Abstract

ALMEIDA, Laurinda Ramalho de. The psychology of Carl Rogers in the training and activities of school counselors. Educ. Puc. [online]. 2018, vol.23, n.2, pp.311-327. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v23n2a3838.

The aim of this paper was to investigate the contribution of Carl Rogers’ psychology to the training and activities of educational counselors in the state of São Paulo. The study was based on a qualitative research approach. The statements of two former school counselors, one from a public school and one from a private school, were analyzed. To understand the statements, the “prose analysis” was used, a methodological approach proposed by Marli André. In order to contextualize educational counseling in the state of São Paulo and discuss the association with the Roggerian approach, a succint presentation of the legislation of educational counseling in Brazil and reference to the first public selection for the admission of educational counselers in the public education network of São Paulo were addressed. The analysis showed that Rogers’ psychology, particularly the facilitating conditions or attitudes, unconditional positive regard, authenticity, and empathy were part of the educational training of the counselors. It is clear that the incomprehension of the concept of non-directivity has led to the misunderstanding of the ideas of Carl Rogers in the school context.

Keywords : Carl Rogers; Educational counseling; nterpersonal relationships.

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