Este estudo buscou conhecer a formação e as trajetórias de trabalho dos novos profissionais de Psicologia formados pela UFRGS. Um questionário semi-estruturado com 18 questões sobre a atuação profissional, avaliação da formação recebida e sugestões para mudanças curriculares foi enviado via internet ou correio a 143 egressos formados entre 1997 e 2004. Destes, 79 responderam (78,4% mulheres). Os resultados indicaram que 88% dos egressos atuam como psicólogos, a maioria (41,7%) teve a atividade clínica como primeira inserção e 88,6% buscaram formação complementar. Em relação ao curso, apontam a Psicologia clínica como a área mais privilegiada durante a graduação (29,4%). A criação de disciplinas inexistentes e maior diversidade teórica foram as principais sugestões de mudança. Esses resultados apontam um perfil profissional ainda tradicional, um panorama favorável de inserção profissional e sugestões de mudança que vão ao encontro das novas diretrizes curriculares para os cursos de Psicologia.
Today, the preparation for working life and lifelong career management is becoming increasingly demanding challenges. Hence, in recent years, transversal competences have become more important. The aim of this paper is to present the adaptation study to the Brazilian context of the Transversal and Professional Skills Self-Efficacy Scale (TPS-SE), originally developed in Portugal. The sample consists of 658 Brazilians, 85.7% women. Exploratory and confirmatory factor analysis procedures were performed, and the final model presented satisfactory adjustment ratios, offering an alternative version with a general factor, and confirming the three-factor structure of the original scale, which assesses confidence in the ability to perform (1) personal and interpersonal skills in the workplace, (2) complex personal skills, and (3) transversal technical skills. It can be concluded that TPS-SE_Br can be used in intervention and research contexts, either in the form of general indicators, clustered in dimensions or in an individual item analysis.
There are several definitions of career success. The objective was to analyze the meaning of career success for students and Psychology professionals. Participants were 656 Brazilians from all regions, who answered an online survey containing a sociodemographic questionnaire and a word association task to define career success. The results were submitted to the Descending Hierarchical Classification, through IRAMUTEQ software. Analysis indicated six lexical classes, grouped into two thematic blocks. Students referred words associated to the theme “Realization of professional activities”. Professionals, on the other hand, evocated more words related to the “Characteristics and Work Relations”. As contributions, we highlight the presentation of how career success is understood by a specific group of professionals, and the need to consider, in career counseling processes, the contextual and life cycle influences on career success.
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