EN
The authoress describes the practical reality of counselling in relation to educational counselling. The analysis of this reality constitutes the source of the proposed changes. The authoress believes that counselling under school's jurisdiction (the educational counselling) is not being reformed in accordance with social requirements and development of science. Excessive formalism, schematism of structural-functional activities dominated by diagnosis cause the collapse of institutional counselling's authority, where the main goal of counsellors' activity becomes to create expert opinions whenever schools need them. The specific character of the counsellor's work with a child introduces certain restrictions on applying general solutions in the area of counselling, yet it does not exempt us from searching for and implementing new forms and ways of assistance directed at a child and his or her family. The necessity of a change poses a challenge for educational counselling, in which advice-giving and diagnostic labelling performed for the sake of creating expert opinions should be replaced with actions that are supportive, therapeutic and, most importantly, take into account needs of counselees, not the school's expectations.