Savjetovanje predstavlja proces kojega je gotovo nemoguće konkretno definirati u cijeloj njegovoj obuhvatnosti, kao ni standardizirati prilikom samog provođenja. Upravo ovaj rad nastoji obuhvatiti različite karakteristike savjetovanja, s naglaskom na pedagoško savjetovanje, odnosno pedagoško savjetovanje u odgojno-obrazovnoj ustanovi. Pedagoško savjetovanje u odgojno-obrazovnoj ustanovi provodi školski stručni suradnik pedagog, a za obavljanje savjetodavnog rada potrebne su mu određene kompetencije. Stoga, cilj ovoga rada je prikazati savjetodavni rad školskog stručnog suradnika pedagoga u odgojno-obrazovnim ustanovama te spoznati koje kompetencije su potrebne školskom stručnom suradniku pedagogu za provođenje savjetodavnog rada. Iz rada je vidljivo kako je savjetodavni rad jedno od kompleksnijih područja rada pedagoga. Za provođenje savjetodavnog rada školski stručni suradnik pedagog, osim iskustva u radu s mladima i poznavanja osobitosti razvoja treba imati iznimno razvijene različite pedagoške kompetencije, dok se specifične kompetencije za provođenje savjetodavnog rada mogu podijeliti na različita stručna znanja (pedagoška i psihološka), kvalifikacije, vrijednosti, vještine i sposobnosti, a značajne su se pokazale i pozitivne osobine ličnosti te životno-etičko usmjerenje. Svoje kompetencije školski stručni suradnik pedagog razvija formalnim, visokoškolskim obrazovanjem, ali i dodatnim stručnim usavršavanjima te neformalnim i informalnim učenjem. Razvijanjem kompetencija školski stručni suradnik pedagog razvija i vlastiti rad te će upravo na taj način biti spremniji pomoći učenicima u bilo kojoj situaciji u kojoj se nađu. Counseling represents a process that is almost impossible to define in its entirety, as well as to standardize during the actual implementation. This master thesis tries to cover the different characteristics of counseling, with an emphasis on pedagogical counselling and pedagogical counseling in an educational institution. Pedagogical counseling in an educational institution is carried out by a school professional associate pedagogue, who has to have certain competencies to performing such work. Therefore, the main aim of this master thesis is to present the counseling work of the school professional associate pedagogue in educational institutions and to establish what competencies are needed for the school professional associate pedagogue to carry out counseling work. It is evident that counseling work is one of the most complex areas of work of pedagogues. In order to carry out counseling work, a school professional associate pedagogue, in addition to experience in working with young people and knowledge of their development, should have extremely developed pedagogical competencies. In addition to general, specific competencies are significant for conducting counseling work and can be divided into different professional knowledge (pedagogical and psychological), qualifications, values, skills, abilities. Positive personality traits and life-ethical orientation are also significant. School professional associate pedagogues develop their competencies through formal, higher education, but also through additional professional training and informal learning. By developing competences, the school professional associate pedagogue also develops his own knowledge and work and in this way he is more prepared to help students in any situation in which they may find themselves.