Distance Education During the COVID-19 Outbreak in the Experiences of Polish Students – Perception of the Possibility of Getting Help at School
Abstract
RESEARCH OBJECTIVE: The aim of the research was to find out about the perception of the possibility of getting help at school during the COVID-19 outbreak.
THE RESEARCH PROBLEM AND METHODS: The participants were students (N = 1955) aged 9 to 20, studying in primary and secondary schools. The survey diagnostic method was used. The collected data were statistically analyzed using descriptive statistics, frequency analysis, significance difference tests (chi-square test).
THE PROCESS OF ARGUMENTATION: The text presents the theoretical background of the research, methods, and research trajectory and results with interpretations.
RESEARCH RESULTS: Students estimate that in a difficult situation they will rather get help from the form-teachers, than from the school psychologist. Every fifth student does not know whether there is a psychologist at school, and 5% of them declare that there is no psychologist. More than one-third of students have a low assessment of the possibility of receiving help from a psychologist at school. Rural schools’ students believe that their possibility to obtain help from a school psychologist has lowered during the pandemic outbreak.
CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: In the functioning of schools during a pandemic, regardless of whether it is stationary or distance, the special care should be taken for the availability of psychological help, especially in rural schools and it is necessary to build students’ awareness of how and to whom they can report their problems at school.
References
Aber, L., Brown, J.L., Jones, S.M., Berg, J. i Torrente, C. (2011). School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale. Development and Psychopathology, 23, 411-421. doi: 10.1017/S0954579411000149
Addis, M. i Mahalik, J. (2003). Men, masculinity, and the contexts of help seeking. The American Psychologist, 58(1), 5-14.
Bieganowska-Skóra, A. i Pankowska, D. (2020) Moje samopoczucie w e-szkole. https://lscdn.pl/ pl/publikacje/publikacje-pozostale/12130,Raport-z-badan-nad-samopoczuciem-uczniow-w-e--szkole.html?search=95655
Brownhill, S., Wilhelm, K., Barclay, L. i Schmied, V. (2005). ‘Big build’: Hidden depression in men. Australian & New Zealand Journal of Psychiatry, 39(10), 921-931. https://doi.org/10.1080/j.1440-1614.2005.01665.x
Buchnat M., Jaskulska S. i Jankowiak B. (2021). Kształcenie na odległość uczniów i uczennic z lekką niepełnosprawnością intelektualną w czasie pandemii COVID-19 w opiniach nauczycieli i nauczycielek. Rocznik Pedagogiczny, 44, 107-121. https://doi.org/10.2478/rp-2021-0008
Buchner, A. i Wierzbicka M. (2020). Edukacja zdalna w czasie pandemii. Centrum Cyfrowe. https://centrumcyfrowe.pl/edukacja-zdalna/
Cierpiałkowska, L. i Grzegorzewska, I. (2020). Zdrowie psychiczne dzieci i młodzieży – salutogenetyczne i patogenetyczne modele empiryczne i teoretyczne. W: I. Grzegorzewska, L. Cierpiałkowska i A.R. Borowska (red.), Psychologia kliniczna dzieci i młodzieży (s. 31-59). Wydawnictwo Naukowe PWN.
De France, K., Hancock, G.R., Stack, D.M., Serbin, L.A. i Hollenstein, T. (2021). The mental health implications of COVID-19 for adolescents: follow-up of a four-wave longitudinal study during the pandemic. American Psychologist. http://dx.doi.org/10.1037/amp0000838
Forbes, M.K., Rapee, R.M. i Krueger, R.F. (2019). Opportunities for the prevention of mental disorders by reducing general psychopathology in early childhood. Behaviour Research and Therapy, 119, 103411. https://doi.org/10.1016/j.brat.2019.103411
Golberstein, E., Wen, H. i Miller, B.F. (2020). Coronavirus disease 2019 (COVID-19) and mentalhealth for children and adolescents. Journal of the American Medical Association Pediatrics,174(9), 819‑820. http://dx.doi.org/10.1001/jamapediatrics.2020.1456
Grzelak, S. i Żyro, D. (2021). Jak wspierać uczniów po roku epidemii? Wyzwania i rekomendacje dla wychowania, profilaktyki i zdrowia psychicznego. Instytut Profilaktyki Zintegrowanej.
Jankowiak, B. i Jaskulska, S. (2021). Dobrostan nauczycielek i nauczycieli wychowania przedszkolnego a ich postawy wobec kształcenia na odległość w czasie pandemii COVID-19. Horyzonty Wychowania, 20(53), 25-37. http://doi.org/10.35765/hw.1966
Jankowiak, B.A., Jaskulska, S. i Rybińska, A. (2020). Postawy nauczycielek i nauczycieli wychowania przedszkolnego wobec kształcenia na odległość w czasie pandemii COVID-19. Rocznik Pedagogiczny, 43, 95-116. http://doi.org/10.2478/rp-2020-0006
Jaskulska, S. i Jankowiak, B. (2020). Postawy nauczycielek i nauczycieli wobec kształcenia na odległość w czasie pandemii COVID-19. Studia Edukacyjne, 57, 47-65. http://doi.org/10.14746/se.2020.57.4
Kimhi, S., Marciano, H., Eshel, Y. i Adini, B. (2020). Resilience and demographic characteristicspredicting distress during the COVID-19 crisis. Social Science & Medicine, 265, 113389. DOI:10.1016/j.socscimed.2020.113389
Lawson, M., Piel, M.H. i Simon, M. (2021). Krzywdzenie dzieci podczas pandemii COVID-19 –wpływ utraty pracy przez rodziców na przemoc psychiczną i fizyczną wobec dzieci. Dziecko Krzywdzone. Teoria, badania, praktyka, 20(2), 145-173. https://dzieckokrzywdzone.fdds.pl/index.php/DK/article/view/806
Marciniak, M. (2015). Psycholog w szkole – postulaty a codzienność szkolna. W: Ćwikliński, A.i Przybyła, M. (red.), Społeczeństwo i edukacja. Teorie a implikacje praktyczne (s. 85-102).Wydawnictwo UAM.
Mascheroni, G., Saeed, M., Valenza, M., Cino, D., Dreesen, T., Zaffaroni, L.G. i Kardefelt-WintherD. (2020). Learning at a distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic. UNICEF Office of Research.
Möller-Leimkühler,A. (2002). Barriers to help-seeking by men:A review of sociocultural and clinicalliterature with particular reference to depression. Journal of Affective Disorders, 71(1-3), 1-9.DOI: 10.1016/s0165-0327(01)00379-2
Piorunek, M. i Werner, I. (2014). Wychowawca wsparciem dla ucznia? Relacje uczeń – wychowawcaw percepcji gimnazjalistów. Studia Edukacyjne, 32, 99-122.
Poleszak W. i Pyżalski, J. (2020). Psychologiczna sytuacja dzieci i młodzieży w czasie epidemii.W: J. Pyżalski (red.), Edukacja w czasach pandemii wirusa COVID-19. Z dystansem o tym, co robimy obecnie jako nauczyciele (s. 7-15). EduAkcja.
Ptaszek, G, Stunża, G.D, Pyżalski J., Dębski, M. i Bigaj, M., (2020). Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami? Gdańskie Wydawnictwo Psychologiczne.
Szkoła 2.0.(2021, 30 marca). Raport oStanie Zdrowia Psychicznego Uczennic iUczniów. Ocena zmian w wyniku pandemii COVID-19. https://www.szkola20.com/raport-o-stanie-zdrowia-psychicznego/
Turczyk, M. i Jaskulska, S. (2020). Distance education and children’s rights: New dimensions of school exclusion during the COVID-19 outbreak. Edukacja Elementarna w Teorii i Praktyce, 15(3), 9-20.
Zhang, C., Ye, M., Fu, Y., Yang, M., Luo, F., Yuan, J. i Tao, Q. (2020). The psychological impact of the COVID-19 pandemic on teenagers in China. Journal of Adolescent Health, 67(6), 747-755. DOI:10.1016/j.jadohealth.2020.08.026
Copyright (c) 2021 HORIZONS OF EDUCATION
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a CC BY-NC-ND licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are asked to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). We advise to use any of the following reserach society portals:
