Educational Counselling and Professional Orientation

Pre-requisites: /

Course objectives: Introducing into and understanding the function, characteristics and assumptions of exercising educational counselling and professional orientation in educational practice; training students to perform educational counselling and professional orientation work.h.

Course description: Theoretical course: Different theoretical assumptions of educational counselling. The function of educational counselling. Phases of educational counselling development. Characteristics of individual counselling work. Characteristics of group counselling work. Methods and techniques of counselling work. Areas of counselling work with children and adolescents. Counselling work with teachers. Counselling work with parents. Assumptions of successful educational counselling exercising. The goal and the function of professional orientation. Phases and characteristics of professional orientation process. The role of educationalist in professional orientation. Practical course: Counselling work with students with difficulties in school work and learning. Counselling work with students who manifest problems in social behaviour, and problems in achieving the positive social relations with their peers. Counselling work with gifted students. Counselling work in professional orientation.

Learning Outcomes: Students are familiar with and understand the function, nature and characteristics of educational counselling and professional orientation processes in educational practice, as well as the role of educationalist in those processes; students have professional skills needed for their performance.

Literature/Reading:

• Resman, M. (2000): Savjetodavni rad u vrtiću i školi. Zagreb: HPKZ.
• Nelson-Jones, R. (2007): Praktične vještine u psihološkom savjetovanju i pomaganju. Zagreb: Naklada Slap (str. 103-144).
• Gordon, T. (2006): Kako biti uspešan nastavnik. Beograd: Kreativni centar, Grupa Most(str. 31-64; 247-272)
• Gašić-Pavišić, S. (2004): Mere i programi prevencije nasilja u školi, Zbornik 36, Beograd: Institut za pedagoška istraživanja.
• Spasenović, V. i S. Mirkov (2007): Interventni programi razvijanja socijalnih veština učenika, Nastava i vaspitanje, br. 1, 56-65.
• Kovač-Cerović, T., R. Rosandić i D. Popadić (prir.) (1996): Učionica dobre volje: Školski program za konstruktivno rešavanje sukoba. Beograd: Grupa Most (str. 13-20; str. 21-36).
• Mandić, P. (1986): Savjetodavni vaspitni rad. Sarajevo: Svjetlost.