| Substantial limitations |
Risks of social isolation of pupils, competence limitations of professionalism, choice of categories of accompanied pupils. The possibility of a "blind" transformation of the teacher into a tutor (Glozman, 2016) |
Dependence on the personal qualities of the curator, the performance of a narrow range of functions, aimed at the social and practical aspect (Obrist, 2014) |
In the most critical cases, coaching is unlimited psychotherapy (Iliffe-Wood, 2014) |
| Formal limitations |
The lack of training and retraining programs, the inadequacy of the personnel fund, the lack of job descriptions and requirements (Mansvetova, 2017) |
Lack of normative base, targeted financing, methodological and personnel support (Kasitsina et al., 2015) |
Use of psychological tools by specialists not certified in this field (Klarin, 2015). |
