COMPARATIVE TABLE OF EDUCATIONAL GUIDANCE MODELS.

CONCEPT DEFINITION GOALS CHARACTERISTICS

Process that takes place in a person-to-person relationship between a
an individual disturbed by problems he cannot handle alone and a
professional whose training and experience qualify him to help
CLINICAL others reach solutions for various types of personal difficulties
Its objective is basically therapeutic and the
intervention arises at the request of the person who
has a problem and works according to the most classic
phases of the clinic: demand, diagnosis, intervention
and follow-up, which is why it presents an important
parallel with the medical model.
 It is a relationship of personal, direct and individual help .
It is a dyadic model in which two basic agents intervene: the
guidance and guidance professional. And it is asymmetrical.
It has a reactive and therapeutic remedial character.
The basic technique of the model is the interview

It is a model similar to the clinical model in the way it works, since in
both, the intervention occurs with the intention of solving a Problem
SERVICES posed a priori. However, in the case of the service model, in addition
to serving people individually, it does so collectively or by working in
general with institutions.
Systematic actions, carefully planned, goal-oriented, in response to
the educational needs of students, parents and teachers inserted in
the reality of a center
PROGRAMS
Solve a problem posed a priori.
The service model supports group intervention.
This model is aimed at the entire educational
community with the objective of developing
preventive programs and for the development of
different capacities, personal, academic and social
competencies.
 It has a public and social character.
 They are services focused on the needs of students with difficulties or at risk
and are aimed at partial nuclei of the population.
 They act on problems and not on the contexts that generate them.
 They focus on solving the needs of students with difficulties and at risk
(therapeutic and problem-solving nature).
 The programs are designed and developed taking into account the
 needs of the center or context.
 The program is aimed at all students and focuses on the
 group needs.
 The basic unit of intervention in the school environment is the
classroom.
 The student is an active agent of his or her own orientation process.
 Action is taken on the context with a more preventive and
developmental nature.
 How therapeutic.
 Programs are organized by objectives along a continuum
 Temporary.
 Curricular activities are developed through the programs
 specific

 Consultation is a relational model.

A helping process through which teachers, parents, principals, and
other important adults in students' lives discuss issues related to
them with each other.
INQUIRIES
 It is a model that enhances information and the training of
Its purpose is advice and training and can be  professionals and for professionals.
approached from various perspectives, such as  It is based on a symmetrical relationship between people or
therapeutic, preventive and developmental. professionals with
 similar status
 Three types of agents are involved: consultant-client consultant.
 The relationship can not only be established with individual people, but
 also with representatives of services, resources and programs.
 Its objective is to help a third party, which can be a person or a group.
 Approach the relationship from different approaches: therapeutic,
preventive
 and development.
 The relationship is temporary, not permanent.
 The consultant intervenes indirectly with the client
 “This model based on systems and/or self-applicable programs does
not eliminate the figure and functions of the counselor. The
counselor must be present in the process, playing the role of
TECHNOLOGICAL consultant, clarifying doubts, solving problems, commenting on some
of the information provided and helping the subject in his work of
synthesis and reflection. What these systems aim to do is free the
counselor from informative tasks and leave him more free to carry
out his consultation and advisory functions. This model, fully realized,
can contribute to the development of the functions of guiding
interaction.
CONSTRUCTIVIST The constructivist conception of school learning and teaching
PSYCHOPEDAGOGI
CAL INTERVENTION
MODEL
PSYCHO-
PEDAGOGICAL
ADVICE
Places the orientation in a broader scenario than the
context where it is
locates, projecting itself in its entirety to all sectors:
students,
Families, guidance professionals and tutors.
It facilitates the exchange of all kinds of information
between those involved in the guiding act.
 It grants autonomy to those involved.
THE CONSTRUCTIVIST MODEL OF GUIDANCE
Contribute to the analysis and improvement of Take as a starting point the initial situation of the institution (ideas
teaching and learning processes, taking into account

 of teachers on teaching-learning processes, educational practices and
the diversity of users and enhancing the teaching management and organization model).
capacity of centers and teachers.
 Collaborate with the management team and teaching teams in making
decisions
 decisions that adjust to the objectives set and the characteristics
 from the center.
 Promote effectiveness in work meetings, clearly defining the
 responsibility of those involved in the fulfillment of agreements, the
 monitoring of the actions initiated and their corresponding
 evaluation and review.
 Establishment of fluid communication networks between the
community
 educational.
 Have effective documents, with specific indicators that
 allow detecting and carrying out adequate monitoring of students
 and students with learning difficulties