The function of psychologists - Mirko Magri - Mares 3 PRESENTATION
I work as a psychologist, on behalf of the Learning Path of Lucca, at the Professional Institute of Marconi Viareggio (Lu), Mares 3 under the project, which aims to support the school grounds to boost the effectiveness of compulsory education and preventing the phenomenon of dispersion.
I believe it essential that the school, in general, adopts an interdisciplinary approach that takes care of the student, encouraging the possibility of a creative and harmonious development of the potentialities of the individual and group-class, stimulating and thoughtful decision-making processes.
should, by all those involved in the project, ongoing commitment, patience, professionalism and diplomacy, so there is assimilation and accommodation of the school system to this type of initiative.
Work Institute Marconi academic year 2003/2004.
Staying in the same school for a long time allows to give continuity to their work, making it grow year after year.
My speech is directed, principally with the first classes of students (during the school year 2007/2008: first address six hotels, a graph, a dell'aziendale, for a total of about 190 students).
For my business this year, I had access to 336 hours.
I love my job, I'm passionate and I'm surprised. Often I enjoy it too.
Students sucitano me in all sorts of emotions: joy, anger, joy, sorrow, hope, sadness, wonder and anxiety.
I have the imagination and willingness to try to affect the schooling of each student, sometimes I think that this happens, sometimes not.
Vivo, therefore, both successes and frustrations.
Some situations are too large and complicated for me and for this reason, over the years, I have activated a network service with the various services in the area.
my function
My paper aims to harness the potential of the individual student and the classroom, promoting diversity as a source of wealth and enhancing their self-esteem and awareness in order to decide and changing situations.
Basically I'm supposed to stimulate students' motivational processes in relation to their education, taking care to prevent the phenomenon of school.
The task is really difficult and challenging.
continually ask myself what can I do to respond effectively to these demands, how can I improve.
E 'indicate how well the learning of any technique or methodology be overshadowed, compared to the relationship of confidence and esteem that the psychologist tries to establish with the young, passion and commitment that each meeting requires careful reading and management of numerous psychological and relational dynamics that emerge during the year.
One of the greatest difficulties of my work is the presence of students who come to school only to comply with compulsory education and / or have large gaps in basic skills (writing, reading, calculations ...).
Some students, with troubling family situations, lack the most elementary rules of education, have little respect for the structure that hosts them (just look at the conditions of the classrooms, corridors, bathrooms ...) relate so abusive, they do not know listen, have a low or no motivation towards study and learning, show little confidence in their teaching skills.
My speech is developed through personal interviews, interviews with small groups, work with the class, meetings with family members, community workers, social workers, collaboration with teachers, the center for employment, relations with social and health services .
I am convinced that the school years are a key step for the cultural and moral growth of each person, unique educational opportunity.
Call and urge kids to enjoy them continuously and to live them fully, in all their aspects and exciting in all their difficulties.
work style
During the year I try to know all the boys first, to learn their names and recognize their voices.
I want to become a figure friendly (not a friend) and break the stereotypes of the psychologist expects that students, even on request, into his room.
I like to be seen by them, let me know, go directly into the classroom to call them, take part in some lessons, compare and discuss both with the single with the group, is that joking about serious things, both formally and informally (at the exit school, during recess ...)
first step of every class, in agreement with the teachers, to introduce myself and describe my role and my role.
During the year point to have at least one private meeting with each of them, because basic is to establish a relationship of trust and understanding with each student, then, to the question whether, to intervene with the group.
I'm interested to know and talk to the good ones and less good ones, those with silent and those confusing, with available and the most suspicious
... I aim to involve all the elements also to avoid unpleasant and inconvenient labeled (there should be a psychologist "bad students").
I like to think of becoming a reference point for any kind of difficulty going to damage and disrupt their education.
all classes have a list of students and then, after being given the availability of various professors, step from time to time from classes, knock and call, usually, a student at a time.
When you need to speak up for the whole class.
I have my own room that allows me to provide a suitable setting to work.
of each students must have a card that builds during and after each interview.
I'm interested to know how we are finding in this school, if they like and what they feel motivated, if it's as if imagined, how is the relationship with their classmates and teachers, if there are difficulties that affect their course of study as they are going, and so on ....
During the year I have several private conversations with many students, following them step by step their schooling.
Sometimes, having a good relationship with the school system, can mediate misunderstandings or tensions between students and teachers, or facilitate an exchange of communication, intervening in disputes among children (although in other classes), ask to talk with family involvement, to the question whether the project tutor of that class, entering the classroom to speak to the group ... ...
A Relational Approach SYSTEMIC
Working in a school means working on a system which includes not only students, tutors project, but also the Director of the Institute, the Secretariat, all faculty, staff, any agency or entity promoting the project, the families of the students, the various local resources (clinics, local health authorities, employment offices, community centers, community ....).
The task of those who make this work is not confined to meetings with students, but develops into a dense network of relationships that all constituents of the complex.
A disinterested in the project manager, not knowing in detail the purpose and means, will not have sufficient means and motivation to protect it from any criticism and prejudice. The professors do not even know who he is or who do not understand what constitutes my business, we can not attribute responsibility that we have, or they may feel judged or devalued in their roles as trainers, a situation that creates jealousy and negative reviews.
The support staff takes a prominent place. As the custodian of the depositary "secret school" can solve many problems: unable to find spaces, allows the use of telephone, fax, copier, cleans our room, provides office supplies, find chairs, desks, blackboards , VCRs, provides valuable information on children and teachers, has a host of valuable work for the parents of pupils who come to talk ....
have relations with the secretariat is very important for the inevitable red tape for inormazioni students get on and to receive clear and direct communications from the school.
This network of relationships affect one another and a block or with a stiffness of the elements that compose it inevitably will affect the whole system.
If, for example, do not we agree with a professor fueling the conflict rather than dialogue, likely to occur a number of problems: for example, may disqualify the figure in front of our children, and can complain to colleagues and the manager, damaging our image and our professionalism in class council may hinder the progress of the project, ensuring that the psychologist is labeled as responsible for all the things that are not in class ("the boys are so excited for her fault").
It 's very important to always be willing to offer itself, to know, seek dialogue, explain, listen, and if things do not go, patiently trying to change from within the system.
sign of professionalism and good rule is to compile and submit regular written reports to the school on what is being done with the class, specifying the methods and objectives and highlighting the positive and negative aspects that have emerged.
relations with the agency promoting the project is needed to ensure depth and professionalism to our work. The Agency's role is not formal, but valuable training, updating of methods of intervention in support to solve problems.
know the offers and services of the territory and the people who manage them or work there, can have tangible and effective tools to respond to the many case, difficulties, needs of students.
For example, a student who wants to quit school and fulfilled their obligation to come to school without having any idea of \u200b\u200bwhat to do about his future, can be addressed and taken to the Employment Centre, which performs an invaluable service network.
Thanks to this network of relationships I never feel alone, but part of a team.
THE REPORT With teachers
beginning of each school year my attention is directed almost exclusively to them.
First I get my voice in the timetable for all teachers.
I usually start to introduce tutors to the project, which are one per class. Look
then tutors leaving a classroom at the end of their lesson. I introduce myself and ask them for an appointment.
Many already know them, because they present the preceding years.
During the meeting presented the draft of the new year, my figure, my role, my way of working, I answer the questions that come to me. Listening to the impresisoni on the class and individual elements that compose it, recognizing great value to the things that I can trust.
ask permission to call the students during their lessons in respect and in accordance with various educational needs and curriculum (class assignments, questions, meetings ..). In addition to the class tutor
I do my best to know the largest possible number of teachers who teach in the classroom first.
For every new person I just the name, telephone, personal impresisoni as subjects taught and in what section.
Unable to obtain an appointment at all, I'm going to look for classes in the morning during recess or classroom teachers.
often comes when a teacher again, maybe half a year, sometimes understandably confused, are one of the first people he knows, to lean in and ask about children.
Every teacher I offer my full willingness to intervene in any kind of problem in the class group and leave my mobile number to be contacted at any time.
I always ask if you can give the "you" to reduce unnecessary formalism.
The fact that the psychologist is to move and aim for something that is greatly appreciated by all.
The relationship with the teachers is not limited to a single meeting, but continues throughout the year. It is my job to go to them and keep me updated on what happens in the classroom.
During the year the report grows, I get phone calls, I try, compare, ask, ask for some help.
is sometimes called the class councils to express opinions and stimulate thought or resolve tensions between teachers
So you establish a strong collaboration, a continuous exchange communicative aims to improve the quality of life for students and teachers.
This way of work permits, with the passage of time, to build meaningful relationships with teachers esteem and cooperation, mutual assistance in which everyone can become a resource and support for each other.
The keyword is willingness on the part of the psychologist and diplomacy.
Any dispute or litigation should be immediately eliminated.
A teacher must feel part of the project. When
happen to have a meeting with the class I always invite him to stay in the classroom, involving them and encourage them to participate.
A teacher who leaves or stays on the sidelines, outside the circle, correcting homework, not good, because, in addition to foreclose the opportunity to meet students from another point of view and make its valuable contribution to the group, There disqualification in front of it.
In the long run, the psychologist has the opportunity to speak on how to work with some teachers, look, I think, very delicate and very important.
If a teacher, for example, fails to work hard to share with a class the problem with colleagues or with senior management of the school.
You can create an awkward situation where everyone knows but pretends nothing.
The psychologist who has a good rappporto with that teacher can be a lifeline.
can be spontaneous about things that do not go together, as can be natural that a psychologist himself, with tact and discretion to bring out the problem.
The risk of this mode of work is collusion.
Sometimes it happens that teachers, when they have problems with students or colleagues, tend to require a covenant with our shape, so they can get support for their positions and find the satisfaction of an expert attesting to their right.
Clearly, the ethics and professionalism of any psychologist can prevent this occurrence from happening.
Mirko Magri
Psychologist - Clinical Educator
