A “toolbook” for participatory action research in career development guidance “with” youth at risk

A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 118 A “TOOLBOOK” FOR PARTICIPATORY ACTION RESEARCH IN CAREER DEVELOPMENT GUIDANCE “WITH” YOUTH AT RISK 1 UNA “CAJA DE HERRAMIENTAS” PARA LA INVESTIGACIÓN ACCIÓN PARTICIPATIVA EN LA ORIENTACIÓN PARA EL DESARROLLO DE LA CARRERA “CON” JÓVENES EN RIESGO Celia Moreno-Morilla 2 Universidad de Sevilla. Facultad de Ciencias de la Educación. Departamento de Didáctica y Organización Educativa. Sevilla, España Soledad Romero-Rodríguez Universidad de Sevilla. Facultad de Ciencias de la Educación. Métodos de Investigación y Diagnóstico en Educación. Sevilla, España A Francisco ¡Gracias por todo! ABSTRACT This research is developed in the framework of the Orienta-2O and Tempo projects and aims to introduce the reader to a range of successful tools used in career guidance processes with young people at risk (particularly socio-culturally vulnerable). Based on the PAR and Qualitative Career Assessment approaches, the potential of a series of tools incorporated in the "TOOLBOOK'' is analyzed through the exemplification of the Acrux case. All tools address the principle of researching "with" and not "on", and seek to further develop equity, social justice, individual and collective activism, and sustainability. The results of our research show how the application of 1 Fuente de financiación: This research has been carried out within the framework of “Early leaving of Vocational Education and Training: Design of a comprehensive career guidance system (Orienta-2O)” project , co-financed by funds from The Andalusia ERDF operational programme 2014-2020 and by Consejería de Transformación Económica, Industria, Conocimiento y Universidades de la Junta de Andalucía (Regional Ministry of Economic Transformation, Industry, Knowledge and Universities of the Andalusian Regional Government) (Project reference: P20_01131); and “Career Pathways to Employability in Vocational Education and Training Students (ISCED3):Challenges and Proposals for Career Guidance” (PID2020-115711RB-I00/AEI/10.130939/501100011033-financed by MICIN/AEI). 2 Correspondencia: Celia Moreno Morilla; Correo-e: [email protected] A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 119 person-centered tools adjusted to the competences and skills of the individual (artistic, musical, bodily, etc.) produce added value to the career guidance process. After its implementation, a better mental and emotional well-being of the participant is observed, as well as the development of a more critical and communitarian way of thinking. Furthermore, an empowerment of the person is observed, which translates into a greater desire for struggle and activism (individual and collective, as well as a greater capacity for adaptability). Key words: participatory action research; qualitative career assessment; second chance schools; career guidance; youth at risk. RESUMEN Esta investigación se desarrolla en el marco de los proyectos Orienta-2O y Tempo y tiene como objetivo presentar al lector una serie de herramientas de éxito utilizadas en procesos de orientación para el desarrollo de la carrera con jóvenes en situación de riesgo (especial vulnerabilidad sociocultural). Basándonos en los enfoques de Investigación Acción Participativa y Diagnóstico Cualitativo de la Carrera, se analiza el potencial de una serie de herramientas incorporadas a modo de “CAJA DE HERRAMIENTAS'' a través de la ejemplificación del caso de Acrux. Todas las herramientas abordan el principio de investigar "con" y no "sobre", y persiguen el desarrollo de la equidad, la justicia social, el activismo individual y colectivo, y la sostenibilidad en los procesos de orientación. Los resultados de nuestra investigación muestran cómo la aplicación de herramientas centradas en la persona y ajustadas a las competencias y habilidades del individuo (artísticas, musicales, corporales, etc.) producen un valor añadido al proceso de orientación profesional. Tras su aplicación, se observa un mayor bienestar mental y emocional del participante, así como el desarrollo de una forma de pensar más crítica y comunitaria. Además, se observa un empoderamiento de la persona, que se traduce en un mayor deseo de lucha y activismo (individual y colectivo, así como una mayor capacidad de adaptabilidad). Palabras clave: investigación acción participativa; diagnóstico cualitativo de la carrera; escuelas de segunda oportunidad; orientación para la carrera; jóvenes en riesgo. Cómo citar este artículo: Moreno-Morilla, C. y Romero-Rodríguez, S. (2024). A “toolbook” for participatory action research in career development guidance “with” youth at risk. Revista Española de Orientación y Psicopedagogía, 35(1), 118-137. https://doi.org/10.5944/reop.vol.35.num.1.2024.40833 Introduction The increase of social, interpersonal, and inter-relational inequalities is growing worldwide. This reality has been accentuated since the 1990’s and is evidenced in the reports on the United Nations Development Programme (UNDP). Many European and national recommendations, plans, strategies, and programmes agree on the need to strengthen career development guidance as a measure that can contribute, in part, to alleviate this situation. It is considered an alternative to alleviate the risk of poverty suffered by young people, especially in contexts with Social A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 120 Transformation Needs (hereafter referred to as ZNTS). In Spain, the risk of poverty has risen in 2021 to 21.7%, above the European average (Expansión, 2021). The National Strategy to Prevent and Combat Poverty and Social Exclusion (2019-2023) puts the poverty rate of the underage population at 28.3% and that of 18-29-year-olds at 28.2%. For its part, data from the Spanish National Institute of Statistics puts the rate of early school leavers at 13.3% at a national level, and at 17.7% for the region of Andalusia. In both cases, this is above the European average (9.7%). These worrying statistics, together with the current context of globalization, socio-economic crises, employment instability, etc., encourage us to rethink the models of intervention and research in the field of career guidance for career development. In this line, some research (Nota & Rossier, 2015; Olmos, 2014; Olmos & Mas, 2017, 2018; Rossier et al., 2020) underlines the need to generate holistic guidance processes that contribute to the development of key competences throughout life. To this end, it is crucial to put the focus on the individual and to build ad hoc guidance processes "with" young people. This way of conceiving guidance would help to offset the effects of inequalities (cultural, social, economic, etc.), as well as to build a fairer and more inclusive society (Hartung, 2011 Hooley & Sultana, 2016; Maree, 2008; Malgesini, 2021). Therefore, the main objective of our interventions should not focus on seeking the adaptation of young people to the context; this action subtracts from the life project of individuals and the evolution of the community itself. The key is to promote the development of personal and social skills that enable the most vulnerable young people to transform their context from a critical awareness (McMahon et al., 2019), and from a community and social justice perspective. Career construction implies the development of interventions at the level of the system and not only of the individual (Romero-Rodríguez & Moreno-Morilla, 2022). As Blustein et al. (2005) and Hooley et al. (2021) report, therefore, this empowerment process is only possible from a collective projection. In the next section, some theoretical-practical keys that enhance the empowerment and personal development of young people and contribute to the development of sustainable careers are outlined (De Vos & Van Der Heiden, 2015; Rossier et al., 2020). PAR in the study of career development guidance ("with", not "about") The Participatory Action Research (PAR) approach has been widely addressed over the last decades. The need to develop processes that are more participatory, more democratic, and closer to people's purposes has been the key to its rise in the human and social sciences (Anyon et al., 2018; Cross, 2019; Genat, 2009; Lykes & Hershberg, 2012; Reason & Bradbury, 2001). PAR seeks community transformation, which is an important shift that begins in the design of the research itself (Morales, 2016). On the one hand, the focus is not on the person as an isolated individual, but situated in their socio-economic, political, and cultural context. On the other hand, the research interest lies in identifying "what emerges" and what is part of people's "concern" (Pain et al., 2011). The application of PAR in the field of career guidance makes us understand "guidance demands" not as individual actions, but as actions linked to social structures in a systemic and dialectical relationship (Hooley & Sultana, 2016; Hooley et al., 2021). Therefore, the focus should be not on how a person solves his or her problem, but on the possibilities for individual and community transformation (Thomsen, 2014). The intersection generated by connecting the PAR approach and career construction guidance involves the development of life and community-social projects as a form of empowerment and the exercise of active and critical citizenship (Romero-Rodríguez & Moreno-Morilla, 2022). The implementation of PAR designs makes particular sense in contexts where people suffer situations of special vulnerability, and where their lives are defined by uncertainty and an abundance of the unknown (Chevalier & Buckles, 2019). RAP facilitates the insertion of the person in the planning, implementation, and resolution of their problems, which contributes to the creation of a person capable of acting and transforming their lives from a sense of collective belonging and community improvement (Bell et al., 2004). From this approach, the person being mentored is an active agent in the process of building their life project (McMahon & Watson, 2015; McMahon et al., 2019). He/she is therefore considered to be the only expert in the knowledge of his/her A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 121 personal, socio-economic, or cultural context, etc., and an agent of transformation of him/herself and his/her environment. For his part, the researcher/professional must assume a role that engages him, as Arthur (2014, 2018) points out, in the identification of limiting conditions and the development of all his human capital. They must also be willing to transform their identities, as the ultimate result is the creation of a new dynamic system of mutual influence (McMahon & Patton, 2018, 2019). To complete the PAR approach, we find it interesting to incorporate some principles of collaborative ethnography (Bhattacharya, 2008; Campbell & Lassiter, 2010; Campbell et al., 2018; Lassiter, 2005, 2021, 2022). On the one hand, researcher/participant collaboration should start from the design of the research/intervention itself (Lassiter, 2005), never a posteriori, and encompasses data collection and interpretation. In the words of Pushor (2008) and Romero- Rodríguez et al. (2021), it is based on a side-by-side model, rather than a top-down one, which aims to research "with" and not "about" people. On the other hand, there is no interest in differentiating the knowledge generated by the researcher from that of the participant (Campbell et al., 2018). On the contrary, the co-production of mutually accessible and joint knowledge is pursued (Haviland, 2017; Campbell & Lassiter, 2010, 2014; Chatterton et al., 2007). Another interesting aspect, which can be extrapolated to the PAR model, is related to the interest in developing jointly authored scientific dissemination and knowledge transfer work. The Qualitative Career Assessment as a methodological inspiration Narrative methodology and its concretisation in Qualitative Career Assessment tools have become an optimal guideline for understanding and enhancing the career construction process (McMahon & Watson, 2015b, McMahon et al., 2019). Although this methodological approach is gaining popularity in research, there is not yet much evidence about its application in professional practice (Franklin & Stebleton, 2020). Therefore, one of the great challenges today is to bring these tools to practitioners given their potential in career construction processes from a critical perspective, committed to equity, social justice, and individual and collective activism (McMahon et al., 2019). This narrative positioning implies assuming that human life is historical (Riessman, 2008), and that guidance action is a socially and culturally situated practice (Ryan & Tomlin, 2010) that occurs in a dialectic relationship with the context and the community itself (Hooley & Rawlinson, 2011). Therefore, it is a collaborative process that involves exploration and learning (Brott, 2015; McMahon & Watson, 2015b) in both the person being guided and the researcher/practitioner. In this sense, the Qualitative Career Assessment facilitates awareness of belonging to a systemic framework in which the person shapes their identities (and constantly redefines them), constructs their career and life trajectory. It also allows access to phenomenological aspects that emerge spontaneously, as well as subjective and emotional aspects that define the most immediate needs of the participant (De Oliveira, 2015; Oliveira et al., 2016; Romero-Rodríguez et al., 2021). The tools used are very diverse and are characterized by giving participants the opportunity to tell their own life stories and facilitate reflection on them (McMahon et al., 2019). The process of storytelling helps to re-define stories from the past and construct new stories, generating an attitude of greater hope and engagement in participants (McMahon et al., 2005). In this context, there is an intertwining between the researcher/practitioner and the person being guided that pursues "co-construction (discovery of the story), de-construction (opening of the story) reconstruction (weaving of a unified self-constructed identity) and construction (execution of the next chapter of the story)" (Brott, 2015, p. 36) through a dynamic and collaborative process. The tools applied within the framework of Qualitative Career Assessment have as their basic principle to be adjusted to the identity particularities of the individual. Therefore, many of them take an alternative design that goes beyond the exclusive use of oral or written code and contributes to the elimination of cultural barriers (Kassan et al., 2018). Artistic thinking is encouraged through the incorporation of visual and arts-based methodologies, as can be seen in the work of Byrne et al. (2015) and Romero-Rodriguez et al. (2021), which generates greater freedom of expression and spontaneity in the participants. The narrative created has a multidimensional, multimodal and multisensorial format, which facilitates access to conscious and unconscious meanings of the life trajectory A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 122 (Romero-Rodríguez et al., 2021a,b), and the identification of the most negative aspects in order to transform it (Savickas, 2011). The future narratives created are evidence of the meaning that the person gives to their present (Sools et al., 2015) and are considered the main basis for creating new life opportunities, and therefore, for the construction of their career (Chant, 2020). Sharing the "TOOLBOOK" as a resource for research and intervention in career development guidance The tools presented below are usually applied in combination and respond to a cyclical design, i.e. they are used recurrently throughout the process (start-process-close of the guidance action), and from a temporal vision of past-present-future. Their application does not have to be individual, they can also be developed at a group level. They are considered useful tools for the person to explore his/her personal, social, and cultural context and that of his/her own community in the process of career building, and to identify ways for the transformation of his/her context. It should be noted that the tools presented below have been "versioned" by the authors, taking as their source of inspiration the authors indicated:  My treasure-box (Pahl & Kelly,2005; Capmbell et al., 2018) This tool helps us to get closer to the personal, social, and cultural context of the participants. To do this, a symbolic box is used where the participant and the researcher/professional introduce elements that are part of their daily life (e.g., objects, sayings, QR of songs, photographs, among others). After a couple of weeks and once the treasure-box has been completed, a pre-presentation is held where a calm and profound dialogue takes place about the objects that have been incorporated. This moment should be taken care of, it is a great opportunity to show the participant that we work as a team, as equals, and at the same time we build a relationship based on commitment and trust.  A day in the life (Cameron & Hunt, 2028; Cameron et al., 2020) Knowing the development of a daily day in the life of a person can give us a lot of information to start together to design an action plan. This tool can be developed in different ways (creation of a video, collage, letter, etc.). The aim is to be able to trace all the actions that the person carries out from the moment they "open their eyes" in the morning until they go to bed at night. In addition to identifying actions, it is important to know the context in which each action takes place, the people who accompany the person, what they do, how they feel at any given moment, etc. The participant can be given one week to carry out this action (depending on how the meetings are organized).  The eat-eat jar (Thayne & West, 2019) The participant introduces into a recycled jar those situations and events that disturb him/her (the person is usually told: "introduce everything that keeps you awake at night/eats you up"). The objective is to identify which elements in their life are disturbing them and preventing them from moving forward in the development of their life and professional project. To do this, the participant writes each aspect on a sticky note and puts it in the jar for a few days (approximately one week). Subsequently, the researcher and participant carry out an analysis of these concerns and plan a series of actions. The researcher takes an active role together with the participant and should try to generate through this tool the creation of a critical consciousness, naming oppression, questioning the concept of "normal/normality", and promoting activism.  Emotions calling (Vacheret, 2000, 2008, 2010; Baptiste & Belisle, 1991; Rascovan, 2007; Romero-Rodríguez, 2013) A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 123 The technique (based on photolanguage) consists of presenting a series of photographs from which the participant is asked to select the one that corresponds to their needs, perceptions or expectations in relation to a given topic (this can be done from the viewpoint of the past, present or future, depending on the purpose of the intervention). The participant is told that "it is the image that chooses you, you do not choose the image", the aim being that they allow their emotions to come to the surface and do not act from a purely rational point of view. Once they are informed of what these images are, they are asked to create a narrative in which they relate the content of the image to the answer to the question they have been asked (e.g. how do you feel about your life since you came to the Second Chance School). This tool shows great potential to facilitate storytelling and modulate thinking through the evocative nature of photographs.  Hand thinking worker (Brown, 2009) We work with participants to create a "prototype" (a three-dimensional object made with their own hands) that aims to represent different aspects related to work. This tool allows us to identify their professional vocation, their perception of work, as well as the reasons that have led them to choose one professional field or another. The prototype is elaborated in different phases, first the participant freely "creates with his/her hands" the "answer" to each of the detailed aspects, and then it is redesigned/redefined during the process of co-analysis with the researcher/guide (always by consensus). It is recommended to take a photograph of each of the phases of the prototype (initial, intermediate, and final version), as this helps, later, to carry out a critical review of the whole process and to draw lessons and conclusions. Finally, the prototype is made with recycled material (ropes, plastic caps, pieces of cloth, paper, strings, etc.).  Body storytelling (Prados, 2020) Body expression (e.g. creation of body sculptures, expressive movement, dramatizations, performance, systemic movements, etc.) is another art form that helps the person involved in the guidance process to become aware of aspects and influencing factors in relation to his/her life and professional project. Through body storytelling, the person “creates” with his/her body (sometimes individually, sometimes in small groups) past and present situations. This technique is sometimes used with guidance through questions, but it is also often used without any prior indication. In the latter case, the objective is to access the most emergent and immediate aspects of the person's emotional and life state. It is usually repeated recurrently during the process to assess the evolution of the participant in relation to their feeling of emotional well-being. It has been shown to be a very powerful technique to identify longings and past traumas that act as fluctuating and decisive factors in the present/future of the guidance person and his/her career project.  The ‘Snap’ for change (Ahmed, 2017; Thayne & West, 2019) This is a very powerful tool to "turn on" in the participants an attitude towards transformation and individual/collective activism. The researcher proposes a series of actions to the participant that are aimed at "investigating" a wide range of aspects that can affect the development of their personal, social, and cultural identities. The "'Snap' for change" aims to invite debate in relation to the public and the private, the governed and the self-governed. It seeks to break the culture of "violation" and/or power to which we are subjected by certain heritage structures. The thematic provocations posed by the researcher are intended to act as a "trigger" that generates a reaction in the participants. The participant works together with the researcher in the elaboration of a response/action to change that which generates "discomfort" (dissonance) and this in turn is raised to different levels (academic, social, political, etc.). The researcher undertakes (as far as possible) to act as a "loudspeaker", making a commitment to connecting with the receiver of his or her message. The implementation of this tool can be individual or collective depending on the objectives of the intervention.  My landscape mapping systems (Rey & Granese, 2018; Romero-Rodríguez et al., 2021; Moreno-Morilla et al., 2022) A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 124 This technique consists of visually constructing the narrative of a personal experience in relation to a specific theme. Depending on the topic, we ask the participant to take a series of photographs (photographic tour) that will help the visual composition. For example, if we are working on issues related to their leisure time, we ask them to take photographs of the physical spaces, the actions they carry out, the people who accompany them, etc. Subsequently, the landscape mapping systems can be made in digital format or on paper, depending on the participant's preference. All the images are arranged in a visible way and the construction begins. The person is "affected" by the "journey" he/she makes during the construction of the mapping and the process of co-analysis with the researcher/guidance (he/she constructs a narrative). This technique facilitates reflection, communication (beyond the textual-oral mode), as well as the incorporation of spatial dimensions that undoubtedly act as defining agents of our life and professional projects. The presented tools are used in combination with other artistic techniques such as drawing (Taylor & Savickas, 2016), collages (Burton & Lent, 2016; Butler-Kisber & Poldma, 2010; Chant, 2020), free visual representations (Ronkainen & Ryba, 2018), digital storytelling (Lambert, 2013, Wu & Chen, 2020), performance development based on Design Thinking (Brown, 2009), among others. Considering all that was pointed out in our introduction, we set the following research objectives: OBJECTIVE-1. To rethink the Participatory Action Research (PAR) approach applied to the study of guidance for career development from a perspective of equity, sustainability, and social justice. OBJECTIVE-2. To share the potential of some of the tools incorporated in the "TOOLBOOK" for use in Qualitative Career Assessment. Method This research, based on the PAR and Qualitative Career Assessment approaches, provides the design and implementation of a set of tools that share the fundamental principles of postmodern guidance for career construction (committed to equity, social justice, individual and collective activism, and sustainability). Sample This paper has chosen to show the procedure followed with one case, although we would like to underline that this research is consolidated with a larger sample (three Second Chance Schools participate, and a total of 22 young people). Our aim is to show the methodological procedure followed and its potential, not the variability of results found in each case in relation to their career trajectories. It should be clarified that the contribution in terms of the qualities of the tools has been similar in all cases. The results presented correspond to the case of Acrux. He is a 26-year-old boy with a long career in the Second Chance School of the Don Bosco Foundation in Cordoba (Andalusia, Spain). He is currently studying 3rd ESO through Radio ECCA (a radio training programme) and wishes to become a soldier. Acrux describes a very difficult childhood marked by bullying and family disagreements (physical and verbal abuse). At the age of 15, he changed A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 125 schools, where he says he became an "ogre" to everyone, hitting and insulting all his classmates and teachers, and living with a constant feeling of hatred. His free time was spent stealing from small shops and businesses. Data collection procedure All the tools used in the data collection process follow the principle of researching "with" and not "on” and support the principle of responsible design that seeks to empower and develop a critical attitude in the participants. The design of these tools is inspired by qualitative techniques from the field of guidance and collaborative ethnographic research. Our intention has been to "rethink" them and adapt them to the study of career development guidance. Another aim has been to make them more inclusive, rejecting the exclusive use of the verbal and written code that occupy an almost hegemonic value in Western society with an average socio-cultural level. In this sense, other forms of expression are incorporated which involve the use of the body, and of each person's own skills (e.g. music, painting, sports, etc.). Data analysis Regarding the analysis of results, the format and intention of our work is to share the scope and value of the "TOOLBOOK" based on the process followed with Acrux. In this sense, a critical analysis of the tool's contribution to the case is made. In essence, the identification of the contribution of the tools to the critical awareness of the influence of the context-community and the possibility of intervening on it. Finally, it should be noted that this research has the informed consent of Acrux which has followed the internal regulations for Social Sciences required by the Ethical Committee for Experimentation of the University of Seville. The name used, Acrux, is a pseudonym and the anonymity of his image is guaranteed with alternative representations. Results The results of our research show how the application of person-centered tools adjusted to the competences and skills of the individual (artistic, musical, bodily, etc.) produce an added value to the guidance process for career building. Some of the results achieved by exemplifying the Acrux case are shown below: Analysis of Acrux's trajectory from the application of the "TOOLBOOK" When we began to collaborate with the Second Chance School of the Don Bosco Foundation in Cordoba, one of the interested children with whom we could co-construct "something" (not defined a priori) was Acrux. So, we met with him and in one session we explained who we were, and our potential contributions. We suggested that he share his needs and interests with us and "list" what he wanted to ask from us. We generated a kind of "commitment agreement" (specifying the requirements of each party) that started the process. Table 1 and Figure 1 show some fragments of the narrative co-constructed with Acrux, as well as the input and learning that took place as part of the process, highlighting the specific value of some of the tools used. It should be clarified that the tools have been applied in a cyclical sense with the aim of co-evaluating the suitability of their A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 126 professional and life project, always based on their identities and interests from a perspective of equity, sustainability, and social justice. Table 1. Analysis of Acrux productions from the perspective of the "TOOLBOOK” Tool Acrux Production My treasurebox Acrux inserts in the box, in addition to personal objects (key ring, photograph, bracelet, lighter, etc.), a "note" entitled: "REMEMBERING": "The most negative thing that ever happened to me was when I was bullied in high school. My body smelled bad, and nobody wanted to be near me, it was very hard. Neither the teachers nor my family did anything, and in the end, I had to change schools. I remember that at that time I was just stealing sweets and things in shops and supermarkets, I was looking for attention because I didn't get it anywhere [...]. At home, it was all insults and fights, there was no peace and quiet for a single second [...]. My parents disrespected each other all the time and my brothers and sisters and I did the same, we beat each other up [...]. There came a time when we didn't have much social support for food and so on, we didn't have money for anything. My aunt, who I consider the only worthwhile person in my family...was mistreated by her husband, but she always helped me a lot [...]. Then came the separation of my parents, neither of them paid any "fucking" attention to us. Finally, I went with my mother, my sister, and her partner to Barcelona, I remember we had a big fight, I almost killed her "literally" [...]. I had no control over anything, I was very bad psychologically and I felt alone and lost [...]. I went back to Córdoba with my father and became his and my other sister's servant [...]. I went looking for odd jobs and masonry work to survive until I found the Second Chance School". Observations after the application of the tool: ⇒ The creation of "My treasure-box" has generated in Acrux a more committed attitude towards her process, respecting her limits. ⇒ Verbalizes that the use of her own objects has facilitated the communication/coconstruction process with the researcher. ⇒ Becomes aware of the importance of analyzing her context and the value of the narrative she constructs with the "objects" in her environment. ⇒ Generates a narrative of the past (in written form, of her own free will), identifying painful "milestones" that generate the necessary climate to initiate the process of "deconstruction". A day in the life Acrux makes a video showing what a day in her daily life is like (access to the video is not provided to guarantee her privacy and anonymity). Fragment generated in the co-analysis process: "In the morning I get up around 7:30 am, the first thing I do is get my mobile phone and turn on YouTube, watch a video and then I get up. I don't usually have breakfast, I get dressed, wash my face, and walk to school. When I arrive, my classmates are at the door chatting, but I don't stop... I go straight to class. I don't really feel like talking, they're in a different mood. Here at school, I stay until 1 pm. Then I go home, and I have to prepare lunch, sometimes for everyone. I usually go to sleep for half an hour and in the afternoon, it depends on the day. If I get some work, I go to the bar and work, and if I don't, I just lie on the sofa [...]. And at night, I usually go to bed as soon as I come in from the street, so I don't have to cross paths with my father and sister". ⇒ Observations after the application of the tool: ⇒ This tool has provided information on the personal, social and cultural habits developed by Acrux at home, and in other social spaces (local and global, including the Internet). ⇒ It provides Acrux with the opportunity to sequence the moments of a day, as well as A “TOOLBOOK” for Participatory Action… Celia Moreno-Morilla y Soledad Romero-Rodríguez REOP. Vol. 35, nº1, 1er Cuatrimestre, 2024, pp. 118 - 137 [ISSN electrónico: 1989-7448] 133 Brown, B.T. (2009) Change by Design. How Design Thinking transforms Organizations and inspires Innovation. Harper Collins. Brott, P.E. (2015). Qualitative career assessment processes. In M. McMahon & M. Watson (Eds.), Career assessment: Constructivist approaches (pp. 31-39). Sense. https://doi.org/10.1007/978-94-6300-034-5_4 Burton, L. & Lent, J. (2016). 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