The master's thesis examines the role of the school counselling service in secondary schools, with a particular focus on its work in the field of psychosocial support and student discipline. School counsellors often face the challenge of balancing their supportive and supervisory roles, which can affect the quality of the counselling relationship and students’ trust in the counselling service. The theoretical part of the thesis presents the development of the school counselling service, the characteristics of adolescence, and the importance of psychosocial support for the well-being of young people. It also addresses the concept of discipline in the school environment and the role of the counselling service in disciplinary approaches, which should be based on fairness, respect, and an understanding of students' individual circumstances. The empirical part is based on a qualitative analysis of how school counsellors and students experience issues related to psychosocial support and discipline within the context of counselling work in secondary schools. The research explores whether the so-called dual role balancing support and discipline actually occurs in practice, what challenges are associated with it, how school counsellors manage these challenges, and how students perceive this. The results show that this dual role is indeed present in the school setting. However, school counsellors tend to prioritize the supportive role in their work, and this is also how students mostly perceive them. In situations where role conflicts arise, counsellors strive to focus primarily on the needs of the student and act in their best interest.
The thesis highlights the need for greater systemic support for school counselling services and emphasizes the importance of a holistic approach that integrates support, prevention, and education, with the aim of fostering autonomous and responsible individuals.
|
