Orientar a las personas adultas en una sociedad compleja

Orientar a las personas adultas en una sociedad compleja

RESUMENEl artículo profundiza en los temas de la edad adulta y en los cambios que ha sufrido esa etapa de la vida como consecuencia de los acontecimientos en la sociedad actual compleja, de la transición continua y del aprendizaje permanente. Frente a dichas transformaciones es preciso garantizar fo...

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Translated title: Guiding adults in a complex society
Journal Title: Revista Espa√Īola de Orientaci√≥n y Psicopedagog√≠a (REOP)
Author: Isabella Loiodice
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Language: Spanish
Get full text: http://revistas.uned.es/index.php/reop/article/view/11389
Resource type: Journal Article
Source: Revista Espa√Īola de Orientaci√≥n y Psicopedagog√≠a (REOP); Vol 23, No 1 (Year 2012).
DOI: http://dx.doi.org/10.5944/reop.vol.23.num.1.2012.11389
Publisher: Universidad Nacional de Educación a Distancia
Usage rights: Reconocimiento - NoComercial - SinObraDerivada (by-nc-nd)
Categories: Health Sciences, Social Sciences/Humanities --> Psychology, Applied
Abstract: RESUMENEl art√≠culo profundiza en los temas de la edad adulta y en los cambios que ha sufrido esa¬†etapa de la vida como consecuencia de los acontecimientos en la sociedad actual compleja, de la¬†transici√≥n continua y del aprendizaje permanente. Frente a dichas transformaciones es preciso¬†garantizar formaci√≥n y orientaci√≥n para los adultos, para facilitarles los instrumentos cognitivos y¬†emocionales que les ayuden a hacer frente a los desaf√≠os de la incertidumbre y al cambio¬†continuo. Para gestionar dichos procesos hace falta planificar intervenciones deliberadamente¬†orientadoras por parte de los profesionales de la formaci√≥n y orientaci√≥n para personas adultas.¬†En concreto, el art√≠culo estudia aspectos de las competencias metodol√≥gicas y did√°cticas de los¬†profesionales y, espec√≠ficamente, las metodolog√≠as que hacen uso de la narraci√≥n como m√©todo¬†de investigaci√≥n psicosocial. Una de las pr√°cticas de orientaci√≥n que m√°s utiliza la autobiograf√≠a¬†es el Balance de competencias. Por eso este trabajo describe sus principales caracter√≠sticas y¬†hace referencia a la experiencia del Laboratorio de Balance de Competencias en la Universidad¬†de Foggia (Italia).ABSTRACTThe article intends to explore the themes connected with adult age and the transformations¬†that this life stage has seen, due to changes occurred in contemporary society characterized by¬†continuous transition and permanent learning. Because of these transformations, adult training and¬†guidance becomes an urgent need as a means to asproviding with the necessary cognitive and¬†emotional tools that may help adults to face the challenge of uncertainty and continuous change. In¬†order to manage these processes, it is necessary for training and guidance ‚Äúprofessionals‚ÄĚ to¬†arrange specific interventions for adults. In particular, the present article goes into the aspects¬†linked to methodological-didactic competences these ‚Äúprofessionals‚ÄĚ must have and, specifically,¬†those methodologies that use narration as a tool for psychosocial investigation. One of the¬†orientation practices which use the autobiographical method is the balance of competences. In the¬†article, the main characteristics of balance of competences are described and reference is made to¬†the experience of the Laboratory of Competences at the University of Foggia (Italy).
Translated abstract: ABSTRACTThe article intends to explore the themes connected with adult age and the transformations¬†that this life stage has seen, due to changes occurred in contemporary society characterized by¬†continuous transition and permanent learning. Because of these transformations, adult training and¬†guidance becomes an urgent need as a means to asproviding with the necessary cognitive and¬†emotional tools that may help adults to face the challenge of uncertainty and continuous change. In¬†order to manage these processes, it is necessary for training and guidance ‚Äúprofessionals‚ÄĚ to¬†arrange specific interventions for adults. In particular, the present article goes into the aspects¬†linked to methodological-didactic competences these ‚Äúprofessionals‚ÄĚ must have and, specifically,¬†those methodologies that use narration as a tool for psychosocial investigation. One of the¬†orientation practices which use the autobiographical method is the balance of competences. In the¬†article, the main characteristics of balance of competences are described and reference is made to¬†the experience of the Laboratory of Competences at the University of Foggia (Italy).