh, Bishopstown, Cork, says that "the bottom line is to use the heart not the head. Put down what you ideally want to do, ignoring the points. List courses in order of preference as you can move down the list but not up."
Mairead Brunell, also a guidance counsellor at St Joseph's College, Lucan, says that "you should go for what you want but be prepared for what you might get." It is crucial to fill out the full 10 options, she adds. Students who are not interested in science, technology or engineering may run into trouble with the CAS list but, if they are genuinely bereft of ideas, she says they must seek other backup options such as PLC courses.
Brunell says that students must realise that they can't do a course that doesn't exist. They must be prepared to compromise. "Students have already developed compromise skills to an extent that they don't realise. . . for instance, when they go into town to shop on a budget. . . they can take these skills across to their CAO/CAS form," she says.
If you really can't make a decision Dunne notes that there is a facility whereby students can simply write "pending" on their form and make a decision later, but he would prefer students to make up their minds as soon as possible and before the exams begin to loom. There is also a facility which allows students to change their minds but, again, it would be better to have the form finalised before the exam season begins in earnest, he says.
