Career centre

Specially tailored career and study counselling

Career and study counselling facilitates decision-making in vitally important situations for pupils and students, supports self-knowledge and points them towards further education or career choices that best suit their abilities, skills and ideas.

  • Identify and become aware of their own strengths and weaknesses
  • Understand their own personality traits
  • Recognize their motivations, interests and coping mechanisms in difficult situations
  • Evaluate their memory skills and learning strategies
  • Discover their potential for learning and possible fields of professional interest
  • Intentionally self-develop
  • Focus on and develop the strengths that predispose them to a variety of activities and occupations
  • Support and practise their skills
  • Evaluate their own progress and consider where to put their unique abilities to the test
  • For pupils considering secondary education
  • For pupils considering their choice of grammar school
  • For pupils and students considering studying at a secondary school or university abroad
  • For children living abroad and attending an elementary or secondary school there
  • An assessment of intellectual dispositions, particularly verbal, logical, mathematical and memory skills
  • An assessment of personality traits + strengths and weaknesses
  • Coping under pressure and in stressful situations
  • The ability to focus concentration, accomplish goals, planning etc.
  • An assessment of professional interests
  • Social competencies, adaptability skills

Our approach could be described as “holistic” – it is impossible to make plans for the future without also considering one’s past and present. Everything can’t be solved with reason alone, ignoring practical experience, emotions or human adaptability. We choose not to focus solely on education and professional life, our programme also targets the development of our clients’ motivations, values, interests and roles.

  • A parent interview, approx. 40–50 minutes.
  • The morning section of the assessment with the pupil/student lasts approx. 3 hours.
  • A lunch and rest break.
  • The afternoon section of the assessment with the pupil/student lasts approx. 2½ hours.
  • The parents do not have to be present during the assessment.

Total: 6½ – 7 hours

  • A meeting with both the parents and the student, with a presentation and interpretation of the results
  • Recommendations for parents and pupils/students

Approximately 1½ hours in total

A detailed written report can be picked up by the parents in person or sent by mail after it is completed.

For parents and students there is a short description of what the methods are for and what information they can expect.

This method allows the evaluation of several aspects of one’s personality, such as extraversion, openness to experiences, agreeableness and conscientiousness. Each of these traits is represented through component characteristics, the extent of which is often reflected in everyday life experiences. This method is also used to evaluate personality traits. We are using the most recent Czech translation of the 2015 standardised questionnaire.

This method tries to discern intellectual ability in a number of various areas, the extended version also allows for the evaluation of knowledge and memory. The test is somewhat similar to the student aptitude tests used during various entrance exams and its application is similar – filling in this test can therefore be a good way to see what it’s like to do that type of test. Depending on the chosen scope, the test can take around 90 minutes.

This assessment method is a questionnaire for parents of school-age children. It allows the evaluation of the specific aspects of a child’s functioning and behaviour, such as their ability to transfer attention, plan ahead, organise their activities and the space around them, their ability to control and inhibit their own behaviour, emotional self-control or working memory (together so-called executive function). Information is gathered directly from situations which the parents observe at home.

This standardised method is intended for the evaluation of the various qualities of attention. The primary indicators of the ability to concentrate one’s attention are the speed and care given when executing tasks requiring us to distinguish visual stimuli with very slight differences. This method has a broad range of applications.

The questionnaire was designed to evaluate a number of ways we react in difficult situations and the strategies we turn to in order to manage them.  The test identifies stress management strategies which the person is significantly conscious of to be able to describe. The strategies used can be more or less appropriate and constructive in various situations – some lead to stress reduction, but some to its increase. Establishing which strategies are being used can therefore be very useful in further discussions of their appropriateness for the given person. If you are interested, we can also use these results as the basis for further personal development and try to find better ways to resolve stressful situations.

This series of tests is intended for the evaluation of reading and writing ability and predispositions for these activities (apart from reading and writing, we for instance evaluate word manipulation agility). The battery test is used for children in the second stage of primary school and may also be applied for pupils with possible learning-disorder-related difficulties.

The questionnaire on learning style serves to determine how a person learns the best – what environment is the best for them to learn in, which activities they enjoy during classes and the role of social and motivational factors. The goal should be to maximise learning performance. Apart from information about individual learning preferences, the questionnaire also offers recommendations for specific interventions – in other words guidelines for learning focus and what to do to improve learning effectiveness.

A set of methods used for the search and discovery of talented children. It includes a number of tests according to the age and focus of the child. According to the pupil’s age, given cognitive, motivational and socio-emotional characteristics and interests are evaluated, at the higher levels also didactic tests from specific subjects.