Based on the results of the diagnosis, the psychologist can formulate recommendations for the development of these functions or skills, as well as organize individual and group classes aimed at their formation. For example, if it turns out that a student’s low performance is mainly due to his lack of self-organization skills, the psychologist will tell parents ways to develop these skills in the child and (if possible and necessary) will conduct classes with the child aimed at developing these skills.

Work causes even more difficulties with children who have problem behavior . Often, a request for help from a psychologist is formulated something like this: “Talk to him,” “Tell him,” “Explain to her.” However, it is extremely rare that the reason for a child’s undesirable behavior is precisely his lack of understanding of the rules and requirements of the school. In most cases, children know perfectly well what is required of them and do not do it for two reasons: either the child, again, has not developed the mental functions that ensure the fulfillment of these requirements, or failure to comply with the rules is more attractive than fulfilling them (for example, it allows get more attention from adults).

Let’s say he speaks rudely to the teacher, although he is well aware that this should not be done. The reason for this may be the inability to express one’s disagreement in a correct form or the desire to feel one’s power by making an adult lose his temper.

An explanation can be effective only when the child finds himself in a new situation and it is not very clear to him what is happening and how to behave, for example, in a conversation with a fifth grader who finds it difficult to adapt to the conditions of high school. In all other cases, it is pointless to explain and explain anything to a child. Therefore, most often, a child’s session with a psychologist does not involve an explanation of how to behave, but certain games and exercises aimed at developing the functions the child needs or expressing emotional experiences. So you shouldn’t be surprised if the question: “What did you do with the psychologist?” - the children answer: “We played.” For a child, a meeting with a psychologist is truly, above all, an exciting game.

Since the formation of new skills and the development of psychological functions is a rather lengthy process, a certain number of sessions will be required before their results are noticeable. As practice shows, it makes sense to expect visible changes in the behavior of a child studying with a psychologist after at least eight to ten regular sessions.

Every class teacher is faced with the need to help children in difficult life situations and experiencing strong feelings. For example, one of the students’ parents get divorced, or someone close to them dies. A psychologist can help a child express his feelings and tell adults how best to interact with him at such a difficult stage in his life.

Working with adults

The school psychologist can also provide great support to the class teacher in working with parents .

First of all, interaction with a psychologist allows you to more effectively solve problems related to increasing the psychological and pedagogical competence of parents. During parent-teacher meetings, a psychologist can introduce parents to the age-related characteristics of various periods of development, draw their attention to ineffective methods of upbringing in the family and ways to change them, show techniques for developing cognitive characteristics in children, and solve many other pedagogical problems. The psychologist also knows techniques for working with a group, which he can use to diversify the forms of work with parents. In addition to new methods of work at parent meetings, the class teacher, with the participation of a psychologist, can implement new forms of work with parents: parent clubs, living rooms, lecture halls.

A psychologist can provide great support to the class teacher in working with parents of difficult students or students experiencing difficult life situations. During individual counseling, the psychologist helps the parent understand the difficulties that arise in interacting with the child, see what the parent himself is doing to aggravate or resolve the child’s problems, and find new ways to communicate with his son or daughter. Unlike a conversation with the class teacher, individual work between a parent and a psychologist is more aimed at reflection, analysis of communication with the child, understanding of effective and ineffective interaction strategies, and formulation of recommendations. Psychological consultations will not replace the work of the class teacher, but will help to significantly enhance their effectiveness.

In addition to working with children and parents, a psychologist can provide support for the teacher himself . Of course, a school psychologist is not a methodologist; he will not tell you how best to plan a lesson or organize educational work. But it can help a teacher conduct a self-analysis of teaching activities, see his strengths, and pay attention to insufficiently effective ways of interacting with children and parents. Finally, a school psychologist can help teachers prevent burnout by noticing its signs and finding personal ways to maintain a positive emotional state.

The limits of a school psychologist's capabilities

However, it is necessary to understand that solving some problems of both the child and his parents requires long-term regular psychological work , which will lead to results only if it continues for several months, or even years. A school psychologist cannot carry out such work, even if he has the necessary knowledge for this: this is not part of his functionality. In this case, individual work with the child can be carried out by a specialist - a psychologist from another institution, for example, a psychological, medical and social center.

In order to better imagine the specifics of the work of a school psychologist in comparison with psychologists in psychological, medical and social centers, let us compare him with a school nurse. The school nurse does not treat chronic diseases, she provides emergency medical care, gives vaccinations, and carries out preventive work. If the child needs specialized medical care, she can advise which specialist is best to contact. The role of the school nurse in ensuring the health of children is very great, but no one even thinks of turning to her for a prescription for glasses or about a bad tooth. The same applies to psychologists: a school psychologist cannot solve serious, deep-seated problems of a family; for this, outside specialists are needed.

The psychologist cannot solve problems related to education . He cannot teach children to say hello, value friendship, change shoes, and so on. However, this does not mean at all that he cannot be involved in the discussion and search for ways to solve educational problems. A psychologist can help analyze why these problems cannot be solved.

No amount of psychological work can make a child want, want or love something. If a child does not respect his grandmother or does not like to read, sessions with a psychologist will not change this. Even though the child will develop the necessary functions and skills through individual work, the transfer of these new skills into the child's daily life and their consolidation should be facilitated. Providing assistance to a child requires the cooperation of all adults who interact with him in one way or another.

Professional ethics

An important condition for the effectiveness of psychological assistance is the principle of confidentiality, which is also considered one of the main ethical requirements in the work of a psychologist. Information obtained by the school psychologist is confidential. Confidentiality allows you to establish contact with children and adults and build trusting working relationships. It is precisely because of this principle that a number of documents of the school psychologist are closed or encrypted.

However, you should not be afraid that the psychologist will not share really important information. The same rules of professional ethics require a psychologist to violate the principle of confidentiality if he becomes aware of information that there is a threat to the life and health of his client, be it a child or an adult, or someone from their environment. In most cases, such situations will first of all become known to the social pedagogue and the class teacher. If this happens, it is important for the class teacher to discuss with the psychologist what steps should be taken and how to provide them with the necessary help in the most gentle way possible for the child and family.

Of course, a school psychologist can never replace either a class teacher or an organizing teacher. He has completely different functionality, a different professional knowledge and skills. But if a teacher uses this baggage, he thereby greatly facilitates the solution of many pedagogical problems.

The psychologist provides psychological and pedagogical support of the educational process in order to ensure the normal development of the child (in accordance with the norm of development at the appropriate age).

The functions of a school psychologist include: psychological diagnostics; correctional work; counseling parents and teachers; psychological education; participation in teacher councils and parent meetings; participation in the recruitment of first-graders; psychological prevention.

Psychological diagnostics includes conducting frontal (group) and individual examinations of students using special techniques. Diagnostics are carried out at the preliminary request of teachers or parents, as well as at the initiative of a psychologist for research or preventive purposes.

Corrective classes can be individual or group. During the process, the psychologist tries to correct undesirable features of the child’s mental development. These classes can be aimed both at the development of cognitive processes (memory, attention, thinking), and at solving problems in the emotional-volitional sphere, in the sphere of communication and the problem of self-esteem of students.

Consulting parents and teachers is work on a specific request. The psychologist acquaints parents or teachers with the diagnostic results, gives a certain prognosis, and warns about what difficulties the student may have in the future in learning and communication; At the same time, recommendations are jointly developed for solving emerging problems and interacting with the student.

Psychological education consists of introducing teachers and parents to the basic patterns and conditions for the favorable mental development of a child. This is carried out through consultations, speeches at pedagogical councils and parent-teacher meetings.

All of the above functions of a school psychologist make it possible to maintain at school the psychological conditions necessary for the full mental development and formation of the child’s personality, that is, they serve the purposes of psychological prevention.

Questions about which you can and should contact a school psychologist:

• Difficulties in studying
  Some children do not study as well as they would like. There could be a lot of reasons for this. For example, not a very good memory, distracted attention or lack of desire, or maybe problems with the teacher and a lack of understanding why all this is needed at all. During the consultation, we will try to determine what the reason is and how to fix it, in other words, we will try to find what and how needs to be developed in order to learn better.
• Relationships in the classroom
  There are people who easily find contact with others and easily communicate in any company, even unfamiliar ones. But there are, and there are also a lot of them, those who find it difficult to meet people, difficult to build good relationships, difficult to find friends and just feel light and free in a group, for example? in class. With the help of a psychologist, you can find ways and personal resources, learn techniques for building harmonious relationships with people in a variety of situations.
• Relationships with parents
  Sometimes it happens that we lose a common language and warm relationships with our closest people - our parents. Conflicts, quarrels, lack of mutual understanding - this situation in the family usually brings pain to both children and parents. Some find solutions, while others find it quite difficult to do so. The psychologist will tell you how to learn to build new relationships with your parents and learn to understand them, and how to make your parents understand and accept you.
• Choosing a life path
  Ninth, tenth and eleventh grades are the times when many people think about their future profession and, in general, about how they would like to live their lives. If you're not sure? Whichever path you want to go, there is always the opportunity to go to a psychologist. It will help you realize your dreams, desires and goals, evaluate your resources and abilities, and understand (or get closer to understanding) in which area(s) of life you want to be realized.

Self-government and self-development
Our life is so interesting and multifaceted that it constantly poses a lot of challenges for us. Many of them require considerable effort and the development of a wide variety of personal qualities, skills and abilities. You can develop leadership skills or argumentative skills, logical thinking or creativity. Improve your memory, attention, imagination. You can learn to manage your life, set goals and achieve them effectively. A psychologist is a person who owns the technology for developing certain qualities, skills and abilities and will be happy to share this technology with you.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MOU Volzhsky Institute of Economics, Pedagogy and Law

Faculty of Correspondence Studies

Department of Psychology and Pedagogy

Psychological service in education

Psychological service at school.

Test

Performed by a group student

3зУПП-2: Golovleva A.G.

Checked by: Shmatkova L.V.

Volzhsky 2007

1. Goals, content, principles of organization of activities

1. Goals, content, principles of organization of activities school psychological service.

PSYCHOLOGICAL SERVICE OF THE SCHOOL- a specialized unit in the public education system, the main task of which is to provide conditions conducive to the full mental and personal development of each child, the violation of which interferes with the timely implementation of the age and individual capabilities of students and leads to the need for psychological and pedagogical correction. The activities of the school's pedagogical service are carried out by a practical psychologist working in an educational institution (kindergarten, school, vocational school, orphanage, boarding school) or in a psychological office at the department of public education, which provides advisory assistance to all educational institutions in the region. Main activities. school pedagogical service - psychoprophylaxis, psychodiagnostics, development and psychocorrection, psychological counseling. Psychodiagnostics is aimed at in-depth psychological and pedagogical study of a schoolchild throughout preschool and school childhood, identifying individual characteristics, determining the causes of violations in learning and behavior. Psychoprophylaxis is aimed at developing among teachers and parents the need to obtain and use psychological knowledge about the mental development of children at each age stage in order to timely prevent possible violations in the development of personality and intelligence. The tasks of developmental and psychocorrectional areas are determined by the orientation of the psychological service to ensure that the child’s development meets age standards, assisting teaching staff in individualizing the education and upbringing of children, developing their abilities, and developing personality. Advisory work consists of providing assistance to teachers, parents, and children on a wide range of personal, professional and other specific life problems.

The purpose of the psychological service is providing psychological conditions conducive to the maximum mental and personal development of each student.

1. Psychological education - introducing teachers and parents to psychological knowledge.

2. Psychoprophylaxis - a psychologist must carry out constant work to prevent possible troubles in mental and personal development.

3. Psychoconsulting - assistance in solving the problems that teachers, students and parents come with.

4. Psychodiagnostics - penetration into the inner world of a schoolchild. The results of the examination provide information on the need for correction or development of the student, and on the effectiveness of preventive or consulting work.

5. Psychocorrection - elimination of deviations.

The main idea of ​​the psychological service is the idea of ​​support, which should be aimed at creating psychological conditions for successful learning and psychological development.

The main principle of organizing psychological services is consistency, i.e. the psychologist must implement all 5 functions and do it systematically (draw up a work plan)

2. Strategies for psychological work at school

In the most general form, the task of a psychologist at school can be defined as psychological support for pedagogical activities. How, in what way can such support be built? We propose to identify two strategies, two main directions of psychological activity in school. They can be referred to as psychological counseling and design (or “construction”).

Activity design.

This type of professional activity of a psychologist is a complex interaction with representatives of other specialties (in our case, these are primarily teachers) to predict the future situation and lay in it such psychological conditions that would ensure the optimal course of certain social activities.

Consulting.

By counseling we mean solving corrective problems (in the broadest sense) of an already existing situation, i.e., in other words, the psychologist must help the client (individual, group, organization) adapt to existing conditions.

We can say that if in counseling the psychologist’s goal is maximum penetration into the features of a particular case and the search for psychological mechanisms for its correction, then in design activities his task becomes to identify the psychological content of a certain type of situation. For full-fledged design activities, it is necessary for the psychologist to interact with other specialists; only together with teachers is it possible to conduct a meaningful analysis of pedagogical activity and isolate its psychological components. We can also talk about the need to collaborate with sociologists, for example, to identify those social trends that determine the development of the entire education system in society, or to predict the direction of changes in intergenerational relations, which, of course, are an important factor in the sphere of education.

Design activities.

Having identified this type of activity of a psychologist at school as design activity, let us dwell on its content. The first aspect of this work is the psychological support for organizational decisions of the entire education system and its individual elements. The age limits for starting school, the problem of differentiation of education, the influence of universality and compulsory education on its quality, the connection between the choice of educational institution and place of residence - all these issues require a comprehensive solution, taking into account, among other things, psychological aspects. Moreover, the intrascientific division into “different psychologies” that is familiar to psychologists does not work in practice. Thus, in the life of a modern school, problems are closely intertwined that we could attribute to pedagogical, developmental, medical and, of course, social psychology. It is quite difficult and hardly necessary to separate them in real activities. However, in an attempt at professional reflection, which we are now engaged in, such a division is necessary. Therefore, in the future, we will naturally pay more attention to socio-psychological issues, which, on the one hand, are sufficiently represented in the work of a school psychologist, and on the other, is a component of many complex complex tasks.

The key to solving many problems in this area of ​​activity of a psychologist in the education system is the analysis of the functioning of the school as an institution of socialization. One aspect of this analysis will be the state of current society and its characteristic instability. Another aspect is the analysis of the organization of school life.

2.1 The relationship between psychological correction and design

Successful design work of a psychologist in a school creates conditions for the optimal solution of pedagogical problems. We devoted most of the chapter to analyzing this strategy of psychological work. This is due to two reasons. First, this is a relatively new view of practical psychological work and it is not very widely represented in the literature. The second direction - psychological counseling - on the contrary, is very popular and there are a large number of works, both general in nature and devoted to a specific correction method.

Nevertheless, let's say a few words about the correction strategy and, first of all, note some important features of conducting psychological counseling in school. A school psychologist often acts as a link between a client (student, teacher, sometimes parents) and a psychologist, a specialist of a more narrow profile. This requires him to navigate a wide range of psychological problems and diagnostic skills. The situation with such a postulate of correctional work as carrying out it only when a person directly contacts a consultant is peculiar. A feature of the work of school psychological services is a certain “displacement” of the client’s role. Often the first interlocutor of a psychologist is a teacher (or parent) who asks for help in working with a student. Thus, the psychologist receives, as it were, two “clients”: a real one - a teacher and a potential one - a child. This requires additional work both with the person asking for help and with the one to whom psychological correction may need to be directed.

Another feature of the work of a school psychologist is that he can act as a customer for himself to work with a particular problem case. Thus, having previously carried out the diagnostic stage, he can anticipate those cases with which clients may subsequently turn to him. Being involved in school life, observing and studying it, a psychologist can reach a crisis situation at the very beginning of its occurrence, before it is realized by a child or an adult. This feature of the position of a school psychologist leads to an external blurring of the line between purely consulting work (correction of an already existing situation) and design work (an attempt to create conditions for the optimal development of a particular child, the effectiveness of the pedagogical activity of a particular teacher, and the functioning of the school as a whole).

ORGANIZATION OF THE WORK OF A SCHOOL PSYCHOLOGIST

The question arises: where, how, and how long should a school psychologist work? By asking this question, we do not at all doubt that his work site is a school. The psychologist carries out his basic observations on a daily basis in the city.

still school life. But it cannot be limited to desk-based, paper-based diagnostic work. Some forms of organizational, coordination, and self-educational work require specialists to go beyond the school.

The working day of a psychologist is not standardized. He has to work in the evenings and weekends. This means that his work schedule, agreed upon with the administration, must take into account the peculiarities of his employment.

Finally, many areas of his activity (psychotherapeutic, correctional, advisory, training) require specific conditions.

For the normal work of a psychologist, at a minimum, you need a combined office with 12-15 seats, equipped with a telephone, a typewriter, and a closed cabinet for storing psychodiagnostic techniques and research results. You can imagine the optimal conditions for a psychologist to work: from a noisy school corridor you enter a cozy room. The cheekbones are draped with soft fabric that matches the furniture. Quiet music is playing. Here is the equipment necessary for physiological measurements, a color-musical device, video equipment, an automated psychologist’s workstation with a constantly expanding collection of psychodiagnostic techniques, an archive, the ability to view data files, draw up certificates and conclude a psychological examination 1 ^ The working part of the office is hidden from visitors by a partition or soft curtain. The overall dimensions of the office are 5 x 6 x 3 m.

The part of the office used for training sessions, psychological relief, and counseling must be decorated in a special way. Three walls - two side and the front - are painted. The back wall is draped with double massive dark green curtains. The office has 12 chairs in three rows; the upholstery of the chairs matches the back curtain in color and texture. The chairs are deep, soft, with high backs and soft armrests. The walls of the office can be double. The outer part of the wall is a stretcher for stretching a painting canvas.

There are special requirements for painting 2. The canvas must be carefully primed so that the drawing does not

"See: Announcement about an automated workplace for a psychologist // Questions of psychology. - 1990. - No. 5. - P. 120. 2 Requirements developed by A.A. Repin.

the texture of the fabric appeared, the drawing was done carefully, with small details drawn out, in a rich, colorful manner, with matte paints that did not reflect glare of light. Painting can also be done on walls. It carries a significant psychological load and contributes to the formation of an emotional state of peace and relaxation. In the phase of plot imagination of psychological themes, specific associations that arise in people during the period of perception of a picture of living nature depicted on the walls of the office are used. The painting compositionally represents a single whole.

The rounded ceiling and walls create the illusion of an expanded perspective, a stereoscopic effect, which is very important when the dimensions of the premises are limited - the ceiling and walls should not put pressure and create a depressing impression. The plot of the picture corresponds to the same tasks. On the front wall, which carries the maximum visual load, the calm dark blue surface of the lake is depicted with thickets of reeds in the background and willow branches bending towards the water. A smooth, rounded line of transition to the side walls, which gradually merges with the sparse birch grove depicted on them, deepens the stereoscopic effect of the space. Light birch trunks also solve a psychological problem: they emphasize the color of lush green foliage and grass, promote peace, a sense of space, and create a bright, upbeat mood.

The painting should not contain images of roads, buildings and other distracting details that may cause unnecessary associations for the intended purpose. There should be no, for example, felled trees that cause negative emotions.

The light spectrum is dominated by light, rich green tones, with purple almost excluded. Red, orange, yellow shades are used to a limited extent, promoting excitement and increasing the activity of the central nervous system. Green grass and shrubs are done with a minimum content of cold tones.

The space between the inner and outer sides of the walls is about 0.5 m. It serves for additional sound insulation and placement of acoustic speakers. -The door is also double, in the form of a hemisphere, simulating summer. The wall painting is illuminated by a group of lamps installed above the back curtain

walls. “The lamps are equipped with special light filters that provide three types of lighting: dark-evening, day and night light.

Such an office gives the school psychologist the opportunity to organize work scientifically, increases the efficiency of his work, and helps create an atmosphere of confidential communication and psychological comfort.

The school's large expenses on equipment for the office will pay off if the psychologist carefully thinks through the cyclogram of its use in working with students, teachers and parents. It should indicate the time the psychologist works with a particular category and the forms of assistance.

In our practice, the office work schedule looked like this:

The weekly grid plan, which is drawn up on the basis of a long-term plan, requests from the teaching staff, and the administration, reflects the entire content of the psychologist’s activities. A specific amount of work is determined for each day. One day a week is allocated for self-education and processing of psychodiagnostic materials.

PLAN WORK OF A SCHOOL PSYCHOLOGIST FOR THE DAY (from the weekly grid plan)

9-10 Targeted attendance at a mathematics lesson in VIII “B”

classroom (work with low-performing students).

10-12 Psychological study of students in VIII “B” grade (learning motivation, attitude towards the teacher).

11-12 Group consultation for mathematics teachers (diagnosis and formation of learning motivation in adolescents).

12-13 Lecture “Pedagogy of cooperation and development.”

16-18 Individual consultations for parents of students at risk.

18-19 School for parents of teenagers (“Difficult child or difficult circumstances?”).

Since the administration and members of the teaching staff have a very superficial understanding of the scope and nature of a psychologist’s work, it is important to orient colleagues on this issue. Thus, the duration of various types of work of a school psychologist is determined as follows.

To regulate the performance of functional responsibilities, we recommend that the psychologist include dominant areas of activity in the grid plan.

Psychodiagnostics and treatment of re
research results.

Helpline, individual
and family counseling. .

Psychocorrectional and psychopro
preventive work.

Conducting communication training
ansov psychotherapy, psychological

gymnastics

Conducting modular courses,
pedagogical consultations, teacher councils, classes
ity in coordination meetings.

Working in the library.

Which permanent documentation is it necessary to have a psychologist?

1. Experimental work program on conc.
a topic relevant to school (for 2-3 years).

2. A school psychologist’s work plan for the year, drawn up
in the following areas:

Diagnostics of the school community.

Diagnostics and forecasting of the pedagogical process.
- Consultative work with students, teachers, parents
teachers, managers.

Corrective work with students.

Psychoprophylactic work in the school community.

Organizational work, interaction with the city, paradise
onny centers.

3. Cyclogram of the work of the psychological relief room.

4. Schedule of the psychologist’s work for the week.

5. Psychodiagnostic documentation.

6. Brief plans and programs for classes.

In the course of his work at school, a psychologist has to perform various functions and master various forms of their implementation. This is a consultation, social-psychological

gical training, psychological and pedagogical consultation, etc. Let’s look at some of them.

Consultation is one of the main forms of work of a school psychologist. It can be diagnostic, stimulating, recommendatory in nature, and serve as a means of increasing the psychological and pedagogical literacy of teachers and parents. The form of consultation can be anonymous (helpline), face-to-face, individual, group (group of students, teachers, parents, family).

Consultation via a helpline ensures prompt communication, gentle conditions, and psychological support for the client. Not every teacher, student, or parent who is unable to independently resolve specific difficulties that have arisen and overcome the state of psychological discomfort will demonstrate their helplessness. Many people in dire need of psychological help prefer to turn to an unfamiliar, invisible specialist, arbiter, or adviser. A psychologist comes to the aid of this category of people through a helpline. Analyzing the situation, drawing certain conclusions and giving specific advice, he should not rush to impose his opinion. It is much better to give the interlocutor the opportunity to draw the same conclusions himself. Very often, the client only expects approval of the decision he has already made and needs to be convinced using objective approaches. It is likely that in some cases the psychologist cannot provide specific help. Then his advice will be aimed at reassuring the person, showing that the hopelessness of his situation is imaginary. Many clients expect simple sympathy and complicity. Therefore, a sympathetic attitude, sincere interest in personal problems, and the psychologist’s trust in all types of consultations are of paramount importance. Consultative assistance from a psychologist, just like medical assistance, involves getting rid of suffering, the cause of which is rooted in the sphere of communication.

Getting to know the client during oral psychological counseling begins with a short meeting, during which the client’s complaint is heard and an impression is formed about him based on his behavior and the nature of communication with the psychologist. A spontaneously narrated complaint has a certain structure, in which it is possible to identify a locus (about whom or what the client is complaining about), self-diagnosis (what explains the nature of

one or another violation), a problem (what he would like to change in the situation, but cannot) and a request (what specific help he expects from a psychologist). In Appendix No. 4 we provide a sample of a reception card that a psychologist can use in family counseling.

Age-related psychological counseling of students is an independent area of ​​activity for a school psychologist. The purpose of such systematic consultations is to monitor the progress of students’ mental development based on ideas about the normative content of the periodization of this process. The main objectives of this type of counseling are the following:

1. Orientation of parents, teachers and other persons involved
in education, in the problem of age and individual
features of the child’s mental development.

2. Timely primary identification of children with various
deviations and disorders of mental development and directions
referring them to specialists.

3. Prevention of secondary psychological complications in
children with weakened somatic or neuropsychic health
Roviem, recommendations on mental hygiene and psychoprophylaxis.

6. Correctional work in special groups with children,
parents, teachers.

7. Psychological and pedagogical education of the population.

CONSULTING ALGORITHM

1. Analysis of information received in the initial conversation with
parents, specialists, teachers, establishing contacts
the one with the child.

2. Conversation with parents aimed at obtaining information
information about the previous stages of development of the child, his inside
family relationships and social circumstances.

3. Collection of information from other institutions about the state of health
rovya (if necessary).

4. Observation of the child in natural conditions.

5. Experimental psychological examination of the child.

6. Data processing, casual analysis of results.

7. Psychological diagnosis of the child.

8. Psychological and pedagogical purpose.

9. Control, repeated consultation.

The results of the consultation are summarized in a psychological diagnosis, which reflects the level of the child’s current development and determines his prognosis.

1. Level of current development:

a) age-psychological characteristics;

b) social development situation;

c) the level of development of leading activities and its compliance
standards;

d) neoplasms of age, their development;

e) difficulties and deviations, their causes.

2. Conditional-variant development forecast (zone of the nearest
development):

a) disclosure of the problem field of development alternatives;

b) showing the conditions for optimal development.
We suggest using developments during consultation.
the age development map we have drawn (see table).

Age card

Age period

Junior school age (6-

Middle school age (11-15)

Leading activity

Intimate and personal communication in the process of OPD and training

Continuation

Mental neoplasms

The emergence of an internal plan of action, consolidation of arbitrariness, stable forms of behavior and activity. Development of a new cognitive attitude towards reality. Formation of student positions, development of social orientation. Initial formation of character.

A sense of maturity, a desire for independence.

Critical thinking, tendency to reflection, formation of self-analysis. The desire for communication, the assessment of companionship and friendships as personal achievements. Growing difficulties, puberty, sexual experiences, interest in the opposite sex.

Increased excitability, frequent mood swings, imbalance. Noticeable development of strong-willed qualities. The need for communication, the need for self-affirmation, for activities that have personal meaning.

Age period

Early childhood (0-3)

Preschool age (3-6)

Leading activity

Direct emotional communication and object-manipulative activity

Role-playing game

Mental neoplasms

The need for communication, emotional relationships.

Development of speech and visual-effective thinking, mastery of upright posture. The emergence and development of attitudes towards objects as things that have a specific purpose and method of use.

Development of orientations: “What is it?”, “What can be done with it?”

The need for socially significant and socially valued activities. Initial formation of personality. Formation of the first ethical authorities. Development of self-esteem and aspirations. The predominance of arbitrariness of mental processes, motives of behavior associated with interest in the game process. The greatest significance and predetermination of relationships in a small circle. The emergence of a children's community.

Intensive form of personality (value judgments, principles, ideals, beliefs). A form of self-awareness, self-determination. The desire for self-education, self-knowledge, self-improvement. Critical attitude towards adults. Philosophical-romantic age. Psychosexual orientations. Civil rights and responsibilities.

Time for individual counseling of a preschooler - Up to 45 minutes, a primary school child - up to 1 hour, a teenager and a senior school student - up to 1.5 hours. Diagnostic data is processed after consultation; psychological diagnosis and prescription can be given at a second consultation.

Seeking psychological counseling is usually associated with a person having a problem that he is not able to solve on his own. This happens in cases when he does not understand the problem, does not see its causes and ways

decisions, does not believe in their capabilities or is in a state of stress, increased levels of anxiety, or panic.

It is important for a practicing psychologist to create an environment of safety for the client, a non-judgmental, sympathetic attitude towards him, giving him the right to feel, think and act as he considers possible for himself. This position does not mean complete agreement with the client; it only expresses the psychologist’s desire to understand a specific individual, penetrating into her inner world, to understand the meaning of a person’s actions and experiences, and the tendencies of his personal development.

Focusing on a specific person, his problems, and not on “a person in general” contributes to the psychologist’s holistic view of a person. The problem of understanding a particular person is not solved by an eclectic set of research procedures or even a whole battery of tests. However, this does not mean that existing diagnostic procedures are useless for a practical psychologist. If a psychologist has identified a specific symptom, then the optimal method of psychocorrection is not in selecting recommendations for the identified symptom, but in clarifying its place in the holistic state of the individual. An unpleasant symptom may turn out to be a manifestation of qualities that are valuable to the individual. Thus, getting rid of anxiety in some cases can lead to passivity, indifference, and complacency. Therefore, the success of a psychologist’s work depends on his ability to understand a person as a whole, based on his individual personal manifestations.

Overestimating the role of psychodiagnostic procedures and the desire to hide one’s insecurities behind them can cause irreparable harm to the client. Methods are only a tool, an auxiliary means; their objectivity is very conditional and is associated with the interpretation of the researcher. That is why a novice psychologist should not belittle the role of confidential communication and intuition. In a situation of psychological counseling, the psychologist relies on his personal resources and the personal resources of his client. That is why, when summing up the results of working with a client, especially a child, it is better to overestimate a person’s capabilities and abilities than to underestimate them. This is especially true in cases where the information is intended for teachers and parents.

So, having identified certain syndromes during counseling, the psychologist can determine the type of help based on the determinant of the complaint:

1. Psychological illiteracy of parents - inform
explanation, clarification.

2. Distorted parental relationships - psychocorrection
this work.

3. Psychopathology of parents - referral for treatment.

4. Disharmony of the child’s mental development - psychocore
rection.

5. Violation of the child’s personal development - stage II diagnostic
nostics, psychocorrection of the child and parents.

6. Delayed mental development of a child - consultation,
referral to a defectologist.

7. Psychological underdevelopment of a child - direction to
defectologist.

8. Damage to mental development - referral to psi
hiatru.

9. Distorted mental development - direction to psi
hiatru [IZ].

Consilium- a collective method of studying students. The tasks of the council include:

1. Identifying the nature and causes of deviations in behavior and
students' learning.

2. Development of a program of educational measures for the purpose of
rections of deviant development.

3. Consultation in resolving complex or conflict situations
situations.

The principles of organizing the work of the council: respect for the individual and reliance on the positive, “do no harm”, integration of psychological and methodological knowledge, i.e. maximum pedagogization of diagnostics.

Systematically operating, with a permanent composition of participants, endowed with the right to recommend and control, the council can be considered as an independent form of collective mental activity with a specific range of diagnostic and educational tasks.

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 pedagogical correction project in the form of a series of educational

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 and discomfort.

The composition of the consultation is formed taking into account its purpose (the head of the consultation, a psychologist, a school doctor, a correctional inspector, a specialist consultant, teachers, members of the parent committee, reference persons desired for the child).

Methods for preparing a council meeting may vary. Diagnostic brainstorming, diagnostic chain, diagnostic monologue are used at the preparatory stage, when a student’s diagnostic card is drawn up.

At the second stage, a meeting is held to which students and their parents are invited. Procedural outline of the meeting: organizational moment, hearing the characteristics, its addition by members of the council, interviews with parents and students, preparation of a pedagogical diagnosis, exchange of opinions and proposals for correction of students, development of recommendations.

The documentation of the consultation includes three items: an order on the organization of the consultation and its composition for the academic year, a journal of the consultation and diagnostic cards of students. The consultation journal is filled out by a psychologist and contains approximately the following columns:

The psychological and pedagogical council can also consider a wider range of problems related to the differentiation of training, the creation of classes with in-depth teaching and adaptation classes, gentle workload, and issues of professional selection

and professional consultations, etc. Examples of such consultations are the “Difficult Class” and “Professional Intentions and Possibilities of Class Students” consultations, tested in our practice.

METHODOLOGICAL DEVELOPMENT OF PEDAGOGICAL

CONSULTIUM ON THE TOPIC "DIFFICULT CLASS"

Purpose: collective study of the difficulties of teaching and upbringing students in a particular class with the help of the school psychological service; identifying the reasons causing difficulties for students and teachers; development of educational and management measures to eliminate these causes.

Participants: psychologist, specialist teacher, administration, heads of school education, teachers working in this class, class teacher, representatives of the class activists.

Preparatory work

1. Study of the state of educational work in the classroom
(administration, heads of the methodological association).

2. Psychological and pedagogical study of pedagogical principles
trained students through conversations, questionnaires, and observations
niya (psychologist, teachers).

3. General acquaintance with the class, observation on special
program, conversation with the class teacher and teachers (psi
chologist, administration).

4. Studying interpersonal relationships in the classroom using
sociometric methodology and students’ attitudes towards the department
nal teachers (psychologist).

5. Preparing a map of the class and individual students from pre-primary
compelling characteristics and recommendations of a psychologist and
teacher (psychologist, school doctor, teachers).

6. Coordination of the progress of the pedagogical consultation and the conditions for its holding
nia (administration, psychologist, teachers).

Progress of the consultation

1. Psychological and goal setting.

2. Speeches by participants: search for psychological and pedagogical
reasons for difficulties in working with the class and ways to eliminate them
constructive, friendly basis.

3. Psychological and pedagogical analysis of submitted proposals
zheny, discussion of the recommendations of the pedagogical conference.

1. Explore interpersonal relationships in the classroom, you

identify leaders, outcasts, identify reference groups, give recommendations on the formation of a class team and the organization of CTD

2. Involve in psychological gymnastics

difficult students in this class

3. Conduct corrective classes with students

4. Provide assistance to the class teacher. Give

a strong mentor from reference persons - class teachers. Control his activities

5. Prepare thoroughly for extracurricular activities

pits, think over the topic, content, work plan, as well as ways to involve difficult children, plan organizational issues

6. Mutual visitation. Development of uniform requirements.

Focus on contact teachers. Enrichment of methodology, content, restructuring of communication style, eliminating cases of violation of pedagogical ethics

7. Resolve the issue of replacing a Russian language teacher and

literature

Training- a group form of work with various categories (teachers, students, parents, families), which has as its main goal the development of communication competence. Socio-psychological training can have a specific focus: sensitivity training, role-playing, business behavior. Each type of training also has a diagnostic task, which is solved not so much by the presenter as by the participants themselves.

Communication training is of particular importance in school settings. The teaching profession belongs to the “person-to-person” type of profession. The subject of a teacher’s work is another person, and one of the main means of work is communication. And yet, it is pedagogical communication that is the stumbling block of the modern school. Communication skills

The teacher’s abilities (the ability to adequately perceive another, accurately convey information and experiences to him through words, intonation of speech, facial expressions, pantomime, behavior) are, as a rule, poorly developed.

The goal of socio-psychological training (T-group) is the development of social intelligence, professional and pedagogical communication skills. Group members increase their knowledge of how they are perceived, what forms of their behavior are approved, and what forms are rejected and condemned by others. In addition, group members develop the ability to understand other people and their relationships, and they learn to predict interpersonal events.

Therefore, the following training effects can be considered:

1. Self-diagnosis:

a) obtaining specific information about yourself;

b) finding out how a person appears in the eyes of others;

c) finding out how independent his ideal “I” is.

2. Diagnostics:

a) development of self-analysis;

b) development of skills to differentiate feelings clearly and clearly
express yourself;

c) the realization that the discovery of the “I” is possible only in
tact with others.

3. Checking settings for images of others:

a) developing an understanding of the other’s position;

b) developing sensitivity to non-verbal forms
their manifestations;

c) developing the ability to listen and understand others;

d) psychotherapeutic influence.

The group is formed from teachers who want to increase their social intelligence.

The maximum number of participants in a group is 25 people (medio group), the optimal number is 7-9 people (micro group).