The Role and Tasks of the Psychologist in a Contemporary School
The Role and Tasks of the Psychologist in a Contemporary School
Contributor(s): Grażyna Katra (Editor), Ewa Sokołowska (Editor), Małgorzata Bielenia (Translator)
Subject(s): Social Sciences, Psychology
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: school psychologist; monitoring; prevention; promotion of behaviour patterns; psychoprevention; intervention; work model of school psychologist; holistic approach
Summary/Abstract: The book presents the authorial model of the psychologist's work at school which assumes that this work should include monitoring of the educational process taking place at school, followed by extensive promotional activities, prevention and, in the event of problems, intervention. The model allows holistic approaches to the psychologist's activity in the school environment, including planning and checking the effectiveness of his/her actions, which were described with reference to school realities. The book presents an authorial model of the psychologist’s work in a school, tested for 10 years in Polish educational institutions, to the wide audience, also outside Poland. The authors’ intention is to initiate an international discussion on the role and tasks of the psychologist in education. The proposed model places emphasis on monitoring and promotion of appropriate patterns of behaviour as the activities that have the main psychological and educational impact in the school environment. It regards prevention and interventiononly as their necessary complement. This approach underlines the importance of the proper course of the educational process, school climateand students’ development. The publication highlights the positive role of the psychologist, who is a contributor to a properly functioning school community, not only a person responsible for solving problems arising in the school or educational environment.
- E-ISBN-13: 978-83-235-5142-3
- Print-ISBN-13: 978-83-235-5134-8
- Page Count: 268
- Publication Year: 2021
- Language: English
Tasks and responsibilities of the psychologist in a Polish school
Tasks and responsibilities of the psychologist in a Polish school
(Tasks and responsibilities of the psychologist in a Polish school)
- Author(s):Grażyna Katra
- Language:English
- Subject(s):Psychology
- Page Range:15-22
- No. of Pages:8
- Keywords:role of school psychology; professional development; psychological intervention; school psychologist in different countries
- Summary/Abstract:The Polish state guarantees comprehensive psychological care for children and adolescents in educational institutions. The tasks of the psychologist are included in a special regulation and also involve cooperation with the child’s teachers, educators and parents. In practice, the psychologist deals with the student delegated by tutors and teachers, and his activities mainly consist of intervening in the event of learning or behavioural problems. Unlike in other countries, it can be seen that a psychology graduate in Poland starts his professional carrier with relatively little experience (a small number of hours of training). We also do not have a strictly defined path of professional development for a school psychologist, independent of teacher promotion.
The model of the school psychologist’s role – an authorial proposal
The model of the school psychologist’s role – an authorial proposal
(The model of the school psychologist’s role – an authorial proposal)
- Author(s):Grażyna Katra
- Language:English
- Subject(s):Psychology
- Page Range:23-33
- No. of Pages:11
- Keywords:model of professional role; monitoring; promotion; prevention; intervention; professional competencies
- Summary/Abstract:The whole process of an educational institution is to be supervised by an educational psychologist who should adopt an external perspective towards the school as an institution. The essence of this perspective is the analysis of the actual functions of educational activities and their psychological effects, and not the implementation of the declared educational goals of the school. The proposed model of performing the role of a trained psychologist covers four categories of activities: monitoring, psychoprophylaxis, intervention and promotion. It should monitor the course of the educational process as well as promote personal development by shaping competences conducive to increasing the quality of life of a person in the individual dimension and relationship with others. This chapter describes the competences needed to perform tasks in each impact category.
Characteristics of the school environment
Characteristics of the school environment
(Characteristics of the school environment)
- Author(s):Elżbieta Dryll
- Language:English
- Subject(s):Psychology
- Page Range:34-46
- No. of Pages:13
- Keywords:school as social system; competence of school psychologist; class monograph
- Summary/Abstract:The school can be described as an open system, distinguishing the level of the whole, the level of subsystems (class, student council, sports group, pedagogical board) and the elementary level (a student, a teacher). At the overall level, the psychologist is concerned with the school climate. At the subsystem level, he/she carries out diagnostic (e.g. class monograph), prophylactic and intervention activities aimed at entire groups. At the elementary level, the psychologist consults individual problems of students or teachers. The more work he puts into caring for the higher levels of the system, the less problems and difficulties there will be at the elementary level. Each of these tasks requires specific skills and the psychologist’s authority. An authority is based on independence, high professional competences (knowledge, experience) and personal competences (respect, honesty, creativity and life wisdom).
The psychologist in a contemporary Polish school – theoretical inspirations
The psychologist in a contemporary Polish school – theoretical inspirations
(The psychologist in a contemporary Polish school – theoretical inspirations)
- Author(s):Ewa Sokołowska
- Language:English
- Subject(s):Psychology
- Page Range:47-58
- No. of Pages:12
- Keywords:extra-systemic approach; educational interaction; psychological evaluation; school psychologist; role of the psychologist; teaching; upbringing
- Summary/Abstract:The school psychologist’s activities should be rooted in their personal refl ection and in psychological theory, especially in educational psychology theories. Thus, the school psychologist can fulfi l their role in a variety of ways and be, among others: “the person in the middle”; an expert in upbringing and teaching; a researcher of the educational process and a creator of new approaches to upbringing. The form in which the psychologist fulfils their duties should also change depending on the nature of the duties – which can be described as the “frontline and offi ce” dimension of their role. The most important thing for the school psychologist, however, is that their role can be fully realised if the condition of relative independence from the school system and its requirements is fulfilled – this means an extra-systemic approach.
Specific problems in the development of a younger school-age child: directions and forms of preventive measures
Specific problems in the development of a younger school-age child: directions and forms of preventive measures
(Specific problems in the development of a younger school-age child: directions and forms of preventive measures)
- Author(s):Małgorzata E. Babiuch-Hall
- Language:English
- Subject(s):Psychology
- Page Range:61-75
- No. of Pages:15
- Keywords:adjustment to school environment; developmental achievements; developmental disharmonies; developmental disorders; educational maturity/school readiness; gifted and talented children; monitoring
- Summary/Abstract:This chapter presents the principal difficulties faced by many children at the early stages of education, and some actions which may be taken by school psychologists to prevent their occurrence or at least to limit their negative consequences. The first important task of psychologists and pre-school teachers is to evaluate school readiness of children before the start of their compulsory education and deliver help to those children who do not present sufficient educational maturity (e.g. remedial classes, a delay of compulsory education). Another very important task for psychologists is to observe how well children adapt to new environments and new requirements. Some diffi culties experienced by pupils at the start of their school experience may be related to developmental disharmony, disruptions in development or specific disorders (e.g. dyslexia, ADHD, autism), and the need to be taken care of before they become a source of serious and long-lasting problems. This is a task for psychologists, teachers, and parents working together. Attention by school psychologists should also be focused on gifted and talented children. Those children do not normally experience learning diffi culties, but they do require teachers’ attention to feel as though they are noticed and appreciated. They also need a more challenging curriculum than an average student to maintain their motivation and interest in learning new knowledge and skills, as well as teach them the value of effort in learning. Therefore, the most important tasks of school psychologists at the early stages of school education are: to monitor the process of adjustment by pupils to new environments and new roles; to identify children who experience diffi culties at the start of school education, and to arrange and coordinate help for those children; and to follow up not only with those children with special educational needs but also with gifted and talented students.
The school psychologist in the face of the challenges of adolescence
The school psychologist in the face of the challenges of adolescence
(The school psychologist in the face of the challenges of adolescence)
- Author(s):Grażyna Katra
- Language:English
- Subject(s):Psychology
- Page Range:76-94
- No. of Pages:19
- Keywords:adolescence; autonomy; bringing up teenagers; developmental norm
- Summary/Abstract:Each stage in a child’s development has its own specifi cs that should be taken into account in making educational interventions addressed to a given age group. Growing up is the bridge between childhood and adulthood. During this period, radical changes in the physical and psychological nature of the child take place. This stage lasts for many years (from eight to ten), and it can be divided into several subperiods depending on the prevailing changes. At the same time, it is difficult to define its boundaries and the development norm. The most important tasks of adolescence include achieving psychological autonomy and preparation for independent life in adulthood. A young person can achieve this when he receives support from parents and significant adults. Growing up poses new challenges not only for teenagers.
School failure
School failure
(School failure)
- Author(s):Ewa Sokołowska
- Language:English
- Subject(s):Psychology
- Page Range:95-108
- No. of Pages:14
- Keywords:learning failure; school psychologist; teaching; monitoring; prevention; promotion; intervention
- Summary/Abstract:The school psychologist’s tasks related to learning difficulties are among the most important. When working with a child with learning difficulties, it is useful to follow some basic rules. The child’s and the parent’s consent to the psychological contact should be obtained. It is necessary to use a variety of sources of diagnostic information and to obtain a wide range of support for working with the child. It is just as important for the psychologist to constantly remind themselves that no two children are alike and that there are no two identical problems in school failure. Also, it is essential to precede every psychological action towards the child with a diagnosis. In addition, it is necessary to ensure that the diagnosis and all information about the support provided is understandable for a non-professional. However, the psychologist’s own professional development should not be neglected.
Violence and abuse – work in a school
Violence and abuse – work in a school
(Violence and abuse – work in a school)
- Author(s):Ewa Sokołowska
- Language:English
- Subject(s):Psychology
- Page Range:109-127
- No. of Pages:19
- Keywords:aggression; bullying; violence; school psychologist; monitoring; selective prevention; indicated prevention; universal prevention; promotion; intervention
- Summary/Abstract:Violence and bullying is a disturbing and widespread social problem. Therefore, the basic theoretical approaches to aggression, violence and bullying are presented. Based on these theoretical approaches, practical ways of working under the author’s model – monitoring, intervention, prevention and promotion – are indicated. For monitoring, observing and being attentive to any manifestation of violence is considered a priority. Mental health promotion emphasises caring for others and taking care of personal development at the same time. For prevention, a threefold division into primary (universal), secondary (selective) and tertiary (indicated) prevention is used. For intervention, the importance of immediate and systemic work involving pupils, teachers and parents is indicated – as is the support of the non-school environment.
The role of the school psychologist in dealing with conflicts
The role of the school psychologist in dealing with conflicts
(The role of the school psychologist in dealing with conflicts)
- Author(s):Elżbieta Czwartosz
- Language:English
- Subject(s):Psychology
- Page Range:128-138
- No. of Pages:11
- Keywords:conflict as a problem; educational programs of conflict resolution; school psychologist as a mediator; mediation services at school; peer mediation
- Summary/Abstract:Are school psychologists suitable for spontaneous confl ict mediation at school? Students of psychology increasingly participate in courses focusing on conflict theory, successful communication, negotiation, and mediation. These skills appear to have become part of psychologists’ core qualifications. Their application in professional practice, however, is a separate issue. Successful mediators are likely to be individuals with authority at workplace, advocating constructive conflict philosophy and promoting cohesion in the school environment. Thus, good candidates would offer an innovative range of psychological services: educational programmes of conflict resolution and mediation. This would require the school psychologists, to use a term from metaphoric classification of psychologists’ work methods, to switch from being an “office psychologist” to a “frontline psychologist”. By providing mediation-related services and education, as well as encouraging students, teachers and parents to apply to its principles, school psychologists have the opportunity to promote peaceful conflict resolution procedures.
Individual work
Individual work
(Individual work)
- Author(s):Elżbieta Dryll
- Language:English
- Subject(s):Psychology
- Page Range:141-153
- No. of Pages:13
- Keywords:psychological counselling at school; evoking client narrative; well-formed outcome
- Summary/Abstract:Psychological counselling in school conditions has its specificity. The psychologist has to face the expectation that at the request of the teacher or parent, he/she will “fix” the child’s behaviour according to their wishes or at least provide some reliable advice. The basic method of individual work is to analyse the personal narrative of the reporting person about the experienced problem. Important information is contained not only in the consciously expressed content of the narrative, but also in the compositional features, vocabulary, and accompanying emotional reactions. The psychologist primarily uses paraphrasing to evoke and sustain a narrative. After identifying the problem, the psychologist decides whether he will continue to work with the person or refer them to a specialist outside school. In order for further work to be effective, its purpose should be carefully formulated. An interesting but difficult procedure that can be used in school conditions is working with a parent-child dyad.
Working with a group in a school
Working with a group in a school
(Working with a group in a school)
- Author(s):Ewa Sokołowska, Grażyna Katra
- Language:English
- Subject(s):Psychology
- Page Range:154-165
- No. of Pages:12
- Keywords:group processes; group work; school psychologist; social group
- Summary/Abstract:When working with a group, the psychologist takes into account its size and the processes that take place within it. Especially working with small groups allows direct contact with them and full feedback on their functioning and can be used for a variety of preventive, intervention and promotional purposes. Thus, the art of small group management is the ability to listen actively and to enable the participants in a workshop, a training session or a support group to “emerge” in such a way that they can exchange their thoughts and describe their own experiences in addition to practising/acquiring skills. In general, working with a group is demanding, because it involves being part of the group – by actively participating in situations or interactions – as well as being an “outside” person, because it means monitoring carefully and supporting the group’s development.
Working with families in a school
Working with families in a school
(Working with families in a school)
- Author(s):Anna Cierpka
- Language:English
- Subject(s):Psychology
- Page Range:166-176
- No. of Pages:11
- Keywords:school psychologist; family therapy; intervention activities
- Summary/Abstract:The article discusses the proposed model of working with families in a school, taking into account both the possibilities and limitations of the institution. The basic assumption concerning the school psychologist’s work with families at school is to activate and sustain potential family resources, and to support the family both in terms of specific actions (psychoeducation) and areas of emotional needs (understanding difficulties, taking into account the specific situation of a particular family). Within the framework of implemented interventions, it is worthwhile to focus all activities around the reported problem, treating meetings (three or four) with the family as a crisis intervention, not as a form of therapy. If such therapy is needed, the family should be sent to a specific institution.
Specificity of contact between the school psychologist and teachers
Specificity of contact between the school psychologist and teachers
(Specificity of contact between the school psychologist and teachers)
- Author(s):Karolina Małek
- Language:English
- Subject(s):Psychology
- Page Range:177-187
- No. of Pages:11
- Keywords:teacher burnout; teacher supervision; teacher consultation; school psychologist
- Summary/Abstract:Teachers are at risk of professional burnout experiencing ambiguity of the teacher’s role, its internal inconsistency or/and overload of tasks. At the same time, it is the teacher, as an adult in the relationship with the student, who is responsible for its formation and quality. Effective collaboration between the school psychologist and teachers should take place on many levels. It concerns the teacher’s contacts with students and parents in everyday work (group and individual), substantive support in situations of challenges related to special educational or relational needs of students (and their families) as well as counselling for teachers in their professional development. Building an area of constructive cooperation is an important task for school psychologists, taking into account high risk of teacher burnout on one hand and the teacher’s reserve and frequent unwillingness to cooperate with a school psychologist on the other.
“Facing an audience”
“Facing an audience”
(“Facing an audience”)
- Author(s):Ewa Sokołowska
- Language:English
- Subject(s):Psychology
- Page Range:188-213
- No. of Pages:25
- Keywords:being a good speaker; practising a speech; public speaking; school psychologist
- Summary/Abstract:An important challenge facing the psychologist is public speaking in front of large audiences. The aim is usually to spread psychological knowledge or ideas related to mental health promotion and improving the quality of life. Each such speech requires careful preparation of the content, its structure, as well as the speaker themselves for this difficult situation. Therefore, it is advisable to rehearse and self-analyse the presentation and take into account the comments of the audience. The success of a presentation also depends on the audience, whose expectations the speaker should adapt to. Thus, it is useful to keep in mind such issues as making a good first impression; sticking to the three-part structure (introduction, body and conclusion); addressing the audience; maintaining warm contact with them; and ensuring audibility and comprehensibility.
Promoting the student’s development
Promoting the student’s development
(Promoting the student’s development)
- Author(s):Magdalena Budziszewska
- Language:English
- Subject(s):Psychology
- Page Range:214-226
- No. of Pages:13
- Keywords:promotion; positive development; macrosocial challenges; soft skills; growth
- Summary/Abstract:In this chapter, I focus on the role of school psychologists in promoting students’ positive development in a holistic perspective. School environment offers a multitude of opportunities to support the student’s development such as group work on communication, emotional competencies, and similar soft skills, providing role models and good practices. School also offers opportunities for shaping attitudes towards social, political, and civic reality and macro-challenges of civilisation (e.g. climate change) by providing opportunities for action, self-organisation, participation, social and civic activity, and a chance to talk and discuss these issues. The psychologist should also offer promotional perspective and support the development of teachers, and be aware of their own developmental needs and trajectories.
Final considerations
Final considerations
(Final considerations)
- Author(s):Grażyna Katra, Ewa Sokołowska
- Language:English
- Subject(s):Psychology
- Page Range:227-229
- No. of Pages:3
- Keywords:school psychologist; monitoring; prevention; promotion of behaviour patterns; psychoprevention; intervention; work model of school psychologist; holistic approach
- Summary/Abstract:The book presents the authorial model of the psychologist's work at school which assumes that this work should include monitoring of the educational process taking place at school, followed by extensive promotional activities, prevention and, in the event of problems, intervention. The model allows holistic approaches to the psychologist's activity in the school environment, including planning and checking the effectiveness of his/her actions, which were described with reference to school realities.