School consultation in the context of theory of social power
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| Year of publication | 2015 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | This contribution presents data from master study which deals with the topic of School consultation in the context of theory of social power. There are many concepts within school counselling which are applicable for all ‘helping’ professions, including the concept of social power. The concept of social power in connection with school counselling thus became a theoretical framework in this field. The importance of social power for counselling is unquestionable because it is a main construct of all interpersonal relations – including the ones happening during counselling. Primary aim of the study was to determine which types of social power were perceived as effective during consultation between psychologist and teacher, and then to compare them with data obtained from the already implemented research abroad. In the context of study's goal, following research question was defined as "What types of social power are in consultation between a school psychologist and a teacher perceived as the most effective". The empirical research has showed that school psychologists prefer usage of soft strategies for their work with teachers, teachers consider the legitimate power at the most effective. Another finding were that females consider the legitimate power as the most effective. On the other hand, males consider the reward type of power as the most effective. |
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