ERG SES D 08, Poster Session
A number of consultations are held at schools, which are attended not only by students, but also other members of school. Many duties are given to teachers and schools today, as a result of diversity of pupils, demands for quality of teaching and innovations. This results in a fact that many teachers cannot do without cooperation with a specialist. To speak about consultations we can mention teacher-teacher relation, school management-teacher relation and a specialist (school psychologist) – teacher. Probably the most important aspect of counselling is that the specialist is the one to understand the problems of the teacher and tries to help the teacher so that his/her work becomes easier. Generally, counselling is taken as an effective and positive tool for providing counselling services
There are many concepts within school counselling which are applicable for all ‘helping’ professions, including the concept of social power. The concept of social power in connection with school counselling thus became a theoretical framework in this field. Foreign literature of last decades presents research initiatives focused on school counselling about gender, effectiveness and the use of social power. Although the counselling is described from many points of view, the role of social power within the context of school counselling represents an information gap. That is why it was an inspiration for my research.
Now a question arises: Why is the study of social power important? The importance of social power for counselling is unquestionable because it is a main construct of all interpersonal relations – including the ones happening during counselling. It is, therefore, interesting to see, how effective different types of social power within school psychologist counselling are.
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