Author(s): Hülya YILDIZ
Education aims to create desired behavior in individuals. School is one of the most important institutions where the individual is supported cognitively, psychologically, affectively and socially in order to realize himself in accordance with his / her potential. However, while knowledge transfer and mental development are prioritized in schools as a requirement of the system, psychological, affective and social development remain in the background. In this study, it was aimed to determine the opinions of the guidance teacher/psychological counselors about the students' individual, family and social problems, the structure, functioning, practices, recommendations and school social service of the guidance services in schools. For this purpose, in-depth interviews were conducted with guidance teacher/psychological counselors working in different schools in Sakarya. In the study in which qualitative design was used, a purposeful sample was chosen, which could provide the most valid, detailed and rich information about the research problems while determining the sample. The problems experienced by students in the school environment are determined as exam stress, not studying efficiently, behavioral disorders, fighting, violence, smoking, communication problems with friends, disciplinary violations, economic inadequacy, indifference of parents and excessive course load. It has been found that if school social service practices are expected from guidance teacher/psychological counselors, working hours will not be sufficient for this, but school social service will affect the effect of the guidance and psychological counseling service positively
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