Fundamentele teoretice a le consilierii si personalitatea consilierului

CONSILIERE SCOLARA

Scurta introducere

In Europa consilerea scolara isi are radacinile mai degraba in medicina decat in
educatie in aceeasi masura in care psihoterapia s-a dezvoltat din filozofie si medicina.

In mod natural primele abordari au fost de orientare psihanalitica insa mediul scolar
nu poate acomoda interventii de lunga durata cu o frecventa de minim doua sedinte pe
saptamana, motiv pentru care rezultatele au intarziat sa apara. Intrucat in mediile istitutionale
este nevoie de eficienta si operativitate, abordarile care au fost utilizate pentru a raspunde
acestor nevoi s-au inspirit din psihoterapia centrata pe persoana, fondata de catre Carl Rogers.
Atat in psihoterapie cat si in cosnilierea psihologica s-au dezvoltat pe parcurusl timpului un
numar de strategii si abordari de scurta durata care cu timpul au putut fi adaptate mediului
academic, consilierii scolari putand sa le utilizeze cu succes.

Pentru a putea oferi servicii de consiliere de calitate, in scoala, este nevoie sa se ia in

considerare intr-un mod responsabil si etic o serie de factori:

- Tipul de mediu in care tinerii se pot simti suficient de in siguranta pentru a se putea
exprima emotional;

- Obiective ale consilierii care sa fie aliniate cu mediul in care este oferita consilierea;

- Resursele pentru consiliere;

- Planificarea si sustinerea unor programe de consiliere sustinuta;

- Stiluri de consiliere cu care oamenii sa se simta confortabil;

- Tehnici specific care sa fie adecvate mediului scolar;

Intrucat mediul scolar ne ofera o diversitate de personalitati, practice intreaga

complexitate a interactiunilor sociale la o scala redusa, iar odata cu acesta ca si in mediul
natural uman venind si intreaga pleiada de tulburari psihice este de dorit ca psihologul scolar
sa aiba abilitati daca nu chiar formari in diferite strategii si abordari de interventie
psihologica. Intrucat asa cum spuneam consilierea scolara cu greu permite demersurile
necesare pentru o interventie de orientare analita cat sau a unor procesar puternic catharctice.
Vom prezenta in lucrarea de fata o parte dintre principalele abordari care de-a lungul timpului
si-au dovedit eficienta tinand cont atat de particularitatile mediului academic cat si de cele ale
tinerilor cu care psihologul scolar lucreaza.
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O analiza a aplicabilitatii diferitelor abordari si a posibilitatiii adaptarii pentru
mediul academic

Orientarea psihodinamica

Conilerea psihodinamica are obiectivul de a da sens proiectiilor pe care clientii le fac

prin transfer intr-un spatiu si intr-o relatie care sa fie protective pentru client. Tinand cont ca
aceste transferuri unori nu pot fi incurajate in mediul scolar din motive etice si juridice, este
de dorit ca o un astfel de process sa fie facut cu grija si cu tinand cont de limitari. Consilierii
care lucreaza cu tineri sunt expusi in mod vadit risului de a “devein parinti” pentru clientii
lor. Iar prin transfer sa devina tinta resentimentelor, rebeliunii care in mod normal sunt
orientate catre parinti la aceasta varsta cu precadere atunci cand insista asupra respectarii
unor reguli care par nerezonabile, iar asta contravine nevoii de autonomie.

Contratransferul pentru tineri rebeli poate emana atat din interactiunile consilierului
cu propria copii din perspectiva proiectiilor unui elev, cee ace poate avea ca rezultat o
puternica rezistenta sau utilizarea unor manevere mai mult sau mai putin constiente ale
adolescentului de a obtine controlul in relatie. Rareori scolile ofera un mediu sufiecient de
sigur pentru ca o astfel de relatie sa se poate dezvolta.

Consilierea centrata pe persoana

Consilierii formati in aceasta orientare au tendinta de a arata extrem de multa

empatie. Acest lucru ii poate incuraja pe elevi sa intre in ipostaza celui lipsit de aparare
iar pe consilier sa intre intr-un rol matern pentru a avea grija si a-l proteja pe bietul copil
neajutorat. Clientul are nevoie sa fie sustinut nu coplesit cu afectiune iar consilierul
trebuie sa fie foarte atent sa nu ofere o relatie pseudo-parentala acolo unde nu este
necesar. Este eliberator pentru client sa simta intr-o relatie de ajutor faptul ca sunt
continunti si ca sunt intr-o relatie de egalitate de status si putere. Tinerii pot trezi emotii
parentale puternice in adultii din jurul lor iar o terapie prea implicata presupune riscul ca
elevul sau studentul sa ajunga sa se bazeze mai mult pe consilier decat pe sine pentru a-
si rezolva problemele. Astfel de probleme presupun atat o analiza atenta a cat de indicat
este acest model cu un anumit client cat si necesitatii unei supervizari atente

Conilierea focalizata pe solutii si consilierea de scurta durata

A
• Goal-centred and narrowly focused counselling that is brief does not
require a contained setting, since the immediate task rather than personality
transformation becomes the object of therapy. Cognitive-behavioural
methods, Egan’s three-stage model (1990) solution-focused therapy,
narrative therapy and motivational interviewing (Miller and Rollnick,
1991) readily lend themselves to the time-limitations and frequent interruptions
of an educational setting.

Psychodynamic therapy requires clients to introspect and to articulate in

formal operational thought, and this rules out the majority of younger
pupils in school. Those therapies that are not language dependent will
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be more applicable for those of low intelligence, particularly in the
lower years.
• Psychodynamic therapy works within a context of secure boundaries, yet
many adolescents pass through a phase of rebellion to help break away
from parental attachment. Teenagers test values, attitudes, feelings by
rebelling and so discover how ‘they feel’, how ‘they think’ and how ‘they
assess’ priorities in life. The psychodynamic counsellor will address the
paradox of conflict (Noonan, 1983) by not obstructing this developmental
need, and this may leave the pupil confused after counselling when not
finding the teacher as disposed to permit assertive self-expression.
• Promoting personal responsibility is a characteristic aim of Gestalt,
rational-emotive-behaviour therapy (REBT), goal-centred counselling
and motivational interviewing, and therefore is in keeping with what
teachers continually attempt to do when pupils misbehave in school.
• Person-centred approaches that discourage a sense of community, or a
responsibility for others in a pseudo-quest to identify an actualising tendency
(Rogers, 1967; Mearns and Thorne 1999), will get little sympathy
from teachers in school, but Rogers believed that ‘the human organism,
when trusted, longs for relationship with others and for opportunities to
serve and celebrate the wider community’ (Dryden, 1984: 112).
• Cognitive-behavioural therapists view the fully functioning human
as hedonistic, with a limited sense of caring and responsibility for the plight of others.
The practitioner in school must balance the wish to find
the client’s self with the communal needs of the school, and may need
to think about counselling aims more broadly than individual actualization
and aggrandizement.
• Gestalt therapy has been criticized for being too dismissive of the moral
values necessary for the functioning of society through challenging
‘shouldism’ behaviour (Perls et al., 1972). It is felt that the excessive
emphasis upon ‘self-responsibility’ promotes a sense of ultra-individualism
that erodes the social obligations and collective responsibility of school
life. These objections do not apply to the task-centred and problemsolving
therapies that follow, which include social integration as part of
the counselling aim.
• The ‘externalizing’ discourse of narrative therapy (White, 1989), when
applied to those clients brought up within confused boundaries, can
lead to the suggestion that the counsellor is promoting a cavalier attitude
towards school rules. Yet these techniques are designed to create
therapeutic motivation for change, and some styles which take the line
of devil’s advocate are really attempting to make use of paradoxical
techniques to prompt the opposite behaviour to that which is described.

To offer a professional counselling service for young people in school, a range of

factors need careful thought:
• the type of setting for pupils to feel safe to discharge their feelings
• counselling aims that are in keeping with the setting
• resources for counselling
• planning and sustaining counselling programmes
Brief Counselling in Schools
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• counselling styles with which pupils feel comfortable
• particular techniques which are appropriate in school.
Counselling setting
The provision of a ‘contained’ setting in which pupils may experience catharsis
and have an opportunity to explore deep issues cannot be