https://doi.org/10.59132/ssd/2026/1/3-21
Izvleček
V članku predstavimo tri ključna področja za razumevanje svetovalnega dela v slovenskih vzgojno-izobraževalnih okoljih. Prvič. Povzamemo ključne paradigmatske in praktične spremembe v načinih delovanja in pozicioniranja svetovalnih delavcev, ki so se zgodile v zadnjih desetletjih. Poudarimo pomen celostnega in sistemskega razumevanja vloge in dolžnosti svetovalnih delavcev, ki delujejo znotraj takih okolij in niso zaposleni v zunanjih agencijah. Drugič. Predstavimo temeljne koordinate svetovalnega dela v vzgojno-izobraževalnih ustanovah oziroma okoljih, ki so sočasno tudi koordinate samih ustanov, kar pomeni, da se svetovalni delavci zaradi svoje izobrazbe soočajo tudi z njihovo kompleksnostjo, in ne le s posamezniki. Tretjič. Podrobno predstavimo odpore proti svetovalnemu delu in vztrajanje starih paradigem, v katerih se od svetovalnih delavcev pričakujejo predvsem individualne intervencije, ne pa sistemski pristopi. Na koncu predstavimo osnovne koordinate najnovejših paradigem svetovalnega dela, ki vključujejo tudi skupna prizadevanja vseh subjektov vzgojno-izobraževalnih ustanov za razvoj in napredek v 21. stoletju. Izpostavimo pomen etične skrbi za drugega kot dolžnosti svetovalnih delavcev in koncept sočutne šole.
Abstract
Critical Reflections on the Development of Counselling Work in Educational Settings
In this article, we present three key areas for understanding counselling work in Slovenian educational settings. First, we summarize the key paradigmatic and practical changes in the ways of working and positioning of counselling workers that have occurred in recent decades. We emphasize the importance of a holistic and systemic understanding of the role and duties of counselling workers who work within such settings and are not employed by external agencies. Secondly, we present the fundamental coordinates of counselling work in educational institutions or environments, which are simultaneously the coordinates of the institutions themselves, which means that counsellors, due to their education, also face their complexity, and not just individuals. Thirdly, we present in detail the resistance to counselling work and the persistence of old paradigms, in which counsellors are expected to provide primarily individual interventions, rather than systemic approaches. Finally, we present the basic coordinates of the latest paradigms of counselling work, which also include joint efforts of all stakeholders in the educational institutions for the development and progress in the 21st century. We highlight the importance of the ethical concern for others as the counsellors’ duty, and the concept of a compassionate school.