Psychological support of school counselors in modern educational institutions

Abstract

The study adopts a psychological perspective to investigate the professional activities of school counselors against the backdrop of Russia’s educational reform. In particular, it focuses on counsellors’ professional versatility, the value system and their perception of health as a key value. The original long-term study conducted from 2009 to 2024 on a sample of 5,000 counselors from a variety of educational organizations in Saint Petersburg, including preschool facilities, secondary schools, institutions of secondary vocational education, and centers of psychological, educational, medical, and social assistance. The article provides data from the 2024 monitoring cycle, comparing them with the previous data collected in 2009, 2012, 2016, 2018, and 2022. It identifies and analyzes the challenges faced by school counselors, drawing on feedback from counselors themselves, as well as from their colleagues and supervisors. The study highlights the expectations of key stakeholders in education regarding the role of school counselors and addresses the cognitive dissonance that arises from the mismatch between these expectations and the reality of counselors’ work. A particular focus is placed on the professional health of school counselors, including the prevalence of professional syndromes such as chronic fatigue, information overload, anhedonia, job burnout, and procrastination. The article proposes strategies for supporting and enhancing counselors’ health, as well as preventing job burnout. Additionally, it discusses the professional needs of counselors, emphasizing the importance of developing their psychological competencies and identifying key areas for further training and professional development. The article also highlights the potential of additional professional education as a means of fostering both professional and personal growth among Russian school counselors. Furthermore, it examines approaches to providing psychological support at various stages of a counselor’s career, from a career choice in school, through university training and professional adaptation, to ongoing professional activity, resignation, and retirement. Drawing on a self-developed framework of psychological support for professional health, the article suggests a set of measures aimed at improving and maintaining the professional health of school counselors throughout their career.