| Summary: | This thesis explores the evolving landscape of guidance counsellor-student interactions
within the context of general upper secondary education in Finland. With a focus on
recent changes in the educational system, including the COVID-19 pandemic, extended
compulsory education, and student admission reform, the study aims to understand how
these changes intersect with guidance counsellor-student interactions. Through qualitative
interviews with guidance counsellors, the study investigates their experiences, challenges,
best practices, and future development ideas, employing a thematic analysis with an
inductive-deductive approach.
Key findings highlight the impact of digitalization and the pandemic on interactions, with
face-to-face communication valued alongside remote options. Educational reforms
introduce complexities, including uncertainty among students. Guided by sociodynamic
counselling theory, the study emphasizes interpersonal skills and holistic guidance
principles in fostering meaningful interactions. Experienced challenges include building
trust and managing resource constraints, while best practices prioritize empathy and
collaboration. Participants advocate for resource allocation improvements and a progress oriented approach to enhance guidance and counselling services.
Overall, the research deepens understanding of guidance counsellor-student interactions,
informing discussions on education, and supporting ongoing improvements in student
support systems in Finland and beyond.
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