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.
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