Assessment of Vocational Guidance: The Berufsbilder Test

Article excerpt

The object of this study is to assess informative possibilities of some technical indicators of the Test of Photos of Professions (BBT - Berufsbilder test), a projective method to clarify professional inclination, proposed by Martin Achtnich. This psychological evaluation technique is composed of 96 photos of professionals, performing various types of activities. The test subject classifies the photos into three groups: positive (agreeable), negative (disagreeable) and indifferent (neutral). Among those chosen positively, five preferences are chosen and a story is developed that includes them, an activity that is requested two times during the Vocational Guidance process: in the beginning (or middle) and at the end of the intervention. In this study, 160 stories were created by 80 youths, between 15 and 20 years of age, in public and private schools in a mid-sized Brazilian city. The stories were compared in three analytical categories: protagonist, professional conflict and resolution. The results were submitted to Wilcoxon nonparametric statistical analysis (p < .05), significant and relevant indicators of resolution being found in the process of occupational choice. This technical resource was shown, from this empirical evidence, to be promising for use in evaluation of intervention processes of Vocational Guidance.

Keywords: BBT, Berufsbilder test, vocational guidance, projective test

El objetivo de este estudio es evaluar las posibilidades informativas de algunos indicadores técnicos del Test de Fotos de Profesiones (BBT - Berufsbilder test), un método proyectivo para clarificar la inclinación profesional, propuesto por Martin Achtnich. Esta técnica de evaluación psicológica se compone de 96 fotografías de profesionales, realizando varios tipos de actividades. El sujeto del test clasifica las fotos en tres grupos: positivas (agradables), negativas (desagradables) e indiferentes (neutrales). Entre las fotos clasificadas positivamente, se eligen tres preferencias y se desarrolla una historieta que las incluya, actividad que es llevada a cabo dos veces durante el proceso de Orientación Vocacional: al principio (o en medio) y al final de la intervención. En este estudio, 80 jóvenes, de edades entre los 15 y los 20 años, procedentes de escuelas públicas y privadas de una ciudad de tamaño intermedio de Brasil, crearon 160 historietas. Se dividieron las historietas en tres categorías analíticas: protagonista, conflicto profesional, y resolución. Los resultados se sometieron al análisis estadístico no paramétrico Wilcoxon (p < .05), ), encontrando indicadores significativos y relevantes de haber llegado a resolución en el proceso de elección profesional. Debido a esta evidencia empírica, este recurso técnico se muestra prometedor para la evaluación de los procesos de intervención de Orientación Vocacional.

Palabras clave: BBT, Berufsbilder test, orientación vocacional, test proyectivo

Upon evaluating the educational methods used in France and intended to guide adolescents, Guichard (1992) noted that professional interventions are no longer limited to the school-work transition, as in the first half of the century. Vocational Guidance is currently viewed as an educational action that prepares adolescents and adults for various choices that they will make in life. New career development concepts arose. "The first was the change in focus at a certain point in time for career development of the course of life. And the second was a personalized concept of career (the human career) related to life roles, scenarios and events" (Guichard, 1992, p. 73). It is the question of the Super theory "of space and the course of life," represented by an image of the rainbow (life-career rainbow), a scheme that aims to integrate the development of the individual throughout life and the articulation of his various social roles (Guichard & Huteau, 2001).

To make "choices," with a greater or lesser degree of freedom, to define life projects, to plan, to develop a career, to exercise roles, undoubtedly requires reflection on the development of the vocational and occupational identity. …

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