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A new approach to the professional role of the school psychologist

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Sokołowska E., Katra G.

Roczniki Psychologiczne

2019

vol. 22

issue 3

193-211

The article is an invitation to discuss the role and tasks of the psychologist in the modern school. It advances the thesis that the primary role of the psychologist is to co-create the school environment and the educational process. Being a co-creator is the essence of the presented model of the psychologist’s work in the school system. The model covers psychological activities defined as monitoring promotion prevention, and intervention. It identifies the need to continually expand the possibilities of psychological influences and to create an autonomous vision of their realization. Adopting and performing this role in the way described in the model seems to be crucial to building the professional identity of the educational psychologist—and a well-defined and clarified professional identity is the basic regulator of a person’s functioning in his/her professional role.

Psychological management of COVID-19 respiratory anxiety: emotion-focused normalization, psychoeducation, and respiratory techniques approach

72%

Zajícová M., Reiley P., Fiala L., Vevera J.

E-psychologie (E-psychology)

2022

vol. 16

issue 3

39-46

The COVID-19 pandemic has presented many challenges for healthcare workers and patients dealing with the physical and emotional toll of this disease. Patients suffering from the effects of COVID-19 pneumonia often experience dyspnoea, or breathlessness, which has increased the prevalence of respiratory anxiety among these cases. The symptoms of pulmonary disease and anxiety overlap, and the effects of these elements exacerbate one another. Drawing from the clinical psychological treatment of 68 COVID-19 patients in the acute phase of disease in standard- and intensive-care units, as well as those post-COVID, this study describes targeted interventions applied over 178 sessions during 3.5 months at the University Hospital in Pilsen, Czech Republic. This study outlines a three-step treatment process designed to address COVID-19-related respiratory anxiety using emotion- and breathing-focused techniques. As part of this brief review, two case studies are offered to illustrate the physiological and psychological experiences common among these patients. The presented three-phased approach may offer targeted and effective treatment for COVID-related respiratory anxiety.

Pandemie covidu-19 představuje mnoho výzev pro zdravotnické pracovníky a pacienty, kteří se potýkají s fyzickými a emocionálními následky této nemoci. Pacienti trpící následky pneumonie covidu-19 často pociťují obtíže s dýcháním, což zvýšilo prevalenci respirační úzkosti v těchto případech. Příznaky onemocnění plic a úzkosti se překrývají, v jejich vzájemné interakci dochází ke zhoršení stavu. Tato studie, čerpající z klinicko-psychologické léčby 68 pacientů s covidem-19 v akutní fázi onemocnění na jednotkách standardní a intenzivní péče po onemocnění covidem, popisuje cílené intervence aplikované na 178 sezeních realizovaných v průběhu 3,5 měsíce ve Fakultní nemocnici v Plzni. Tato studie nastiňuje třístupňový léčebný model určený k řešení respirační úzkosti související s covidem-19 pomocí technik zaměřených na emoce a dýchání. V rámci stručného přehledu jsou nabízeny dvě kazuistiky, které ilustrují fyziologické a psychologické zkušenosti běžné u těchto pacientů. Prezentovaný třífázový přístup může nabídnout cílenou a účinnou léčbu respirační úzkosti související s covidem-19.

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1 E-psychologie (E-psychology)

1 Roczniki Psychologiczne

1 Fiala L.

1 Katra G.

1 Reiley P.

1 Sokołowska E.

1 Vevera J.

1 Zajícová M.

1 2022

1 2019

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A new approach to the professional role of the school psychologist

Psychological management of COVID-19 respiratory anxiety: emotion-focused normalization, psychoeducation, and respiratory techniques approach