Objective:

To assess the educational psychologists’ competencies for counselling in the context of their professional performance.

Methods:

The authors rely on studying the products of the pedagogical process, surveying graduates, interviewing members of the Educational Counselling staff and the students of the Bachelor of Education major. These methods allowed to assess qualifications of the educational psychologists’ graduates at the University of Matanzas for counselling as a component of their professional performance.

Result:

The study leads to highlighting the strength and weakness of Educational Counselling discipline in the educational psychologist formative process, as well as exploring graduates’ recognition for the education given. These weaknesses relate to poor knowledge of counselling ruling documents, the need of updating bibliographic referents, the need of promoting practical activities that contribute to the know-how based on a closer relation between Educational Counselling discipline contents and educational psychologist professional performance.

Conclusion:

The need of improving educational psychologists’ qualifications counselling is recognized, and their role as an organizer of educational influences at the school, the family and the community is emphasized.

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