Individual psychotherapeutic work with teachers as one of the factors in increasing the efficiency of a modern teacher

Львиная доля нашей жизни – это учеба. Учеба в школе, институте, университете… Учеба – это, прежде всего, учителя, каждый из которых наделен своими особенностями. Чьи-то личностные особенности нам помогают адаптироваться, заинтересоваться наукой, понять, кем я хочу быть. Таким учителям мы благодарны всю свою жизнь. Но всегда на долгом пути образования встречаются и те, кто нам не нравится по каким-то причинам. Причинам, которые мы часто и сами осознать не можем. Известный факт, что профессия педагога – одна из наиболее затратных психологически и эмоционально. Хорошему учителю нужно быть зрелым, эмоционально устойчивым, здоровым психически и физически. Если же педагог, помимо своей основной деятельности, занимается также реализацией дополнительных образовательных проектов, уровень энергозатрат возрастает вдвойне. Труд учителя всегда насыщен ситуациями, которые, в итоге, могут привести (и приводят) к выгоранию: эмоциональная загруженность, огромная ответственность, длительное нахождение в состоянии перманентного стресса. В результате перегруженный педагог очень быстро «сгорает» в пламени неврозов, депрессий, психосоматических заболеваний. Таким образом, в школе давно назрела ситуация, где основным клиентом психолога должен быть педагог. Автор настоящей статьи рассматривает попытку реализации психотерапевтической работы с педагогами на базе МАОУ «Гимназии №23 г. Челябинска» в рамках реализации модели проектной школы «Практики будущего» на примере метапредметной области «Урбанистика». В статье представлены теоретические основания и методические указания, касающиеся применения психотерапии на основе метода символдрамы в работе с педагогами. Теоретический материал иллюстрирован примерами из практики автора. В качестве данных для исследования были использованы протоколы сессий. В результате исследования автор приходит к выводу, что целесообразно вводить в штат школ ставку психотерапевта или клинического психолога именно для работы с педагогическим составом. A huge period in person's life is closely associated with studying at school, college, or university. Studying is teachers, each of whom is endowed with their own characteristics. Teacher's personality traits help us to adapt, to become interested in science, to understand who we are to be. We are grateful to teachers all our lives. But there are always those who we do not like for some reasons on the long road of education. The reasons that we often cannot even realize. It is well known that teaching as a profession is one of the most energy-intensive. A good teacher needs to be mature, emotionally resilient, mentally and physically healthy. If a teacher, in addition to their main activity, is also engaged in the implementation of additional educational projects, the energy expenditure becomes even greater. The teacher's work is always full of situations, which, in the end, can (and do) lead to burnout: emotional workload, huge responsibility and permanent stress. As a result, an overworked teacher is likely to burn out in the flame of neuroses, depression, psychosomatic diseases. Thus, the school has a long overdue situation where the main client of a psychologist must be the teacher. After all, professional activity is replete with factors that provoke emotional burnout: high emotional workload, many a number of emotional factors, the daily and hourly need for empathy, sympathy, responsibility for children and their work. As a result, a teacher becomes a hostage to the situation of emotional burnout, a prisoner of the emotional and professional behavior stereotypes. Among the professional illnesses of teachers there are various neuroses, and psychopathic conditions, in addition to a number of psychosomatic disorders. In this regard, an important part of a psychologist's activity at school is psychotherapeutic work with teachers and educators who implement additional educational projects. The author of this article considers an attempt to implement psychotherapeutic work with teachers in the MAEI "Gymnasium № 23 of Chelyabinsk" within the framework implementation of the model project school "Practices of the Future" in the example of the metasubject area "Urban Studies". The article presents theoretical foundations and guidelines for the use of psychotherapy based on the symboldrama method for work with teachers. The theoretical material is illustrated with the examples from the author's practice. Session protocols were used as data for the study. As a result of the study, the author therefore asserts the conclusion that it is advisable to introduce a psychotherapist or a clinical psychologist into the school specifically for working with the teaching staff.

A Educação Inclusiva no Cotidiano Escolar: Práticas Vivenciadas na Escola Estadual Euclides da Cunha em Parnamirim - PE / Inclusive Education in Daily School: Practices Experienced at the Euclides da Cunha State School in Parnamirim - PE

Resumo: O presente estudo objetiva analisar as práticas pedagógicas dos educadores, bem como suas visões sobre a inclusão de estudantes com deficiência na Escola Estadual Euclides da Cunha, no município de Parnamirim-PE. Para isto foi aplicado questionários semiestruturados, onde professores que atendem a este público na sala multifuncional responderam sobre questões direcionadas a temática em estudo e a realidade vivenciada na unidade escolar em pesquisa. Os resultados alcançados mostram que a instituição busca trabalhar oferecendo o melhor a esses alunos, porém ainda existe a necessidade de melhorias, em aspectos como a formação dos professores não capacitados para lidar com os alunos com necessidades educacionais especiais. A análise dos resultados permite concluir que a escola dispõe de espaço físico adequado, material didático adaptado e mesmo diante de algumas dificuldades, esses alunos têm um bom relacionamento com os professores e demais colegas.Palavras-Chave: Inclusão, Necessidades educacionais especiais, Práticas docentes Abstract:This study aims to analyze the pedagogical practices of educators, as well as their views on the inclusion of students with disabilities in the Euclides da Cunha State School, in the municipality of Parnamirim-PE. For this, semi-structured questionnaires were applied, where teachers who serve this audience in the multifunctional room answered questions directed at the theme under study and the reality experienced in the school unit under study. The results achieved show that the institution seeks to work by offering the best to these students, but there is still a need for improvements in aspects such as the training of teachers who are not qualified to deal with students with special educational needs. The analysis of the results allows us to conclude that the school has adequate physical space, adapted teaching material and even in the face of some difficulties, these students have a good relationship with the teachers and other colleagues. Keywords: Inclusion, Special educational needs, Teaching practices

Development of a School Health Policy Implementation Survey: A Delphi Study

Data on school health policy implementation are limited due to the absence of a validated measurement tool. The purpose of this study was to create and pilot a school health policy implementation survey. A modified, four-round Delphi process was used to achieve consensus on content and format of the survey. The final 76-item survey was piloted in 655 schools with a return rate of 57.1% (n = 378). Seven schools participated in environmental audits. Based on the audits, survey responses represented an accurate description of school practices for 84.2% (n = 64) of questions. The remaining 15.8% (n = 12) of survey items were eliminated or revised. This measurement tool begins to fill the research gap between the evaluation of written school health policy and implementation. Further, this tool may be used by school nurses in alignment with the Framework for 21st Century School Nursing Practice.

Supporting successful learning outcomes for secondary Pacific students through home-school relationships

<p>A need to improve learning outcomes for Pacific students has been highlighted by the Ministry of Education in Aotearoa/New Zealand, with the reflection that the education system has not adequately catered for these learners. The development of home-school relationships is recognised by the Ministry as one way of promoting the achievement of Pacific students; closer links with Pacific families are encouraged so that students’ needs may be better met. The aim of this research was to explore how secondary schools could develop relationships with Pacific families and communities in order to support students’ successful learning outcomes. A qualitative case study, using a grounded theory approach, was employed. An Appreciative Inquiry framework helped guide the research design to facilitate the exploration of how home-school relationships worked well within the context of a New Zealand town, and how they can be enhanced to benefit secondary Pacific learners. A Communities of Practice lens supported analysis; and an appreciation of Pacific relationality was supported by the theoretical frameworks, Teu le va and Talanoa Research Methodology (TRM). Key findings demonstrate the willingness and expertise from members of the Pacific community to support schools’ endeavours to cater for Pacific learners, helping address any barriers to family engagement. Despite the strong commitment from teachers and school leaders to work more closely and creatively with Pacific families, this study concludes that knowledge and ideas do not always flow freely between home and school. An inherent risk is that schools hold onto decision-making processes although there is a capacity within the Pacific community to offer effective solutions. To alleviate this risk, school structures need to open up to permit a freer exchange of information, prioritising relationships that accord with Pacific values. The bricolage of frameworks employed in this study have the potential to be applied to school settings for the review and development of home-school practices for Pacific families.</p>

Supporting successful learning outcomes for secondary Pacific students through home-school relationships

<p>A need to improve learning outcomes for Pacific students has been highlighted by the Ministry of Education in Aotearoa/New Zealand, with the reflection that the education system has not adequately catered for these learners. The development of home-school relationships is recognised by the Ministry as one way of promoting the achievement of Pacific students; closer links with Pacific families are encouraged so that students’ needs may be better met. The aim of this research was to explore how secondary schools could develop relationships with Pacific families and communities in order to support students’ successful learning outcomes. A qualitative case study, using a grounded theory approach, was employed. An Appreciative Inquiry framework helped guide the research design to facilitate the exploration of how home-school relationships worked well within the context of a New Zealand town, and how they can be enhanced to benefit secondary Pacific learners. A Communities of Practice lens supported analysis; and an appreciation of Pacific relationality was supported by the theoretical frameworks, Teu le va and Talanoa Research Methodology (TRM). Key findings demonstrate the willingness and expertise from members of the Pacific community to support schools’ endeavours to cater for Pacific learners, helping address any barriers to family engagement. Despite the strong commitment from teachers and school leaders to work more closely and creatively with Pacific families, this study concludes that knowledge and ideas do not always flow freely between home and school. An inherent risk is that schools hold onto decision-making processes although there is a capacity within the Pacific community to offer effective solutions. To alleviate this risk, school structures need to open up to permit a freer exchange of information, prioritising relationships that accord with Pacific values. The bricolage of frameworks employed in this study have the potential to be applied to school settings for the review and development of home-school practices for Pacific families.</p>