GUIDANCE

 

Through the "Piedmont Orientation Objective" strategic objective, the Piedmont Region, in agreement with institutions, territorial groups of operators, trainers and teachers, offers an integrated system with a network of over 170 territorial branches, a dedicated online area, a package of online guides, refresher opportunities, local events and activities which, by systematising and enhancing proven good practices, allow children and their families to make informed choices throughout the education-training-world of work supply chain.

For further information, consult the website www.regione.piemonte.it/orientamento

Methodology

Each CFP center provides Services for Acceptance/Welcoming and Guidance at specific times in an office where the person delivering guidance and advice is in charge of creating a relationship with all the people coming to the Center, take care of each and everyone to meet their needs.

It is by now acknowledged that guidance is a cross-discipline which is deeply connected with methods from other disciplines such as philosophy od education, pedagogical methodology and anthropology.

For what concerns guidance AFP looks at:

1. OBSERVATION as it gives the person delivering guidance important information on personal interests, hobbies and extra-school activities chosen and loved by students as well as the school subjects loved by them. This kind of information is very important to create a good and effective school and professional planning of the people involved.

2. COMMUNICATION/INTERVIEW: it can have or not have a proper structure. A structured interview is conducted by an expert and is based on previously thought questions to gather information on specific facts, events and behaviours of the person. A non-structured interview looks into a specific area of behaviour roughly defined. In both types of interviews it is important to distinguish between fact and events from the information gathered concerning the same facts and events. The first ones belong to the realm of the personal history of the person (illness during childhood, school failing, use of drugs); the latter ones are interpretations of the facts and therefore voluntarily or involuntarily modified (the relationship with parents, the idea the person has about the way he/she was treated by parents, an evaluation on learning by teachers). The interview is a good tool to get information about the family of the person (organization and typology of family, relationships, tensions) and about the school career (successes, problems, interferences, motivation). The interview other than gathering information can also be used to summarize and put together all the different information on the student; all the tests, questionnaires, marks and the interview takes place with the student, his/her parents and teachers.
   In tutti due i tipi di colloquio occorre distinguere i fatti e gli eventi dalle informazioni ottenute sui fatti e sugli eventi stessi. I primi appartengono alla anamnesi (malattie superate nell'infanzia, bocciature, assunzione delle sostanze stupefacenti); le seconde sono delle interpretazioni dei fatti e quindi facilmente alterate volontariamente o involontariamente (il rapporto del soggetto con i genitori, il giudizio come è stato trattato dai genitori, la valutazione dell'apprendimento da parte di un insegnante). Il colloquio offre ricche conoscenze sulla famiglia del soggetto (composizione, rapporti, tensioni) e sul suo iter scolastico (successi, difficoltà, condizionamenti; motivazione allo studio). Il colloquio, oltre alla raccolta di informazioni, svolge la sua funzione di sintesi in cui vengono messi insieme vari dati ottenuti sul soggetto per mezzo di test, questionari, voti e il colloquio viene effettuato con il soggetto, con i suoi genitori e i docenti.

3. NON-STANDRDIZED TOOLS are several and developed out of descriptions of groups needing action (undecided subjects) and to check and verify hypothesis (option to enhance self-efficacy of subjects who show signs of having lost positive thinking and trust in others). Such instruments are widely used in Sociology are targeted to groups and never to single people. For this reason they cannot be used for the analysis of single people as their validity has not been tested. Many experts in this field work on, adapt, change and transform these instruments for their specific needs which they can make a good use of but always and exclusively when working with groups.

4. STANDARDIZED TOOLS are all the ones worked out using a specific methodology, starting from the definition of a specific goal and area to work on, moving afterwards on with an analysis of these and verifying the validity of the tool used. Such tools are published by specific publishing houses which only sell them to psychologists members of the psychology board. Standardized tools are divided in evaluation grids (self and external), questionnaires and tests. Many of these tools show characteristics whose results need to be interpreted with great caution and competence. Part of these are attitudinal tests both for individual people and for groups, some questionnaires (self esteem, mechanisms of self protection, tendency to deviance and pathology). Many other tools can be used by and be beneficial to teachers (objective tests of all subjects, personal and professional interests…). A useful classification of these tools was proposed decades ago by Raymond Cattell as he created three main categories according to the content and methods used: L-data (Life), Q-data (Questionnaire) e T-data (Test).

ACTIVITIES

The aim of guidance services is to support people to find out, evaluate and chose training, professional and work options and opportunities giving the right value to personal and professional skills and abilities and encouraging the finding of opportunity of growth. Our centers are in Dronero, Cuneo and Verzuolo and they are accredited by Regione Piemonte to deliver the following services:

Informative Guidance
The aim of the service is supporting the learner choosing the right educational and training course bearing in mind the job he/she would like to do; it is divided in several different stages and actions such as the search for and the elaboration of all documented and diffusion of information. For what concerns the service of informational guidance, the person in charge of delivering it will find, update, archive, organize and support the learner in the search and deliver information specifically concerning:

• Educational opportunities (educational and training courses in the local area as in the county, region, nation and across nations)
• School opportunities (different school covering different areas of subject available in the local area as in the county, region, nation and across nations)

Educational Guidance
The service delivers guidance information and tools supporting all educational activities. It is divided in modules of guidance and advice, modules on active search of employment and modules on entrepreneurship. Within the service of Educational Guidance, usually for small groups but sometimes for individuals, the person delivering the service will accompany the learner in his/her path on the development of guidance competences such as:

• Self-evaluation of own knowledge, competences and personal qualities
• Increase general and specific guidance competences (among these communication and relationship competences)
• Understand the background and know how to find, use and manage information
• Be able to find the best school-job
• Learn active and proactive techniques to find a job

Guidance and Advice
This service is designed for people to have a clear idea on, elaborate and develop his/her career taking into account and looking at his/her working and social background. This service is usually for individual people and it will support people about:

• Evaluate oneself personally and professionally
• Possible problems concerning school and/or work
• Find solutions and strategies to face all personal/educational/work transition stages
• Give value to all abilities, skills and knowledge gained and acquired in life and work experiences

Support when starting work
Concerning the service of support to teaching when it comes to starting work, the person in charge of guidance will work one-to-one to accompany/support people to actively look for work. Within the support services, usually one-to-one, the person in charge of guidance will support people in the following areas:

• Finding training opportunities and guidance working in cooperation with local job centers in the area
• Managing school/training and work for students enrolled in training and vocational courses provided by the agency
• Interviews to monitor and definition of own plan to find work placement

Sportello Orientamento di Dronero - Via Meucci, 2
Guidance Responsible: Valentina Garnerone
telephone number 0171/918027
email: orientamentoDR@afpdronero.it
Office hours
at the counter:
Tuesday 08,30 - 12,30
Wednesday and Thursday 09,00 - 12,00

by appointment:
Monday 08,00 - 12,00
Wednesday and Thursday 09,00 - 12,00
To be contacted as soon as possible, please write to orientamento.cuneo@regione.piemonte.it



Sportello Orientamento di Cuneo - Via Tiziano Vecellio, 8/C
Guidance Responsible: Laura De Rosa
tephone number 0171/693760
email: orientamentoCN@afpdronero.it
Office hours
To be contacted as soon as possible, please write to orientamento.cuneo@regione.piemonte.it



Sportello Orientamento di Verzuolo - Via Don Orione, 41
Guidance Responsible: Antonella Bernardi
telephone number 0175/86471
email: orientamentoVE@afpdronero.it
Office hours
at the counter:
Wednesday 12,30 - 16,30
Thursday 08,00 - 12,00
Friday 08,00 - 10,00

by appointment:
Monday 12,30 - 16,30
Tuesday 09,00 - 13,00
Wednesday 08,00 - 10,00
To be contacted as soon as possible, please write to orientamento.saluzzo@regione.piemonte.it