NARRATIVE PRACTICES FOR COUNSELLING IN EDUCATIONAL CONTEXTS

Abstract

Educational contexts have their own peculiar characteristics, such as that of being multi-professional contexts with a wide range of end users. Counsellors working with educational staff must take these specifics into account. In addition, counselling should be a process that, starting out from the “core issue” that led to the decision to initiate the counselling intervention, aims to promote the professional development of educational staff. In this sense, counsellors should design their interventions to encourage meta-reflection on the context, and should themselves adopt a reflective approach. On the basis of these key assumptions, this paper reflects on narrative practices as a resource for counselling in educational contexts, especially the practice of self-writing which also has the potential to act as a reflective tool for counsellors themselves.