ABSTRACT
Counselling, guidance, mentoring, behaviour management, coaching, advising, supporting . . . There are those who see very blurred lines between several of these functions, while other people might offer very clear delineation and differentiation between them. There is undoubtedly some overlap within the vocabulary of ‘enabling’ roles that are gaining increasing viability and credence in current educational environments. Nevertheless, there are also distinctions that need to be drawn – not only from the perspective of semantics, but also from ethical and professional angles.
