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Educational counselling in relation to other psycho-social intervention forms

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Author(s): Elena DIMITRIU-TIRON

Journal: Revista de Cercetare şi Intervenţie Socială
ISSN 1583-3410

Volume: 25;
Start page: 101;
Date: 2009;
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Keywords: educational counselling | psychotherapy | crisis intervention | educational problem | orientation-learning | interaction science-technology-art-religion

ABSTRACT
In the introduction to this article, from the point of view of the social-historical evolution of counselling, several levels of its development are identified: the fundamental action level, the level of empirical social knowledge, the level of interaction among science, technology, art and religion and the specific level of socio-psycho-pedagogical intervention. The main part of this paper starts from the classification of models of psychological intervention, elaborated by W. Huber to make it easier for us to differentiate psychotherapy, crisis intervention and counselling. Referring to the definition of Gustad with respect to counselling, we elaborated a personal definition of educational counselling, stressing its characteristics in relation to other forms of psycho-social intervention, including the closest one- psychological counselling. The guide of educational counselling elaborated by Băban stimulated us to conceptualise the differences between psychological counselling and educational. By studying the model of Enăchescu of interaction between counselling and psychotherapy, we noted the detected area of existential difficulty and we considered that we should add educational problems to it depending on age, sex, health of the educational subjects, their social relations, the report results-satisfaction as product of the educational process. The educational reform in Romania after December 1989 focus on: the decentralization of education, education focussed on the subject, a growth of the education's quality, of the performance but also of the satisfaction correlated to all of them. Within this process, educational counselling as circular relation among person-educational problem-significant socio-human context- we consider that it can become a conceptual mechanism but especially instrumental for achieving the educational reform. By noting the larger field of action of educational counselling compared to that of psychological counselling, we identified its components: school counselling, vocational counselling, professional counselling, psycho pedagogical counselling and career counselling. To draw the conclusions of this paper, we reiterated the report among science, technology, art and religion to define the specific features of educational counselling.
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