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.