Izvleček
Šolska svetovalna služba opravlja raznolike naloge in pri tem sodeluje z deležniki na različnih področjih življenja in dela v šoli. Heterogenost nalog, področij dela in profilov strokovnih delavcev v svetovalni službi, raznoliki pogoji dela ter drugi prepoznani izzivi kažejo na potrebo po jasni opredelitvi vloge in nalog svetovalne službe. Pri tem številni strokovnjaki izpostavljajo nujnost uveljavljanja širše vloge svetovalne službe z jasnim poudarkom na njeni razvojno-preventivni vlogi. Izpostavljene raznolike izzive pri izvajanju svetovalnega dela lahko poskusimo premostiti na različne načine. V prispevku predlagamo uporabo stopenjskega modela, ki predvideva stopnjevanje strokovnega delovanja, izpostavlja zgodnje odkrivanje značilnosti in specifičnih potreb učencev ter postopno vpeljevanje večfaznih pristopov, ki upoštevajo te specifike. Model smo prilagodili posebnostim izvajanja svetovalnega dela in ga v prispevku podrobneje predstavljamo. Poleg opisa modela in primerjave z nekaterimi drugimi obstoječimi modeli svetovalnega dela prispevek vključuje primer njegove uporabe za spremljanje in načrtovanje svetovalnega dela v osnovni šoli. Pilotna evalvacijska študija, opravljena na eni od slovenskih osnovnih šol, kaže, da je zastavljeni model dovolj prožen in prilagodljiv in ga je mogoče sorazmerno preprosto prenesti v praktično delo šolskih svetovalnih delavcev. Elementi modela sovpadajo tudi s prenovljenimi Programskimi smernicami svetovalnega dela (2024), ki predstavljajo izhodiščno oporo za delo svetovalne službe in posameznega svetovalnega delavca in hkrati dopuščajo avtonomno izbiro pristopov. Prispevek osvetljuje prednosti uporabe modela in nekatere dileme, ki se pojavljajo ob njegovi uporabi.
Abstract
Demonstration of Systematic Evaluation and Planning of the Work of School Counselling Service
The school counselling service performs diverse tasks in cooperation with stakeholders in different areas of life and work at school. The heterogeneous tasks, areas of work, profiles of the counselling service staff, the diverse working conditions, and other identified challenges point to a need to clearly define the role and tasks of the counselling service. Moreover, many experts highlight the necessity of introducing a wider role of the counselling service that clearly emphasizes its role in development and prevention. There are many ways in which we can attempt to overcome the highlighted diverse challenges in practising counselling. In the article we propose the use of a tiered model, which envisages the gradation of professional work, highlights the early detection of the characteristics and specific needs of students, and the gradual introduction of multi-phase approaches that take these specifics into account. The model has been adapted to the special features of practising counselling and is presented in the article in greater detail. In addition to a description of the model and a comparison with some other existing models of counselling, the article also contains an example of its use in monitoring and planning counselling in primary school. The pilot evaluation study conducted at a Slovenian primary school shows that the designed model is sufficiently flexible and adaptable, and can be relatively easily transferred to the practical work of school counsellors. Elements of the model also overlap with the revised Programme Guidelines for Counselling (2024), which represent a starting point for the work of the counselling service and of an individual counsellor, while allowing for an autonomous choice of approaches. The article sheds light on the advantages of using this model and on certain dilemmas that emerge in the process.