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Gunel Nagiyeva
Lecturer
Baku State University,
Department of Pedagogy
Baku, Azerbaijan
ORCID: 0000-0003-2251-0821
https://10.5281/zenodo.17012532
Keywords: education system, psychologist, school, parents, students, intellectual development
Abstract. This article emphasizes the growing significance of psychological services within the modern education system. Today, education not only focuses on students’ intellectual development but also prioritizes their emotional, social, and psychological well-being. One of the primary responsibilities of schools is to protect students’ psychological health and provide them with adequate support. The article outlines the goals and responsibilities of psychological services, emphasizing that for school psychologists to perform effectively, they must operate within a well-defined framework of objectives and duties. Each of these elements is elaborated in detail. Furthermore, the article presents the practical activity plan of school psychologists and provides an in-depth explanation of their professional functions. Naturally, various obstacles that hinder the effective implementation of psychological support in schools are also addressed. These challenges are examined individually, followed by an assessment of the current state of psychological services in educational institutions.
Introduction
The modern education system focuses not only on students’ intellectual development but also pays particular attention to their emotional, social, and psychological well-being. In this context, the role of the school psychologist has become an integral part of the educational process. The school psychologist performs various functions such as safeguarding students’ psychological health, supporting the teaching and upbringing process, and preventing behavioral issues.
Main part. In Azerbaijan, the legal basis for organizing psychological services is reflected in the Education Law (Article 14.20 – “On Psychological Assistance”). Psychological services in educational institutions involve collaboration among parents (or legal representatives), school administrators, and teaching staff to study students’ psychological state, educational performance, and socio-moral issues; to provide psychological support; to ensure their progressive mental development, and to implement preventive measures for potential psychological disorders. The key objectives of psychological services in educational institutions include:
- Enhancing students’ academic achievement;
- Promoting positive behavioral models;
- Creating a safe and healthy school environment;
- Supporting students’ moral and psychological well-being;
- Regulating family-school relationships. [Education Law, 2009]
The school psychologist plays a crucial role in the effective organization of education. Their work is not limited to resolving individual problems but also contributes to the formation of healthy, balanced, self-confident, and socially adaptive individuals who will ensure the future well-being of society. [Amrakhli, 2014] A school psychologist is not merely a specialist working with students who exhibit problems; rather, they are professionals who understand each student’s inner world, emotional state, and psychological needs, and provide support accordingly. Regular monitoring of students’ psychological status and indicators in schools is essential. Individual, gender-specific, and age-related characteristics must be taken into account, and based on these factors, preventive and proactive measures should be implemented. The sooner and more accurately a problem is identified, the easier and more effective its resolution will be. Research shows that manifestations of psychological issues often include learning difficulties, lack of concentration, communication disorders, antisocial behavior, and negative tendencies.
The contemporary education system assigns the following specific and vital responsibilities to practicing psychologists:
- Identifying children’s readiness for school learning and developing individual programs with teachers to facilitate their adaptation to the school environment;
- Monitoring transitional and crisis periods in children’s lives—such as entry into the first grade or progression from primary to secondary school—and preparing tailored support plans with teachers and parents;
- Conducting diagnostic and corrective work with underachieving or behaviorally challenging students;
- Diagnosing students’ intellectual, personality-related, volitional, and emotional development, and implementing necessary correctional interventions;
- Identifying and resolving the psychological causes of interpersonal conflicts between students and teachers;
Providing school administrators, teachers, and parents with information regarding students’ psychological development, including attention, memory, thinking, speech, willpower, emotions, and intellectual traits.
At present, the effectiveness of school psychologists remains limited in many educational institutions. In some schools, psychologists do not significantly contribute to addressing the problems arising during the pedagogical process. The following are among the main systemic and practical challenges encountered in their activities:
— Staff shortages and lack of specialization: There is an insufficient number of psychologist positions in schools, and the existing number does not correspond to the size of school populations. Furthermore, many school psychologists lack adequate practical training.
— Work overload and limited resources: One psychologist is often responsible for over 1,000 students, which leads to ineffective outcomes. Additionally, the absence of dedicated psychological offices and a shortage of testing and diagnostic materials negatively affect the quality of services.
— Insufficient collaboration between psychologists and teachers: There is often a lack of synchronization and cooperation between school psychologists and teaching staff.
— The parental factor: Difficulties in engaging parents and students in psychological support, a general disregard for psychologists’ recommendations, and lack of trust or interest from families undermine the effectiveness of psychological service. [Mollaeva, 2022]
Parents, on the other hand, may sometimes struggle to understand the psychological state of their children. In certain cases, parental behavior may unintentionally exacerbate the child’s difficulties. Therefore, psychological support is equally essential for parents. Through meetings with parents, school psychologists provide information and guidance on child psychology, parenting strategies, and family dynamics. This contributes to the establishment of healthy communication within the family and fosters a more secure environment for the child to grow up in.
A school psychologist is not only a specialist in resolving students’ psychological problems but also plays a crucial role in fostering socio-cultural harmony within the education system. Although progress has been made in this field in Azerbaijan, there is still a need for broad reforms, enhanced state support, and public acceptance. Only then can a psychologically healthy environment be established in schools, ensuring sustainable and quality development in the education system.
A closer look at the functions of school psychologists reveals the multi-dimensional and interdisciplinary nature of their work. Their activities encompass the following core areas:
- Diagnostic Work: Individual and group-based tests, observations, and surveys are conducted to assess students’ psychological condition, interests and aptitudes, as well as levels of emotional development.
- Preventive Measures: Awareness-raising activities are carried out to prevent harmful habits, bullying, school absenteeism, and other forms of risky behavior.
- Corrective Interventions: Individual or group therapy sessions are organized to address behavioral disorders, phobias, aggression, communication difficulties, and similar issues.
- Consultative Services: Psychological support and recommendations are provided to students, teachers, and parents on appropriate approaches and coping strategies.
- Support in the Educational Process: By collaborating with teachers, school psychologists help enhance the psychological effectiveness of the teaching process and offer methodological guidance.
Conclusion
For psychological services to be effective, they must be implemented regularly and consistently. These services should not only be reactive but also preventive in nature. Children should receive support on issues such as stress management, exam anxiety, social relationships, and emotional regulation. At the same time, parents should engage in close collaboration with schools and view psychological support not merely as a response to problems but as an opportunity for growth and development. Psychological support in schools is not just an individual service, but a critical component of the broader educational system. The proper implementation of this support significantly contributes to students’ academic success and promotes harmony within the family.
Unfortunately, in many schools, the number of psychologists remains insufficient, and this field does not receive the necessary attention. However, education is not solely linked to cognitive knowledge — it is also directly connected to psychological well-being. A child who feels safe, valued, and emotionally supported is more likely to succeed academically, express themselves freely, and grow into a more socially productive individual. The role of the school psychologist goes beyond mere professional duties; they are a beacon of light in a child’s life, a confidant, a guide, and someone who truly understands and supports the inner world of students. Their presence fosters a calm, compassionate, and empathetic school atmosphere. Such an environment enables students not only to learn more effectively but also to grow into emotionally resilient, well-balanced, and happy individuals.
References
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