School consultation in the context of theory of social power

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School consultation in the context of theory of social power

VYCHOPŇOVÁ, Tereza

Basic information

Original name

School consultation in the context of theory of social power

Name in Czech

Školní konzultace v kontextu sociální moci

Authors

VYCHOPŇOVÁ, Tereza (203 Czech Republic, guarantor, belonging to the institution)

Edition

ECER 2015 : Education and Transition. Contributions from Educational Research, Corvinus University, 7.-11. 9. 2015, Budapest, Hungary, 2015

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

50300 5.3 Education

Country of publisher

Hungary

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14210/15:00084036

Organization unit

Faculty of Arts

Keywords (in Czech)

školní konzultace; sociální moc; školní psycholog; učitel

Keywords in English

school consultation; social power; school psychologist; teacher

Abstract

V originále

This contribution presents data from master study which deals with the topic of School consultation in the context of theory of social power. There are many concepts within school counselling which are applicable for all ‘helping’ professions, including the concept of social power. The concept of social power in connection with school counselling thus became a theoretical framework in this field. The importance of social power for counselling is unquestionable because it is a main construct of all interpersonal relations – including the ones happening during counselling. Primary aim of the study was to determine which types of social power were perceived as effective during consultation between psychologist and teacher, and then to compare them with data obtained from the already implemented research abroad. In the context of study's goal, following research question was defined as "What types of social power are in consultation between a school psychologist and a teacher perceived as the most effective". The empirical research has showed that school psychologists prefer usage of soft strategies for their work with teachers, teachers consider the legitimate power at the most effective. Another finding were that females consider the legitimate power as the most effective. On the other hand, males consider the reward type of power as the most effective.

Links

MUNI/A/1219/2014, interní kód MU

Name: Celoživotní učení v institucionálních souvislostech

Investor: Masaryk University, Category A

Citovat

VYCHOPŇOVÁ, Tereza. School consultation in the context of theory of social power. In ECER 2015 : Education and Transition. Contributions from Educational Research, Corvinus University, 7.-11. 9. 2015, Budapest, Hungary. 2015.

@proceedings{1312468,
   author = {Vychopňová, Tereza},
   booktitle = {ECER 2015 : Education and Transition. Contributions from Educational Research, Corvinus University, 7.-11. 9. 2015, Budapest, Hungary},
   keywords = {school consultation; social power; school psychologist; teacher},
   language = {eng},
   title = {School consultation in the context of theory of social power},
   year = {2015}
}

TY  - CONF
ID  - 1312468
AU  - Vychopňová, Tereza
PY  - 2015
TI  - School consultation in the context of theory of social power
KW  - school consultation
KW  - social power
KW  - school psychologist
KW  - teacher
N2  - This contribution presents data from master study which deals with the topic of School consultation in the context of theory of social power. There are many concepts within school counselling which are applicable for all ‘helping’ professions, including the concept of social power. The concept of social power in connection with school counselling thus became a theoretical framework in this field. The importance of social power for counselling is unquestionable because it is a main construct of all interpersonal relations – including the ones happening during counselling. Primary aim of the study was to determine which types of social power were perceived as effective during consultation between psychologist and teacher, and then to compare them with data obtained from the already implemented research abroad. In the context of study's goal, following research question was defined as "What types of social power are in consultation between a school psychologist and a teacher perceived as the most effective". The empirical research has showed that school psychologists prefer usage of soft strategies for their work with teachers, teachers consider the legitimate power at the most effective. Another finding were that females consider the legitimate power as the most effective. On the other hand, males consider the reward type of power as the most effective.
ER  -

VYCHOPŇOVÁ, Tereza. School consultation in the context of theory of social power. In \textit{ECER 2015 : Education and Transition. Contributions from Educational Research, Corvinus University, 7.-11. 9. 2015, Budapest, Hungary}. 2015.

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