Psychology and Vocational Guidance

Code:

LP412

Acronym:

POV

Keywords
Classification	Keyword
OFICIAL	Consulta Psicológica de Jovens e Adultos

Instance: 2005/2006 - A

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Psychology Degree

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSI	51	Plano oficial a partir de 2001/02	4	6	11	-

Objectives

At the end of the academic year, the student must be able to:

·Elaborate, implement and assess Vocational Psychological Counseling projects taking into consideration client’s singularities and to situational and the situational/contextual conditions of the intervention;

·Learn autonomously and critically from the theoretical and empirical research, relevant to the professional performance as psychologist, in the domains of issues, problems, needs, and tasks of the Vocational Psychological Counseling.

·Update and develop through life, the professional competences appropriated to the performance profile that characterise the autonomous exercise of Vocational Psychological Counseling on several contexts and with various segments of the population.

Program

1st. CHAPTER: WAYS OF UNDERSTANDING AND INTERVENING PSYCHOLOGICALLY IN VOCATIONAL GUIDANCE

1.Vocational guidance scope: Direction and meaning in the relationship of people with education, training and work, during their life-span (lifelong and life-wide), in articulation with other dimensions of their existence, and its integration in the process of identity construction;

2. Analysis of different ways of formulating the problem and contribute to its resolution; option for a constructive and ecological approach of reconstructive exploration of vocational commitment during the life-span, through the action-integration strategy.

2nd. CHAPTER: VOCATIONAL PSYCHOLOGY CONTRIBUTIONS TO THE CONSTRUCTION OF THE RELATIONSHIP OF PERSONAL COMMITMENT IN EDUCATION/TRAINING AND WORK.

1. Socio-cognitive approach to vocational development (Lent, Brown & Hacket);

2. The vocational dimension of the personal identity construction: the exploration process (E. Erickson & J. Marcia & J. Bowl by & M. Ainsworth);

3. Cognitive-vocational structures complexification process (L. Knefelcamp & R. Slepitza & E. Welfel);

4. The primacy of experiences’ meanings in the process of vocational relationship construction: Constructive, socio-constructive and narratives approach of vocational development;

5. Compromise, transformation of the vocational commitment and pragmatic orientation to action: the circumscription and compromise model of L. Gottfredson.

3rd. CHAPTER: VOCATIONAL PSYCHOLOGICAL COUNSELING: STRUCTURING DIMENSIONS.

1. Promotion of the conditions for the exploration of vocational commitment: relationship, problem contextualization, and intervention contract definition;

2. Promotion of the reconstructive exploration of vocational commitment: What do I wish?: motives, values, interests, likes, preferences, and meanings; What does exist for me?: social structures of training and professional opportunities; What can I do?: competences for action;

3. Promotion of orientation to action and preparation for commitment implementation: What am I going to do?: construction of a new balance between personal wishes, and demands, opportunities and environmental constraints.

4th. CHAPTER: VOCATIONAL PSYCHOLOGICAL COUNSELING IN LIFE-SPAN TRANSITIONS.

1. Vocational lifelong transitions: importance of psychologically oriented interventions and of the articulation with the performance of other life roles;

2. Challenges of education, training and learning challenges to the personal management of the vocational career during lifelong (life-span);

3. The role of education and professional training in vocational trajectory: the psychologist role as consultant of teachers and trainers;

4. The family influence on the construction of vocational projects: Psychologist role as family consultant;

5. Transition from school and training centre to the world of work and professional integration of young people seeking for first job;

6. Management of commitment on various life roles: The family-work case/example;

7. Middle-age unemployment;

8. Retirement psycho-social tasks: transitions and adjustments

5th. CHAPTER: THE QUALITY OF VOCATIONAL PSYCHOLOGICAL COUNSELING.

1. Professional’s quality: training, certification, performance, deontology;

2. Interventions’ quality;

3. Quality of the services and public policies;

4. Quality systems assurance of the training and the professionals’ qualification; services and vocational guidance interventions.

Main Bibliography

·Brown, D. & Brooks, L. (1991). Career Counseling Techniques: Boston: Allyn and Bacon.
·Brown, D. & Brooks, L. (2002). Career Choice and Development. San Francisco: Jossey Bass. (4a. Ed.).
·Campos, B.P. (1976). Educação sem relação social: Análise crítica da orientação e avaliação contínuas. Lisboa: Livros Horizonte.
·Cochran, L. /1997). Career Counseling: A narrative approach. London: Sage.
·Collin, A. & Young, R. (2000). Future of Career. Cambridge: University Press.
·Guichard, J. & Huteau, M. (2001). Psychologie de l’Orientation. Paris: Dunot (Tradução portuguesa disponível – “ Psicologia da Orientação” edição do Instituto Piaget, 2003).
·Leitão, L. M. (Coord.) (2004). Avaliação psicológica em orientação escolar e profissional. Coimbra: Quarteto.
·Savickas, M. L. & Walsh, b. (1996). Handbook of career counseling: Theory and Practice. Palo Alto, CA: Consulting Psychologists Book.
·Watts, A. G., Law, B., Killeen, J., Kidd, J., Hawthorn, R., Watts, T. (1996). Rethinking Career Education and Guidance: Theory, Policy and Practice. London: Routledge.

Complementary Bibliography

Presented in classes summaries.

Teaching methods and learning activities

Beyond the participation in theoretical expositions, students elaborate essays, prepare and implement workshops, develop field work and are involved in vocational psychological counseling interventions. Most of these activities involve tutorial support.

Evaluation Type

Distributed evaluation without final exam

Eligibility for exams

The subject is compulsory for students who intend to attend two areas of study of the second cycle of the course: Area 4 – Consulta Psicológica de Jovens e Adultos; and Area 5 – Psicologia do Trabalho e das Organizações.

Students' must attend 75% of the classes in the practical component of the subject.

Calculation formula of final grade

Subject assessment is made in a continuous way and requires the development, during the academic year, of a set of activities, performed individually and/or in group. These activities have differential quantitative contributions to the final mark.

Observations

The Portuguese is the language in which this subject is provided. The bibliography references are multilanguage.

11 ECTS (European credit transfer system) are attributed to this subject.