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THE DIAGNOSTIC ROLE IN CREATING AND IMPLEMENTING THE ASSUMPTIONS OF SCHOOL PREVENTION PROGRAMS

The use of intoxicants, truancy, aggression, vulgarity - this kind of phenomena are often found in the lower secondary schools. A twelve year period of implementation of educational reforms assuming school prevention programs to be drawn up and developed brought no improvement in the secondary school students’ educational - tutorial situation. The question arises: why does it happen? Why don’t the prevention programs implemented in the lower secondary schools limit these negative phenomena? The author assumes that pedagogues, psychologists, educators, teachers marginally treat the diagnosis of the needs and problems of lower secondary school students. The above mentioned professionals do not translate the results of diagnostic tests into specific purposes as well as adopted tasks included in the form of school prevention program.
The purpose of this article is to draw attention to the diagnosis, which is the first link in the purpose proceedings towards the creation and implementation of the school prevention programs.



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