Concepciones, metodologías y prácticas de la consejería en procesos de acompañamiento, ejercidos por cuatro profesionales representativos, en el ámbito sociocultural, pedagógico y espiritual
Fecha
2018
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Universidad Antonio Ruiz de Montoya
Resumen
Acompañar supone un valioso aprendizaje que, como acumulado, constituye un amplio bagaje personal no siempre sistematizado. Un elemento que confirma la pertinencia de su práctica está en el testimonio empírico de quienes formaron parte de estos acompañamientos, y que señalan haberse hecho partícipes de una mejor comprensión de su propia individualidad, permitiéndoles configurar una interpretación satisfactoria de sus experiencias personales, reflejadas luego en sus proyectos de vida. De este modo, el rol ejercido por los acompañantes ha sido en esencia capital para estos individuos-colectivos, ya que les permitió alcanzar un desempeño diferente al que habrían tenido si se consideran las condiciones objetivas en las que se encontraban al inicio de sus procesos (Cussiánovich & Bazán, 2009). En tal sentido, se considera imprescindible conocer, ordenar y valorar estas prácticas de acompañamiento, que leídas desde los postulados de la consejería (Egan, 1981), permiten extraer de ellas saberes esenciales para construir un marco teórico-práctico y metodológico estructurado a partir de la consejería contextualizada en realidades específicas. Esta investigación es de enfoque cualitativo, de tipo empírico y de nivel descriptivo. Se optó por el método biográfico o historia de vida (Mallimaci & Giménez, 2014), considerando que su uso permitiría alcanzar los objetivos esperados. El recojo de información se hizo a través de entrevistas individuales, cuyos resultados constituyen el sustento principal de esta tesis, al recurrir a las experiencias de estos acompañantes para construir la teoría que ahora se presenta. En este estudio se recuperan las teorías, metodologías y prácticas de las experiencias del ejercicio de la consejería, en tanto propuestas posibles. En tal sentido, se informa y da cuenta del procedimiento seguido para organizar la información recogida, y se explican los momentos y fases que corresponden a la estructura de la descripción. En las concepciones se recogen las experiencias, creencias, sentires, recursos y referentes que son muy importantes en el acompañamiento. En la metodología se destacan el análisis crítico, las rutas, la valoración y la toma de decisiones para el desarrollo de la autonomía y la salud mental. En la práctica, se centra la necesidad de una consejería o acompañamiento con ternura y de espacios reflexivos que construyan pensamiento y acción desde sus propios contextos, a fin de que obtengan mejores condiciones de vida. Además, permiten a las personas ser y lograr, juntas, la construcción de proyectos colectivos. Finalmente, es a partir de una necesaria escucha, claridad y comprensión que podemos tomar las mejores decisiones para resolver los conflictos.
Accompaniment involves valuable learning that, as an accumulation, constitutes a vast personal and experiential body of knowledge that is not always systematized. One element that confirms the relevance of this practice lies in the empirical testimonies of those who have participated in such accompaniment processes, who report gaining a better understanding of their individuality and constructing a satisfactory interpretation of their personal experiences, later reflected in their life projects. In this way, the role of the accompanists has been essential for these individuals and groups, enabling them to achieve outcomes different from those they would have reached given the objective conditions at the start of their processes (Cussiánovich & Bazán, 2009). Therefore, it is considered essential to document, organize, and value these accompaniment practices, which—read through the lens of counseling theory (Egan, 1981)—allow us to extract key knowledge to build a theoretical, practical, and methodological framework based on counseling contextualized to specific realities. This research follows a qualitative, empirical, and descriptive approach. The biographical or life history method (Mallimaci & Giménez, 2014) was chosen, as it was deemed suitable for achieving the intended objectives. Data collection was carried out through individual interviews, which form the main foundation of this thesis, drawing on the experiences of these accompanists to build the presented theory. This study recovers the theories, methodologies, and practices derived from counseling experiences, presented here as possible proposals. Accordingly, the procedures used to organize the collected information are described, along with the stages and phases that structure the descriptive analysis. The conceptual section highlights the experiences, beliefs, emotions, resources, and reference points that are crucial in accompaniment. The methodological section emphasizes critical analysis, pathways, evaluation, and decision-making for developing autonomy and mental health. The practical section underscores the need for accompaniment rooted in tenderness and reflective spaces that foster thought and action from participants’ own contexts, leading to better living conditions. Furthermore, it enables people to be and achieve collectively, building shared projects. Finally, it is through necessary listening, clarity, and understanding that we can make the best decisions to resolve conflicts.
Accompaniment involves valuable learning that, as an accumulation, constitutes a vast personal and experiential body of knowledge that is not always systematized. One element that confirms the relevance of this practice lies in the empirical testimonies of those who have participated in such accompaniment processes, who report gaining a better understanding of their individuality and constructing a satisfactory interpretation of their personal experiences, later reflected in their life projects. In this way, the role of the accompanists has been essential for these individuals and groups, enabling them to achieve outcomes different from those they would have reached given the objective conditions at the start of their processes (Cussiánovich & Bazán, 2009). Therefore, it is considered essential to document, organize, and value these accompaniment practices, which—read through the lens of counseling theory (Egan, 1981)—allow us to extract key knowledge to build a theoretical, practical, and methodological framework based on counseling contextualized to specific realities. This research follows a qualitative, empirical, and descriptive approach. The biographical or life history method (Mallimaci & Giménez, 2014) was chosen, as it was deemed suitable for achieving the intended objectives. Data collection was carried out through individual interviews, which form the main foundation of this thesis, drawing on the experiences of these accompanists to build the presented theory. This study recovers the theories, methodologies, and practices derived from counseling experiences, presented here as possible proposals. Accordingly, the procedures used to organize the collected information are described, along with the stages and phases that structure the descriptive analysis. The conceptual section highlights the experiences, beliefs, emotions, resources, and reference points that are crucial in accompaniment. The methodological section emphasizes critical analysis, pathways, evaluation, and decision-making for developing autonomy and mental health. The practical section underscores the need for accompaniment rooted in tenderness and reflective spaces that foster thought and action from participants’ own contexts, leading to better living conditions. Furthermore, it enables people to be and achieve collectively, building shared projects. Finally, it is through necessary listening, clarity, and understanding that we can make the best decisions to resolve conflicts.
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Consejería, Acompañamiento espiritual, Proyecto de vida, Psicología