About the Journal
About the Journal
Editorial Board
Scientific Council
Reviewers
Ethical Code
Special Issue
Terms of the journal
GDRP - information on the processing of personal data
Indexing
Licenses & Access
Archive
For Authors
Publishing Policy
Technical instruction for the authors
Agreement CC BY-SA
Copyright statement
Review procedure
The procedure of reviewing
Reviewer's form
List of reviewers
Contact
About the Journal
About the Journal
Editorial Board
Scientific Council
Reviewers
Ethical Code
Special Issue
Terms of the journal
GDRP - information on the processing of personal data
Indexing
Licenses & Access
Work Conditions and Tasks of School Counsellor
1
Uniwersytet Śląski
Submission date: 2019-05-19
Final revision date: 2019-07-06
Acceptance date: 2019-07-06
Publication date: 2019-10-25
JoMS 2019;42(3):215-237
KEYWORDS
working conditionsschool counsellordiagnostic testing verificationcounsellor's taskforms of psychological and pedagogical help
TOPICS
ABSTRACT
Objectives:
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.
Material and methods:
The following two methods were used to obtain the research material: the diagnostic survey and assessment.
Results:
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.
Conclusions:
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.
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.
Material and methods:
The following two methods were used to obtain the research material: the diagnostic survey and assessment.
Results:
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.
Conclusions:
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.
REFERENCES (24)
1.
Bajurska, J. (1995). Praca pedagoga szkolnego w świetle badań. [Interpersonal Relations of a School Counsellor]. Problemy Opiekuńczo-Wychowawcze 3, pp. 22-25.
2.
Bielecki, R. (2012). Pedagog szkolny: kierunek, oczekiwania, perspektywy. [School Counsellor: Direction, Expectations, Perspectives]. Problemy Opiekuńczo-Wychowawcze 6, pp. 21-28.
3.
Buhrmester, D., Furman, W., Wittenberg, M.T. i Reis, H.T. (2017). Kwestionariusz Kompetencji Interpersonalnych ICQ-R. Podręcznik [Questionnaire of Interpersonal Competencies ICQ-R. A Manual]. Gdańsk: PTPiP.
4.
Dąbek, W.B. (1988). Czynnik warunkujące wykonywanie zadań zawodowych przez nauczycieli-pedagogów szkolnych [Factors Determining the Execution of Professional Tasks by School Counsellors]. Prace Pedagogiczne LXI. Warszawa-Wrocław: PWN.
5.
Dudzikowa, M. (1999). Abberacja optymistyczna “Szkolnego programu wychowania.”[An Optimistic Abberation of the “School Education Program”]. Problemy Opiekuńczo-Wychowawcze 7, pp. 3-13.
6.
Gajewska, G. (2001). Opiekuńczo-wychowawcze możliwości szkoły. [Childcare and Educational Potential of the School]. Problemy Opiekuńczo-Wychowawcze 2, pp. 24-29.
7.
Jundziłł, I. (1993). Pedagog szkolny [School Counsellor]. In: W. Pomykało (ed.) Encyklopedia Pedagogiczna [Encyclopedia of Pedagogy] (ed. 1, pp. 91-92). Warszawa: Wyd. Innowacja.
8.
Juczyński, Z. (2012). Narzędzia pomiaru w promocji i psychologii zdrowia. Podręcznik. [Measurement Instruments in Health Promotion and Health Psychology]. Warszawa: PTP Polskiego Towarzystwa Psychologicznego.
9.
Kwiatkowska, H. (2008). Pedagogika wobec współczesności. Pedeutologia [Pedagogy in the Face of Contemporary World. Pedeutology]. Warszawa: WA i P.
10.
Lewandowska-Kidoń T., Kalinowska-Witek B. (2016) Rola pedagoga szkolnego w szkolnym systemie pomocy psychologiczno-pedagogicznej. [The Role of School Counsellor in the School System of Psychological and Pedagogical Assistance]. Lublin: Wyd. UMCS.
11.
Matuszak, A. i Matuszak, Z. (2011). Określenie próby i jej liczności w badaniach pedagogicznych [Definition of the Sample and Its Size in Pedagogical Research]. General and Professional Education 2, ss. 33-39. Accessed (25.02.2019) Source: http://genproedu.com/paper/201....
12.
Matyjas, B. (2002). Udział pedagoga szkolnego w pracy opiekuńczo-wychowawczej szkoły. [Participation of a School Counsellor in Childcare and Educational Work at School] Opieka- Wychowanie-Terapia 4, pp. 45-48.
13.
Pilch, T. i Bauman, T. (2001). Zasady badań pedagogicznych. Strategie ilościowe i jakościowe. [Principles of Pedagogical Research. Quantitative and Qualitative Strategies]. Warszawa: Wydawnictwo Akademickie Żak.
14.
Rozporządzenie Ministra Edukacji Narodowej z 9 sierpnia 2017r. w sprawie zasad organizacji i udzielania pomocy psychologiczno-pedagogicznej w publicznych przedszkolach, szkołach i placówkach [Regulation of the Minister of National Education of 9 August 2017 on Organization and Granting Psychological and Pedagogical Help in Public Kindergartens, Schools and Facilities], Dz.U.2017.1591 [Journal of Laws of 2017, item 1591].
15.
Szczepaniak, P. i Strelau, J. i Wiśniewski, K. (1996). Diagnoza stylów rdzenia sobie ze stresem za pomocą polskiej wersji Kwestionariusz CISS Endlera i Parkera. [The Diagnosis of Stress Copying Styles Using the Polish Version of Endler and Parker’s CISS Questionnaire]. Przegląd Psychologiczny Polskiego Towarzystwa Psychologicznego 39 (1,2). Gdańsk: GWP, pp. 187-210.
16.
Szczurkowska, J. i Mazur, A. (2013). Wokół roli i zadań pedagoga i psychologa w szkole. [On the Role and Tasks of Counsellor and Psychologist at School]. Kielce: Wyd. Pedagogiczne ZNP.
17.
Śniatała, H. (2010). Oczekiwania uczniów wobec pedagoga. [Students’ Expectations of the School Counsellor]. Problemy Opiekuńczo-Wychowawcze 4, pp. 33-36.
18.
Urbaniak-Zając, D. (2016). W poszukiwaniu teorii działania profesjonalnego pedagogów. [In Search of the Theory of Professional Activity of School Counsellors]. Kraków: Oficyna Wydawnicza Impuls.
19.
Ustawa z 7 września 1991r. o systemie oświaty. [The Act of 7 September 1991 on the Education System] Dz. U.2017. 2198, 2203 i 2361 [Journal of Laws of 2017, 2198, items 2203 and 2361, consolidated text].
20.
Ustawa z 14 grudnia 2016 r. Prawo oświatowe. [Act of 14 December 2016 on the Educational Law]. Dz.U.2017.59. [Journal of Laws of 2017, item 59].
21.
Wierzejska, J. (2018). Poczucie podmiotowości pedagogów szkolnych a ich osobowościowe wyznaczniki pracy. [The Sense of Subjectivity of School Counsellors and their Personality Work Determinants]. Lublin: Wyd. UMCS.
22.
Wrześniewski, K. (2000). Style i strategie radzenia sobie ze stresem. Problemy pomiaru. [Stress Management Styles and Strategies. Measurement Problems]. In: I. Heszen-Niejodek and Z. Ratajczak (eds), Człowiek w sytuacji stresu. Problemy teoretyczne.
23.
i metodologiczne [An Individual Under Stress. Theoretical and Methodological Problems] (pp. 51-61). Katowice: Wyd. UŚ.
24.
Zarządzeniu w sprawie nauczyciela pedagoga szkolnego. [Ordinance on School Counsellor] Dz.Urz.MOiW1975.2.112. [Official Journal of the Ministry of National Education of 1975, item 2.112].
Share
RELATED ARTICLE
| eISSN: | 2391-789X |
| ISSN: | 1734-2031 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
