73328 - LABORATORIO DI SPECIALIZZAZIONE PROFESSIONALE IN PREVENZIONE E CURA EDUCATIVA DEL DISAGIO SOCIALE II (G.G)

Learning outcomes

At the end of the course, the student: - is able to move autonomously in applying the specific techniques learned independently or within projects organized by the institutions; - knows how to deal with other subjects on the methods of use and documentation of the techniques learned; - knows how to position the specific knowledge learned in different types of service; - knows how to evaluate the limitations and the merits of the technical instruments learned; - knows how to transfer the technologies learned in different contexts by making personal modifications and additions.

Course contents

Career Guidance in Contexts of Social Distress and Situations of Vulnerability: Methods, Tools and Practices

Career guidance means supporting people, at different stages of their lives, in understanding their situation, exploring available opportunities, and making decisions and developing plans concerning education, work and social participation.

In situations of vulnerability, career guidance requires particular attention to the relationship between the individual and the context. Difficulties experienced during transitions cannot be attributed solely to individual characteristics, motivation or the capacity to take action independently. They may also depend on social and economic conditions, the availability of accessible opportunities, the functioning of services, local networks, and organisational, cultural and relational barriers.

The workshop introduces methods and tools for designing career guidance interventions that support people’s self-determination and participation, without separating the development of individual resources from the conditions that make transitions genuinely possible. Particular attention will be paid to integrating individual support, access to opportunities and cooperation among services.

Thematic areas

Understanding guidance needs. The functions of career guidance; the relationship between educational, career and life plans; socio-educational needs analysis; individual, social and institutional resources and barriers; expressed requests, implicit requests and guidance needs.

Designing a career guidance intervention. Objectives; individual and group settings; criteria for selecting and adapting tools; guidance conversations, interviews, questionnaires, portfolios and narrative approaches; documentation and evaluation.

Services, policies, teams and local networks. Educational, social, training, healthcare and employment services; interdisciplinary and multi-professional work; policies and support measures; continuity of pathways; service innovation.

Designing an intervention based on a concrete situation. Analysing the situation; defining objectives; selecting activities and tools; identifying the relevant network; assessing feasibility; presenting the project.

Among the approaches introduced during the workshop, students will take part in a guided and critically framed narrative workshop inspired by selected stages of the Hero’s Journey. The model will be used to explore transitions, identify resources, barriers, relationships and sources of support, and discuss the conditions required for its responsible use in socio-educational contexts.

Keywords

Career guidance; inclusion; vulnerability; life plan; career guidance tools; group work; project design; services; local networks.

Students are required to register for the workshop through AlmaEsami.

Readings/Bibliography

No specialist prior knowledge of career guidance is required. At the beginning of the workshop, students will be provided with an introductory framework, a map of the main concepts and the essential information needed to understand the services and tools covered. However, students are advised to familiarise themselves with the subject before attending the workshop by consulting some of the recommended texts.

Guglielmi, D., & Chiesa, R. (2021). Orientamento scolastico e professionale. Bologna: Il Mulino. Chapters VII, VIII and IX.

Boerchi, D. (Ed.). (2024). Orientamento e consulenza di carriera per la soddisfazione lavorativa. Studium.

Dainese, R., Friso, V., & Visentin, S. (2026). Comprendersi e orientarsi nella quotidianità e oltre. Il quotidiano educativo e formativo nei bisogni educativi speciali. Milan: FrancoAngeli.

Additional materials will be made available on Virtuale:

https://virtuale.unibo.it [https://virtuale.unibo.it/]

Teaching methods

The workshop combines short theoretical and methodological introductions, guided reading of documents, case analysis, contributions from professionals, practical exercises using career guidance tools, narrative activities, small-group project work and whole-class discussion.

During sessions 2, 3, 4, a central two-hour section will be devoted to the direct experience of a narrative pathway focusing on transitions. Students will always be able to choose their level of involvement and may work on an educational or professional situation or on a sample scenario.

From the first session onwards, each group will be provided with a project outline. The final project will be developed progressively during class through operational worksheets and feedback sessions, thereby limiting the amount of work required outside workshop hours.

Teaching materials will be made available on the course’s Virtuale platform.

Students with disabilities or Specific Learning Disorders

Students with disabilities or Specific Learning Disorders are encouraged to contact the relevant University support service as early as possible:

https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

The University support service will assess individual needs and, where appropriate, propose reasonable accommodations. Any proposed accommodations must be submitted to the lecturer at least 15 days in advance. The lecturer will assess their appropriateness in relation to the learning outcomes of the workshop.

Assessment methods

Relationship between the assessment and the learning outcomes

The assessment is designed to verify students’ ability to apply the methods introduced during the workshop to the design of career guidance interventions, demonstrating an appropriate command of the tools and the ability to work collaboratively.

Assessment structure

Students’ engagement and active participation in the workshop activities will be monitored. The final assessment consists of a small-group presentation of the work carried out, followed by discussion with the whole class. 

Pass requirements

The workshop is assessed on a pass/fail basis and no grade out of 30 is awarded.

Students who attend fewer than five of the six sessions will not obtain a pass.

Students are required to register for the workshop through AlmaEsami. 

**

The final score will not out of thirty; it will be a qualification ("passed"/"not passed").

Teaching tools

• Handouts and additional reading materials
• Educational videos and contributions from professionals
• Legislation and operational guidelines
• Project design and evaluation worksheets
• Links to specialist websites
• A repository of case studies and good practices
• The Virtuale platform for sharing materials and hosting discussion forums

 

Office hours

See the website of Gaetano Vincenzo Giovanni Martorano