Guidance counsellor-student interaction

Abstract

This thesis explores the evolving landscape of guidance counsellor-student interactions within the context of general upper secondary education in Finland. With a focus on recent changes in the educational system, including the COVID-19 pandemic, extended compulsory education, and student admission reform, the study aims to understand how these changes intersect with guidance counsellor-student interactions. Through qualitative interviews with guidance counsellors, the study investigates their experiences, challenges, best practices, and future development ideas, employing a thematic analysis with an inductive-deductive approach.

Key findings highlight the impact of digitalization and the pandemic on interactions, with face-to-face communication valued alongside remote options. Educational reforms introduce complexities, including uncertainty among students. Guided by sociodynamic counselling theory, the study emphasizes interpersonal skills and holistic guidance principles in fostering meaningful interactions. Experienced challenges include building trust and managing resource constraints, while best practices prioritize empathy and collaboration. Participants advocate for resource allocation improvements and a progress oriented approach to enhance guidance and counselling services.

Overall, the research deepens understanding of guidance counsellor-student interactions, informing discussions on education, and supporting ongoing improvements in student support systems in Finland and beyond.