The importance of listening and psychosocial support to the institutional tutor

Abstract

A qualitative cross-sectional intervention is presented, conducted with faculty affiliated with the Colegio de Ciencias y Humanidades at the Universidad Nacional Autónoma de México. Recognizing the importance of self-awareness and reflection among teaching staff, group listening sessions were held, involving tutors of high school-level students. Within this group setting, psychoeducational activities and reflection were conducted to share experiences beyond the teaching role. The significance of acknowledging academics as individuals with emotional needs, deficiencies, and deficits, viewed as areas for growth, is identified. Above all, the importance of personal development is emphasized when one allows oneself to be recognized, accepted, and promotes attitudes of empathy, acceptance, and understanding among fellow educators. The conclusion highlights the importance of opening such spaces for psychosocial support and guidance for UNAM's teaching staff