{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-UVR04DBI/1db5782c-411c-4085-8671-2ca13d083011/PDF","dcterms:extent":"92 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-UVR04DBI/a28e57b7-9ba5-42f1-a0e8-436f59e9308e/TEXT","dcterms:extent":"48 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-UVR04DBI","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2008","dc:creator":"Pečjak, Sonja","dc:format":[{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"letnik:59 = 125"},{"@xml:lang":"sl","#text":"str. 26-43"}],"dc:identifier":["ISSN:0038-0474","COBISSID:37180258","URN:URN:NBN:SI:doc-UVR04DBI"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"psihologi"},{"@xml:lang":"sl","#text":"šolska svetovalna služba"},{"@xml:lang":"sl","#text":"šolsko svetovalno delo"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"},{"@xml:lang":"sl","#text":"vzgojni načrti"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Vloga psihologa pri oblikovanju in uresničevanju vzgojnega načrta šole|"},"dc:description":[{"@xml:lang":"sl","#text":"The article treats the role of a psychologist as a school counsellor in forming and carrying out the school's educative plan. Firstly, we focus on the crucial systemic documents, representing the reference frame of this activity (ZOFI, 1996; Program directions for a class community, 2005 and Program directions for school counselling work, 1998), as well as on the inseparable connection of educative and educational process, leading to the consideration how it is possible, following the educational goals, to follow and achieve also educative goals. Furthermore, the article presents two possible approaches of a school psychologist, with which he or she can contribute to the forming and carrying out the school's educative plan: (i) indirectly - through a consultative model, using his or her psychological knowledge, a psychologist can help teachers operate the elemets of educative goals (i.e. interests, attitudes and values) and plan different ways of achieving goals (e.g. by means of taxonomy for affective area); (ii) directly - with his or her own professional work in carrying out the educative plan. The indirect and the direct contribution of school psychologist are shown with a concrete example of developing students' social competences, as one of important educative goals"},{"@xml:lang":"sl","#text":"Prispevek obravnava vlogo psihologa kot šolskega svetovalnega delavca pri oblikovanju in uresničevanju vzgojnega načrta šole. V izhodišču so izpostavljeni ključni sistemski dokumenti, ki predstavljajo referenčni okvir tega delovanja (ZOFVI 1996; Programske smernice za oddelčno skupnost 2005 in Programske smernice za šolsko svetovalno delo 1998), ter neločljiva povezanost vzgojnega in izobraževalnega procesa, ki usmerja na razmišljanje, kako lahko hkrati s sledenjem izobraževalnim ciljem sledimo in dosegamo tudi vzgojne cilje. Članek nato prikazuje dva mogoča pristopa šolskega psihologa, s katerima lahko prispeva k oblikovanju in udejanjanju vzgojnega načrta šole: (i) posredno - prek posvetovalnega modela, lahko s svojim psihološkim znanjem pomaga učiteljem operacionalizirati elemente vzgojnih ciljev (tj. interese, stališča in vrednote) in skupaj z njimi načrtovati različne načine doseganja teh ciljev (npr. s pomočjo taksonomije za afektivno področje); (ii) neposredno pa z lastnim strokovnim delom pri udejanjanju vzgojnega načrta. Ta posredni in neposredni prispevek šolskega psihologa je prikazan na konkretnem primeru razvijanja socialne kompetentnosti učencev kot enega od pomembnih vzgojnih ciljev"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-UVR04DBI","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-UVR04DBI"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-UVR04DBI/1db5782c-411c-4085-8671-2ca13d083011/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-UVR04DBI/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-UVR04DBI"}}}}