Features of psychological counseling in comprehensive school
https://doi.org/10.54884/1815-7041-2026-86-1-155-166
Abstract
This article examines the characteristics of psychological counseling for students in a comprehensive school, focusing on the relationships between levels of psychological distress, school engagement, and subjective satisfaction with counseling support. Key factors determining the accessibility, quality, and perceived effectiveness of school counseling are identified, and practical recommendations for optimizing counseling practices in a comprehensive school setting are proposed. A cross-sectional empirical analysis is presented, which shows that students seeking psychological help, on average, exhibit higher levels of distress. Satisfaction with counseling is statistically positively correlated with engagement and negatively correlated with the level of distress. The results highlight the importance of increasing school engagement and a differentiated approach to counseling: students with severe distress require in-depth assessment and, possibly, specialized assistance. It is recommended to integrate programs (SEL, social and emotional learning) and systemic monitoring of the emotional state of students.
About the Authors
D. A. Usik
Russian State Humanitarian University
Russian Federation
Russian Federation
Dmitrii A. Usik – Assistant of the Department of Family and Childhood Psychology, L.S. Vygotsky Institute of Psychology
Moscow
V. Kh. Unatlokov
Kabardino-Balkarian State University named after H.M. Berbekov
Russian Federation
Russian Federation
Vyacheslav Kh. Unatlokov – Candidate of philological sciences, Associate prof. of the Department of Kabardian-Circassian Language and Literature of the SGI (Social and Humanitarian Institute)
Nalchik
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Review
For citations:
Usik D.A., Unatlokov V.Kh. Features of psychological counseling in comprehensive school. Man and Education. 2026;(1):155-166. (In Russ.) https://doi.org/10.54884/1815-7041-2026-86-1-155-166
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