Abstract
This article aims to propose some ideas that contribute to the reflection of one of the guideline questions: How can life design interventions contribute to the achievement of sustainable life paths and create decent work for everyone?
In a social context as complex as the current situation in Argentina, with high poverty indexes, increased school dropout levels and growing unemployment rates, we believe it is necessary to build theoretical models that will enable us to address the issues of transition by taking into account the complexity of the different kinds of insertions people make. From a constructivist and critical framework standpoint, we will link our research and intervention results to propose some guiding topics. We argue that we need extended approaches that require commitment from counselors in terms of systemic interventions that consider two main aspects: to accompany and guide the construction of subjectivity from perspectives that go beyond the hegemonic models, as well as involve institutions of society, functioning as mediators to those relations.
Active contribution in writing, revising and translating: Natalia A. Virgili B.A. & Violeta Vicente Miguelez B.A., Universidad de Buenos Aires, Facultad de Psicología. Revision of the translation: Karina Johansen & Richard Robinson.
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Notes
- 1.
Extensive research results can be found in a large amount of articles. Concerning discontinuous educational trajectories and homeless experiences see Aisenson et al. (2015), Bailac et al. (2015) and Aisenson et al. (2013). Czerniuk’s research (2016) concerns vulnerable adolescence and maternity while Valenzuela and Aisenson’s studies (2016) explore vulnerable young individuals that are part of a social inclusion programme linked to music.
- 2.
The learned helplessness is defined as a lack of motivation and failure to act after being exposed to an unpleasant event or stimulus, without having control over it. Individuals learn that they cannot control their environment and this may lead them to not consider the control options available to them (Dictionary of Psychology, American Psychological Association – APA, 2007).
- 3.
A primary school that receives homeless people; a government agency that designs and implements actions for young offenders; a non-governmental organization that accompanies young pregnant women in their maternity process; and school orchestras that seek to include vulnerable young people through art. See Aisenson et al. (2015), Bailac et al. (2015), Aisenson et al. (2013), Czerniuk (2016) and Valenzuela and Aisenson (2016).
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Aisenson, G., Legaspi, L., Valenzuela, V. (2018). Vulnerable Youth in Argentina: Contributions to the Achievement of Sustainable Life Paths and Decent Social Insertions. Research and Practices. In: Cohen-Scali, V., et al. Interventions in Career Design and Education . Lifelong Learning Book Series, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-91968-3_14
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