In the school environment, many different problems arise that concern students, educators, parents, and generally everyone involved in education.

To properly address these issues, it is essential to establish counseling in schools, the main representative of which will be the educator.

This book examines whether it is correct, appropriate, and feasible for educators to take on counseling responsibilities. It also investigates whether possessing counseling skills is necessary and imperative for educators to effectively carry out their work and to avoid the degradation and contraction of the school's goals.

Subsequently, after exploring who the recipients of the educator's counseling services may be and defining the areas of their activity, the qualities that characterize the educator as a counseling and guidance professional are outlined.

The book concludes with an assessment of the readiness of active educators and today's students in educational faculties to undertake counseling work. Finally, conclusions are drawn from such a perspective on the problem.

Excerpt from the text on the back cover of the edition