Sociodynamic Counseling: Creativity and Adaptation for the School Counselors

Abstract

Why do we need sociodynamic counseling ? Because it can be an innovative approach for students, and they will feel involved and responsible for the decision they make. This article analyzes the use of the sociodynamic counseling model for the secondary-school students. The central role of the metaphor within the discussions highlights the need for creative skills and attitudes. These are necessary for both the counselor and the youngster who is counseled, but, at the same time, they are not suitable for all subjects. This creative approach, however, does not suit all counselors as a way of approaching the interactive process. The idea of addressing areas of professional activity in a metaphorical manner may be an unusual but also a provocative aspect for students, helping them to reflect more seriously upon their future profession. Traditionally, career counseling was centered on attaining a per—profession match, based on providing objective, statistically validated information, etc. In this paper we will analyze the assertion that this sociodynamic approach is perceived differently by those involved (secondary-school students, counselors). Starting from the premise that each person has a preference for a certain style of work, we will argue (theoretically and practically) that there are gender differences in the application of this type of counseling. We will also show that among the counselors it was found that there are differences, regarding the preference for using the model proposed by us in their current activity. In addition to the subjective options for a particular way of working, there is also an objective factor, i.e. the professional experience, quantified by the years of practice in the field.