Vocational Guidance Process Research Articles

Improving vocational guidance through an expert system: Temporary decreasing and enhancing student self-awareness.

The vocational guidance process in educational institutions faces important challenges in managing trials and errors in diagnoses. Technological tools are identified as an effective solution to address these problems. This research seeks to improve career guidance in educational institutions through the implementation of an expert system. The main objective is to reduce test processing time and achieve greater efficiency in students' self-knowledge regarding their interests, based on the personalities of the Holland Test. The development of the expert system followed a six-model approach. First, an organisational model was created to assess the scope and feasibility of the project. Next, a task and agent model was developed to investigate the impact and look for improvements. A knowledge model was then developed to analyse the relevant knowledge bases. A communication model was also developed to evaluate the communication interface of the system. Next, a design model was created to provide guidelines for the implementation of the system. Finally, the implementation of the knowledge system was carried out to ensure its correct functioning. The implementation of the expert system has shown significant improvements in the vocational guidance process. It was possible to reduce the time needed to apply the test, thus optimising the psychologist's time and allowing a greater capacity for analysis. In addition, an improvement in the effectiveness of the students' self-knowledge in relation to their vocational interests based on the personalities of the Holland Test was observed. This study contributes to career guidance in educational institutions by introducing an innovative expert system. This technological solution optimizes the career guidance process, benefiting psychologists administering tests and students seeking self-knowledge about their career interests.

Субъективные представления о престиже профессии у школьников Хабаровского края: социологический анализ

This article presents the main methodological approaches to the analysis of the prestige of professions, as one of the criteria for social stratification of the society and its professional differentiation. Based on methodology of the stratification measurement and the results of empirical sociological studies of schoolchildren of the 8–11 grades of the Khabarovsk territory, their collective ideas about phenomenon of the prestige of professions, its conditionality by the objective conditions of the labor market and its influence on professions are analyzed. There are also the analyzed subjective opinions, value orientations and motives for choosing prestigious profession, the role of wages, parents, teachers, the media and the Internet, the intentions of obtaining specialties in organizations of the secondary and higher education in the region and beyond. The ideas of school students about the prestige of professions and their relationship with the economic and social processes in modern Russia are outlined. Conclusions are drawn on changing the process of vocational guidance in the direction of creating the conditions for students to make a conscious choice of specialties (professions) based on their personal interests in particular professions.

ЗАКОНОДАТЕЛЬНЫЕ ОСНОВЫ ПРОФОРИЕНТАЦИОННОЙ РАБОТЫ ВУЗОВ С ИНВАЛИДАМИ И ЛИЦАМИ С ОВЗ

The article deals with the normative-legal acts of the federal level, regulating the vocational guidance work of higher educational institutions with the disabled and persons with disabilities. The forms of the vocational guidance process, established by the legislator and used in practice, such as profinformation, creative rehabilitation, vocational counseling, vocational education, vocational diagnostics, vocational motivation, vocational probation, are systematized and characterized. The importance of complex application of possible forms is underlined. The legislative bases of vocational guidance work with disabled people at the regional level, by the example of the Irkutsk region in the state and university aspect, are considered

ПСИХОЛОГО-ПЕДАГОГІЧНІ ДЕТЕРМІНАНТИ ПРОФОРІЄНТАЦІЇ В КОНТЕКСТІ ЗАВДАНЬ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article examines the psychological and pedagogical aspects of vocational guidance and self-determination of high school students with the choice of future profession in the development of the New Ukrainian school. Mechanisms of professional self-determination and the capacity building of professional self-improvement of high school students in the context of transformational processes in the labour market in the digital economy are considered. It is established that one of the ways to increase the effectiveness of professional self-determination of student youth is the introduction into the educational process of methods of psychological and pedagogical design of career guidance measures aimed at forming the potential of professional self-improvement in high school students. The conceptual principles of professional orientation in the New Ukrainian school are revealed. The expected results of vocational guidance reform for all participants of the vocational guidance process in the New Ukrainian School are presented. The development of specialized training in high school is characterized as well as the need for lifelong learning, the importance of continuous personal and professional development. Ways to improve the career guidance process at the local level are highlighted. In the system of vocational guidance, it is very important to take into account the interests of the regional labour market. Career guidance in a community is an ecosystem that ensures its socio-economic development, and financial support for career guidance at the local level is an investment in human capital and sustainable community development. The advantages of organizing vocational guidance at the local level are a significant increase in opportunities for interaction with employers on vocational guidance of students, the creation and use of modern infrastructure. The functioning of educational and vocational hubs and career development centres based on educational institutions sounds promising, there students can try themselves in a particular profession, participate in projects for community and regional development.

The online model of the Vocational Guidance Management System (VGMS) for vocational high school

Useful vocational guidance can equip the individual to mediate the uncertain labor market. This study aims to develop a model of the vocational guidance management system (VGMS) based online information system for vocational high school, which also linked to the labor market system. This research developed Borg and Gall’s research and development methodology. Following this method, it has built the online model of VGMSs’ architecture consisting of hardware, software, cloud, network, and database. The result of the online VGMS model was feasible and reliable to the vocational guidance process in vocational high school. This online model can help the school parties, vocational counselors, and vocational students to manage their activities related to career and job problems. And for industry, this online system is also helpful to access vocational high school graduates to be employed. This system needs further development to improve the capacity of an information system for broader career counselee.

Геймификация как инструмент профориентации школьников

Researched is the problem of new methods of vocational guidance of schoolchildren, because traditional forms lose their effectiveness and relevance. Such new method, as gamification, might ensure maximum involvement of participants in vocational guidance process, allow to “test” a particular profession in game created reality, and that will help to choose future career soundly. The purpose of this study is to justify relevance of incorporating gamification technology into career counseling activities and to develop practical recommendations on the use of live-action games to form psychological readiness of schoolchildren for professional self-determination. The use of gaming technologies and mechanic will allow the student to be immersed in created alternative reality, in what he gets the opportunity to feel like a specialist performing real labor function that gives a clear understanding of a certain professional activity. The authors substantiate the main advantages of gamification in career-oriented work, such as involvement, motivation, replayability and development of meta-subject skills (soft skills). The article offers three basic scenarios of live action games, as a career guidance activities for high school students, developed on the basis of the authorities’ specifics. The authors substantiate effectiveness of application of innovative methods in vocational guidance of schoolchildren. The scenarios proposed by the authors might be used for any professional activity, lend themselves to adaptation and modification, and not only increase effectiveness of career guidance measures due to the high degree of involvement of participants, but also develop meta-subject skills of senior classes’ schoolchildren.

Orientación Vocacional, Aprendizaje Socio-Emocional y Sentido de Vida en la Educación Superior.

La presente investigación busca proporcionar un marco general para comprender el proceso de la orientación vocacional considerando la personalidad, la motivación, las aspiraciones y la pasión del estudiante en la elección de una carrera profesional que al ejercerla le brinde satisfacción laboral, le permita ser más productivo, y de manera consecuente, incremente la productividad de la empresa o sector en el que se desempeña; aumentar la competitividad global al mismo tiempo que se siente autorrealizado y satisfecho consigo mismo. Partiendo del aprendizaje socio-emocional como generador e impulsor del proceso que permite al estudiante transitar el camino del autodescubrimiento con sentido de vida y propósito a través del ejercicio de su profesión.

AДAПТAЦIЯ МAЙБУТНIX ПEДAГOГIВ ДO ПРOФECIЙНOЇ ДIЯЛЬНOCТI ЯК ПРEДМEТ ПCИXOЛOГIЧНOГO ДOCЛIДЖEННЯ

У cтaттi здiйcнeнo пcиxoлoгiчний aнaлiз фeнoмeну aдaптaцiї мaйбутнix пeдaгoгiв дo прoфeciйнoї дiяльнocтi пiд чac їxньoгo нaвчaння у зaклaдi вищoї ocвiти. Пiд прoфeciйнoю aдaптaцiєю дo пeдaгoгiчнoї дiяльнocтi вчeнi рoзумiють прoцec aктивнoї взaємoдiї ocoбиcтocтi мaйбутньoгo пeдaгoгa тa пeдaгoгiчнoгo ceрeдoвищa, cпрямoвaний нa пiдтримку їxньoї динaмiчнoї рiвнoвaги, щo зaбeзпeчує eфeктивнicть пeдaгoгiчнoї дiяльнocтi, рoзвитoк шкiльнoгo кoлeктиву i ocoбиcтocтi пeдaгoгa, йoгo прoфeciйну caмoрeaлiзaцiю.
 Aдaптaцiя дo прoфeciйнoї дiяльнocтi являє coбoю прoцec дocягнeння oргaнiчнoї єднocтi мiж нoрмaтивнo зaкрiплeними вимoгaми дo пeдaгoгiчнoї дiяльнocтi тa влacними пoтрeбaми, iнтeрecaми i мoжливocтями cтудeнтiв як мaйбутнix пeдaгoгiв. В рeзультaтi тaкoї єднocтi cпocтeрiгaєтьcя фoрмувaння cиcтeми прoфeciйниx знaнь, вмiнь, нaвичoк мaйбутнix пeдaгoгiв, рoзвитoк їxнix прoфeciйниx якocтeй, cфoрмoвaнicть прoфeciйнoї мaйcтeрнocтi тa кoмпeтeнтнocтi; єднicть пeдaгoгa з учнями тa пeдaгoгiчним кoлeктивoм; вирoблeння cтiйкoгo пoзитивнoгo cтaвлeння дo прoфeciї, зрiлicть фaxiвця i caмoрeaлiзaцiя ocoбиcтocтi.
 Aдaптaцiя дo прoфeciйнoї дiяльнocтi трaктуєтьcя вчeними як зaключний eтaп прoцecу прoфeciйнoї oрiєнтaцiї, як кoмплeкcнa cиcтeмa зacoбiв, cпрямoвaнa нa нaдaння дoпoмoги людинi в йoгo приcтocувaннi дo пcиxoлoгiчниx, oргaнiзaцiйниx, тexнoлoгiчниx умoв прoфeciйнoї дiяльнocтi у кoнкрeтнoму зaклaдi iз врaxувaнням йoгo cпeцифiки, щo пoзитивнo вiдoбрaжaєтьcя нa прoфeciйнoму cтaнoвлeннi. Як пoкaзує прaктикa, прoфeciйнa aдaптaцiя нa пcиxoфiзioлoгiчнoму, влacнe прoфeciйнoму, coцiaльнo-пcиxoлoгiчнoму тa ocoбиcтicнoму рiвняx пoчинaєтьcя пiд чac нaвчaльнo-виxoвнoгo прoцecу у вишi. Пcиxoфiзioлoгiчний рiвeнь aдaптaцiї пeрeдбaчaє вxoджeння cтудeнтiв в умoви нaвчaльнoї дiяльнocтi у вишi, пoв'язaнi з eмoцiйнo-пcиxiчним нaпружeнням. Влacнe прoфeciйнa aдaптaцiя вiдoбрaжaє рiвeнь взaємoдiї мaйбутнix фaxiвцiв iз прoфeciйнoї ceрeдoвищeм, якe здiйcнюєтьcя у двox нaпрямкax. Пeршe нaпрям пeрeдбaчaє aдaптaцiю дo нoвиx умoв нaвчaння у вишi, другий – пoлягaє у рoзкриттi змicту тa ocoбливocтeй пeдaгoгiчнoї дiяльнocтi. Нa цьoму рiвнi cпocтeрiгaєтьcя aдaптaцiя дo нaвчaльнoї, нaукoвo-мeтoдичнoї тa oргaнiзaцiйнo-виxoвнoї видiв дiяльнocтi. Тoбтo пeрший нaпрям пeрeдбaчaє фoрмувaння бaзoвoгo пcиxoфiзичнoгo, мoрaльнoгo тa iнтeлeктуaльнoгo пoтeнцiaлу, нeoбxiднoгo для eфeктивнoї прoфeciйнoї трудoвoї дiяльнocтi; прoфoрiєнтaцiю мoлoдi; дoпрoфeciйну пiдгoтoвку.

ОСНОВНЫЕ ФУНКЦИИ УЧИТЕЛЯ-БАКАЛАВРА СОВРЕМЕННОЙ ШКОЛЫ

The high professionalism of the teacher invariably remains the decisive criterion for the fulfillment of his social functions. Teacher didactic training is a basic professional quality. The question of the effectiveness of the organization of the process of vocational guidance in the light of the problems under consideration can be successfully resolved on the basis of determining the basic pedagogical abilities and skills that graduates must be formed to successfully overcome the difficulties encountered in the educational process. Before describing the basic abilities in the activities of a young teacher, it is necessary to highlight the functions of his activities, which are discussed in the article, which highlights the methodology for studying the level of didactic knowledge, skills of graduates of a pedagogical university.

ПРОФОРІЄНТАЦІЙНА РОБОТА В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ ЯК ОСНОВА СОЦІАЛІЗАЦІЇ ШКОЛЯРІВ

The article deals with the peculiarities of the implementation and organization of vocational guidance work in institutions of general secondary education. The authors substantiate the necessity of conscious choice of profession even in school years. The emphasis is on economic education as a component of vocational guidance. The content, directions and structure of vocational guidance work are described. Two approaches to vocational guidance work at institutions of general secondary education and their influence on the socialization of students are considered in detail.Professional orientation in the school is regarded as an integral part of the entire educational system, but not as a sum of individual activities related to the release of students from the school. In general, it is closely connected with the process of formation of a fully developed personality, with the preparation of students for life, to work and carried out during school education.The content of vocational guidance work at school includes the following: raising interest in working professions; wide acquaintance of students with different branches of the national economy, with the most widespread mass professions; сomprehensive study of adolescents, revealing, studying and developing their interests, inclinations and abilities, as well as physical and psychological capabilities; helping schoolchildren in acquiring the skills necessary to perform various types of work; acquaintance of students with the requirements, which propose specific professions to the level of knowledge of general subjects, skills and skills, as well as the nature of the work of future specialists; consultation of students about professions, information about educational institutions in which it is possible to master the corresponding specialties; assistance to the student in assessing his abilities and qualifications in relation to a particular type of work activity in accordance with his / her inclinations; formation of an active attitude to the conscious choice of the profession; further analysis of the adaptation of school graduates in adult life, the effectiveness of pedagogical methods of influence.The result of career guidance – the choice of profession – from an economic point of view can be regarded as a solution to one of the most important economic problems – the limited labor resources. In order to “intensify” the impact of economic education on the process of vocational guidance, two approaches should be considered. Each of them is one way or another connected with the understanding and use of the economic content of the connection “profession – activity” or vice versa. Consequently, it is necessary to help schoolchildren develop a creative attitude to the cause, ability to contemplate and comprehend their actions and deeds, to critically evaluate them, to listen and to be heard, to perform certain social roles.An important role in choosing a profession is the orientation in the economic sphere of life. This is a long process in which there is a reconciliation between personal and social, between rights and responsibilities, between insignificant and important, and this process continues throughout the life and work path.

Основные проблемы профессиональной ориентации молодых людей с тяжелыми нарушениями психического развития и интеллектуальной недостаточностью

In Russian society, more preciseattention is paid to the problems of vocational guidance, training, employment of young people with severe mental disabilities. This article reveals the problems of professional orientation of young people with severe mental development disorders. The specialists of the Center for Social Adaptation and Professional Training of Young People with Autism Spectrum Disorders with Mental Disabilities at Technological College No. 21 in Moscow for a long time deal with professional orientation and education of people with severe mental disorders. The Center for Social Adaptation and Professional Training for Young People with Autism Spectrum Disorders with Pronounced Mental Disabilities Technological College No. 21 in Moscow is working on vocational guidance and training. The work demonstrates the importance of the process of vocational guidance for people with severe developmental disorders, Also article reveals certain difficulties in solving this problem. Two large groups of problems are distinguished - external and internal: social problems that impede the ability of young people with severe mental disabilities to choose a profession, and problems associated with the organization of career guidance activities themselves. It is noted that new opportunities for career guidance are currently opening up, as specialists shift the focus from the limitations of young people to their advantages and opportunities.

Organizational and Managerial Mechanism of Professional Orientation at Early Stages of Life of Human Training

The successful introduction of an organisational and managerial mechanism in the form of a “school-university model makes a significant contribution to the success of the implementation of vocational guidance projects. The contemporary education system of Russia includes theformation and organisation of the schoolchild’s vocational orientation, albeit at a difficult stage of development. It is due both to the transformational processes in education and the influence of numerous economic, social and other factors. Under market conditions, one of the topical issues for education authorities is the formation of an organisational mechanism for vocational guidance, aimed at ensuring the effective functioning of the vocational guidance system. The purpose of our study is to clarify the explanation of the working of the organisational and managerial mechanism of vocational guidance in the early stages of human life and training. The object of research was the process of vocational guidance of senior pupils of a general education school. The subject of the research was methodological approaches to the management of the vocational guidance process in the “school-university model. In the study, we used general scientific methods of scientific continuity, comparisons, observation, dialectical logic, epistemological, logical analysis and modelling. As a result of a theoretical study, we determined the essence of the schoolchild’s vocational orientation and identified the need to create a mechanism for managing it in the context of the implementation of innovative approaches in vocational guidance. The organisational and managerial mechanism for professional orientation we presented in the form of a set of blocks. They include the main elements of the management system and the necessary links between these elements. We also outlined the guidelines for improving the management mechanism and the development of a vocational guidance system based on the project approach.

Human capital formation by means of education

Subject of research – the process of formation of human capital by means of education Formation of human capital by means of education. The purpose of writing the article is to formulate theoretical approaches that determine the role of education in the formation of human capital in Ukraine. Methodology of work – system-structural and comparative analyzes (for the formation of human capital in educational institutions); monographic (when studying the problem of human capital formation and its components in Ukraine and in developed countries of the world); socio-economic analysis (in the study of the actual state of affairs of the educational system and its material security); forecasting (prospect of development of educational potential in Ukraine and its investment). The results of the work – proposed new approaches to the process of vocational guidance, the formation of an applicant who has a clear image of the future profession, a personally oriented trajectory of training and development throughout life. It is argued that the need to increase investment in human capital development in educational institutions has been proved. Conclusions – human capital, based on the intellectual abilities and talent of the individual, as well as knowledge and practical skills acquired in the process of learning, education and practical activities is the greatest value of the state. Improving the educational process will enable us to ensure proper social and economic development. We have no other option except a scientific and educational breakthrough.

Orientación Académica y Profesional: percepción del mercado de trabajo desde las Consejerías de Educación españolas

Resumen La combinación de un mercado de trabajo poco solidario con los jóvenes y la implantación de un modelo de orientación académica y profesional cada vez más propenso a resaltar la dimensión vocacional dibuja un contexto que arroja importantes interrogantes sobre cómo se conectan uno y otro. En consecuencia, se estima importante conocer cómo se percibe la relación entre ambos factores en el proceso de orientación vocacional de los estudiantes en el sistema educativo español. Para alcanzar este fin general se han fijado los siguientes sub-objetivos: analizar la imagen que se otorga al mercado laboral según contexto socioeducativo; comprender cómo se percibe la función de orientación académica y profesional según contexto socioeducativo; y elaborar una tipología de modelos de orientación Académica y Profesional según contexto socioeducativo. La técnica aplicada ha consistido en la entrevista orientada de manera inducida. El estilo analítico adoptado se centra en los casos. Se hace hincapié en la exposición e interpretación de los relatos caso a caso, siguiendo una doble lógica: una de análisis comparativo dentro de cada perfil o within case analysis y otra de análisis cruzado de casos pertenecientes a distintos perfiles o cross-case analysis . Se aplica un modelo interpretativo fundamentado en el Método Comparativo Constante, pues permite descubrir conceptos y relaciones y organizarlos en esquemas teóricos explicativos. Los resultados alcanzados permiten conjeturar que existen tres percepciones del mercado de trabajo extraídas de la relación de éste con el sistema educativo según contexto socioeducativo, y que están influyendo en el proceso de Orientación Académica y Profesional.

Self-efficacy, Adaptability and Intention of Searching for Vocational Guidance in Adolescents

Abstract Vocational guidance (VG) involves several variables that can help the individual to make a professional choice and build his or her career. The purpose of this study was to analyze the relationship between self-efficacy for professional choice and career adaptability in high school students, as well as to verify possible differences regarding the intention or not to participate in a VG process. 272 students participated in this study, from a public school, aged between 14 and 19 years, 51.5% female. A Sociodemographic Questionnaire, the Self-efficacy Scale for Professional Choice (EAE-EP) and the Career Adapt-Abilities Scale (CAAS-Brazil) were applied. From the Pearson correlation analysis, ANOVA and Cohen’s d, the results indicated positive correlations between the constructs, in addition, it was observed the difference between the students who would like or not to undergo a VG process. Implications for the practice are discussed.

O estresse entre vestibulandos e suas relações com a família e a escolha profissional

O estresse é um tema bastante estudado por pesquisadores de diferentes áreas, contudo, apesar de crescente, ainda é escassa a literatura voltada ao estresse na adolescência e no processo de Orientação Profissional. Os fatores como cobranças em relação à escolha da profissão, aprovação no vestibular, o início do planejamento da carreira, além das mudanças físicas e psicológicas, bem como as expectativas da família e seus próprios anseios podem contribuir para a manifestação de sintomas de estresse. A presente pesquisa teve como objetivos identificar a presença de estresse em jovens em preparação para o vestibular e relacionar com variáveis do contexto familiar e demográficas. Os participantes foram 268 alunos do terceiro ano do ensino médio e curso pré-vestibular, de escolas públicas e privadas, de ambos os sexos, com idade de 16 a 24 anos, da cidade de Curitiba. Para coleta de dados, realizada em sala de aula, foram respondidos os seguintes instrumentos: Escalas de Práticas Parentais, o Inventário de Sintomas de Stress Para Adultos de Lipp (ISSL), questionário de identificação sociodemográfica elaborado com base na literatura e o Critério de Classificação Econômica Brasil. Os resultados, dos dados coletados pelo ISSL, indicam que as respostas de 62% dos participantes indicavam estresse, com média de 5,45 (máximo de 10 pontos e desvio padrão de 2,85). Os resultados apontam que os fatores que mais contribuem para o estresse destes jovens são: estudos (38%) família (24%) e o vestibular (19%). Considerando esses dados, verifica-se a importância de incluir esta temática nos processos de orientação profissional, uma vez que o estresse, quando não administrado de maneira eficaz, pode trazer prejuízos acadêmicos, sociais, psicológicos e físicos para o indivíduo.

「少年職業紹介ニ関スル件」依命通牒の学校生活から職業生活への移行支援における意義 : 大阪市少年職業指導協議会後の大阪市における少年職業紹介を辿りつつ

「少年職業紹介ニ関スル件」依命通牒の学校生活から職業生活への移行支援における意義 : 大阪市少年職業指導協議会後の大阪市における少年職業紹介を辿りつつ

PAUTAS DE ORIENTACIÓN VOCACIONAL PARA ALUMNOS CON NECESIDADES EDUCATIVAS ESPECIALES

Abstract.VOCATIONAL GUIDANCE - SPECIAL EDUCATIONAL NEEDS - ATTENTION TO DIVERSITY.Transition to the secondary stage and to pre-employment training may become especially complicated processes for students with Special needs. Changes in stage and reaching the end of compulsory education are very sensitive moments, which usually generate confusion and anxiety both in students and their families. From the field of Hospital Pedagogy we have had the chance, over the last few years, to observe these facts, in patients with neurodevelopment disorders, and we have had the opportunity to reflect upon them. This has led us to consider the need to put education intervention measures into place that are aimed at favouring these transition processes. Taking this approach as starting point, this research purports to analyse the problems and the possible implications that changes in stage and the leap forward to training for their future socialoccupational inclusion may have for students who require educational support and for their families. Thus, after identifying the main needs, the objective is to draw up protocols to accompany these students in their vocational guidance process. This paper includes the first results obtained after the pilot implementation patterns of action in twelve outpatients coming from Pediatric Neurological Consultation at the University Hospital of Navarra.Resumen.La transición a la etapa secundaria y a la formación prelaboral pueden constituir procesos especialmente complejos para los alumnos con necesidades educativas especiales. Los cambios de etapa y la aproximación del fin de la escolaridad obligatoria, suponen momentos muy delicados que suelen generar desconcierto y ansiedad, tanto en el alumno como en su familia. Desde el ámbito de la Pedagogía Hospitalaria, desde hace ya unos años, hemos tenido la ocasión de observar estos hechos, en pacientes con trastornos del neurodesarrollo, y la oportunidad de reflexionar sobre ello. Esto nos ha conducido a la necesidad de contar con medidas de intervención educativa dirigidas a favorecer estos procesos de transición. Tomando este planteamiento como punto de partida, la presente investigación se centra en analizar la problemática y las implicaciones que pueden suponer, para los alumnos que presentan necesidades de apoyo educativo y sus familias, los cambios de etapa y el salto a la formación para su futura inclusión sociolaboral. Así, partiendo de la identificación de las principales necesidades, el objetivo es elaborar pautas y protocolos de actuación para acompañar a estos alumnos en su proceso de orientación vocacional. Este trabajo recoge algunos de los primeros resultados obtenidos tras la aplicación piloto de los protocolos en doce casos derivados de la consulta de Neurología Pediátrica de la Clínica Universidad de Navarra.Palabras clave: Orientación vocacional - Necesidades educativas especiales - Atención a la diversidad - Pedagogía Hospitalaria

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Results of a research directed on studying of factors, impacting on a students� choice related to doctor�s profession, medical high educational institution and medical specialty during training in educational institution are presented in this paper. The factors having the greatest impact on medical specialty choice in students� subjective representation at a training phase before thesis have been ranged. It has been established that pedagogical technologies of medical specialty choice formation have to be implemented purposefully for vocational guidance process management in higher education institution, and also that subjective external factors, such as pedagogical competence of clinical chairs� academic staff in the pedagogical technologies area, training conditions on clinical chairs and teachers� attitude towards the professional choice problem have dominating impact on students� medical
 specialty choice at the present stage.

Orientação Profissional no Programa Adolescente Aprendiz em Uma ONG de Porto Alegre

This paper aim to describe the process of vocational guidance in leaving groups conducted by the psychology team on the end of the contract in the program Adolescente Aprendiz of a NGO localized in Porto Alegre City. We can observe the importance of this practice in the program as a way to help young people to choose the path that will follow in his career choice after leaving the institution.