Madurez vocacional e inteligencia emocional. Influencia y eficacia de la aplicación del programa: Plan de Acción Tutorial Vocacional, PAT-VOCACIONAL (PAT-V)

Résumé

The research work that we are going to do, tries to show the importance of guiding and accompanying boys and girls in their vocational process, being sure that in the Marist Centres of the Mediterranean Marist Province, this kind of guidance is being worked from the first year of Nursery School to the second year of Secondary School (High School). In the centres with all the educational stages, the contents are divided into blocks: self-opinion, self-esteem, decision making, education and affective (emotional) intelligence, personal matters, group project, personal aspirations and life�s testimony. This is the Vocational Tutorial Action Plan: PAT-VOCATIONAL. We will study how this Vocational Tutorial Action Plan (PAT-VOCATIONAL) is allowing to develop vocational maturity in all its dimensions, according to Super. We will also go into detail about the influence that working explicitly the emotional intelligence on the development of a more and more effective vocational maturity exerts. This will be done, taking into account Busot�s questionnaire of Vocational Maturity, which will also be proved, and TMMS-24 (Trait Meta-Mood Scale, Salovey and Mayer), questionnaire (short version) proved in Spain by Extremera ,Ramos and Berrocal. Along with the objectives, we are going to introduce a brief description of the methodology that we are going to use in order to measure and evaluate each of them. Facing the development of the work, we stand out that we assume what the Organic Law on Education (Ley Orgánica de Educación (L.O.E) says about this issue, and the draft Law on the Quality Education Improvement Act (Ley Orgánica de la Mejora de la Calidad Educativa (L.O.M.C.E), along with publications from so important authors in these issues such as Super, Rivas Berrocal, Extremera, Ramos, Bisquerra, etc.