The Role and Tasks of the Psychologist in a Contemporary School

Rola i zadania psychologa we współczesnej szkole

Książka prezentuje autorski model pracy psychologa w szkole, który zakłada, że praca psychologa w szkole powinna obejmować monitoring procesu wychowawczego i edukacyjnego dokonującego się w szkole, a następnie szeroko zakrojone działania promocyjne, profilaktykę i – w przypadku zaistnienia problemów – interwencję. Model pozwala na całościowe ujęcie aktywności psychologa w środowisku szkolnym, w tym na zaplanowanie i sprawdzenie skuteczności podejmowanych przez niego działań, które zostały opisane z odwołaniem się do realiów szkolnych.

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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.

Keywords: school psychologist, monitoring, prevention, promotion of behaviour patterns, psychoprevention, intervention, work model of school psychologist, holistic approach.

[This is] a unique and extremely important book on the Polish publishing market. [...] so far, the only one [...] with a holistic approach to the role of the psychologist in a school, proposing a model that defines the actions that the psychologist should undertake, indicating their essence, forms they can take, as well as the necessary skills and competences to carry them out.
From the review of Jagiellonian University Professor Dorota Czyżowska, PhD

I perceive the reviewed book as fundamental to the process of building a professional identity of the school psychologist in Poland. This process is presented against a broad theoretical background, which sets the framework for the challenges faced by the school psychologist and defines the necessary competences and skills to meet these challenges.
From the review of Maria Curie-Skłodowska University Professor Dorota Turska, PhD

Ewa Sokołowska, https://orcid.org/0000-0001-8637-7906
“Facing an audience”
https://doi.org/10.31338/uw.9788323551423.pp.188-213

Elżbieta Dryll, https://orcid.org/
Characteristics of the school environment
https://doi.org/10.31338/uw.9788323551423.pp.34-46

Elżbieta Dryll, https://orcid.org/
Individual work
https://doi.org/10.31338/uw.9788323551423.pp.141-153

Magdalena Budziszewska, https://orcid.org/0000-0002-1837-2086
Promoting the student’s development. A holistic perspective
https://doi.org/10.31338/uw.9788323551423.pp.214-226

Ewa Sokołowska, https://orcid.org/0000-0001-8637-7906
School failure
https://doi.org/10.31338/uw.9788323551423.pp.95-108

Małgorzata Babiuch-Hall, https://orcid.org/
Specific problems in the development of a younger school-age child – directions and forms of preventive measures
https://doi.org/10.31338/uw.9788323551423.pp.61-75

Karolina Małek, https://orcid.org/0000-0001-8885-3750
Specificity of contact between the school psychologist and teachers
https://doi.org/10.31338/uw.9788323551423.pp.177-187

Grażyna Katra, https://orcid.org/0000-0003-3474-297X
Tasks and responsibilities of the psychologist in a Polish school
https://doi.org/10.31338/uw.9788323551423.pp.15-22

Grażyna Katra, https://orcid.org/0000-0003-3474-297X
The model of the school psychologist’s role – an authorial proposal
https://doi.org/10.31338/uw.9788323551423.pp.23-33

Ewa Sokołowska, https://orcid.org/0000-0001-8637-7906
The psychologist in a contemporary Polish school – theoretical inspirations
https://doi.org/10.31338/uw.9788323551423.pp.47-60

Elżbieta Czwartosz, https://orcid.org/
The role of the school psychologist in dealing with conflicts. Prevention and intervention activities
https://doi.org/10.31338/uw.9788323551423.pp.128-140

Grażyna Katra, https://orcid.org/0000-0003-3474-297X
The school psychologist in the face of the challenges of adolescence
https://doi.org/10.31338/uw.9788323551423.pp.76-94

Ewa Sokołowska, https://orcid.org/0000-0001-8637-7906
Violence and abuse – work in a school
https://doi.org/10.31338/uw.9788323551423.pp.109-127

Ewa Sokołowska, https://orcid.org/0000-0001-8637-7906
Grażyna Katra, https://orcid.org/0000-0003-3474-297X
Working with a group in a school
https://doi.org/10.31338/uw.9788323551423.pp.154-165

Anna Cierpka, https://orcid.org/0000-0003-2846-3413
Working with families in a school
https://doi.org/10.31338/uw.9788323551423.pp.166-176