School psychologists: How necessary are they? –

Table of Contents

• 1 The role of others
• 2 The Importance of “Permanence”
• 3 What are⁤ the qualifications and training necessary to become a school psychologist?

«Ta guys open up. They need to talk, they feel that someone can listen to them. Even at the 5 minute break…». OR Eleni Koukoulispsychologist of the Directorate of Secondary Education of Eastern Attica, has under her supervision approximately 180 Middle and High Schools and every day she visits several of them, alongside the psychologists of each school. “Today when I gave speeches in some departments, children came during the break, they found me, they wanted to talk» he says characteristically.

This need of the children can be ascertained, apart of course from the content of the email sent to “Vima” by the Fifteen-Member Student Council of the Model Lyceum of the Varvakeio School, and from the discussions with the people who work as school psychologists. And, as a result, it seems that it has been understood by the Ministry of Education, which every year increases the number of psychologists and social workers in schools.

In many of them, of course, the delay in their placement has created problems, while the question of their permanent appointment in the school environment is also open, as today the phenomenon (mainly in the region) of a psychologist taking over 4 or 5 schools without thus manages to build stable relationships of trust with their students.

However, it is true that steps are being taken: the staff of these specialties serving in schools in 2019 was minimal (some told us about 500 people). In the 2020-2021 school year there were 2,050 and this year they reach around 4,800 – several of them, perhaps even most, substitutes.

But is this number enough to cover the needs? Of course not. That is why at the moment each school psychologist or social worker is responsible for up to five schools, which he visits every week – one every day.

In reality, however, many times not even this, i.e. the visit of the school psychologist or sociologist once a week, happens. For example, in the cases of a holiday or a strike the distance between the two visits reaches 15 days. The same is the case when it becomes necessary for the psychologist to go to another school out of the five he has taken over due to some incident.

This means that it is difficult for the school psychologist to function therapeutically, seeing the child in regular sessions – there is no time for that. Preventatively, however, and with short sessions this is possible.

«Something for a child to report, to raise an issue, to discuss it, this also has an effect – even once a week” a school psychologist told us, who, when we conveyed to her the proposal of the children of Varvakiou, to have a psychologist in the school permanently, every day, commented: “For the result to be more correct it should be like this, they are right».

The role of others

The visit to the school psychologist takes place during school, during the lesson, but never during an exam and always in consultation with the teachers and the school director, so that the children do not miss any lessons they have to attend. “There are some children though“, points out Mrs. Koukouli, “who do not want this process to take place in the context of the school». As everyone we talked to pointed out, the most important thing for there to be a result is the cooperation of the child, school psychologist, parents and other teachers.

The school psychologist Nicoleta Pallas he especially points out the role of parents. “When the parent explains the importance of talking to a psychologist to his child, explains to him that it is part of the school routine, then the child is much more receptive, he comes relaxed and talks about his problems. There are always exceptions, but this is the rule».

The Importance of “Permanence”

Mrs. Pala was assigned to the same schools this year as she was last year – a first for her. As she tells us, this is particularly important for the continuation of her work with children.

«There is a reference person for them, even if only once a week. The children knew me from last year, with the exception of course of some students who left, such as the children of the 3rd Lyceum. A lot came to talk, they wanted to meet, I couldn’t catch my breath. It was incredible on the one hand and very positive on the other. I have to tell you, though, that all the teachers at the schools I go to are very helpful and supportive. The anxiety I have is that I am not enough for everyone, that other children also want to meet me and the time I am in each school is not enough. That for me is the big problem».

Does the work work for the children? “Yes, I see results in children, parents, and teachers. They just need to be receptive and want tohe answers.