REVISTA DE PEDAGOGIE

NR. 58 (2) 2010

CUPRINS
ABORDRI TEORETICE

Gheorghe Toma Consilierea ca profesie i profesionalizarea

practicii consilierii .............................................................................................. 7
Carmen Iosifescu Comunitile de practic un posibil instrument de
dezvoltare profesional a consilierilor colari .................................................. 15
Ramona-Elena Stemate Metode i tehnici utile n consilierea
adolescenilor cu agresivitate ridicat ............................................................. 23

CERCETRI, MODELE DE INTERVENIE, BUNE PRACTICI

Andrea Laudadio, Giuliana Franciosa, Lavinia Mazzocchetti,

Antonietta Maiorano, Francisco Javier Fiz Prez Relaia ciudat ntre
persoanele de gen masculin i putere: analiza relaiei ntre valori i starea de
bine n adolescen ...........................................................................................
Sperana ibu Serviciile de orientare i consilierea carierei din
nvmntul superior european analiz comparativ ..................................
Lus Sobrado Fernndez, Elena Fernndez Rey, Cristina Ceinos Sanz,
Rebeca Garca Murias, Ana Couce Santalla Acreditarea profesionitilor n
consiliere n context internaional: analiz comparativ .........................................
Geanina Surdu, Iulian Petre Integrarea socio-profesional a
persoanelor seropozitive ....................................................................................
Ilkay Savci Deschiderea unor noi arii n construirea carierei pentru
copiii strzii din Turcia: tiin, tehnologie i inovaie ......................................
Alina Gravili, Mihai Iacob Conectarea serviciilor de
consiliere Modelul GIANT ............................................................................

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AGENDA EDUCAIEI

Luminia Tsica W-Education Ap pentru via educaie pentru

ap curat .......................................................................................................
Delia Goia PRESTO Instrumente de susinere a educaiei ntre egali ....
Mihai Iacob NCP-VET-CO ...........................................................................
Alina Gavrili Tranziia de la coal la piaa muncii ...................................
Mihai Iacob Orientarea virtual ...................................................................

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CONTENTS

THEORETICAL APPROACHES

Gheorghe Toma Counselling as a Profession and the

Professionalization of the Counselling Practice ................................................ 7
Carmen Iosifescu Communities of practice: a Possible Tool of
Professional Development for School Counsellors ......................................... 15
Ramona-Elena Stemate Useful Methods and Techniques in
Counselling Adolescents with High Levels of Aggressiveness ........................ 23

STUDIES, INTERVENTION MODELS, GOOD PRACTICES

Andrea Laudadio, Giuliana Franciosa, Lavinia Mazzocchetti,
Antonietta Maiorano, Francisco Javier Fiz Prez The Strange Relation
Between Males And Power: Analyzing The Relationship Between Values and
Well-Being in Adolescents ..................................................................................
Sperana ibu Guidance and Career Counselling Services in
European Higher Education Comparative Analysis ......................................
Lus Sobrado Fernndez, Elena Fernndez Rey, Cristina Ceinos Sanz,
Rebeca Garca Murias, Ana Couce Santalla Guidance Professionals
Accreditation in the International Context: Comparative Analysis ............................
Geanina Surdu, Iulian Petre Social and Professional Insertion of
HIV Positive Individuals ......................................................................................
Ilkay Savci Opening a New Career Areas for Street Children in
Turkey: Science, Technology, Innovation ........................................................
Alina Gravili, Mihai Iacob Connecting Counselling Services: the
GIANT Model ...................................................................................................

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EDUCATION'S AGENDA

Luminia Tsica W-Education Water for Life Education for Water .....
Delia Goia PRESTO Peer Related Education Supporting Tools ............
Mihai Iacob NCP-VET-CO ...........................................................................
Alina Gavrili School and the World of Work ............................................
Mihai Iacob Virtual Guidance .....................................................................

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TEORIE I PRACTIC
CONSILIEREA CA PROFESIE I PROFESIONALIZAREA
PRACTICII CONSILIERII
Prof. univ. dr. Gheorghe Toma
Universitatea din Bucureti
gheorghetomsa@yahoo.com

Rezumat
Acest studiu se axeaz pe modalitatea n care s-a dezvoltat profesia de consiliere de la nceputul
secolului XX pn n prezent. Activitatea de consiliere s-a conturat ca profesie prin dezvoltarea
i maturizarea domeniilor sale de practic specializat cum ar fi: consilierea profesional,
consilierea colar, consilierea recuperatorie i consilierea n sntatea mintal. Specificul
dezvoltrii profesiei de consiliere const n faptul c, n loc s se dezvolte mai nti profesia de
consiliere, dup care s urmeze n mod logic specializarea practicii, aa cum s-a ntmplat n
alte domenii (medical, juridic etc.), n consiliere au aprut la nceput domeniile de specialitate, ca
rspuns la diversele nevoi umane i abia mai trziu ele au fost conceptualizate ca aparinnd
bazei comune a profesiei de consiliere. Condiiile pe care trebuie s le ndeplineasc o activitate
social pentru a deveni profesie sunt considerate urmtoarele: a) un corp de cunotine specializate
i cercetri bazate pe o teorie; b) o societate sau o asociaie profesional, care s defineasc
pregtirea profesionitilor; c) standarde profesionale pentru programele de pregtire; d) un cod
etic; e) standarde de admitere pentru practicieni. Majoritatea specialitilor consider c activitatea
de consiliere ndeplinete, n totalitate, condiiile enumerate mai sus, fapt pentru care ea poate fi
considerat o profesie distinct. n Romnia, condiiile respective sunt ndeplinite doar parial.
Mai trebuie elaborate i implementate standarde profesionale pentru programele de pregtire i
standarde de admitere pentru practicieni.
Cuvinte cheie: consiliere, profesie, condiiile definirii unei profesii, standarde de pregtire,
standarde de calitate.
Abstract
This study focuses on the development of the counselling profession from the beginning of the
20th century up to present. Counselling emerged as a profession as a result of the development
and use on a large scale of his practical fields such as: professional counselling, school counselling,
recovery counselling and metal health counselling. What makes the profession of counselling
different from other professions is that, it did not emerged first as a profession and subsequently
developed its practical fields, but it was quite the opposite. Thus, in contrast with other professions
(medicine, law etc.) in counselling, the practical specializations emerged first as a result of human
needs and demands and only later they were conceptualized into the counselling profession.
For a social activity to become a profession it should meet certain conditions: a) specialized
systematic information and research based on a theory: b) a professional association that should
define the required training of the professionals: c) professional standards for the training programs;
d) an ethical code; e) admittance standards for the practitioners. In the opinion of the majority of
specialists, the activity of counselling fully meets the above mentioned conditions. Therefore it
may be considered as a distinct profession.

Revista de Pedagogie nr. 58 (2) 2010

However, in our country, these conditions are only partly met. We still need to elaborate and
implement the professional standards for the training programs and the admittance for practitioners.
Key words: counselling, profession, the conditions for defining a profession, standards of training,
standards of quality.

1. nceputurile consilierii i specificul dezvoltrii ei ca profesie

Dei termenul de consiliere a aprut n literatura scris abia n anul 1931, practicarea
acestei activiti sau relaii de sprijin dateaz din timpuri strvechi. Spre exemplu, vindecarea
de tip psihologic era folosit cu mii de ani n urm, n Grecia i Roma antic, iar dup
apariia cretinismului o gsim utilizat n taina spovedaniei.
n zilele noastre, consilierea a devenit o profesie conturat n domeniul psihologiei i
tiinelor educaiei, ea fiind practicat conform standardelor de certificare i avnd organizaii
profesionale proprii, o filosofie, principii, standarde profesionale i coduri etice de conduit
proprii. Ca disciplin profesional, consilierea se afl n plin dezvoltare, ea fiind predat la
nivel universitar i postuniversitar, n majoritatea rilor lumii contemporane.
Istoria consilierii este un proces evolutiv fascinant i, n acelai timp, interesant mai ales n
privina modului n care s-a dezvoltat profesia de consiliere i a rapiditii trecerii ei
prin procesul de profesionalizare n ultima jumtate a secolului XX.
De reinut faptul c, activitatea de consiliere s-a dezvoltat ca profesie, n primul rnd, prin
dezvoltarea i maturizarea domeniilor sale de practic specializat, cum ar fi: consilierea
colar, consilierea recuperatorie, consilierea profesional i consilierea n sntatea mintal.
Aceste domenii de practic specializat au mprtit un corp comun de competene
profesionale i de concepte fundamentale. n general, tendinele istorice, filosofice i sociale,
precum i politicile publice au contribuit toate mpreun la dezvoltarea diverselor specializri
ale consilierii.
Prin urmare, n loc s se dezvolte mai nti profesia de consiliere, dup care s urmeze n
mod logic specializarea practicii, aa cum s-a ntmplat, spre exemplu, n profesiile medicale
i juridice, n consiliere au aprut primele, domeniile de specialitate, ca rspuns la
diversele nevoi umane i abia mai trziu ele au fost conceptualizate ca aparinnd bazei
comune a profesiei de consiliere. Aceast succesiune invers a dezvoltrii profesiei de
consiliere a avut un impact direct asupra instituiilor profesionale care reprezint profesia i
domeniile sale de practic specializat.
Dup opinia unor specialiti n domeniu (Myers, 1995; Herr, 1999), specializrile n profesia
de consiliere s-au bazat pe locurile de munc exclusive, pe clientela deservit i pe tehnicile
utilizate sau pe un amestec ntre cunotinele necesare i populaiile de clieni. Pornind de
la teza axiomatic, dup care domeniile specializate ale consilierii au aprut naintea profesiei
de consiliere, din necesitatea de a satisface anumite nevoi specifice ale omului, s urmrim
n continuare dezvoltarea consilierii n epoca modern.

ABORDRI TEORETICE

2. Dezvoltarea consilierii n secolul XX

n accepiune modern, originile consilierii se afl n Statele Unite ale Americii. nceputurile
acestei activiti de sprijin le gsim n opera i activitatea lui Frank Parsons, printele
micrii de orientare i selecie profesional, care n anul 1909 a nfiinat la Boston
primul centru oficial de consiliere a carierei.
n primele decenii ale secolului XX, n Statele Unite ale Americii s-au produs o serie de
evenimente care au impulsionat dezvoltarea orientrii profesionale. Este vorba de
industrializare, de migraia n mas dinspre Europa ctre America, de colarizarea obligatorie,
apariia psihometriei etc. La aceste evenimente, mai trebuie adugate reformele lui Jesse
Davis, care a introdus orientarea profesional n educaia public american i cele ale lui
Clifford Beers, care s-a ocupat de instituiile de sntate mintal. Pe ansamblu, aceste
reforme au introdus orientarea elevilor n coli i au determinat disponibilizarea de fonduri
pentru dezvoltarea educaiei profesionale n colile publice.
O alt serie de evenimente, importante pentru dezvoltarea consilierii, au fost
urmtoarele: a) adoptarea n anul 1918 a legii privind recuperarea soldailor din primul
Rzboi Mondial; b) adoptarea n anul 1920 a legii care decreta drept obligatorii serviciile de
consiliere pentru persoanele cu dizabiliti, legate de efectuarea serviciului militar; c)
nfiinarea primului centru de consiliere a familiei n anul 1929 la New York i altele.
Prin urmare, n societatea timpurie a secolului XX, a aprut o micare ce a nceput s
recunoasc nevoia profesiei de consiliere, ca rspuns la evenimentele sociale, politice i
economice de la nceputul anilor 1900. La nceputurile consilierii ca profesie s-a pus accentul,
cu precdere, pe orientarea profesional, care a fost introdus n experiena educaional
a elevilor. Pe msur ce orientarea profesional a fost acceptat n instituiile colare,
psihologii au promovat micarea pentru sntate mintal i cercetarea modurilor de sprijinire
a oamenilor cu probleme emoionale i comportamentale. De asemenea, influenele celor
dou rzboaie mondiale, condiiile economice i criza din anii 1929 1930 au continuat s
mping consilierea profesional i a carierei n domeniul vieii cotidiene. Aceleai
circumstane au determinat folosirea testrii psihologice n instituiile militare, educaionale
i clinice, iar specialitii din psihologie i tiinele educaiei au nceput s recunoasc nevoia
de consiliere n multe domenii ale vieii socio-profesionale. Treptat s-a produs o deplasare
a ateniei ctre starea personal i de bine a oamenilor, fapt care a jucat un rol important n
dezvoltarea unei micri generale pentru sntatea mental i n dezvoltarea profesiei de
consiliere.
Dezvoltarea consilierii ca profesie s-a desfurat cu mare intensitate pe parcursul primei
jumti din secolul XX. Aceast activitate de sprijin a dobndit autonomie i individualitate
profesional prin activitatea lui Carl Rogers, care prin cartea sa Consiliere i psihoterapie,
publicat n 1942, a revoluionat profesia de consiliere. Abordarea centrat pe persoan,
elaborat i ntemeiat de Rogers pe principiile filosofiei umaniste, a devenit a treia for n
psihologie i consiliere, dup psihanaliz i behaviorism. Dup 1950, au aprut i alte
orientri i concepii care au oferit practicii consilierii o puternic baz teoretic i
Revista de Pedagogie nr. 58 (2) 2010

metodologic. n acest fel, s-au creat condiiile necesare pentru transformarea consilierii
ntr-o profesie unic i distinct.
3. Condiiile definirii profesiei de consiliere

Condiiile pe care trebuie s le ndeplineasc o activitate social pentru a fi considerat

profesie au fost descrise de diveri specialiti, printre care Klatt (1967) i Glasoff (2005) (D.
Capuzzi & D. R. Gross, 2005, p. 3-5). Aceste condiii fundamentale sunt considerate
urmtoarele:
a) un corp de cunotine specializat i cercetri bazate pe teorie;
b) o societate sau asociaie profesional, care s defineasc pregtirea profesionitilor;
c) standarde profesionale pentru programele de pregtire;
d) un cod de etic;
e) standarde de admitere pentru practicieni.
Majoritatea autorilor consider c profesia de consilier a ndeplinit, n totalitate, condiiile
necesare pentru ca ea s fie recunoscut drept o profesie unic i distinct.
n primul rnd, corpul de cunotine specific profesiei de consiliere implic aplicarea
principiilor sntii mintale, psihologice i pe cele ale dezvoltrii umane, prin intermediul
strategiilor cognitive, afective i comportamentale. Dezvoltarea acestei profesii poate fi
i este influenat de surse multiple, cum ar fi: supervizori, profesori, mentori, terapeui,
experi i ceilali consilieri.
Un al doilea pas n dezvoltarea profesiei de consiliere l-a constituit nfiinarea unei
organizaii sau asociaii profesionale care s creeze condiiile necesare pentru
promovarea soluiilor la problemele legate de orientare, consiliere i personalul
specializat n acest domeniu.
Cel de-al treilea pas n dezvoltarea profesiei de consiliere l-a constituit elaborarea
standardelor profesionale pentru programele de pregtire i instruire a
consilierilor profesioniti. Acreditarea programelor de instruire a consilierilor a
reprezentat un element important pentru identitatea profesional a consilierilor, ntruct
n acest fel s-a definit corpul specializat de cunotine i pregtirea necesar pentru
consilieri. Astfel, dup anii 1980 s-a nfiinat n Statele Unite ale Americii Consiliul de
Acreditare a Programelor de Instruire n Consiliere i Domenii Asociate (CACREP),
organism care a nceput evaluarea i acreditarea programelor de instruire n consiliere.
Cel de-al patrulea pas n dezvoltarea profesiei de consiliere l-a reprezentat adoptarea
unui cod de etic pentru practicieni. Primul cod de etic n Statele Unite a fost elaborat
n anul 1963, iar n anul 2005 a fost adoptat un nou cod de etic, care reflect
schimbrile actuale din societate i profesie.
Scopurile Codului de etic al Asociaiei Consilierilor Americani (ACA) sunt urmtoarele:
a) permite asociaiei s clarifice natura responsabilitilor avute n comun de ctre membrii
si;
b) stabilete principiile care definesc comportamentul etic i bunele practici ale membrilor
asociaiei;
c) reprezint un ghid etic destinat s-i ajute pe membri ca s-i construiasc un curs de
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aciune profesional, care s serveasc cel mai bine celor ce utilizeaz serviciile de
consiliere i care s promoveze cel mai bine valorile profesiei de consiliere;
d) servete ca baz pentru rezolvarea plngerilor etice i a investigaiilor ntreprinse
mpotriva membrilor asociaiei.
Dup nfiinarea Colegiului Naional al Consilierilor Certificai (NBCC), n Statele Unite ale
Americii a fost elaborat un cod etic, care este completat i revizuit cu regularitate. Codul de
etic al NBCC International ofer un standard minim pentru comportamentul profesional al
tuturor consilierilor certificai naional. Acest cod produce ateptri i d asigurri, n privina
practicii etice, publicului larg care beneficiaz de serviciile consilierii.
Ultimul pas n definirea profesiei de consiliere l constituie standardele de pregtire i
formare ale consilierului. Remarcm faptul c, de peste 25 de ani, Consiliul de Acreditare
a Programelor de Instruire n Consiliere i Domeniile Asociate din Statele Unite
(CACREP) a meninut standarde ridicate n pregtirea consilierilor i a practicienilor
asociai, prin intermediul acreditrii programelor de formare a consilierilor.
Dei acreditarea CACREP este axat pe programele de specialitate, s-a ajuns la concluzia
c urmtoarele opt domenii eseniale trebuie nvate prin intermediul experienelor clinice
i al demonstraiilor i anume:
identitatea profesional;
diversitatea social i cultural;
dezvoltarea i maturizarea uman;
dezvoltarea carierei;
relaiile de sprijin;
activitatea de grup;
evaluarea;
evaluarea cercetrii i a programului.
Standardele de pregtire i formare a consilierilor includ cele opt domenii eseniale comune,
dar ele se axeaz i pe specializrile din domeniul consilierii, cum ar fi: consilierea carierei,
consilierea universitar, consilierea comunitii, consilierea geriatric, consilierea marital
i de familie, consilierea n sntate mintal, consilierea colar, consilierea de recuperare
etc.
4. Stadiul profesionalizrii consilierii n Romnia

n prezent, n ara noastr funcioneaz aproximativ 1800 de consilieri n cabinetele colare

i n CJAPP-uri (centre judeene). Formarea lor profesional este eterogen, conform
Legii nvmntului nr. 84/1995 i Ordinului ministrului nvmntului din 1998. Este vorba
de absolvenii de psihologie, pedagogie, psihopedagogie special, sociologie i asisten
social.
4.1. Formarea profesional i modul de angajare a consilierilor colari
Consilierii colari, numii i profesori consilieri, au o pregtire n studii socio-umane
psihologie, pedagogie, psihopedagogie special, sociologie i asisten social. n general,
Revista de Pedagogie nr. 58 (2) 2010

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n nvmntul universitar de stat, Facultile de Psihologie i tiinele Educaiei, precum

i cele de Sociologie i Asisten Social au introdus n curriculumul de licen cursuri
de consiliere educaional i de orientare n carier. Pregtirea de specialitate n
domeniul consilierii colare se realizeaz prin programe de master cu durata de 2 ani,
organizate de ctre facultile de profil de la universitile de stat din Bucureti, Cluj
Napoca, Iai i Ploieti. De asemenea, programe de master n domeniul consilierii colare
gsim i n nvmntul particular la Universitatea Titu Maiorescu i Spiru Haret din Bucureti.
ncepnd cu anul universitar 2008/2009, cnd am avut primele promoii de studeni din
cadrul Procesului Bologna, s-a trecut i la organizarea unor programe de master pentru
pregtirea consilierilor i consultanilor n carier. Asemenea programe de master au fost
nfiinate i acreditate, deocamdat, la Universitatea din Bucureti i Universitatea Petrol
Gaze din Ploieti.
n serviciul public de ocupare a forei de munc, practicienii n domeniul consilierii au, de
regul, o alt pregtire dect cei din domeniul educaiei. Ei funcioneaz ntr-o reea de
centre, creat printr-un Proiect al Bncii Mondiale n anul 2000 i asigur servicii de informare
i consiliere pentru studeni, tineri i persoane aflate n cutarea unui loc de munc.
Pe ansamblu, formarea continu a consilierilor colari se realizeaz prin programe de
training i cursuri organizate de Casele Corpului Didactic din judee, de diverse asociaii i
fundaii, precum i prin participarea la simpozioane sau conferine locale, teritoriale i
naionale. Formarea continu a consilierilor din serviciile publice de ocupare a forei de
munc se face la locul de munc, n vederea abilitrii lor pentru folosirea documentelor i
instrumentelor standardizate. Obiectivele prioritare ale acestei categorii de consilieri sunt
reducerea omajului, limitarea fenomenului de derut profesional, precum i asigurarea
forei de munc potrivit nevoilor i criteriilor angajatorilor (www.mevoc.net/RO/htm
aushildung_maiv).
Ct privete angajarea consilierilor colari n Romnia, precizm c aceasta se realizeaz
prin concursuri anuale, organizate pe baza unei programe unice, intitulat ,,Consilierea
psiho-pedagogic. Temele de concurs sunt elaborate de comisii de specialiti la nivelul
Ministerului Educaiei, iar corectarea lucrtorilor este realizat pe centre teritoriale.
4.2. Perspectivele profesionalizrii consilierii colare n Romnia
n ce privete condiiile fundamentale pe care trebuie s le ndeplineasc activitatea de
consiliere din ara noastr pentru a fi considerat profesie, avem n vedere doar dou
dintre ele i anume: a) existena unui corp specializat de cunotine i cercetri ntreprinse
i b) existena unui cod etic.
Corpul de cunotine a fost realizat prin traduceri i lucrri proprii elaborate de specialiti de
la universitile de stat din Bucureti, Iai, Cluj-Napoca, Timioara i Ploieti, iar un prim
Cod etic este cel elaborat de specialitii de la Institutul de tiine ale Educaiei din Bucureti.
Pregtirea iniial a consilierilor colari se realizeaz prin cursuri de licen la Facultile
de Psihologie i tiinele Educaiei i prin cursuri specializate de master.

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n etapa actual, serviciile de consiliere colar din Romnia se afl n plin proces de
dezvoltare i perfecionare. Programele de formare, iniial i continu se mbuntesc
treptat, iar reeaua instituional a consilierii colare se extinde ntr-un numr din ce n ce
mai mare de coli i grdinie.
Precizm ns c nu exist nc standarde de calitate pentru consilierea colar i
profesional. Menionm totui c Romnia a participat n perioada 2003 2006 la Proiectul
MEVOC adic Manualul Calitii n Consilierea colar i Profesional, alturi de alte opt
ri europene. Scopul acestui proiect a fost dezvoltarea unui manual interactiv, orientat
spre practic i menit s-i ajute pe consilierii colari i profesionali n identificarea serviciilor
de consiliere de calitate (www.mevoc.net/RO/proj_info.htm)
Fcnd o analiz comparativ a situaiei consilierii colare i profesionale din cele 9 ri
participante la Proiectul MEVOC (Anglia, Austria, Germania, Italia, Olanda, Polonia, Romnia,
Suedia i Ungaria), am constatat c doar Anglia dispune de un sistem eficient de
instituii independente n domeniul consilierii pentru grupa de vrst de 16 -19 ani,
unde serviciile de consiliere sunt oferite de specialiti calificai. Celelalte ri participante,
inclusiv Romnia, recunosc necesitatea introducerii sistematice a standardelor de calitate
n domeniul consilierii colare i profesionale.(Toma, 2008, p. 73)
n condiiile integrrii treptate a Romniei n structurile europene i a aderrii la Procesul
Bologna de restructurare a nvmntului universitar, se ntrevd anse sporite pentru
atingerea, n viitorul apropiat, a standardelor de calitate n domeniul consilierii colare i
profesionale. Primii pai au fost fcui deja att n plan teoretic, ct i n plan practic
instituional i organizaional.
Amintim, n acest sens, elaborarea unor lucrri teoretice valoroase de Institutul de tiine
ale Educaiei din Bucureti, universitile de stat din Bucureti, Cluj Napoca, Iai i
Timioara; extinderea i dezvoltarea reelei instituionale a consilierii n unitile colare i
grdinie; preocuparea autoritilor colare centrale pentru reducerea numrului de elevi
din nvmntul primar i special i a copiilor din nvmntul precolar de la 800 la 400
pentru un consilier etc.
Considerm c asemenea msuri ameliorative n domeniul consilierii colare i profesionale
vor putea fi puse n practic ncepnd cu anii colari urmtori, odat cu votarea legilor
nvmntului de ctre Parlamentul Romniei.
Un pas important se va face, desigur, prin Asociaia Consilierilor Romni, care a fost
nfiinat recent. Aceast asociaie profesional i va reprezenta i i va apra pe consilierii
colari i consultanii n carier pe care i avem n prezent i pe care i formm n continuare.
Pentru dezvoltarea ei, noi avem ca model Asociaia Consilierilor Americani, care are n prezent,
peste 40.000 de membri i circa 20 de departamente. Dup acest model va trebui s dezvoltm
i noi, departamente de consiliere colar, consiliere n carier, consiliere recuperatorie,
consiliere n sntate mintal, consiliere marital i de familie, consilierea dependenei de
droguri i alte substane, consiliere comunitar, consiliere gerontologic etc.
Revista de Pedagogie nr. 58 (2) 2010

13

De asemenea, va trebui s ne gndim i la elaborarea unei reviste a asociaiei, la

problemele legate de certificarea i licenierea consilierilor, la problema standardelor
profesionale privind programele de pregtire, de recrutare i de supervizare a consilierilor
pe diverse domenii de specialitate.

BIBLIOGRAFIE
Bradley, L. Counseling: Evolution of the profession. n: D. Locke, J. Myers, E. Rerr (eds.),
The Handbook of counseling, Thousand Oakes, CA: Sage, 2001.
Capuzzi, D. & Gross, D.R. Introduction to the counseling profession. Boston, MA:
Pearson Educational, Inc., 2005.
Capuzzi, D. & Stauffer, M.D. Foundations of addictions counseling. Boston: Pearson
Education Inc., 2008.
Foster, L. Professional Credentialing and Program Accreditation. n: The Professional
Counselor: Research and Practice, Vol. 1, No. 3, 2009.
Gladding, S.T. Counseling, a comprehensive profession. New York, NY: McMillan
Publishing Co., 1992.
M.E.N. Ordinul nr. 4683, 28 septembrie 1998.
National Board for Certified Counselors. Your guide to National Board for Certified
Counselors Credentials (Brochure). Greensborough, NC: Author, 2007.
Toma, Gh. School counseling in Romania. Realities and further prospects. n: Buletinul
Universitii Petrol-Gaze Ploieti, vol. 24, No. 1C / 2008.
*** www.mevoc.net/RO/htm ausbildung_marin_ro2.htm accesat la 15 aprilie 2010.
*** www.mevoc.net/RO/htm/proj_info.htm accesat la 15 aprilie 2010.

14

ABORDRI TEORETICE

COMUNITILE DE PRACTIC UN POSIBIL INSTRUMENT

DE DEZVOLTAREA PROFESIONAL A CONSILIERILOR
COLARI
Drd. Carmen Iosifescu, profesor consilier
Centrul Judeean de Resurse i Asisten Educaional Buzu
iosifescu.carmen@yahoo.com
Rezumat
Tot mai muli cercettori n domeniu consider astzi c dezvoltarea profesional a cadrelor
didactice este alimentat nu numai prin formarea iniial i continu ci i prin interaciunea cu
colegii i prin reflexivitatea personal n diverse situaii, profesionale sau private Prea puin
prezente n snul organizaiilor colare din Romnia, comunitile de practic reprezint o form
de organizare a muncii ce faciliteaz gestionarea cunotinelor, a schimburilor, a nvrii. Articolul
aduce n discuie oportunitatea de dezvoltare profesional a consilierilor colari prin intermediul
acesei structuri asociative.
Cuvinte cheie: comunitate de practic, dezvoltare profesional, nvare colectiv, competene.
Abstract
An increasing number of researchers in the field believe that the professional development of
teachers is fueled not only by the initial and continuing training, but also through interaction with
colleagues and personal reflection in various situations, professional or private. Too little present
among school organizations in Romania, communities of practice are a form of work organization
that facilitate the management of knowledge, exchange, learning. The article brings into question
the opportunity for professional development of school counselors through this type of associative
structure.
Key words: communities of practice, professional development, collective learning, competences.

Tot mai muli cercettori n domeniu consider astzi c dezvoltarea profesional a cadrelor
didactice este alimentat nu numai prin formarea iniial i continu, ci i prin interaciunea
cu colegii i prin reflexivitatea personal n diverse situaii, profesionale sau private (Day,
1999). Cu alte cuvinte, cadrul didactic se profesionalizeaz n aproape toate circumstanele
vieii, fie ntr-un mod formal sau informal, singur sau n interaciune, n interiorul sau n
exteriorul contextului colar. Pe de alt parte, n lista de activiti susceptibile s conduc
spre dezvoltare profesional, Lieberman (1996, citat de Day, 1999) menioneaz situaii
foarte variate cum ar fi, de exemplu, implicarea n deciziile privind managementul colii,
participarea la diverse reele profesionale sau discutarea practicilor profesionale cu colegii.
Lieberman precizeaz c aceste situaii de dezvoltare profesional pot exista att n coal
ct i n afara ei (grupuri de lucru privind reformele n educaie, parteneriate cu o universitate
sau cu alte coli, s.a.) Aceast recunoatere a nvrii realizat n situaii informale de
ctre cadrele didactice (ca parte a dezvoltrii lor profesionale) constituie o schimbare de
perspectiv i atrage atenia, pe de alt parte, asupra conceperii i punerii n aplicare a
procesului de formare continu formal a cadrelor didactice. Acelai autor critic formrile
Revista de Pedagogie nr. 58 (2) 2010

15

continue actuale care, dup prerea lui, se centreaz mai mult pe coninuturi, dect pe
cadrele didactice n calitate de profesioniti ce evolueaz ntr-un context particular. Aceste
formri nu iau in considerare identitatea profesional a cadrului didactic i nu ating dect
cteva aspecte ale dezvoltrii lui profesionale.
E. Pun (1999, p.163) subliniaz existena mai multor tipuri de abordri ale problematicii
formrii continue a cadrelor didactice. Una dintre acestea este abordarea contrastiv,
deoarece, arat autorul introduce dou perspective diferite, dar complementare, asupra
formrii continue perspectiva de tip cretere i cea de tip defect. Prima consider c
coala nu este un mediu suficient de stimulativ pentru dezvoltarea profesional a cadrelor
didactice i de aceea, este necesar apelul la sprijinul unor factori externi. Cea de-a doua
perspectiv consider c formarea iniial a cadrelor didactice este limitat i depit de
evoluiile actuale. Ineficiena este dat nu att de nivelul de cunotine profesionale ct de
competenele pedagogice inadecvate.
Pentru Donnay i Charlier (2006) dezvoltarea profesional a unui cadru didactic i implicit
a unui consilier colar, este un proces: orientat (spre un scop, un proiect, un progres, fie el
personal (propriile practici) sau legat de un proiect mai larg (cum ar fi cel al colii de exemplu);
contextualizat (situat ntr-un mediu particular compus din situaii de munc, din relaiile cu
colegii sau cu ali actori ai vieii colare; acest aspect este, de asemenea, ntr-o anumit
msur implicit, comunitatea profesional a cadrelor didactice creeaz standarde de
gndire i de comportamente care sunt mprtite de ctre cadrelele didactice); parial
planificabil (dezvoltarea profesional este relativ imprevizibil cci cadrul didactic muncete
ntr-un mediu n care el este solicitat din toate prile; el poate la fel de bine s nvee
observndu-i elevii/clienii dar i participnd la o formare continu sau discutnd cu colegii);
dinamic i continuu (dezvoltarea profesional se produce continuu sub forma unei spirale;
achiziiile realizate sunt reinvestite n situaii profesionale cotidiene i mbogesc strategiile
pedagogice de nvmnt); susinut printr-o etic profesional (dezvoltarea profesional
a unui cadru didactic are ca finalitate schimbri n comportamentul elevilor); presupune
responsabilitate partajat (cadrul didactic este responsabil de dezvoltarea sa profesional,
ydar aceasta se va realiza cu att mai bine cu ct el se situeaz ntr-un mediu favorabil;
coala este o organizaie care trebuie s favorizeze reflecia i inovaia, deci s susin
dezvoltarea profesional a cadrelor didactice).
Aceiai autori descriu i patru dimensiuni ale dezvoltrii profesionale:
practicile cadrelor didactice sunt deseori punctul de plecare i de sosire a dezvoltrii
profesionale care acioneaz pentru a le ameliora;
dezvoltarea profesional are tendina de a se nrdcina, uneori chiar a se confunda
cu dezvoltarea personal;
dezvoltarea profesional se alimenteaz din interaciuni cu alteritatea: confruntare,
dezbatere, schimburi;
dezvoltarea profesional este legat de construirea i clarificarea identitii profesionale.
Prin toate aceste caracteristici i dimensiuni se subliniaz valoarea colaborrii i participarea
la o comunitate de munc pentru dezvoltarea profesional a cadrelor didactice. Citm aici
16

ABORDRI TEORETICE

o parte din definiia dezvoltrii profesionale propus de Day: Este procesul prin care,
singure sau mpreun cu alii, cadrele didactice reconsider, rennoiesc i sporesc
angajamentul lor n calitate de ageni de schimbare []. Acest extras din definiia lui Day
poate fi i mai mult operaionalizat: ce semnific concret reconsider sau rennoiete
practica sa? Ce situaii precise de nvare acoper exact expresia singur sau cu alii?
n 1994, Ph. Perrenoud atrgea atenia c profesia didactic se gsete n faa a dou
situaii:
cadrele didactice sunt, de fapt, deposedate de profesia lor, sunt nite executani pentru
cei care concep i realizeaz programele, demersurile didactice, mijloacele de
nvmnt i de evaluare. Acetia pretind c ofer cadrelor didactice modele eficiente
de nvare. Autorul amintit numete aceast situaie o form de proletarizare.
cadrele didactice devin adevrai profesioniti, orientai ctre identificarea i rezolvarea
problemelor, autonomi cnd concep i aleg strategiile didactice, capabili s lucreze n
comun n cadrul instituiei i s colaboreze n interiorul unor echipe pedagogice. Ei sunt
organizai pentru a-i administra formarea lor continu. Aceasta este calea
profesionalizrii.
Prea puin prezente n snul organizaiilor colare din Romnia, comunitile de practic
reprezint o nou form de organizare a muncii ce faciliteaz gestionarea cunotinelor, a
schimburilor, a nvrii. n acest context n care informaia devine atu strategic, organizaiile
caut mijloace de valorizare a capitalului lor imaterial, reprezentat mai ales prin competenele
i cunotinele lor. Acest context incit cercettorii i practicienii s se intereseze, de un
deceniu i jumtate, de aceast form particular de organizare. Mai multe expresii
graviteaz n jurul conceptului de comunitate, dintre care reinem patru: comunitate de
practic, comunitate de interese, comunitate n reea (sau virtual), comunitate de nvare.
Dei ansamblul acestor expresii nu a avut nc o accepiune univoc, recunoscut sau
general acceptat, ele posed, fr ndoial, contururi destul de vizibile i suficient de clare
pentru a putea sintetiza principalele trsturi ale fiecreia dintre ele.
Literatura academic i cea managerial au fost repede cucerite, n jurul anilor 90 de
conceptul de comuniti de practic, mult mai apropiat de realitatea colar. Dimensiunea
comunitar este cea care confer noiunii un interes analitic major, conducnd la ideea de
partajare, de identitate comun, de depire a individualismului.
Comunitile de practic i gsesc originile n constructivism unde relaia pedagogic
trece de la o centrare pe formator la o centrare pe cel ce nva. Constructivismul rspunde
unor probleme cum ar fi: 1) nvarea ntr-un context psihic i social plecnd de la probleme
concrete care implic activiti de colaborare. Acest tip de probleme este des realizat n
echip, membrii punnd n joc diferite competene, cunotine i experiene pentru a ajuta
la rezolvarea lor; 2) obiectivele partajate fac obiectul unei negocieri ntre formatori i cei
care nva i ntre cei din urm; probleme prost structurate. Sunt probleme complexe pe
care cei ce nva le ntlnesc n activitile lor profesionale; instrumentele cognitive permit
celor ce nva s i organizeze cunotinele plecnd de la metode de categorizare i
planificare; 3) rolul formatorului este de facilitator (coach). Problemele prost structurate
Revista de Pedagogie nr. 58 (2) 2010

17

reclam competene care merg mai departe de competenele unui singur membru al
grupului; 4) cunotinele colective. Gestiunea cunotinelor colective are nevoie s fie
recunoscut ca o competen. Totui, nu cunotina nsi are nevoie s fie valorizat ci
competena membrilor unei organizaii sau a unei echipe de a produce noi cunotine i de
a inova utiliznd cunotinele i competenele fiecruia.
Conceptul de facilitator mprumutat de la constructivism se aplic foarte bine comunitilor
de practic. n acest context, formatorul sau liderul unui grup trebuie s acioneze ca un
facilitator nsrcinat s orienteze discuiile i colaborarea ntr-o bun direcie. Rolul de
facilitator al formatorului este mai important dect coninutul sau sursele de informaii puse
la dispoziia celor care nva.
n ultimii ani, conceptul de comunitate i-a gsit o nou aplicare o dat cu dezvoltarea
internetului. Introdus de ctre Licklider i Taylor, conceptul de comunitai de interes online
(sau comuniti virtuale) rspunde nu numai unei localizri comune, ci i unui interes
comun.
O comunitate de practic este o comunitate n care: indivizii mpart informaiile, punctele de
vedere, sfaturile; discut diverse situaii trite, aspiraiile, nevoile; creeaz instrumente,
standarde, concepii-tip, manuale sau documente; acumuleaz cunotine care i leag
ntr-o manier informal prin nvarea lor colectiv; interesul lor merge mai departe dect
simpla aplicare a acestora n munca lor profesional; indivizii stabilesc ntre ei relaii care
pot conduce la un sens de apartenen colectiv.
O comunitate de practici este un grup de indivizi ce mpart acelai interes, un ansamblu de
probleme, o pasiune pentru un subiect dat i care i aprofundeaz cunotinele n acest
cmp al expertizei, acionnd unii asupra celorlai pe o baz continu (cf. Wenger). Acest
grup informal se reunete, intenionat sau spontan, pentru a gsi soluii care permit
organizaiilor s fie mai performante. Obiectivul, tacit sau explicit, al acestor ntlniri este de
a rezolva probleme i de a primi feed back din partea colegilor asupra propunerilor.
Trei dimensiuni permit, dup Wenger (1998) s caracterizm tipul de relaie care face ca o
practic s constituie sursa de coren a unui grup de indivizi: angajamentul reciproc, un
repertoriu partajat, o negociere comun.
Angajamentul reciproc. Wenger definete apartenena la o comunitate de practici ca
fiind rezultatul angajamentului indivizilor n aciunile desfurate. El se bazeaz pe
complementaritatea competenelor i pe capacitatea indivizilor de a-i conecta eficient
cunotinele i competenele cu cele ale celorlali.
Negocierea comun. Organizarea comun este rezultatul unui proces colectiv
permanent de negociere care reflect complexitatea i dinamica angajrii reciproce.
Negocierea aciunilor comune creeaz relaii de responsabilitate reciproc ntre persoanele
implicate.
Un repertoriu partajat. Acesta este alctuit din resursele comunitii care include suporturi
precum prototipuri, rutine, cuvinte, instrumente, proceduri, istorii, gesturi, simboluri, concepte,
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pe care comunitatea le-a creat sau le-a adoptat n cursul existenei sale i care au devenit
puin cte puin parte integrant a practicii sale.
O comunitate de practici este o metod de partajare a cunotinelor. Ea permite transmiterea
att a cunotinelor tacite, bazate pe experien, ct i a cunotinelor explicite, achiziionate
prin formare. Circulaia acestei informaii creaz o cunoatere colectiv, care poate servi
ca baz perfecionrii profesionale i rezolvrii de probleme. Un bogat ansamblu de resurse,
centrat pe cel ce nva, completeaz resursele pedagogice. O comunitate de practic nu
se construiete precum o echip de munc sau de proiect, reunind resurse umane,
instrumente i fixnd obiective: nu putem dect ncuraja, favoriza dezvoltarea proceselor i
schimburile ntre actorii voluntari.
Analiza celor trei elemente componente (domeniu, comunitate, practic) ne conduce la
formularea unei alte probleme: prin ce se difereniaz comunitile de practic de alte
structuri de organizare? Tabelul 1. ofer o imagine comparativ ntre mai multe tipuri de
structuri asociative, acestea fiind departajate n funcie de anumite criterii. Comunitile de
practic difer de alte structuri de organizare (echipe de proiect, comuniti de interese,
reele informale, echipe operaionale) prin obiective (crearea, dezvoltarea i schimbul de
cunotine, dezvoltarea competenelor individuale), durat (evolutiv, ncetnd ntr-un mod
organic), participani (autoselecia bazat pe cunotine specializate sau pasiunea pentru
o tem anume), claritatea limitelor (vagi) (apud Chanal, 2000).
Teoria comunitilor de practic formulat de Wenger contribuie la rennoirea nelegerii
noastre asupra nvrii organizaionale i ne provoac s o utilizm ca un excelent
instrument de formare continu, inclusiv pentru consilierii colari, a cror munc reclam,
nainte de orice, competene de cooperare cu diveri factori. Aceast focalizare asupra
comunitilor de practic prezint, ntre altele, interesul de a propune cercettorilor un
obiect de studiu mai uor observabil dect cunoaterea individual sau a organizaiei
colare n ansamblul ei. Lund noiunea de practic social ca punct de intrare n teoria sa
despre nvare, el deschide noi perspective asupra relaiei ntre cunotinele organizaionale
i aciunea colectiv.
Comunitatea de practic constituie un suport pentru memoria colectiv a organizaiei colare
deoarece ea permite indivizilor s efectueze n mod corect munca lor fr a fi nevoii s
stpneasc toate aspectele. Comunitatea de practici contribuie la crearea de cadre de
interpretare necesare rezolvrii sarcinilor i transform climatul de munc monoton,
dezvoltnd o atmosfer agreabil format din ritualuri, obinuine, istorii partajate.
Dac aceast form asociativ este att de popular este pentru c ea aduce un rspuns
credibil la una din principalele chestiuni ridicate de organizaia axat pe nvare: cum s
promovm dezvoltarea i partajarea cunotinelor ntr-un mediu ierarhizat i individualist?
n afara beneficiilor directe, n literatur au fost indicate i contribuii indirecte, ns eseniale
ale comunitilor de practici asupra procesului inovrii. Comunitile pot influena cultura,
pot stimula conversaiile productive, pot ajuta la pstrarea unor talente n procesul inovrii.
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19

Ele au i contribuii n inovarea radical: prin intermediul forumurilor deschise, prin excelena
operaional a expertizei pe care o vizeaz, modificarea modelelor mentale existente. ns
asocierea liber, auto-organizat, combinarea talentelor i partajarea experienelor de
nvare n scopul realizrii de proiecte comune, reprezint cea mai radical msur pentru
stimularea inovrii de la inventarea diviziunii muncii.
n literatura de specialitate sunt evideniate i anumite probleme legate de comunitile de
practic:
problema major o reprezinta natura lor organic i informal, care le face foarte
rezistente la supravegherea i amestecul conducerii n activitile lor (managementul
nu are un rol definit n cadrul acestora). Mai mult chiar, n cazul amestecului conducerii,
comunitatea se desfiineaz. Totui, n mod paradoxal, asemenea grupuri necesit
exact implicarea conducerii, care s le sprijine pentru a-i atinge potenialul maxim;
motivarea participrii: oamenii nu vor participa doar pentru c e bine s partajeze ceva, le
trebuie un motiv (organizaiile pot gndi planuri de recompensare a salariailor n functie
de rolul lor n procesul de creare a cunotinelor, de participare ntr-o comunitate i de
modul de folosire a cunotintelor; alte asemenea planuri pot prevedea faptul ca recompensa
s fie acordarea posibilitii de a face ceva nou cu ajutorul cunotinelor dobndite;
dificultile ntmpinate n gsirea unor noi modaliti de a permite indivizilor s
stabileasc legturi;
oferirea de timp pentru stabilirea unor relaii ntre indivizi;
gsirea unei modaliti de stimulare a comunicrii normelor, culturii i limbajului
comunitii i organizaiei.
Cercettorii arat faptul c cea mai mare influen asupra performanei membrilor comunitii
l au identitatea comunitii, activitatea desfurat i motivarea membrilor.
Pn acum civa ani, vorbeam mai ales de reea de competene, reeaua desemnnd
caracterul social i instrumentul de comunicare utilizat. Acest concept de reea s-a mbogit
cu cel de comunitate de practic care este supus la diverse teoretizri. Ceea ce este
interesant n aceste teorii este faptul c ele postuleaz faptul c aceast comunitate este
un loc ce favorizeaz nvarea, construirea cunotinelor noi i deci, care susine procesul
de dezvoltare profesional. Contrar formrilor continue formale, care se centreaz n
mod general pe coninuturi decontextualizate, comunitatea permite fiecrui cadru didactic
s se situeze i s interacioneze n calitate de profesionist care evolueaz ntr-un context
particular. Ceea ce este nou este aceast recunoatere pentru dezvoltarea profesional.
Comunitatea de practic este o veritabil structur social n serviciul organizaiei colare.
Este o structur social ideal pentru a face fa complexitii crescnde i permite gsirea
unui echilibru operaional capabil s ntrein procesul de nvare adecvat.
Comunitile de practic nu sunt un panaceu universal care ar trebui s nlocuiasc toate
celelalte forme de organizare din cadrul colii. Ele permit, ns, construirea unui capital
social cu un cost semnificativ mai mic comparabil cu tehnicile utilizate precedent i cu o
eficacitate incomparabil, cci sunt direct construite pe relaii umane puternice, se focalizeaz
pe obiective concrete i imediate, direct legate de obiectivele strategice ale organizaiei.
20

ABORDRI TEORETICE

Aceste forme asociative propun un spaiu de stabilitate ntr-o lume n care efemerul pare
s domine i n care individualismul pare preponderent.
n colectivele create, actorii contribuie la transferul cunotinelor i al bunelor practici
reperate i construite de ctre comunitate i validate de ctre instituie. n acelai timp, ei
sunt purttori n aceste colective de o cultur a partajrii, prima caracteristic a unei comuniti
de practic. Aceast cultur a schimbului, a confruntrii de idei, de mbogire reciproc
constituie bazele co-nvrii, permind construirea colectiv a cunotinelor. Actorii pot
contribui la difuzarea acestei culturi i favoriza dezvoltarea competenelor individuale i
colective.

BIBLIOGRAFIE
Chanal, V. Communauts de pratique et management par projet, n Management, vol 3, nr.1,
Universite de Savoie, 2000.
Donnay J. & Charlier, E. Apprendre par analyse des pratiques. Initiation au compagnonnage
reflexif, Presses Universitaires de Namur, 2006.
Draelants, H. Entre le pair et lexpert, trouver la distance qui convient. Une question de
lgitimation pour le conseiller pdagogique, Recherches sociologiques & anthropologiques,
vol. 38 (1), pp. 163-182, 2007.
Pun, E. Profesionalizarea activitii didactice, n Gliga, L. (coord), Standarde profesionale
pentru profesia didactic, Bucureti, MEC, 2002.
Pun, E. & Potolea, D. (coord.), Pedagogie. Fundamentri teoretice i demersuri aplicative, Ed.
Polirom, Iai, 2002.
Perrenou, Ph., Competences, habitus et savoir professionnels, n European Journal of Teacher
education, vol. 17, nr. 1/2, 1994.
Wenger, E. Communities of Practice: Learning, Meaning and Identity, New York: Cambridge
University Press, 1998. Accesibil la www.ewenger.com/theory/index.htm, accesat la 15
aprilie 2010.

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Tabel 1. Analiz comparativ a diferitelor structuri asociative ce pot exista

la nivelul organizaiei colare
Obiectiv

Participani

Claritatea Elemente comune

Durat
limitelor
Crearea,
Autoselecia bazat
Vagi
Pasiune, angajament, Evolueaz i
Comunitate
dezvoltarea i
pe cunotine
identificarea cu grupul
se termin
de practic
schimbul de
specializate sau
i cu competenele
ntr-un mod
competene
pasiunea pentru o
acestuia
organic
individuale
tem particular
Informarea
Cine este interesat
Vagi
Accesul la informaie Evolueaz i
Comunitate
membrilor
i sentimentul
se termin
de interes
similaritii ideilor
ntr-un mod
organic
Primirea i
Prieteni, colegi de Nedefinite
O nevoie reciproc,
Nu au
Reele
transmiterea
munc
relaii
realmente un
informale
informaiilor,
debut i nici
cunoaterea
un punct
responsabilitilor
terminus. Nu
fiecrui membru
exist dect
atta timp ct
persoanele
sunt n
contact sau i
amintesc
unele de altele
Realizarea unei
Persoane care
Clare
Obiectivul proiectului
Final
Echipe de
sarcini specifice
ndeplinesc un rol
i etapele cheie
predefinit
proiect
direct n realizarea
(cnd
sarcinilor
proiectul se
va termina)
nsrcinarea cu
Membrii desemnai
Clare
Responsabilitate
Sunt
Echipe
de direciune
partajat pentru
constrnse s
operaionale operaii i procese
cu o durat
operaii
fie
determinat
permanente
(dar dureaz
atta timp ct
necesit
operaia)
Oferirea unui
Responsabilul
Clare
Cerinele postului i
Sunt
Departamente
serviciu sau a unui
grupului
scopurile comune
constrnse s
formale
produs
desemneaz
fie
permanente
(dar dureaz
pn la
urmtoarea
reorganizare)

Sursa: Wenger, E.: (1998), Communities of practice: learning, meaning and identitiy,
Cambridge University Press, New York (traducere liber).

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METODE I TEHNICI UTILE N CONSILIEREA

ADOLESCENILOR CU AGRESIVITATE RIDICAT
Dr. Psih. Ramona-Elena Stemate, consilier colar
Grup colar Industrial Mecanic Fin Bucureti
ramona_stemate@yahoo.com
Rezumat
Agresivitatea este o reacie frecvent a copiilor i tinerilor atunci cnd se confrunt cu situaii
frustrante, indiferent dac aceasta este manifestat sau nu n exterior. Consilierea adolescenilor
n vederea optimizrii abilitilor lor de gestionare eficient a acestei pulsiuni reprezint un aspect
necesar, n special pentru cazurile celor cu dificulti de relaionare sau de comportament.
Dezvoltarea abilitilor de gestionare a propriei viei emoionale i reacionale n vederea
eficientizrii raportrii la sine i la grupul social este ns necesar majoritii persoanelor aflate
la aceast vrst a transformrilor. n articolul de fa ne propunem o trecere n revist unor
tehnici eficiente n procesul de consiliere psihologic a adolescenilor ce se confrunt cu dificulti
de gestionare a agresivitii personale sau din exterioare.
Cuvinte cheie: agresivitate, adolesceni, tehnici, consiliere psihologic.
Abstract
Aggressiveness is a frequent reaction of the youngsters when they are confronted with frustrating
situations, whether it is externalized or not. Counselling teenagers in order to develop their
abilities to efficiently manage this impulse is necessary, especially in the cases of those with
relation or behavioural difficulties. The development of the teenagers abilities to manage their
emotional life in order to improve their relation with themselves and with their social group is
necessary to most of the individuals at this age. In this paper we intend to review techniques
useful in the psychological counselling process of the teenagers that have difficulties in managing
their own aggressiveness or that of the others.
Key words: aggressiveness, teenagers, techniques, psychological counselling.

Consilierii colari contemporani se confrunt cu un numr n cretere de cazuri n care

adolescenii manifest dificulti de a face fa propriei agresiviti sau a celor din jur.
Agresivitatea este o reacie natural n faa obstacolelor frustrante, ns modalitile de
manifestare a ei sunt normate social prin reguli de comportament i prin lege. Consilierul
colar este una dintre persoanele ce pot interveni psihologic i educativ n vederea dezvoltrii
capacitii adolescenilor de a face fa eficient agresivitii n particular i emoiilor n general.
Fie c agresivitatea este manifestat n exces sau reprimat, gestionarea deficitar a
acesteia are consecine asupra multor aspecte ale vieii adolescentului, de la tipul de relaii
de prietenie pe care le construiete pn la confortul su emoional, de la stima sa de sine
pn chiar la sntatea sa fizic. Chiar dac uneori dificultatea de gestionare a agresivitii
nu este identificat drept problem major sau prioritar a adolescentului, practica ne-a
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23

evideniat faptul c aceasta este de foarte multe ori un substrat al dezechilibrului emoional
sau comportamental al acestuia. Schimbrile multiple din viaa de adolescent de statut,
de imagine de sine, de schem corporal, de raportare la sine i la lume, etc. sunt surse
de frustrare care genereaz att dificulti de recunoatere i control al emoiilor ct i
conflicte cu cei din jur. De aceea, este foarte important ca, n procesul de consiliere,
adolescentul s aib posibilitatea s-i contientizeze strile emoionale, s-i clarifice
situaiile generatoare i s identifice modaliti eficiente i adaptative de rezolvare a situaiilor
frustrante sau conflictuale.
Obiectivele lucrului terapeutic cu agresivitatea sunt extrem de strns legate de obiectivele
generale i specifice ale procesului de consiliere n ansamblul su. Agresivitatea este
integrat realitii adolescentului i nu poate fi separat de aspectele emoionale,
comportamentale sau relaionale ale acesteia. Putem diferenia i o serie de obiective
terapeutice specifice necesar a fi abordate pentru a se asigura succesul n lucrul cu
agresivitatea, i anume: contientizarea emoiilor, nevoilor i ateptrilor, clarificarea relaiilor,
ntrirea Eului i optimizarea imaginii de sine, dezvoltarea empatiei i a toleranei, dezvoltarea
abilitilor de comunicare, creterea spontaneitii i a autenticitii, dezvoltarea creativitii
i a abilitii de a lua decizii, construirea de comportamente adaptative autentice. Lucrul cu
agresivitatea poate constitui un obiectiv principal, n cazul n care acesta este motivul sau
natura tulburrilor disfuncionale ale adolescentului, sau poate fi abordat ca un obiectiv
intermediar, integrat clarificrii relaiilor sau dezvoltrii abilitilor de comunicare i de raportare
la sine i la ceilali.
n cele ce urmeaz prezentm succint cteva metode i tehnici de intervenie n lucrul cu
agresivitatea caracteristice principalelor orientri i coli terapeutice.
Abordri psihodinamice

Orientarea psihanalitic clasic concepe agresivitatea ca fiind un instinct nnscut, cu substrat

pulsional, asupra creia factorii educaionali, de mediu, au o mic influen. Perspectiva
freudian terapeutic asupra agresivitii implic necesitatea manifestrii, descrcrii acestei
pulsiuni, n vederea perpeturii vieii (Freud, 1909, 1930, apud Kerestegian, 1997). Este
vorba de o necesitate de manifestare imperioas i lipsit de discriminare sau posibilitate
de control. n acest sens, agresivitatea este conceput ca funcionnd dup principiile
sistemului hidraulic. Astfel, impulsul agresiv se acumuleaz n timp, descrcndu-se prin
supapele unor activiti de sublimare i n final eliberndu-se prin manifestri agresive
deschise. n acest fel are loc scderea tensiunii agresive.
Tehnica terapeutic a psihanalizei clasice are drept obiectiv principal aducerea n sfera
contiinei a acelor coninuturi incontiente, a emoiilor, pulsiunilor, dorinelor i experienelor
reprimate de cenzura Eului. n privina agresivitii, se urmrete realizarea unui catharsis
profund al tuturor gndurilor i sentimentelor agresive n vederea scderii tensiunii psihice.
ns, n timp ce ncurajarea agresivitii deschise poate fi eficace n terapia unor persoane
ce i inhib sau reprim aceste coninuturi psihice, aceast tehnic nu este eficient pentru
cei ce se confrunt cu o exacerbare a manifestrilor agresivitii.
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Abordri psihodinamice postfreudiene

Agresivitatea a fost semnificativ diferit conceput de ctre psihanalitii postfreudieni, astfel

nct i metodele terapeutice utilizate s-au modificat. Adler (1996) a considerat agresivitatea
ca o aspiraie general uman, un factor indispensabil vieii, o pulsiune care urmrete
depirea sentimentului de inferioritate i exprim dorina de putere (Punescu, 1994,
p.28). Winnicott (1958) afirma c la origine, agresivitatea este aproape sinonim cu
activitatea (apud. Storr, 1971, p. 41), iar dac societatea este n pericol, nu este din cauza
agresivitii omului ci din cauza reprimrii agresivitii personale (idem, p. 44). Concepiile
postfreudiene nu mai accentueaz att de mult rolul distructiv al agresivitii n raport cu
individul i societatea, militnd spre utilizarea ei i mai ales evitarea frustrrii sau obstrucionrii
acestei energii.
Abordri cognitiv-comportamentale

Abordarea terapeutic a agresivitii se realizeaz pornind de la principiul c aceasta este

un comportament nvat prin observaie, imitaie, modelare i ntrire social (Bandura,
1973).
Obiectivul terapiilor cognitiv-comportamentale este reducerea gndurilor i
comportamentelor negative i dezadaptative i construirea unor modele de comportament
i de reacie emoional i cognitiv care s permit adaptarea eficient a individului la
realitatea cotidian. n acest sens, terapia agresivitii urmrete reducerea strilor de
mnie, furie, a gndurilor i comportamentelor agresive prin ntrirea i deprinderea unor
gnduri i comportamente pozitive, dezirabile, neagresive.
n literatura de specialitate se regsesc o multitudine de tehnici i modele de intervenie
terapeutic cognitiv-comportamental aplicate att pentru reducerea comportamentelor
agresive ct i pentru reducerea i controlul strilor emoionale de mnie i furie i a gndurilor
i atitudinilor agresive.
n acest sens, amintim modelul de intervenie al lui Wells i Miller (1993) compus din patru
etape:
1. Prevenirea i evitarea agresivitii i a stimulilor generatori implic tehnici de dezvoltare
a cunoaterii sociale, generarea de alternative eficiente pentru rezolvarea problemelor
sociale, dezvoltarea reaciilor asertive n locul celor agresive, nelegerea ateptrilor n
legtur cu rezultatele pozitive ale reaciilor asertive i contientizarea erorilor de atribuire
ce intervin n interpretarea indiciilor sociali;
2. Recunoaterea strii de enervare i furie absolut necesar controlului, realizabil prin
intermediul programelor de gestionare a furiei, de restructurare cognitiv sau prin exerciii
de relaxare;
3. Gestionarea de sine i strategii de a face fa agresivitii implicnd repetiia
comportamentelor neagresive, raionarea moral i gndirea n perspectiv;
4. Rentrirea unor nivele acceptabile de agresivitate i nelegere a funciei ei.
Goldstein i Glick (1994) au elaborat, aplicat i validat un model de antrenare a nlocuirii
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agresivitii (Aggression Replacement Training) destinat modificrii comportamentale

a tinerilor cu agresivitate cronic. Acest antrenament presupune formarea unor aptitudini i
abiliti de comportament prosocial, de control al furiei, de gndire moral i precum i
motivarea participanilor spre aplicarea deprinderilor formate n viaa de zi cu zi. Evaluarea
modelului de intervenie cognitiv-comportamental s-a realizat utiliznd o serie de criterii
obiective i subiective precum frecvena izbucnirilor agresive, a comportamentelor anti i
prosociale, nivelul de control asupra furiei.
Participanii, adolesceni i tineri agresivi, i nsuesc o serie bogat de comportamente
prosociale ntr-un mod sistematic, n grupuri reduse de 6-8 persoane. Procedura de baz
a educrii acestor comportamente const din patru etape:
a) demonstrarea experi exemplific detaliat un anumit comportament prosocial specific;
b) jocul de rol adolescenii punnd n practic ceea ce au nvat i repetnd
comportamentul n mai multe situaii;
c) feedback n legtur cu modul n care au ndeplinit comportamentul, eventual critici,
laude sau o redemonstrare;
d) antrenarea comportamentelor n diverse situaii similare mediului de via, pentru a
asigura rezistena temporal i ecologic a aptitudinilor formate.
Aptitudinile formate n cadrul acestui program pot fi incluse n ase categorii principale:
1. Aptitudini sociale de iniiere de ex. nceperea unei conversaii, prezentarea de sine;
2. Aptitudini sociale avansate de ex. a cere ajutor, a cere scuze, a oferi instruciuni;
3. Aptitudini de a face fa sentimentelor de ex. raportarea la o persoan furioas,
exprimarea afeciunii, reacionarea la fric;
4. Alternative la agresivitate de ex. rspunsuri la jigniri, negociere, ajutorarea celorlali;
5. Aptitudini de a face fa stresului de ex. reacia la abandon, la acuzare, pregtirea
pentru o conversaie stresant;
6. Aptitudini de planificare de ex: stabilirea de obiective, luarea de decizii, rezolvarea de
probleme.
Antrenarea controlului furiei presupune nvarea persoanelor cum s i controleze
sentimentele de furie i mnie. Ei sunt rugai s i noteze toate situaiile care le-au provocat
sentimente agresive de-a lungul sptmnii, iar n timpul edinelor s se analizeze. Timp
de 10 sptmni, ei sunt nvai s reacioneze la ceea ce i nfurie, utiliznd o serie bine
stabilit de comportamente:
1. Identificarea stimulilor a evenimentelor externe sau a gndurilor i convingerilor care
provoac o reacie de furie;
2. Identificarea indiciilor acele evenimente fizice individuale precum tensiunea muscular
sau ncletarea pumnilor;
3. Utilizarea unor expresii de aducere aminte precum fii calm, relaxeaz-te sau explicarea
comportamentului celorlali ntr-o manier neagresiv;
4. Utilizarea unor metode de reducere a furiei respiraia adnc, numratul, imaginarea
unui scenariu linititor sau imaginarea consecinelor pe termen lung ale propriului
comportament;
5. Utilizarea autoevalurii asupra gradului de ndeplinire a pailor anteriori.
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Autorii acestui program de reducere a agresivitii att sub form emoional ct i

comportamental au considerat c adolescenii agresivi participani au toate informaiile i
deprinderile necesare pentru a ti cum s reacioneze ntr-o manier neagresiv.
Educaia moral este a treia parte a programului construit de Goldstein i Glick (1994) i
aceasta are scopul de a asigura punerea n practic a aptitudinilor prosociale i de gestionare
a agresivitii nvate. Adolescenilor le este ridicat nivelul de cinste, justiie i preocupare
pentru nevoile i drepturile celor din jur prin implicarea n rezolvarea unor dileme morale i
conflicte cognitive.
n literatura de specialitate se mai regsesc modaliti de reducere a agresivitii prin
rescrierea scenariilor de via i a celor de reacie la anumite situaii provocative sau
care prezint dificulti pentru subieci. Metode eficiente sunt cele din hipnoterapie i
programarea neurolingvistic, precum nlocuirea semnificaiilor anumitor experiene,
utilizarea metaforelor, schimbarea submodalitilor critice, ancorarea unor reacii adaptative
sau neagresive. Tehnicile de relaxare sunt absolut necesare n majoritatea proceselor
terapeutice ce implic agresivitatea, indiferent de orientarea teoretic a terapeutului.
Un alt model de intervenie ce a demonstrat o eficien foarte ridicat n dezvoltarea capacitii
de gestionare a agresivitii se centreaz pe dezvoltarea capacitii de rezolvare de
probleme, adaptat la situaiile de via concrete ale subiecilor. Amintim cu aceast ocazie
modelul de grup psihoeducaional pentru victime i agresori centrat pe rezolvarea
problemelor construit i validat de Kimberly Hall (2006) precum i grupurile terapeutice
orientate pe soluie construite de Linton, Bischof i McDonnell (2005). Este vorba de abordri
cognitiv-comportamentale recente care pornesc de la ipoteza principal c agresivitatea
este generat de cele mai multe ori de frustrarea resimit de acele persoane care nu au
soluii la anumite probleme de relaionare. Autorii au construit programe terapeutice prin
care ofer posibilitatea agresivilor s nvee cum s reacioneze eficient i adaptat n acele
situaii de via concrete n care ei resimt dificulti i care le declaneaz agresivitatea.
Eficiena acestor programe s-a dovedit a fi foarte ridicat mai ales datorit alegerii populaiei
int pe care au fost validate, i anume agresori i victime aflate ntr-o form de tratament
n sistemul legal i social. Dezvoltarea aptitudinilor de rezolvare de probleme, de analiz a
implicaiilor, de anticipare a consecinelor, de stabilire a obiectivelor i de planificare a
aciunilor, de luare a deciziei i de asumare a responsabilitii s-a dovedit a fi foarte necesar
pentru mbuntirea calitii generale a vieii persoanelor i nu numai n ceea ce privete
gestionarea agresivitii.
Am prezentat aceste modele terapeutice pentru c sintetizeaz majoritatea tehnicilor cognitivcomportamentale utilizate n cadrul interveniilor asupra agresivitii. Este vorba n principal
de restructurarea cognitiv, identificarea i combaterea gndurilor negative i distorsiunilor
cognitive, relaxarea, stingerea comportamentelor nedorite, autoevaluarea i
automonitorizarea, antrenamentul asertiv, rezolvarea de probleme i dezvoltarea capacitii
de a lua decizii.

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Abordri umanist - experieniale

Experienialismul integreaz mai multe coli terapeutice ce au la baz principiile psihologiei

umaniste i gndirea existenialist i fenomenologic (Mitrofan, 2000).
Prof. Iolanda Mitrofan consider c agresivitatea ar putea fi privit nu neaprat ca un defect
sau o slbiciune, ci mai curnd drept o energie de rezerv, o resurs stocat de autoaprare
i supravieuire al crei potenial de reconversie n capacitate adaptativ creatoare este
semnificativ, adic energia comportamentului agresiv poate fi transformat n putere, efort,
curaj i fermitate (Mitrofan, 2004, p.140). Consilierea agresivitii se realizeaz adaptat la
coninuturile experieniale, emoionale, atitudinale i comportamentale ale adolescentului,
fiind un proces integrat celui de autodezvoltare n toate domeniile existenei.
n cele ce urmeaz intenionm s enumerm tehnicile de orientare experienialist ce pot
fi utilizate cu succes n acest scop.
Psihoterapia gestaltist
Obiectivul declarat al terapiei gestaltiste este provocarea i extinderea contientizrii, ca
modalitate de cretere i autonomie personal (Mitrofan, 2000, p.83). n ce privete
agresivitatea, Perls nainteaz ideea permiterii realizrii sarcinii ei biologice, adic utilizrii
n separarea elementelor din mediu i analiza lor n vederea adaptrii. Dac acest lucru nu
este posibil, el recomand sublimarea ei, avertiznd mpotriva refulrii i exagerrii (Mitrofan,
2008, pp 132-123).
Psihoterapia gestaltist este un proces de autocunoatere i schimbare realizat prin tehnici
de focalizare perceptual, aici i acum, prin exerciii de contientizare corporal, afectiv i
relaional. Prin intermediul exerciiilor precum scaunul gol, scenarizarea, rmnerea n
stare, amplificarea sau diminuarea, fantezia ghidat (Mitrofan, 2008), adolescentul se
confrunt cu afacerile nerezolvate - poate cu agresivitatea neexprimat i proiectat -, iar
prin contientizarea emoiilor autentice i prin clarificarea relaiilor acesta se dezvolt,
integrndu-i prile respinse, restructurndu-se i unificndu-se.
Psihodrama clasic
Punerea n scen a vieii interioare a adolescentului, ntlnirea cu anumite pri sau conflicte
personale permite o nou reacie la experienele trecute, un rspuns spontan, autentic i
adaptativ. Psihodrama permite explorarea corporal, emoional i acional a experienelor
trecute, utiliznd scenarii prestabilite care se dezvolt prin aportul i improvizaia
participanilor. n cadrul acestor puneri n scen, una dintre tematicile contientizate i
exprimate poate fi agresivitatea resimit n situaie, n anumite relaii. Protagonistul poate
identifica anumite sentimente reprimate sau i poate clarifica reaciile celor din jur,
psihodrama oferind ocazia acionrii n vederea transformrii efective a scenariului i implicit
a felului de a experimenta situaia.
n grupul psihodramatic un adolescent cu exprimri puternice de agresivitate i poate
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antrena alternativele de reacie i i poate clarifica proieciile i interpretrile ce i genereaz

reacia agresiv. De asemenea, pot fi puse n scen evenimente traumatizante care n
majoritatea cazurilor se asociaz i cu o tulburare de agresivitate, pentru a fi reconstituite i
confruntate ntr-un mediu securizant.
Analiza bioenergetic
Terapie orientat corporal, analiza bioenergetic pune accentul pe lucrul cu corpul n vederea
eliberrii tensiunilor musculare i deblocarea fluxului energetic. Dificultile de gestionare a
agresivitii se asociaz frecvent cu simptome corporale precum creterea tensiunii arteriale,
nroire, transpiraii, ncletarea pumnilor, a flcilor i chiar mpietrire. Cnd exprimarea de
sine este blocat de fore interne (inhibiii, complexe, tensiuni musculare cronice, etc.),
automat este redus i capacitatea pentru plcere, dar i aportul de energie. Bioenergetica
lucreaz simultan cu cele dou pri ale ecuaiei ncrcare descrcare pentru a ridica
nivelul energie persoanei, a deschide exprimarea i de a restaura fluxul de sentimente i
senzaii n corp (Dinioae, 2000, pp. 156-157). Agresivitatea ridicat presupune blocarea
n anumite patern-uri de reacie i de simire ce se reflect i n dezechilibrul energetic,
avnd consecine n reducerea adaptrii la mediu. Tehnicile bioenergetice lucreaz la nivel
corporal pentru a favoriza exprimarea de sine i spontaneitatea.
Programarea neurolingvistic
NLP ofer modele de nelegere i intervenie pentru obinerea eficienei i pentru optimizarea
comportamentului (Nedelcea, 2000, p. 224). Abordare experienialist postmodern, poate
fi utilizat cu succes n terapia tulburrilor de stres, n corectarea unor comportamente
nedorite sau n modificarea montajului psihic al pacienilor somatici (idem). Toate aceste
utilizri o recomand i pentru abordarea agresivitii, n cazul n care aceasta este una din
temele adolescentului.
Tehnicile specifice programrii neurolingvistice, de stabilire a relaiei terapeutice, de accesare
a resurselor sau de fixare a comportamentului dorit sunt de un real ajutor ntr-un proces
terapeutic cu o persoan cu dificulti de gestionare a agresivitii. Prin Pacing consilierul
se poate armoniza cu starea adolescentului, rezonnd cu acesta, nelegnd mult mai bine
tensiunea i modalitatea de resimire a agresivitii, iar prin Leading l poate direciona
ctre modaliti alternative de expresie i experimentare a acestei emoii. Modificarea
submodalitilor critice ale unei experiene conduce la schimbarea semnificaiilor acesteia,
realizndu-se restructurri la nivelul reprezentrilor despre coninuturi dezadaptative.
Tehnicile de ancorare sunt foarte utile n fixarea anumitor resurse necesare creterii stabilitii
transformrilor realizate de adolescent. n cazul agresivitii, poate fi vorba de ancorarea
anumitor stri afective i atitudinale care s echilibreze tensiunea n situaiile frustrante sau
provocative. De asemenea, n lucrul cu agresivitatea este necesar fixarea anumitor
comportamente i a unor ateptrii fa de propriile reacii n viitor. Este vorba de tehnica
conectrii cu viitorul, prin care adolescentul are posibilitatea s experimenteze n avans
unele situaii viitoare dificile, pentru a se obinui i a-i fixa noile modaliti activate de
reacie emoional i comportamental.
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Scenariile metaforice sunt modaliti de intervenie i transformare a coninuturilor i

structurilor incontiente fr a fi abordat direct problematica n cauz. Metaforele complexe
sunt povestiri cu multiple nivele semantice. A spune o poveste este un mod elegant de a
distrage contientul i de a activa cutarea incontient de nelesuri i resurse (idem, p.
250). Prin construirea de ctre consilier a unor poveti cu tem semnificativ pentru
adolescent pot fi abordate tematici inaccesibile contientului acestuia, cum sunt traumele
puternice frecvent generatoare de comportamente agresive inadecvate, adolescentul
putnd fi ghidat spre rezolvarea problemei sale.
Utilizarea terapeutic a limbajului, modelul Milton de inducere a transei faciliteaz accesul
mult mai rapid la instanele incontiente ale psihicului adolescentului, fiind o cale important
de modificare a comportamentului i de restructurare a dinamicii psihice. Principiile utilizrii
limbajului sunt necesare i pentru realizarea tehnicilor de relaxare foarte importante n
consilierea agresivitii, deoarece favorizeaz eliberarea tensiunilor puternice fizice i
emoionale acumulate. Aceste tehnici pot fi deprinse i de adolescent pentru a le utiliza n
situaiile din afara cabinetului.
Psihoterapia experienial a unificrii

Terapia unificrii este elaborat, dezvoltat i implementat de Prof. Iolanda Mitrofan, fiind
validat permanent i de ctre practicanii din cadrul Societii de Psihoterapie Experienial
Romn. Este o abordare holist care respect principalele atribute funcionale ale dezvoltrii
umane din perspectiva psihologiei umaniste. Obiectivul principal este unificarea intern a
fiinei umane, integrarea prilor respinse, reprimate, astfel eliberndu-se energiile blocate
i stimulndu-se potenialul creator, vindector, adaptativ.
Agresivitatea, orientat ctre sine sau ctre ceilali, este abordat ca o energie cu mare
potenial distructiv dar i constructiv, ce se impune a fi explorat, analizat, resemnificat i
integrat n vederea unificrii personalitii. Ea este o polaritate care este frecvent reprimat,
respins, neintegrat, de unde i dificultile frecvente ale oamenilor de a face fa propriei
agresiviti sau a celor din jur. Prin tehnicile de explorare, analiz i contientizare a prilor
respinse n vederea resemnificrii i integrrii lor, a unificrii personalitii, se poate interveni
cu succes asupra agresivitii. Tehnicile i metodele utilizate n psihoterapia experienial
a unificrii sunt foarte variate, unele fiind integrate i adaptate din terapiile gestalt-creative
i somato-analitice, altele fiind inedite i proprii.
Desenul, colajul i modelajul sunt tehnici foarte utile pentru exprimarea unor coninuturi
incontiente i pot avea un rol activ n transformarea experienei adolescentului. Prin aceste
tehnici expresiv-creative sunt expuse vizual i tactil anumite coninuturi ale experienei
interne a adolescentului, favoriznd autoexplorarea i autotransformarea. Nu produsul
final este semnificativ, ci ntregul proces al conturrii desenului, colajului i formei de plastilin
sau de lut, relaia pe care el o are cu obiectul, semnificaia personal i autenticitatea
mesajului comunicat. Pe lng marele potenial vindector i transformativ, tehnicile expresivcreative sunt n mod special eficiente n lucrul cu agresivitatea deoarece favorizeaz i o
descrcare fizic a tensiunii, prin contactul corporal cu obiectele. Agresivitatea este exprimat
30

ABORDRI TEORETICE

prin gradul de apsare al creionului pe hrtie, prin formele desenate i culorile utilizate, prin
mesajul i impresia lsat de desen, prin modul de manipulare a materialelor pentru colaj,
prin felul n care hrtiile sau materialele sunt rupte, tiate sau manevrate. Modelajul e o
metod preferenial de exprimare a agresivitii, fiind foarte cunoscut faptul c efortul de
prelucrare a pastei pune persoana n contact cu emoiile agresive, asigurnd n acelai
timp un sentiment de control asupra acestora.
Terapia prin dans i micare este, de asemenea, frecvent utilizat pentru explorarea i
transformarea modului de gestionare a agresivitii. Blocajele de la nivel afectiv sunt
transpuse la nivel corporal i de multe ori ele pot fi iniial accesate prin exerciii corporale, de
dezvoltare a spontaneitii i libertii de micare. S-a observat c simpla micare este
suficient pentru a reduce nivelul de emoie agresiv resimit de o persoan. Micarea
transform dinamica intrapsihic iar simbolistica dansului face contactul cu dimensiuni
primare ale fiinei, dificil de verbalizat. Terapia prin dans este curativ i la nivel relaional,
favoriznd comunicarea corporal, raportarea i adaptarea la cellalt.
Alte metode expresiv-artistice ce pot fi utilizate n lucrul cu agresivitatea adolescentului
sunt crearea de poveti, de filme. Aceste tehnici reprezint tot metode prin care anumite
coninuturi respinse pot iei la lumin pentru a fi analizate i resemnificate. Firul povetii,
caracterizarea personajelor i ntmplrile prin care ele trec pot dezvlui, pe lng altele, i
ostilitatea, reprimat sau nu. Art-terapia influeneaz i indirect agresivitatea adolescentului
prin creterea stimei de sine, a autodezvluirii i a creativitii, toate acestea conducnd
ctre o reducere a tulburrilor dezadaptative. Bineneles c tehnicile menionate mai sus
pot fi combinate, corelate spre obinerea rezultatului dorit.
Dramaterapia i scenariul metaforic, prin rolurile special create, faciliteaz dezvoltarea
ntregii personaliti, provocnd adolescentul s experimenteze aici i acum situaii cu
potenial transformativ. Prin dramaterapie de depesc limite, se confrunt fricile, se nva
noi comportamente. O persoan ce i reprim agresivitatea poate gsi cadrul securizant
i suportiv pentru a o exprima, iar cei ce resimt un nivel mare de agresivitate o pot exprima
fr a face ru celor din jur. De asemenea, aceast tehnic permite jocul rolului opus dect
cel de zi cu zi. Agresorul poate contientiza experiena victimei, n timp ce victima poate
cunoate motivaia i starea agresorului. n acelai timp, inversarea rolurilor permite
observarea de sine din afar, dezvoltnd concepia de sine. Dramatizarea este o cale de
mbogire a experienei, de vindecare afectiv, cognitiv i comportamental.
n cadrul Psihoterapiei Experieniale a Unificrii, autoarea, I. Mitrofan, a iniiat o metod
dramaterapeutic - Dramaterapia Centrat pe Unificare. Aceasta se instituie ca o meditaie
dinamic unificatoare a raporturilor intrapsihice dintre multiplele faete (roluri) polare ale
Egoului, n scopul integrrii i transcenderii lor, pe de o parte, precum i a reconectrii i
reintegrrii Egoului cu Sinele conintor al tuturor resurselor creatoare, vindectoare,
armonizatoare i autotransformative pe de alt parte (2004, p. 82). Prim improvizaia
dramatic, prin alegerea i punerea n scen a rolului se exprim coninuturi psihice
reprimate, respinse sau ignorate, a cror contientizare i resemnificare apropie persoana
de unificarea interioar. Fiind elaborate pe principiul polaritilor Egoului i al reconversiei
Revista de Pedagogie nr. 58 (2) 2010

31

lor creatoare prin unificare, integrare i transcendere, scenariile dramaterapeutice pot aborda
i agresivitatea dac aceasta este o tem de lucru a adolescenilor. Dintre acestea,
menionm scenariul metaforic Zidul, relevant pentru contientizarea de ctre adolescent
a strategiilor pe care el le utilizeaz n anumite situaii de via limitative, frustrante sau
incerte. Tehnica se bazeaz pe vizualizare n imaginar i aciune corporal mimicopantomimic, prin care adolescentul contientizeaz propria strategie rezolutiv i
capacitatea lui de mobilizare n vederea depirii unui obstacol.
Cteva concluzii

n primul rnd, este important de subliniat faptul c abordarea agresivitii se realizeaz

integrat prin inserarea n procesul de consiliere particular, pornind de la evaluarea dinamicii
psihoafective a adolescentului, n funcie de obiectivele stabilite i adaptat coninutului
specific, contextului i realitii acestuia. De cele mai multe ori, utilizarea tehnicilor specifice
pentru optimizarea capacitii adolescentului de gestionare a agresivitii reprezint doar o
mic parte a procesului de consiliere, fiind strns intercorelat cu lucrul temelor principale.
Ct privete utilizarea specific a anumitor tehnici i metode de intervenie psihologic i
psihoterapeutic, suntem de prere c este necesar ca un consilier s le utilizeze pe
acelea care se potrivesc cel mai bine specificului psihosocial i cultural al adolescentului,
astfel nct s se asigure atingerea eficient a obiectivelor procesului de consiliere. Se
ntrevede astfel necesitatea unei formri specializate n mai multe tipuri de metode de
intervenie psihologic, avnd n vedere faptul c arsenalul competenelor profesionale ale
consilierului este bine s fie adaptat diversitii foarte mari a cazuisticii ntlnite.

BIBLIOGRAFIE
Adler, A. Cunoaterea omului, Editura Trei, Bucureti, 1996.
Bandura, A. Aggression: A Social Learning Analysis, Englewood Cliffs NJ, Prentice Hall,
Erlbaum, 1973.
Dinioaie, A. M. Analiza Bioenergetic Incursiune n universul psiho-corporal, n Mitrofan, I.
(Coord.) Orientarea experienial n psihoterapie: dezvoltare personal, interpersonal,
transpersonal, Editura SPER, Bucureti, 2000.
Freud, S. Civilization and its Discontents, WW Norton & Company, 1961.
Goldstein, A. P. & Glick, B. Aggression Replacement Training: Curriculum and Evaluation, Sage
Publications, Vol. 25, Nr. 1, 9-26, 1994.
Hall, K. R. Solving problems Toghether: A Psychoeducational Group Model for Victims of
Bullies, The Journal for Specialists in Group Work, Vol. 31, Nr. 3, 201-217, 2006.
Kerestegian, A. Eseu despre agresivitate, Editura Crater, 1997.
Linton, J. M. et al. Solution-Oriented Treatment Groups for Assaultive Behavior, The Journal for
Specialists in Group Work, Vol. 30, Nr. 1, 5-21, 2005.
Mitrofan, I. Orientarea experienial n psihoterapie: dezvoltare personal, interpersonal,
transpersonal, Ed. SPER, Bucureti, 2000.
Mitrofan, I. Cursa cu obstacole a dezvoltrii umane: psihologie, psihopatologie, psihodiagnoz,
psihoterapie centrat pe copil si familie, Polirom, Iai, 2003.
Mitrofan, I. Terapia unificrii - Abordare holistic a dezvoltrii i a transformrii umane, Ed.
SPER, Bucureti, 2004.
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Mitrofan, I. Psihoterapie - Repere teoretice, metodologice i aplicative, Ed. SPER, Bucureti,

2008.
Nedelcea, C. Programarea neuro-lingvistic psihoterapia eficienei personale, n Mitrofan, I.
(Coord) Orientarea experienial n psihoterapie: dezvoltare personal, interpersonal,
transpersonal, Ed. SPER, Bucureti, 2000.
Punescu, C. Agresivitatea i condiia uman, Editura Tehnic, Bucureti, 1994.
Perls, F. S. Eul, foamea i agresivitatea, Editura Trei, Bucureti, 2008.
Storr, A. Human Aggression, Allen Lane The Penguin Press, London, 1971.
Wells, D. & Miller, M. J. Adolescent affective aggression: An intervention model, Adolescence,
Vol. 28, Nr. 112, 781-791, 1993.
Winnicott, D. W. Aggression in Relation to Emotional Development, n Collected Papers,
London, Tavistock, 1958.

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34

ABORDRI TEORETICE

CERCETRI, MODELE DE INTERVENIE,

BUNE PRACTICI
THE STRANGE RELATION BETWEEN MALES AND POWER:
ANALYZING THE RELATIONSHIP BETWEEN VALUES AND
WELL-BEING IN ADOLESCENTS
Andrea Laudadio, Research & Development Director,
e-LABORANDO SpA, Rome,Italy
Giuliana Franciosa, Head of Euroguidance Italy
Lavinia Mazzocchetti, Consultant, e-LABORANDO SpA
Antonietta Maiorano, Researcher Euroguidance Italy
Francisco Javier Fiz Prez, Professor of Bioethics
European University of Rome
a.laudadio@gruppoe-laborando.it
Rezumat
Scopul acestui studiu este de a verifica existena unei relaii ntre starea de bine perceput
subiectiv i valorile adolescenilor.n plus, cercetarea exploreaz influena sistemului de valori
asupra strii de bine, relevnd posibile diferene de gen. Ca instrumente ale cercetrii au fost
folosite dou chestionare: Chestionar de valori (Schwartz, Melech, Lehmann, Burgess & Harris,
2001; Capanna, Vecchione & Schwartz, 2005) i Scala satisfaciei n via (Pavot & Diener,
1993). Rezultatele indic corelaii importante ntre cele dou constructe i diferene semnificative
ntre brbai i femei.
Cuvinte cheie: valori; starea de bine; adolesceni; diferene de gen.
Abstract
The purpose of this study is to verify the existence of a relationship between subjective wellbeing and values in adolescents. In addition, this research explores the influence of the value
system on subjective well-being, showing possible gender differences. Two questionnaires were
used as research instruments: the Portrait Values Questionnaire (Schwartz, Melech, Lehmann,
Burgess & Harris, 2001; Capanna, Vecchione & Schwartz, 2005) and the Satisfaction with Life
Scale (Pavot & Diener, 1993). Results showed significant correlations between the two constructs
and important differences between males and females.
Key words: values; well-being; adolescents; gender differences.

Introduction
IFSW, the International Federation of Social Workers (2000) provides a widely accepted
definition (Tunney & Kulys, 2004) according to which social work can be defined as a
profession aimed at promoting social change, problem solving in human relationships as
well as individual emancipation with the aim of promoting subjective well-being, which is an
internal phenomenon connected to individual experiences (Diener, 1984) and refers to the
way people perceive and assess their life (Zani & Cicognani, 1999).
Starting from this perspective, counselling acquires a key role within social professions due
to its ability to: support the self-assessment of ones life and promote the development of
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35

ones resources (Laudadio, Colasante, DAlessio, 2010), i.e. overcoming past difficulties,
strengthening ones expectations and ambitions, as well as using skills and knowledge
belonging to the individual, to the family, to the group and to the community (see Saleebey,
2001 as reference).
As a consequence, there is a shift from theoretical models focusing on pathology to new
models based on the promotion of well-being. Therefore, new questions and new research
perspectives arise (Laudadio, DAlessio, 2009). In particular, analyzing the direct (or indirect)
relationship between well-being and other deep dimensions, like values for example,
becomes extremely interesting.
Values are defined as desirable goals with varying levels of importance, which act as
guiding principles in ones life (Rokeack, 1973; Schwartz, Melech, Lehmann, Burgess &
Harris, 2001). Schwartz (1992) developed a theoretical approach (which is widely accepted
in the literature) where ten types of universal values are identified. These values are organized
on the basis of a circular model: values related to Self-transcendence (Universalism and
Benevolence) which are opposed to the values related to Self-enhancement (Power and
Success); values related to change (Self-direction, Stimulation, Hedonism) which are
opposed to values related to continuity (Conformism, Safety, Tradition). Each individual
has his/her own scale of values, at the top of which there are the values that he/she rates
as the most important.
According to Sagiv and Schwartz (2000), the dominant value type directly affects the
perception of subjective well-being: there are values corresponding to the basic needs of
the individuals which would allow to increase the perception of well-being, if pursued.
Within the theoretical model of Self-determination, Kasser and Ryan (1996) classify values
in two categories: intrinsic values (able to meet basic needs, which are internal to the
individual) and extrinsic values (related to external satisfaction). According to the authors,
subjective well-being is negatively correlated to life goals related to extrinsic values, and
positively correlated to goals related to intrinsic values.
There are many studies in the literature supporting this theory. The majority of them examined
the relationship between materialistic (extrinsic) values and subjective well-being in adults
and University students (La Barbera & Grhan, 1997; Chan & Joseph, 2000; Kasser &
Ahuvia, 2002).
Moreover, studies carried out on adolescents confirm the results from the studies carried
out on adults (Cohen & Cohen, 1996; Keng, Jung, Jiuan & Wirtz, 2000; Brown & Kasser,
2005).
In disagreement with these results, Sagiv and Schwartz (2000), on the basis of the value
classification proposed by Schwartz (1992), did not detect any significant relation between
Power, Universalism, Benevolence and subjective well-being.

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CERCETRI, MODELE DE INTERVENIE, BUNE PRACTICI

According to Kasser and Ahuvia (2002), these results are determined by a different definition
of materialistic values provided by the Authors: Power is not alone on the scale of values
that fall under the definition of materialistic values. Moreover, according to the Authors, the
items included in the scale are not sufficient to provide an appropriate assessment of these
values.
Purpose and hypothesis
The main aim of this study is to replicate the one by Sagiv and Schwartz (2000), keeping an
hypothesis system which is consistent with what has been detected in the literature and
deepening the results on the basis of the gender differences.
The main hypothesis is that a direct relationship between values and well-being can be
detected also among adolescents, similarly to what was detected among adults. Our
hypothesis is consistent with the data from the literature, i.e. values related to Selftranscendence (Universalism and Benevolence) are positively correlated with well-being,
while values connected to Self-enhancement (Power and Success) are indirectly related to
well-being.
This hypothesis can be divided into three specific hypothesis:
The existence of a relationship between values and well-being;
The existence of a positive relationship between Self-transcendence and well-being
vs. a negative relationship between Self-enhancement and well-being;
The possibility to make a distinction between individuals with a high and with a low level
of well-being in relation to specific value dimensions, such as Universalism and
Benevolence (higher for individuals with high well-being) and Power (lower for individuals
with high well-being).
The presence of gender differences will also be explored.
Method and Techniques
Participants
Participants were selected by means of random sampling on a first-responses basis. 800
subjects aged between 16 and 21 years took part in the study (Average = 17 years and 2
months; SD= 1 year and 4 months); the group was equally divided between males and
females. With reference to the type of school attended, 52,25% comes from a technical
school, 24,13% from the Scientific Lyce, 6,75% from a vocational training school, 6,25%
from a Linguistic Lyce, 4,63% from a Classical Lyce, 4,13% from an Artistic Lyce and
1,88% from other types of school. Participants were recruited during guidance activities
carried out in the year 2006.
Tools
In addition to the personal and social particulars form, the following tools were administered:
the Portrait Values Questionnaire (Schwartz et al., 2001; Capanna, Vecchione & Schwartz,
2005) made up of 40 items, classified on the six point Likert scale (ranging from 1= Not at
all like me to 6= Exactly like me). Each item provides a short description (portrait) of a
Revista de Pedagogie nr. 58 (2) 2010

37

typical person and his/her goals, aspirations or desires, on the basis of ten values described
by Schwartz. The Satisfaction with Life Scale (Pavot & Diener, 1993) is made up of 5 items,
classified on a seven point Likert scale (ranging from 1= Completely disagree to 7 =
Completely agree), aiming at assessing satisfaction of ones life.
Procedure
Two questionnaires were administered, to which participants responded anonymously.
During an external interview, subjects were provided with standard information about the
questions.
Data analysis
Internal consistency was evaluated with Cronbachs alpha of reliability. For the Portrait
Values Questionnaire, the reliability index was calculated for each sub-scale.
Average, standard deviation, asymmetry and kurtosis coefficients were calculated for the
reference group in order to provide preliminary quantitative information about the trend of
the different variables and establish whether they match with a normal distribution.
Correlation analysis (Pearsons r coefficient) was performed to analyze the relationship
between values and well-being; correlation analysis was carried out both on total scores
and on gender-based scores.
Moreover, the linear regression analysis was performed to assess the influence of values
on perceived well-being. The Satisfaction with Life Scale was used as an independent
variable and the Portrait Values Questionnaire subscales as a dependent variable.
In order to deeply analyze the relationship between values and subjective well-being, the
method of opposed groups was used. From the total sample, two subgroups were selected:
a) subjects with a high level of well-being and b) subjects with a low level of well-being. In
order to check if there was any difference between the two groups with comparison to the
dimensions measured with the tools, a multivariate variance analysis with independent
subjects (MANOVA) was performed. Univariate effects were broken down by means of the
ANOVA test.
Results
Descriptive statistics
First and foremost, the prerequisites necessary to carry out further analysis were identified:
normal distribution and reliability. As far as the Portrait Values Questionnaire subscales
have a different number of items, scores were weighted on the number of items constituting
the scale in order to compare averages. The same procedure was adopted for the
Satisfaction with Life Scale.

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Table 1 Descriptive analysis

Average
Power
Success
Hedonism
Stimulation
Self-direction
Universalism
Benevolence
Tradition
Conformism
Safety
Well-being

2,65
3,68
4,39
4,39
4,47
5,49
4,48
3,59
3,92
3,96
4,96

S.D.
1,25
0,95
0,97
1,05
0,86
1,14
0,84
0,92
0,84
0,90
1,02

Statistic
0,650
-0,183
-0,258
-0,307
-0,533
-0,435
-0,404
-0,239
-0,194
-0,190
-0,680

Asymmetry
Std. Error
0,086
0,086
0,086
0,086
0,086
0,086
0,086
0,086
0,086
0,086
0,086

Statistic
-0,143
-0,322
-0,536
-0,424
0,683
-0,336
-0,236
-0,271
-0,165
-0,126
0,463

Kurtosis
Std. Error
0,173
0,173
0,173
0,173
0,173
0,173
0,173
0,173
0,173
0,173
0,173

The analysis of score distribution shows a complete match with the Gaussian distribution.
Asymmetry and kurtosis indexes, indeed, are comprised between 1 and -1.
Table 2 Reliability
Power
Success
Hedonism
Stimulation
Self-direction
Universalism

Alpha
.654
.676
.691
.632
.576
.721

Benevolence
Tradition
Conformism
Safety
Well-being

Alpha
.654
.555
.681
.621
.761

With reference to the ten scales of the Portrait Values Questionnaire, reliability indexes are
comprised between .555 and .721.
Satisfaction with Life Scale has a good reliability level, equal to .761.
Correlational analysis
The following table shows the correlations between the 4 value macro-areas and wellbeing.
Table 3 Value macro-areas and Satisfaction with Life Scale
Self-enhancement
Conservatism
Openness to change
Self-transcendence

Satisfaction with Life Scale

Total
Males
-0,018
0,082
0,327**
0,354**
0,036
0,098
0,269**
0,314**

Females
-0,149**
0,326**
-0,012
0,288**

Significant correlations with * p<0.05, ** p<0.01 (two-tailed)

Significant correlations seem to exist between well-being and some value meta-dimensions.
For both genders, Self-transcendence and Conservatism have a positive relationship with
well-being, while only females have an inverse relationship between well-being and Selftranscendence.
With reference to the correlations between the ten value dimensions and well-being,
Universalism, Benevolence, Tradition, Conformism and Safety have a positive relationship
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39

with well-being for both genders. Moreover, Self-direction has a positive relationship with
well-being for males, while Power has an inverse relationship with well-being for females.
Analysis of multiple regression
Being the four value meta-dimensions and the ten value scales related among each other
(Capanna et al., 2005), the correlation analysis may hide the role of each value in the
explanation of the heterogeneous scores in satisfaction with life.
In order to explain the role of each dimension, a multiple regression analysis with the
standard method was carried out; value dimensions were used as predictors and satisfaction
with life as a criterion variable.
With relation to the value meta-dimensions, the multiple regression coefficient is significant
both for males [F(4,399)= 18,03, p<0,001] and females [F(4,399)= 19,58, p<0,001]. For both
genders, Conservatism and Self-transcendence contribute to the explanation of well-being.
For females, Self-enhancement has an inverse relationship.
If we analyze each single value, the multiple regression coefficient is significant for males
[F(10,399)= 8,39, p<0,001]; Benevolence, Tradition and inversely Hedonism, contribute to
the explanation of well-being.
Multiple regression coefficient is significant also for females [F(10,399)= 8,51, p<0,001]; Safety,
Tradition, Universalism and inversely Success and Power, contribute to the explanation
of well-being.
Group differences: High well-being vs. Low well-being
From the total sample, two subgroups were selected: a) subjects with a high level of wellbeing, whose total scores were higher than standard deviation with comparison to the
sample average; and b) subjects with a low level of well-being, whose scores were lower
than standard deviation with comparison to the sample average.
The two samples selected are made up of 148 and 132 subjects, respectively. The Chi2
test shows a significant gender difference (Chi2=5,143; DOF=1; p<0.05).
In order to take into account gender differences, the mixed model MANOVA was performed
with two independent factors (gender groups) and the ten value dimensions as dependent
factors. MANOVA showed the interaction effect between the two factors for the value
dimensions (F(10,267)=2,99; p<.005).
The breakdown of univariate effects through single-factorial ANOVAs with two independent
factors (gender groups) and each value dimension as a dependent factor showed a significant
interaction for Power only (F(1,276)=7,98; p<.01). The post-hoc test showed that the score of
females with a high level of well-being was different from the one of the other three subgroups.
As a matter of fact, females with a high level of well-being have a significantly low average
in Power. Consistently with the research hypothesis, variance was broken down by means
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of single univariate tests (ANOVA) in relation to value dimensions. The following Table
shows the averages and ANOVA results.
Table 4 Group differences
Dimension
Power
Success
Hedonism
Stimulation
Self-direction
Universalism
Benevolence
Tradition
Conformism
Safety

Group of well-being
low
high
low
high
low
high
low
high
low
high
low
high
low
high
low
high
low
high
low
high

Average
0,116
-0,003
0,130
-0,047
0,078
-0,094
0,018
-0,019
-0,098
-0,016
-0,302
-0,044
-0,360
0,036
0,151
-0,370
-0,030
-0,374
0,016
-0,341

S.D.
0,973
0,961
1,055
1,063
1,085
0,855
1,032
0,888
1,102
0,970
1,203
0,973
1,071
1,002
0,940
0,913
1,115
1,065
1,004
0,897

ANOVA
F(1, 278)= 1,7207, p=,19068
F(1, 278)=,54086, p=,46270
F(1, 278)= 1,9903, p=,15943
F(1, 278)=,04139, p=,83893
F(1, 278)= 3,9755, p=,04714
F(1, 278)= 36,578, p=,00000
F(1, 278)= 23,518, p=,00000
F(1, 278)= 65,381, p=,00000
F(1, 278)= 30,877, p=,00000
F(1, 278)= 39,159; p=,00000

Differences among Universalism, Benevolence, Tradition, Conformism and Safety (all of

which refer to Self-transcendence and Conservatism) are statistically significant.
Discussion
With relation to the first hypothesis, the existence of a relationship between values and
well-being is confirmed. In particular, the regression analysis showed that the value system
is able to explain a share of variance equal to approximately 15% of the total variance.
With relation to the second hypothesis, this is only partially confirmed. The regression
analysis showed the presence of gender differences. While Self-transcendence is a positive
predictive factor of well-being for both genders, Self-enhancement is a negative predictive
factor of well-being for females only. This data was confirmed by the analysis of each value
dimension. Power and Success, indeed, are negative predictors of well-being for females
only. Moreover, with reference to Self-transcendence, if we break it down into the different
value dimensions constituting it, a deep gender difference is detected. Benevolence is a
predictive factor of well-being for males, while for females it is Universalism. It is interesting
to note that Tradition plays a key role for well-being in both genders, while Hedonism is an
inverse predictive factor of well-being for males.
With relation to the third research hypothesis, also in this case the hypothesis is only
partially confirmed. As a matter of fact, while Benevolence and Universalism are higher for
subjects with a high level of well-being, Power has an inverse relationship with well-being
for females only (also in this case).

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Conclusions, weaknesses and developments

The apparent contradiction of results in relation to research hypotheses and among the
different results does not allow us to draw specific conclusions on the relationship between
values and well-being, but rather to outline new research hypothesis and developments.
The most interesting aspects of research refer to gender differences; the inverse relationship
between Power and well-being, often recalled in the literature, seems to be confirmed for
females only. With reference to this, we might hypothesize that female adolescents have a
greater maturity in terms of values and are more similar to adults in comparison to male
adolescents. Another hypothesis is that there might be cultural differences between Italian
and foreign subjects able to explain the significant difference detected. If this hypothesis is
true, we may assume that due to the Italian culture females with Power-oriented values
experience a low level of well-being because of the cultural pressure to which they are
exposed. In other words, within a culture where female power is not accepted, these
subjects experience a lower level of well-being.
We shall not rule out the hypothesis according to which the relationship between values
and well-being is mediated by a spurious relationship with other variables which escaped
the attention of researchers. Some important relationships, such as ones socio-economic
status might mediate this relationship, or well-being might be affected by other dimensions
playing a central role during adolescence (e.g. satisfaction in sentimental life).
Within the framework, the willingness to take a stance within these hypothesis leads us to
opt for the second explanation, i.e. that a cultural context exists where a girl with a high
desire for Power is not easily accepted. This might lead girls to have a submissive attitude
towards Power in comparison to males.
If further studies confirm this hypothesis, it might explain several aspects that characterize
the female labour market. Of course, before analyzing these hypotheses, it is necessary to
replicate the experiment on adults, in order to assess if this situation is typical of the
adolescence or of the whole Italian culture.
This research is characterized by the weaknesses typical of a correlational study on a
random sample. The main weakness is connected to MANOVA, due to its high collinearity
among the different value dimensions. Moreover, the interpretation of results would have
been more clear if another instrument for value analysis had been used together with the
other two tools. We shall not forget that social desiderability of some value dimensions
might contribute to hide or magnify some relationships between values and well-being.
Within this perspective, the development of research will be two-fold: on the one side, the
study will have to be repeated using at least two tools (in addition to the Portrait Values
Questionnaire) for value analysis. On the other, the relationship between value dimensions
of the Portrait Values Questionnaire and social desiderability will have to be explored.

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REFERENCES
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Cohen, P. & Cohen, J. Life values and adolescent mental health. Research monographs in
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Kasser, T. & Ahuvia, A. Materialistic values and well-being in business students. European
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La Barbera, P.A. & Grhan, Z. The role of materialism, religiosity, and demographics in
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Laudadio, A. et al. La resilienza: analisi dei modelli e degli strumenti di misurazione, GIPO
Giornale Italiano di Psicologia dellOrientamento, 10(3), pp. 321, 2009.
Laudadio, A. & DAlessio, M. Adolescenti e stress. Quali differenze di genere?, Counseling 2(3),
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Pavot, W.G. & Diener, E. Review of the Satisfaction with Life Scale. Psychological Assessment,
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Rokeack, M. The nature of human values. New York: Free press, 1973.
Sagiv, L. & Schwartz, S.H. Values priorities and subjective well-being: direct relations and
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Saleebey, D. The diagnostic strengths manual? Social Work, New York: Apr 2001. Vol. 46, Iss.
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44

CERCETRI, MODELE DE INTERVENIE, BUNE PRACTICI

SERVICIILE DE ORIENTARE I CONSILIEREA CARIEREI DIN

NVMNTUL SUPERIOR EUROPEAN ANALIZ
COMPARATIV
Drd. Sperana Lavinia ibu, cercettor tiinific
Institutul de tiine ale Educaiei, Bucureti
c_speranta@ise.ro
Rezumat
Lucrarea prezint principalele caracteristici ale serviciilor de consilierea carierei din nvmntul
superior din ase ri europene. Analiza comparativ este structurate pe 3 criterii principale i 8
criterii secundare de analiz i are drept scop evidenierea similitudinilor i diferenelor ntre
diferitele sisteme de consilierea carierei precum i identificarea unor direcii de dezvoltare pentru
serviciile din Romnia.
Cuvinte cheie: consiliere permanent, consilierea carierei, (serviciile de) consilierea carierei n
nvmntul superior, tranziia de la coal la piaa muncii.
Abstract
The thesis presents the main characteristics of the higher education guidance and counselling
services in six European countries. The comparative analysis is structured on 3 main criteria
and 8 secondary criteria and it focuses on pointing out the similarities and the differences among
the chosen career counselling systems and at the same time identifying some directions of
development for the Romanian services.
Key words: lifelong counselling, career counselling, (services for) career counselling in higher
education, the transition from school to the world of work.

Introducere
Intenia noastr este de a prezenta caracteristicile sistemelor de consilierea carierei din
nvmntul superior din ase ri europene, scopul fiind, dincolo de abordarea comparativ,
de a nva din experiena altor ri. Teoria macroeconomic a convergenei ne arat c
naiunile care nva de la alte naiuni se dezvolt, pe cnd cele care nu nva, nu se
dezvolt. nvarea din experiena altora are la baz perspectiva diferenial: a fi capabil de
a vedea lucrurile i dintr-un alt unghi. Cnd o naiune observ cum alte naiuni abordeaz
probleme similare, utiliznd resurse economice, politice, lingvistice i culturale specifice,
soluia se ntrezrete prin noi lentile, ceea ce conduce, inevitabil, la noi modaliti de
configurare a propriilor soluii (Adelman, 2009).
Prezenta lucrare prezint rezultatele unui studiu comparativ realizat n contextul cercetrii
doctorale Rolul consilierii carierei n asigurarea calitii n nvmntul superior.
Scopul studiului comparativ este de a evidenia, pe baza unor criterii comune, similitudini
i diferene ntre diferitele sisteme de consilierea carierei din Europa, de a oferi o imagine
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45

de ansamblu asupra dezvoltrii i tendinelor n domeniu, precum i de a include Romnia

n circuitul european, prin poziionarea obiectiv a serviciile romneti comparativ cu
dezvoltrile din alte state, att prin raportare la criterii europene, ct i innd cont de
specificul naional.
Aspecte metodologice
rile pe care le-am inclus n analiz sunt: Frana, Germania, Marea Britanie, Spania,
Cehia i Romnia. Primele patru ri au fost selecionate pentru tradiia bogat i experiena
n domeniul consilierii carierei. Cea de-a cincea ar reprezint experiena rilor estice din
fostul bloc comunist, cu o istorie mai recent a consilierii.
Pentru primele 5 ri metodologia a avut la baz: 1. analiza secundar a rapoartelor
naionale incluse n studiul european FEDORA asupra sistemelor generale de consiliere
din nvmntul superior din care am realizat un decupaj pe aria consilierea carierei; 2.
analiza sistemelor de consiliere aa cum sunt descrise n bazele de date Eurybase i
Euroguidance. Pentru Romnia, am avut n vedere: 1. studiul documentelor de specialitate
(studiile i cercetrile Institutului de tiine ale Educaiei 2004-2008); 2. descrierea sistemului
de consiliere din bazele de date Eurybase i Euroguidance; 3. chestionarele i interviurile
aprofundate realizate cu Centrele de consiliere din nvmntul superior. Perioada de
referin pentru analiza datelor este 2005-2008, n funcie de informaiile disponibile pentru
fiecare ar n parte.
Criteriile de analiz (3 criterii generale i 6 criterii specifice) au fost adaptate pe baza a trei
cercetri anterioare n domeniul consilierii: Serviciile de consiliere din nvmntul superior
- FEDORA 2008; Activitatea Centrelor de Asisten Psihopedagogic din Romnia - Maria
Liana Stnescu 2000; Modele i programe de consiliere colar - Angela Musc 2006.
Rezultatele analizei se concretizeaz n 6 studii de caz (din raiuni de spaiu acestea nu
vor fi anexate prezentului articol), un tabel sintetic comparativ organizat pe baza criteriilor
de analiz (Anexa 1), precum i recomandri privind dezvoltarea serviciilor de consilierea
carierei din Romnia.
Din raiuni de claritate i sintez, nu am menionat de fiecare dat n corpul lucrrii sau n
anex sursele de unde au fost extrase datele statistice. Documentele de politici, studiile
comparative i rapoartele de sintez privind educaia n general i nvmntul superior la
nivel european, precum i rapoartele privind starea nvmntului din Romnia sunt
menionate n finalul lucrrii, seciunea Bibliografie. De asemenea, din aceleai raiuni, am
utilizat abrevierile internaional acceptate pentru denumirea rilor cuprinse n analiz: FranaFR, Germania-DE, Marea Britanie-UK, Spania-ES, Cehia-CZ, Romnia-RO.
Caracteristici ale serviciilor de consilierea carierei din nvmntul teriar
european
Sistemele de nvmnt superior din Europa se caracterizeaz prin tendina de cretere
a numrului de studeni, a procentului studenilor care studiaz n strintate, a studenilor
n vrst i a celor part-time. Finalizarea studiilor superioare asigur o mai bun inserie pe
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piaa muncii pentru tineri i o rat mai mare de angajabilitate dect pentru cei cu studii
medii, ns n majoritatea rilor absolvenii de nvmnt superior accept roluri profesionale
pentru care sunt supra-calificai (Key Data on Education, 2009). Se estimeaz c pn n
2015, aproximativ 30% din locurile de munc vor solicita studii superioare (Raport asupra
strii sistemului naional de nvmnt, 2008).
Pentru a se putea adresa nevoilor studenilor n termeni de mobilitate i de cretere a
adaptabilitii la piaa muncii, sistemele de nvmnt superior au neles rolul important
pe care l are consilierea carierei. Astfel, rezultatele studiului comparativ evideniaz faptul
c, la nivelul nvmntului teriar, consilierea carierei reprezint o arie bine dezvoltat,
serviciile fiind prezente n toate instituiile de nvmnt superior (FR, UK), n peste 50%
dintre acestea (DE, ES, CZ) sau n aproape 50% (RO). Dei n toate statele legea prevede
nfiinarea unor astfel de servicii (exceptnd CZ), organizarea acestora depinde de fiecare
universitate n parte.
Cel mai obinuit pattern de funcionare este cel al departamentelor/ centrelor n cadrul
universitii, fie ca serviciu unic ce ofer mai multe tipuri de consiliere i orientare, fie ca
centre distincte de consilierea carierei. Exemplul fericit este cel al rilor vestice (FR, ES,
DE, UK) care dispun att de servicii unice (ofer integrat mai multe tipuri de consiliere), ct
i de servicii speciale de consilierea carierei. Serviciilor unice au ca sarcina principal
consilierea carierei, secondat de consilierea educaional. UK, DE se remarc prin reeaua
bine dezvoltat de servicii distincte de consilierea carierei cu atribuii clare n acest domeniu.
n CZ patternul pare a fi cel al serviciului unic ce ofer att consilierea carierei, ct i
consiliere educaional i psihologic. Pentru RO, pare a nu exista un singur pattern de
funcionare. Astfel, unele universiti au centre care funcioneaz ca i servicii distincte de
consilierea carierei, n timp ce n alte universiti au fost dezvoltate centre care ofer servicii
integrate de consilierea carierei, consiliere educaional i/ sau psihologic. Dei nu n
toate universitile din rile analizate exist un centru/ serviciu de consiliere, trebuie s
avem n vedere faptul c de multe ori consilierea este asumat ca parte a procesului de
predare sau a devenit, prin tradiie, o atribuie a personalului din cadrul altor departamente
de sprijin pentru studeni. n CZ, n cazul universitilor mari, exist mai multe centre de
consilierea carierei la nivelul aceleiai universiti. n ES Ageniile de ocupare finaneaz
un al treilea tip de servicii de consilierea carierei pentru studeni (axat pe plasare i
antreprenoriat). n FR absolvenii de doctorat beneficiaz de serviciile de plasare profesional
oferite de un ONG.
Unele dintre servicii au fost nfiinate mai recent (RO, ES, CZ) sau putem vorbi de o tradiie
de aproape 40 de ani de funcionare (FR). n majoritatea cazurilor, centrele/ serviciile au
fost nfiinate prin lege (excepie CZ). Colaborarea n reea este specific centrelor din UK
(AGCAS), FR (SCUIO), DE (CSND), ES (SIOUS), n timp ce n RO, CZ centrele funcioneaza
separat, fr colaborare, sprijin pentru dezvoltare i coordonare n reea. Tendina este de
mrire a numrului de centre (CZ), de preocupare continu pentru calitatea serviciilor
oferite (UK) sau de reducere a personalului ceea ce a determinat creterea ponderii serviciilor
oferite la distan (DE). UK i DE au evideniat ngrijorarea cu privire la variaia de personal
i resursele alocate acestor servicii.
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Principalii beneficiari ai serviciilor sunt, n majoritatea rilor, studenii. Alte tipuri de beneficiari
sunt potenialii studeni i publicul larg. Serviciile se adreseaz i absolvenilor (FR),
profesorilor (CZ, RO), angajatorilor (UK, ES; DE i RO - unele universiti), sau, n cazuri
foarte rare, consilierilor din nvmntul obligatoriu.
Informarea studenilor ocup un loc central n sarcinile i responsabilitile centrelor n
toate rile: informare cu privire la cursurile oferite de universiti i posibilitile ulterioare
de angajare, informare cu privire la piaa muncii, locuri de munc specifice i profesii. O
alt responsabilitate a serviciilor n toate rile analizate este dezvoltarea abilitilor de
marketing personal (scrierea unui CV, prezentarea la interviul de angajare).
n unele ri, tranziia de la nvmntul obligatori la nvmntul superior reprezint
un obiectiv important al serviciilor. Astfel, viitori studeni sunt abordai pro-activ prin ceea ce
se numete active guidance n FR, sau widening participation n UK, serviciile din cele
dou ri colabornd n mod regulat cu liceele pentru sprijinirea elevilor n alegerea viitoarelor
rute educaionale. Serviciile din RO, DE prefer organizarea unor ample evenimente de
popularizare a ofertei nvmntului teriar.
Diferenele se manifest i n ceea ce privete sprijinirea studenilor pentru tranziia spre
piaa muncii: majoritatea centrelor deruleaz programe i activiti de internship i voluntariat
(excepie CZ), ns FR, UK, ES ofer n mod regulat i n toate centrele sprijin pentru
inserie pe piaa muncii prin plasare i mediere, n timp ce DE i RO realizeaz acest lucru
doar n unele centre, iar n CZ nu intr n atribuiile centrelor acest aspect.
Dintre tipurile de activiti derulate de centre, consilierea ocup o pondere mai mare la
rile din Europa de est: procesul de consiliere se realizeaz preponderent individual i are
n vedere testarea aptitudinilor i intereselor (RO, CZ, dar i n UK), dezvoltarea carierei,
planificarea carierei i luarea unei decizii (ES). Unele centre realizeaz formarea studenilor
pentru dezvoltarea competenelor transferabile (DE, CZ, RO). n ES se pune accent deosebit
pe dezvoltarea abilitilor de antreprenoriat. n contextul Bologna, numai serviciile din FR
i-au diversificat atribuiile (n special legate de validarea abilitilor profesionale), iar cele
din DE au devenit mai focalizate pe sprijinirea tranziiei spre piaa muncii i sporirea anselor
de angajabilitate a studenilor. Unele centre din RO deruleaz studii privind opiunile
educaionale sau inseria absolvenilor pe piaa muncii, n timp ce n alte ri exist instituii
specializate n a cror responsabilitate intr cercetarea acestor aspecte (UK-Higher
Education Statistics Agency - HESA).
Numrul mediu al angajailor unui centru/ serviciu de consilierea carierei variaz de la 10
(UK) la 7-8 (ES) sau la 2-6 (CZ, RO). n FR i RO tendina este de cretere a numrului
angajailor.
Calificrile personalului par a nu fi reglementate legal n nicio ar din cele analizate. De
obicei, practicienii au o formare iniial variat (psihologie, filologie, economie, tiine tehnice,
drept, etc.), iar n unele ri absolvenii de psihologie sunt majoritari (FR, ES, RO). Personalul
centrului deine uneori experien de predare (CZ) i/ sau ndeplinete i alte funcii la nivel
de universitate (ES, pentru coordonatorii serviciilor). n anumite cazuri, profesorii (FR) sau
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studenii voluntari se implic n susinerea activitilor centrului de consiliere (RO).

n FR toi angajaii centrelor SCUIOP sunt funcionari publici. De obicei, coordonatorul
centrului deine o vechime mai mare (RO). Consilierii sunt angajai permanent cu norm
ntreag (RO, FR), cu jumtate de norm (DE) sau uneori ca i colaboratori (FR). n UK
angajarea se realizeaz n mai multe modaliti (permanent, contract pe durat determinat,
cu norm ntreag sau parial). Nu exist un registru al consilierilor i nici cerine stricte
privind formarea continu. De obicei, consilierii au urmat un master i cursuri de formare n
diferitetipuri de consiliere (n funcie i de atribuiile pe care le ndeplinesc n cadrul centrului).
Acolo unde exist asociaii profesionale puternice, acestea au impus practica acreditrii
pentru personalul din centre (UK).
Alte servicii de consiliere disponibile pentru studeni.
Serviciile de consiliere psihologic par a fi bine dezvoltate n majoritatea statelor europene
analizate. FR dispune de trei tipuri de servicii externalizate, finanate n general de Ministerul
Sntii prin diferite fundaii, cu o lung tradiie (unele funcioneaz din 1925). n DE
consilierea psihologic este oferit att de Asociaiile studeneti, ct i prin alte dou
modaliti: consiliere psihologic i terapie individual sau de ctre Central Student
Counselling and Advisory Service. n UK, toate universitile (cu excepia a dou) i toate
colegiile ofereau servicii de consiliere psihologic, cu o medie de 5,6 consilieri/ centru. n
ES, numai 10 universiti au servicii separate pentru acest tip de consiliere, n timp ce n CZ
consilierea psihologic este oferit n 44 de centre din 19 universiti, fiind inclus n atribuiile
centrelor de consilierea carierei. n RO, serviciile de consiliere psihologic sunt oferite fie
de ctre centre/ departamente separate, specializate, cu finanare proprie, fie sunt incluse
n atribuiile CIOCP. Personalul din aceste servicii este foarte specializat (psihologi, psihiatrii
i asisteni sociali) n toate rile analizate. Tendina n ultimii ani a fost de dezvoltare continu
(inclusiv creterea finanrii) pentru acest tip de serviciu n UK. Tendina opus (de scdere
a numrului personalului din aceste structuri) o ntlnim n DE.
Consilierea educaional este sarcina unei reele distincte n ES (Serviciile de Orientare
educaional i academic). n FR, RO i CZ este o atribuie a reelelor de consilierea
carierei (n CZ este oferit i de ctre departamentele pentru admiterea la studii). n UK acest
tip de consiliere se realizeaz n principal prin birourile Widening participation (se urmrete
recrutarea studenilor din medii ct mai diverse i acordarea unei atenii sporite, studenilor
part-time sau studenilor care muncesc), precum i prin sistemul de tutoriat. n DE, consilierea
de acest tip reprezint o sarcin asumat de ctre fiecare profesor n parte sau se realizeaz
prin sistemul mentoratului (fiecare student din anul I e sprijinit individual de ctre un profesor
din facultate i de ctre biroul pentru studeni). Exist de asemenea i call centers n care
persoane special formate rspund la telefon ntrebrilor, dar i direct, personalul de consiliere
i orientare i cel al departamentelor administrative lucrnd ca back office.
Consilierea pentru persoane cu dizabiliti intr de foarte puine ori n atribuiile centrelor de
consilierea carierei din universiti (FR). n majoritatea rilor aceste servicii nu sunt foarte
bine reglementate, ns exist cel puin o persoan desemnat pentru a oferi un astfel de
suport (FR, DE, UK - n universitile mari). Uneori este oferit de Asociaiile studeneti
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49

(DE). n ES, CZ i RO serviciile sunt inexistente sau slab dezvoltate. Tendina opus - de
dezvoltare a serviciilor de acest tip - o regsim n DE.
Centrele Euroguidance sunt reprezentate la nivelul fiecrei ri analizate, cu unul
(UK, ES, DE, RO, CZ) sau mai multe centre (6 centre FR). Colaborarea cu acestea se
realizeaz, n principal, prin participarea consilierilor din nvmntul teriar la reuniuni
profesionale (conferine, seminarii) sau mobiliti organizate de Euroguidance.
La nivel european, funcioneaz din 1998 European Forum for Student Guidance FEDORA
(http://www.fedora.eu.org) o asociaie a crei misiune este sprijinirea celor care realizeaz
activiti de consiliere i orientare n instituiile de nvmnt superior din Europa. FEDORA
a realizat raportul Guidance and Counselling in Higher Education in European Union,
publicat n 2008, raport care constituie o important colecie de informaii dedicat n
exclusivitate serviciilor de consiliere din nvmntul teriar din rile Uniunii Europene.
Concluzii i recomandri

Serviciile de consilierea carierei din rile europene analizate se gsesc pe diferite paliere
de dezvoltare. n RO, dei au fost realizate progrese notabile n funcionarea acestor servicii,
se impune un angajament ferm de continuare a eforturilor n vederea construirii unor sisteme
accesibile care s accompanieze n mod real studenii n procesul de tranziie i adaptare
la piaa muncii. Consecveni principiului nvrii consemnat la nceput i utiliznd informaiile
culese pe baza exerciiului comparativ, putem formula cteva recomandri (direcii de
dezvoltare) pentru centrele din Romnia:
1. Legislaia favorabil permite nfiinarea unor servicii de consilierea carierei n toate
instituiile de nvmnt superior; n universitile mari, se pot dezvolta mai multe centre,
cu sprijinul profesorilor sau al studenilor voluntari.
2. Operarea de modificri n cadrul legislativ existent prin specificarea clar a atribuiilor i
responsabilitilor consilierilor carierei, astfel nct s se limiteze suprapunerile cu alte
servicii/ departamente din cadrul universitii.
3. Valorificarea potenialului tuturor actorilor (profesori, studeni, absolveni) n derularea
activitilor centrului (atragerea acestora n activiti de colaborare i/ sau voluntariat).
4. Asigurarea n cadrul centrelor a personalului calificat.
5. Suplimentarea numrului de consilieri sau nfiinarea unor noi posturi care s preia
sarcinile administrative cronofage realizate n prezent de practicieni.
6. Intensificarea preocuprilor pentru formarea continu a personalului din centre.
7. Organizarea centrelor n reea i constituirea unui for reprezentativ/ asociaie profesional
care s reprezinte interesele centrelor n faa decidenilor politici.
8. Crearea unui registru unic al centrelor de consiliere cu datele de contact ale tuturor
serviciilor din ar.
9. Creterea vizibilitii centrelor la nivel naional prin: activarea unei pagini web a reelei
de consiliere, crearea unor materiale publicitare comune (poster, pliant al reelei), crearea
de linkuri pe/ cu paginile diferitelor companii/ servicii interesate.
10. Extinderea serviciilor de sprijinire a tranziiei de la nvmntul obligatoriu la nvmntul
superior i intensificarea relaiilor directe cu liceele (utilizarea consilierilor colari ca i
persoane resurs).
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CERCETRI, MODELE DE INTERVENIE, BUNE PRACTICI

11. ncheierea conveniilor de colaborare cu diferite instituii de pe piaa muncii sau Agenii
de ocupare pentru derularea consecvent, n comun, a unor programe de sprijinire a
tranziiei spre piaa muncii pentru studeni i/ sau obinerea de finanri pentru diverse
activiti ale centrului.
12. Focalizarea echidistant pe informare, consiliere i formare, combinarea abordrii
psihoterapeutice (remediere) cu cea proactiv (prevenire).
13. Creterea ponderii alocate serviciilor de consiliere i informare prin TIC i dotarea
centrelor cu resurse informatice corespunztoare.
14. Dezvoltarea unor sisteme de monitorizare a evoluiei ulterioare a studenilor (opiuni
educaionale, inserie pe piaa muncii) prin colaborare cu institutele de cercetare specializate.
15. Sensibilizarea managenetului universitar pentru susinerea financiar a centrelor i
identificarea unor noi modaliti de finanare a activitii centrelor (fonduri europene,
colaborri cu companii etc.)
16. Promovarea muncii n echip cu alte tipuri de servicii de consiliere din interiorul i
exteriorul universitii i instituirea sitemului de referine pentru problemele care
depesc competena practicienilor din centre.
17. Extinderea programelor de schimburi n rndul consilierilor i intensificarea colaborrii
cu centre sau servcii similare naionale sau europene.
18. Trecerea de la rapoartele cantitative asupra activitii centrelor la cele calitativ-cantitative.

BIBLIOGRAFIE
Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of
Convergence. Washington, DC: Institute for Higher Education Policy, 2009.
Dima, A. Rolul Centrelor de Consiliere i Orientare Profesional n Dimensiunea Social a
Procesului Bologna. Institutul de tiine ale Educaiei, Bucureti: 2008.
*** Focus in Higher Education in Europe. The Impact of the Bologna Process. Education,
Audiovisual and Culture Executive Agency, 2010.
*** Guidance and Counselling in Higher Education in European Union. FEDORA and Counselling
and Support Centre, University of Aarhus, Danemarca, 2008.
*** Key Data on Higher Education in Europe. European Commission, ECSC-EC-EAEC,
Brussels. Luxembourg, 2007.
*** Key Data on Education in Europe. European Commission, Education, Audiovisual and
Culture Executive Agency, 2009.
*** Raport asupra strii sistemului naional de nvmnt. Ministerul Educaiei, Cercetrii i
Tineretului, 2008.
*** Students and Higher Education Reform. Flash Eurobarometer 260 The Gallup Organization,
2009.
*** The Bologna Process in Higher Education in Europe. Key indicators on the social dimension
and mobility. Eurostat, 2009.
*** http://www.euroguidance.net/GuidanceSystems.htm - site-ul web al reelei europene
Euroguidance. Conine descrieri ale sistemelor de consiliere i orientare (general)
Accesat 15 aprilie 2010.
*** http://eacea.ec.europa.eu/education/eurydice/eurybase_en.php - baza de date Eurybase.
Conine descrieri ale sistemelor de educaie din 31 ri europene, inclusiv descrieri succinte
ale sistemelor de consiliere din nvmntul superior. Accesat 15 aprilie 2010.

Revista de Pedagogie nr. 58 (2) 2010

51

52

CERCETRI, MODELE DE INTERVENIE, BUNE PRACTICI

2.
Servicii de
Consilierea
Carierei
Pentru
studeni

1.
Indicatori
nvmnt
superior

Services Communs
Universitaires
d`Information,
d`Orientation et
d`Insertion Profesionelle
SCUIOP prezente n
toate universitile (2006)

Active guidance:
- introducerea n tipurile
de cursuri oferite de
universitate i asupra
posibilitilor de
angajare ulterioar pe
piaa muncii
- informaii despre piaa
muncii, locuri de
munc specifice i
profesii

Responsabiliti

1968: necesitatea
consilierii i orientrii n
universiti
1973: primul departament
de consiliere i orientare
din universiti
1986: sunt nfiinate
SCUIOP

2,0

2.160.300

FRANA

Reele

Statut i legislaie

Procentul studenilor
care au studiat n
strintate
2003/ 2004

Numr studeni
2003/ 2004

RI/
Criterii de analiz
Principale/ secundare

Career Services n toate

universitile (2006)

- viitorii studeni i
absolvenii sunt prioriti
ale serviciilor (cei ce
doresc s devin studeni,
studenii n primul ani i
studenii n anul terminal
care caut ajutor pentru
viitorii pai).
- legturile cu
angajatorii la nivel
local, naional i
internaional, sunt un
aspect cheie

- informarea i orientare
n carier
- aplicarea pentru un loc
de munc
- pregtirea pentru un
interviu
- formare pentru
dezvoltarea competenelor
transferabile i a celor de
management al timpului
- plasare (n unele
universiti).

- informare despre
tendinele pieei
muncii i asupra
opiunilor diferite de
studiu
- informare despre
ofertele de munc
- informaii despre piaa
muncii
- orientare i formare
pentru angajare i
antreprenoriat

34 universiti au servicii
separate de consiliere (2006)

Serviciului unic de
consiliere i orientare
educaional i pentru
carier - Information,
Guidance and
Emploiment Centres
COIEs - organizate n
reeaua SIOUS
prezente n 57
universiti (2006)

Toate universitile
trebuie s dispun de
servicii de orientare

1910 a fost nfiinat

primul Centru de
angajare al tinerilor
Reeaua Career Services
funcioneaz n toate
universitile

1,2

1.839.903

SPANIA

0,6

2.247.441

MAREA BRITANIE

Reeaua Serviciilor
pentru Carier CSND
(2006: 50 de universiti
ofereau astfel de servicii)

Anii `90: servicii de

consilierea carierei pentru
studeni sunt organizate
de Ageniile de ocupare
Dup 1998: nfiinarea
reelei CSND

1,9

2.330.457

GERMANIA

- informare despre alegerea

carierei i a cursurilor de
formare, angajare
- evaluarea aptitudinilor
personale, intereselor
- consiliere pentru adaptarea
la un anumit loc de munc
- consiliere pentru
dobndirea abilitilor
lifelong learning

2005: 53 de centre (la

nivelul unei universiti
pot exista mai multe
centre)

20 din cele 27 universiti

publice i de stat, declar c
au servicii de consiliere
(2005).

Servicii de consilierea
carierei

Serviciile nu sunt
reglementate legal,
organizarea lor depinde
de fiecare universitate n
parte

1,8

318.858

CEHIA

- informare cu privire la
admiterea n faculti
- testarea intereselor i
aptitudinilor
- utilizarea profilelor
ocupaionale
- marketing personal
(scrierea unui CV/
scrisoare de motivaie,
cum m prezint la un
interviu)
- trguri ale educaiei

2008: Aproape 50%

dintre instituiile de
nvmnt superior din
Romnia aveau centre de
consiliere n carier

1998: Departamente de
consultan pentru
alegerea rutei
profesionale i
plasamentul pe piaa
muncii
2005: Toate universitile
trebuie s nfiineze
centre de consiliere i
orientare n carier

2,4

685.618

ROMNIA

Revista de Pedagogie nr. 58 (2) 2010

53

Serviciile de consilierea
carierei din universiti

Alte servicii de
consilierea carierei
pentru studeni

Euroguidance FR- 6
centre

Association Berbard
Gregory (ABG)
110 birouri ABG n 2006

Formare iniial variat

(psihologie
preponderent), cursuri de
formare continu n
consilierea carierei

Euroguidance DE- 1
centru

Formare iniial variat,

cursuri de formare
continu n consilierea
carierei

Euroguidance UK - 1
centru

Formare iniial variat,

cursuri de formare
continu n consilierea
carierei, necesitatea
acreditrii

2007: 1600 practicieni

Numrul mediu de
practicieni/ serviciu: 10

Euroguidance ES - 1
centru

Orientation for
Employment and Selfemployment OPEA

Coordonatorii serviciilor
sunt i profesori la
universitate.
Formare iniial variat,
33% dintre practicieni nu
au o formare specific n
consiliere i orientare.
35% au o diplom de
masterat n psihologie i
25% dein doctoratul.

2006: Numrul total al

angajailor serviciilor de
consiliere educaional,
psihologic i a carierei
din nvmntul
superior: 625
Numr mediu/ centru: 78 persoane care lucreaz
n servicii de consiliere

Director i 2-4 membri

SPANIA

Funcionari publici
(directori i consilieri).
Tendina este de mrire a
personalului
146 consilieri psihologi

MAREA BRITANIE

- dezvoltarea carierei,
planificarea carierei i
luarea unei decizii
- interviuri personale
- ateliere de grup
- serviciile de
consilierea carierei
dein propria baz de
date cu CV-uri i
oferte de munc
- plasament
- job matching

GERMANIA

- sprijin pentru
integrarea pe piaa
muncii (modaliti de
cutarea a unui loc de
munc, scrierea unui
CV/ scrisoare de
intenie, simularea
participrii la interviu).
Noi atribuii Bologna:
- informaii despre
coninuturile
cursurilor/
specializrilor
- validarea abilitilor
profesionale

FRANA

Roluri i calificri

Resursa uman

Responsabiliti

RI/
Criterii de analiz
Principale/ secundare

Euroguidance CZ - 1
centru

Formare iniial n
psihologie (preponderent)

2006: Numrul mediu al

angajailor cu norm
ntreag este de 3-6 la
sediul central i 1-2 n
centrele mici

- sprijinirea profesorilor
pentru dezvoltarea
abilitilor de
comunicare,
management,
organizatorice
- ajutor pentru a obine
informaii despre
cursurile pe care le pot
urma dup absolvire i
a avea contacte cu
angajatori.

CEHIA

Euroguidance RO - 1
centru

Formare iniial variat,

cursuri de formare
continu n consilierea
carierei, diplom de
master

2008: numrul mediu

consilieri/ centru este 3

- evenimente n
parteneriat cu instituii
i companii de pe piaa
muncii
- mediere, plasare i
recrutare de personal
pentru companii (unele
centre)
- programe de intrenship
i voluntariat
- studii/ anchete cu
privire la opiunile
educaionale i gardul
de inserie al
absolvenilor pe piaa
muncii (unele centre)

ROMNIA

54

CERCETRI, MODELE DE INTERVENIE, BUNE PRACTICI

3.
Alte servicii de consiliere pentru
studeni

RI/
Criterii de analiz
Principale/ secundare

Serviciile de consiliere
pentru persoane cu
dizabiliti - 37
universiti

Consiliere educaional
n atribuiile SCUIOP

Serviciile de consiliere
psihologic: Bureau for
university psichological
support BAPU (2006: 16
BAPU)
University- Secondary
School Student Relay
Units REL (2006: dou
structuri REL)
Medico-pedagogical
university clinics

FRANA

Servicii de consiliere
psihologic (consiliere
psihologic i terapie
individual, Central
Student Counselling and
Advisory Service).
Tendina este de scdere
a numrului personalului
din aceste structuri

Consilieri pentru
persoane cu dizabiliti
(2007: 107 universiti)

Consiliere i orientare
educaional (mentorat,
call centres)

2007: 84 % dintre
Asociaiile studeneti
ofereau consiliere
psihologic, iar 69%
consiliere pentru studeni
cu dizabiliti.

GERMANIA

2002: toate universitile

(cu excepia a dou) i
toate colegiile ofereau
servicii de consiliere
psihologic. Raportul
student/ consilier
psihologic n universiti
era de 3500:1 (20032004) cu o medie de 5,6
consilieri/ centru.
Tendina n ultimii ani a
fost de dezvoltare
continu (inclusiv
creterea finanrii)
pentru acest tip de
serviciu

Consilierea pentru
persoane cu dizabiliti se
realizeaz n
universitile mari

Consiliere educaional
(tutori, birouri Widening
participation)

MAREA BRITANIE

2006: numai 10
universiti au servicii
separate de consiliere
psihologic, iar nc 4
includ acest tip de
serviciu n cadrul
serviciilor generale
oferite

2006: 20 de universiti
au servicii special
dedicate persoanelor cu
nevoi speciale

2006: 32 de universiti
ofer Orientare
educaional i
academic

SPANIA

2006: 12 centre ofer

consiliere pentru
persoane cu dizabiliti

2006: 33 centre de
consiliere i orientare
ofer consiliere
educaional

2006: Consilierea
psihologic este oferit n
44 de centre din 19
universiti

CEHIA

Consilierea pentru
persoane cu dizabiliti
este realizat n cadrul
serviciilor mai generale,
de sprijin pentru studeni

Serviciile de consiliere
psihologic oferite de
centre distincte sau intr
n atribuia CIOCP

Consilierea educaional
intr de multe ori n
atribuiile CIOCP

ROMNIA

GUIDANCE PROFESSIONALS ACCREDITATION IN THE

INTERNATIONAL CONTEXT: COMPARATIVE ANALYSIS
Dr. Lus Sobrado Fernndez, Principal Professor
Dra. Elena Fernndez Rey, Titular Professor
Dra. Cristina Ceinos Sanz, Titular Professor
Rebeca Garca Murias, Research Technique
Ana Couce Santalla, Assistant Professor
University of Santiago de Compostela, Spain
luismartin.sobrado@usc.es
Rezumat
Procesul de acreditare a competenelor consilierilor n carier implic acordarea unei valori
normative cunotinelor, aptitudinilor i atitudinilor persoanelor care desfoar o serie de activiti.
Acreditarea profesional reprezint modul de identificare a subiecilor ntr-un cadru social i al
forei de munc i are trei moduri principale, care includ nregistrarea, certificarea i acordarea
licenei. Exist dou sisteme principale de acreditare n cadrul internaional al consilierilor n
carier: POEV (Professional of Vocational and Educational Guidance) i EAS (European
Accreditation Scheme). POEV a fost dezvoltat de IAEVG (Asociaia Internaional pentru Educaie
i Orientare Profesional), pentru Centrul de Acreditare i Educaie din Statele Unite ale Americii.
Aceste modele le permit practicanilor care au experien profesional s aplice pentru a le fi
recunoscute competenele i s solicite acreditarea de noi domenii de expertiz, bazate pe
formarea i experiena profesional recunoscute.
Cuvinte cheie: acreditare, consilier, competen/aptitudine, credit, certificat, licen,
evaluare.
Abstract
The process of skills accreditation of Guidance professionals involves the grant of a normative
value to knowledge, skills and attitudes of people to carry out a series of activities. The professional
credential is the mode of identification of subjects in a social and labour framework and has three
main modes that include registration, certification and licensing. There are two dominant systems
of accreditation into the international framework of Guidance Counsellors who are POEV
(Professional of Vocational and Educational Guidance) and the EAS (European Accreditation
Scheme). The POEV was developed by IAEVG (International Association for Educational and
Vocational Guidance), concerning to the Centre of Credentials and Educational from the United
States of America. These models make it possible for practitioners who have professional
experience to apply and to have their competences recognized and to seek the accreditation of
new areas of expertise based on training and professional experience recognized.
Key words: accreditation, counsellor, competence/ skill, credential, certificate, license,
assessment.

Introduction
The Guidance Counsellors professional profile has evolved as it was responding to the
social, educational and employment situation of each historical period and this reality has
Revista de Pedagogie nr. 58 (2) 2010

55

created a professional profile and a set of guidance roles and functions different and
frequently, overlapping and matching with the other professionals who develop similar
activities.
In the current context, is very important that practitioners are able to design the scope of the
service that they provide and the skills needed to ensure effective service to their users.
These skills are what the guidance counsellors will exercise in their daily activities and
therefore, they should be included in their training curriculum and in accreditation and
certification systems (Reid & Ford, 2008).
For over a century, the Guidance Counsellors profile was written in response to numerous
changes in contemporary society in its social, cultural, family, educational, professional
areas, and, especially, in the last decade, by technological advances and information
systems, to arrive at the dawn of the knowledge society that were trying to attain.
The professionals accreditation refers to the process by which a company, agency or
institution grants a recognition granted to an institution or training program that meets
certain established qualifications and develops periodic evaluations through a set of
evaluative criteria and indicators.
Through the professional skills accreditation process, grants a formal value the knowledge,
attitudes and skills of people to perform a series of tasks regardless of work setting that are
made (OCDE, 2004).
The competencies certification represents to grant a diploma that means the ability to
perform a specific profession.
The credential is the system by which a professional is recognized as such by having a
domain at a certain level and area of expertise.
The accreditation is the process by which an association or public or private entity recognizes
that a training program or institution meets certain standards of professional training or
qualifications set by an agency. This is not identified with the standardization of professional
and training curriculum, but it means knowledge, attitudes and skills that should be included
in the process of obtaining academic qualifications (Hiebert, 2009).
The professional credential is the persons identification in a labour group through three
procedures that are registration, certification and licensing. The registration is a voluntary
list of subjects who own and use a title and provide similar service but there is not control
over their professional work.
The economic cost of the inclusion is relatively small and the renovation, usually, is automatic
and upon an existing quota payment. This is the most flexible system for granting the
credential and occupies an important place yet in various countries.

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CERCETRI, MODELE DE INTERVENIE, BUNE PRACTICI

The professional certification can be performed on persons or services. About people is the
process of testing the job skills and represents, generally, a demonstration of a set of
competencies established by the Administration or Professional Associations.
The services certification is the verification that these have the minimum requirements of
effectiveness and quality guaranteed.
The granting of the license is the credential model most demanding established by law and
issued by a Certification Administration and Agency. It serves to delimit the profession title
and employment practice.
1. Objectives of the study
The goals of this study are as given below:
1st. Delimit the conception of term accreditation in connection with other peers.
2nd. Display different accreditations models from Guidance professionals.
3rd. Analyze the similarities and differences between different accreditation models in the
international area.
4th. Identify the skills recognition process.
These aims seek the explicit definition of accreditation term and distinguish it from other
closely related as are the credential and certification, which are very similar, nut there are
also differences to be taken into account.
2. International accreditation systems of Counsellors
In the international framework there are different accreditations models of Guidance
professionals who highlight the EAS (European Accreditation Scheme) and the POEV,
that is an application package called: The Educational and Vocational Guidance Professional,
developed by the IAEVG (International Association for Educational and Vocational Guidance
and the CCE (Center for Credentialing and Education) from United States of America,
under the NBCC-I.
The European accreditation scheme for Career Guidance (EAS) was developed by several
research and training institutions of various European countries (UK, Italy, Spain and
Slovenia) to accredit persons who exercise career guidance in Europe.
The development was done through a Leonardo da Vinci project of the European
Commission (available at www.corep.it /eas/ home.htm and visited 14th of April 2009).
The main activities undertaken by the EAS model are:
1st. Provide information related to career guidance as a separate function;
2nd. Perform guidance interviews for career;
3rd. Effect education tasks for career with small groups of users.
Each counsellor who practices career guidance, whatever their official title or professional
role is, may request the accreditation of one or more major specialization areas.

Revista de Pedagogie nr. 58 (2) 2010

57

The accreditation in the EAS model is grounded on competency-based, not necessarily

conditioned to formal education acquired, although this in the career guidance area provides
accreditation.
Also, there is a mandatory minimum experience of thousand hours in each main activity for
which requesting the accreditation and must be recent (not older than two years). Once
achieved the length of it, is two years.
In each European country the assessment should be conducted by the Guidance
Counsellors Association existing therein for each major activity, as accreditation is requested
by the applicant, he must provide evidence of compliance with specific elements to evaluate
in common to it.
The application package called: The Vocational and Educational Guidance Professional is
administered by the Credentials and Education Center for IAEVG (International Association
for Educational and Vocational Guidance).
Its origin dates back to 2002 where the IAEVG and American NBBC-I created a joint team
to develop a process for the purpose of developing an international credential in the
Educational and Vocational Guidance practice expressing the competences taken by the
IAEVG.
The guidance professionals competences approved by the IAEVG in 2003 consist of a
group of basic and central character manifested in knowledge, attitudes and skills necessary
for Guidance professionals.
Also there is a set of specialized skills for guidance agents based on the activities type that
they perform.
3. Methodology and accreditation processes in the EAS and IAEVG models
The methodology has a descriptive and comparative nature in terms of common criteria
and indicators to accreditation models of Educational and Vocational Guidance
Professionals.
In the EAS model, there are two essential requirements in the accreditation process, which
are the main activities and elements for achieving the appropriate accreditation.
The main activity is each identifiable task in its own right and can make guidance professional
for career.
It is understood as a main activity when you can:
a) Identify as such;
b) It has a specific function;
c) It is outstanding;
d) Requires knowledge and skills to be relevant and differentiated.
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CERCETRI, MODELE DE INTERVENIE, BUNE PRACTICI

The elements to evaluate common to each activity and conditions for obtaining accreditation
of EAS are:
1. Compliance with the respective ethic code;
2. Establish and maintain effective communication and empathy with customers to optimize
the interactions guide quality;
3. Commitment to professional development and continuous improvement of own
competences and guidance services;
4 . Perform appropriate professional relationships with all personnel involved into internal
and external guiding process to the organization;
5. Using Information Technologies and Communication Technologies (ICT) in the guidance
context;
6 . Domain information competences related to the career guidance.
The specific elements to value of each main activity when applying for this special
accreditation are:
a) Selection, organization, production and dissemination of information, related to the
guidances career;
b) Provide face-to-face or distance information connections to the career guidance;
c) Conduct guidance interviews;
d) Diagnose the recipients needs;
e) Select and use assessment tools of career when necessary;
f) Help users to determine and implement an action plan;
g) Managing the information and emotional burden associated with personal and
individualized communication with the customer;
h) Conduct training and guidance activities to small groups career;
i) To assist users in small groups in their job search strategies and job placement.
Concerning the application for accreditation at the European model of EAS, one must
provide the following documentation be sent by email and scanned the certificates and
other official documents:
1. Application Form;
2. Curriculum Vitae in the European format;
3. Personal statement on the practice in Career Guidance;
4. Experience statement in targeting the current or last employer if you were not working
lately. If the current work experience in each major activity for which accreditation is
sought is less than a thousand hours, the application must be accompanied by
statements from former employers to achieve the total of this amount;
5. Evidence portfolio which should include, for example:
a) Academic and professional certifications.
b) Licenses for the Guideline exercise.
c) Membership to professional associations of career guidance.
d) Conduct code or ethical practice.
e) Participation in career guidance congress, conferences and other events.
f) Subscriptions to scientific Guidance journals.
g) Publications (books, articles) written by the candidate on Career Guidance.
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h) Certifications of practices in guidance services.

i) Other certificates relating to professional development.
j) Any other evidence to support the candidate.
There are standard models of all these requirements and can be supplemented and
completed electronically.
In the event that accreditation is not granted the agency responsible for EAS will inform the
applicant of the grounds. There is no appeal procedure and in any event, the candidate can
re-apply after one year.
The requirements to be recognized as Educational and Vocational Guidance Professional
in the POEV model (Educational and Vocational Guidance Professional) of IAEVG and the
Center for Credentialing and Education (CEE), from USA are of a training and professional
experience. In Training and Experience, the academia qualifications and experience hours
required are:
Training

Experience

1. Secondary Education Title or equivalent.

4000 hours (4 years)

2. Short-cycle University Degree (2 years) in Guidance or analogue.

3000 hours (3 years)

3. Advanced University Degree in Counselling or equivalent (4 years).

2000 hours (2 years)

4. Graduate Degree in Guidance or equivalent (one year).

1000 hours (1 year)

The documented training would be in basic skills in one or more of the expertise of the
IAEVG / IAEVG (www. iaevg.org).
The documentation to be submitted will be through educational certificates of the relevant
official institution.
The applicants that wish to obtain accreditation for working as an Educational and Vocational
Counsellor must submit its request to the Credentials and Education Center (CEC) with
evidence portfolio that possesses the following contributions:
1st. A candidate statement;
2nd. Copy of title or certificate of higher academic level has been obtained;
3rd. Professional experience certification;
4th. Competences self-assessment;
5th. Tests or evidence applied to each of the core competencies and specializations that
they wish to evaluate;
6. Other merits.

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Applications for accreditation by the POEV system are available in four languages recognized
by the IAEVG (English, French, German and Spanish). The validity of the certification of
POEV system is three years.
4. Conclusions
There are two basic models of international accreditation from skills of Career Guidance
Professional that are the POEV (Vocational and Educational Guidance) and the EAS
(European Accreditation Scheme). The POEV was developed by IAEVG / IAEVG
(International Association for Educational and Vocational Guidance) in collaboration with
the Credentials and Educational Center from United States of America.
Both models are based on common criteria such as the need to possess academic
qualifications related to Guidance and professional experience in a number of hours to be
accredited as Educational and Vocational Guidance Counsellors.
In the application is necessary to attend an evidence portfolio which the licenses provide
for academic courses related to the Guidance and professional practice, in addition to the
ethical commitment and documented contribution from others in the training of Guidance
practitioners who adopted a system of accreditation of these based on a competencies
model.
The IAEVG / IAEVG implemented the Educational and Vocational Guidance Professional
credential (POEV) in 2007 and the European Union through the EAS (European Accreditation
Scheme) devised a similar system in 2008, its implementation still pending effective in
various European countries.
Both models provide the opportunity for those Counsellors who provide or have provided
professional services for which their skills are recognized and to apply for accreditation of
new specialization areas in terms of training and professional experience adequately carried
out and certified.
It is in any event to promote continuous professional development of Guidance Counsellors
and enabling the gradual increase in the quality and effectiveness of guidance services.

REFERENCES
Bowers, J. & Hatch, T. A framework for school counseling programs. In the ASCA
National Model. Alexandria, VA.: American School Counseling Association, 2005.
Collinson, B. Professional, associations, standards and credentials in counseling. In D.
Locke and al. The Handbook of Counseling. Thousand Oaks; Cal.: Stage, 2001.
Council for Accreditation of Counseling and Related Educational Programs. Accreditation
standars and procedures manual. Alexandria, VA.: 1994.
Descy, P. & Tessaring, M. Training and learning for competence. Second report on
vocational training research in Europe: Synthesis report. Luxemburgo: Office for official
Publications of the European Communities, 2002.
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Hiebert, B. & Borgen, W. Technical and Vocational Education and Training in 21st century; Pars:
United Nations Education. Scientific and Cultural Organization (UNESCO),
2002.
Hiebert, B. International competencies for educational and vocational guidance practitioners,
The Career Counsellor, 17, 11-12, 2005.
Hiebert, B. International competencies for educational and vocational guidance practitioners:
Implications for professional practice. International Journal Educational Vocational Guidance.
Vol. 9, 2009.
IAEVG. International Competences for Educational and Vocational Guidance. Accessible on
www.iaevg.org, 2003.
OCDE. Career Guidance and public policy: Bridging the gap. Pars: Author.; 2004.
Repetto, E. International competencies for educational and vocational guidance practitioners:
an IAEVG transnational study. International Journal Educational Vocational Guidance. Vol.
9, 2009.
Sobrado, L. & Corts, P.A. Orientacin Profesional: Nuevos escenarios y perspectivas.
Madrid: Biblioteca Nueva, 2009.

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INTEGRAREA SOCIO-PROFESIONAL A PERSOANELOR

SEROPOZITIVE
Geanina Surdu, coordonator proiecte
Iulian Petre, director executiv
Federaia UNOPA Bucureti
geanina.surdu@unopa.ro

Rezumat
Studiu ncearc s identifice problemele cu care se confrunta persoanele seropozitive n procesul
de integrare socio-profesional. La cercetare au participat un numr de 164 angajatori din domenii
diferite i 236 tineri seropozitivi care provin din medii sociale diferite, cu niveluri de educaie i
colarizare diferite. Studiul s-a concentrat pe identificarea barierelor pe care persoanele
seropozitive le ntmpin n gsirea unui loc de munc, cercetnd pe de o parte nivelul de
informare i de acceptare al angajatorilor, iar pe de alt parte nivelul de informare i de resurse
pe care persoanele seropozitive le au i pe care le pot folosi n cutarea unui loc de munc.
Cuvinte cheie: HIV, SIDA, integrare, consiliere, PLWHA (persoane care traiesc cu HIV/SIDA).
Abstract
The study tries to identify the problems faced by HIV positive persons in the socio-professional
integration process. 164 employers from different activity areas and 236 HIV-positive people
from different social backgrounds, with different levels of education, have taken part in our
research. The study was focused on identifying the barriers that HIV positive people face in
finding a job, investigating first the level of information and acceptance of the employers and
second the level of information and resources that the HIV positive persons have, that they can
use in search of a job.
Key words:HIV, AIDS, integration, counselling, PLWHA (people living with HIV/AIDS).

Introducere
Perspectiva rentoarcerii la munc dup o perioad mare de lips de activitate ca urmare
a infeciei cu HIV este o nou problem care nu putea fi imaginat nainte de apariia unor
tratamente mai avansate pentru aceast infecie (Brooks & Klosinki, 1999). Dei multe
studii arat c persoanele seropozitive consider c ntoarcerea la munc le-ar mbunti
starea de sntate sunt de asemenea i multe probleme legate de sntatea la locul de
munc, care acioneaz ca bariere n procesul de rentoarecere n cmpul muncii. Cercetrile
au artat c o mare preocupare n ceea ce privete ntoarcerea la munc a persoanelor
seropozitive a fost aceea c sntatea lor tinde s fie instabil i necesit mult atenie.
Cauza nu este dat doar de varietatea de efecte secundare generate de tratamentul ARV,
ca de exemplu, dureri de cap, insomnii, pietre la rinichi, greaa, care ar putea afecta
performana i capacitatea de munc, ci i de natura bolii care determin fluctuaii n starea
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sntaii, perioade de bine alternate cu episoade n care se simte ru. (Trujillo, 2010).
Consilierii observ o cretere a numrului de persoane care traiesc cu HIV/SIDA (PLWHA)
care sunt n cutare de serviciu, pentru c nivelul de trai al acestora a crescut, iar stilul de
via s-a mbuntit ca urmare a noilor tramente mbuntite (Trujillo, 2010).
Cele mai mari probleme identificate de persoanele seropozitive n ceea ce privete
rentoarcerea la munc se mpart in 4 categorii: probleme medicale i de sntate, impactul
ocuprii unui loc de munc asupra serviciilor sociale pe care le primete, probleme legate
de gsirea unui loc de munc i probleme legate de dezvluirea diagnosticului i posibilitatea
de a fi discriminat la locul de munc (Brooks & Klosinki, 1999).
Trei tipuri de servicii distincte dar care se ntreptrund au fost identificate ca fiind necesare
n rentorcerea la munc a persoanelor seropozitive. Primul face referire la servicii primare,
practice de ocupre a forei de munc ca de exemplu recomandarea anumitor locuri de
munc, furnizarea de liste cu locuri de munc vacante i dezvoltarea abilitilor de prezentare
la interviu. Cel de-al doilea se refer la consiliere, creterea stimei de sine i consiliere
pentru dezvoltarea motivaiei. Al treilea include workshop-uri, seminarii i activiti
educaionale suplimentare. (Brooks & Klosinki, 1999).
Familiile afectate de HIV/SIDA duc o povar imens (Frain et al., 2008). Familia furnizez
dou treimi din totalul de asisten necesar pentru activitile de suport ca de exemplu
transportul, sarcinile administrative, ngrijirile medicale de acas, chiar i n cazul familiilor
ai cror membri cu HIV/SIDA sunt considerai sntoi(Ravie & Siegel,1990).
Teama poate s fie o surs de discriminare pentru angajatori. Muli dintre acetia se tem c
angajaii seropozitivi vor fi mai puin productivi pe msur ce boala avanseaz, boala va
interfera cu afacerile angajatorului (clienii vor merge n alt parte sau colegii ar putea s
refuze s lucreze cu persoane seropozitive), sau costurile legate de asigurrile de sntate
vor creste (Glenn et al., 2003). Discriminarea bazat pe team nu este legal (Bogart. et
al., 2000). Mai mult dect teama, stigma i credinele influeneaz caracterul moral al
deciziilor angajatorilor atunci cnd sunt legate de angajarea unei persoane seropozitive
(Glenn et al., 2003).
Dac persoanele seropozitive s-ar simi n control i c au nu numai sprijinul consilierului
dar i al comunitii, ar fi mult mai posibil s nfrunte barierele legate de discriminare dect
s ntorc spatele dorintelor pe care le au legate de ocuparea unui loc de munc. (Trujillo,
2010).
Studiul de fa ncearc s identifice problemele cu care se confrunta persoanele seropozitive
din Romnia n demersul lor de a se integrarea socio-profesional. Prin integrare socioprofesional facem referire la asimilarea unei persoane n mediul profesional i adaptarea
ei la cerinele grupului din care face parte.
Contextul studiului:
Studiul de fa a fost realizat de ctre Federaia UNOPA n 17 judee i Municipiul Bucureti
prin intermediul a 20 de organizaii colaboratoare. Studiul a cuprins 2 etape: o cercetare
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realizat la nivelul angajatorilor din Romania si o cercetare realizat la nivelul persoanelor

seropozitive.
La acest studiu au participat un numr de 164 angajatori din domenii diferite i cu un
numr diferit de angajai i 236 tineri seropozitivi care provin din medii sociale diferite, cu
niveluir de educaie i colarizare diferite.
n Romnia, conform statisticilor Compartimentului pentru Monitorizarea i Evaluarea Infeciei
HIV/SIDA n Romnia de la nivelul Institutului Prof. Dr. Matei Bal de la sfritul anului
2008, numrul de persoane seropozitve aflate n evidena activ era de 9300 de persoane.
Dintre acestea aproximativ 2/3 o reprezint tinerii cu vrste cuprinse intre 15 24 ani,
generaia de copii infectai pe cale nozocomial n perioada 1985 -1991 care au ajuns
acum la stadiul de aduli.
Populaia
La cercetare au participat 164 de angajatori:
47% dintre acetia au sub 50 de angajai, 32% au ntre 50 i 300 de angajai, 9% au
ntre 300 i 500 de angajai, 5% au ntre 500 i 100 de angajai, iar procentul angajatorilor
chestionai care au peste 1000 de angajai este de 7%.
236 de tineri seropozitivi cu vrste cuprinse ntre 15 i 30 de ani: 11.86 % tineri cu
vrste cuprinse ntre 15 -18 ani, 81.78 % tineri cu vrste cuprinse ntre 19 - 25 ani,
6.36% sunt tineri cu vrste cuprinse ntre 26-30 ani.
Din totalul de 236 de tineri seropozitivi participani la cercetare 39.83% sunt persoane de
gen masculin i persoane 60.17% de gen feminin.
Metoda
n ambele etape ale studiului metoda folosit a fost chestionarul.
Chestionarele au fost completate n momentul aplicrii acestora de ctre angajatori/
persoanele seropozitive sau de ctre operatorul de interviu n situaia n care persoanele
seropozitive erau analfabete sau semi-analfabete. Ulterior rspunsurile la ntrebri au fost
verificate de operatorul de interviu si validate.
La finalul aplicrii chestionarelor si verificrii lor au fost validate:
164 chestionare completate de angajatori;
236 de chestionare completate de persoane seropozitive.
n cercetare a fost folosit metoda sondajului cantitativ, de aceea chestionarul a fost elaborat,
n ambele situaii, n proporie de 70 % cu ntrebri nchise i rspuns predefinit. Chestionarul
a cuprins ntrebri nchise i ntrebri deschise cu scopul de a identifica:
nivelul de informare al angajatorilor cu privire la problematica HIV/SIDA;
nivelul de informare al angajatorilor cu privire la legislaia n vigoare referitoare la drepturile
i obligaiile angajatorilor;
nivelul de acceptare a angajatorilor cu privire la persoanele cu handicap si mai specific
cu privire la persoanele seropozitive;
diferite aspecte legate situaia persoanelor seropozitive;
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dificultile pe care le ntmpin n integrarea pe piaa muncii, n relaia cu instituiile

spitaliceti sau cu Serviciul de Evaluare Complex precum i nevoile pe care acestea
le au.

Rezultate
Angajatori
Persoanele seropozitive pot s munceasc
Din datele colectate n cercetare 51% din angajatorii chestionai consider c persoanele
seropozitive pot lucra la fel de bine ca un om sntos, 25% consider c pot lucra dar cu
sprijinul firmei, 13% nu tiu dac persoanele seropozitive pot s munceasc, 8% din
angajatorii chestionai consider c persoanele seropozitive pot s munceasc dar au un
randament mai sczut dect ceilali angajati, iar 3% dintre angajatorii chestionai consider
c nu este indicat ca persoanele seropozitive s munceasc.
Clasamentul bolilor care prezint un risc mai mare pentru angajaii firmei
Angajatorii chestionai au fost rugai s fac un clasament al bolilor care prezint un risc
mai mare pentru angajaii firmei pe care o reprezint. Boala care este considerat cu risc
crescut este TBC-ul, urmat de hepatita viral, HIV/SIDA, iar pe ultimul loc, boala considerat
cu risc sczut pentru angajai este BTS.
Confidenialitatea la locul de munc
n ceea ce privete confidenialitatea statutului de seropozitiv 58% sunt de acord cu faptul
c acesta este confidenial, 29% susin c statutul de persoan seropozitiv nu este
confidenial, iar 13% nu tiu dac statutul este confidenial sau nu. 64% dintre angajatorii
chestionai afirm c n situaia n care unul dintre angajai este seropozitiv, ceilali colegi ar
fi mai n siguran dac ar ti acest lucru.
Integrarea n colectivitate
Angajaii seropozitivi nu ar trebui s lucreze ntr-o secie special susin 114 angajatori
chestionai, n timp ce 10 susin c angajaii seropozitivi ar trebui s lucreze ntr-o secie
special, protejndu-se astfel pe ei i pe cei din jur, 9 susin c ar fi mai bine pentru persoanele
seropozitive s lucreze ntr-o secie special, 3 angajatori susin c ar fi mai bine pentru
ceilali angajai ca persoanele seropozitive s lucreze ntr-o secie special, iar 28 de
angajatori nu tiu dac ar fi indicat ca persoanele seropozitive s lucreze ntr-o secie
special.
Angajaii seropozitivi nu ar trebui s folosesc un alt grup sanitar susin 96 angajatori, n
timp ce ali 96 de angajatori susin c ar fi bine pentru persoanele seropozitive s folosesc
un alt grup sanitar, 27 de angajatori susin c ar fi mai bine i pentru persoanele seropozitive
i pentru ceilali angajai s folosesc un alt grup sanitar, 11 spun c ar fi mai bine pentru
ceilali angajai ca persoanele seropozitive s folosesc un alt grup sanitar, iar 25 nu tiu
dac ar fi indicat ca persoanele seropozitive s folosesc alt grup sanitar.

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n ceea ce privete testarea HIV la angajare 41% dintre angajatorii chestionati nu tiu dac
un angajator poate solicit testarea HIV, n timp ce 32% susin c un angajator poate
solicita testarea HIV a angajailor si.
Persoane seropozitive
Nivelul de educaie
Forma de nvmnt absolvit sau n curs pentru persoanele seropozitive intervievate
este reprezentat n principal de: coala de arte i meserii (45 persoane), liceul (43 persoane),
iar 29 de persoane seropozitive participante la studiu sunt absolvenii de studii superioare.
ngrijoratoare este ns cifra celor care nu urmeaz nici o form de nvmnt i nici nu au
finalizat una: 52 persoane din totalul de 236 de persoane chestionate.
Accesul peroanelor seropozitive la educaie
Punctul de vedere al persoanelor chestionate cu privire la accesul la educaie ne-a relevat
faptul c 76.27% consider c accesul lor nu a fost/nu este ngrdit n nici un fel, 22.88%
consider c accesul lor a fost ngrdit, iar 0.85% nu au raspuns la acesta ntrebare.
Rezult de aici un procent de aproximativ 23% de persoane seropozitive care au abandonat
coala sau sunt n risc de abandon din motive independente de voina lor.
Importana finalizrii studiilor pentru beneficiari
Este foarte important s i finalizeze studiile pentru 129 persoane seropozitive din totalul
de 236 de persoane chestionate, destul de important pentru 39 persoane, important
pentru 28 persoane puin important pentru 20 de persoane i fr importan pentru 20 de
persoane.
ncadrarea n munc
Din totalul de 236 de tineri seropozitivi participani la cercetare procentul celor care au un
loc de munc este 9.75%, n timp ce procentul celor care nu au un loc de munc este
semnificativ mai mare (90.25%).
Participarea la interviuri de angajare
Doar 4% dintre persoannele seopozitive implicate n cercetare au participat la mai mult de
4 inteviuri n vederea angajrii, iar 8.90% au participat la 2-4 interviuri. Un procent de
11.86% din respondenti a participat la un singur interviu de angajare.
Proporia celor care nu au participat la nici un interviu n vederea angajrii este de 75%.
Bariere n ocuparea unui loc de munc
Starea de sntate (48 persoane) i statutul de seropozitiv (28 persoane) au reprezentat
bariere n procesul de angajare pentru o parte din tinerii seropozitivi. Dar n ncercarea de
a-i gsi un loc de munc tinerii seropozitivi s-au lovit de alte bariere ca discriminare/
marginalizare (27 persoane), de proasta informare a angajatorilor (17 persoane) sau de
teama acestora faa de testarea HIV la angajare (15 persoane).

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Servicii de consiliere
Conform rspunsurilor tinerilor chestionai 54.66% (din totalul de 236 persoane chestionate)
beneficiaz sau au beneficiat de astfel de servicii de consiliere, orientare colar i
profesional.
Concluzii
Din datele colectate rezult c, teoretic, angajatorii au o imagine pozitiv fa de persoana
serpozitiv n detrimentul altor persoane cu handicap dei n realitate, din practica curent
tim c atunci cnd sunt pui n situaia de a angaja o persoan serpozitiv, ea nu este
acceptat de cea mai mare parte a angajatorilor, iar dintre cei care accept persoanele cu
handicap n general, alte categorii cu handicap sunt preferate naintea persoanelor
seropozitive.
Rezultatele obinute arat c angajatorii plaseaz n mod surprinztor bolile cu transmitere
sexual (BTS) ca avnd riscuri mai mici dect HIV/SIDA la locul de munca. Acest lucru
poate fi explicat fie de necunoaterea modului de transmitere i manifestare a BTS-urilor,
fie de necunoaterea caracteristicilor i modalitilor de transmitere a HIV/SIDA.
Angajatorii nu cunosc faptul c nu se justific n nici un mod solicitarea de a dezvlui
informaii personale legate de serostatutul HIV al persoanelor care aplic sau ocup deja
un loc de munc. Colegii de munc nu pot fi obligai s dezvluie astfel de informaii
personale despre colegii lor. Accesul la datele personale legate de serostatusul HIV al unei
persoane trebuie s se supun regulilor de confidenialitate, n conformitate cu Codul de
practic al OIM privind protecia datelor personale ale lucrtorilor.
n concluzie nivelul de informare al angajatorilor fa de problematica HIV/SIDA este destul
de sczut, ceea ce duce la rezerve n ceea ce privete angajarea unei persoane seropozitive,
iar n situaia n care ar avea un angajat seropozitiv la poteniale situaii de discriminare a
unui angajat seropozitiv, precum solicitarea testului HIV la angajare, folosirea unui grup
sanitar separat, dezvalurea diagnosticului, etc. Avnd n vedere situaia descris putem
concluziona c n Romnia campaniile de informare pe problematica HIV/SIDA n coli, n
instituii i n comunitate n general, sunt nc necesare, mentalitile schimbndu-se foarte
greu.
Forma de nvmnt absolvit sau n curs pentru persoanele seropozitive intervievate
este reprezentat n principal de coala de arte i meserii i liceul. Nivelul celor care au
absolvit o facultate este destul de sczut, dar ngrijortoare este cifra celor care nu urmeaz
nici o form de nvmnt i nici nu au finalizat una. n ceea ce privete importana studiilor
pentru persoanele seropozitive chestionate, cea mai mare parte a acestora consider
coala ca fiind foarte important.
Starea de sntate i statutul de persoan seropozitiv au reprezentat bariere n procesul
de angajare pentru o parte din tinerii seropozitivi. Dar n ncercarea de a-i gsi un loc de
munc tinerii seropozitivi s-au lovit de alte bariere ca discriminare/marginalizare, de proasta
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informare a angajatorilor sau de teama acestora fa de virusul HIV.

Mai mult de jumtate din tinerii participani la cercetare beneficiaz de servicii de consiliere,
orientare colar i profesional. Comparnd acest procent cu cel al tinerilor seropozitivi
care nu urmeaz nici o form de nvmnt (52 respondeni) i nu au un loc de munc
(90,25%) putem spera c n urmtorii ani procentul tinerilor care vor avea un loc de munc
sau vor urma o form de nvmnt ar putea s creasc.
Reflectarea concluziilor acestui studiu n practica Federaiei UNOPA se regsete n cursurile
de formare profesional pe care le ofer persoanelor seropozitive, sprijinul metodologic i
informaional acordat asociaiilor membre i prin intermediul cursurilor de formare pentru
practicienii n consiliere care lucreaz cu beneficiari seropozitivi.

BIBLIOGRAFIE
Brooks, R. A. & Klosinski, L. E. Assisting persons living with HIV/AIDS to return to work:
Programmatic steps for AIDS service organizations, AIDS Education and Prevention,
11, 3, Jun 1999.
Frain, M. P. et al., Family Resiliency, Uncertainty, Optimism, and the Quality of Life of
Individuals with HIV/AIDS, Rehabilitation Counseling Bulletin, 52, 1, Oct. 2008.
Glenn, M. K. et al., Employment issues as related by individuals living with HIV or AIDS,
Journal of Rehabilitation, 69, 1 Jan-Mar 2003.
Trujillo, M. Persons Living with HIV/AIDS Contemplating a Return to Work: A Social
Cognitive Career Theory and Constructivist Theory Perspective; Journal of
Rehabilitation; 76, 1, Jan-Mar 2010.

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70

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OPENING A NEW CAREER AREAS FOR STREET CHILDREN IN

TURKEY: SCIENCE, TECHNOLOGY, INNOVATION*
Ilkay Savci, Associated Professor
Ankara University, Turkey
savci@politics.ankara.edu.tr
Rezumat
Lucrarea de fa subliniaz dimensiunile principale i activitile din cadrul proiectului Career
Guidance of Street Children to the Areas of Science, Technology and Innovation, implementat
n Turcia. Au fost stabilite patru grupuri int care au fcut obiectul activitilor: copiii strzii,
prinii lor, formatorii din cadrul centrului pentru protecia copiilor strzii i factori-cheie care ofer
servicii pentru aceti copii. Proiectul a vizat, n primul rnd, prevenirea muncii forate a copiilor
strzii, prin contientizarea lor cu privire la carier, stima de sine i prin direcionarea lor ctre
domeniile de carier potrivite. n al doilea rnd, prinii acestor copii au fost informai despre
riscurile vieii pe strad i despre orientarea copiilor lor pentru viitor. n al treilea rnd, personalul
din cadrul centrului pentru protecia copiilor strzii, a fost format n activiti de consiliere i
orientare a carierei. Nu n ultimul rnd, factorii-cheie care ofer servicii copiilor strzii, au colaborat
la formarea acestor copii.
Cuvinte cheie: copiii strzii, consiliere i orientarea carierei, formare, tehnologie i inovaie.
Abstract
The present paper points out the main dimensions and activities of Career Guidance of Street
Children to the Areas of Science, Technology and Innovation project implemented in Turkey.
Four target groups as street children, their parents, trainers of street children protection centre
and stakeholders providing services for street children have been determined and all project
activities were implemented targeting these groups. Firstly the project aimed at preventing street
children from forced labour, creating their career awareness and self esteem and directing them
to the right career areas. Secondly their parents were informed about risks of the street life and
future orientation of their children. Thirdly the staff from the street children protection centre was
trained about career guidance services. Lastly, stakeholders providing services to the street
children collaborated in street childrens training.
Key words: street children, career guidance, training, technology and innovation.

Street children
Street children as the main resource of forced child labor are under risk at global level. ILO
(2008) puts the details of the problem clearly. Reasons of living in the streets for the children
are emphasized as poverty, unemployment, migration, war/civil war, family breakdown,
abuse, violence and hard work at home, school dropout, neglect etc. Generally, it is implied
that these reasons are valid all over the world (UN Report, 2007; Orme and Seigel, 2007;
Ferguson, 2006; Mathur, 2009). Especially, the number of the street children is increasing
in the big cities of developing and underdeveloped countries.
Lusk (1992, 301) categorized street children into four groups: a. Children living with their
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71

families, attending school in order not to be delinquent, b. Independent street children;

family ties are weak and they are under the risk of delinquency, c. Those living together with
their families on the streets (children from homeless family), d. Children living on the streets
apart from their families. The last two groups are much more under risk of abuse, delinquency,
drug and other health issues, than others.
It is known that qualifications of street children are quite low. The street children attending
school have chances to reach the right targets. These children have also ideals of becoming
a doctor or lawyer etc. in the future (Orme and Seipel, 2007). In spite of vicious conditions,
studies point out that children expect normal life in future (Nalkur, 2009; Orme and Seipel,
2007; Kar-Der, 2008). Orme and Seipel (2007, p.494) explain that many street children
hold a strong belief that their future will be better. As Nalkur (2009, p.1020) implies that street
children expect to establish their own family in the future. It can be a hypothetical idea, but it
means that they have positive feelings for themselves and strong expectations. However,
Xues study (2009, p.406) revealed that 70% of the street children had poor social adaptation
skills.
Street children are a highly disadvantaged group in reaching basic services in society. In
spite of governmental aid and various institutions providing services for street children, the
cooperation and coordination of these institutions are not sufficient. The issues concerning
street children are not only referring to food and shelter, but also to help shaping their lives
for the future. Preventing them from risky life conditions, necessary measures should be
taken by authorities. Public and private institutions, municipalities and recently, NGOs have
been working actively to provide services for street children. Policies and programmes of
these actors should propose some measures, except financial aid. Orme and Seipel (2007,
p.498) claim that NGOs should offer direct services to meet the needs of street children
and the most important need is counseling and life-saving information.
At the debut of these measures, micro-enterprises, vocational cooperatives and technical
training can be remarked (Ferguson, 2006, p.705). Micro-credit support for the poor families
is proposed as a measure, which is a way to protect children from streets. The children gain
new skills through vocational training or enhance the skills they had before. Yet technology
and innovation are attractive for children. As children are interested in computers and
electronic video games more than elder people, they are eager to learn more about
technology and they are also more creative than elder people, too. Children with these
traits are potential candidates for technical jobs, electricity, electronics, construction work,
mechanical work etc. The literature on street children suggests jobs related to technology,
electricity and electronics (Midgley, 1995; Ferguson, 2006; Mathur, 2009). For example, in
order to increase human capital of street children, they should be equipped with technical,
market based skills such as computer literacy, carpentry etc. (Ferguson, 2006, p.712)
Street children in Turkey
In Turkey, the number of street children is increasing like in other developing countries and
it is difficult to protect them from streets and vicious life conditions. Although authorities try
to protect the children, all measures are insufficient. Social Services and Protection of
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Children Institution (SHCEK) is responsible for protecting street children from forced labor
and abuse. There were 11,813 children under protection in the dispensaries of the institution,
in January 2010. These children are separated into groups according to their ages as 0-7,
7-12 and 13-18. No doubt that these figures dont represent all children who need protection
in the country (SHCEK, 2010a). More and more children leave school and home and
become street children. Cities with high population like Istanbul, Ankara, Izmir and Adana
have been facing with intensive immigration from rural areas and insufficient services
provided by municipalities and public authorities, which have created economic and security
problems since 1990s. Great number of families has immigrated to the western parts of the
country from eastern regions because of high level of unemployment, poverty and terrorism.
Hard conditions, unemployment, malnutrition and sheltering problems within the cities,
determined families to migrate and this caused adjustment problems. These families have
tried to survive in this new environment. As a solution, children work in the streets to contribute
to family budget and take care of the economic problems of their families. Moreover, the
cultural dissolve of the families during the adjustment period to the city life contributes to
increase in the number of street children. As a result, children first leave the school and
then are vulnrable to various dangers, such as crime, drug, forced labor etc.
These street children constitute a highly disadvantaged group. Even though they receive
some services from various institutions about integration into social life, these kinds of
services would be insufficient unless they offer solutions which will make life easier for the
children in the future. As in many developing counties, in Turkey while the children of
parents having high incomes receive career counseling and occupational guidance services,
the highly disadvantaged street children lack such services. The experts working in centers
dealing with street children do not have the capacity to deliver career guidance services.
Therefore, street children can not benefit from any career guidance services.
Limited research on street children points out the dimensions of the phenomena in Turkey.
Altntas research (2003) is a well known study on street children in Ankara. She examined
various aspects of street children and their social-economic environment. She also focused
on social policy dimension of the problem. Varcin (2000) emphasized that informal sector
has an importance among migrants and poor families in surviving in the big cities of Turkey.
Children of these families share a similar experience in earning money. A special study was
realized by Kuntay (1993) on street children in Istanbul. Kuntay drew attention to the
delinquency and health dimensions of the problem such as drug use, especially gluesniffing. A research on the street children was carried out by SHCEK and findings put the
realities of living conditions of children and their families. Social aid programmes are not
sufficient to solve the problems. To combat with vicious medium, long term policies and
programmes should be developed. One of these programmes is the Service Model for Street
Children and Child Labor prepared by SHCEK. The programme is based on the long process
and starts with the children on the streets and helps them return to their families, to dispensaries
or youth centers. In this process mobilized teams and street offices help to determine the
children who are located in (SHCEK, 2010b). Another programme was implemented as a
project titled Career Guidance of Street Children to the Areas of Science, Technology;
Innovation (2008). In this paper, activities and results of this project are presented.
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73

Career Guidance of street children to the areas of science, technology, innovation

This project was implemented by Career Counseling and Human Resources Development
Association (KAR-DER) with its project partner Turkish Labor Unions Confederation (Trk) and its associates Greater Municipality of Ankara Street Children Protection Center
(SCPC) and Turkish Employment Organization (KUR). Working Children Office in Trk had extensive experience in preventing forced child labor and this experience guided the
project team to implement the project and reach the targets of the project. KUR contributed
to the project activities related to career guidance and had participated in career counseling
trainings. The staff of KUR Occupational Guidance Department educated the staff of
SCPC.
Activities implemented by the project were to introduce various occupations and education
centers to the children and their parents; to organize study visits in such centers; to inform
the parents about interests and capacity of their children, to raise consciousness among
them; to guide the children to the right education centers and to provide successful children
with scholarships based on their interests and abilities; to train the experts and trainers
working at SCPC on career counseling and occupational guidance; to organize awarenessraising, visibility conferences and to create public awareness by means of mass media.
Methodology
In order to ensure the sustainability of the project, problems of street children were handled
multi-dimensionally. For this reason, four target groups were determined: Street children
registered at SCPC, their parents, experts and trainers working at SCPC and lastly all
public and private agencies providing services for street children including NGOs. In the
implementation process, each group was taken alone as a sample, but also related with
each other. Two ways were planned to reach the project targets: the first one is gathering
data from children and families and activities such as education, training and guiding. The
project included different ways to identify characteristics and abilities of street children: one
of them was to collect data via inventory study on street childrens and parents profile.
Visits and face to face interviews with street children and parents were another way. During
this process, observations of the project team contributed to the study positively. What
were social and economic circumstances they lived in? What were the strategies they
coped with? What were their interests and competencies? What did they think about their
future life? No doubt that it was too important to specify the needs of children, parents and
agencies provide services to street children. Thus, all project activities aimed to determine
the needs of children and their satisfaction.
Delivering career guidance services to street children was the main purpose of the project
and inventories were developed to deliver such services. The inventories were designed
specifically to the needs of street children and aimed at determining the positive and negative
feelings of the children towards education and making decisions; individuals affecting the
decision making process of the children, their skills, career assets and interest areas. The
inventories also included information about the jobs and education opportunities.
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Even though the number the children registered to the Center increased to 1197 (47 girls
and 1150 boys) by the start of the project, it was found out that this number did not reflect
the actual number of children attending the Center regularly. The center was established in
1993 and did not update its registration records since, which means that the number above
includes all children registered since 1993. The actual number of the children visiting the
Center regularly (at least 4 days a week) and attending the classes delivered by trainers
was approximately 250. The number of children attending the centre was hard to determine
even for the center management as the children were free to attend as and when they
wish. These children attending at least 4 days a week were determined as the target group
by the project team in carrying out inventories, which is mainly because of the fact that the
career counseling services need to be delivered continuously.
190 children out of approximately 250 were reached by the end of the project and face to face
interviews were carried out with these children. 145 children out of 190 took part in inventory
studies. The inventory studies were carried out face to face with children, each one nearly
lasted for an hour, which not only revealed the interests, attitudes and skills of the children but
also helped to establish a relationship based on trust and affection. It was found out that the
target group children mostly attended to the Center at weekends for courses or trainings.
Therefore, the inventory studies were carried out at weekends as well. The information gathered
from the children was loaded to a database, including the observation notes.
Activities of the project
Activities implemented with street children
The activities including the children were documented in various forms like photos,
attendance sheets, etc. However the children were not asked to fill in a form to express
their opinions as most of the children had difficulty in writing and reading and some of them
were illiterate. When they were asked to write their opinions, they felt uncomfortable and
being questioned.
The children worked on the street informally. Jobs of the street children registered at SCPC
as following:
Table 1: Jobs of the street children at SCPC
Type of job

156

Selling Simit

398

Selling paper tissues

149

Selling band aid

21

Weighting

31

Selling water

18

Other

356

Not working
TOTAL
*

Number of the children

Shoe polishing

68
1197

Simit is a kind of Turkish savory roll covered with sesame seed.

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Even though the project was designed to reach both girls and boys at the Center, it did not
reach any girls working at the streets during the project. It was coherent with literature
(Mathur, 2009; Aransiola et al., 2009; Orme and Seipel, 2007). According to the official
records of the Center, there were 47 girls registered to Center by 2008. However, these
girls had registered to the Center long time ago and they had not been attending the Center
for a long time. To reach the girls working at the streets is even quite challenging for the
Center as there are girls working outside and do not attend to the Center for various reasons,
such as cultural restrictions.
A guide book named Roads to Future: Science, Technology and Innovation (Varcin, et al.
2008) was developed in order to inform the children about the importance of education and
making the right decisions about the future. The book was prepared by the training experts
and project team, all of whom are academics and expert at career counseling. The book
includes 5 chapters: What does career mean? Learn about yourself; Learn about the jobs;
Life long learning and the importance of education; Useful Information. Particularly new
jobs were introduced in the book by use of colored pictures.
Following the inventory studies and face to face interviews, trainings were organized for
street children in order to increase their knowledge about jobs and education opportunities.
In order to increase the participation of children in the trainings, the trainings were transformed
into a quiz show which was called Career Star by project team. The children were
informed about the jobs in a playful environment. The group of children was divided into
two groups and each group was asked a question related to the nature of jobs and education
requirements for jobs in a fun way. It was observed that the children were very happy to
have participated in the competition and learned about jobs at the same time.
In order to encourage the children to go further with their education, several site visits were
organized by the project team to universities, education and training centers and laboratories.
The number of children participating in each visit was limited between 10 and 12 to keep all
of the children engaged in activities. The project team had prepared t-shirts and hats for
children which carried the partners logos and Roads to Future slogan on them to create
solidarity among the children attending the visits. The children visited a vocational and
technical occupation fair to learn about vocational high schools and education alternatives.
Another two visits were organized to Middle East Technical University Science and
Technology Museum and Hacettepe University Physics Games Laboratory, both of which
are specifically designed to engage children in science and technology in hands-on and
fun ways. The scientific facts and experiments were presented in a fun and captivating way
in these visits and children actively took part in them. During the inventory studies and face
to face interviews, the project observed that the children were also interested in civil
engineering and vocational jobs related to construction, mostly because of the fact that
they had family members working in construction sites. Therefore, two visits were organized
to a leading construction firm and a training center for construction workers, respectively.
The children had the chance to learn about civil engineering, technical artist etc., in the
construction firm and observed the office and work life of adults, which encouraged them to
work in a similar environment. Then the children were taken to the training center for
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construction workers where they had observed the work life a construction worker and the
materials they work with. These visits proved to be very effective in encouraging the children
to go further with their education.
In order to guide the children to technology and innovation in an entertaining way, the
project team had applied to The Scientific and Technological Research Council of Turkey,
which publishes a monthly journal called Science for Children. The Council had provided
10.000 past and present issues of the journal, all of which were delivered to the street
children.
Another activity was to develop Personal Coaching system for children both to ensure the
sustainability of the project and to provide them with role models, which they do not have in
their family or environment. Coaching activity aimed at finding a guide for each child, who
would be a good example for them and support their education by guiding them. The
children surely need material support but what they need more than material support is
moral support and guidance. Therefore, M.A. students of Ankara University Human
Resources Management and Career Counseling Programme, were contacted to find
volunteers who wanted to guide children and be a coach. A meeting was organized with the
volunteers to inform them about the project, the coaching system and the delicate situation
of the street children. Following the informative meeting with the volunteers, a visit was
realized to the Center and the children had the chance to meet with their volunteers.
It is known that the best way to help the street children is not to give money to them as the
children usually do not use the money for educational purposes but spend it for their and
their families basic needs. From this point of view, it was decided to help children by
providing scholarships and indirect support such as stationery, food, etc. The indirect support
proved to be more useful in guiding the children to education. Even though various companies
were contacted to provide scholarships for street children, this activity did not prove to be
successful. The companies had been reluctant to provide scholarships for children. However,
these companies had agreed to make indirect contributions to the project and provided
stationery and school bags for the children.
Activities with the parents of the street children
To reach the parents of the street children had been the most difficult activity in the project.
Their families were from low-income group and lived in suburbs of the city. They consisted
of father and/or mother or the close relatives. When they migrated they lived in with close
relatives for several months. Parents had low level of education, were unemployed and
unskilled.
The first step of this activity was determining the method to be used in reaching the parents.
Therefore, a workshop called Developing Service Models for Street Children was organized
at the SCPC. It was understood that reaching out the parents was a difficult and challenging
activity. Most of the families migrated from eastern parts of Turkey and they had trouble in
adjusting to the life in Ankara. The families, mostly women, did not leave their districts,
which left the project team with the option of visiting the parents in their districts. However,
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77

the districts where the parents inhabited were dangerous for outsiders. Therefore, a strategy
called Leader Parent was developed to reach out the maximum number of parents. The
Leader parents, who had influence over the families around it, were determined. This
strategy had multiplied the effect of each visit.
The visits to the parents were documented by voice records, photos, etc. However as most
of the parents are illiterate, it was not possible to take a written feedback from the parents.
The parents did not like seeing forms and questionnaires because they felt uneasy and
being questioned. So the visits were conducted as friendly visits and easy talk, not as
interviews. In order to visit the districts these parents lived, the trainers at the Center attended
to the visits, who knew these parents and the districts really well. Two trainers from the
Center attended to each visit. 30 leader parents from different districts of the city were
reached out. The notes from the site were gathered as observation notes. The attitudes
and opinions of the parents towards education were tried to indentify. The site notes were
evaluated for each child.
Activities with the trainers working at SCPC
Career Counseling and Occupational Guidance Training programme was developed
specially for the trainers working at SCPC. The aim of this activity was to ensure the
sustainability of the project as it would enable the trainers offer these services to the children
even after the completion of the project. Before developing the training programme a meeting
was organized with the trainers to learn about their needs and opinions about the training
programme. In line with their needs and opinions, a 20 day programme was developed. 24
experts participated in the training programme. The courses delivered were:
Table 2: Courses taken by trainers at SCPC
COURSES
Introduction
Labour Market in Information Society

Problem solving skills

Team work in career counseling

Why is Career Planning important?

Establishing helping relationship

Developing Service Model for Street

Children-Workshop
Developing self esteem

Career Planning Process

Labor Law

Setting career goals, decision making

Job seeking skills

Labor market and Schools

Disadvantageous groups

Job interview

Poverty and street children

Child and Adolescence Development

The trainings were evaluated with pre and post evaluation tests. Some of the trainers
expressed their ideas as follows:
I believe that this training program will be very useful for me and my friends. I wish the
program would last longer
The trainings were really great. I have never received training like this before. I really
benefited from the trainings.
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Municipalities, unions, public institutions and NGOs providing services for street
children:
A workshop was organized to bring all stakeholders providing services for street children
together to develop service models for the street children. Representatives from various
public and private institutions and NGOs attended to the workshop such as Ministry of
Labor and Social Security, Ministry of Education, Social Services and Proctection of Children
Institution and Social Assistance and Solidarity Fund, International Labor Organization,
UNICEF, Hak-Is Trade Union, Ankara University, Sakarya University and etc.
The workshop was held in two groups. The workshop groups had worked to find answers
and solutions to the following questions.
WORKSHOP QUESTIONS
GROUP A- FAMILIES AND THE CHILDREN
1. As being one of the key actors in preventing the
child labor, how should the families be involved
in these services?
2. There remain a lot of families and children
whom these projects and services cannot reach.
Who are these groups and how can we reach
them?
3. The street children constitute a heterogeneous
group. What kind of solutions should be
generated according to different situations and
needs?

1.
2.

3.

GROUP B- URBAN SERVICES

What are the precautions and solutions to increase
employment for the immigrants?
The common characteristic of the projects
implemented so far is that they do not offer
permanent solutions. What is the reason behind
this?
In order to find permanent and sustainable
solutions how can we ensure cooperation and
joint solutions among organizations?

Conclusion
First of all inventories specific to the needs of street children were developed in order to
determine the attitudes, personality types and skills of the children. Within the occupational
guidance and career counseling activity, 190 children out of 250 children were reached out.
Inventory studies were conducted with 145 children out of 190 children. 45 children
participated in visits and attended training activities at SCPC. Trainings were organized for
street children in order to increase their knowledge about jobs and education opportunities.
Trainings were delivered as quiz show to keep the trainings interesting and fun for children.
Addition to these activities, a guidebook called Roads to the Future: Science, Technology
and Innovation was prepared by experts of the project to inform the children and their
parents about the importance of education, education opportunities and jobs. Moreover
Personal Coaching system was developed for children both to ensure the sustainability
of the project and to provide them with role models, which they do not have in their family or
environment. Visits to universities, science and technology centers were organized to guide
the children in these areas, by providing hands on experience for them.
The project had reached out 30 Leader Parents. The leader family strategy adopted by
project team proved to be useful in reaching the families which could not be visited. Career
Counseling and Occupational Guidance Training Programme was developed for the experts
and trainers working at SCPC. The programme lasted 20 days.
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As a result, in spite of unexpected difficulties the project was successful especially in two
aspects: one of them was to reach out the children and determine their needs and
expectations. The information gathered from inventories directed project experts to the
right activities for children. Awareness of career, information about occupations and jobs
were given in fun way to the children. During this training the interest and participation of the
children were high. Another was to educate and train the staff working at SCPC. It was
really important for the sustainability of the project targets. Trainers and experts will go on
their duties for many years and a lot of street children will attend these services. It is expected
that they will be successful to direct more and more street children to the right areas.
*

This paper has been prepared based on a Project Report called Career Guidance of
Street Children to the Areas of Science, Technology and Innovation implemented by
Career Counseling and Human Resources Development Association (KAR-DER)
and Turkish Labor Unions Confederation (Trk-I).

REFERENCES
Altintas, B. Mendile Simite, Boyaya, pe. Ankarada alan ocuklar, Ankara, letiim, 2003.
Aransiola, J. O. et al. Proliferation of Street Children in Nigeria: Issues and Challenges, Journal
of Social Work, 9(4), 371-385, 2009.
Ferguson, K. M. Responding to Childrens street Work with Alternative Income-generation
Strategies, International Social Work, 49(6), 705-717, 2006.
ILO. World Day Against Child Labour 2008, Education:The Right Response to Child Labour,
www.vebdev.ilo.org/ipec/Campaignandadvocacy/WDACL/2008/langen/index.htm.
last time accessed on March 19, 2010
KAR-DER. Career Guidance of Street Children to the Area of Science, Technology and
Innovation, NGO Narrative Report A4-056, CFCU-Turkey, 2008.
Kuntay, E. Street Children in Istanbul: In Need of Care and Protection, In Karin Ekberg and Per
Egil Mjaavtn (Eds) Children at Risk: Selected Papers, Dragvoll, Norway, 223-231, 1993.
Lusk, M. Street Children of Rio de Jeneiro. International Social Work, 35(3), 293-305, 1992.
Mathur, M. Socialisation of Street Children in India: A Socio-economic Profile. Psychology &
Developing Societies, 21(2), 299-325, 2009.
Nalkur, P.G. Achievement Orientations and Strategies: A Cultural Comparison of Tanzanian
Street Children, Former Street Children and School-going Children, Journal of CrossCultural Psychology, 40(6), 1012-1027, 2009.
Orme, J. & Seipel, M.M.O. Survival Strategies of Street Children in Ghana: A Qualitative Study,
International Social Work, 50 (4), 489-499, 2007.
Shcek, statistikler, www.shcek.gov.tr/istatistik/2010-Ocak.asp March 13, 2010.
Shcek, Sokak ocuklarna Ynelik Hizmet Modeli,
www.shcek.gov.tr/hizmetler/Sokakta_Yasayan_Calsan_Cocuklar/Sokaktaki_cocuklara_
yonelikhizmet_modeli.doc last time accessed on March 13, 2010.
Xue, Z. Urban Street Children in China: A Social Exclusion Perspective, International Social
Work, 52 (3), 401-408, 2009.
Varcin, R. Competition in the Informal Sector of the Economy: A Case of Market Traders in
Turkey, in John Cross and Steve Balkin (eds) Street Vendors and Urban Policy: New
Perspectives, International Journal of Sociology and Social Policy, 20 (3/4), 5-33, 2000.
Varcin, R. et al. Gelecege Giden Yollar. Ankara:Kar-Der. 2008.
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CONECTAREA SERVICIILOR DE CONSILIERE

MODELUL GIANT
Alina Gavrili, asistent de cercetare
Mihai Iacob, asistent de cercetare
Institutul de tiine ale Educaiei, Bucureti
mihai.iacob@ise.ro

Rezumat
Sistemele de consiliere cunosc n acest moment un grad ridicat de fragmentare ntre diferite
instituii interesate de anumite aspecte ale procesului formativ. n acest context, apare ca stringent
necesitatea conectrii serviciilor de consiliere n vederea implementrii unor politici coerente i
unitare care s-i sprijine pe beneficiari pe tot parcursul vieii. Guidance Innovative Actions and
New Tools (GIANT) este un proiect de transfer de inovaie Leonardo da Vinci care urmrete s
experimenteze un model de conectare a serviciilor de consiliere la nivelul a 4 administraii publice
italiene. El pornete de la modelul descris n cadrul proiectului anterior, GIRC i experimenteaz
implementarea funciilor identificate de acesta. Sunt discutate implicaiile pentru un posibil transfer
al modelului n Romnia.
Cuvinte cheie: servicii de consiliere, nvare permanent, transfer de inovaie.
Abstract
The counselling systems are currently highly fragmented among a number of institutions interested
in different aspects of education. In this context, there is an urgent need to connect the counselling
services in order to be able to implement coherent and unitary policies in order to support their
beneficiaries on a lifelong basis. Guidance Innovative Actions and New Tools (GIANT) is a
Leonardo da Vinci transfer of innovation project which aims to pilot a model for connecting
counselling services within 4 Italian public administrations. On the basis on the GIRC project in
experiments the implementation of the functions it had identified. The implications of a possible
transfer of the project in Romania are discussed.
Key words: counselling services, lifelong learning, transfer of innovation.

Context
Viziunea actual la nivel european tinde s considere procesul de consiliere i orientare ca
fiind continuu, pe tot parcursul vieii, ceea ce implic nevoia definirii rolului lor n strategiile
i politicile ce in de nvarea permanent i angajare. Exist o nevoie crescnd de a
susine experiene de formare eficiente, care s influeneze pozitiv rata celor care
abandoneaz prematur parcursul educaional obligatoriu. Scopul final al consilieri i orientrii
este de a crea condiii prin care persoana (elev sau cetean) s poat gsi instrumentele
necesare pentru atingerea eficienei n parcursul su profesional.

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n acest context, conectarea sub-sistemelor de consiliere i orientare se impune ca o

necesitate a eficientizrii serviciilor oferite, precum i pentru facilitarea tranziiei clienilor
ntre diferitele etape ale vieii. Studii i analize la nivelul practicilor internaionale (OECD,
2004; Watts & Sultana, 2004; ibu, 2010) au pus n eviden existena la nivelul fiecrei
ari, a mai multor sub-sisteme de consiliere, de multe ori fiecare dintre ele avnd o alt
raiune de a fi i alte fore care le pun n micare. Cele patru sub-sisteme principale care au
fost puse n eviden sunt: serviciile de orientare colar, cele la nivel universitar, cele din
ageniile de ocuparea forelor de munc i cele din sfera privat i a voluntariatului.
La nivelul relaiilor ntre principalele pri interesate (stakeholders) n domeniul consilierii i
orientrii, se constat o anumit stare de competiie ntre profesionitii din consiliere i
decidenii care reprezint statul, fiecare considerndu-se ca fiind adevraii reprezentani
ai interesului public i ca atare ndreptii s-i promoveze propria viziune (Watts, 2008).
Politicile publice n ceea ce privete orientarea n carier i serviciile de consiliere au obinut
relativ puin atenie din partea actorilor implicai, fapt evideniat prin numrul redus de
studii n acest domeniu (Watts, 2008), dei este o arie prin definiie legat de politicile
guvernamentale. Fcnd o paralel ntre serviciile de consiliere i cele de terapie Whiston
(1996) propune adoptarea modelului practicianului-cercettor specific sistemului de sntate
mental, ca metod de dezvoltare a domeniului consilierii.
O alt problem se refer la evaluarea eficienei (Whiston & Buck, 2008; Bernes et al.,
2007) i calitii serviciilor de consiliere i orientare. Dincolo de diferenele formale nregistrate
ntre sistemele naionale, s-a sugerat c exist o nevoie real de adaptare la contextul
cultural al rii (Watts & Sultana, 2004) pentru a obine rezultate de calitate.
Nivelul de dezvoltare atins de serviciile de consiliere contemporane nu exclude automat
pericolele alunecrii spre practici puin eficiente sau ineficiente. Spre exemplu, a fost pus
n eviden o tendin ngrijortoare n creterea folosirii metodelor de auto-ajutorare (self
help) i orientrii fr consilier (consellor-free guidance) n ciuda unor cercetri care pun n
eviden lipsa de eficien a unor astfel de metode (Whiston et al., 2003).
Modelul GIRC

Desfurat n perioada 2005-2007, proiectul GIRC (Guidance Innovation Relay Centers)

a propus un model care s susin inovaia i calitatea n domeniul consilierii i orientrii
prin integrarea i punerea n relaie a sistemelor cu caracteristici complementare: sistemul
educaional, piaa muncii i sistemul de formare profesional. Proiectul prevedea modelarea
i experimentarea unor dispozitive/ centre de servicii pentru orientare suprateritoriale (spre
exemplu, la nivel regional) avnd ca misiune: a) sprijinirea serviciilor de baz pentru
dezvoltarea reelelor de servicii create pentru a susine mobilitatea european, i b)
dezvoltarea funciilor care s permit sprijinirea evoluiei serviciilor de orientare spre obiective
strategice ale politicilor publice, definite la nivel comunitar.
Proiectul a dorit s vin n ntmpinarea noilor provocri pentru serviciile de orientare cum
ar fi: internaionalizarea parcursurilor de educaie i mobilitate pentru piaa muncii, dezvoltarea
resurselor umane, care vor juca un rol important n cadrul abordrii nvrii pe tot parcursul
vieii, ameliorarea eficienei sistemului de educaie, care s permit atingerea unor procente
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mai mari ale calificrii i educaiei tinerilor i adulilor, prin promovarea utilizrii contiente a
parcursurilor de formare, mai frecvente i individualizate i prin asigurarea oportunitilor
de tranziie n sistemul de educaie, ameliorarea interfeei ntre piaa muncii i sistemul de
educaie i formare, realizarea obiectivelor care vizeaz echitatea social.
Dezvoltarea modelului teoretic GIRC a avut ca scop s prentmpine i s reduc efectele
unor probleme cu care se confrunt sistemele de consiliere: fragmentarea competenelor
ntre diferite instituii, dificultile de coordonare a politicilor existente, creterea acoperirii
serviciilor de consiliere, lipsa standardelor de referin i calitatea redus a serviciilor,
diversificarea domeniilor de activitate ale practicienilor, difuzarea informaiei, problema
formrii continue a practicienilor, dificulti ridicate de beneficiari provenii din medii sociale
diferite, lipsa unor sisteme de evaluare a activitii de consiliere.
Ca urmare a chestionrii unui numr de 50 de experi europeni i validrii rezultatelor prin
intermediul unei experimentri, s-a ajuns la un set de funcii propuse pentru a fi ndeplinite
de centrele de asisten:
1. asisten tehnic
2. suport n formarea profesionitilor
3. promovarea calitii
4. cercetare i dezvoltare
Centrele de asisten crora li se adreseaz modelul GIRC pot fi caracterizate ca structuri
de nivel secundar, care au drept misiune acordarea de asisten tehnic structurilor de
nivel primar, care ofer servicii de orientare (centre de ocupare, centre de informare i
orientare, coli i universiti, centre de formare) i ca centre de inovare, n care inovarea
este abordat n sensul dezvoltrii dimensiunii europene a orientrii. Se presupune c
aceste centre vor lucra n colaborare cu Centrele Reelei Euroguidance.
Exist o serie de factori care faciliteaz implementarea modelului GIRC de care, instituiile
care doresc s-l aplice, ar trebui s in cont. Un impact puternic l are implicarea anterioar
a instituiei coordonatoare n proiecte relevante pentru aceast arie i care s fi pus n
eviden nevoile i cerinele serviciilor de consiliere la nivel local. Fondul Social European
este un posibil finanator, care n contextul italian s-a implicat n susinerea acestui tip de
proiecte. Partenerii implicai n transferul modelului GIRC trebuie s aib o sensibilitate
crescut fa de noile direcii de evoluie n consiliere i orientare, fiind totodat contieni
c mbuntirea calitii serviciilor oferite este un proces de nvare organizaional.
Experimentarea GIANT
Principalul obiectiv al proiectului GIANT este transferarea i aplicarea modelului GIRC n
conectarea centrelor de consiliere i orientare din patru administraii publice italiene (Provincia
Bologna, Provincia Milano, Regiunea Marche i Regiunea Friuli Venezia Giulia). Contextul
italian este unul foarte fragmentat i cu un nalt grad de variaie ntre diferite regiuni, fapt
care explic dorina administraiilor locale de a participa ntr-un proiect care are ca scop
promovarea de practici integrate la nivel de sistem de consiliere.
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Etape de lucru n proiectul GIANT se desfoar dup urmtorul calendar:

Octombrie Decembrie 2008: adaptarea modelului GIRC
Ianuarie Septembrie 2009: punerea n comun de instrumente de orientare n carier
Februarie 2009 mai 2010: a) aplicarea modelului n cele 4 instituii de transfer din
Italia; b) elaborarea unui studiu de fezabilitate privind transferul n alte contexte europene
Activiti permanente:
- Evaluare,
- Coordonare
- Coordonare
- Diseminare
Faza preliminar a experimentrii a presupus discuii pentru stabilirea unui parteneriat
local n fiecare din cele patru locaii ale transferului. Acest demers a permis participanilor
s prevad poteniale nevoi i probleme care ar fi putut s apar (ex. costuri neacoperite
de bugetul proiectului. Cele patru obiective principale au fost: 1) crearea unui forum de
coordonare; 2) monitorizarea proiectului; 3) experimentarea parial a modelului GIRC; 4)
evaluarea proiectului.
Proiectul a vizat mai multe niveluri de colarizare, n funcie de context i de rezultatele
ateptate. ntlnirile forumurilor de discuii au fost stabilite pe parcursul fazei de implementare,
stabilind planul de aciune, mprtindu-i practici i instrumente i crend materialele
necesare pentru formri. De asemenea ele au avut sarcina de monitorizare i evaluare a
procesului.
Formatorii au beneficiat de sesiuni de formare pentru a se familiariza cu scopurile i metodele
proiectului, pentru ca apoi s ofere formare la rndul lor elevilor. n ceea ce privete resursele
profesionale folosite i tipurile de experi implicai, ele au fost la ndemna administraiilor
locale implicate, ceea ce nseamn c acest model este accesibil din aceast perspectiv.
Totui, partenerul responsabil cu supervizarea din punct de vedere tiinific a proiectului
CeTrans a furnizat experi externi pentru a facilita transferul modelului. Costurile proiectului
s-au ncadrat n valorile medii ale proiectelor finanate de Comisia European, dar acestea
nu au luat n calcul resursele folosite implicit de partenerii locali.
Posibilitatea de transfer n Romnia a modelului GIANT

Sistemul de consiliere din Romnia a cunoscut o dezvoltare rapid n ultima decad, dar
cu o distribuie inegal n ceea ce privete subcomponentele sale. Dac la nivel preuniversitar
i n cazul ageniilor de ocupare a forelor de munc evoluia serviciilor a fost constant i
susinut, n cazul centrelor din cadrul universitilor i n mediul privat i al ONG-urilor
dezvoltarea poate fi considerat n cel mai bun caz ca fiind lent. Formarea iniial a
consilierilor a fcut progrese semnificative prin deschiderea unor programe masterale n
mai multe centre universitare, dar n ciuda popularitii n rndul studenilor a acestor cursuri,
exist nevoia de a continua dezvoltarea coninuturilor propuse i a posibilitilor de practic
oferite studenilor.
Potenialii beneficiari ai transferului modelului GIRC, precum Centrele Judeene de Asisten
i Resurse Educaionale, Ageniile de Ocuparea a Forelor de Munc, Centrele de Informare
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i Orientare de la nivelul universitilor au acumulat de-a lungul anilor experien n ceea ce

privete construirea de parteneriate, att ntre ele ct i cu instituiile care i reprezint pe
potenialii beneficiari. Acest fapt faciliteaz implementarea funciilor propuse de GIRC, in
special cea referitoare la conectare. Totui, experienele anterioare de cooperare nu au
fost ntotdeauna considerate de parteneri ca fiind eficiente, unii dintre acetia simindu-se
suprancrai de responsabilitile ce au decurs din implementarea proiectelor.
O arie puin explorat n Romnia este cea a cooperrii ntre sectorul public i cel privat.
Interesul exist de ambele pri, n condiiile n care expertiza fiecreia i instrumentele
folosite sunt complementare. Dac lum n considerare i faptul c sursele de finanare pe
care le pot accesa sunt diferite, ceea ce mrete spectrul posibilitilor de realizare a unor
proiecte, putem afirma c avem de a face cu un potenial semnificativ de dezvoltare a
sistemului de consiliere. Provincia Milano a fost cea care n experimentarea GIANT a luat
n calcul acest parteneriat, modelul de cooperare folosit putnd fi luat ca exemplu de bun
practic.
Posibilele ameninri n implementarea modelului GIRC ne apar ca venind din sfera
economic i din cea administrativ. Criza economic prelungit a obligat unele organizaii
s-i reduc implicarea n proiecte a cror acoperire financiar nu este complet. Aa cum
a artat aplicarea modelului in Italia, dac ne referim la costurile asumate de bugetul
proiectului avem de a face cu un anumit raport cost/ rezultate, dar dac lum n considerare
costurile reale (costuri suportate de bugetul proiectului + munca neremunerat a
participanilor + alte costuri suportate de bugetele instituiilor partenere) raportul se schimb
n mod semnificativ. Fondurile Structurale Europene au intrat doar de curnd ca actor
semnificativ pe scena finanrii proiectelor legate de consiliere i orientare, astfel ca este
greu s estimm impactul lor, dar ne ateptam la unul pozitiv. Chiar dac partenerii din
Proiectul GIANT au fost dispui s i pun n comun resursele dincolo de ceea ce era
acoperit de bugetul proiectului, aceasta nu poate fi considerat o soluie pe care s se
bazeze un transfer. Voluntariatul i are limitele lui, fiind necesar o bun planificare a
resurselor anterior demarrii proiectului.
n actualul context economic i social, formarea i consilierea profesional sunt chemate
s rspund unor provocri crescnde. Dei ne confruntm cu situaii similare la nivelul
Uniunii Europene, cazul fiecrei ri rmne unic, iar demersurile de mbuntire a serviciilor
de consiliere i orientare trebuie s in cont de realitile de la nivel local. Conectarea
serviciilor de consiliere ar fi un pas important n crearea de noi resurse i practici care s
vin n sprijinul clienilor care trebuie s fac fa n mod constant la schimbri semnificative
n aria profesional.

BIBLIOGRAFIE
Bernes, B. K. et al., Career guidance and counselling efficacy studies: an international research
agenda, International Journal of Educational and Vocational Guidance, 7:8196, 2007.
ibu, S. L. Serviciile de orientare i consilierea carierei din nvmntul superior european
analiz comparativ, Revista de Pedagogie, Nr. (2) 58, Institutul de tiine ale Educaiei,
Bucureti, 2010.
Revista de Pedagogie nr. 58 (2) 2010

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Watts, A. G. Career Guidance and Public Policy, n International Handbook of Career Guidance,
Springer Netherlands, 2008.
Watts, A. G., & SULTANA, R. G. Career guidance in 37 countries: Contrast and common
themes, International Journal for Educational and Vocational Guidance, 4, 105122, 2004.
Whiston, S. C. (1996). Accountability through action research: Research methods for practitioners.
Journal of Counseling & Development, 74, 616623.
Whiston, S. C et al., Does treatment modality affect career counseling effectiveness. Journal of
Vocational Behavior, 62, 390410, 2003.
Whiston, S. C. & Buck, I. M. Evaluation of career guidance programmes,n International
Handbook of Career Guidance, Springer Netherlands, 2008.
*** Organisation for Economic Co-operation and Development. (OECD) Career guidance and
public policy: Bridging the gap, Paris, 2004.

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AGENDA EDUCAIEI
W-EDUCATION AP PENTRU VIA - EDUCAIE PENTRU
AP CURAT
Luminia Tsica, cercettor tiinific III
Institutul de tiine ale Educaiei, Bucureti
l.tasica@ise.ro
Acronim: W-EDUCATION
Numr de identificare: LLP-LdV/PAR/2008/RO/078
Promotor: Universitatea din Maribor, Facultatea de Filosofie, Slovenia
ri partenere: Slovenia, Suedia, Letonia, Italia, Spania, Romnia, Austria
Durata: 2008 - 2010

Ideea promovat de proiect este aceea de a proteja i menine zonele n care se gsete
apa ca resurs, deoarece acestea ofer echilibru ecosistemului i sunt necesare vieii. Ele
sunt, de asemenea necesare dezvoltrii economice, n agricultur i industrie. Din aceste
motive se impune gsirea unui model activ de integrare a problemelor legate de zonele cu
resurse naturale de ap n aria nvmntului vocaional axat pe protecia mediului cu
scopul de a susine mai ales dezvoltarea economic.
Proiectul i-a propus realizarea unui model n trei faze:
1. studiul zonelor bogate n resurse naturale de ap (fiecare partener alege n ara sa o/
nite zone i realizeaz un studiu privitor la semnificaia acesteia/acestora din punct de
vedere natural i cultural precum i a posibilului impact economic);
2. descoperirea surselor de ap i realizarea unei documentri despre aceasta (materiale
bibliografice i modaliti de semnalizare a acestor surse naturale);
3. diseminarea i utilizarea rezultatelor, experienei acumulate i a produselor (fiecare
partener propune integrarea n aria nvmntului vocaional a studiului surselor naturale
de ap i includerea acestuia n LLL).
Activitile derulate s-au concretizat n:
1. identificarea i selectarea zonelor de ap (mare, ru, lac, iazuri etc.);
2. elaborarea unui portofoliu de probe ale motenirii naturale, culturale i ale impactului
economic al zonelor de ap selectate;
3. elaborarea unei hri a traseului apei cu marcarea unor puncte de informare i instruire;
4. confecionarea unor panouri informative i plasarea lor la punctele de instruire;
5. activiti de diseminare: ghiduri, caiete de exerciii, web-site, seminarii, ateliere, articole
i comunicri n media etc;
6. rapoarte intermediare i finale, implementarea rezultatelor, pregtirea unor proiecte
viitoare.
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Rezultatele vizate vor fi sub forma unui model comun, propus n cadrul nvmntului
vocaional i a unor module de training pe tematica resurselor naturale de ap din perspectiv
cultural, economic i a consilierii pentru un stil de via sntos.
Exemple de bune practici expuse de parteneri: trasee educaionale n rile partenere,
oportuniti de dezvoltare ale zonelor de ap, fauna, flora i condiiile de mediu ale acestor
zone.

W-EDUCATION WATER FOR LIFE EDUCATION FOR WATER

Acronym: W-EDUCATION
Reference No.: LLP-LdV/PAR/2008/RO/078
Promoter: University of Maribor, Faculty of Philosophy, Slovenia
Partner countries: Slovenia, Sweden, Latvia, Italy, Spain, Romania, Austria

Water areas are rich with natural and cultural heritage which should be maintained and
sustainable developed. Therefore should be developed a model on how to include water
areas more actively into vocational environmental education conformed mainly to economical
needs.
The project implemented such a model consisting of three phases: studying water areas,
preparing educational materials (textbooks, workbooks, educational boards/signs, ematerials) and dissemination of knowledge. The activities will strengthen cooperation
between VET institutions, enterprises and social partners on issues of common interest
linked to VET.
Planned activities:
1. Select and identify water area (river, sea, lake, fishpod etc.);
2. Prepare a portfolio of natural, cultural heritage and economic impacts on selected
water area;
3. Prepare a map of educational water trail with indicated learning points on the route;
4. Equipping educational water trails with educational boards/signs;
5. Dissemination activities: textbooks, workbooks, web-site, articles in media, seminars/
workshops etc.;
6. Final Activities: final report, possibilities of further implementation of project results.
Expected results:
1. Selection and identification of water areas;
2. Portfolio of natural heritage, cultural heritage and economic impacts on water areas;
3. Plans and maps of educational water trail;
4. Educational boards/signs;
5. Textbooks and workbooks on CD, hard copies and web sites for VET along water trails.
Examples of good practice:
- Educational trails in partners countries;
- Developmental opportunities of the regions;
- Environmental conditions of the water areas;
- Selected fauna and flora.
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PRESTO - INSTRUMENTE DE SUSINERE A EDUCAIEI NTRE

EGALI
Delia Goia, asistent de cercetare,
Institutul de tiine ale Educaiei, Bucureti
delia.goia@ise.ro
CINE?
Proiectul este derulat de un consoriu alctuit din universiti, coli i instituii de cercetare
i formare implicate n educaie i formarea profesorilor din Italia, Romnia, Marea Britanie,
Polonia i Danemarca. Acestea sunt active n diferite reele europene formale i informale
din domeniul educaiei i al orientrii n carier i sunt implicate constant n mbuntirea
metodelor i materialelor pedagogice.
DE CE?
Abandonul colar timpuriu este una din principalele probleme n nvmntul secundar
European. Proiectul PRESTO Instrumente de Susinere a Educaiei ntre Egali i
propune s promoveze competena de a nva s nvei ntre elevii europeni cu vrste
de peste 14 ani, folosind metoda educaiei ntre egali.
Scopul general al proiectului este s contribuie la reducerea abandonului colar timpuriu i
a ratei insuficiente de absolveni n colile din UE.
CE?
Proiectul a produs:
Un ghid despre a nva s nvei, care conine o seciune dedicat metodelor de
studiu i este structurat astfel nct s poat fi folosit de ctre elevi pentru a-i putea
ajuta pe colegii lor n nvare, de ctre elevi n mod individual i de ctre profesori n
activitatea la clas.
Un ghid despre modaliti de implementare a proiectelor de educaie ntre egali
n coli adresat elevilor care i susin pe colegii lor, directorilor de coli, profesorilor,
diferitelor organizaii implicate n educaie. Ghidul conine o seciune despre cum poate
fi folosit educaia ntre egali pentru a mbunti metodele de studiu.
Pn acum:
Partenerii au ncheiat activitile pilot n cte 2 coli din fiecare ar partener, activiti
menite a mbunti versiunea iniial a ghidurilor.
n Romnia profesorii din 10 coli nou incluse n proiect au participat la un workshop.
n Romnia cele 10 coli au realizat formarea elevilor formatori i au nceput activitile
la clas, prin care se dezvolt competena de a nva s nvei.
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PENTRU CINE?
Proiectul este adresat:
cercettorilor i profesorilor din domeniul tiinelor educaiei: Acetia vor putea
utiliza produsele i rezultatele proiectului pentru a-i defini mai bine teoriile despre
nvare i despre educaia ntre egali i vor putea identifica studii de caz pentru activitatea
lor de predare;
directorilor de coli i cadrelor didactice: vor putea utiliza produsele proiectului
pentru a-i mbunti eficiena metodelor de predare i n general pentru a-i mbunti
activitile desfurate n coal;
elevilor (att cei care i consiliaz pe egalii lor, ct i cei care sunt consiliai): i vor
mbunti competenele de a nva s nvee i competenele sociale, sporindu-i
astfel ansele de succes la coal i reducnd riscul abandonului colar;
altor factori interesai n domeniul educaiei: funcionari publici din domeniul educaiei,
asociaii ale cadrelor didactice, alii.
GSETE MAI MULTE INFORMAII LA: www.prestoproject.eu
Coordonarea proiectului:
Agenzia per lo Sviluppo Empolese Valdelsa
ASEV
Via delle Fiascaie, 12
50053 Empoli FI
www.asev.it
t.cini@agenziasviluppo.it

Partener n Romnia:
Institutul de tiine ale Educaiei
str. tirbei Vod, nr. 37
010102 Bucureti
www.ise.ro
delia.goia@ise.ro

PRESTO - PEER RELATED EDUCATION SUPPORTING TOOLS

WHO?
The project is run by a consortium of universities, secondary schools, training and research
organizations involved in education and teacher training from Italy, Romania, UK, Poland
and Denmark. They are active in several formal and informal European networks devoted
to education and career guidance and are constantly working for improving pedagogical
methods and developing effective pedagogical materials.
WHY?
Early school leaving is one of the main problems in EU secondary schools. The Project
PRESTO - Peer Related Education Supporting Tools intends to promote the learning to
learn competence amongst European students aged 14 years and above using peer
education.
The Projects overall aim is to contribute to reduce early school living and insufficient school
completion in EU schools. Learning to learn is one of the keys to success at school;
success is closely related to motivation and reduction of early school leaving.
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WHAT?
The Project produced:
A guide on how learning to learn, which contains a section on methods of study and
will be structured to be used by peers supporters so to help other students in learning,
but also by students on their own and by teachers in their classes.
A guide on how to implement peer education projects in schools addressed to
peers supporters, headteachers, teachers, organizations involved in education. The
guide contains a section on how to use peer education to improve methods of study.
Until this moment:
The partners finalized the pilot activities in 2 schools from each country, which were
aimed to improve the initial versions of the guides.
In Romania the teachers and counsellors from 10 schools newly involved in the project
participated to a workshop.
In Romania the 10 schools completed the training of the peer educators and started
the classroom activities for developing the learning to learn competence.
FOR WHOM?
The project is addressed to:
researchers and professors in the field of educational sciences. They can use the
products and results of the pilot and exploitation so to better define theory about learning
and peer education and to find case studies for their teaching.
school headteachers and teachers: they can use the products of the project to improve
efficacy of teaching methods and wellness in school.
students (both peer supporters than peer supported): they may improve their learning
to learn and social competences, so improving their success and well-being at school
and reducing school leaving.
other stakeholders in the educational field: headteachers, public servant in charge
of education services, teacher representatives and associations, and so on.
FIND YOUR LOCAL PARTNER AND SEARCH FOR MORE INFORMATION AT:
www.prestoproject.eu
Project coordination:
Agenzia per lo Sviluppo Empolese Valdelsa
ASEV
Via delle Fiascaie, 12
50053 Empoli FI
www.asev.it
t.cini@agenziasviluppo.it

Partner in Romania:
Institute of Educational Sciences
tirbei Vod, no. 37
010102 Bucharest
www.ise.ro
delia.goia@ise.ro

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AGENDA EDUCAIEI

NCP-VET-CO

Mihai Iacob, asistent de cercetare

Institutul de tiine ale Educaiei, Bucureti
mihai.iacob@ise.ro
Despre proiect

Proiect tip Leonardo da Vinci, Subcomponenta LLP - PAR, Aciunea parteneriate

Nr. identificare: LdV/PAR/2008/017
Promotor: Estonia
Parteneri: Letonia, Finlanda, Cehia, Romnia
Durata: 2009 - 2011
Obiectivele parteneriatului

Implementarea EQF este una dintre prioritile stabilite de Comisia European. ncredere
reciproc ntre rile participante este o cerin esenial pentru procesul de construire a
referenialului ntre cadrele naionale (NQF) ale calificrilor i cadrul european (EQF) i implicit
pentru viitorul EQF-ului. Recomandarea de a stabili legturi ntre NQF i EQF menioneaz
c statele membre trebuie s desemneze centre naionale de coordonare, pentru a susine
i, mpreun cu alte autoriti naionale relevante, s ghideze relaia ntre sistemul naional de
calificri i cel european, pentru a promova calitatea i transparena relaiei.
Deja exist exemple de bune practici la nivelul nvmntului superior. Recunoaterea
calificrilor n nvmntul superior s-a dezvoltat prin procesul Bologna, implementare
ECTS i a sistemului ERIC/NARIC. Dei procesul de recunoatere a calificrilor obinute
n sistemul de formare profesional (VET) a nceput cu procesul Copenhaga i a produs
ECVET, exist prea puine bune practici, ncredere reciproc i nelegere n cadrul acestui
proces.
Scopul final al acestui parteneriat este de a dezvolta o reea eficient ntre Punctele Naionale
de Coordonare din rile participante i compilarea unui ghid metodologic de conectarea a
calificrilor din sistemul VET cu cadrul european al calificrilor.
Parteneriatul va facilita ntlniri ntre parteneri, n cadrul crora vor fi discutate, verificate i
comparate provocrile comune n procesul de construire e referenialului ntre nivelurile de
calificare. Ca pregtire pentru aceste ntlniri vor fi urmrite i folosite rezultatele altor
proiecte Leonardo da Vinci (ex. QF Embodiment, SECCOMPAT, TransEQFrame, EQFRef) care au avut de a face cu probleme similare, precum i nivelul curent de implementare
a unor instrumente europene (ex. EQF, ECVET, Europass) n context naional.
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Vor fi mprtite bune practici i vor fi comparate etapele din procesul de construire a
referenialului. n acest fel posibilele diferene n determinarea poziiei unei calificri, cum ar
fi un nivel prea ridicat sau prea sczut al poziionrii fa de EQF, sau diferene n metodologia
utilizat de fiecare ar pot fi discutate, corectate dac este cazul, iar ncrederea reciproc
poate fi creat i cultivat.
Parteneri
Estonia
Autoritatea Na1ional Estonian n Calificri
www.kutsekoda.ee
Finlanda
Consiliul Naional Finlandez pentru Educaie
www.ophi.fi
Letonia
Centrul de Informare Academic
www.aic.lv
Romnia
Institute of Educational Sciences
www.ise.ro
Republica Ceh
Institutul Naional pentru nvmntul Profesional i Tehnic, NUOV
www.nuov.cz
Situl proiectului
http://kutsekoda.a2.hz.adm.ee/eng/projects/NCPVETCOproject

NCP-VET-CO
About the project
Project type: Leonardo da Vinci, LLP - PAR, Partnerships
Identification No.: LdV/PAR/2008/017
Project leader: Estonia
Partners: Latvia, Finland, Czech Republic, Romania
Timeframe: 2009 - 2011
Objectives of the partnership
The implementation of the EQF is one of the priorities set by the European Commission.
Mutual trust among countries is an important prerequisite for referencing national qualification
levels to the EQF and therefore for the future of the EQF as well. The recommendation to
establish links between NQF and EQF also specifies that Member States should designate
national coordination points, to support and, in conjunction with other relevant national
authorities, to guide the relationship between the national qualifications system and the
EQF, in order to promote the quality and transparency of that relationship.
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There have already been good examples and experience in higher education. The
recognition of HE qualifications has been developed through Bologna process, ECTS
development and its implementation and also ENIC/NARIC system. Although the
development of recognition of VET qualifications started with Copenhagen process and
has developed through ECVET, there is little good practice, mutual understanding and
trust of this process. The overall goal of this partnership project is to develop an effective
network of NCPs in these countries and compile a methodical guide for linking VET
qualifications to EQF.
The partnership will facilitate meetings where common challenges in referencing of
qualification levels can be discussed, checked and compared. In the period of preparation
for these meetings the result and outcome of other LdV projects (e.g. QF Embodiment,
SECCOMPAT, TransEQFrame, EQF-Ref) which dealt or deal with similar issues, as well
as current development in the implementation of European tools (i.e. EQF, ECVET, Europass)
in the European and national context, can be summarised and made use of.
Examples of good practice can be shared and specific steps in the referencing process
can be compared. In this way possible differences in referencing specific qualifications
(e.g. too high or too low EQF levels for comparable qualifications) or in the methodology of
referencing by countries can be discussed, corrected if needed and mutual trust can be
established and furthered.
Partners
Estonia
Estonian Qualifications Authority
www.kutsekoda.ee
Finland
The Finnish National Board of Education
www.oph.fi
Latvia
Academic Information Centre
www.aic.lv
Romania
Institute of Educational Sciences
www.ise.ro
Czech Republik
National Institute of Technical and vocational
Education, NUOV
www.nuov.cz
The Projects website
http://kutsekoda.a2.hz.adm.ee/eng/projects/NCPVETCOproject

Revista de Pedagogie nr. 58 (2) 2010

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96

AGENDA EDUCAIEI

TRANZIIA DE LA COAL LA PIAA MUNCII

Alina Gavrili, asistent de cercetare

Institutul de tiine ale Educaiei, Bucureti
alina_gavrilita@ise.ro
Despre proiect
Proiectul School & World of Work Tranziia de la coal la piaa muncii este un proiect
Comenius - Reele, desfurat n cadrul Programului de nvare pe Tot Parcursul Vieii.
Proiectul a debutat la 1 octombrie 2007 i se va ncheia la 30 septembrie 2010.
Obiectivul proiectului Tranziia de la coal la piaa muncii este acela de a contribui la
mbuntirea politicilor, strategiilor, structurilor i proceselor europene de a oferi tuturor
tinerilor ansa unei tranziii e succes de la coal la piaa muncii. Instituiile partenere au
experien n problematica abordat i sunt din ri precum: Austria, Republica Ceh,
Danemarca, Finlanda, Germania, Grecia, Italia, Polonia, Olanda, Romnia, Slovacia i
Spania.
Obiective
Obiectivul propus este parte a politicilor europene pentru strategiile europene pentru
educaie, munc, nvare permanent i coeziune social. Principala abordare a reelei
vizeaz mbuntirea proceselor de tranziie de la coal la piaa muncii, ca modalitatea
de combaterea a omajului n rndul tinerilor.
Activiti
Dei la nivel european aceste procese s-au dezvoltat i exist o serie de bune practici n
acest sens, totui nu exist un model clar al principalelor criterii pentru o tranziie de succes
a tinerilor de la coal la viaa activ i a obstacolelor n acest sens.
n cadrul reelei sunt obinute, analizate i diseminate informaii despre aspectele ce in de
pregtirea, consilierea, orientarea i suportul acordat tinerilor n procesul de tranziie de la
coal la traseul de formare i la piaa muncii, activitate realizat n cadrul a trei grupuri de
lucru: principii i criterii, coala i tranziia.
Principiile, criteriile i metodele utilizate n cadrul proiectului se refer strict la politicile i
strategiile europene, schimburi i exemple de bune practici, analiza i descriere unor modele
ce vizeaz anumite domenii de interes.
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Situl proiectului:
www.school-wow.net

SCHOOL AND THE WORLD OF WORK

About the project
The Comenius Network School & World of Work developed under the Lifelong Learning
Programme, started at October 1st 2007 and will end September 30th 2010.
The central aim of the network School and the world of work is to give contributions for
improvement of policies, strategies, structures and processes in Europe, to give all young
people a chance for a successful pathway from school education to the world of work and
employment. The partner institutions have experience regarding this issue. The countries
participating are: Austria, Czech Republic, Denmark, Finland, Germany, Greece, Italy, Poland,
Netherlands, Romania, Slovakia and Spain.
Aims
The networks main aim is seen as a part of European strategies for education, for
employment, for lifelong learning and for social cohesion. The main approach of the
Comenius network School and the World of Work is, that the best way to fight against
youth unemployment is to improve proactive processes at all interfaces between school
and the World of work that youth unemployment cant emerge at the beginning of career
pathways of young people.
Activities
There exist a lot of experiences, developments and best practices in European countries.
The gap is however missing clear pattern of the main criteria for successful transition for
young people from school to work and of the most hindering aspects for successful and
smooth transition.
The network analyzes, documents, disseminates the casual elements of successful
preparation, orientation, guidance, counselling and coaching of young people at the process
from the initial education to a further pathway in profession and the world of work. This work
will be done in 3 working groups: principles and criteria; school and transition.
Principle, criteria and methods of the network are: strict reference to European policies and
strategies, evidence based exchange of experiences, transfer from best practice examples
between the partner countries, analyze and description of special models in fields of special
interest.
The Projects website:
www.school-wow.net
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ORIENTAREA VIRTUAL

Mihai Iacob, asistent de cercetare

Institutul de tiine ale Educaiei, Bucureti
mihai.iacob@ise.ro
Despre proiect

Serviciile de consiliere profesional trec printr-o perioad de inovaie i de schimbare rapid

datorit folosirii crescnde a TIC n serviciile de orientare, precum i n alte arii ale vieii
oamenilor. TIC a permis indivizilor s aib acces la informaii despre carier, despre alegerea
carierei i despre oportunitile de nvare pentru toi. Cu toate acestea, au fost foarte
puine cercetri asupra utilizrii TIC n serviciile de orientare din Turcia, motiv pentru care
KARDER a dezvoltat Proiectul Orientarea Virtual. El este menit s creasc gradul de
utilizare a TIC n rndul consilierilor n oferirea de servicii de orientare, precum i pentru
formarea competenelor necesare furnizrii unor astfel de servicii.
Proiectul Orientarea Virtual transfer metode i produse ale unui proiect Leonardo da
Vinci, Transfer de Inovaie, Competene TIC pentru consilierii de orientare implementat
de ASTER (Italia). El a demarat n noiembrie 2009 i va dura 24 de luni.
Activitile proiectului

Activiti de formarea i de creterea gradului de contientizare asupra TIC n serviciile

de orientare i dezvoltarea concomitent a noi metode de furnizare a serviciilor de
orientare profesional;
Aplicarea online de chestionare i interviuri semistructurate cu consilieri din Turcia i
Austria pentru a sesiza opiniile lor privind rolul TIC n munca lor, competenele lor
actuale legate de TIC i nevoile percepute de formare;
Stabilirea competenelor TIC pe care ar trebui s le aib consilierii de carier i adaptarea
Hrii competenelor TIC;
Pregtirea unui curriculum i a materialelor de formare, n acord cu nevoile de formare
ale consilierilor;
Organizarea de formri privind folosirea TIC n orientare pentru practicienii din Turcia i
Austria;
Lansarea site-ului Proiectului i a unui forum online pentru practicieni;

Rezultate ateptate:
1. Manual de bune practici
Revista de Pedagogie nr. 58 (2) 2010

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2.
3.
4.
5.

Hart a competenelor TIC

Kit de formare TIC cu manual i CD
Carte de diseminare
Hart a sustenabilitii

Parteneriatul proiectului
Career Counseling and Human Resources Development Association-KARDER
www.kariyer.org.tr
Ankara University Center for the Study of Human Resources Management and Career
Counseling-IKDAM
www.ikdam.ankara.edu.tr
Turkish Employment Organization-ISKUR
www.iskur.gov.tr
Eduser Consultancy Co.
www.eduser.com.tr
Dijitek Computer and IT Technology Ltd. Co.
www.dijitek.com
Hak-Is Trade Union Confederation
www.hakis.org.tr
Abif - analysis consulting and interdisciplinary research
www.abif.at
Institutul de tiine ale Educaiei
www.ise.ro
Situl proiectului
http://sanalrehberlik.org/

VIRTUAL GUIDANCE
About the Project
Vocational guidance services have been going through an era of innovation and rapid
change due to the increasing use of ICT in counselling services as well as other parts of
individuals lives. ICT has enabled individuals to access to career information and career
choices easily and increased learning opportunities for all. However, there has been little or
no research on the use of ICT in guidance services in Turkey, which is why KARDER has
developed Virtual Guidance Project. The project aims to increase the counsellors use of
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AGENDA EDUCAIEI

ICT in guidance services and to equip them with the competencies and skills they need to
deliver such services.
Virtual Guidance Project has been transferring the methods and products of the former
Leonardo da Vinci Pilot Project ICT Skills for Guidance Counsellors implemented by
ASTER (Italy).
The Project has started in November 2009 and will last for 24 months.
Project Activities

Training and raising awareness in use of ICT in guidance services and in so doing
developing new methods of delivery in vocational guidance services;
Conducting online questionnaires and semi-structured interviews with counsellors in
Turkey and Austria to detect their opinions on the role of ICT in their work, their current
ICT skills and perceived training needs;
Determining the ICT competencies career counsellors should have and adapting ICT
Skills Map;
Preparing training curriculum and training materials in line with the training needs of
counsellors;
Organizing trainings on use of ICT in guidance services for practitioners in Turkey and
Austria:
Launching Project web site and e-forum for guidance practitioners.

Expected Results
1.
2.
3.
4.
5.

Best Practices Book

ICT Skills Map
ICT Training Kit with books and CDs
Dissemination Book
Sustainability Map

PROJECT PARTNERS
Career Counselling and Human Resources Development Association-KARDER
www.kariyer.org.tr
Ankara University Centre for the Study of Human Resources Management and Career
Counselling-IKDAM
www.ikdam.ankara.edu.tr
Turkish Employment Organization-ISKUR
www.iskur.gov.tr
Eduser Consultancy Co.
www.eduser.com.tr
Revista de Pedagogie nr. 58 (2) 2010

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Dijitek Computer and IT Technology Ltd. Co.

www.dijitek.com
Hak-Is Trade Union Confederation
www.hakis.org.tr
Abif - analysis consulting and interdisciplinary research
www.abif.at
Institute of Educational Sciences - IES
www.ise.ro
The Projects website
http://sanalrehberlik.org/

102

AGENDA EDUCAIEI

REVISTA DE PEDAGOGIE
GHIDUL AUTORULUI
Teme abordate: politici educaionale, filosofia educaiei, teoria educaiei, curriculum colar,
evaluare n educaie, management colar, educaie permanent, consiliere i orientare n
carier.
Tipuri de articole:
- abordri conceptuale i teoretice din domeniul tiinelor educaiei;
- rezultate ale cercetrilor educaionale;
- studii de caz;
- prezentri de proiecte, programe de intervenie n domeniu;
- recenzii ale publicaiilor relevante din domeniu;
- interviuri cu personaliti n domeniu etc.
Limbi de publicare: romn, englez, francez.
Periodicitate: trimestrial (25 martie / 25 iunie / 25 septembrie/ 25 decembrie).
Articolele pentru Revista de pedagogie nu trebuie s fi fost publicate anterior n alte reviste.
1. Articolele vor fi redactate utiliznd programul MS Word; format pagin A4 ; margini
sus, jos, stnga, dreapta 2,5 cm; caractere TimesNewRoman; mrime 12; spaiere
1,5 rnduri.
2. Titlurile i subtitlurile care fac parte din articol trebuie s fie scurte, redactate n format
Bold, numerotate consecutiv:
- Titlu articol: Bold, size 16, majuscule, centrat;
- titluri capitole: numerotare consecutiv (1, 2 etc.), Bold, font 14;
- subtitluri: numerotare consecutiv (1.1., 1.2, etc.), Bold, font 12.
3. Lungimea articolele va fi de maxim 7500 cuvinte (18-20 pagini). Recenziile nu trebuie
s depeasc 2000 cuvinte (5 pagini).
4. Autorul va elabora o scurt prezentare autobiografic, care va specifica: nume i
prenume; funcia; instituia n cadrul creia i desfoar activitatea, localitatea, judeul,
ara, date de contact (adres de e-mail).
5. Autorul va elabora o list de 3-5 cuvinte cheie.
6. Nu se vor utiliza note de subsol. Notele de final se vor utiliza numai dac este absolut
necesar i vor fi identificate n text prin numerotare consecutiv.
7. Pentru subliniere nu se va folosi funcia Underline. Se vor utiliza funciile Bold (aldine)
i Italic (cursive). Enumerrile vor fi fcute n stilul listelor de tip bullet, forma i .
Bibliografia va utiliza urmtorul standard:
Adler, A. Cunoaterea oamenilor. Bucureti: Editura tiinific, 1991.
Rizvi, F. Theorizing the global convergence of educational restructuring. n: Lindblad, S. &
Popkewitz, T. (eds.). Educational restructuring. International perspectives on travelling
policies. Greenwich: IAP, pp. 73-94, 2004.
Revista de Pedagogie nr. 58 (2) 2010

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ROMANIAN REVIEW OF PEDAGOGY

AUTHORS GUIDE

Themes: educational policies, theory of education, philosophy of education, school

curriculum, assessment in education, school management, lifelong learning, counselling
and guidance.
Types of articles:
- Theoretical approaches to education;
- Results of research;
- Case studies;
- Presentation of projects and programmes;
- Reviews;
- Interviews with stakeholders and key persons in education.
Language of publication: Romanian, English, French.
Issues: quarterly (25 March / 25 June / 25 September/ 25 December).
Articles must not have been previously published.
1. Articles will be written using MS Word; page format A4; margins top, bottom, left, right
2,5 cm; font TimesNewRoman; size 12; paragraph line spacing 1,5.
2. Titles must be short, must use Bold format, and must use consecutive numbering:
- Article title: Bold, size 16, centred;
- Chapter titles: consecutive numbering (1, 2 etc.), Bold, font 14;
- Sub-titles: consecutive numbering (1.1., 1.2, etc.), Bold, font 12.
3. The length of the article must be a maximum of 7500 words (18-20 pages). Reviews
must not be longer than 2000 words (5 pages).
4. The author will provide a short presentation of him-/herself with: name and surname,
position, institution, city, country and email.
5. The author will provide a shot abstract (10 lines, max. 200 words). It will be both in
Romanian and English or French. The editorial board will provide the Romanian
translation for the abstract.
6. The author will provide 3 to 5 key words.
7. Footnotes will not be used. If it should be necessary Endnotes will be used and will be
numbered consecutively.
8. The Underline function will not be used for emphasis. Instead, the Bold and Italic
functions can be used. Listings will use the following bullet types and .
References will use the following standard:
Adler, A. Knowing people. Bucharest: Scientific Publishings, 1991.
Rizvi, F. Theorizing the global convergence of educational restructuring. In: Lindblad, S. &
Popkewitz, T. (eds.). Educational restructuring. International perspectives on travelling
policies. Greenwich: IAP, pp. 73-94, 2004.
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