Work Conditions and Tasks of School Counsellor

The main aim of the research was to become acquainted with the conditions of work and the tasks of the school counsellor resulting from the psychological and pedagogical help performed at educational facilities. The following two methods were used to obtain the research material: the diagnostic survey and assessment. The results of quantitative analyses were classified into the following areas: the conditions of work, the school counsellor’s duties, the forms of pedagogical help in their work with the students, parents and teachers, the factors that influence the school counsellor’s model of work and individual features important in the profession of school counsellor. The mentioned analyses indicate that the contemporary counsellor is mainly a woman (the profession is feminised), with higher education, systematically improving and supplementing their knowledge so as to perform the tasks set by the pedagogical supervision and family, school and local environment. Thanks to adequate professional preparation and application of a wide range of forms of help for the students, teacher and parents, the school counsellor constitutes a significant link of psychological and pedagogical help performed at the educational facilities

Zagrożenie wypaleniem zawodowym terapeutów zajęciowych pracujących z osobami z niepełnosprawnością intelektualną

Artykuł porusza problem zagrożenia wypaleniem zawodowym w środowisku terapeutów zajęciowych pracujących z osobami z niepełnosprawnością intelektualną. Ważny z punktu widzenia różnych dyscyplin naukowych, między innymi pedagogiki specjalnej, psychologii, medycyny czy profilaktyki społecznej. Opisane w artykule badania przeprowadzono w warsztatach terapii zajęciowej, wykorzystując metodę sondażu diagnostycznego i technikę ankiety. Badania pozwoliły na określenie indywidualnych, środowiskowych i organizacyjnych zagrożeń wypaleniem zawodowym. Wskazały na najczęściej występujące składniki wypalenia zawodowego. Nakreśliły kierunki indywidualnych działań zapobiegających zjawisku wypalenia zawodowego

Instytucjonalne, środowiskowe i indywidualne uwarunkowania funkcjonowania pedagoga szkolnego

The monograph is an attempt at a theoretical and empirical approach to the work of a school pedagogue in the context of the school’s transformations as an institution, changes within the educational environment (family, school, local) and the requirements for the pedagogue as a professional and a person. The work consists of eight chapters. The first chapter presents the institutional and legal dimension of the work of a school pedagogue. It describes the directions of educational changes in Poland from the end of World War II to contemporary times, in order to show continuity and change as processes accompanying the appointment of a school pedagogue. The role and tasks of the school pedagogue and their relation to the changing directives of the educational law are analysed. The chapter ends with a review of research on the profession of the school pedagogue. The second chapter covers the environmental determinants of the work of a school pedagogue. The family environment is presented as a place of life and upbringing of the young generation. The directions of transformation of the contemporary family, its threats and the importance of cooperation between the family and school are described. The contemporary school environment is presented in the institutional and social dimension, pointing to negative phenomena which the pedagogue recognizes and deals with. The role of the peer environment for the development of the young generation has been emphasised, and attention has been paid to the risks (especially peer exclusion and cyber-bullying) that may arise in the peer relationship. Working with a peer group is another important area of work for a school pedagogue. Family, school, and peer environment function in a specific local environment. The quality of this environment, the social control mechanisms that are applied in it, the number and type of institutions supporting the family and school are of great importance for the development of the young generation and they significantly determine the work of the school pedagogue. The third chapter covers the definition of the personal resources of the school teacher. Their description refers to different theoretical approaches in order to distinguish more important personality traits, which are treated as individual determinants of the school pedagogue’s work. Pedagogical competence is characterized, including interpersonal skills. The involvement in professional activities and the sense of effectiveness of the teacher’s own actions are described. The pedagogue is expected to be able to cope with difficult situations, which generates tension. Therefore, this feature of personality resources has been analysed in detail in the final part of the chapter. Chapter Four presents the concept of own research. It describes general methodological assumptions and adopts a quantitative-qualitative research strategy. It indicates the subject of the research, i.e. institutional, environmental and individual determinants of the work of a school pedagogue. The procedure of diagnostic and descriptive tests used to collect empirical material is presented. Research problems have been formulated – main and detailed. The methods used in the research – diagnostic survey and estimation method – are characterized. Also, the selection of the research sample and the research area is described. The following chapters (fifth, sixth and seventh) contain an analysis of the research results. The presentation of the obtained data starts with a description of the research sample and data coming from the diagnosis of the field of planning and organisation of pedagogical work. For this purpose, the statements of the pedagogues on working conditions, professional duties, forms of pedagogical assistance applied to pupils, parents and teachers, perception of their competences, aspirations and perspectives are reviewed. The classification of changes proposed by the pedagogues has been made in order to improve the quality of the work. In the sixth chapter, the opinions of the pedagogues on the educational environment in which the pupils function and which to a significant extent determines the directions of the pedagogical assistance have been collected. Chapter Seven presents the results of the diagnosis of selected personality traits of the pedagogues under examination. Five areas of personality have been analysed: assessment of one’s own pedagogical competence, assessment of one’s own professional preferences, interpersonal skills, own effectiveness, and strategies of dealing with stress. The final chapter is an attempt to model the activities of a school pedagogue. It reviews different concepts of the pedagogue’s work and, on the basis of the research results, presents own model of his/her work. The present publication is part of the tradition of research into the profession of school pedagogue. It is an attempt to empirically present the contemporary pedagogue in the context of the changing school, environmental conditions and his/her personal resources. The problems undertaken in the work are of great social importance, because a school pedagogue is a person prepared to act towards various categories of people, including those at risk of exclusion or socially inadequate. He or she is a professional providing psychological and pedagogical assistance, supporting educational activities of teachers and parents, organising and implementing various forms of assistance for students, undertaking interventions in the most difficult matters. The profession of a pedagogue is perceived competently, it is extremely important to know the scope of his or her duties, the environment in which and for which he or she works, as well as individual predispositions conditioning a particular style of work. The monograph deals with the problems which are important for professionals in the field of school counselling and educational pedagogy. It is also addressed to people responsible for shaping school reality, organisers of education for children and young people in the local and school environment, and teachers and educators directly involved in psychological and pedagogical assistance. This position can also be a source of reflection for students of pedagogical faculties

An attempt to present the counselor's work model in the context of the school environment

The article is an attempt to present the model of work of a school counselor. It reviews the approaches to the styles and concepts of school counselors work described so far in the literature. It was assumed that the model is a certain image of reality, its possible shape. In the case of the school counselors, the model refers to the process of educational interactions. It always results from the existing school situation, tasks assigned to the educational psychologist and school counselor, the needs of students, parents and teachers, and the educational environment. Six models of the pedagogue's work were distinguished and described: a tutor and social activist, therapist, creative educator, mentor of children and youth, a pragmatist and coordinator of educational work at school, and an interventionist pedagogue. The presented models of work may constitute a proposal for effective planning of activities undertaken as part of psychological and pedagogical support

Continuity or change? The post-war teacher education system on the example of Silesia-Dąbrowa Voivodship

The article concerns changes in the field of teacher education, school management and teacher employment in the years 1945–1961. The example of Silesia-Dąbrowa Voivodship collected in Archi-wum Akt Nowych in Warsaw and Archiwum Państwowe in Katowice was conducted to collect the necessary materials. The analysis of archival data and studies from this period led to the following conclusions: the party membership had become the basis for obtaining positions and promotions, socialist ideology had become an important part of the teacher education system, the feminisation of the profession, gradual departure from regional content resulting from the policy of “people’s rule” and the employment of teachers not associated with the Upper Silesian region continued

„Bo jakie początki, takie będzie wszystko” – wybrane obszary diagnozy dziecka sześcioletniego

This article is concerned with the learning disabilities of six-yearolds. It describes the psychophysical characteristics of the six-year-old child and the indicators of school readiness that enable us to distinguish correct from faulty paths of development. The contemporary understanding of the term “special educational needs” is explained. The most frequent causes of learning disabilities amongst preschoolers are discussed, including auditory processing disorders, visual processing disorders, motor skills and laterality disorders.Artykuł dotyczy trudności edukacyjnych dzieci sześcioletnich. Opisano w nim cechy psychofizyczne dziecka sześcioletniego oraz wskaźniki dojrzałości szkolnej jako podstawę do odróżnienia rozwoju prawidłowego i odbiegającego od normy rozwojowej. Wyjaśniono współczesne rozumienie pojęcia specjalne potrzeby edukacyjne. Omówiono najczęstsze przyczyny trudności edukacyjnych dzieci w wieku przedszkolnym obejmujące zaburzenia percepcji słuchowej, zaburzenia percepcji wzrokowej oraz zaburzenia sprawności motorycznej i lateralizacji

Znaczenie umiejętności interpersonalnych w pracy pedagoga szkolnego

Celem głównym badań była diagnoza umiejętności interpersonalnych u czynnych zawodowo pedagogów szkolnych. Badania miały charakter diagnostyczno-opisowy. Do zebrania materiału badawczego wykorzystano Kwestionariusz Kompetencji Interpersonalnych (ICQ-R) w polskim opracowaniu Waldemara Klinkosza, Justyny Iskry i Magdaleny Dawidowicz. Dokonano diagnozy pięciu wymiarów kompetencji interpersonalnych pedagogów, nieodzownych do efektywnego funkcjonowania w relacjach międzyosobowych. Były to: inicjowanie relacji, asertywne oddziaływania, ujawniane siebie, emocjonalne wspieranie. Dokonana analiza wyników badań wskazuje, że badani pedagodzy to osoby, które potrafią inicjować relacje, spotykać się z ludźmi, prowadzić z nimi rozmowy. W relacjach z innymi są nastawieni na udzielanie wsparcia emocjonalnego oraz nieunikanie eksponowania siebie, potrafią wyrażać swoje zdanie i stanowisko. Bardzo dobrze radzą sobie z problemami i konfliktami, które muszą rozwiązywać w środowisku wychowawczym. Potrafią akcentować swoje stanowisko w ważnych sprawach oraz egzekwować swoje prawa i jasno wyrażać oczekiwania. Posiadane umiejętności interpersonalne predysponują ich do wykonywania zadań pedagoga szkolnego

Hidden talent will never flourish. Selected techniques of art therapy used while working with children of preschool age

The article discusses the use of selected techniques in art therapy work with children of preschool age. It explains the concept and forms of a preschooler’s creativity and describes the importance of art therapy in a preschool. The article refers to qualitative research in the use of music and art in a child’s therapy. The study was based on observation of the progress of musical and art skills of six year olds in the course of art therapy classes (including movement improvisation, improvisation using percussion instruments and artistic activity). Exemplification of the research is presented in a case study of a six year old girl who participated in art therapy

Hidden talent will never flourish. Selected techniques of art therapy used while working with children of preschool age

The article discusses the use of selected techniques in art therapy work with children of preschool age. It explains the concept and forms of a preschooler’s creativity and describes the importance of art therapy in a preschool. The article refers to qualitative research in the use of music and art in a child’s therapy. The study was based on observation of the progress of musical and art skills of six year olds in the course of art therapy classes (including movement improvisation, improvisation using percussion instruments and artistic activity). Exemplification of the research is presented in a case study of a six year old girl who participated in art therapy

“The Shape of the Beginnings Leads to Everything That Comes Next”: Selected Areas within a Six-Year-Old Child's Diagnostic Assessment

This article is concerned with the learning disabilities of six-yearolds. It describes the psychophysical characteristics of the six-year-old child and the indicators of school readiness that enable us to distinguish correct from faulty paths of development. The contemporary understanding of the term “special educational needs” is explained. The most frequent causes of learning disabilities amongst preschoolers are discussed, including auditory processing disorders, visual processing disorders, motor skills and laterality disorders