An analysis of the treatment is offered to the student who opts for a university career. Once it is achieved, how to achieve its reaffirmation or reorientation without trauma, based on the way in which the teacher observes, explains and interprets each situation based on the needs and its link with some primary psychological units and psychological formations. It is logical to follow up with the student so that he or she can become aware of their needs and recognize the reasons for satisfaction. At the same time, it is necessary to relate needs and emotions, as a test of behavior regulation. The nexus between need and will is proposed, as a way for the student to demand more of himself. A dialectical link is also established between needs and interests.The most important thing is that teachers reflect on the extent to which their small contribution contributes so that a student who has already chosen a career does not lose it.
Content
It is a tactically sensitive attitude for the teacher to follow the learning behavior of students based on the meaning that it acquires in each class. In this regard, an action of notable value is constituted by the way in which the teacher achieves that the content taught becomes a meaningful message. In this, an important role is played by the teacher becoming aware of the performance of professional guidance in the training process of future graduates. By the way, (F. González 1989: 203-204) specifies the stages of professional orientation development (first stage: Development of interests and basic abilities, second stage: Development of professional motives and professional choice processes, third stage: Reaffirmation professional).
To the interests of higher education belongs precisely the result of the process that occurs in the third stage: professional reaffirmation; because on the basis of the concatenation of the other two stages, due to their basic value, in the universities the student's performance is insisted on in favor of achieving their professional goal. It is here where professional motives and intentions are consolidated; Therefore, it is worth highlighting the motivation of the activity whose driving force is the need, recognized as the lack of something essential in the individual or social life of the subject, whose search prompts him to act to achieve satisfaction.
It is recognized that the sense of need is very broad, since it refers to everything that a living organism needs and which it lacks at a certain moment. It can also be understood as the psychic states experienced by man when she experiences some specific need. When viewed as the student's desire to graduate, the relationship between the student, the world around him, and his dependence on the university world are revealed.
Needs are stable qualities of the personality, bearers of a constant emotional content (positive or negative), guide the subject towards a direction in their behavior, in the form of relationship or performance with objects or people and facilitate a creative performance that seeks qualitative levels (F. González, 1989: 55).
Recognizing the needs as one of the indispensable premises of the activity, leads us to think that these must be made aware in the student so that it provokes a directed activity, that is a reflection of what satisfies it and that it becomes reasons for the corresponding activity. These motifs, in addition to objects from the outside world, can be your images, ideas, interests, emotions, feelings, etc.
Thus, then, motive is every experience that stimulates and leads man's activity in order to satisfy his needs (Pérez Martín et all, 2004: 51). As a primary psychological unit, it should be taken into account because it allows us to notice - to a certain extent - the desire of a young student to be a professional. The motives constitute content of the personality. They are forms that it assumes and processes, providing strength, intensity, direction and meaning to behavior. It is a phenomenon that is formed in the incidence of the personality on its needs. In its action on a certain need, the motive is the bearer of specific content so that the lack contributes to the development and dynamics of the student. For example,The fact that the student needs to study a university degree becomes a reason to seek to achieve it in the light of all the efforts and sacrifices that this implies.
In this sense, the subdivision of the third stage of professional orientation development by the prominent Cuban psychologist F. González, who presents it in two sub-stages: the process of professional reaffirmation and the professional reaffirmation linked to work activity, is timely. The first of these substages occurs in the educational context under the regime of study plans and programs of the different careers, and constitutes the starting point of the second; Well, in the middle of the curriculum there are disciplinary demands that lead to work activity through pre-professional practice.
Precisely the discipline in charge of these practices contains educational influences necessary for the student to identify with their profession without becoming demotivated; since the needs must contribute to that content the balance of motives and interests that compel it or stimulate its pre-professional progress, in such a way that it assimilates the significant value that the confrontation with work activity has. That is, self-realization is revealed as a varied expression of need, which means having the feeling that you are doing what you are capable of and capable of.
This behavior of satisfaction of needs immediately implies a human lack, which means successively passing to other hierarchical levels of achievement until reaching the highest (Abraham Maslow, 1954). For Maslow, the person who satisfies the highest needs achieves the ideal; According to this author, a fully developed, self-actualized person has high levels in the following characteristics: perception of reality, acceptance of oneself, of others and of nature; spontaneity, ability to solve problems; self-direction; carefree and desire for privacy; lucidity for appreciation and richness of reactions and emotions; frequency of culminating experiences; identification with other human beings; satisfying and varied relationships with other people;a democratic structure; creativity and a sense of values (Maslow, 1998, cited by DE Papalia and SW Olds).
It is recognized that no one becomes fully self-actualized or self-actualized, but as the student develops in a healthy way, the better chance of progressing to higher levels of self-actualization is achieved. By knowing the traits that typify the needs, it is possible to identify the way in which the student moves hierarchically towards higher levels of achievement. A stable expression is sought in behavior and manifestations; the internal unity of needs is a source of impulse and transformation without a state of linear dependence. On the basis of the real needs of the students, who develop and transform their personality, the work of influence must be carried out to strengthen their professional reaffirmation, taking into account the orientation.
Authors such as the Polish K. Obujovsky () establish a set of superior needs, distinctive of man in relation to animal species, which he called guiding needs, thus accurately reflecting their role in the self-regulation process. In this group he included three types: cognitive, affective and meaning of life. In another area, psychological needs are also studied, which can be affection, fulfillment, understanding, and personal contact; which are insatiable, stable, self-propelled and contradictory.
Need and motive are closely related; for the first is frequently hidden behind the second; Thus, the student does not always realize what are the true causes that lead him to assume one or another such decision, and frequently comes to consider that social and historical causes constitute the ideal driving forces, which in his mind acquires the forms of certain motives and impulses. It has multi-expression (in behavior, in reflection, in evaluation) from which they give energy and meaning to the personality. It is not always aware. However, the development and dynamics displayed by the student as a growing personality also obey the link of need and will.
Volitional actions in their finished form are always based on a clear awareness of the end and the means of action and assume a perfect mastery of the operations in the process of which they are performed. The formation of positive goals and the social significance of volitional actions are linked, on the one hand, to the education of convenient vital needs from the earliest age, and on the other, to a well-planned political ideological formation. The fundamental motivating causes of the emergence and development of volitional actions are the needs experienced by man without whose satisfaction life is impossible.
It is up to the teacher to take advantage of the student's potential so that he or she perceives that their professional development also depends on the way in which they are able to link the qualities of emotional stability that direct them towards new actions with a level of stimulation and certain reasons that compel them; as coupled with internal driving forces, there are other external ones that must be taken into account.
Genetically voluntary actions arose from man's understanding of his needs; it is about conscious actions aimed at satisfying yourself. On the very fact of recognizing which needs are inherent in him - the qualities of his will depend to a great extent as well.
Needs are experienced by man in two ways: on the one hand, as the experience of real needs that urgently require satisfaction and, on the other, as the awareness of needs in the form of one or other representations and concepts. The moment in which the need is made aware is the most important of the will, the most essential for its emergence and development. It will serve as a starting point for this awareness the existence of some difficulty that prevents man from satisfying the need experienced internally through unconscious activity, as animals do, or the experience of a more or less strong feeling of pleasure related to the satisfaction of the given need.
The difficulties faced on the way to the realization of the need, as well as the feeling of pleasure experienced in this case, become an impulse to the understanding of their need and lead to the conscious choice of the means to satisfy it. Needs are of enormous importance in the ontogeny of volitional actions. In this way, its development in young people is related to the education of their will.
As part of pedagogical psychology, the investigation of the process of development of the needs in university students and the elaboration of more effective methods of educational influence, constitute pillars to promote behavior based on the integral training objectives that need to be promoted, on the basis of deficiencies, search, stimulation and voluntary responses. The work of axiological influences plays an important role for the expression of the behavior model; as it contributes to forge the will before the most important tasks of their student work.
That is, the conjuncture that facilitates educational influence in the forge of the will should not be left to spontaneity; since the axiological content becomes regulatory ideas that allow setting mediate objectives to regulate their current behavior. The ideal of reaffirming professionally with the selected career says of the mediate projection of graduating and being a well-qualified professional. In this context, the possibility of restructuring the field of action increases when the student decides to change careers because they do not like the current one, and for this they must make an effort, thereby achieving the essential academic condition by obtaining good grades. Here need and will are intertwined. This property of regulating and self-regulating behavior at a higher level is recognized as the conscious volitional level.
It seeks to develop high flexibility to restructure, reorganize and assess the psychological content of your personality. It is about making stable volitional efforts to consciously conceptualize the circumstances that surround the student and their own psychological contents, those that allow them to carry out an analysis of external conditions (selected career) and internal conditions (interests and qualities for that profession). Thus there is an expression of sustained effort to be aware of and understand their conflicts, experiences and problems, assume corresponding points of view and consider appropriate behavior that allows self-understanding and take on new projects; In this way, affective states (emotions, feelings,moods and states of tension). According to the way the student has used to self-regulate, the need-emotion nexus becomes more or less evident.
Emotion (from the Latin emoveo emovere, which means I move, I move) is the experience that man has of his own attitude towards reality, and of the subjective state that arises in the process of interaction with the surrounding environment and in the satisfaction of his needs. According to Pérez Martín (op.cit., P.23) they are affective experiences of moderate intensity in their manifestation, which appear relatively abruptly, being able to organize or disorganize the subject's performance and are expressed for a short period.
The particularities of emotions, which arise in the process of dynamic interaction of man with the environment, during the process of life and social activity, are related to the satisfaction of various social, material and cultural needs. For example, the student experiences positive emotions (pleasure, satisfaction, and well-being) when his needs are met; On the contrary, if he does not succeed, he may experience negative emotions (anger, grief, suffering). In this way, thanks to the emotions, a more rational adaptation of the organism to certain conditions of existence is carried out. The expression of emotions is a necessity, because with it a given behavior and the possibility of the required self-regulation are expressed and reaffirmed.This reaction to a certain object is also a reflection of psychological formations such as interests and their need for expression.
Needs influence the formation of capacities from congenital aptitudes, they are inextricably linked with the orientation of the personality, with the formation of its interests. Needs and interests are sources of activation of man, they incite him towards activity, towards the acquisition of new knowledge and skills. The pedagogical meaning of needs emanates from their role in personality development. That is why the formation of new needs and interests constitutes a very important task of education. As the student advances in his career, new needs and new interests must be aroused in him, as an expression of cognitive motives that stimulate him towards the search for knowledge.
Here is the appearance of needs experienced in a dual way, on the one hand, as peculiar emotional experiences of reality, which urgently demand their satisfaction, and on the other, as the awareness of needs in the form of one or other representations. This awareness of needs was the condition for the formation of interests, as personality traits of special quality.
The interests manifest an emotional orientation of the subject in the form of affective reactions of pleasure and satisfaction towards the knowledge of certain phenomena or facts of reality. It takes that emotional attraction and its dialectical expression: what is interesting today, tomorrow can become an essential need that generates motives and ends for a socially important, transformative and creative activity. In this way, in the interest for the study of content, a certain subject generates the need for research or search for knowledge, culture and its values, as psychological mechanisms of "appropriation" for the transformation of social needs into personal ones.
In summary, professional guidance goes through various expressions of needs, which are revealed in correspondence with the way in which the student's personality puts into function his ability to regulate or self-regulate his behavior, from making the needs conscious and their expression linked to motives, emotions and interests, although - of course - these are not the only interrelations that occur between the ontogenetic manifestation of the deficiencies of the primary psychological units and the psychological formations.
It is favorable for the teacher to assume professional behavior patterns that allow him to interpret, not only the specific situation of his disciples, but - it is very important - at the same time, to unravel how the awareness of the needs by the student himself will put him in better conditions to recognize their motives, control their emotions and renew their interests; in such a way that the student is led towards a flexible and self-regulated attitude in his career choice purpose and his professional reaffirmation.
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