Abstract
School counselling centres are becoming - and not only legislatively - an integral part of schools. Their work is by no means easy, and due attention must therefore be paid to the correct set-up.
In this series, we will first look at the division of competences between the members of the school counselling centre, then at internal and external communication and cooperation, as well as the training of counselling teachers. The aim of the series of articles is therefore to describe the building of an effective school counselling centre so that it becomes not only an integral but also an indispensable part of the school and is able to support all "school counsellors".