EDUCATIONAL psychologists dealt with almost 3,000 cases during the academic year 2005-2006, it was reported yesterday.
The Education Ministry service, which is open to teachers, parents/guardians, as well as children with learning difficulties, emotional and/or behavioural problems, adjustment difficulties, physical handicaps, operates on a group or individual level.
The psychologists work with children, parents, teachers and where necessary with other professional experts. The District Special Education Committees also refer students to the service.
Of last year’s 2,970 cases, 1,666 were first time referrals, while 1,304 were students who had been referred to the service in the past and still needed particular attention.
According to an Education Ministry report, the majority of cases (1,522) were referred directly by schools, while the second basic source of referrals was from the District Special Education Committees (EEEAE). A smaller number of referrals (229) were made by parents who contacted the service themselves.
There were also cases where certain children in need of a multi-faceted evaluation were referred by more than one source.
Of the referrals 41.3 per cent were in the Nicosia district, 34.7 per cent for the districts of Limassol and Paphos and 24 per cent for the districts of Larnaca and Famagusta.
The majority of these referrals were also in primary school (65.5 per cent), followed by 32.4 per cent in secondary school.
According to the report, this was normal as children’s difficulties most often appeared in younger classes and the psychologists were called in to offer support and help to the children and their families.
As in previous years, almost double the number of boys than girls was referred to the service as they appeared to have more development problems. The report said it was also likely more boys were referred to educational psychologists due to parents’ and teachers’ greater concern regarding boys’ development, as well parents’ greater expectations regarding their sons’ education and professional careers compared to their daughters.
Another reason given was that boys often presented problems that bothered other people such as provocative and/or aggressive behaviour, indiscipline, and delinquency. It said a boy was more likely to externalise stress through aggressive behaviour, whereas girls were more likely to express it through self-isolation.
Whilst the first expression of anger creates problems in the school’s running, the second, although concerning, creates no problems and is not apparent or of concern to teachers or parents and therefore an educational psychologist is not called in to intervene.
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