Research, especially in neuroscience, of the last twenty years redefines the relationship between actions and emo- tions and understanding of emotion both when we per- ceive them or we observe them. To observe then, doesn't mean only seeing real people act and get emotional, but also watching characters of a movie or through reading a story. As empirical research shows, a story could act as a proper cognitive and emotional training, useful to the construction of repertoires of meanings and possible be- haviors. The peculiarity of the stories, and in particular the reading of narrative texts, allows you to perform a "training" in a protected environment, to "experiment" different scripts of action, different reactions, different strategies. This possibility of training is particularly im- portant for the development of guidance skills. Today guidance means a functions of empowerment of individu- als and facilitation of the development of their skills self- guidance rather than guide and support a choice. For a person the increase of the number of choices to be made in a increasing complexity of perspectives translate in the need of developing a clear vision of the future and build- ing a realistic project for it. It must, in short, that people become able to self-orientate. Theoretical models of those dimensions are called "training models" precisely because of their attention to the development of skills of self- orientation. Data collected related to secondary school students of the second degree of the Perugia area, confirm that a simple introduction to guidance, accompanied by narrative stimuli, produce greater awareness of the need of guidance and redefine the concept of guidance in terms of acquiring skills to build up projects rather than find- ing quick solutions. In more general terms we can say that young people's need of guidance is consistent with respect to the methodological development of guidance. In this sense the narrative guidance method, proposed here, seems to be an adequate response to the complexity of the trajectories of a subject today and to the goals of develop- ing skills.
To Choose or to Plan? The Narrative Orientation as an Answer to the Change of Orientation Need
BATINI, Federico
2015
Abstract
Research, especially in neuroscience, of the last twenty years redefines the relationship between actions and emo- tions and understanding of emotion both when we per- ceive them or we observe them. To observe then, doesn't mean only seeing real people act and get emotional, but also watching characters of a movie or through reading a story. As empirical research shows, a story could act as a proper cognitive and emotional training, useful to the construction of repertoires of meanings and possible be- haviors. The peculiarity of the stories, and in particular the reading of narrative texts, allows you to perform a "training" in a protected environment, to "experiment" different scripts of action, different reactions, different strategies. This possibility of training is particularly im- portant for the development of guidance skills. Today guidance means a functions of empowerment of individu- als and facilitation of the development of their skills self- guidance rather than guide and support a choice. For a person the increase of the number of choices to be made in a increasing complexity of perspectives translate in the need of developing a clear vision of the future and build- ing a realistic project for it. It must, in short, that people become able to self-orientate. Theoretical models of those dimensions are called "training models" precisely because of their attention to the development of skills of self- orientation. Data collected related to secondary school students of the second degree of the Perugia area, confirm that a simple introduction to guidance, accompanied by narrative stimuli, produce greater awareness of the need of guidance and redefine the concept of guidance in terms of acquiring skills to build up projects rather than find- ing quick solutions. In more general terms we can say that young people's need of guidance is consistent with respect to the methodological development of guidance. In this sense the narrative guidance method, proposed here, seems to be an adequate response to the complexity of the trajectories of a subject today and to the goals of develop- ing skills.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
