School psychology

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School psychology is the support of schools in their educational and upbringing task as well as of parents, pupils and other persons involved in school and educational life with psychological methods and specialist knowledge. It is a professional field of applied psychology . In addition to educational psychology , it is based on diagnostics , clinical psychology , (special) education and organizational psychology .

history

The idea of ​​bringing psychological ideas to school arose as early as the 19th century, but was mainly realized through books for teachers and first school-related studies. At the 'First German Congress for Youth Education and Art' in 1911, William Stern called for the appointment of school psychologists, which was initially met with strong opposition from the teaching staff. The world's first school psychologist was arguably Cyril Burt , who was hired by the London County Council in 1913 for the school inspectorate. In 1922, Hans Lämmermann, the first school psychologist in Germany, was appointed to support the reform project as part of the Mannheim school system , a joint elementary school run by the school councilor Joseph Anton Sickinger . The National Socialists discontinued the project in 1935. Woldemar Oskar Döring , who carried out an empirical study on the psychology of school classes as early as 1925 and worked with William Stern , also made important research contributions, including research into teaching methods and "studies on the psychology of the teacher" (1925) .

After the Second World War was in Hamburg from the students control the students help with an individual case-oriented consulting approach. In contrast, the school psychology developed in Hesse in 1953/1954 was intended to advise the school as a system, i.e. teachers and school organization. In the Standing Conference of the Ministers of Education and Cultural Affairs “Advice in Schools and Universities” of 1973, it was decided to expand school psychology. Although much worse than in many comparable countries, the targeted numbers (school psychologists: student ratio = 1: 5000) have not yet been achieved by a long way. Since the beginning of the 1970s, school social workers have also been deployed at German schools, who have also supported the schools since then. School psychologists and school social workers now work closely together.

In 1973 the GDR also set up a school psychologist model. Here teachers with additional psychological training support teachers, kindergarten teachers and kindergarten teachers.

Organization and legal anchoring

In Germany, the legal basis for school psychological care is usually provided by decrees issued by the respective education, culture or school ministries. School psychology is therefore organized differently in each federal state. School psychologists are only very rarely located in a single (focus) school; Usually they are their own advice centers, sometimes only for individuals for an entire region. School psychology is not compulsory in all federal states in Germany. The nationwide supply was called for again and again (position of the Conference of Ministers of Education in 1973 and after the rampage in Erfurt in 2002), but in fact there are areas that are not supplied. There are also municipal school psychological services in Baden-Württemberg, Saarland and Bavaria. The overwhelming number of school psychologists in Bavaria are teachers who have been employed as school psychologists at their school for a few hours. In addition to the public service, the provider can also be a private school.

School psychology in NRW is a joint task of the state and the municipalities. The cooperation between districts / urban districts and the state of North Rhine-Westphalia is defined through individual framework agreements and continuously concretized and coordinated through joint regional deployment management. State psychologists and municipal psychologists work together in these facilities. This is a unique construction nationwide. This is why there are sometimes very large school psychological services in NRW (e.g. in Cologne, Düsseldorf or Münster).

In Austria, school psychology educational counseling is legally secured; every city school council (Vienna) or state school council of a federal state has to set up a school psychology service, either as a department in the city or state school council itself or in branch offices. School psychology specialists are provided by the Ministry of Education and assigned to the city and state school boards.

School psychologists work systemically in Germany in cooperation with teachers and schools. In addition to supporting teachers, pupils and parents are also supported in individual counseling.

Working basis

School psychologists resort to that

In the state of Berlin (formerly West Berlin) from 1968 all school psychologists not only had a diploma in their subject, but also teachers with a second state examination; This employment requirement was valid until 2007 and has contributed to the fact that the employees brought in a high degree of practical school knowledge and - in comparison - were known from their teaching colleagues in the respective school types and branches. In the state of Bavaria, school psychologists are usually teachers who have completed a postgraduate course in psychology and who provide school psychological counseling at their schools. In all other German federal states, school psychologists are psychologists with a diploma or master’s degree in psychology.

Internationally, school psychology is often its own Ph.D. Education. In other words, school psychology can be studied in a special graduate course (lasting 6-7 years) after the Bachelor's degree in psychology (usually lasting at least four years), followed by a one-year supervised special internship. In Germany, a Master of Science degree in school psychology can be obtained at the University of Tübingen as part of a consecutive course. However, this course is not a prerequisite for working as a school psychologist.

In Austria, the school psychologists of the Ministry of Education take their own service examination course with psychological, legal and educational elements within the first five years of their employment.

tasks

Basically, the tasks of the school psychological counseling centers include a. Offers of advanced training, supervision and individual counseling for teachers, individual counseling for parents and children, system counseling for school management and violence prevention and crisis intervention . Not every school has the same support offer.

The measures include both individual and group discussions, in which teachers, social workers and parents are involved depending on the case structure and needs. It is important to familiarize the participants with the other perspective of the participants, to develop new perspectives together and to consider possible solutions to the schoolchildren's difficulties. In addition to moderating discussions, the methods of the counseling centers also include the use of psychodiagnostic procedures and behavioral observation during lessons. The desired goals include the development of communication skills and the expansion of skills for creating relationships, but also inclusion and the promotion of talented people .

Professional associations

The School Psychology Section of the Professional Association of German Psychologists organizes interested colleagues. In addition, there are corresponding regional associations for school psychology in individual federal states. The GEW Berlin runs a school psychology group.

In Austria, psychologists are represented in school psychology educational counseling by the Pedagogical and Educational Psychology Section of the Professional Association of Austrian Psychologists (BÖP) and there is a separate Professional Association of Austrian School Psychologists (BÖSS).

See also

literature

  • Detlef Berg: School Psychology. In: Lexicon of Psychology. Spectrum Academic Publishing House, Heidelberg, Berlin 2000, ISBN 3-621-27491-X .
  • Rainer Dollase et al .: Situation of school psychology in Germany and Lower Saxony in an international comparison , Bielefeld 2010.
  • Doris Graf (ed.): School psychology in focus. Mediengruppe Oberfranken - Fachverlage GmbH & Co. KG, Kulmbach 2020, digital supplement, ISBN 978-3-96474-253-7 .
  • Hans-Georg Häring, Walter Kowalczyk (Hrsg.): Concrete school psychology - introduction to fields of action and methods. 2001, ISBN 3-472-04541-8 .
  • Helmut Heyse: School Psychology. In: Detlef Rost (Hrsg.): Concise dictionary of pedagogical psychology. PVU Beltz, Weinheim 2002, ISBN 3-8274-0464-9 .
  • Gustav Keller: School Psychology from A to Z. A school psychological practice dictionary. Asanger Verlag, Kröning and Heidelberg 2003, ISBN 3-89334-400-4 .
  • Klaus Kuhlmann, Elfriede Mittag (Ed.): School Psychology in North Rhine-Westphalia - A Communal Success Story. Eul Verlag, Lohmar, Cologne 2001, ISBN 3-89012-912-9 .
  • Fleischer, Grewe, Jötten, Seifried, Sieland (eds.): Handbuch Schulpsychologie. Kohlhammer, Stuttgart 2007, ISBN 978-3-17-018643-9 .
  • Klaus Seifried, Stefan Drewes, Marcus Hasselhorn (eds.): Handbuch Schulpsychologie. Kohlhammer Verlag, 2016, 2nd completely revised edition, ISBN 978-3-17-026129-7 .

Web links

Individual evidence

  1. ^ WO Döring: Psychology of the school class. An empirical study. 1930
  2. ↑ DJI: Strategies for the Prevention of Violence in Schools , p. 104ff ( Memento of the original from December 5, 2011 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF file; 1.86 MB) @1@ 2Template: Webachiv / IABot / www.dji.de
  3. ^ Structures NRW - Technical & legal principles - Principles of school psychological work. Retrieved September 10, 2019 .
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