Autobiographical writing as a tool to promote self-guidance

A workshop experi- ence with young graduates

Abstract

The contribution aims to illustrate a guidance experience conducted by the Career Services of the University of Roma Tre and Regione Lazio with a group of young graduates. The activities were carried out online and aimed at developing self-guidance and self-assessment tools (questionnaires, grids, interviews, and focus groups) based on a biographical-narrative approach. Particular attention was paid to the use of handwriting as it stimulates reflective learning in the subject (Angelini, 2016; Travaglini, 2017). The experience showed how handwriting, combined with the use of self-evaluation tools, can bring educational value, and support the subject in the promotion of self-regulation skills (Pellerey, Orio, 2001), career adaptability (Savickas, Porfeli, 2012), self-efficacy (Zimmerman, 1999) and agency (Bandura, 1996, 2000), all considered strategic competencies for the definition of a vocational project (Margottini, 2019).