Κατεύθυνση Σχολική Συμβουλευτική και Καθοδήγηση
Library of the School of Education

2022-09-14

2022

Chaidemenaki Dionysia

Θωμάς Μπαμπάλης, Καθηγητής, Κοσμήτορας Σχολής Επιστημών της Αγωγής,
Τμήμα Παιδαγωγικό, Ε.Κ.Π.Α

Αντιλήψεις και εμπειρίες εκπαιδευτικών και σχολικών ψυχολόγων στην πρωτοβάθμια εκπαίδευση σχετικά με τα μέτρα πρόληψης και αντιμετώπισης των θεμάτων ψυχικής υγείας των μαθητών

Greek

Perceptions and experiences οf teachers and school psychologists in the greek primary schools regarding the measures taken for prevention and treatment of students’ mental health

After two years of the COVID 19 pandemic, global recorded rates of children's mental
health disorders have increased. According to the World Health Organization, children's
mental health is inextricably linked to emotional self regulation, the cultivation of social
skills and general psychosomatic well-being. Therefore, good mental health is not just
the absence of a mental disorder. Greek law, recognizing that the absence of emotional
burdens is a fundamental factor in academic success and given the importance of early
diagnosis and prevention of emotional difficulties in childhood, assigns additional
responsibilities to Interdisciplinary Support Committees (I.S.C) for psychosocial
prevention and treatment interventions within the school environment (Government
Gazette 136, Law 4823/2021). The aim of this paper is to record the experiences of I.S.C.
members regarding the readiness of the school community, the quality of their
collaborations, the problems that arise and the effectiveness of their work in preventing
and treating mental health issues in primary schools. In order to achieve the research
purpose, a qualitative research was carried out using the semi-structured interviews
tool with five teachers of integration classes and five psychologists, all members of I.S.C.
Thematic content analysis was then used to process and highlight the findings. The
research highlighted the value of systematic teacher training and supervision of school
psychologists, the need to organize prevention programs to manage emotions and
social skills throughout the academic year, as well as the importance of school-family
collaboration. The problems identified relate to the lack of time to complete I.S.C. tasks,
partial role ambiguity, lack of training for members of the educational community, the
existence of social stigma and the need to create a pleasant school environment, free
from stress that is mostly caused by focusing unilaterally on the gnostic part of the
learning procedure.

Health Sciences

mental health, prevention and intervention programs, social stigma, Interdisciplinary Support Committees

Yes

4

No

156

159

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https://pergamos.lib.uoa.gr/uoa/dl/object/3232038