What is psycho-pedagogical counseling?

Psycho-pedagogical counseling is defined as an intervention from an external agent independent of the advised body (the center education and its professional components) in which a collaborative relationship is established between both parties in order to both to possible problems that may arise in the exercise of professional teaching practice, such as in the global prevention of the future appearance of the same.

Thus, in psychopedagogical counseling, two main objectives are distinguished: the clinical, or "direct intervention" in real and current dysfunctional situations, and that of "professional training", more related to the aspect preventive.

Main functions of psychopedagogical counseling

Cox, French and Loucks-Horsley (1987) made a list of the functions attributable to the advisory group, which were differentiated according to three different phases of development of the advisory intervention: initiation, development and institutionalization.

1. Initiation phase

Regarding the initiation phase, the advisory figure must assess the needs, capacities and resources that it presents. both the educational center and the client with whom it collaborates and the set of final beneficiary users of the performance. What's more,

he must carry out an assessment of the type of practices that are applied in the center, as well as the preparation of the list of objectives and goals to be achieved with the intervention.

In the same way, he will have to work on the creation of his proposal to improve the current practice of the center by providing training in new work strategies; organizing and assigning different functions to the teaching group; acting in the optimization of both material and non-material resources; and finally, facilitating the establishment of a positive and committed collaboration link between the various parties involved in the intervention process.

2. Development phase

In the development phase, the advisor must emphasize the offer of training in solving specific problems existing in the educational practice of the center in question, as well as to monitor the proposals of the suggested changes and carry out an evaluation of said process.

3. Institutionalization phase

In the final phase of institutionalization, the aim is to incorporate the set of actions carried out into the list of guidelines and curriculum of the intervened educational center. Also An assessment and monitoring of the implemented program is carried out and the training of teachers continues (especially in the case of new incorporations to the staff) and the provision of resources to enable their continuity once the advisory group has finished its work at the educational center.

Characteristics of the psychopedagogical counseling service

Among the characteristics that define the psycho-pedagogical counseling service, it stands out, first of all, that it is an indirect intervention, since the figure adviser works together with the professionals of the center (the client) so that the orientations provided are finally reverted to the students (users last). Thus, could be defined as a “triadic relationship”, in which a commitment is established between the advisory group and the client.

On the other hand, as mentioned above, it is a cooperative relationship, consensual and non-hierarchical, in which both parties agree to collaborate jointly on an equal basis same. Finally, as it consists of an independent body, the advisory group does not exercise any position of authority or control over their client, and therefore it is understood that their relationship is of an unrelated nature. binding.

Possible criticisms of the role of the psychopedagogical advisor

As Hernández (1992) states, some of the criticisms regarding the role and intervention of the advisory figure in the educational center make reference to the feeling reflected, by the team of teaching professionals, of a decrease in their own autonomy regarding the performance of their daily work.

In addition, linked to this feeling of lack of freedom to act, the teaching staff can develop the idea that their task is limited to carrying out bureaucratic procedures, being limited their creative capacity to make possible innovative proposals. On the other hand, the fact of understanding the advisory group as a mediating agent between the administration and the education system, may diminish the connotation of independence of the advisory figure.

Psychopedagogical counseling in the educational center

In the proposal made by Rodríguez Romero (1992, 1996a) on the general functions performed by the advisory figure pedagogical in the field of education, the following stand out: training, orientation, innovation, supervision and organization.

Except for the supervisory function, the remaining four have been accepted and agreed upon without any kind of theoretical-practical questioning. Regarding the supervisory function, yes there is some discrepancy as to the intrinsic nature of the counseling function itself It is understood that the relationship established between the advisory body and the advised body is one of cooperation, defined by a link between equal parties. In this way, the concept of supervision conflicts with this type of operation, since the latter term is associated with a connotation of asymmetry or hierarchy, understanding that the supervisory body is at a higher level, while the supervised body would be at a higher level. lower.

The Psychopedagogical Counseling Teams (EAP)

As indicated above, There are two main functions of psychopedagogical counseling teams in the educational field:

The first is related to a purpose of solving real problems, already existing in the operation of daily teaching practice. This “remedial” function focuses on the problem situation itself and aims to offer a more timely solution.

The second refers to a more preventive or "enabling" objective and is aimed at advising the team of teachers with the purpose of providing them with strategies and resources to promote the proper functioning of their professional practice and avoid problems future. Thus, counseling does not focus on the problem situation, but on the intervention in the set of teachers to provide them with certain skills and competencies to perform in their teaching task in a way general.

This second option is the central function in the EAP teams, although they can also be dedicated in a complementary way to the first.

A significant consideration regarding the particularities of EAP equipment refers to its characterization as a highly professional and competent group in the field of advice educational. This means that this figure is associated with a high connotation of collegiality in his area of ​​professional performance. Derived from the traditional generation of certain types of criticism related to the establishment of a clear definition and specific about what exactly a psychopedagogical counseling team is and what its specific functions are (role conflicts), an internal movement of self-assertion has been generated in order to combat these criticisms from other groups external.

Bibliographic references:

• Álvarez González M., Bisquerra Alzina, R. (2012): Educational Guidance. Wolters Kluwer. Madrid

• Bisquerra, R. (1996). Origins and development of the counseling. Madrid: Narcea

• Hervás Avilés, R.M. (2006). Orientation and Psychopedagogical Intervention and change processes. Granada: University Editorial Group.