COUNSELLING SKILLS OF SCHOOL COUNSELORS AND TEACHERS IN PRIMARY SCHOOLS IN PREKMURJE

Magistrska naloga spada na področje šolskega svetovanja in obravnava svetovalne spretnosti šolskih svetovalnih delavcev in učiteljev v osnovnih šolah v Prekmurju. V prvem delu smo predstavili splošna izhodišča in dosedanja znanstvena spoznanja o svetovalni službi v osnovni šoli in samo svetovanje. Osrednji del magistrske naloge je namenjen fazam svetovalnega procesa in svetovalnim spretnostim, vse od nedirektivnih (povzemanje) do direktivnih (interpretiranje) svetovalnih spretnosti. Teoretična spoznanja predstavljajo temelje empirične raziskave, ki je predstavljena v drugem delu magistrske naloge. Namen empirične raziskave je bil proučiti uporabo, usposobljenost in uspešnost uporabe svetovalnih spretnosti med šolskimi svetovalnimi delavci in učitelji v osnovni šoli. Po pregledu strokovne literature smo za preučevanje posameznih razlik uporabili χ2-preizkus odvisnih zvez med spremenljivkami, Mann-Whitneyjev preizkus in Kruskal-Wallisov preizkus neodvisnih spremenljivk. Empirična raziskava je bila izvedena v juniju 2015 na šestindvajsetih osnovnih šolah v Prekmurju, v njej je sodelovalo 51 učiteljev in šolskih svetovalnih delavcev. Temeljne ugotovitve empirične raziskave so: šolski svetovalni delavci pogosteje uporabljajo svetovalne spretnosti kot učiteljišolski svetovalni delavci so bolj usposobljeni za uporabo svetovalnih spretnosti kot učitelji in so uspešnejši glede uporabe svetovalnih spretnosti. V empiričnem delu raziskave smo potrdili našo predpostavko, da so šolski svetovalni delavci bolj usposobljeni v svetovalnih spretnostih kot učitelji.Master\u27s thesis deals with the field of school counseling and counseling skills of school counselors and teachers in primary schools in Prekmurje. In the first part, we presented the general background and current scientific knowledge about the counseling service in primary school and counseling itself. The central part of the master\u27s thesis deals with stages of the counseling process and advisory skills, from nondirective (summarizing) to the directive (interpretation) advisory skills. Theoretical knowledge is the foundation of empirical research which is presented in the second part of the thesis. The purpose of the study was to examine the application, capacity and effectiveness of the use of advisory skills among school counselors and teachers in primary school. Following the review of the scientific literature we have used a χ 2 –test of dependent associations between variables to study individual differences, Mann-Whitney test and Kruskal-Wallis test of independent variables. The research was carried out in June 2015 at twenty-six elementary schools in Prekmurje, 51 teachers and school counselors took part in it. The main findings of the empirical research are: school counselors more often use counseling skills than teachersSchool counselors are more skilled in the use of counseling skills than teachers and are more successful with regard to the use of advisory skills. In the empirical part of the research we confirmed our assumption that school counselors are better trained in counseling skills than teachers