I. Counselling System in Slovakia
II. Specifics of Counselling for
Roma Clients
III. Cooperation with UNESCO
presented by :
PhDr. Dagmar Kopčanová, VÚDPaP
Study visit No. 194, May 17-21, 2011, Bratislava, Slovakia
I. Counselling - Origins
►30-ties of the last century -preparation of young
generation for their studies and jobs- vocational
guidance (Stavěl,1932,1934)
► 50-ties of the last century- Institute of Human Labour
in Prague, prevailingly psychometric orientation.
► Development of the intelligence tests and the
questionnaires on interests.
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Next development of counselling
► After 2nd WW , also due to psychologists working in health care system
and nursery houses, namely Czech colleagues : Langmeier, Matějček,
Schuerer, Jirásek and others.
► The biggest development starst from early 60-ties: on behalf of solving
problems of personal and educational development of children, vocational
guidance and counselling keeping marriage and family integrity by means
of professional help in counselling institutions.
► The first Psychological clinic and Center for vocational guidance (1957) and
The Research institute for Child Psychology and Pathopsychology (1964)
have been created in Bratislava, thanks to the initiative of Prof. Miroslav
Bazany.
► First basic conception has been formed, respecting the personality of
individual, his/her specifics and abilities to solve problems by means of
their own potentials and own resources (J. Koščo:1962,1971,1974,1975)
► Biodromal counselling (J.Koščo:Counselling psychology 1987).
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Next development –cont.
► In the course of 60-ties and 70-ties the network of new
psychological clinics and new centers for vocational guidance
were established in Slovakia
► The system of educational counselling was developed in three
levels: education counsellor (school counsellor) in schools,
psychological- educational consultancies in the districts of
Slovakia and Regional psychological consultancies and
vocational guidance centers in three major regions (West part of
SLovakia-Bratislava, Central part-Banska Bystrica and Eastern
part-Košice.
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Systems of Counselling in Slovakia
today:
► Resort of Education – centers for pedagogical-psychological counselling and
prevention (CPPCP), special pedagogy consultances, school educational
counsellors, special pedagogues, Roma teacher assistants, drug prevention
coordinators, child intergration centers, university consultances
► Resort of Labour, Social affairs and Family - specialists (psychologists, social
workers, etc.)working in the Offices of labour, Social affairs and Family in all
districts and regions of Slovakia
► Health Care System – according to specifics of various illnesses, specialised
clinics (e.g. drug abuse clinic, etc.)
► Other types: charity and pastoral counselling, NGO´s, counselling in business, etc.
► Private counselling
►Telephone counselling
► First help links (UNICEF and several NGO´s )
► Internet
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Services provided in the Resort of
Labour Social Affairs and Family :
► Individual counselling and psychotherapy
► Pre-marriage counselling
► Marriage counselling and psychotherapy
► Divorce and post-divorce counselling
► Counselling unemployed and their families
► Counselling enterprisers and their families
► Counselling people who applied for adoption of child
and foster care
► Other social-psychological services
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Resort of Education :
a/ directly in schools :
● Educational(school) counsellor (selected teacher with
limited working schedule) in basic schools and
secondary schools
● School psychologist
● Special pedagogue
● Teacher assistant
● Drug prevention coordinator
b/other counselling facilities outside of schools :
● Centers of pedagogical- psychological counselling and
prevention (CPPCP), / 75 /
● Special pedagogy consultances (SPC) /122/
● Child integration centers (CHIC, in Slovak=DIC)
● University consultances
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II. Specifics of Counselling for
Roma Clients
Difference between advantaged and disadvantaged:
 Poor preparation for school (no pre-school education)
 Necessary socio-cultural background for education
missing
 Fail to develop habits of sustained attention
 No idea about any sources of information
 No expectations of reward for being informed
 Poor language experience
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Specifics in Education of Roma
Children
► Roma children from socially disadvantaged milieu are mostly
brought up in their families and communities until they are 6
► Process of their socialization passes in another way than that of
the majority children
► Their experiences, habits and skills differ from those expected
from 6 year olds
► They communicate in Roma language only and don’t master the
educational ones
► This setting is low stimulating the development of child cognitive
functions
► A lot of Roma children are not „prepared” for the standard
education and to be successful in a basic school
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How to provide Counselling Roma and other
disadvantaged children
Different culture :
– specific traditions, habits, attitudes and value
system,
– different style of living and mentality,
– different style of child nurturing and language
....develops special characteristics which
are the most significant for education,
psychological counselling and contacts
with Roma pupils and their families
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Psychological methodology respecting
Roma children specifics, in VUDPaP
lately :
● RR screening
● SON - R 2 1/2-7
In nowadays:
● production of a new test:
Test of School Readiness (children from 6 -7 years )
● standardisation of the test IDS Intelligence and Development Scale (children from 5-10)
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RR - SCREENING







it is a non-verbal test – to accept little
mastering of instructional language
it has simple instructions
a practical training task precedes each
subtest, children thus are familiarized with the
task
it is a short-lasting test – to accept a shorttime concentration ability (it consists of 4
subtests)
it contains full-colored stimulating pictures
to attract and foster attention, to increase
interest and motivation to co-operate
the pictures depict well-known things and
situations from Roma children milieu
the pictures are placed on plastic cards –
for simple and direct manipulation as
objective aids
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SON- R 2 ½-7 characteristics :
The SON-R 2½ - 7 is
composed of six subtests:
1. Mosaics,
2. Categories,
3. Puzzles,
4. Analogies,
5. Situations and
6. Patterns.
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And then you can see „Happy Roma faces“
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III. Cooperation of VUDPaP
and UNESCO
1999 – International conference organized in cooperation with UNESCO & IRTACIAC : Counselling Children and Young People at the Edge of the 3rd Millenium,
participation of 44 krajín from Europe and overseas
2005 – international seminar in cooperation with the Section for Education SC
UNESCO, supported from the Participation programme,called : “ Quality
Education for Children from Socially Disadvantaged Settings”, 15 countries
participated
2008 - in cooperation with the Section for Education, SC UNESCO another
international seminar suported from the Participation programme UNESCO :
“Equal Access to Quality Education for Children from Socially disadvantaged
Settings “, participation of 14 countries from Europe and overseas
2011 - in cooperation with the Section for Education, SC UNESCO we are just
organizing the international conference:” Respecting Cultural Diversities by
Quality Education of Socially and Differently Disadvantaged Children “ ( a special
focus on Roma Children)
We expect experts from Czech and Slovak republic, Hungary, Bulgaria, Serbia,
Macedonia, Crotia, Moldova, Rumania, Turkey, Italy, Israel, France, Germany and
USA.
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UNESCO Conferences on Roma Education
in Bratislava , Slovakia in 2005 and 2008
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THANKS for your ATTENTION !
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