bergamo.corriere.it
Bergamo School Psychology Report: 2023-2024
During the 2023-2024 school year, Bergamo's school psychological support program saw 15 psychologists assist 27 schools, addressing student issues like academic struggles (18.27%), emotional distress (17.19%), family problems (13.73%), and peer conflicts (13.62%), with 15.15% requiring referral to external services and 5.57% involving family contact.
- How did the involvement of families in addressing student psychological needs change between 2021-2022 and 2023-2024, and what are possible explanations for this trend?
- The most common reasons for seeking psychological support were academic struggles (18.27%), inner distress (17.19%), family problems (13.73%), and peer relationship difficulties (13.62%). A concerning 5.51% involved serious issues like eating disorders or self-harm. While most cases (71.90%) resolved in consultations, a notable 15.15% required referrals to external services.
- What were the primary reasons students sought psychological support in Bergamo's schools during the 2023-2024 school year, and what percentage of cases required referral to external services?
- In the 2023-2024 school year, 15 psychologists in Bergamo supported 27 schools, conducting slightly fewer sessions but with a higher average per student. 87.69% of the 62.81% female and 37.19% male students sought help independently, primarily for academic (18.27%) or emotional (17.19%) issues.
- Considering the increase in family involvement and referrals to external services, what future interventions could strengthen the support system for students experiencing psychological distress in Bergamo's schools?
- The increasing involvement of families (5.57% in 2023-2024 vs 1.4% in 2021-2022) suggests a shift toward collaborative support. This might reflect greater student openness or a proactive approach by psychologists in mediating family conflicts. The higher number of sessions requested by older students (17-18 and over 18 years old) warrants further investigation.
Cognitive Concepts
Framing Bias
The report presents the data in a neutral and objective manner. The focus is on presenting the facts and figures without drawing overtly biased conclusions or favoring any particular viewpoint. While the increased involvement of families is noted, it is presented as a potential area of further investigation, rather than a judgment on the matter.
Bias by Omission
The report focuses primarily on the quantitative data from the psychological support services, potentially omitting qualitative details about the nature of student problems and the effectiveness of interventions. While it mentions specific issues like academic problems, family issues, and relational issues, it lacks deeper insights into the underlying causes or context of these problems. The report also doesn't discuss the potential limitations of the data collection methods or the representativeness of the sample.
Sustainable Development Goals
The initiative directly addresses the mental health and well-being of students, a crucial factor influencing their ability to learn and succeed in school. By providing psychological support services, the program contributes to a positive and supportive learning environment, thereby improving the quality of education.