Povzetek
V letošnjem letu smo obeleževali petdeseto obletnico zaposlitve prvih timov svetovalnih delavcev, ki so opravljali svetovalno delo v šolah. Kljub dolgi tradiciji šolske svetovalne službe v Sloveniji je bilo narejenih le nekaj reprezentativnih empiričnih raziskav o njenem celostnem delovanju. Zadnja obsežnejša je bila opravljena tik pred sprejetjem programskih smernic, in sicer konec devetdesetih let prejšnjega stoletja. Zaradi pomanjkanja raziskav in kljub zavesti, da vsega ni mogoče proučiti, smo se lotili raziskave, da bi to vrzel vsaj delno zapolnili. V prvo fazo raziskave, ki še vedno poteka na Oddelku za pedagogiko in andragogiko Filozofske fakultete Univerze v Ljubljani, smo vključili svetovalne delavce, ravnatelje, učitelje, učence/dijake in starše osnovnih ter srednjih šol. V prispevku bomo predstavili nekaj osnovnih rezultatov opravljene raziskave, in sicer bomo z vidika omenjenih udeležencev v raziskavi prikazali: (i) katere naloge svetovalnih delavcev prevladujejo v njihovem delu in (ii) kako udeleženci ocenjujejo medsebojno sodelovanje.
Abstract
School Counselling Service Today: Analysis of Research Results on the Role of School Counselling Services
This year marked the fiftieth anniversary of the first employment of counselling teams in schools. Despite the long school counselling tradition in Slovenia, only a few representative empirical studies about its integrated operation were performed. The last more extensive research was carried out just before programme guidelines were adopted at the end of the 1990s. Due to the lack of research and knowing we could not study everything, we performed a research in order to at least partially bridge this gap. The first phase of the research that is still ongoing at the Faculty of Arts, Department of Educational Sciences, University of Ljubljana, includes primary and secondary school counsellor, principals, teachers, students and their parents. The article introduces some of the primary research results given from the perspective of the participants: (i) which tasks represent the majority of the cousellor’s work and (ii) how the participants evaluate their mutual cooperation.