https://doi.org/10.59132/ssd/2026/2/2-20
Prispevek obravnava psihološko perspektivo prenovljenih Programskih smernic svetovalnega dela v programih s področja vzgoje in izobraževanja (2024) ter predstavlja rezultate empirične raziskave med psihologi, zaposlenimi v svetovalnih službah vrtcev, osnovnih in srednjih šol. Raziskava je preučevala zaznane kompetence psihologov, vire njihovega strokovnega razvoja, vlogo in prispevek k delovanju zavoda, razporeditev delovnega časa ter zaznave jasnosti, izvedljivosti in uporabnosti smernic v praksi. Rezultati kažejo, da psihologi visoko ocenjujejo komunikacijske in etične kompetence ter svojo vlogo pri obravnavi duševnih stisk otrok in mladostnikov, hkrati pa izpostavljajo razkorak med normativnimi usmeritvami in dejanskimi pogoji dela. Ugotovitve potrjujejo pomen sistemske podpore in razumevanja vloge psihologa v svetovalni službi znotraj vzgojno-izobraževalnih zavodov, profesionalnega razvoja in supervizije za učinkovito udejanjanje razvojnega in preventivnega delovanja svetovalne službe ter razbremenitve administrativnih delovnih nalog.
Abstract
Psychologists’ Perspectives on the Programme Guidelines for Counselling Work in Educational Programmes
The article examines the psychological perspective on the revised Programme Guidelines for Counselling Work in Educational Programmes (2024) and presents the results of an empirical study conducted among psychologists employed in counselling services in kindergartens, primary schools, and secondary schools. The study explored psychologists’ perceived competencies, sources of their professional development, their role and contribution to institutional functioning, allocation of working time, and perceptions of the clarity, feasibility, and practical usefulness of the guidelines. The results indicate that psychologists highly value their communication and ethical competencies, as well as their role in addressing the mental health challenges of children and adolescents. At the same time, they highlight a gap between normative guidelines and actual working conditions. The findings confirm the importance of systemic support and understanding of the psychologist’s role within educational counselling services, as well as the importance of professional development and supervision for the effective implementation of developmental and preventive counselling activities and for reducing administrative workload.