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Educational guidance and counselling

  • David Fontana
Chapter
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Part of the Psychology for Professional Groups book series (PPG)

Abstract

An examination of guidance and counselling must begin by insisting that just as every teacher is a teacher of social skills (Chapter 11), so every teacher is an educational counsellor. By this I mean that part of each teacher’s function is to help children deal with personal problems and to make decisions about the course that their lives should take. Since teachers are individuals they will inevitably vary in the degree of importance they attach to their counselling roles, and they will also vary in the extent to which children seem prepared to consult them about their difficulties. Some teachers tend to invite confidences more readily than others, and to be more sympathetic and patient in their relationships with children. Children feel they can talk to them, and can trust their reactions. It is in fact these two qualities, sympathy and trustworthiness, rather than any great familiarity with counselling techniques, that children appear to look for when deciding to whom they should turn when in need.

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References

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Additional reading

  1. Ball, B. (1984) Careers Counselling in Practice. London: Falmer Press. One of the best short introductions.Google Scholar
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  6. MacLennan, B.W. and Dies, K.R. (1993) Group Counselling and Psychotherapy with Adolescents, 2nd edn. Columbia: Columbia University Press. Full of practical ideas for effective work with troubled adolescents.Google Scholar
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Copyright information

© David Fontana 1995

Authors and Affiliations

  • David Fontana
    • 1
    • 2
  1. 1.University of Wales College of CardiffUK
  2. 2.University of MinhoPortugal

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