[Systemic thinking in school psychology and education].

Public school counseling facilities have put up much resistance against the integration of systemic-psychological principles and methods into their professional field, despite the many critical reviews of their traditional counseling methods. Unlike the progressive changes and reforms which have taken place in various other institutions for children and teenagers, very few methodological changes have come forth within the field of school counseling. A serious consideration of the many proposed suggestions based upon systemic-psychological principles is long overdue. The author illustrates in this article two major trends of thought within the field of systemic psychology (the structuralistic and constructivistic schools). After highlighting the differences between these two schools, the author goes on to discuss the invariable consequences of the integration of the respective systemic methods into the traditional educational counseling programs. The emphasis has been placed upon the constructivistic school of thought, backed by provocative theses and exemplary case studies. Based upon his own practical experience the author has come to realise in this field, that systemic intervention is less time-costly than traditional school-psychological testing. For this reason, he is optimistic that a modification of traditional school counseling/psychology will come in due time. Such modification would also be sure to incite new creative interest and a greater desire for experimentation amongst the school counselors and school psychologists, not to mention a more adequate education for ongoing counselors and psychologists in this particular field.