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Implementation of psychological and pedagogical assistance at school - system assumptions and educational reality

100%
Kanclerz B.
Problemy Opiekuńczo-Wychowawcze
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2020
|
vol. 588(3)
16-25
EN
The article is an attempt to refl ect on how to implement psychological and pedagogical assistance at school from the perspective of diffi culties and challenges that teachers, school educators, other specialists and students may e ncounter during organized assistance. The aim of the article is to show how working with documents translates into actual activities and work with children. In the introduction, the author refers to the theoretical foundations related to the implementation of psychological and pedagogical assistance, then referring to the subject literature, to the analysis of research results and reports as well as to her own experience, attempts to reconstruct system and relational challenges in the implementation of psychological and pedagogical assistance at school. Conclusions and recommendations refer to system changes and communication theory. The summary refers to the basic assumptions of the teacher’s work, which set the way of thinking about the student as a full-fl edged subject in the relationship in the educational process.
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Relacje konfliktowe w środowisku wychowawczym. Badania empiryczne wśród nauczycieli-studentów WSFP „Ignatianum” w Krakowie

100%
Stańkowski B.
Seminare. Poszukiwania naukowe
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2010
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vol. 28
151-167
EN
The article is devoted to the problems related to conflicts which may happen in schools or other educational circumstances between educator and young people. The author of this article is looking for new solutions in a creative way, using some rules from his personal work experience with pupils in schools. He stresses that in order to be able to overcome difficulties with students, teachers have to be aware of five stages of feelings: anger, refusal, afterthought, reconciliation and renewal. The analysis of the obtained empirical data made it possible to introduce the conclusions concerning teacher’s attitude towards pupils who are in conflict with them. On the basis of research justifiable is a statement that teachers need to have special skills such as predisposition to retrospect and reconcile in order to restore new vital relationship with young people.
3
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Rzeczywiste przygotowanie pedagoga szkolnego, w kontekście problemów młodzieży ponadgimnazjalnej

72%
Sroka-Świstak A.
Społeczeństwo. Edukacja. Język
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2015
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vol. 3
87-97
EN
The purpose of this article is to show the types of problems and difficulties of high school youth, with particular attention paid to their change and transformations that have taken place over the last few years. Thus, to draw attention to the work of the school educator and the effectiveness in overcoming the difficulties encountered in his or her professional work. To present the real and established aspects of professional training of a school educator that make reference to youth. The first part presents the basic concepts that define the school educator, and thus the youth. Another aspect is to specify the contemporary problems of young people as well as the emphasis on the need for changes in attitudes, role and responsibilities of the school educator resulting from the necessity of bringing current support to the young generation. Article will also be enriched by the conclusions of my own research on high school youth problems.
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