Sgaramella Teresa Maria, Ferrari Lea
Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, Via Venezia 14, 35137 Padova, Italy.
Behav Sci (Basel). 2024 Feb 1;14(2):109. doi: 10.3390/bs14020109.
Individuals are embedded within systems that possess contextual or ecological developmental assets. Psychosocial assets refer to beliefs that enable positive responses to challenging situations and growth despite adversity, such as hope and a future orientation towards positive attitudes and expectations, as well as persistence and the ability to thrive. Career-related assets refer to career-related resources that characterize career decision-making processes and the world of work, such as the ability to negotiate transitions successfully as well as to tolerate and cope with uncertainty by increasing one's flexibility and autonomy. This study investigated the effectiveness of two sets of psychoeducational activities in promoting positive attitudes and resources, developmental assets that are useful to strengthen students' personal resources and shaping their future. This study also highlighted sensitivity to change in personal and career-related developmental assets. Using a mixed design approach, 108 students with an average age of 13.91 years were asked to participate in two psychoeducational activities. The first activity focused on developing a positive future self-identity and the second activity on career exploration and knowledge about the world of work. The results show that each of these two activities support the development of psychological assets as well as of a perspective that addresses complex dynamics and that may reduce inequalities.
个体置身于拥有情境性或生态性发展资产的系统之中。心理社会资产指的是那些能让人在面对挑战情境时做出积极反应并在逆境中成长的信念,比如希望以及对积极态度和期望的未来导向,还有坚持和茁壮成长的能力。与职业相关的资产指的是那些表征职业决策过程和工作领域的与职业相关的资源,比如成功协商过渡的能力以及通过增加灵活性和自主性来容忍和应对不确定性的能力。本研究调查了两组心理教育活动在促进积极态度和资源方面的有效性,这些发展资产有助于增强学生的个人资源并塑造他们的未来。本研究还强调了对个人及与职业相关的发展资产变化的敏感性。采用混合设计方法,108名平均年龄为13.91岁的学生被要求参与两项心理教育活动。第一项活动聚焦于培养积极的未来自我认同,第二项活动聚焦于职业探索和对工作领域的了解。结果表明,这两项活动中的每一项都有助于心理资产的发展,以及有助于形成一种应对复杂动态且可能减少不平等现象的视角。