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Interview on Professional Guidance for the Student Guide

Key questions to understand the importance of Professional Guidance.

Hello friends!

It is with great pleasure that I publish an interview given to the Abril Student Guide. As you certainly know, the Student Guide is a reference publication (in magazine and website) about colleges, courses and graduate programs.

See the interview given by me, psychologist Felipe de Souza, below:

1) Many people are approved before the age of 20. How can students map their interests and define their course, even at a very young age?

Big decisions, like choosing a college, are necessarily a little agonizing. What can take some of this weight out of the choice is knowing that it is possible to change paths later. However, it is evident that it is more appropriate to choose well the first time and focus.

To start selecting courses, it is necessary to evaluate three basic questions: what we are interested in studying, what we are interested in working on, and then research which courses fit our interests.

Veja – Key tips for choosing the right college for you

2) What should be taken into account when deciding on a course? The degree, the college you’re going to do, the salary, the subjects you like at school?

All of these issues are important and must be considered. What we like to study in school can be seen as a trend of what we would like to study in the following years; remuneration possibilities should also be researched (although they should not be the most important criterion). As for college, I think that although the environment influences, it is the student who is most responsible for their learning, since we are talking about adults.

3) Are there signs that can help the student to realize if he made the wrong choice of course, in case he is still not sure?

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Yes, the main one is the lack of motivation. Until graduation, we don’t have much choice of what we’re going to study. With graduation, we can choose whether to study this or that. If an in-depth research of the curriculum was carried out, it is to be expected that the student already knows in advance the content that he will learn in the course. Therefore, if there is no motivation to study that content, this can be a warning sign to reflect if something is not right.

It is important to note, however, that the first semesters – as they are more general – perhaps attract less attention than the following ones. Now, if after the first semesters there is no desire to study or work in that area, it is almost certain that the initial choice was wrong.

4) Often, the feeling of disappointment with graduation is normal and does not mean that the decision for that course was wrong. What advice should you give to a young person who has been disappointed but doesn’t know if it’s too early to give up? How can he tell if his choice was wrong or if dissatisfaction is just a phase that can pass with time?

As graduation lasts a few years (from 3 to 6 years), it is common for us to go through phases in which we are more motivated and phases in which we are less motivated. The expectation for the professional future can influence the feeling of disappointment. For example, when hearing that the market is competitive or that there are no more good salaries, the student may be disappointed.

As we mentioned earlier, choosing a career involves several factors. To know for sure that this is not the course, you need to get to know yourself and know that there really is no desire to study those contents, much less work with them later.

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5) Often, the student ends up being influenced by the family’s will in choosing the course. If, after passing, he feels like dropping out of the course, how can he explain and convince his parents of his decision?

Many parents want to influence this choice and believe they are doing the best for their children. If all professions had the same salaries, the assessment would be on which profession would give the highest social status. If they all gave the same status and salary, there probably wouldn’t be much sense in influencing the choice.

Therefore, the paternal and maternal concern generally involves the future finances of the children after they graduate and society’s view of that given formation.

However, in the long term, professional satisfaction – the desire to wake up and work knowing that we are making a difference – ends up becoming more important than the amount of money and the opinion of others about what we do. This is what must be understood by parents and students frustrated with the choice.

Thus, we must make a thorough assessment of our personal values ​​(which vary from individual to individual). In Psychology and Coach, we can carry out this survey in an adequate way. With knowledge of personal values, we will be able to show why we are making choices the way we are.

Read = My parents and my family don’t want me to study psychology (text valid for other faculties as well).

6) Most students dedicate themselves a lot to pass, especially when they aim for a public university. If he passes and is disappointed, how can he deal with the feelings of frustration and failure when he thinks about dropping out of the course?

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Usually, in these cases, there is a sense of loss. In our culture, we learn not to lose, or at least not to want to lose. However, it is necessary to carry out an in-depth assessment to know whether losing a vacancy won now will be better (or not) than continuing. Not always losing is the worst. Continuing and wasting even more good years and then shelving the diploma can be even worse.

Learn more – And when is it better to give up?

7) The student is determined to leave and try another degree. What advice can be given so that he chooses a more correct course this time? What steps should he take now?

Basically, we can say that the evaluation should take into account the college curriculum, the possibilities of acting and the knowledge of one’s own personality. For these are the three most common mistakes in student choices. 1) Not knowing exactly what to study. For example, choosing computer science thinking you’re going to study games; 2) Not knowing exactly what you can do after college. For example, majoring in Languages ​​and realizing that the largest share of the market is devoted to teaching (and not wanting to teach); 3) Confusing personal taste with professional performance and, therefore, not knowing much about oneself and the market. For example, enjoying cooking is different from being a chef.

See also – Why you should (or shouldn’t) drop out of college halfway through

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