School is a special place. Especially when you work there. On the one hand, it is an institution in which order and discipline are extremely important for its functioning. Everyone knows this face of the school; sometimes with good, other times - not so much.

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However, the more interesting face is created by the people - the working people, but mostly the students, i.e. the children. Despite the difficulties of the Bulgarian school to support and stimulate individuality, it is there - every day, every hour, with every single child.

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Of school psychology it can be said that it is"non-existent animal" - part of an institution,  but with the function of defending the person; on the one hand to keep the rules and regulations that are mandatory, on the other hand to show extreme flexibility in any one situation; to uphold group rules but also tolerate individuality. Because of the difficulty of combining these theoretically incompatible things, the school psychologist sometimes seems like an "odd bird". He is not a child among children, but from his position as an adult he manages to defend the child's point of view. Or he mediates conflicts with many parties, often so divergent that there seems to be no point of intersection between them. 

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It is important to specify that the school psychologist limits his work to cases directly related to the lives of children in the classroom and among classmates. Although there is no way to completely separate experiences in and out of school, parents should be aware that the school psychologist cannot (in the sense of "shouldn't") do therapeutic work.

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In cases where it is necessary to pay individual attention to the child and his family, consultations in the school office are not sufficient. Then parents should consider additional work in a therapeutic setting. Although it may seem like a no-brainer, a good psychologist will refuse to conduct therapy in the school office - in accordance with the good practice of the profession.