Psychopedagogical evaluation in Spain has advanced since Order 4127 of 1996, by including the identification of educational needs as a key step in addressing diversity. However, the initial legislation did not offer a reporting model nor did it consider the student’s socio-emotional development. In 2015, the Community of Madrid introduced an official model that incorporates the evaluation of “Socio-emotional Development”, which implies the need for counselors to implement appropriate instruments and procedures for this. Despite this progress, limitations persist in counseling services, such as the scarcity of adequate tests and the lack of tradition in addressing emotional aspects in school contexts.
The present research used an ad hoc questionnaire distributed to 70 educational counselors from the Community of Madrid to examine their practices and training needs in the evaluation of emotional development. The sample, mostly female, includes counselors with diverse experience, and focuses on the stages of Early Childhood and Primary Education.
The results show that counselors use a limited range of instruments to assess emotional development and many express the need for training in this area. It is concluded that it is urgent to develop an action guide that offers clear and accessible guidelines for a psychopedagogical evaluation.
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