Diagnostics of Students' Social Sisadvantage in the Practice of Pedagogical-psychological Counseling Facilities
Abstract
Students' social disadvantage, in current school terminology also defined as "the need for support resulting from different cultural and living conditions", has been a diagnostically difficult phenomenon for many years. The paper shows the results of a questionnaire survey among 176 employees of school counseling facilities, who in the research reflected both their own insight into the issue of determining social disadvantage and their experience with the diagnostics of this disadvantage in the practice of pedagogical-psychological counseling facilities.
The results clearly point to the persisting ambiguities in the definition of the concept of social disadvantage and to the lack of tools for diagnosing this disadvantage in counseling practice.