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Although many teachers would probably not regard themselves as skilled counsellors, they will often find that they are giving educational advice to their pupils, especially in the later stages of secondary schooling. Pupils will consult teachers about the vocational opportunities open to students pursuing a particular subject, and this informal contact may proceed as far as referral to the School Careers Master, the Careers Service, or even a local employer. Because adolescence is recognised as a time of change and decision, and also because the extended teacher‐pupil contact in schools makes possible the development of personal relationships, most teachers would probably agree that their duties include a counselling component.

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