Abstract:

In the last thirty years, Italy has experienced an intense flow of immigration from different areas. The regional data (VI° Regional Conference on Immigration) show that Campania is no more a transit region. An interesting feature of contemporary migration is the large percentage of highly educated and qualified people: immigrants with high level of education and training came mostly from Eastern Europe. Italy, moreover, is characterized by a high percentage of women among immigrants, which has increased in recent years, particularly for people from some countries (in 2006, for example, a percentage between 65% and 82% of the foreign workforce from countries of east such as Poland, Ukraine, Moldova, are women); among the immigrant there is a high percentage of women working both as housekeeper and as caregivers. This paper aims to offer a reflection on the training and orientation training of those migrants in Campania who carry out the tasks of caregivers. The figure of the maid or nanny makes up for the lack of an often disorganized welfare system, to meet the needs of a population, as the Italian, where the negative trend of birth adds up to a constant aging of the population and the progressive increase in longevity which makes constant assistance of the elderly necessary and irreplaceable in a situation of unsustainable spending at the individual level, weighing in fact entirely on public sector budgets of social assistance.

Women are institutionally recognized as a determinant factor in maintaining the balance of socio-economic impacts, exactly referring to their key role in the world of production, for their subjectivity, their history, their biographical experience, their desires and legitimate expectations.
The researcher Schlosseberg (Schlosseberg, 2005) designed and implemented specific programs and interventions of training in which she alternates individual intervention to work in teams. Often to face transition phases lived by immigrant women, it needs to adopt a real formative advisory, able to implement the skills of self-determination of adult in training (Biasin, 2012). In a formative perspective, the moments of transition propose the revival of a type of subjectivity, which is able to reflect an active and creative inner (Paul, 2002). Innovative changes are, therefore, required in orientation and training in work fields: it needs to introduce structural changes to allow the professionals involved in relationships of care and assistance to take a proactive approach that will enable them to govern the biographical processes. The activities of training and advisory, aimed to adults, are based on dimensions of lived experience in order to individualize the transition, coupled with social adn relational context of reference.

References:
-Biasin C., (2012) Le transizioni,Modelli ed approcci per l’educazione degli adulti, Lecce: Pensa Multimedia.
-Delory-Momberger C., (2005) Histoire de vie et recherché biographique en education, Paris: Anthropos/Economica.
-Lainé A., (2007) Faire de sa vie une histoire. Théorie et pratique de l’histoire de vie en formation, Paris: Desclée de Brouwer.
-Mezirow J., (1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass.
-Paul M., (2002) Recommencer à vivre. Crise, reprise et rencontre dan la vie professionnelle, Paris: L’Harmanattan.
-Schlossberg N.K., Waters E. B., Goodman J., (2005) Counseling Adults in transition, Linking practice with theory, New York: Springer

Keywords:

Biographical transition, transformative change, awareness.