20.500.12556/RUL-188313 Svetovalni pristopi in samozaznana kompetentnost šolskih svetovalnih delavcev pri individualnem svetovanju osnovnošolcem magistrsko delo Counseling approaches and self-perceived competence of school counselors in individual counseling with primary school students Čeprav prenovljene programske smernice poudarjajo razvojno-preventivno naravnanost šolske svetovalne službe, individualno delo z učenci ostaja ena najpogostejših oblik dela. Pri tem ostaja malo raziskano, kako se ta praksa dejansko izvaja in kako kompetentne se pri tem počutijo šolski svetovalni delavci. V magistrski nalogi smo zato preučevali prakse individualnega svetovanja osnovnošolcem in razlike med strokovnimi profili (pedagogi, psihologi, socialni pedagogi in socialni delavci ter inkluzivni pedagogi). V raziskavi je sodelovalo 192 svetovalnih delavcev osnovnih šol po vsej Sloveniji, ki so izpolnili spletni vprašalnik. Uporabljen je bil mešani raziskovalni pristop, pri čemer smo odgovore na vinjeto in odprto vprašanje analizirali s tematsko analizo. Ugotovili smo, da večina svetovalnih delavcev individualno delo z učenci izvaja vsaj enkrat tedensko, več kot polovica pa mu nameni od dve do sedem ur na teden. Najpogosteje delajo z učenci z vzgojnimi in disciplinskimi težavami ter z učenci s posebnimi potrebami in izvajajo obravnave, dolge med tri in pet srečanj. Pri vseh udeležencih so bili najbolj zastopani interpersonalni pristopi in pristopi skupnih faktorjev. Statistično značilnih razlik med strokovnimi profili nismo ugotovili. V odzivih na vinjeto z opisom tipičnega svetovalnega primera smo ugotovili, da svetovalni delavci zbirajo informacije in poskušajo razumeti problem, vzpostavljajo odnos in varen prostor, z učencem delajo individualno, prilagajajo okolje in organizirajo podporo v šoli ter sodelujejo z drugimi deležniki. Po zaključku študija se je na področju individualnega svetovanja dodatno izobraževalo 39 % svetovalnih delavcev. Počutijo se razmeroma kompetentne, izpostavljajo pa potrebe po strokovnem razvoju, strokovni podpori in refleksiji pri delu, konkretnih pripomočkih in usmeritvah za delo, boljših organizacijskih pogojih ter sistemski podpori in sodelovanju. Ugotovitve prispevajo k boljšemu razumevanju praks individualnega svetovanja v osnovnih šolah in ponujajo izhodišče za nadaljnje raziskovanje ter načrtovanje strokovne podpore in izobraževanj. Although revised Slovenian programme guidelines emphasize a developmental-preventive orientation for school counseling services, individual work with pupils remains one of the most common forms of practice. Little is known about how this practice is carried out and how competent school counselors perceive themselves to be performing it. This thesis therefore examined individual counseling practices with primary school pupils and differences between professional profiles (pedagogues, psychologists, social pedagogues, social workers, and inclusive pedagogues). The study included 192 primary school counselors from across Slovenia, who completed an online questionnaire. A mixed-methods approach was used, and vignette and open-ended responses were analysed using thematic analysis. Most counselors carry out individual work with pupils at least once a week, and more than half devote two to seven hours per week to it. They most often work with pupils with behavioral and disciplinary difficulties and with special needs, and interventions typically last three to five sessions. Interpersonal and common-factors approaches were most prevalent among all participants. No statistically significant differences were found between professional profiles. In responses to a vignette describing a typical counseling case, counselors reported gathering information and understanding the problem, establishing a relationship and safe space, working individually with the pupil, adapting the environment and organizing school support, and collaborating with other stakeholders. After completing their studies, 39% of counselors pursued further training in individual counseling. They feel relatively competent, but highlight needs for professional development, professional support and reflection, concrete tools and guidelines, better organizational conditions, and systemic support and collaboration. The findings contribute to a better understanding of individual counseling practices in primary schools and offer a basis for further research and for planning professional support and training. šolsko svetovanje šolski svetovalni delavci strokovne kompetence razlike med skupinami osnovnošolci school counseling school counselors professional competence group differences primary school students true false false [J. Jeromel] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-20 07:23:28 2026-09-20 07:23:41 2026-09-24 12:16:23 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 79 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.048-051(043.2) 631300 292363267 71365.pdf 71365.pdf 1 EF8311FE40C4323E0262592B2C6A2CDC 8c10ba26ef23d52d4312aa3697e8866d3d66f83e37a33dc0f4a101474e019a37 62253808-b4b3-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=248344 Filozofska fakulteta 0 0 0