Summary of Strengths and Weaknesses of Team Members

Achieve goal 1: Discover your strengths, abilities, and interests through the application of the Johari Book within 10 weeks (January 7, 2018 to March 11, 2018)

- Activity 1 : Applying the Johari window to help members discover their strengths (done in 4 sessions) [53].

Step 1: guide group members to perform the activity; Step 2: provide materials to help group members perform;

Step 3: Support group members to carry out self-discovery activities through the Johary window

Step 4: Members proceed to implement.

Figure 4.1. Group discussion results and Johary window drawing

At the end of activity 1, group members discuss the results and decode some aspects that they do not understand. Finally, the group summarizes and evaluates the strengths and weaknesses of the group members through the members' evaluation in turn according to the circle shown in Table 4.6 .

Table 4.6. Summary of strengths and weaknesses of group members

Status

Full name	Strengths	Limitations
1	NTT	Like to sew	- Don't like studying natural sciences and foreign languages. - Afraid to communicate.
2	NTTTr	- Be obedient and polite. - Able to learn social sciences well. - Have talent for dancing.	- Still shy, not bold enough to express yourself. - Sleep a lot, not invest in studying.
3	TXV	- Able to play some sports. - Cut hair skillfully.	- Difficulty in learning the lesson. - Some subjects are still weak. - Limited communication skills

Maybe you are interested!

MTS

- Be obedient and polite

- Able to play some sports.

- Sleep and eat a lot, so the body is quite fat.

- Don't like studying social sciences and physical education.

NTThu

- Hardworking, diligent, polite.

- Like to study some social sciences.

- No interest in learning.

- Not bold in studying and in activities in class and at the Children's Village.

TN.T.Tu

- Have talent for arts.

- Like to participate in activities.

- Like sewing

- No interest in learning.

- Shy

- Limited daily communication skills.

NNH

- Obedient, polite, hard-working.

- Easy to get to know you.

- Good haircut.

- Not daring to express myself in front of the crowd.

- Like to sleep a lot.

The group members also had initial interactions, but the interactions were not good as shown in Diagram 4.1.

Two-way intimacy

One-way relationship

Unfriendly relationship

Diagram 4.1. Diagram of interaction between group members

Looking at the interaction diagram, we see that although the members of the group live together in the Children's Village, most of them do not really have an interactive relationship or influence each other. The most prominent of these is the positive two-way interaction between members S and V and between Tu and Tr, shown by the two-way arrows. These members

had a close relationship with each other before. Meanwhile, the other members did not have a close relationship.

Through finding, analyzing and evaluating the relationships between group members, the author has an overall view of the relationships between members, thereby planning to organize activities to help group members increase interaction, solidarity, and carry out activities together.

- Activity 2 : help members identify their strengths (4 sessions).

With this activity, the author organized the contest " I go find me ".

- The purpose of the game is to help members have time to reflect and understand themselves, know their abilities and interests.

- Play the game: each member of the group has a piece of colored paper and a pen. The members draw a symbol related to the profession they like on the paper. After 5-7 minutes, the children discuss and write the results of " I go to find myself " on the colored paper in words or symbols. A total of 5/7 of you have discovered yourself through the game, although it may not be a thorough view, but you have somehow understood yourself better.

Table 4.7. Results of the game “I go find me”

Status

Full name	Results of “I go find me”
1	NTT	I can't find me, with a question mark.
2	NTTTr	I can be a teacher
3	TXV	I can't find me, with a question mark.
4	MTS	I can be a manager.
5	NTThu	I could be a model, because I am tall.
6	TTTu	I could be a cooking expert or a tailor.
7	NNH	I can be a barber.

At the end of the competition, most of the group members found their own interests and abilities, which were also considered part of their strengths. However, there were still 2 members who could not discover themselves, because they had not yet determined their interests and abilities, and did not believe in their own thoughts and directions.

Excerpt from group discussion, group members think they can become famous or can also work as teachers:

“At first, I thought I would become a diplomat, but I was bad at foreign languages and... so after thinking for a while, I realized that being a teacher was more suitable” (FGD, female, 16 years old).

“I also want to be a football player to be famous, I often imagine that one day I will be as famous as Uncle Cong Vinh, but I am not good at football. I also really want to be a hair stylist, so I decided that I would be a hair stylist, hihi”. (TLN, male, 16 years old).

- Activity 3: Group discussion and drawing contest " My dream " (2 sessions)

Purpose: This activity is to help group members relieve stress, have fun and especially help them express their dreams about their future careers through drawings.

Implementation: Group of 7 members, divide A0 paper into 7 boxes, each person has 1 box to create and draw images related to their dream future career.

Figure 4.2. Results of the drawing contest of my dream

At the end of the drawing competition, some members of the group were able to express their dreams through small corners of the painting. However, 4 children were not able to realize their drawing corners because they did not know what career was suitable for them ( Table 4.8 ) .

Table 4.8. Results of the drawing competition of Birla Children's Village children's group

Status

Full name	Results of the drawing contest " My dream"
1	NTT	Don't complete the picture
2	NTTTr	Don't complete the picture
3	TXV	Draw a motorbike
4	MTS	Drawing air conditioner
5	NTThuy	Don't complete the picture
6	TTTuyet	Don't complete the picture
7	NNH	Drawing hair cutting tools

At the end of the session, the students shared their concerns about the future after graduating from high school. The in-depth interview excerpt is below:

“ I really don't know what job I will do in the future, even though I am about to grow up and be independent, teacher ” (Information Collection, female, 16 years old).

Other in-depth interviews:

“I will become a famous hair stylist and earn a lot of money to take care of myself and my younger siblings” (PVS, male, 16 years old).

The group continued to organize drawing contests about their dreams and group discussions in the following sessions. After 2 weeks, most of the group members had identified their dreams and interests in their future careers .

Table 4.9. Summary of results of the first and second drawing contests

Status

Full name	Results of the first drawing contest " My dream"	The results of the second drawing contest after being consulted on " My dream"
1	NTT	Don't complete the picture	Police
2	NTTTr	Don't complete the picture	Teacher
3	TXV	Draw a motorbike	Motorcycle repairman
4	MTS	Air conditioner image	Refrigeration repairman
5	NTThuy	Don't complete the picture	Tour guide
6	TTTuyet	Don't complete the picture	Baker or tailor
7	NNH	Drawing hair cutting tools	Hairdresser

Along with the implementation of objective 1, the author organized a number of entertainment activities to help groups relax and increase their cohesion. Activities such as: holding balloons on the feet and moving around the football field; pumping water with the mouth; drawing flowers...

The results of target 1 evaluation are shown in Table 4.10 . Table 4.10. Results of target 1 evaluation

Status

Expected results	Results achieved
1	- Team members discover their own strengths and the strengths of other members. other members in the group.	All team members recognize their own strengths and recognize the strengths of team members.
2	- Members actively participate and perform well in the game " I find myself" with the result of finding the right interests and hidden abilities. of myself	- Group members actively participate in the game. - Through the game, children discovered their interests and future career dreams.
3	- Members actively participate and do well in the drawing contest. my dream	Most of the group members have their own dream corner with unique characteristics for each type. the career they dream of in the future.

Implementing objective 2: Assessing the relationship between capacity, interests and labor market needs, 10-week period (March 18, 2018 to May 27, 2018):

- Activity 1 : Organize a contest to learn about some current professions (4 sessions):

Purpose of the activity: to help students practice information searching skills; increase understanding of professions.

Implementation:

First, members follow the coordination of the group leader and the social worker. Each member has 30 minutes to search for information on Google using a computer at the Children's Village library under the guidance of the author and the support of the social worker.

Figure 4.3. Results of group members searching for information about their favorite professions at the Birla Children's Village Library in Hanoi

The results show that most members know how to search for information related to the professions they are interested in. However, they do not know how to filter information and do not have the skills to search for keywords.

Some excerpts from in-depth interviews below:

“ I see a lot of information about schools and vocational training centers. But I don’t know which one is suitable for me” (IDI, male, 16 years old). “ I like the teaching profession because it is stable and I will be a permanent employee in the future, but

I don't know which school to apply to, which major to study, and my family doesn't have money to go to school " (PVS, female, 16 years old).

Second, organize a contest " Who is faster " with a set of questions related to information about some professions that students are interested in (Question set in Appendix 8).

Results of the " Who is faster " contest :

Table 4.11. Summary of results of the "Who Wants to Be a Millionaire" contest

Status

Full name	Result
1	NTT	22/38 sentences
2	NTTTr	19/38 sentences
3	TXV	17/38 sentences
4	MTS	26/38 sentences
5	NTTh	28/38 sentences
6	TTTu	32/38 sentences
7	NNH	29/38 sentences

- Activity 2: Analyze the factors needed before choosing a career.

There are three factors: interests, abilities and labor market needs (4 sessions) :

Capacity

Interest

Market demand

labor

In this activity, the group organizes a discussion on three aspects and the group members need to answer three questions about: capacity, interests and labor market needs. Before conducting the group discussion, the members will participate in the " Who is a millionaire " contest, quickly answering questions related to capacity, interests and labor market needs (Question and answer set for the Who is a millionaire contest, Appendix 9).

Next, the author conducted a specific analysis of three aspects: interests, abilities and labor market.

At the end of the working session, 6/7 group members had positive thoughts and understood the relationship between interests, abilities and the labor market. Group members no longer had unrealistic thoughts and interests.

Excerpts from in-depth interviews with some members shared below:

“ Before, I thought that as long as I liked a profession, I could study and work, but after discussing with my teacher and friends in a group, I realized that I liked it but it was not necessarily suitable for my abilities and it might be difficult to find a job” (PVS, male, 16 years old).

“ I used to think like V, I also dreamed of becoming a beautiful policewoman, looking very cool. But after group work sessions, I realized that being a policewoman is not easy, it requires good study to pass the exam, while my academic ability...." (PVS, male, 16 years old)

- Activity 3: Organize some fun and entertainment activities:

The group watched the cartoon “The Bald Boy” – a film about the difficulties of vocational learners. Through the film, the group members learned more about life values in choosing a career as well as reducing stress after group work. They also had a view and chose a future career that was suitable for their interests, abilities and labor market needs as well as feasibility and practicality.

Status	Expected results	Results achieved
1	Members actively participated in the knowledge contest. professions in society	All students did well in the exam and gained a deeper understanding of some professions.
2	They understand the relationship between interests, abilities and labor market needs.	Most of you have understood your interests, abilities and the needs of the labor market. You have considered how to match your interests and abilities to the needs of the market. labor as well as family circumstances.
3	They watch the cartoon and understand the meaning of the film.	All members watch the movie together, understand the value and message through the movie, and from there have appropriate directions. for yourself in career choice.

The results of the assessment of target 2 are shown in Table 4.12 . Table 4.12. Results of the assessment of target 2

Implementing goal 3: Helping children choose the right school and career : 10 weeks (June 3, 2018 to July 29, 2018).

- Activity 1: Organize a group discussion on resources to support children in realizing their dreams of choosing a school and career (2 sessions). In this part, group members discussed and answered questions such as:

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