https://doi.org/10.59132/ssd/2026/2/21-36
Prispevek obravnava vlogo socialnega dela za delo v svetovalni službi vrtcev in šol ter vprašanje njegove umeščenosti v sodobni vzgojno-izobraževalni prostor. Svetovalna služba je v Programskih smernicah (2024) opredeljena kot avtonomna strokovna služba, v kateri sodelujejo različni strokovni profili. Kljub dolgoletni prisotnosti socialnih delavk v njej je v zadnjem obdobju zaznati upad njihove zaposljivosti, kar odpira vprašanje njihovega specifičnega strokovnega prispevka. Članek temelji na analizi predmetnika študija socialnega dela in ključnih teoretskih izhodišč stroke in jih povezuje s kompetencami, ki jih smernice opredeljujejo za delo v svetovalni službi. Analiza je dopolnjena s primeri iz prakse socialnih delavk, zaposlenih v svetovalni službi vrtca, osnovne in srednje šole. Ugotovitve kažejo, da socialne delavke v svetovalno delo prinašajo specifične kompetence in strokovne pristope. Med ključnimi je delovni odnos soustvarjanja, ki temelji na partnerskem sodelovanju z otroki, starši in strokovnimi delavci ter skupnem raziskovanju težav in iskanju rešitev. Pomemben je tudi sistemski in socialno-ekološki pristop, ki otrokove stiske umešča v širši družbeni in družinski kontekst. Socialne delavke prispevajo k sodelovanju z družinami in skupnostjo, timskemu in interdisciplinarnemu delu ter koordinaciji podpore med institucijami. Vključujejo se tudi v razvojne dejavnosti, kot so načrtovanje preventivnih programov, refleksija prakse in intervizija ter supervizija strokovnih delavcev. Ugotovitve potrjujejo, da socialno delo predstavlja pomemben strokovni prispevek k ustvarjanju varnega, vključujočega in podpornega vzgojno-izobraževalnega okolja.
Abstract
Is There Still a Place for Social Work in Kindergarten and School Counselling Services?
The article examines the role of social work in counselling services within kindergartens and schools, and questions its place in the contemporary educational environment. The counselling service is defined in the Programme Guidelines (2024) as an autonomous professional service, in which various professional profiles collaborate. Despite the long-standing presence of social workers within counselling services, a decline in their employability has recently been observed, raising questions about their specific professional contribution. The article draws on an analysis of the social work curriculum and the profession’s key theoretical foundations, linking them to the competencies identified by the guidelines for work within the counselling service. The analysis is further enriched by examples from the practice of social workers employed in the counselling services of kindergartens, primary schools, and secondary schools. The findings indicate that social workers bring specific competencies and professional approaches to counselling work. Among the most important is the collaborative helping relationship, which is based on a partnership with children, parents, and educational professionals, as well as on the joint exploration of difficulties and the search for solutions. Equally important is the systemic and socio-ecological approach, which situates children’s difficulties within a broader social and family context. Social workers contribute to the cooperation with families and the community, teamwork and interdisciplinary collaboration, and the coordination of support across institutions. They are also involved in developmental activities, such as the planning of preventive programmes, reflective practice, peer consultation, and the supervision of professionals. The findings confirm that social work makes a significant professional contribution to the creation of a safe, inclusive, and supportive educational environment.