Adding value for clients during work disability assessments: A qualitative exploration from the perspective of medical examiners.

BACKGROUND: Value-based healthcare delivery focuses on optimizing care provided by measuring the healthcare outcomes which are most important to the clients relative to the total care costs. However, the understanding of what adds value for clients during work disability assessment is lacking. OBJECTIVE: To explore what medical examiners (MEs) perceive as valuable during the work disability assessment process, by exploring possible: 1) facilitators, 2) barriers and 3) opportunities to add value for the client during the work disability assessment. METHODS: For this explorative qualitative study, 7 semi-structured interviews were conducted with MEs in the Netherlands. Thematic coding was performed for all interviews. RESULTS: A large variety of facilitators (n = 22), barriers (n = 17) and opportunities (n = 11) were identified and inductively subdivided into four main themes: 1) coherent process, including all time related aspects, 2) interdisciplinary collaboration, including all aspects related to the collaboration between the ME and other professionals, 3) client-centred interaction, including all aspects related to the supportive interplay from the ME towards the client, and 4) information provision on all aspects during the work disability assessment process towards the client to ensure a valuable work disability assessment process. CONCLUSIONS: The overview of identified possible facilitators, barriers and opportunities to add value for clients from the perspective of the ME may stimulate improvement in the current work disability assessment practice and to better match the client needs.

Experiences and needs of welfare benefit recipients regarding their welfare-to-work services and case workers.

BACKGROUND: This study aimed to explore the experiences and needs of (ex-)welfare benefit recipients from a large urban municipality in the Netherlands regarding their welfare-to-work services and their case workers. METHODS: Quantitative data from a client satisfaction survey that was filled out by 213 people (response rate 11%) who received welfare-to-work services was combined with results from four group interviews with a total of 15 people receiving welfare-to-work services. Verbatim transcripts from the interviews were analysed using inductive thematic analysis. RESULTS: The survey results showed that most clients were reasonably satisfied with the welfare-to-work services they received. Four main themes emerged from the interviews: (1) experiences and needs related to the interactions between case workers and benefit recipients; (2) the need for tailored services; (3) the complicating role of the system the case workers operate within; and (4) the existence of differences between case workers regarding how strict they followed the rules and to what extent they connected with their clients on a personal level. CONCLUSIONS: Our findings show that clients were reasonably satisfied with the welfare-to-work services provided by their municipality but that there is still room for improvement. Case workers should have good social skills to build a trusting relationship with the client, welfare-to-work services should be tailored to the individual, and clear concise information should be given to welfare benefit recipients, especially with regard to what benefit recipients can expect of the municipality and the case workers, given their dual role in supporting (re-)integration to work and monitoring benefit eligibility.

Programa de Mentoría: acompañando tus primeros pasos hacia la excelencia científica / Mentoring Programme: Guiding your first steps towards scientific excellence

El primer Programa de Mentoría de SEMICYUC tiene como objetivo apoyar la carrera investigadora de los miembros más jóvenes de la Sociedad. Como beneficios añadidos está la adquisición de nuevas capacidades de investigación y/o clínicas, incrementar la capacidad de reflexión y fomentar el desarrollo de la próxima generación de líderes en la investigación. Este proyecto no sería posible sin el equipo excepcional de mentores o expertos investigadores dispuestos a emprender el viaje con los jóvenes aprendices. El presente artículo expone las bases de dicho programa, además de proponer futuros cambios en haz de una mejora continua (AU)

SEMICYUC's first Mentoring Programme aims to support the research careers of the Society's youngest members. Added benefits include acquiring new research and/or clinical skills, increasing the ability of critical thought, and fostering the development of the next generation of research leaders. This project would not be possible without the exceptional team of mentors or research experts willing to embark on the journey with the young trainees. This article sets out the foundations of such a programme and proposes future changes for continuous improvement (AU)

Addressing education and employment outcomes in the provision of healthcare for young people with physical long-term conditions: A systematic review and mixed methods synthesis.

OBJECTIVE: To identify and synthesise the experiences and benefits of addressing vocational issues in the provision of healthcare for young people (YP) with long-term conditions (LTCs). METHODS: We searched 10 bibliographic databases. Restrictions were applied on publication date (1996-2020) and language (English). Two reviewers independently screened records against eligibility criteria. Articles reporting relevant qualitative and/or quantitative research were included. Quality appraisal was undertaken following study selection. Qualitative data were synthesised thematically, and quantitative data narratively. A cross-study synthesis integrated qualitative and quantitative findings. RESULTS: 43 articles were included. Thematic synthesis of qualitative studies (n = 23) resulted in seven recommendations for intervention (psychological support; information/signposting; skills training; career advice; healthcare-school/workplace collaboration; social support; flexible/responsive care). The narrative synthesis summarised results of 17 interventions (n = 20 quantitative studies). The cross-study synthesis mapped interventions against recommendations. Transitional care was the intervention type that most comprehensively met our proposed recommendations. CONCLUSIONS: Evidence from YP perspectives highlights that vocational development is an important area to address in healthcare provision. Robust intervention studies in this area are lacking. PRACTICE IMPLICATIONS: Our evidence-based recommendations for intervention can support health professionals to better address vocational issues/outcomes. With minimal adaptations, transitional care interventions would be particularly well suited to deliver this.

Providing quality employment services to people living with asthma in the vocational rehabilitation program: A model for meeting the needs of an emerging clientele.

BACKGROUND: With incidence and prevalence rates of asthma diagnoses steadily increasing in the United States and worldwide over the past 30 years, people with asthma are an emerging vocational rehabilitation (VR) consumer population. OBJECTIVE: This article describes the job acquisition and return to work considerations facing employees with asthma. METHODS: Following an overview of the etiology, incidence, prevalence, and career development implications of this chronic respiratory disease, the authors present career preparatory and return to work recommendations to meet the needs of Americans with asthma across the phases of the VR process. RESULTS: The importance of access to quality healthcare, lifestyle, and environmental modifications to promote respiratory health, employer consultation, workplace accommodations and universal design, and interface with medical and mental health professionals is emphasized throughout the article. CONCLUSION: Asthma is an emerging disability that disproportionally affects people of color and people who live in poverty. Rehabilitation professionals must be prepared to meet the needs of this growing and diverse clientele as people with asthma seek assistance from the VR program in acquiring, maintaining, and advancing in meaningful, satisfying employment.

A Pioneer Project of a School Psychotechnic Center (1920) / [Un proyecto pionero de un centro de psicotecnia escolar (1920)]

Emilio Mira y López (1896-1964) was the great international figure of Spanish applied psychology in the first half of the 20th century. His work “The selection of drivers for the Bus General Company” (1922) was a key contribution to the development of personnel selection and the evaluation of professional skills in Spain. Another relevant work, but scarcely cited, has been “Initiation of school children in social life. Necessity of establishing vocational guidance schools or institutes. Means for their creation and development”, to which this article is dedicated. Mira’s work consists of three parts (a) the social preparation of the child at school, (b) the need to establish vocational guidance schools or institutes, and (c) the means for its creation and development. Mira makes a distinction between guidance and selection tasks and discusses various practical aspects such as the minimum working hours of such centers, the structure of the guidance process, and the guidance functions of the center. Finally, the article summarizes Mira’s theoretical and practical contribution.(AU)

Emilio Mira y López (1896-1964) ha sido la gran figura internacional de la psicología aplicada española de la primera mitad del siglo XX. Su artículo, “La selección de conductores de la para la Compañía General de Autobuses” (1922) supuso una aportación fundamental para el desarrollo de la selección de personal y la evaluación psicológica de las capacidades profesionales en España. Otro trabajo relevante, pero escasamente citado, ha sido “Iniciación de la infancia escolar en la vida social. Necesidad de establecer escuelas o institutos de orientación profesional. Medios para su creación y desenvolvimiento”, al que está dedicado el presente artículo. El trabajo de Mira consta de tres partes (a) la preparación social del niño en la escuela, (b) la necesidad de establecer escuelas o institutos de orientación vocacional y (c) los medios para su creación y desarrollo. Mira hace una distinción entre las tareas de orientación y selección y aborda varios aspectos prácticos como las horas mínimas de trabajo de esos centros, la estructura del proceso de orientación y las funciones de orientación del centro. Finalmente, el artículo hace un resumen de la aportación teórica y práctica de Mira.(AU)

Mentoring Programme: Guiding your first steps towards scientific excellence.

SEMICYUC's first Mentoring Programme aims to support the research careers of the Society's youngest members. Added benefits include acquiring new research and/or clinical skills, increasing the ability of critical thought, and fostering the development of the next generation of research leaders. This project would not be possible without the exceptional team of mentors or research experts willing to embark on the journey with the young trainees. This article sets out the foundations of such a programme and proposes future changes for continuous improvement.

[Conceptual Analysis of Career Anchors of Nurses].

PURPOSE: This study aimed to provide a theoretical basis for career anchors of nurses by defining and organizing its concept. METHODS: Using the Walker and Avant concept analysis, a total of 29 articles were analyzed through a literature search in this study. RESULTS: The career anchors of nurses are individual career choice motives, a self-concept where in competency and values are harmonized, which act as a desire for growth and development in nursing, and are actions that maintain careers. Additionally, they indicate the direction for achieving individual career goals and act as a core value expected of nurses by nursing organizations, indicating continuous and integrated professional growth and development of the nursing profession. CONCLUSION: The career anchors of nurses identified in the results contribute to securing patient safety, providing quality care through policies, institutionalizing bases for career development, preventing nurse turnover, and retaining skilled nurses.

Career Adapt-Abilities Scale (CAAS-Brasil): propriedades psicométricas, diferenças em função de variáveis sociodemográficas e padrões normativos / Career Adapt-Abilities Scale (CAAS-Brazil): psychometric properties, differences as a function of sociodemographic variables and normative standards / Career Adapt-Abilities Scale (CAAS-Brasil): propiedades psicométricas, diferencias en función de variables sociodemográficas y estándares normativos

O objetivo deste artigo foi propor padrões normativos para a Career Adapt-Abilities Scale (CAAS-Brasil) considerando diferenças em função das variáveis sociodemográficas: sexo, estado civil, faixa etária, escolaridade e faixa de rendimento. A amostra foi composta por 2.999 indivíduos, idades variando de 14 a 77 anos, maioria do sexo feminino (63%) e representantes de 21 estados brasileiros. As propriedades psicométricas da CAAS-Brasil foram investigadas por meio de Teoria de Resposta ao Item e coeficiente ômega. Os resultados evidenciaram invariância para a CAAS-Brasil e maiores diferenças de médias nas variáveis faixa etária, escolaridade e faixa de rendimento. A partir disso, foram apresentados padrões normativos para a amostra geral e dividida, considerando as variáveis que apresentaram diferenças. Os padrões normativos apresentados neste artigo possibilitarão que profissionais de orientação profissional e de carreira interpretem, com base em normas, os escores de adaptabilidade de carreira de seus orientandos, tornando a avaliação mais substantiva. (AU)

This article aimed to propose normative standards for the Career Adapt-Abilities Scale (CAAS-Brazil) considering differences in terms of sociodemographic variables: gender, marital status, age group, education level, and income. The sample consisted of 2999 individuals, within the age range of 14 to 77 years, mostly women (63%) from 21 Brazilian states. The psychometric properties of CAAS-Brazil were investigated using Item Response Theory and the Omega coefficient. Results showed invariance for the CAAS-Brazil and greater mean differences in the variables age group, education, and income. From this, normative standards for the overall sample were presented and divided considering the variables that showed differences. The normative standards presented in this article will enable career guidance professionals to interpret the career adaptability scores of their students, making the assessment more robust. (AU)

El objetivo de este artículo fue proponer estándares normativos para la Career Adapt-Abilities Scale (CAAS-Brasil) considerando diferencias en términos de variables sociodemográficas: género, estado civil, grupo de edad, escolaridad y rango de ingresos. La muestra estuvo constituida por 2.999 individuos, con edades comprendidas entre 14 y 77 años, en su mayoría mujeres (63%) y representantes de 21 estados brasileños. Las propiedades psicométricas de CAAS-Brasil se investigaron mediante la Teoría de Respuesta al Ítem y el coeficiente Omega. Los resultados mostraron invarianza para el CAAS-Brasil y mayores diferencias de medias en las variables edad, escolaridad e ingresos. A partir de esto, se presentaron estándares normativos para la muestra general y se dividieron considerando las variables que manifestaron diferencias. Los estándares normativos presentados en este artículo permitirán a los profesionales de la orientación profesional interpretar y la orientación interpretar, basándose en normas, las puntuaciones de adaptabilidad profesional de sus alumnos, haciendo que la evaluación sea más sustantiva. (AU)

Investigation study of integrated vocational guidance on work readiness of mechanical engineering vocational school students.

21st Century Learning shifts the learning paradigm to change the way of learning and teaching. Organizing education containing three aspects of work readiness (knowledge, attitudes, and skills) is challenging for educators. Many educators only use the explanation method in vocational guidance, and do not fully use the demonstration method of learning machining practices related to how to work, how to behave in the workplace, and how to comply with regulations in the workplace, this causes many graduates who only have minimal competence, so they are not according to industry standards. This study aims to determine the effect of integrated vocational guidance on student work readiness in Vocational High Schools. This research is quasi-experimental research with a quantitative approach. The experimental design used was a pretest-posttest non-equivalent control group design. This study used a control group with an explanation method and an experimental group with a demonstration method. In the explanation method in this study, the teacher explains how the machine works verbally, while in the demonstration method, the teacher demonstrates how the machine works and operates it, followed by student activities practising it again in the machine laboratory. The population of this study were students of the Mechanical Engineering Expertise Program. Data collection is done by observation and tests. Observations were used to collect data on technical skills and work attitudes. The test is used to collect data on aspects of basic knowledge. The results showed that: (1) The value of work readiness (knowledge, attitudes, skills) using the explanation method based on the Minimum Completeness Criteria (MCC); (2) The value of work readiness (knowledge, attitudes, skills) with the demonstration method above the MCC. This research has practical implications for vocational teachers who provide vocational guidance services with demonstration methods to students, especially the latest technological advances for learning, such as the use of the internet, digital technology, VR/AR, etc.

Importância do estudo das construções de carreira de adultos(as) emergentes no pós-pandemia: revisão narrativa e agenda de pesquisa para a orientação profissional e de carreira / Reasons for studying the career constructions of emerging adults in the post-pandemic: narrative review and a research agenda for career guidance and counseling

A crise gerada pela pandemia da covid-19 vem impactando o mundo do trabalho e os(as) adultos(as) emergentes estão se configurando como um dos grupos que será mais afetado no pós-pandemia, pois irão reconstruir esse mundo e ditar as tendências para seu futuro. Assim, este artigo propôs uma revisão narrativa que legitimasse a importância do estudo das construções de carreira de adultos(as) emergentes no pós-pandemia e as potenciais implicações para a orientação profissional e de carreira (OPC). Para tal, identificou o cenário para potenciais agendas de pesquisa pós-pandemia no campo de estudos do trabalho e sistematizou o estado da arte de estudos sobre construção da carreira de adultos(as) emergentes no Brasil, as lacunas de pesquisas e intervenções em OPC e os principais impactos gerados pela pandemia, destacando os impactos específicos para os(as) adultos(as) emergentes. Todas essas sistematizações apontaram a necessidade de estudar a vida de trabalho desse grupo, que se encontra sub-representado nos estudos de trabalho em geral, com destaque para o campo da OPC, e que, potencialmente, deve sofrer consequências significativas e relevantes no pós-pandemia

The crisis generated by the COVID-19 pandemic has been impacting the working world, and emerging adults are shaping up to be one of the groups that will be most affected post-pandemic, since they will reconstruct this world and dictate trends for the future. Thus, this article proposed a narrative review for legitimizing the importance of studying emerging adult career constructions in the post-pandemic and the potential implications for career guidance and counseling (CGC). To this end, the article identified the scenario for potential post-pandemic research agendas of the working studies field and systematized the state of the art of studies on career construction of emerging adults in Brazil, the gaps in research and interventions in CGC, and the main impacts generated by the pandemic, highlighting the specific impacts for emerging adults. All these systematizations stressed the need to study the working lives of this group, which is under-represented in working studies in general, mainly in the CGC field, and which, potentially may suffer significant and relevant consequences in the post-pandemic

Diferenças na adaptabilidade de carreira em função da escolaridade e situação laboral / Differences in career adaptability according to education and employment status

A adaptabilidade de carreira é um construto psicossocial que se refere aos recursos do indivíduo para lidar com as tarefas de transição de carreira. O objetivo deste estudo foi verificar se há diferenças nos quatro recursos de adaptabilidade de carreira em relação ao sexo, escolaridade, situação laboral e relações de trabalho. A amostra contou com 890 participantes, com idades entre 18 e 67 anos (M = 33,98; DP = 10,49), sendo 66,4% do sexo feminino. Para a coleta de dados foram utilizados um questionário sociodemográfico e a Escala de Adaptabilidade de Carreira. Os resultados sugerem que há diferenças significativas em relação as variáveis abordadas, com exceção do sexo. Pessoas com maior nível de escolaridade, que estejam empregadas e que possuam uma relação de trabalho como trabalhadores liberais, apresentam maiores níveis de adaptabilidade de carreira. Desta forma, este estudo indica que a adaptabilidade de carreira está relacionada positivamente com desfechos da carreira, o que sugere que intervenções capazes de promover adaptabilidade de carreira, poderão estar indiretamente contribuindo para uma maior empregabilidade dos clientes.

Career adaptability is a psychosocial construct that refers to an individual's resources to handle career transition tasks. The aim of this study was to verify if there are differences in the four career adaptability features in relation to gender, educational level, employment status and work regime. The sample consisted of 890 participants, aged between 18 and 67 years (M = 33.98; SD = 10.49), being 66.4% female. For data collection, a sociodemographic questionnaire and the Career Adaptability Scale were used. The results suggest there are significant differences regarding the variables approached, except for gender. Since people with higher education levels, who are employed and who have a working regime as liberal workers, have higher levels of career adaptability. Thus, this study indicates that career adaptability is positively related to career outcomes, suggesting that interventions capable of promoting career adaptability may indirectly contribute to greater employability of clients.

Analysis on Students' Career Preparation in One Korean Medical School: Based on the Relationship and Trend Between Career Maturity and Specialty Indecision.

BACKGROUND: For medical school students, specialty choice after graduation significantly impacts their future doctor life. Several Korean medical schools have made efforts to prepare career development programs. However, career support programs based on the systematic analysis of medical school students' first to the final year are still lacking. Therefore, this study aims to analyze the students' career preparation of one medical school in Korea using the Career Maturity Inventory (CMI) and Specialty Indecision Scale (SIS) and to explore the relationship between CMI and SIS variables. METHODS: From December 2020 to July 2021, we conducted an online survey of 600 students in years 1 to 4 at Seoul National University College of Medicine. We analyzed the differences between the years of the students through one-way analysis of variance of the CMI and SIS and the relationship between the two instruments by correlation analysis and multiple regression analysis. RESULTS: A total of 198 students completed the survey. The average scores of the CMI variables tended to increase as the year of study went up, and the confidence score of the 1st year students was significantly lower than that of the 2nd and 4th year students. Although there was almost no consistent decrease by year in the SIS variables, 3rd and 4th year students showed significantly lower readiness scores than 1st year students. Additionally, we found that the CMI variables mostly had a negative effect on the SIS variables. CONCLUSION: There is an increasing tendency for career maturity by year of study in Korean medical school students. However, looking at the SIS results, the career concerns vary among the students. Therefore, medical schools can effectively use the SIS to identify the career concerns of students.

Adaptação e validação da Planned Happenstance Career Inventory (PHCI) para universitários brasileiros / Adaptation and validation of the Planned Happenstance Career Inventory (PHCI) for Brazilian university Students / Adaptación y validación del Planned Happenstance Career Inventory (PHCI) para estudiantes universitarios Brasileños

A Happenstance Learning Theory é um modelo teórico que pretende explicar as diferentes trajetórias de vida das pessoas a partir dos eventos não planejados, focando-se na imprevisibilidade do desenvolvimento de carreira. Pressupõe-se que é possível se planejar para o acaso, avaliando-se as competências para tal por meio de cinco dimensões: Otimismo, Flexibilidade, Curiosidade, Persistência e Assumir riscos. O objetivo deste artigo é apresentar um estudo de tradução e adaptação da escala PHCI para o Brasil, bem como uma análise fatorial exploratória, análise confirmatória e consistência interna da escala. A escala foi aplicada online em 511 estudantes universitários. O conjunto de resultados da análise da estrutura interna aponta para uma estrutura de quatro fatores, diferente da proposta original da escala, unindo Persistência e Assumir riscos em uma única dimensão, com precisão variando entre 0,59 e 0,80. Discute-se a configuração dos fatores na amostra brasileira e possíveis diferenças culturais nos resultados.(AU)

The happenstance learning theory is a theoretical model which explains the different life trajectories due to life's non-planned events, focusing on career unpredictability. The theory assumes that it is possible to plan for chance, and five dimensions are used to assess the competences for this purpose: Optimism, Flexibility, Curiosity, Persistence and Risk taking. This article presents a translation and adaptation study of the PHCI scale for Brazil, as well as Exploratory Factor Analysis, Confirmatory Factor Analyses and reliability. A total of 511 university students answered the scale online. The set of results of the analysis of the internal structure indicated a four-factor structure, different from the original proposal of the scale, combining Persistence and Risk taking in a single dimension, with reliability ranging between .59 and .80. We discuss the composition of the factors in the Brazilian sample and possible cultural differences in the results.(AU)

La Happenstance Learning Theory es un modelo teórico que pretende explicar las diferentes trayectorias vitales de las personas a partir de acontecimientos no planificados, centrándose en la imprevisibilidad del desarrollo profesional. Se asume que es posible planificar el azar, evaluando las habilidades para ello, a través de cinco dimensiones: Optimismo, Flexibilidad, Curiosidad, Persistencia y Asunción de riesgos. El objetivo de este artículo es presentar un estudio de traducción y adaptación de la escala PHCI para Brasil, así como un análisis factorial exploratorio, análisis confirmatorio y consistencia interna de la escala. La escala se aplicó en línea a 511 estudiantes universitarios. El conjunto de resultados del análisis de la estructura interna apunta a una estructura de cuatro factores, diferente de la propuesta original de la escala, uniendo Persistencia y Asumir riesgos en una sola dimensión, con una precisión oscilando entre .59 y .80. Se discute la configuración de factores en la muestra brasileña y posibles diferencias culturales en los resultados.(AU)

Meanings of career success for students and psychology professionals / Significados de sucesso na carreira para estudantes e profissionais de Psicologia

There are several definitions of career success. The objective was to analyze the meaning of career success for students and Psychology professionals. Participants were 656 Brazilians from all regions, who answered an online survey containing a sociodemographic questionnaire and a word association task to define career success. The results were submitted to the Descending Hierarchical Classification, through IRAMUTEQ software. Analysis indicated six lexical classes, grouped into two thematic blocks. Students referred words associated to the theme "Realization of professional activities". Professionals, on the other hand, evocated more words related to the "Characteristics and Work Relations". As contributions, we highlight the presentation of how career success is understood by a specific group of professionals, and the need to consider, in career counseling processes, the contextual and life cycle influences on career success.

Várias são as definições de sucesso na carreira. Neste trabalho, objetivou-se a análise do significado de sucesso na carreira para estudantes e profissionais da Psicologia. Participaram do estudo 656 brasileiros de todas as regiões do país, os quais responderam uma pesquisa online contendo um questionário sociodemográfico e uma tarefa de associação de palavras para definição de sucesso na carreira. Os resultados foram submetidos à Classificação Hierárquica Descendente, realizada pelo software IRAMUTEQ. Os resultados indicaram seis classes lexicais, agrupadas em dois blocos temáticos. Os estudantes referiram mais palavras relacionadas com o tema "Realização das atividades profissionais". Já os profissionais utilizaram mais palavras relacionadas a "Características e Relações de Trabalho". Como contribuições, destacam-se a apresentação de como o sucesso na carreira é entendido por um grupo específico de profissionais e a necessidade de se considerar, em um processo de aconselhamento de carreira, as influências contextuais e de ciclo de vida no sucesso na carreira.

Análisis de las propuestas de Orientación Profesional en cursos de Psicología: desafíos actuales / Análise das ementas de orientação profissional em cursos de psicologia: desafios atuais / Analysis of vocational guidance syllabus in psychology courses: current challenges

Objetivou-se analisar as ementas das disciplinas de Orientação Profissional (OP) oferecidas nos cursos de Psicologia das universidades brasileiras. Para o levantamento foi extraída uma planilha disponibilizada no site do Ministério da Educação (MEC). Foram selecionadas para análise final 742 instituições de Ensino Superior, sendo recuperadas 234 com oferta da disciplina de OP e destas, 70 ementas foram verificadas. Analisou-se a diversidade dos títulos das disciplinas, sendo Orientação Profissional o mais recorrente com 40,8%, além disso, 70% pertenciam à rede privada e 88,6% eram disciplinas obrigatórias. A região Sudeste representou 40% das ementas analisadas, sendo a carga horária de 60 horas a de maior predominância. Verificou-se que a disciplina é frequentemente ofertada no oitavo semestre. Foram estabelecidas 13 categoriais para análise do conteúdo das ementas. Os resultados foram examinados mediante a literatura científica, indicando a necessidade de maior aprofundamento no conteúdo das ementas, a fim de possibilitar uma melhor formação aos orientadores profissionais.

El objetivo de este estudio es analizar las propuestas de las asignaturas de Orientación Profesional (OP) ofrecidas en los cursos de Psicología de las universidades brasileñas. Para la recopilación se sacó una hoja disponible en el sitio del Ministerio de la Educación (MEC). Se seleccionaron para análisis final 742 instituciones de enseñanza universitaria, siendo recuperadas 234 con oferta de la asignatura de OP y de estas, 70 propuestas se verificaron. Se analizó la diversidad de los títulos de las asignaturas, y Orientación Profesional el más recurrentes con el 40,8%, además de eso, el 70% pertenecían a la red privada y el 88,6% eran asignaturas obligatorias. La región Sudeste representó el 40% de las propuestas analizadas, y la carga horaria de 60 horas la de mayor predominancia. Se verificó que la asignatura es frecuentemente ofrecida en el octavo semestre. Se estableció 13 categorías para análisis del contenido de las propuestas. Los resultados se examinaron mediante la literatura científica, indicando la necesidad de más profundización en el contenido de propuesta, con la finalidad de posibilitar una mejor formación a los orientadores profesionales.

The objective was to analyze the syllabus of the Vocational Guidance (VG) disciplines offered in Psychology courses at Brazilian universities. For the survey, a spreadsheet available on the website of the Ministry of Education (MEC) was extracted. A total of 742 Higher Education institutions were selected for final analysis, 234 of which offering the VG subject were retrieved, and 70 of these were verified. The diversity of subject titles was analyzed, with VG being the most recurrent with 40.8%, in addition, 70% belonged to the private network and 88.6% were compulsory subjects. The Southeastern region represented 40% of the analyzed syllabus, with the workload of 60 hours being the most predominant. It was found that the discipline is often offered in the eighth semester. Thirteen categories were established for analyzing the content of the syllabus. The results were examined through the scientific literature, indicating the need for greater depth in the content of the syllabus, in order to enable better training for vocational counselors.

Career Education Questionnaire: psychometric properties of the Portuguese version / Questionário de Educação para a Carreira: propriedades psicométricas da versão Portuguesa

This study aimed to evaluate the psychometric properties of the Career Education Questionnaire, through the analysis of reliability, dimensionality and possible correlations with the SENNA 1.0 socioemotional measure. The participants were 282 Portuguese high school students of both genders, with a mean age of 15.93 years, from public schools in northern Portugal. The analysis of the internal consistency of the dimensions showed satisfactory Cronbach's alpha coefficients. The intercorrelations showed a positive and significant pattern for the subscales of the Career Education Questionnaire. The discriminant validity between the Career Education Questionnaire and the SENNA showed a positive and significant relationship of weak magnitude. The confirmatory factor analysis indicated that a model with three factors showed satisfactory goodness of fit to the data and better than the alternative models. The Portuguese version of this instrument presents metric qualities, making it a useful measure for research in this field.

Este estudo objetivou avaliar as propriedades psicométricas do Questionário de Educação para a Carreira, por meio da análise da fiabilidade, dimensionalidade e possíveis relações com a medida socioemocional SENNA 1.0. Participaram deste estudo 282 estudantes portugueses do ensino secundário, de ambos os sexos, com idade média de 15,93 anos, provenientes de escolas públicas do norte de Portugal. A análise da consistência interna das dimensões apresentou coeficientes alfa de cronbach satisfatórios. As intercorrelações evidenciaram um padrão positivo e significativo para as subescalas do Questionário de Educação para a Carreira. A validade discriminante entre o Questionário de Educação para a Carreira e o SENNA apresentou uma relação positiva e significativa de fraca magnitude. A análise fatorial confirmatória indicou que um modelo com três fatores, apresentou valores de bondade de ajustamento aos dados satisfatórios e melhores do que os modelos alternativos. A versão portuguesa desse instrumento apresenta qualidades métricas, tornando-o uma medida útil à investigação nesse domínio.

Revisão sistemática: critérios de qualidade no projeto de programas de orientação vocacional / Revisión sistemática: criterios de calidad en el proyecto de programas de orientación vocacional / Systematic review: quality criteria in the vocational orientation programs project

La presente investigación exploró el diseño de programas de orientación vocacional para educación formal en el nivel secundario, para resolver la carencia de un programa de orientación vocacional efectivo y adecuado a las condiciones sociodemográficas de la población estudiantil. El objetivo fue desarrollar una síntesis crítica de la literatura científica relacionada a la orientación vocacional y profesional, mediante investigación aplicada a partir de la metodología de revisión sistemática. A partir del análisis, se concluyó que son acciones esenciales en los programas de orientación profesional para determinar altos niveles de calidad: ofrecer información sobre oferta académica y demanda laboral, desarrollar perfiles ocupacionales de las diferentes carreras, ofrecer información sobre intereses, aptitudes y preferencias, realizar entrenamiento en toma de decisiones, vincular al grupo de apoyo primario, proveer estrategias para el desarrollo de la autoeficacia y madurez vocacional, apoyarse en el uso de las TICs, proveer estrategias para la transición, priorizar el rol del orientador y los pares, establecer un proyecto o plan de vida, contar con un fundamento teórico y desarrollar evaluación constante de los programas. Con la intención de reducir la tasa de deserción universitaria y promover el desarrollo humano, se sugiere la aplicación de esos criterios en programas vocacionales desarrollados a largo plazo, durante las distintas etapas del ciclo de vida.

A presente investigação pesquisou a concepção de programas de orientação vocacional para a educação formal no nível secundario, visando resolver a carência de um programa de orientação vocacional efetivo e adequado às condições sociodemográficas da população estudantil. O objetivo foi desenvolver uma síntese crítica da literatura científica relacionada à orientação vocacional e profissional, mediante investigação aplicada a partir da metodologia de revisão sistemática. A partir da análise, concluiu-se que são ações essenciais nos programas de orientação profissional para determinar altos níveis de qualidade: oferecer informação sobre oferta acadêmica e demanda laboral, deenvolver perfis ocupacionais das diferentes carreiras, oferecer informação sobre interesses, aptidões e preferências, realizar treinamento em tomada de decisões, vincular-se ao grupo de apoio principal, prover estratégias para o desenvolvimento da autoeficácia e maturidade vocacional, apoiar-se no uso de TICs, prover estratégias para a transição, priorizar o papel do orientador e dos pares, estabelecer um projeto ou plano de vida, contar com um fundamento teórico e promover avaliação constante dos programas. Com a intenção de reduzir a taxa de evasão universitária e promover o desenvolvimento humano, sugere-se a aplicação desses critérios em programas vocacionais realizados a longo prazo, durante as distintas etapas do ciclo de vida.

The present investigation explores the design of vocational guidance programs for formal education at the secondary level, to address the lack of an effective vocational guidance program suited to the sociodemographic conditions of the student population. The objective was to develop a critical synthesis of the scientific literature related to vocational and professional orientation, through applied research based on the systematic review methodology. From the analysis, it was concluded that there are essential actions in professional orientation programs to determine high levels of quality: to offer information about academic supply and labor demand, to develop occupational profiles of different careers, to offer information on interests, aptitudes and preferences, carry out training in decision making, link to the primary support group, provide strategies for the development of self-efficacy and vocational maturity, support the use of ICTs, provide strategies for the transition, prioritize the role of mentor and peers, establish a project or life plan, counting on a theoretical foundation and developing a constant evaluation of the vocational programs, during the different stages of the life cycle.

Vocational Value Profiles of Students with Preferential Vocational Interest in Sport and Their Relationship with Personal and Academic Wellbeing.

In recent years there has been a significant increase in the number of students who choose to pursue university studies related to the field of sports. However, there are no studies that have investigated the existence of differentiated profiles within students whose preferred vocational area is sport. The main objective of this study was to establish the profiles of students in the second year of Spain Bachillerato whose preferred vocational interest is sport, according to the two representative vocational values: (a) "to have a fun professional activity"; and (b) "to have a professional activity whose schedule makes it possible to reconcile personal and professional life". In addition, the resulting groups were compared according to their perception of general and academic wellbeing and their identification with the other vocational values. Two hundred and thirty participants (MAge = 17.47; DTAge = 0.669; N = 171; 74.3% male and N = 59; 25.7% female) completed some validated measures. Three clusters emerged which did not differ in terms of general and academic wellbeing. Differences were found though in terms of some vocational values such "to help people", "to develop one's entrepreneurial initiative" or "to be self-employed". The findings invite us to rethink the differences in the specific profiles of vocational values and their impact on employability opportunities, and to consider these approaches in the orientation of students who have among their priority options to study sport sciences.

Estrategia extensionista vocacional orientada a la formación profesional de estudiantes de carreras estomatológicas / Vocational extension strategy aimed at the professional training of dental careers students

RESUMEN Fundamento la permanencia en las carreras universitarias continúa presentando insuficiencias, realidad que también alcanza a la educación médica superior cubana. Esta problemática, en relación directa con la orientación vocacional, puede mitigarse con acciones como el fomento de actividades de extensión universitaria hacia poblaciones de escolares, que permitan a su vez el desarrollo integral de los alumnos universitarios. Objetivo implementar una estrategia extensionista vocacional orientada a la formación profesional de estudiantes de carreras estomatológicas. Métodos se desarrolló una investigación de intervención, en la Universidad de Ciencias Médicas de Camagüey, Cuba, entre enero de 2015 y enero de 2020. Participaron estudiantes de la enseñanza primaria, sus padres o tutores, y alumnos ayudantes de la carrera de Estomatología y de Tecnología en Atención Estomatológica, dirigidos por profesores auxiliares de la Facultad de Estomatología. Se analizó el nivel de información sobre la profesión estomatológica, hábitos higiénico-bucales de los infantes e higiene bucal; grado de satisfacción de los participantes; y opiniones de los estudiantes. Resultados predominó el sexo femenino entre los escolares inscritos en el Círculo de Interés. Al finalizar la intervención se evidenció un nivel adecuado de información (98,1 %) e higiene bucal (98,1 %), a diferencia de lo observado inicialmente. Los futuros estomatólogos y tecnólogos reconocieron el enriquecimiento personal y profesional aportado por las acciones desarrolladas. Conclusión las actividades de orientación vocacional, promoción y prevención de salud bucal, ejecutadas como parte de la estrategia extensionista, contribuyeron al desarrollo de la educación interprofesional y la formación profesional de los estudiantes universitarios implicados.

ABSTRACT Background permanence in university careers continues to present shortcomings, a fact that also reaches Cuban higher medical education. This problem, in direct relation to vocational guidance, can be mitigated with actions such as the promotion of university outreach activities to school populations, which in turn allow the integral development of university students. Objective to implement a vocational extension strategy oriented to the professional training of stomatological careers students. Methods an intervention research was carried out at the Camagüey University of Medical Sciences, Cuba, between January 2015 and January 2020. Primary school students, their parents or guardians, and assistant students of the Stomatology and of Technology in Stomatological Attention, directed by assistant professors of the Faculty of Stomatology participated. The level of information about the dental profession, oral-hygiene habits of infants and oral hygiene; degree of satisfaction of the participants; and opinions of the students were analyzed. Results female sex predominated among the schoolchildren enrolled in the group of interest. At the end of the intervention, an adequate level of information (98.1%) and oral hygiene (98.1%) were evidenced, unlike what was initially observed. Future stomatologists and technologists recognized the personal and professional enrichment provided by the actions developed. Conclusion the activities of vocational guidance, promotion and prevention of oral health, executed as part of the extension strategy, contributed to the development of interprofessional education and professional training of the university students involved.