Slider

Educational Psychologist Counselling

The team of psychologists of the school is made up of:

JORGE CATALÁN PEÑA and JOSEP Mª CAÑADA BELMONTE

Each one of them is in charge of half of the students of each class and they assume the follow-up of the same students from P-3 to 6E.P.

FUNCTIONS:

  • Follow-up of the maturity development of the student (language and personality) in coordination with the tutor.
  • Make observations in the classroom or individually of the students according to the demand of tutors or families.
  • Diagnosis, guidance and possible referral to other specialists.
  • Preventive exploration on P-5, 1st, 2nd and 6th of E.P. (October and April).
  • Interviews, doubts or queries more individualized through the tutors.

PROCESS OF ADAPTATION TO P-3

Anyone, in the face of a new situation, may present a set of symptoms that appear due to the need to adapt to what I know or do not control. This happens to adults and also to children.

And it will be safe for the first days of class (it can be extended a couple of weeks).

It is possible that we observe: separation anxiety (that does not want to take off of you), therefore that it costs to enter the class to 9h. At 3 pm, weeping, being more irritable, more aggressive, altered rest, emotional blackmail (“I do not love you, you’re wrong”), and back in some lessons (control of the pipe, pacifier, …).

ORIENTATION

To facilitate this adaptation process we have to:

  • Show tranquility before the beginning of the year, which does not look nervous.
  • Regular attendance, which is not lacking, only with fever can justify non-attendance. Failure to comply with this point greatly prolongs the adaptation of the child, and therefore, will suffer more.
  • Maintain the same habits, norms and schedules. Do not make changes or be more flexible. Talk about the school and the tutor with enthusiasm and explaining how well it will happen.
  • Do not show resistance when leaving it and do not wait at the door.
  • We can also normalize the situation by putting us as an example; “The same happened to the popes and then no longer.”
  • Do not reject your feelings (“you do not have to cry”). We must accept what they feel and calmly convey that this will happen to them. (“Now you cry but you will see how then you will be happy”). This point makes them stronger and less manipulable.
  • Show explicit agreement with the tutor and act according to your guidelines (our child should not receive any disagreement.