The school psychologist in the face of the challenges of adolescence

in Czstochowa 3. Characteristics of the school environment Three levels of the psychologist's activity in the school system Each school is an individual network of interpersonal relations separated from its surroundings. Its links are individual people, each of whom is different and unique, but each has its place in an ordered network -in the social system. The system differs from a simple set as its elements are arranged in a specifi c way and the relations between them are not accidental. It is one thing to put pea seeds into a rattle, another -to put the same seeds on a string or throw them into a pot of soup. The whole -precisely as a whole -performs a function of "extracting" those aspects from its elements that are important for this very function. Pea seeds in a rattle are supposed to make a sound, no matter what their shape or nutritional value are. A teacher at school can teach and has knowledge of, for example, geography, and it does not matter whether he can catch fi sh or not. Being an element of a specifi c structure means that the properties of this element, which would be marginal outside its boundaries, are extracted and developed. Our geography teacher gains more and more professional experience, collects materials and trivia about his fi eld. He would not do that as a fi sherman. Similarly, if a ten-year-old Franek were not a school student, probably nothing would make him interested in spelling.