A carregar...
Publicação
Liderar em rede : práticas de colaboração sistémica na psicologia escolar
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 648.72 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A colaboração sistémica é apontada como central na prática de psicólogos escolares líderes. Contudo, a investigação acerca das práticas concretas permanece escassa em Portugal. O presente estudo teve como objetivo compreender as práticas de colaboração sistémica utilizadas por psicólogos escolares líderes em Portugal e as dimensões que mais contribuem para a eficácia das suas intervenções. Adotou-se uma metodologia mista, combinando entrevistas semiestruturadas a três psicólogos escolares líderes e a aplicação da subescala de colaboração sistémica do School Counselor Leadership Survey a 186 psicólogos escolares. A partir das entrevistas foram definidos quatro temas: Psicólogos líderes são líderes informais, mas também podem ser líderes formais!; Liderar com presença, comunicação e relação empática com todos na escola reforça o seu papel como líder; Reconhecer a complementaridade para melhor colaborar ultrapassando desafios na relação; A ética diferencia um Psicólogo Líder de outro Líder educativo. As respostas ao questionário revelaram que a colaboração sistémica é praticada com elevada frequência, observando-se, uma variabilidade considerável nas respostas dos participantes. As dimensões associadas a maior eficácia das intervenções incluem a qualidade das relações interpessoais, a comunicação eficaz e a complementaridade de competências em equipas multidisciplinares, com implicações para a formação e prática profissional dos psicólogos escolares em Portugal.
Systemic collaboration is recognised as central to the practice of leader school psychologists. However, research on the concrete practices through which it occurs remains scarce in Portugal. The present study aimed to understand the systemic collaboration practices used by leader school psychologists in Portugal and the dimensions that most contribute to the effectiveness of their interventions. A mixed method design was adopted, combining semi-structured interviews with three leader school psychologists and the administration of the systemic collaboration subscale of the School Counselor Leadership Survey to 186 school psychologists. The interviews yielded four themes: Leader psychologists are informal leaders, but they can also be formal leaders!; Leading with presence, communication and an empathetic relationship with everyone at school reinforces their role as leader; Recognising complementarity to collaborate better while overcoming relational challenges; Ethics distinguishes a Leader Psychologist from other educational Leaders. The questionnaire responses showed that systemic collaboration is practised with high frequency, although with considerable variability across participants’ responses. The dimensions associated with greater intervention effectiveness include the quality of interpersonal relationships, effective communication and the complementarity of competencies within multidisciplinary teams, with implications for the training and professional practice of school psychologists in Portugal.
Systemic collaboration is recognised as central to the practice of leader school psychologists. However, research on the concrete practices through which it occurs remains scarce in Portugal. The present study aimed to understand the systemic collaboration practices used by leader school psychologists in Portugal and the dimensions that most contribute to the effectiveness of their interventions. A mixed method design was adopted, combining semi-structured interviews with three leader school psychologists and the administration of the systemic collaboration subscale of the School Counselor Leadership Survey to 186 school psychologists. The interviews yielded four themes: Leader psychologists are informal leaders, but they can also be formal leaders!; Leading with presence, communication and an empathetic relationship with everyone at school reinforces their role as leader; Recognising complementarity to collaborate better while overcoming relational challenges; Ethics distinguishes a Leader Psychologist from other educational Leaders. The questionnaire responses showed that systemic collaboration is practised with high frequency, although with considerable variability across participants’ responses. The dimensions associated with greater intervention effectiveness include the quality of interpersonal relationships, effective communication and the complementarity of competencies within multidisciplinary teams, with implications for the training and professional practice of school psychologists in Portugal.
Descrição
Palavras-chave
Colaboração sistémica Psicólogo escolar Liderança em psicologia escolar Contexto educativo Systemic collaboration School psychologist School psychology leadership Educational context
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC