This Master has the objective of providing students with advanced training in different areas of knowledge of professional orientation, both theoretical and practical, that completes the training acquired in undergraduate studies and to serve as the foundation for a competent, effective and open to innovation professional practice. It also aims to provide a solid base of knowledge from which to carry out a research activity in the field of career guidance, which will subsequently allow the development of a doctoral thesis.
It is therefore about training students on the theoretical and practical foundations, so that they can develop a responsible exercise in counseling, helping young people and adults to manage their professional careers and maintain their employability. Aid that must be based on scientific knowledge and a critical, and on flexible approach, open to changes in the socio economic environment and adapted to the diversity of needs and situations.
Thus, it is intended that the master's students contribute to the future development of new possibilities and intervention strategies in the orientation of people throughout life.
Specifically, it is intended that students develop the following skills:
To deepen the knowledge and application of the principles, theoretical approaches and intervention models that support orientation in the professional fields, as well as their interactions with related professional and scientific fields.
Identify and analyze the different contexts, situations, needs and dimensions in which professional counselors carry out their professional practice.
Apply the knowledge acquired on professional guidance to new situations or problems that require a guiding intervention, through the development of strategies and specific methodological techniques in the practice of professional guidance.
Integrate and apply the knowledge acquired in the formulation of judgments in situations that require professional guidance, from reflection on social responsibility, ethics and the code of ethics.
Justify and communicate the proposals and results about the activity carried out to the various agents involved (oriented person, colleagues, environment agents) in a clear and rigorous way.
Adopt attention to diversity and equity in the different contexts of guiding intervention.
Apply research and evaluation methodologies to the understanding and transformation of the reality of professional guidance, using criteria of scientific rigor.
Develop learning skills that allow them to continue studying in a self-directed, self-regulated and cooperative way, particularly through the use of virtual environments.
These objectives translate into a series of competencies that the student must achieve, both generic and specific, typical of this professional field:
Generic skills
1. Manage and plan professional activity.
Take initiatives and put them into practice, within the responsibilities and orientation tasks. Maintain a high willingness to work and get the proposals. Plan the work in advance and realistically organize the necessary tasks, times and resources.
2. Develop higher cognitive processes.
Analyze and synthesize. Apply knowledge to practice. Solve problems in new or unfamiliar environments. Use creative thinking and critical reasoning. Make reasoned decisions. Adapt to new situations and tasks.
3. Manage improvement, quality and innovation processes.
Monitoring and evaluation of the tasks carried out. Application of improvement measures. Innovation. Concern for quality.
4. Communicate orally and in writing in all dimensions of your professional activity with all kinds of interlocutors.
Clearly express ideas or facts, in a persuasive way, and convince others of your point of view. Communicate their knowledge and scientifically argued conclusions, orally and in writing, to specialized and non-specialized audiences in a clear and effective way.
5. Use the tools, information and resources of the knowledge society effectively and sustainably.
Manage with agility the digital information tools, editing and telematic communication. Select, organize and transform information. Information evaluation. Manage information from various sources in its search, selection, storage and recovery bases.
6. Work as a team.
Coordinate and collaborate with other professionals. Know how to advise and influence others, as well as encourage the team to work, mobilize their capacities and achieve the proposed objectives. Listen and create channels of empathetic and assertive communication with other people within the framework of the different orientation tasks.
7. Develop ethical attitudes in accordance with ethical principles and social commitment.
Maintain an attitude of ethical integrity, respect for the client. Maintain an attitude of social commitment and commitment to the quality of the guidance work. Apply the legal framework of the professional area. Make judgments based on the information handled and act in a thoughtful, honest and responsible manner towards people, maintaining the confidentiality of personal information records and assuming the ethical code of the profession.
Specific competences
1. Know and identify the theoretical-conceptual bases and the developments that support the guiding intervention on young people and adults in the professional and work environment.
2. Know how to diagnose the needs and traits linked to professional and personal development, promoting self-evaluation.
3. Know and evaluate the socio-labor environment and the labor market, its characteristics, operating mechanisms, resources and opportunities.
4. Identify and evaluate the situations and risk factors of exclusion from the labor market between individuals and groups, as well as the resources to promote inclusion.
5. Know how to design professional orientation programs on different contexts and recipients, from critical reflection and with quality criteria.
6. Advise and guide people in the different moments of the orientation process: in the construction of the professional project, in the planning of the insertion itinerary, in the identification of opportunities in the environment, and in the follow-up throughout said processes.
7. Use knowledge about the processes of transition, insertion and inclusion to achieve change in the career and personal development of people oriented.
8. Manage information about resources and strategies to promote personal and professional development, through the use of ICTs (job placement, job training, orientation, coordination, etc.).
9. Design research and innovation processes applying, with scientific rigor, methodological techniques and procedures aimed at solving problems in the framework of professional guidance.
10. Apply the principle of equal opportunities to career guidance activities, and within that framework, the intercultural perspective and the gender perspective.
11. Be able to face situations of performance and professional practice in the field of professional guidance, being able to integrate and transfer the learning and knowledge acquired.
12. Be able to transmit to specialized and non-specialized audiences the knowledge acquired in the field of professional guidance.
