Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
In a globalized world characterized by great migrations (Castle, 1993), by evident and unresolved social, political, economic and environmental issues that have generated a great uncertainty in the labor market, the vocational guidance practices of Third country national citizens in Europe, vocational guidance practices represents a strategic learning tool, as able to accompany the subject in a full immersion of own resources. Focusing on individual empowerment and the development of strategic skills such as self-direction, self-regulation (Pellerey, 2004) and professional adaptability (Savickas & Profeli, 2012), a model of orientation can be prefigured that provides the subject with valid tools that they support him in the realization of a migratory project with meaning. Through a path based on narrativity and reflexivity and with the creation of a solid work alliance between a counselor and a beneficiary which puts the subject at the center of the dialogue (Rogers, 2007), in a communicative and sympathetic space characterized by an intercultural approach and by the recognition of the other (Ricoeur, 1993), the individual will thus be able to build a social and professional identity (Loiodice, Ulivieri, 2017). Through a path based on narrativity and reflexivity and with the creation of a solid work alliance between counselor and beneficiary, which puts the subject (Rogers, 2007) at the center of the dialogue in a communicative and supportive space, characterized by an intercultural approach and by recognition of the other (Ricoeur, 1993) the individual will thus be able to undertake a path of identity construction (Loiodice, Ulivieri, 2017) social and professional. The present work aims to present a pedagogical insight into the relevance of the leraning dimensions of vocational guidance for immigrants.
