School counselors' emotional competences from the inclusive education paradigm

In the current panorama of teacher training and professional development, the idea that the improvement of the quality of education in schools necessarily involves the screening of the culture of collaboration has been reinforced. As a result, the counselor is forced to work cooperatively under the paradigm of inclusive education to face the challenges of today and tomorrow. In this context, we have decided to undertake research which may help to know the specific characteristics of schools' internal functioning, and the relationships between the school counselors and other members of both the educational and the social community. Consequently, in this work we offer a unique, valid and reliable assessment tool, with which we are able to evaluate emotional competences in school counselors, thus shedding light on the model of competencies required for more inclusive orientation practices. In addition to integrating various theoretical contributions and having adequate psychometric properties, this evaluation tool allows its regular use by professionals and researchers in the field of education, as well as a rapid transfer of results at a management level.