Home Stomatitis Directions and types of work of a psychologist at school. Educational and methodological material on psychology on the topic: Main activities of a school psychologist

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Directions and types of work of a psychologist at school. Educational and methodological material on psychology on the topic: Main activities of a school psychologist

1) Direction one: school applied psychodiagnostics.
A) Diagnostic work is a traditional part of the work of a school psychologist, historically the first form of school psychological practice. First, diagnosis is what the school psychologist has been taught the most and best, no matter what type of education he has received. Secondly, this is the most “presentable” look psychological activity(what can be shown, what can be used to report to the authorities) and is most understandable to teachers and parents. Finally, diagnostics take so much time and effort from the psychologist to conduct, process and comprehend the results, because in most existing forms it is not suitable for use in a school situation, either technically or essentially.
B) Second - Based on the diagnostic results, a psychologist or the teacher himself can judge the causes of the child’s educational or behavioral difficulties and create conditions for the successful acquisition of knowledge and effective communication. The implementation of this principle is also difficult, since most of the methods offered today on the “school psychological market” do not meet its requirements;
C) Third, the predictive nature of the methods used, that is, the ability to predict on their basis certain features of the child’s development at further stages of education, to prevent potential violations and difficulties;
D) Fourth - the high developmental potential of the method, that is, the possibility of obtaining a developmental effect in the process of the survey itself and building various developmental programs on its basis. In school practice, a psychologist in most cases is not interested in conducting a “pure” diagnosis that excludes the influence of contact with an adult on the results shown by the child;
D) Fifth - the cost-effectiveness of the procedure. A good school methodology is a short, multifunctional procedure, available in both individual and group versions, easy to process and unambiguous in evaluating the data obtained.

We tried to take into account the above-mentioned goals, objectives and specifics of school applied psychodiagnostics when developing a system of diagnostic activities. First of all, within the framework of this system, three main diagnostic schemes are distinguished: diagnostic minimum, primary differentiation of norm and pathology mental development and in-depth psychodiagnostic examination. Each scheme is aimed at solving its own maintenance problems and has its own “resolving” ability. At the same time, they are organically interconnected with each other and in real school practice they are used in a certain system and sequence. We will turn to the analysis of school diagnostics as a single process, giving general characteristics each scheme:

A) The first diagnostic scheme is a diagnostic minimum. The scheme is focused on identifying the socio-psychological characteristics of the status of schoolchildren, which significantly influence the effectiveness of their learning and development.

The minimum is planned by the psychologist and the school administration at the beginning of the year as part of curriculum schools, is carried out by teachers and a psychologist and consists mostly of expert surveys of teachers and parents. The examination of children and adolescents themselves is kept to a minimum and is carried out using complex techniques.

B) The second diagnostic scheme is the primary differentiation of normal and pathological mental development of a schoolchild. The task of a school psychologist is to answer as accurately as possible the question of whether the problems are related of this child with violations of it mental development, which are clinical in nature. If the answer is positive, the school psychologist performs a dispatch function, forwarding the request to the right specialist.

A narrowly defined professional task allows us to limit the scope of diagnostic activity in this direction. Obviously, a school psychologist can limit himself to carrying out express methods that have a differentiating nature - dividing the norm of mental development, mental retardation and mental retardation.

C) The third diagnostic scheme is an in-depth psychological examination of the child. It represents the activities of a school psychologist in relation to children:
- 1) with an alleged internal psychological conflict, to understand the causes and seek resolution of which it is necessary to obtain additional psychological information;
- 2) with features and problems in cognitive sphere(within the age norm of mental development).

Such diagnostic activity is in most cases individual in nature, is implemented using rather complex techniques and requires significant time expenditure for both the psychologist and the student.

The psycho-correctional activities of a school psychologist are aimed at solving specific problems of learning, behavior or mental well-being in the process of development. The choice of a specific form is determined by the results of psychodiagnostics.

We consider correctional and developmental work as the main area of work of a school psychologist with children and adolescents. Diagnosis serves as the basis for its proper organization, other forms - complement or replace it if necessary. Main principle, which underlies its content and organization, is integrity. This means the following for us:

The content of correctional and developmental work should provide a holistic impact on the personality of the child or adolescent. The psychologist, naturally, has an idea about in which area of the student’s mental world the problem is localized, just as he knows various scientific ideas about age-related needs and characteristics. However, it is necessary to work with the entire personality as a whole, in all the diversity of its cognitive, motivational, emotional and other manifestations.

3) Third direction: counseling and education of schoolchildren, their parents and teachers.

Psychological and pedagogical counseling is a universal form of organizing cooperation between teachers in solving various school problems and professional tasks of the teacher himself. It is based on the following principles:

A) equal interaction between a psychologist and a teacher;
B) formation of teachers’ attitude towards independent decision problems encountered;
C) consultation participants taking responsibility for joint decisions;
D) distribution of professional functions between a teacher and a psychologist.

With all the variety of situations that can lead to the organization of psychological counseling for teachers, three main directions can be distinguished.

A) The first direction is consulting subject teachers and educators on the development and implementation of psychologically adequate training programs and educational influence. By psychological adequacy we understand the compliance of programs with scientific psychological, pedagogical and psychophysiological requirements for teaching schoolchildren of a certain age, level of development and real possibilities specific students.
B) The second direction is consulting teachers about learning problems, behavior or interpersonal interaction of specific students or student groups. It is obvious that only in the case of joint and thoughtful actions of a psychologist and a teacher is it possible to solve a child’s school problems and create favorable conditions for his development and learning.

In general, the most promising, in our opinion, are individual consultations (if requested by the teacher himself) and psychological and pedagogical consultations with a clear distribution of functions and responsibilities within the group of participants and overall responsibility for the implementation of decisions made.

C) The third direction of counseling is the social mediation work of a school psychologist in situations of resolving various interpersonal and intergroup conflicts in school systems of relations: teacher-teacher, teacher-student, teacher-parents, etc.

Psychological education of teachers is another traditional component of school psychological practice.

Psychological education is aimed at creating conditions within which teachers could obtain knowledge that is professionally and personally significant to them. Educational work should be interspersed (and in very measured doses with carefully selected content) into current activities educational and methodological associations, thematic pedagogical councils, psychological and pedagogical consultations.

3) Fourth direction: counseling and education of parents.

The purpose of the activity, therefore, is to create a situation of cooperation and the formation of an attitude of parental responsibility in relation to the problems of school education and child development. At the same time, the principle of non-interference of the school psychologist in the family situation is consistently implemented.

Relatively speaking, the psychologist immerses parents in significant, pressing issues that their children solve in this moment schooling and psychological development, and offers suitable forms of parent-child communication for this moment. For this purpose, short psychological conversations can be used at class meetings, special parenting days, joint meetings of parents and children.

4) Fifth direction: social-dispatching activity.

Social dispatch activities a school psychologist is aimed at providing children, their parents and teachers (school administration) with social and psychological assistance that goes beyond functional responsibilities And professional competence school practice.

The activity of a psychologist involves sequential solution the following tasks:

A) determining the nature of the problem at hand and the possibilities for solving it; searching for a specialist who can provide assistance and assistance in establishing contact with the client;
B) preparation of the necessary accompanying documentation;
C) tracking the results of the client’s interaction with the specialist;
D) providing psychological support to the client in the process of working with a specialist.

School psychology exists in the same form in reality. School psychologists are involved in substantiating pedagogical programs and communication methods, diagnosing readiness for learning and mastering various specialized programs, identifying the level of mental development of the child, providing career guidance, etc.

Moreover, their activities in most cases are organized according to the specific requests of teachers and administration, and are determined by the tasks of the pedagogical process.

Considering the fact that a particular child or schoolchild is not always the goal of pedagogical activity, but is present in it as a means or as a condition, he may “drop out” of psychological practice or also be present in it in the background.

By highlighting these tasks, we wanted to emphasize that the school psychologist does not relieve himself of responsibility for the education and development of the child at school, redirecting qualified work with him to another specialist. His responsibilities still include accompanying the child, only the forms and content of this process change.

Current state society, due to the growth of the pace of life, the increase in the volume of information, crisis phenomena in nature, society and family, shows urgent need psychological assistance to a person at all stages of his development.

Development in childhood, adolescence and adolescence occurs very dynamically, so the work of a psychologist in school is more relevant than anywhere else. Application scientific achievements psychology in the practice of public education helps teachers solve the problems of individualization and differentiation of the educational process of the school.

Organization psychological service, which is the main link organizing psychological support at school, pursues the following goals and objectives. (The goals and objectives of the psychological service are determined in accordance with the “Regulations on the service of practical psychology in the system of the Ministry of Education Russian Federation"/Order of the Minister-0TV8 of Education of the Russian Federation dated October 22, 1999 No. 636).

The purposes of the Service are:

assistance to the administration and teaching staff in creating social situation development that corresponds to the individuality of students and pupils and provides psychological conditions to protect the health and personal development of students, pupils, their parents (legal representatives), teaching staff and other participants educational process;
assistance in students’ acquisition of psychological knowledge, skills and abilities necessary to obtain a profession, develop a career, and achieve success in life;
assisting students in determining their capabilities based on their abilities, inclinations, interests, and health status;
assistance to teaching staff, parents (legal representatives) in educating students, as well as in developing in them the principles of mutual assistance, tolerance, mercy, responsibility and self-confidence, the ability for active social interaction without infringing on the rights and freedoms of another person.

Tasks of the Service:

psychological analysis of the social development situation, identifying the main problems and determining the causes of their occurrence, ways and means of resolving them;
promoting the personal and intellectual development of students at every age stage of personality development;
formation of students’ ability to self-determination and self-development;
assistance to the teaching staff in harmonizing the socio-psychological climate at school;
psychological support educational programs in order to adapt their content and methods of mastering to the intellectual and personal capabilities and characteristics of students;
prevention and overcoming deviations in social and psychological health, as well as the development of students;
participation in a comprehensive psychological and pedagogical examination professional activity specialists educational institutions, educational programs and projects, teaching aids carried out on the initiative of educational authorities or individual educational institutions;
participation, together with educational authorities and the teaching staff of the school, in the preparation and creation of psychological and pedagogical conditions for continuity in the process of lifelong education;
promoting the dissemination and implementation of achievements in the field of domestic and foreign psychology into school practice;
assistance in providing the activities of school teaching staff with scientific and methodological materials and developments in the field of psychology.

The main functions of a psychologist in a school are the following:

gnostic, which includes the study of the specific features of the activities of teachers and their students in a given institution to the extent that they determine their psyche and make certain demands on them, as well as the study of a number of psychophysiological, individual psychological and personal characteristics teachers, staff, students, their social status, characteristics of interpersonal relationships, both in teams of teachers and in groups of students. The result of this work is a detailed psychological characteristics the personality of a teacher, employee, student, drawing up psychological passports that allow one to outline and implement corrective psychotherapeutic measures;
constructive and educational, which includes work on the prevention and prevention of conflicts caused by psychological reasons; providing teachers and educators with basic information on social psychology, developing techniques and communication skills; research planning and preventive measures; modeling of individual development programs. This function can be carried out in the form of consultations, suggestive influences, educational and psychotherapeutic conversations with various contingents. These conversations can be conducted with the administration of institutions at management seminars, where they will receive basic information on the psychology of leadership and management. Classes with teachers and educators can be carried out by organizing a seminar or courses to improve psychological and pedagogical knowledge. The psychological and pedagogical impact on students can be realized through teachers, educators and mentors who directly engage with groups of students, working with them at a permanent seminar;
consulting, including explanation and psychological interpretation of individual states, moods of teachers and students or characteristics of their behavior in professional activities and family life;
educational, which includes the selection and implementation of activities aimed at the moral and volitional education of students, the formation of certain personal qualities, impact on the social status of individuals, the organization of adequate interpersonal relationships in teaching teams and groups of students;
psychoprophylactic and psychotherapeutic, including diagnostics, psychotherapy and psychoprophylaxis neurotic conditions, prevention of difficulties in intellectual and personal development, organization of rehabilitation measures, as well as implementation of measures to manage mental state (training mental self-regulation, building self-confidence, developing creative potential, developing mobilization skills under stress, etc.);
methodological, including all the work on creating new and adapting old methods of training and education, as well as the development of new methods of diagnosis and psychoprophylaxis both for the needs of this institution and for the requests of other institutions in the region that do not have a similar service.

The main areas of work of a psychologist in secondary school

The work of a school psychologist is traditionally organized in the following areas:

diagnostic work;
correctional and developmental work;
advisory and educational work;

Diagnostic work of a psychologist at school

Psychological diagnostics is an in-depth psychological and pedagogical study of students throughout the entire period of study, determining the individual characteristics and inclinations of the individual, his potential in the process of training and education, in professional self-determination, as well as identifying the causes and mechanisms of violations in learning, development, and social adaptation . Psychological diagnostics are carried out by specialists both individually and with groups of students.

Today, the diagnostic work of a psychologist in school pursues the solution of the following tasks:

drawing up a socio-psychological portrait of a schoolchild;
identifying ways and forms of providing assistance to children experiencing difficulties in learning, communication and mental well-being;
choice of means and forms psychological support schoolchildren in accordance with their inherent characteristics of learning and communication.

From forms of organization diagnostic work the following can be distinguished:

1. A comprehensive psychological and pedagogical examination of all schoolchildren of a certain level - the so-called “frontal”, planned examination. This form represents a primary diagnosis, the results of which make it possible to identify “prosperous” and “disadvantaged” children in relation to the measured characteristics.

An example of such a survey in a secondary school could be tracking the dynamics of schoolchildren’s adaptation to education at the secondary level, compiling the socio-psychological status of a student during a period of acute teenage crisis, examining high school students, etc. This form of diagnostic work is planned and is carried out in accordance with the psychologist’s work schedule with each of the school parallels. The main ways to obtain information about the psychological and pedagogical status of a schoolchild during a comprehensive examination are:

expert surveys of teachers and parents;
structured observation of schoolchildren during the examination process;
psychological examination of schoolchildren;
analysis of pedagogical documentation (class register, student notebooks) and materials from previous surveys.

2. In-depth psychodiagnostic examination is used in the study complex cases and includes the application of individual clinical procedures. This form of work is carried out based on the results primary diagnosis or, as a rule, it is an obligatory component of counseling teachers and parents about the child’s real difficulties in communication, learning, etc. An in-depth psychodiagnostic examination is individual in nature using more complex techniques with preliminary hypotheses about possible reasons identified (or stated) difficulties, with justification for the choice of survey strategy and methods.

3. Operational psychodiagnostic examination is used if it is necessary to urgently obtain information using express methods, questionnaires, conversations aimed at studying public opinion.

The main parameters of diagnostic work correspond to the sections of the psychological passport and include the study of the student’s personality, cognitive mental processes, emotional-volitional characteristics, interpersonal relationships in classroom and school groups. When conducting diagnostic procedures standard ones are used psychological techniques adapted to the conditions of a given school.

Due to the fact that the number of students being surveyed is quite large, the psychologist should use the head teachers of academic and academic affairs as his expert assistants. educational work, class teachers, having previously trained them to carry out diagnostic procedures and the ability to interpret the data obtained.

Correctional and developmental work of a psychologist at school

Psychological correction is an active influence on the process of personality formation in childhood and preserving her individuality.

The concept of correction involves targeted psychological influence with the aim of changing mental state person in accordance with the “norm of mental development”. As a rule, this means external, outside interference in certain mental manifestations person (depending on the content-psychological orientation within the framework of normal ontogenetic development, correction of mental development, correction of personality development, correction and prevention of the development of neurotic conditions and neuroses differ) (Bachkov I.V. Group methods in the work of a school psychologist. - M., Os -89, 2002).

Psychological prevention includes preventing the occurrence of maladjustment phenomena in children, educational activities, creating a favorable psychological climate and developing specific recommendations for teaching staff and parents to provide assistance in matters of upbringing, training and development.

Correctional and developmental work involves an active influence on the individual in order to form a number of individual psychological characteristics necessary for the further formation and development of the individual. The goals of correctional and developmental work with children are determined by an understanding of the patterns of mental development of a child as an active activity process implemented in collaboration with an adult.

Since the concept psychological correction is closely related to the concept of the norm of mental development (at the same time, the concept of norm is often interpreted by researchers differently), then when carrying out correctional work, two main strategies are implemented:

implementation of correction as a reduction to an averaged norm, determined statistically, on the basis of a developed “universal” psychotechnology that is common to all;
provision of psychological assistance focused on the individual characteristics of a person, his specific capabilities and, in general, the uniqueness of his mental and personal development.

Psycho correctional work It is carried out in two main forms - group and individual. The psychocorrection program is drawn up, as a rule, on the basis of the results of a psychodiagnostic examination and is based on the methodological principles that a practical psychologist adheres to.

Psychocorrectional work with adolescents and high school students has a number of specific features. It's connected:

With the active development of students’ intellectual abilities, the formation of their theoretical or verbal-logical thinking.
With a decrease in motivation to learn in adolescents and selectivity educational motivation among high school students.
With increasing instability emotional sphere, as well as with intense experience of new deep feelings.
With the expansion of the sphere of interpersonal relationships and social contacts students, developing dyadic communication abilities.
With the intensive development of the child’s personality, the growth of intrapersonal contradictions.
6. With the need for professional self-determination of students.

Each of these factors can become the basis for corrective work.

Thus, correctional work in secondary school should be carried out in several directions and be connected: with the development of thinking and intellectual abilities; development and correction of the emotional sphere, with the development of learning motivation; with the formation of skills of effective communication and interaction; with a reduction in intrapersonal contradictions and assistance in professional self-determination.

If we talk about more specific goals of psychocorrection, they may be: compliance of the level of mental (mental) development of the child with the age norm; low motivation for schooling; negative trends in personal development; problems of communication and interaction with peers, teachers, parents; inability to plan, regulate and adequately evaluate one’s actions, one’s “I”, etc.

Particular attention in psychocorrectional work with adolescents and high school students should be paid to the child’s immediate social environment, in particular his parents. The interaction of a psychologist with parents has as its main goal achieving the deepest, most versatile and objective understanding of the child’s problems, his personality as a whole (Burmenskaya G.V., Karabanova O.A., Liders A.G., Age-related psychological counseling. M. Moscow State University , 1990).

Consultative and educational work of a psychologist at school

The school psychologist's advisory work is carried out in the following areas:

Consulting and education of teachers.
Parent counseling and education.
Consulting and education of schoolchildren.

In turn, counseling can take the form of actual counseling on issues of education and mental development of the child, as well as in the form of educational work with all participants in the pedagogical process at school.

Psychological education is the formation in students and their parents (legal representatives), teaching staff and managers of the need for psychological knowledge, the desire to use it in the interests of their own development; creating conditions for full personal development and self-determination of students at each age stage, as well as timely warning possible violations in the formation of personality and development of intelligence;

Advisory activity is the provision of assistance to students, their parents (legal representatives), teaching staff and other participants in the educational process in matters of development, education and training through psychological counseling. This manual offers the basic forms and methods of the developmental psychological approach to counseling.

A peculiarity of the counseling work of a psychologist in a secondary school is that often the direct “recipient” of psychological assistance (client) is not its final addressee - a child, but an adult (parent, teacher) who has sought consultation. However, unlike a similar situation in elementary school, psychological help in high school, a teenager or a high school student can apply. In this regard, a school psychologist in his practice should be able to organically combine Various types counseling (family, developmental psychological, etc.). Despite this specific nature of the school psychologist’s advisory work, this area is fundamentally important in the practical activities of the school psychologist.

The effectiveness of all his work is largely determined by the extent to which he was able to establish constructive cooperation with teachers, parents and school administration in solving the problems of teaching and educating schoolchildren.

In his advisory practice, a school psychologist can implement the principles of counseling from a variety of psychological directions (diagnostic, existential, humanistic, behavioral and other approaches). However, when working with children whose personality and overall psyche are still at the stage of their formation, taking into account age characteristics is an indispensable condition for the advisory work of a psychologist in school. In general, the task of developmental psychological counseling is to monitor the progress of the child’s mental development based on ideas about the normative content and age periodization of this process.

Specified common task Today it includes the following specific components:

orientation of parents, teachers and other persons involved in education, in age and individual characteristics mental development of the child;
timely primary identification of children with various deviations and disorders of mental development and referral to psychological, medical and pedagogical consultations;
prevention of secondary psychological complications in children with weakened somatic or neuropsychic health, recommendations on mental hygiene and psychoprophylaxis (together with pediatric pathopsychologists and doctors);
drawing up (together with educational psychologists or teachers) recommendations for psychological and pedagogical correction of difficulties in school education for teachers, parents and other persons;
drawing up (together with family psychotherapy specialists) recommendations for raising children in the family;
correctional work individually and/or in special groups in consultation with children and parents;
psychological education of the population through lectures and other forms of work.”

1. Consulting and education of teachers

In advisory work with teachers, a number of principles can be identified on which the cooperation of a school psychologist with the teaching staff in solving school problems and the professional tasks of the teacher himself is based:

equal interaction between psychologist and teacher;
formation of a teacher’s attitude towards independent problem solving, i.e. removing the setting to a “ready recipe”;
consultation participants taking responsibility for joint decisions;
distribution of professional functions between teachers and psychologists.

In organizing psychological counseling for teachers, three areas can be distinguished.

1) Consulting teachers on the development and implementation of psychologically adequate training and education programs. The psychologist can assess how fully the age characteristics students, how adequate are the methodological aspects of the pedagogical program to the technique of effective communicative influence.

2) Consulting teachers about learning problems, behavior and interpersonal interaction of specific students. This is the most common form of advisory work of a school psychologist, helping to solve school problems in close cooperation between the psychologist, teachers and school administration and helping to create the most favorable conditions for the development of the child’s personality and his learning.

Consultation in this direction can be organized, on the one hand, at the request of the teacher, on the other hand, at the initiative of a psychologist, who can invite the teacher to familiarize himself with this or that information about the child (based on the results of a frontal and in-depth individual diagnosis) and think about the problem of providing assistance. or support.

Organization of work at the request of the teacher is most effective in the form of individual consultations.

A promising form of organization and advisory work with teachers is the psychological-pedagogical council, which “represents organizational form, within the framework of which the development and planning of a unified psychological and pedagogical strategy for accompanying each child in the learning process takes place” (Bityanova M. Organization of psychological work in school. - M.: Perfection, 1998. P. 53).

The consultation allows you to combine information about individual components of the child’s school status, which is owned by teachers, the class teacher, the school physician and psychologist, and on the basis of a holistic vision of the student, taking into account his current state and the dynamics of previous development to develop and implement the general line of its further development and training" (Bityanova M. Organization of psychological work at school. - M.: Perfection, 1998. P. 53-54).

The consultation as a collective method of studying students performs a number of functions.

The diagnostic function of the consultation is to study the social situation of development, determine the dominant development, potential opportunities and abilities of students, recognize the nature of deviations in their behavior, activities and communication.

The educational function of the council includes the development of a project for pedagogical correction in the form of a series of educational measures recommended to the class teacher, subject teacher, parents, student activists, etc. By nature, these measures can be of a therapeutic, controlling, disciplinary, corrective nature.

The rehabilitative function involves protecting the interests of a child who finds himself in unfavorable family or educational conditions. The meaning of family rehabilitation is to increase the status and value of the child as a family member. The essence of school rehabilitation is to destroy the image that has developed among teachers and peers, to overcome the obstruction of the state and psychological insecurity, discomfort (Ovcharova R.V. Reference book of a school psychologist. - M.: “Prosveshchenie”, “ Educational literature", 1996).

3) Consulting in situations of resolving interpersonal and intergroup conflicts in various systems of relationships: teacher - teacher, teacher - student, teacher - parents, etc.

As part of such social mediation work, the psychologist organizes a situation for discussing the conflict, first with each opponent separately, then jointly. The psychologist helps relieve emotional stress among the participants in the conflict, move the discussion into a constructive direction, and then helps opponents find acceptable ways to resolve the controversial situation.

Psychological education of teachers is aimed at creating conditions in which they could obtain the necessary psychological and pedagogical knowledge and skills that would help teachers in solving the following tasks:

organize an effective learning process for schoolchildren;
build relationships with students and colleagues on a mutually beneficial basis;
to realize and comprehend oneself in the profession and training with other participants in intra-school interactions.

It is desirable to organize educational work in such a way that it meets the real needs of teachers on issues of interest to them in the practice of teaching and education. Formal lectures and seminars whose topics are repeated from year to year should be avoided. The organization of the “Psychologist’s Corner”, “Psychological Wall Newspaper”, “Psychological Mail” will help the psychologist collect the most relevant requests and, thus, optimally plan the organization of educational work in the teaching staff of the school.

2. Counseling and education of parents

Psychological and pedagogical consultation of parents, as in the situation of similar work with teachers, can be organized, on the one hand, at the request of a parent regarding the provision of advisory and methodological assistance in organizing effective child-parent interaction; on the other hand, on the initiative of a psychologist. One of the functions of advisory work with parents is to inform parents about their child’s school problems. Also, the purpose of counseling may be the need for psychological support for parents in case of detection of serious psychological problems in a child or in connection with serious emotional experiences and events in his family.

The content of educational work of a school psychologist with parents may be to familiarize parents with current problems children, pressing issues that their children are deciding at the moment of schooling and mental development. During psychological conversations at class meetings and on special parenting days, the psychologist suggests forms of parent-child communication that are appropriate at this stage of the child’s development.

3. Consulting and education of schoolchildren

Counseling adolescents and young men has its own specifics. The number of cases of seeking psychological help at this age increases sharply. At the same time, the range of requests from clients (schoolchildren or their parents) sharply increases: from the problems of first, often unrequited love - to the danger of drug addiction and alcoholism, from signs of dysmorphomania - to reluctance to go to school. What makes this period of a child’s life even more special from the point of view of the peculiarities of psychological counseling is that now, unlike junior schoolchildren or 4th-5th graders, the teenager himself for the first time becomes a client - the subject of seeking psychological counseling, informing, and sometimes not informing his parents about it (Age-psychological approach to counseling children and adolescents: Textbook for higher education students educational institutions/G.V. Burmenskaya, E.I. Zakharova, O.A. Karabanova, etc. - M.; Publishing Center "Academy", 2002).

On the topic of:“Main areas of activity of a school psychologist”

Introduction

1. Main areas of activity of a school psychologist

3. Third direction: consulting and education of schoolchildren, their parents and teachers

3.1 Psychological counseling and education of teachers

3.2 Parental counseling and education

4. Fourth direction: social-dispatching activities

Conclusion

List of used literature

Introduction

Currently, we are witnessing the intensive introduction of psychology into the education system. Many educational institutions have their own psychological services, a huge amount of specialized literature is published, and numerous conferences are held on the work of psychologists in schools, boarding schools, and kindergartens. The profession is becoming widespread; appropriate staffing is required.

The activities of a psychologist at school are quite autonomous. Not because it is independent, but because it represents an integral independent system with its own goals and objectives.

But not every psychologist today, working in a school, is ready to develop his work as an integral psychological and pedagogical system. Many either limit their activities to certain areas of work (only diagnostics and issuance of general recommendations, only individual work with “difficult” ones, etc.) or “drown” in a sea of school problems, turning into a psychological “ambulance”, specialists “on hand”, mass entertainers or simply teachers.

A psychologist must have significant serious professional and personal resources in order to implement psychological work in its holistic and consistent form.

You need organization and well-structured, trained thinking, developed observation skills. You also need high emotional potential, your own psychological sophistication, which allows you to get involved in solving other people’s problems without projecting your own. The list goes on.

Undoubtedly, in a certain sense, psychological work in school is a vocation, but first of all, it is the result of special high-quality professional training

It is unlikely that both the psychologist and the school today can hope for options close to the ideal. Both will have to develop, accumulate new knowledge and ideas, look for ways to cooperate, but if there is good will, understanding the greater meaning of the efforts being carried out, as well as some theoretical basis for joint work, the difficulties that arise can be eliminated.

Psychological work is part of the general pedagogical and educational process at school. It becomes truly meaningful and effective if it is mediated by appropriate pedagogical practice. We think that the ideology of support, like no other, allows us to combine the efforts of a teacher and a psychologist, since support is not only and not so much the method of work of a school psychologist. This is the goal and way of organizing the entire pedagogical process at school. It can also be emphasized that serious psychological work will inevitably have a huge impact on the entire educational system of this school, will bring to life powerful forces of change, forward movement towards new system, which could organically and naturally include psychological activity.

1. Main areas of activity of a school psychologist

Diagnostic work is a traditional part of the work of a school psychologist, historically the first form of school psychological practice. Today it still takes away the lion's share specialist working hours. The reasons for this situation are obvious. First, diagnosis is what the school psychologist has been taught the most and best, no matter what type of education he has received. Secondly, this is the most “presentable” type of psychological activity (something that can be shown, how you can report to your superiors) and the most understandable to the “customers” - teachers and parents. Finally, diagnostics take so much time and effort from the psychologist to conduct, process and comprehend the results, because in most existing forms it is not suitable for use in a school situation, either technically or essentially. Take, for example, this point: how do the identified psychological characteristics of a schoolchild affect the effectiveness of educational activities and what pedagogical techniques will help to work with these characteristics? Simply put, what to do with the test results? For example, a school psychologist needs to know what features of a child’s psyche prevent him from successfully mastering material in natural science subjects, and psychological aids offer him, using abstract neutral material, to study concentration and attention span, verbal and non-verbal intelligence, etc. In order to such a study made sense, its results need to be translated into the language of educational skills and abilities, methods of presentation educational material, the language of pedagogical requirements for the student’s knowledge. In most cases, both school and academic research psychologists find it difficult to carry out such work.

So, school diagnostic activities differ from traditional research diagnostics. It should take less time, be simple and accessible in processing and analysis, its results should be “translated” into pedagogical language. And the most important difference is in the goals and delivery of diagnostic work.

School psychodiagnostics aims to provide information support for the support process. Psychodiagnostic data is necessary: to compile a socio-psychological portrait of a schoolchild (describe his school status) to determine ways and forms of providing assistance to children experiencing difficulties in learning, communication and mental well-being to select means and forms of psychological support for schoolchildren in accordance with their inherent learning characteristics and communication However, diagnostics and its data cannot and should not become an end in itself.

IN last years Works have appeared in the domestic literature that competently and constructively define the specifics of school psychodiagnostic activities. The analysis of these ideas allows us to set the principles for the construction and organization of the psychodiagnostic activity of a school psychologist in the following way.

First- compliance of the chosen diagnostic approach and specific methodology with the goals of school psychological activity (goals and objectives of effective support). For us, this means that the technique used should identify precisely those psychological characteristics of the student, knowledge of which is necessary for his successful learning and development in the school environment. This requirement is fundamentally important, but not easy. How to determine which features are significant and necessarily diagnosed during the learning process? We believe that in this case, the concept of the psychological and pedagogical status of the child can provide invaluable assistance, allowing one to determine the importance of certain mental properties and qualities of the student. It includes the psychological characteristics of behavior, educational activities, communication, as well as the personal characteristics of the student, which significantly influence the process of learning and development at various age stages. The task of the diagnostic activity of a school psychologist is their timely study. Thanks to the consistent implementation of this principle within the framework of our model, it is possible to limit the amount of diagnostic work as much as possible and subordinate it to the task. Diagnostics is becoming a truly applied school form of activity. We dwell on this point in such detail because we know well, both from our own experience and from communication with colleagues, how easily diagnostic activity at school can become dominant and self-sufficient.

Second- the survey results must either be immediately formulated in a “pedagogical” language, or be easily translated into such a language. That is, based on diagnostic results, a psychologist or the teacher himself can judge the causes of a child’s educational or behavioral difficulties and create conditions for the successful acquisition of knowledge and effective communication. The implementation of this principle is also difficult, since most of the methods offered today on the “school psychological market” do not satisfy its requirements. A pleasant exception is SHTUR and its most successful modifications; such an attempt was made in relation to the Eysenck adolescent personality questionnaire; some motivational ones can also be mentioned questionnaires and questionnaires for anxiety.Most methods are so indirectly connected with the real life activities of the child that their results are practically useless from the point of view of support tasks.

Third- predictiveness of the methods used, that is, the ability to predict on their basis certain features of the child’s development at further stages of education, to prevent potential violations and difficulties. The most important question for a school practitioner, psychologist or teacher is how, based on diagnostic data, to plan the learning process so that it does not lead to various problems? Today we are practically unable to answer this question. Existing methods studies record the phenomenon of the current psychological state (today, at the time of the examination). A notable exception is the procedures used to determine a child's readiness for school. Many of them make it possible to predict a child’s learning in the first grade (albeit, under other favorable conditions - contact with classmates, a teacher, a favorable family climate, etc.).

Fourth- high developmental potential of the method, that is, the possibility of obtaining a developmental effect in the process of the examination itself and building various developmental programs on its basis. In school practice, a psychologist in most cases is not interested in conducting a “pure” diagnosis that excludes the influence of contact with an adult on the results shown by the child. On the contrary, if a child suspected of mental decline during testing demonstrates interest, sustained attention, and the ability to accept the help of an adult and use it in the course of work, this is an invaluable fact for us. It is much more important than an accurate scale assessment of his intelligence. In addition, it is great if the technique can be used and modified for correctional and developmental work. And here again SHTUR demonstrates good capabilities.

Fifth- cost-effectiveness of the procedure. A good school methodology is a short, multifunctional procedure, available in both individual and group versions, easy to process and unambiguous (if possible) in assessing the data obtained. However, the latter may be due to the presence of age standards, which does not always speak in favor of the technique. With regard to the age standards applied by the authors to their methods, two fundamental questions always arise: how were they obtained and is it necessary that non-compliance with the age norm for this indicator should lead to various psychological problems in the learning and development of the child? Rare methods can boast that they are ready to adequately answer these questions (for example, the famous Wechsler method).

We tried to take into account the above-mentioned goals, objectives and specifics of school applied psychodiagnostics when developing a system of diagnostic activities. First of all, within the framework of this system, three main diagnostic schemes are distinguished: a diagnostic minimum, primary differentiation of the form and pathology of mental development, and an in-depth psychodiagnostic examination. Each scheme is aimed at solving its own support problems and has its own “resolving” ability. At the same time, they are organically interconnected with each other and in real school practice they are used in a certain system and sequence. We will turn to the analysis of school diagnostics as a single process, giving a general description of each scheme.

The first psychodiagnostic scheme- diagnostic minimum. It is a comprehensive psychological and pedagogical examination of all schoolchildren of a certain level. The scheme is focused on identifying the socio-psychological characteristics of the status of schoolchildren, which significantly influence the effectiveness of their learning and development. The implementation of the scheme allows, firstly, to identify a group of schoolchildren experiencing pronounced difficulties in learning, behavior and mental well-being in the school environment, and secondly, to identify those specific features cognitive, emotional-volitional and personal spheres of all schoolchildren of the examined parallel, knowledge of which is necessary for successful support. The first include, for example, a high level of personal or school anxiety, poor development of certain cognitive processes and skills (voluntary attention, formation of the most important mental actions, etc.), signs of social maladaptation in behavior and communication, etc. (we will talk about this in detail will go below). The second includes mental performance and the pace of mental activity, features of the student’s system of relationships to the world and to himself, etc.

Diag nosticminimum is the main psychodiagnostic scheme within our model of school activities, which is determined by a number of its features and capabilities.

First of all, the diagnostic minimum is of a differential nature - it allows us to conditionally divide the entire examined group of children into two subgroups - “psychologically well-off” children who have their own characteristics of mental and personal development, which have not currently led to pronounced problems of learning, interaction and well-being in school environment, and children "with problems of training and development"(about what we are in in this case we understand by problems, which will be discussed below, in the chapter devoted to the content of psychodiagnostics in school). This fact is fundamentally important from the point of view of the sequence of further