Page 7 - Phsychologyst-and-Guidance

to accept, among other theoretical references, the contributions offered by
the constructivist approaches of the career, namely the career building
theory13.This theory, by giving attention to the interpretive and
interpersonal processes through which individuals attribute meaning and
direction to their behaviour, emerges as a response to the challenges
posed by the phenomena of globalisation and multiculturalism, as well as
the continuing changes that occur in work and training. Career building
theory14 addresses both the content (what), the process (how), and, in line
with its constructivist inspiration, the ‘why’ in career decision-making.

The attempt to integrate different contributions of the literature, favouring
the emergence of conceptual bridges between them, constitutes in itself
one of the main forces of that model15, and is the reason why, as in the
booklets previously published in this collection, the proposed activities are
organised in the light of this theoretical reference, and are centred on the
construct of adaptability.

With this option, we do not intend in any way to convert psychologists to a
certain theoretical approach, although in this domain some convergence is
desirable16. Our aim is only to provide a framework that can, in a sense,
frame or substantiate the psychological practice carried out in the context
of career intervention, and facilitate dialogue between educational agents,
in the awareness that there is great diversity in the way services are
provided in this field.

Psychological practice in the field of career counselling and guidance is
thus a dynamic and tested field of intervention in the education, training
and work systems. In its different modalities, career intervention plays a
key role in promoting lifelong learning and training, in adjusting to labour
and training contexts, and in promoting the skills needed for career
management in different life situations.