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Nastava i vaspitanje
2013, vol. 62, iss. 3, pp. 421-437
article language: Serbian
document type: Original Scientific Paper
published on: 14/10/2013
How school psychologists see their professional role?
aUniversity of Belgrade, Faculty of Philosophy, Department of Psychology
bZemunska gimnazija

e-mail: dspetrov@f.bg.ac.rs, bojana.dim@gmail.com

Project

Identification, measurement and development of the cognitive and emotional competences important for a Europe-oriented society (MESTD - 179018)

Abstract

In this research we tried to determine how school psychologists in Serbia perceive their professional role in the context of the educational reforms and legal changes. The sample included 105 elementary school psychologists from Serbia. The data were gathered by the use of a questionnaire. Individual and group counseling were estimated as the most important activities of a school psychologist. Then follow professional in-service training, cooperation with parents and assistance in studying together with supporting the development of the student. School psychologists think that they should pay more attention to the activities labeled as the most important. As a specifically psychological the respondents stressed psychological assessment, individual and group counseling and consultancy services. Based on the obtained results it can be concluded that school psychologists perceive as the most important those activities which are cited in the Regulations of All Forms of Work of Professional School Counselors from 2012 as specific expert activities of psychologists in education. At the same time these are the activities to which the psychologists want to devote most of their working time, which means that the new Regulations meet the current needs of the psychologists.

Keywords

role of psychologist; school psychologists; activities; self-assessment; education

References

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