And Alberto
Puertas[2](NCDA)
Correspondence concerning this article can be directed
to Amilkar Brunal.Cra 7 at N ° 55-20. Bogota Colombia. Contact: E-mail: amilkarbrunal@gmail.com
And Alberto Puertas,
Provo, Utah. Contact: Email: alberto_puertas@byu.edu
Approaches in Career Assessment in Latin America Summary
This chapter presents a
recent overview of Career assessment, known in Latin America as Vocational,
Professional and/or Occupational counseling and guidance. In some countries
such as: Argentina, Colombia, Ecuador, Mexico, Peru, Uruguay and Venezuela, it is
used as scientific references: Latin
American Journal of counseling, guidance and Human Development:
"Orientation" N ° 3 (2017), Mexican Journal of counseling and
guidance and other relevant documents. Identified in these documents are the Informational
approach, Philosophical-Existential Approach, the Psychological Approach, the Pedagogical
approach, the Sociological approach, and Studies of Demand on Superior
education. These approaches are presented on occasions of complementarity in
the same proposal. Concepts
of Counselling/Guidance, Sociological Elements, Ontological Philosophical
Elements, Psychological Elements are identified in each proposal.
External Looks at Counseling in Latin America
In my travels throughout Latin
America, I have been exposed to the different realities facing counseling in
this new millennium. Achievements are laudable and the challenges are enormous.
The challenges are accentuated because Latin America is not homogeneous.
Countries are united by language and by similar cultural patterns and ancestral
experiences and even faith schemes. However, we are strongly divided between
borders, by histories, politics, ethnicity, socio-economic status, and national
interests. Counseling, as a profession is also not immune to the lack of
uniformity. The United States, which
extends from the Atlantic Ocean to the Pacific Ocean, has the strategic benefit
of geographic and political balance to promote Counseling within all the
states. The European Union presents a coherent model, in which different nations
have established congruence in terms of guidance. However, there are still
dilemmas in the different countries that make up the Union. The nations of
Eastern Europe do not enjoy this scheme because they are not part of the EU. I
would like to emphasize the hard and pharaonic work of many Hispanic colleagues
who, with impetus and perseverance, give themselves to the profession, most
without having the resources at hand that facilitate their functions. I will
outline some points of subjective appreciation of Counseling in Latin America:
Counseling as a learning discipline
With certain exceptions, Counseling is confined within the framework of
psychology in most Latin American countries. There is no general view within
the curriculum framework in higher education of the different nations to
include Counseling as a singular discipline. Counseling presents a draft of
life project that goes beyond the vocational genesis, which initiated the
discipline in the world. Psychology, as a science, does not encompass the
semantics that Counseling presents and offers at present.
Guidance and Public Policy
There is a need for the promotion of Counseling within the political
framework of the different ministries of education and others which are relevant
around the continent. There is no concrete promotion within the national
political platform of Counseling in Latin America. There are unnecessary
bureaucratic impediments due to the indifference on the part of the policy
makers to Counseling. The participation of the State is crucial to place
Counseling as a priority within the socio-political sphere of any nation.
Guidance and psychometric assessments
There is an emphasis or dependence
on the part of many professionals on the use of psychometric instruments as a
primordial answer to the vocational and Counseling dilemmas of the populations
to whom services are provided. Psychometric evaluations respond to the movement
of scientific methodology emphasized in the 60s and 70s when society was
perceived in a linear way. We know that the only constant in the 21st century
is "change". There are many Counseling trends that fit the needs of
these new generations. For example, the theories of Constructivism (Mark
Savickas) and that of Chaos (Jim Bright) are innovative proposals of Counseling
that cross borders and cultures. Emphasis is transposed to the individual as
the author of their life design and not as a measure of a processed evaluation.
Counseling and Technology
Technology presents opportunities that were unimaginable to previous
generations. Guidance as a profession has benefited from the transmission of
information immediately to those who use it and need it. However, there is a
tendency to replace the counselor as a professional with impersonality and
digital coldness and with the use of the internet. This phenomenon is not
exclusive to Counseling as an occupation. However, the development of the
personalized relationship of the advisor and the individual is irreplaceable.
Hispanic America has in its anthropological structure the benefit of
millenarian cultures that still emphasize the importance of community and
benefit in group. Culture highlights the value of human relations in all
sectors including Counseling in Latin American countries.
Guidance and Globalization
Due to the drastic changes of globalization in the world, the vocabulary
and vision of the Counseling must adjust to the demands of a new century. We
speak of lifelong learning in the academic world, and we speak of global
citizens and workers in the occupational world. Within Counseling the term of
life design is being used. In Hispano-America we can no longer speak of careers
limited to local geography as in the past. Moreover, an individual from
Paraguay competes with that of India, Nigeria, China, etc. The approach goes
beyond the occupational angle. Career is defined as a totality of life
experiences where occupation is a fragment of that totality (Super).
Counseling and Society
It is the responsibility of the
counselor to correctly elevate his occupation and the benefit he brings to the
society where he exercises his functions. Latin American society needs to be
informed of the important role Guidance plays in the shaping of future
generations. Establishing partnerships, collegial bodies, and work teams is
fundamental to the promotion of the profession. The populist policy of many
Latin American countries tends to follow the mass of numbers of possible votes.
If parents, young people, and counselors establish a united front, it will be
possible to see changes.
The future is
challenging and therefore encouraging for Counseling in Hispanic America.
Congresses such as those promoted by the RELAPRO are a sign of the desire to
join efforts and establish common goals in a Latin America that needs it so
much. In accordance with all these statements Di Domenico and Villanova have stated:
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The vocational
counseling then discusses its own epistemic space, its place in the worlds
of education and work, the ways of its institutional insertion and its
links with ideological and political interests. Without discussing their
relevance, there are still problems that are detestable already in the
origins and born, mainly, of the cultural and professional heterogeneity of
their territory. Latin America is also home to these disciplinary problems,
which have been accentuated by political disruptions, by its educational
systems in consolidation, by the precariousness of its economies and by its
persistent social asymmetries. Villanova (2000)
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1. The study for the demand for access to higher
education approach
Rubén
Gutiérrez Gómez; María de los Ángeles Carmona Zepeda and Mónica Garduño Suárez.
(2015) represent this
approach in his paper: "The profiles of the students of the high school of
the UNAM: longitudinal study 2007-2012":
Sociological
Elements
The problem of undergraduate enrollment is
generated by the expansion of the Higher Education system in the 1970s, after
the events of the 1968 student movement, and in response to the demand for this
type of education by the emerging middle classes that were born at that time.
In response to this situation vocational guidance policies are constituted to
inform the student about the different options of higher level education. However,
it is pertinent to evaluate if these policies have impacted the students and in
what way, which will allow to define strategies of educational counseling and
academic tutoring that support the achievement of the intended objectives. In
the case of the university superior technician, it was at the end of the last
century that it rebounded in some of the Academic Organisms. However, the
student's own tendency and preference to study undergraduate studies favored
that these be transformed into programs of bachelor's degree. *The socio-demographic data of the longitudinal study of UAEM's potential,
demand for undergraduate studies to show some features that define the
population considered in the same area.
*The percentage comparison of the potential demand with the real
license plate in the UAEM, shows that there is compatibility between one and
the other. In fact, the product-moment correlation reached exceeded 70%,
indicating that the study of demand has a high predictive validity towards real
income
2. Informational
Approach.
In this approach, direct actions are described based on
information and communication technologies of academic character, directed
mainly to students or school-based or non-school populations that can use this
type of media and materials in complementary or exclusive (self-directed) ways for
their "future education and/or work projects". Online interaction
alternatives with professional counselors are also offered at different points
in the guiding process. It was presented as a representative experience of this
model of the University of Buenos Aires, presented at the International
Counseling Conference of this capital held in April 2017.
Argentina.
Network Counseling. (2017) Technical Direction Student
Orientation Program (DOE) University of Buenos Aires - Secretariat for Academic
Affairs - Undersecretariat for Academic Coordination, - Technical Department
Student Orientation Program (DOE) Paula Quattrocchi, Alejandra Elisa García,
Natalia García Morillo, Adriana Mazza .
Concept
of Counselling/Guidance
The
usefulness of the virtual community in vocational and occupational guidance
will be described. New styles of intervention will be introduced describing
ways in which Information and Communication Technologies are implemented, such
as collaborative work and forums framed in a guidance process. The role of the
vocational psychologist will be addressed as the facilitator of the
collaborative Counseling process. Social networks and their relationship to the
access to information will be introduced as a resource in the field. This
contribution aims to provide innovative practices in the field of Vocational Psychology,
and counseling in
virtual environments. Through the participation in a specially designed virtual
environment, counseling psychologists accompany the young people to orient
themselves and inform themselves about their future educational and/or work
projects. The new Orientation (e-Orientation) environments are intended to
exploit the possibilities of Guidance in a context crossed by the ICT that
places the Orientation in a scenario broader than the context where the subject
is located, facilitating the exchange of information among all those involved
in the guiding process.
Ontological
Philosophical Elements
The counselor is
responsible for facilitating the process, and the participants are
co-responsible in the creation of that community. The ability to collaborate
and create common meaning is an indicator that a virtual community has been
created.
Role of the psychologist in
virtual environments
The role of the counselor in this virtual context is central, since it will
have to assume new working/intervention modalities, it will be a non-presentable
collaboration crossed by geographical distances and technological mediation. In
the intersection of ideas and comments, it is the responsibility of the
supervisor to organize the contributions in accordance with the objectives of
the workshop and the slogan that each forum proposes. One of the ways to deepen
reflection is the formulation of questions that help participants explore their
opinions, hypotheses and representations, both of the individual and the group.
From the interventions of the Counselor it is evident that for
such complex subjects there is no single perspective validating the diversity
of criteria on the same subject.
Pedagogical
Elements
That is why, in addition to
developing Guidance content, we assume as guiding psychologists the role of
"curators" of content. We evaluate and select relevant information
for our recipients, which is published in our social networks. This guarantees
the reliability and validity of the sources of information. On the other hand,
the use of social networks allows in a tangential way the development of new
communicative and academic competences that will be necessary for the subjects
to develop as tools of their future roles as university students. The
integration of social networks into our virtual activities of Orientation in
closed environments makes it possible to open and enrich the interplay between
the outside and the inside. The situation is that every subject in Orientation
must go through a process of decision making.
3.
Psychosocial -Educational Approach.
This
approach describes some recent proposals for intervention in Vocational/Professional
Guidance with a clear emphasis on the study of psychosocial factors (profiles)
of the scholarly populations that obviously affect the possibilities of permanence
and completion of studies in the higher education level. We find here,
experiences from countries like Uruguay and Mexico.
3.1. Uruguay.
Adolescents, the educational system and the choice of life projects. Elina Goñi, Miguel Carbajal y
Gianella Solochiello. Area of Vocational Guidance. Department of Developmental
Psychology and Educational. Catholic University. Members of the Counseling
Network of Uruguay.
This paper
intends to share with colleagues in the region how the teenagers of Uruguay are
positioned about the construction of their vocational/occupational projects. It
will refer to teenagers in Montevideo, the capital of the country, which
includes half the population of Uruguay.
Sociological
Elements
The reality of
young people inside the country is different and heterogeneous, depending on
the region or town where they live and their social and economic situation.
They must choose an area of interest when they are too young, so not only they
have to deal with the typical problems of teenagers, but also with a lack of
information, family expectations and fear of failing. To face this situation,
it is necessary to work with teenagers and their families regarding this issue,
talking about their fears and expectations and providing basic information
(...) one more
ingredient of the social reality of our country is the division between careers
for men and for women. This affects choosing an Orientation where there is a
belief that leads to a race that
corresponds to the other sex.
When choosing, Orientation groups are subdivided, and
in this vital moment where the group is so important, the separation is always
lived as loss and threat. These sentences clearly illustrate the difficulty of
projecting oneself into the future as well as of hierarchizing one's own
interests in order to renounce, an inevitable and painful element of every
choice.
Concept
of Counselling/Guidance
However, both through the daily work of counselors and
their participation in theoretical debates, it is necessary to promote
awareness in the areas of political decision-making about the different plans
of study, and on the advisability of generating some changes that enable to
postpone the elections. The aim of the Orientation in this stage of development
will be to make these elements clear and they are discussed, thought and
confronted, often with humor. Putting your own prejudices into words,
expressing family desires (often unsaid) and verbalizing fears allows you to
reduce your anxiety about the choice. This anxiety can sometimes trigger phobic
or contra phobic defense mechanisms that tarnish the process of choice. It is a
question of "accompanying" the adolescents as part of the task of
Educational Orientation and promoting the search for information at this moment
where it is also the very system that complicates youth.
3.2 The profile
study of secondary school students approach Mexico. Maya Girón Juana Beatriz Maceda Salinas
Bonifacio Vuelvas Salazar Bernardo Antonio Muñoz Riveroll María Guadalupe
Escamilla Gil.(2014) present in his paper: "The profiles of the students
of the High school of the UNAM".
Sociological
Elements
Diversity in college:
Profiles of high school students at UNAM, 2011-2012 generation. In this one
presented: how the project emerged, the problem that exists around school
retention of students from high school in Mexico; the definition and
justification of the problem under study; the results of the review of
publications on the subject studied (state of Question); theoretical and
methodological references from which empirical data were analyzed; the method,
procedure and instrument used; and the results obtained in each of the designed
dimensions: overall dimension data bachelor students at UNAM (National
Preparatory School and College of Sciences and Humanities), socioeconomic
dimension, cultural dimension, a dimension of study and styles learning and vocational.
Key words: profiles, high school students at UNAM socioeconomic diversity,
family, cultural, and vocational learning styles.
Pedagogical
Elements
According to the diagnosis
presented in the Comprehensive Program for Strengthening the High school of
UNAM (2008), its students are affected by the following problems which the
educational counseling should know in depth, analyze and attend: a) important
deficiencies in the previous training of first-year students; b) materials of
high failure rate; c) rote learning; d) deficiencies in communicative skills;
e) lack of a second language; f) need to strengthen logical reasoning; g)
weakness in search strategies, selection and systematization of information; h)
little information on independent learning skills; i) little data in
information and communication technologies; j) desertion and low terminal
efficiency; (k) extensive plans and programs; l) teaching need in transversal
skills; m) support for the professionalization of teachers; n) insufficient
approach to culture and artistic activities (creativity, innovation,
transformation).
Ontological
Philosophical Elements
The problems presented could
not be addressed without a broad and detailed knowledge of the high school
student, from a perspective that allows integrating the many aspects that
characterize this trajectory, level of autonomy in learning, citizenship,
career choice process and socio-cultural context. To generate this knowledge,
it is necessary to develop research that provides information on each of these
aspects, as well as to enable understanding and analysis of how these different
factors are articulated in high school students.
4. Psychologic
Approach.
In this approach we classify current experiences of
intervention in counseling that emphasize clear classical psychological
principles such as: "life trajectories"” and transitions (Savickas, Nota, Rossier,
Dauwalder, Duarte et al., 2009). We can find here the
proposal of the Argentine team of the “Tres de Febrero” University coordinated
by Silvia Battle:”Counseling in the postgraduate course.”
Sociological
Elements
The Vocational and
Occupational Counseling now, visualizes the
subject in interaction with the different contexts of insertion (family,
school, work, higher studies, among others), considering it active in the
construction of its life projects and in the development of its personal
trajectory, education, and work. It is also proposed to accompany them in the
various transitions that they must fulfill throughout their life and in the
construction of their life projects, providing them with tools to face the
complexity of the context (Aisenson, 2007; Guichard and Huteau, 2001).
Psychological
Elements
It is important to note
that in the construction of their trajectories, people go through different
transitions. In this sense, it is extremely important that people learn that
the decisions they are making, in relation to study and work, are a piece of
something more complex that concerns how to live in today's society, which is
constantly changing (Savickas, Nota, Rossier, Dauwalder, Duarte et al., 2009).
The international group led by Savickas (2009), mentioned above, argues that
the theoretical concept that allows an approximation to Orientation at present
is that of "life trajectories" that involves the subject
progressively designing and building his own life. In this line, it can be
thought that the decision of a subject to carry out a postgraduate study is the
result of a previous personal, educational, and/or labor career, which in turn
will outline part of its future trajectory. There is a subjective-personal
component, linked to the history itself, the school journey—successes and
failures—values, aspirations and projects.
5. Pedagogical
/Organizational Approach
This approach classifies intervention proposals based
on methodologies of academic type close to the model of educational counseling
programs directed to teachers specialized in the subject (school counselors) or
teachers of general education in secondary education who can receive some type
of specific training based on specially
designed manuals with activities programmed for this purpose. Ministries of
education in countries such as Ecuador and Peru represent this model.
5.1 ECUADOR. Ecuadorian Ministry of Education (2015).
Manual of Vocational and Professional Counseling for the Departments of School
Counseling.
Ontological Philosophical
Elements
Professional and vocational Guidance (OVP) includes a
set of accompanying actions (educational-psychological-social) and counseling
(individual and group) directed at the students of an educational institution
so that, individually and based on the self-knowledge and available
information, they make appropriate vocational and professional decisions as
part of building their life project.
Concept
of Counselling/Guidance
The OVP must be carried out from an interdisciplinary
point of view. That is, the professionals of the Department of Student Counseling
(DECE) (educators, psychologists, social workers, etc.) can analyze each
situation from the contributions of these disciplines, to enrich the process of
each student. * When we think of OVP, we must consider that it is made up of
two aspects that connect and are equally important: the vocational component
and the professional component.
*The
professional component of the OVP must do with the decisions that will be made
by the student in the exercise of a specific occupational or work activity.
Ontological
Philosophical Elements
The integral life project is the plan that a person builds around what
he wants to do with his life in the future, to achieve his personal,
professional and social goals. The development of a life project must aim at
one student to build it within a framework of autonomy and allow it to
exercise, in freedom, its capacity for decision through personalized goals,
responsible and adapted to its surroundings. In the construction of the life
project, the chronological age of the students must be considered, because in
each phase of their development there will be various aspects to be worked on,
which must be in accordance with the prevention projects and the vocational
orientation. The OVP is a process that forms an important part in the
construction of the personal life project because it must have to do with the
specific decisions that the student will adopt regarding his/her occupational
and professional future.
Ontological
Philosophical Elements
As teacher-tutors or tutors, we require a guidance model that clarifies
the purpose of the tutorial action, to carry out our guiding work. If we wish to
guide their moral development, this guidance, which is inherent in educational
work, requires understanding the process of forming the personality of students
for further moral development.
Teachers-tutors and tutors can plan our counselling and
mentoring actions with the components of the Personal Development Guidance
Model (MDP), which are the axes that give direction to the personal development
counselling of each student.
The MDP integrates three components: personal
self-assessment, personal vision, and personal life plan.
The program, “What is the Program: My vocation: a treasure
to discover and build? My vocation: a treasure to discover and build” is a
vocational counseling program aimed at secondary school.
It prioritizes the attention to the students of fourth and fifth grade of
secondary education, who are in the stage of vocational decision; however, it considers
the importance of preparing adolescents from previous grades. The program
considers the development of a set of actions to work in the classroom considering
the framework of the tutoring, as well as activities to develop at the level of
the educational institution and the community. For the achievement of the
objectives of the program, activities for the students, as well as activities
aimed at parents are essential.
Another
pedagogical proposal, with certain specificities related to a specially
designed methodology, can be identified in countries like Venezuela and Mexico.
This methodology has been referred to as: "Vocational Portfolio of the
student or female student" and “Life project folder” in each country.
5.3 Venezuela. An interesting pedagogical approach is found in
countries such as Venezuela and Mexico on a proposal focused on the
systematization of the Counseling experiences of the students regarding their
own construction of projects of academic life. The Venezuelan model proposed by
Dr. Gabriel Villa Echeverry, (2012) Echeverry, positioned at the time in a
national system of Occupational Guidance is proposed as follows:
Concept
of Counselling/Guidance
"The
Occupational Guidance understood as a process of accompaniment along the
development of the life cycle to enhance the development of the existential
life Project
Pedagogical
Elements
"... which uses as one
of its instruments ... the" Vocational Portfolio of the student or girl
student" defined as:" a simple file where documents are stored with
vocational information of the student or student, easy ordering of the same and
occupies a limited space”
5.4 Mexico. On the other hand, Berra and Dueñas (2015)
of the “Benemérita Universidad Autónoma de Puebla”. (BUAP), present in: “Life
project folder: an evaluation tool.”
Pedagogical
Elements
…These students developed a folder called “project
life”, which is applicable as a learning and assessment tool that allows the
creation of a rich context for participatory training, through the experience
of their own self-orientation process. A process that allows them to use the
knowledge and management of the different educational tools necessary for
career guidance with a view of vocational counseling.
Philosophical
Elements
Self-orientation tries to construct itself as
a reflexive and dialogical experience that allows the students to develop the
necessary competences for the management of the strategies and techniques of
vocational counseling in vocational guidance.
Vocational counseling as part
of the educational counseling course is implemented through experiential
self-counseling workshops where students of psychology establish a learning of
the main strategies and techniques through self-application and self-evaluation.
Ontological
Elements
The term self-counseling
refers to the self-evaluation capacity of a subject and to the subsequent
decision-making capacity with responsibility and maturity (IVEP, s/f: 11). In
this work, we want to understand it as the possibility that each student must
commit to his/her own guiding process, achieving the necessary competences for
choice and decision making with responsibility and maturity (Berra et al.,
2011:2). In this work, we will define a
folder by recalling Miguel Hernández (in Blanch et al., 2011: 13). The folder
is a method of teaching, learning and evaluation that consists of the
contribution of various productions by the student through which they can judge
their abilities in the framework of a discipline or subject of study. These
productions demonstrate the personal and collective reflective practice
followed by the student, and allow him and others to observe their achievements
in relation to the learning objectives and evaluation criteria previously
established with the counselor. The use of the folder implies a methodology of
work and of didactic strategies as rich and as varied as possible, mainly of a
qualitative nature that defines the Counselor-oriented interaction. At the same
time, it is a method of self-evaluation, group co-evaluation and the evaluation
of the advisor, which allows for the unity and coordination of a set of
productions to give a validation as close as possible to the personal, school
and professional reality of the orientation of his life project (Blanch et al.,
2011: 14; Imbernon et al., 2003: 45). Life Project folder (CPV). For D Angelo
(s / f: 3),
…the project of life is the structure that expresses
the person's openness to the future domain, in its essential directions and in
critical areas that require vital decisions. It is an ideal model of what the
student hopes or wants to be ("I want to be ..." or "I would
like to do ...") in relation to their personal, family, educational and
social possibilities. To realize a project is, also, to learn to be responsible
for its own existence. Whoever has a project to offer to others and to the
world will surely have a project for his life in that world and with the
others. (Barragán, 2005: 123).
In this paper, we think of
the Life Project Folder (CPV) as a resource for self-orientation that allows
students to develop from a reflective, creative and ethical practice, the necessary
competences for choice in personal, academic, and professional decision-making,
6. A Philosophical-Existential Approach
In this approach,
we find some intervention proposals with a marked emphasis on themes related to
the search for the transcendental meaning of existential character life that
seek to overcome instrumentalist, psychometric, and/or basic informational
approaches without considering them necessary as complementary methodology. In
the search of assuming the subject from existential approaches with individual
ontologies counting on highly personalized assessments of deep reflexive
character respect (not only focused on the choice of career but in relation to
the construction of projects of total life) are assumed novel methodologies
diverse that transit between the pedagogical and psycho- therapeutic way. In the Proposal of Rascovan (2016) Vocational Counseling as a subjective
experience, we consider this proposal more than a psychological approach, but an
integral approach that contemplates relevant social aspects, a deep
psychological analysis, and a dynamic pedagogical proposal that articulates
these three axes in actions applicable to the Latin American realities.
Concept
of Counselling/Guidance
The axis is placed in the
processes of vocational guidance, and in experiences that are organized as a
device that taps between pedagogical and psychotherapeutic practices.
Ontological Elements
Within the framework of these processes, we try to
make explicit the conception of the subject from whom he or she asks for the
intervention, and the position assumed by the professional in charge of the coordination
and specification of the resources and technical aspects inherent to it.
Sociological Elements
However, there is much to be
done which is not strictly to guide, but rather to support a social question
constructed from a type of society that requires the subjects to make decisions
in certain instances of the educational and labor routes. They must also construct
from it a unique question. That is, that each one can be done at some point in
life. Of course, there are certain periods in life that are paradigmatic for choosing.
For example, the completion of secondary studies. For this reason, the
processes of vocational guidance should tend to promote, in the face of the
question posed in collective life, its transformation into a singular question:
what do I ask myself at the moment?
Ontological Elements
The Vocational Guidance—a
term that will one day be replaced by another that expresses more clearly its
role—thought and exercised as a subjective experience is an ethic centered on
the recognition of the potentialities of the subjects, with respect for their
singularities, in the absence of accurate knowledge about the enigma of life
and the vicissitudes of choice. Subjective Vocational Guidance will be possible
from a critical perspective in that it invites thinking about the issues and
problems in terms of complex networks, using the transdisciplinary logic and
promoting section-specific articulations in the approaches and interventions.
Pedagogical
Elements
Together with the
conceptualization of an agile, dynamic and creative clinic in the approach to
vocational problems, a toolbox is proposed with resources that help activate
the processes of choice, and help the consultant to connect with his problem
and communicate. Games such as "A Very Special Lottery",
"Occupational Images", "Vocational History", "Parent
Survey" and others, are described. Its characteristics, its potentialities
and the possible ways of intervening on the part of the professional are
explained. The signifier "orient" has a managerial character, or at
least a distribution of knowledge in which the consultant is the one who—presumably—ignores,
does not know what he wants, and expects the professional, who is in a position
of guidance, to guide him. In turn, the terms "oriented" and
"orienting" (in this case the use of the gerund gives a pretended
action) coagulate the meaning in that they place the subject in the position to
receive a result, a diagnosis, or a prediction. Therefore, everything closes.
The signifiers give meaning and close down any movement that invites
exploration, the quest, or the adventure of living. That is why we maintain
that in this process there is nothing to guide, nor anyone who can guide
6.2 The
approach of Resilience in Vocational Guidance. Silvia Gabriela Vázquez(Argentina)
As counselors, we can cooperate by preventing avoidable mismatches
between expectations and achievements or by facilitating a choice commensurate
with the aptitudes and interests of each one. And above all, helping them to
face new situations without being overcome by obstacles.
Concept
of Counselling/Guidance
Counseling is "a guidance process to the
existential phenomenon of the search for meaning and the social construction of
life projects" (Brunal, Vázquez, 2016). Developing a life project (P.V) is
an essential task both in the Orientation process and in strengthening resilience.
Ontological
Philosophical Elements
According to Frankl
(1988) the meaning of life is a personal search and Vanistendael (2003), one of
the referents in the field of resilience, includes the PV as part of that
meaning. How to imagine a PV if the sense has not been found? How can we find
the meaning of life if we do not imagine a project in it? It is a circle that
can be vicious or virtuous.
Concept
of Counselling/Guidance
Counseling is not limited to informing. It is imperative to promote a
dialogue that calls for introspection and recognition of possible obstacles. The
resilience approach in O.V that I have been building and putting into practice
during the last 15 years is characterized by being: clinical, preventive and
operative. Clinical, because it recognizes the oriented as a single-builder of
their choice, and is based on an attitude of listening and dialogue. Preventive,
because it pursues objectives that can fit in the strategy of PHC (Primary
health care). And Operative because it tries to raise and eventually solve in a
focused way the problem that underlies the choice.
Pedagogical
Elements
The choice of this approach is not contradicted using projective and
even psychometric tools. However, his main technique is the open interview and
does not hold in any of the "quasi-magical" test results that the
consultants usually request. A standardized test is insufficient as the only
resource. Its use only has value as a complement to a strategy that aims at
metacognition and to strengthen the resilient state of the one who chooses.
6.3 Venezuela.
The Sense of life in Vocational Counseling. A look from the Logotherapy.
Aleyda Rios (,2017)
Ontological
Philosophical Elements
This paper
reports on the practical applications of empathic interpersonal encounters, in
which the person-centered counselor "seeks to help the development of
their potentialities in situations of crisis or need for discernment, to reach
self-discovery, trust and acceptance of self, And the free development of his
person, respecting his paradigm or the conception of life and man "(Milan,
2011).
Sociological
Elements
This paper
presents the importance of the formation of the counsellor, (...) in the
personal aspect that allows him to "link" and meet the other. I find
it understood as being with one another in the present; a present that is
totally seasoned from the past and carries within it the possibility of the
future. (Binswanger, 1973, quoted in Milan, 2011).
Ontological Philosophical Elements
Logotherapy
helps to humanize and personalize the man; And, therefore, it helps to humanize
our professional practice; It helps him achieve his fullness from an adequate
conception of man as a person in a community of people.
6.4
The Look for Happiness, the search for meaning. An Existential Approach to
Vocational and Socio-Occupational Counseling. Amilkar A. Brunal Colombia)
Psychological
Elements
Ethical-Existential Model to carry out Vocational
Guidance and Socio-Occupational Counseling
in the school environment, called, "Transitional Orientation”, is
conceived as a pedagogical strategy of an interdisciplinary maieutic type of
the human sciences (Psychology, Pedagogy, Sociology),
Sociological
Elements
Transversal to the process of "School Human
Development", based on the study of human actions of the
Vocationa/Professional and Socio-Occupational type, in their Intra-personal,
Interpersonal and Institutional relations.
Psychological
Elements
This proposal
offers a methodology to study the Transitional events of academic and
socio-occupational type and to construct spaces of reflection-action on the
main transitions of the academic world towards the labor world, studying each
one of the factors that affect the life trajectories. We propose the
application of methods such as: Critical analysis of the social, academic, and
occupational discourse of contemporary society analytical methods of personal
self-knowledge, and methods for school development in its personal, academic,
and psychosocial dimensions.
Pedagogical
Elements
The adaptations of D.
Winnicott's concept of "transitionality" are applied to the
curricular context by interpreting educational cycles as transitional spaces
and life projects as transitional objects in themselves associated with
transitional objects understood as the qualifications or certifications that
legitimize transitions between the academic world and the world of formal work.
Table 1.Existential Questions
Matrix
|
|
TO DO
|
TO HAVE
|
[To
be/Belong] BEING
|
|
|
|
|
DUTY
|
·
What should I
do?
·
How should i
do?
|
What Should I Have?
|
·
• Where should
I live?
·
• Where should
I belong?
·
• With whom do
I have to be?
|
Who Should I Be?
|
|
|
|
DESIRE
|
·
What I want to
do?
·
How do I want
to do?
|
What do I want to have?
|
• Where do I want to be?
• Where do I
want to belong?
With whom do I want to be?
|
Who I want to be?
|
||
|
CAN
|
• What I can do?
How do I want to do?
|
What can I have?
|
• Where can I live?
• Where can I belong?
With whom can I be?
|
Who Can I Be?
|
||
Berra
Bortolotti & M, J; Dueñas. F
(2015). Life project folder: an evaluation
tool. In Revista mexicana de Orientación
(REMO). Vol. XII Número 28, enero-junio
2015. PP 42-47. Retrieved from: http://www.remo.ws/REVISTAS/remo-28.pdf
Buelvas,
B. (2003) Object and Direction of Educational Counseling. In Revista
Mexicana de Orientación (3-4
,10-12). Retrieved Fromm: http://remo.ws/revistas/remo-0- 2003.pdf
Ecuadorian Ministry of Education (2015). Manual of Vocational and Professional Counseling for the Departments of School
Counseling. Retrieved from:
Maya
Girón Juana Beatriz; Maceda Salinas Bonifacio; Vuelvas Salazar Bernardo
Antonio; Muñoz Riveroll María
Guadalupe Escamilla Gil. (2014) Los perfiles de los estudiantes del bachillerato de la UNAM. In Revista
Mexicana de orientación: General,
11-18.
Vol. XI Número 27, Julio-diciembre 2014. http://www.remo.ws/REVISTAS/remo-27.pdf
Hernández,
J. G. (2004). Towards a
characterization of the crisis and the tasks of Counseling in the new century. In Revista Mexicana de orientación: General, 11-18. Retrieved Fromm: http://www.remo.ws/REVISTAS/remo-2.pdf
Hernández, J.G; Magaña.H,
Vargas, Muñoz, B, Pineda. A (2003). Guía de Orientación
Professional Ocupacional del Estado de
Michoacán: Con Fundamentos en
las Competencias y los sectores
Ocupacionales. In Revista Mexicana de
Orientación N°
0. Retrieved Fromm: http://remo.ws/revistas/remo-0- 2003.pdf
Latin American Journal of Counselling and Human Development:
"OrientAcción".
Number 3 (2017). Retrieved from: https://issuu.com/amilkarbrunal/docs/revista_de_orientaci__n_y_desarroll
Peruvian Ministry of Education (2013) Counselling Model for the Personal
Development of the Student - MDP
Vocational Counseling - Handbook for Tutors. Direction of Mentoring
and Educational Orientation. Ministry of Education. Retrieved from: www.minedu.gob.pe
Elizabeth
Cabrera Valadez, Yaralin Aceves Villanueva. (2017). La influencia de la Orientación Vocacional: El futuro de los
jóvenes de bachillerato. In Revista Espíritu Científico
en Acción. SEE. Baja California. Año 13 N° 25. Enero- Junio.2017.Retrieved from:http://www.educacionbc.edu.mx/departamentos/investigacion/publicaciones/es pirituaccion/Archivos/25/REVISTA%20ECA%20No%2025.pdf
Villa, G. Portafolio
Vocacional del alumno o alumna. Editorial de la universidad del Zulia,
2012.
[1] Amilkar A. Brunal.Psychologist.
1992. University Foundation "Konrad Lorenz". Specialist in
Educational Orientation and Human Development. "El Bosque" University
2002Master in Interdisciplinary Social Research. University Francisco Jose de
Caldas". 2008. Director of the Latin American Network of Counsellors
Professionals (RELAPRO) [2016-2018]
[2] Alberto Puertas, MS, GCDF
Alberto Puertas is an academic and career counselor
for Brigham Young University's University Advisory Center. His responsibilities
include: serving as an International Specialist Adviser on campus; teaching
courses in career strategies, career exploration and effective learning; supervising
students at risk and collaborating with the University in promoting career
development topics and objectives. Alberto adds to his academic work his
service as Director of the Advisory Board of the BYU Hispanic Management
Society Chapter and his role as a Mentor of the Student Association of the
Andean country of BYU.
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