Funcionamento Intelectual e Interesses Profissionais: um Estudo com Adolescentes em Contexto Escolar / Intellectual Disabilities and Professional Interests: A Study with Adolescents in the School Context / Discapacidades intelectuales e intereses profesionales: un estudio con adolescentes en Contexto Escolar

Neste estudo, analisamos a relação entre dificuldades no funcionamento intelectual (DFI) e interesses profissionais. A amostra constitui-se por 120 estudantes, com idades entre 14 e 22 anos (M = 15, DP = 1), e foi dividida entre os que apresentavam DFI (n = 54) e os que não apresentavam DFI (n = 66). Utilizamos o Inventário de Interesses e Exploração Auto-Dirigida e um questionário sociodemográfico e escolar. Os resultados revelam diferenças moderadas nos interesses dos adolescentes com DFI, comparativamente aos que não têm DFI, com resultados médios superiores de tipo Realista e Social, e inferiores de tipo Empreendedor. Os resultados são discutidos tendo em conta a necessidade de considerar a diversidade em contexto escolar e de promover a inclusão destes jovens.

In this study we analyse the relation between intellectual disabilities and professional interests. Sample consisted of 120 Portuguese students, aged between 14 and 22 years old (M = 15, SD = 1), which were divided in two groups, depending on whether intellectual disabilities were present (N = 54) or absent (N = 66). We used the Portuguese version of the Self Directed Search Inventory, and a sociodemographic and school life survey. Results show moderate differences between students with and without intellectual disabilities in professional interests. Students with intellectual disabilities reported higher mean interests of Realistic and of Social type, and lower mean interests of Entrepreneur type. Results are discussed taking into account the need to consider students' diversity and to promote social inclusion.

En este estudio, analizamos la relación entre la discapacidad intelectual (DI) y los intereses profesionales de 120 estudiantes portugueses, de edades entre 14 y 22 años (M = 15; DP = 1). Hemos utilizado la versión en portugués del Self Directed Search, y un cuestionario sociodemográfico y escolar. Los resultados muestran diferencias moderadas en los intereses profesionales de los estudiantes con DI, en comparación con aquellos sin DI, con resultados medios más altos de tipo Realista y Social, y más bajos de tipo Emprendedor. Los resultados se discuten teniendo en cuenta la necesidad de considerar la diversidad en el contexto escolar y promover la inclusión.

School Counseling Services for Gifted and Talented Students: A Systematic Review of Literature

@#Gifted and talented students are different from the other normal students and special attention is needed for due to their high cognitive ability and their socio-emotional conditions. Literatures show shortcomings and ineffectiveness of the counselling services to the gifted and talented students. The lack of effective interventions and approaches targeted to the students hinders the understanding on the importance of counseling services to the students. Hence, this study aims to explore the school counseling services for gifted and talented students. Based on inclusion and exclusion criteria, 10 articles were selected and reviewed. Findings from different journal sources conducted in different countries were assimilated to attain better understanding of the relevance of school counseling services to gifted and talented students. The role of the school counselors and the challenges in the school counseling services were also identified from the articles.

School counselors' attitude and decision-making towards dual relationship and confidentiality situations in counseling / 中国心理卫生杂志

Objective: To explore school counselors' attitude and decision-making towards dual relationship and confidentiality. Methods: Totally 123 school counselors (27 males and 96 females, aged 20 to 60 years old, 41 primary and secondary counselors, 82 college counselors) filled up of self-designed Questionnaire for School Psychological Consultants on Dual Relationship and Confidentiality Rules, and the related factors which could influence the school counselors' attitude and their decision-making in dual relationship and confidentiality in the counseling work. Results:Totally 71.5％ (n =88) school counselors chose not to accept other relationships with students after counseling, 14.6％ (n = 18) school counselors chose to accept other relationships with students after counseling. The school counselors who had not accepted supervisioneasier to answer as "accept other relationship may raise clients self-esteem or feelings" than those had got supervision (P <0.05). The school counselor believed that the confidentiality agreement should be breached of the top 3(suicide attention, drug use and bad gangs). Counselors easier to breach confidentiality agreements on situation of students had suicide plans than situation of students had plans to run away from home(P <0.001). Conclusion:This study shows that two factors, including supervision and differential clients "issue may have effect on school counselors" attitudes and decision-making towards dual relationship and confidentiality situation in their counseling practice.

Vivências Acadêmicas e Sofrimento Psíquico de Estudantes de Psicologia / Academic Experiences and Psychological Suffering among Psychology students / Vivencias Académicas y el Sufrimiento Psíquico de los estudiantes de Psicología

Resumo A vivência estudantil na universidade é uma questão pouco investigada e discutida, especialmente nos cursos de Psicologia, assim como o sofrimento que pode acompanhá-la, decorrente sobretudo do contato com o sofrimento psíquico de outras pessoas ou os conteúdos acadêmicos mais diretamente relacionados com a subjetividade humana. Este artigo apresenta dados de uma pesquisa cujo objetivo era o levantamento das vivências acadêmicas dos estudantes de Psicologia de uma universidade pública do interior paulista. Na coleta de dados foi utilizado um instrumento, contendo uma questão de identificação sociodemográfica, um conjunto de 20 itens de múltipla escolha (formulado como numa escala do tipo likert de cinco pontos) e cinco questões abertas, que foi respondido por 119 estudantes dos cinco anos do curso. Os resultados, após serem submetidos às análises quantitativa e qualitativa, permitiram verificar que, na Escala Likert, os alunos apresentaram, no geral, percepção favorável do curso. No entanto, nas questões abertas referentes às vivências e ao sofrimento psíquico foram apresentados indicadores explícitos de mal-estar universitário. Na última questão, que indagava sobre a vivência de sofrimento psíquico, 107 dos 119 estudantes responderam afirmativamente. A partir destes dados, se discute a necessidade urgente de ações, tanto por parte dos gestores universitários quanto das entidades que fiscalizam a formação de psicólogos....(AU)

Abstract Academic experiences constitute a poorly discussed and researched subject, which is also truth for the suffering that may go along with such experiences, especially in the psychology courses, as well as the suffering that can accompany them, stemming mainly from contact with the psychic suffering of others or with an academic content more directly related to human subjectivity. This study presents data from a survey whose purpose was to map the academic experiences of psychology students, at a Brazilian public University. A questionnaire containing a question of socio-demographic identification, a set of 20 multiple-choice items (formulated as a Likert scale of five points) and five open questions was used to collect data by 119 students of the five years of the course. The results, after being subject to quantitative and qualitative analysis, allowed to verify, in Likert scale, that the students presented, in general, a favorable perception of the course. However, the open questions relating to experiences and psychological distress presented explicit indicators of university unease. In the last question, that inquired about the experience of psychological distress, 107 of 119 students responded affirmatively. From these data, we discuss the urgent need for action, both by university administrators and by the entities that oversee the training of psychologists....(AU)

Resumen La experiencia de los estudiantes en la universidad es un asunto poco investigado y discutido, sobre todo en los cursos de psicología, así como el sufrimiento que puede acompañarla, derivados principalmente del contacto con el sufrimiento psíquico de los demás, o con contenidos académicos más directamente relacionados con la subjetividad humano. Este artículo presenta datos de una encuesta cuyo objetivo fue estudiar las experiencias académicas de los estudiantes de psicología en una universidad pública de São Paulo. Para la recolección de datos se utilizó un cuestionario que contiene una pregunta de identificación sociodemográfico, un conjunto de 20 preguntas de elección múltiple (formulado como una escala Likert de cinco puntos) y cinco preguntas abiertas que fueron respondidas por 119 estudiantes de los cinco años del curso. Los resultados, después de haber sido objeto de un análisis cuantitativo y cualitativo, permiten verificar, en escala Likert, que los estudiantes presentan, en general, una percepción favorable del curso. Sin embargo, en las preguntas abiertas, relacionadas con las experiencias y los trastornos psicológicos, se presentaron indicadores explícitos de malestar universitario. En la última pregunta, que trataba acerca de la experiencia de sufrimiento psíquico, 107 de 119 estudiantes respondieron afirmativamente. A partir de estos datos, se discute la necesidad urgente de adoptar medidas, tanto por parte de los administradores de la universidad, como por parte las entidades que supervisan la formación de los psicólogos....(AU)

Desempeño psicométrico de dos escalas de autoeficacia e intereses profesionales en una muestra de estudiantes de secundaria / Psychometric performance of two scales of self-efficacy and professional interests in a sample of high school students

El objetivo de este estudio es analizar las propiedades psicométricas de dos instrumentos utilizados en el proceso de orientación vocacional en estudiantes de educación media en el municipio de Rionegro, Antioquia (Colombia). Para ello se analizaron las propiedades psicométricas del Inventario de Autoeficacia revisado IAMI-R (Pérez & Medrano, 2007) y el Cuestionario de Intereses Profesionales CIP-4 (Pérez & Cupani, 2006) en una muestra compuesta por 312 participantes; se analizó la validez del constructo mediante procedimientos de análisis factorial exploratorio y la confiabilidad con medidas de consistencia interna. Los resultados indican que las pruebas cumplen con los criterios mínimos aceptables para considerar sus mediciones como válidas y confiables y que pueden ser una herramienta útil en los procesos de orientación profesional que se realizan en las diferentes instituciones educativas.

This study aims to analyze the psychometric properties of two instruments used to assess process of vocational guidance school students in the municipality of Rionegro, Antioquia. The psychometric properties of self-efficacy inventory revised MISEI-R (Pérez & Medrano, 2007) and Professional Interests Questionnaire CIP-4 (Pérez & Cupani, 2006) were studied. The instruments were administered to a sample of high school students of the municipality. Construct validity was examined by exploratory factor analysis procedures and reliability with measures of internal consistency. The validation sample consisted of 312 participants of the secondary school. The results indicated that the tests accomplished the acceptable minimum criteria to be considered as valid and reliable, and they may be a useful instrument in the context of guidance for career development that is conducted in different educational institutions.

Trayectorias educativas: el trabajo de los equipos de orientación escolar, desde la psicología educacional contemporánea / Educational trajectories: the work of school counseling teams, from the contemporary educational psychology

Este trabajo se inscribe en el proyecto UBACyT "Intervenciones de los equipos de orientación escolar: entre la habilitación de los sujetos y la creación de condiciones institucionales", en el marco del cual se investigan intervenciones sobre las trayectorias educativas a fin de sostenerlas y potenciarlas, desde un enfoque contextualista en psicología educacional. Las transformaciones contemporáneas demandan de las escuelas perspectivas teórico-prácticas que habiliten el acompañamiento institucional de las trayectorias. Éstas consideran que la interrupción de una trayectoria educativa refiere menos a la supuesta incapacidad individual y más a la dificultad para quebrar la homogeneización escolar y diversificar esas trayectorias dando respuesta a cada sujeto así como al colectivo institucional. La investigación en proceso, centrada en intervenciones institucionales de equipos de Buenos Aires y Río Negro, analiza la focalización que realizan sobre las condiciones institucionales de las trayectorias educativas y la intervención sobre ellas desde experiencias colectivas.

This article is part of the Ubacyt project "Interventions by school counseling teams: between the enable of the subjects and the creation of institutional conditions" that researches interventions on educational trajectories in order to hold and promote them, from a contextualist approach in educational psychology. Contemporary transformations require schools follow up on educational trajectories with theoretical and practical perspectives. These believe that the interruption of an educational trajectory concerns less the so-called individual disability and more to the dificulty of breaking the school homogenization. The research process, focusing on institutional interventions teams of Buenos Aires and Rio Negro, look into the institutional conditions of educational trajectories and intervention on them from collective experiences.