Specificity of contact between the school psychologist and teachers
Specificity of contact between the school psychologist and teachers

Author(s): Karolina Małek
Subject(s): Psychology
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: teacher burnout; teacher supervision; teacher consultation; school psychologist
Summary/Abstract: Teachers are at risk of professional burnout experiencing ambiguity of the teacher’s role, its internal inconsistency or/and overload of tasks. At the same time, it is the teacher, as an adult in the relationship with the student, who is responsible for its formation and quality. Effective collaboration between the school psychologist and teachers should take place on many levels. It concerns the teacher’s contacts with students and parents in everyday work (group and individual), substantive support in situations of challenges related to special educational or relational needs of students (and their families) as well as counselling for teachers in their professional development. Building an area of constructive cooperation is an important task for school psychologists, taking into account high risk of teacher burnout on one hand and the teacher’s reserve and frequent unwillingness to cooperate with a school psychologist on the other.

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