Author(s):
Taveira, Maria do Céu, ed. lit. 
; Pinto, Joana Carneiro, ed. lit. ; Silva, Ana Daniela, ed. lit.
Date: 2013
Persistent ID: http://hdl.handle.net/1822/24985
Origin: RepositóriUM - Universidade do Minho
Document details
Learning, achievement and career development
Description
Chapter 1- Comprehensive Guidance and Counseling in the Schools: Career-life Planning For All Bryan Hiebert University of Calgary, Canada Young people today are facing a very different world than their teachers and parents faced as adolescents. Technology is doubling every two years. The top 10 jobs in de¬mand in 2010 did not exist in 2004. We are preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems that we don’t even know are problems yet. To succeed at this task, schools (and par¬ents) need to address the whole-person needs of students and not restrict themselves to only focusing on academic learning. This is best accomplished when career guid¬ance and personal development are infused into all school subjects, and when guid¬ance practitioners and counsellors are able to demonstrate the added value that a whole-person approach can offer. Chapter 2 - Learning, Achievement and Career of Institutionalized Youths: Portraits of the Portuguese and Brazilian realities Ana Daniela Silva & Marcelo Afonso Ribeiro School of Psychology, University of Minho, Portugal & Institute of Psychology, University of São Paulo, Brazil This chapter takes a theoretical and critical approach to what the literature broadly refers to as institutionalized youths2 in terms of both their learning/achievement and career paths, before specifically analyzing the Portuguese and Brazilian realities in terms of the characteristics of this population and key problems faced by these young persons. We then provide an overview of the best intervention practices in this area in general terms and concrete indications of the practices implemented in the respective two countries. We finish this article with a critical conclusion on the aforementioned realities and identify needs and clues for both future research and intervention in this field. Chapter 3 - Training and performance systems of psychology professionals: the particular case of career guidance and counselling Joana Carneiro Pinto School of Psychology, University of Minho, Portugal This chapter sets out a reflection on the problematic issues bound up with the learn¬ing and professional performance of psychologists dedicated to career guidance and counselling activities. In practice, we defend the crucial importance of quality theoretical-practical psychology training to attaining excellence in the professional performances of psychologists. Thus, we correspondingly analyze the scope for train¬ing systems to generate the opportunities truly favorable to the acquisition, training and development of the diversified set of core and specialist competences necessary to this field. We furthermore observe how the structure of psychology based higher education is organized in Portugal before concluding on the subsequent implica¬tions for the training of future career guidance and counselling professionals. Chapter 4 - The importance of vocational psychological training: intervention strategies and the (self)-evaluation of professional performance levels Rivaldo Sávio de Jesus Lima Department of Psychology, Federal University of Sergipe, Brazil This article first sets out to explore the perspectives and understandings of the voca¬tional psychology training and education system and correspondingly focusing on its shortcomings and difficulties from both the theoretical and the practical points of view. We then proceed to analyze the processes of career counselling and vocation¬al intervention and correspondingly providing a brief reflection on the most recent changes in the field of Vocational Psychology, especially as regards the skills and com¬petences required for engaging in and evaluating vocational-based interventions. Fi¬nally, we seek to clearly portray the strategies available for the (self)-evaluation of pro¬fessionals and the constant monitoring of their performances in the vocational field.
Chapter 1- Comprehensive Guidance and Counseling in the Schools: Career-life Planning For All Bryan Hiebert University of Calgary, Canada Young people today are facing a very different world than their teachers and parents faced as adolescents. Technology is doubling every two years. The top 10 jobs in de¬mand in 2010 did not exist in 2004. We are preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems that we don’t even know are problems yet. To succeed at this task, schools (and par¬ents) need to address the whole-person needs of students and not restrict themselves to only focusing on academic learning. This is best accomplished when career guid¬ance and personal development are infused into all school subjects, and when guid¬ance practitioners and counsellors are able to demonstrate the added value that a whole-person approach can offer. Chapter 2 - Learning, Achievement and Career of Institutionalized Youths: Portraits of the Portuguese and Brazilian realities Ana Daniela Silva & Marcelo Afonso Ribeiro School of Psychology, University of Minho, Portugal & Institute of Psychology, University of São Paulo, Brazil This chapter takes a theoretical and critical approach to what the literature broadly refers to as institutionalized youths2 in terms of both their learning/achievement and career paths, before specifically analyzing the Portuguese and Brazilian realities in terms of the characteristics of this population and key problems faced by these young persons. We then provide an overview of the best intervention practices in this area in general terms and concrete indications of the practices implemented in the respective two countries. We finish this article with a critical conclusion on the aforementioned realities and identify needs and clues for both future research and intervention in this field. Chapter 3 - Training and performance systems of psychology professionals: the particular case of career guidance and counselling Joana Carneiro Pinto School of Psychology, University of Minho, Portugal This chapter sets out a reflection on the problematic issues bound up with the learn¬ing and professional performance of psychologists dedicated to career guidance and counselling activities. In practice, we defend the crucial importance of quality theoretical-practical psychology training to attaining excellence in the professional performances of psychologists. Thus, we correspondingly analyze the scope for train¬ing systems to generate the opportunities truly favorable to the acquisition, training and development of the diversified set of core and specialist competences necessary to this field. We furthermore observe how the structure of psychology based higher education is organized in Portugal before concluding on the subsequent implica¬tions for the training of future career guidance and counselling professionals. Chapter 4 - The importance of vocational psychological training: intervention strategies and the (self)-evaluation of professional performance levels Rivaldo Sávio de Jesus Lima Department of Psychology, Federal University of Sergipe, Brazil This article first sets out to explore the perspectives and understandings of the voca¬tional psychology training and education system and correspondingly focusing on its shortcomings and difficulties from both the theoretical and the practical points of view. We then proceed to analyze the processes of career counselling and vocation¬al intervention and correspondingly providing a brief reflection on the most recent changes in the field of Vocational Psychology, especially as regards the skills and com¬petences required for engaging in and evaluating vocational-based interventions. Fi¬nally, we seek to clearly portray the strategies available for the (self)-evaluation of pro¬fessionals and the constant monitoring of their performances in the vocational field.
Document Type
Book
Language English
Language English
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