Features of the professional activity of a psychologist in an organization. Features of the activity of a teacher-psychologist in educational institutions
1. Principles of activity of a special psychologist.
2. The main activities of a special psychologist.
3. Evaluation of the effectiveness of the activities of a special psychologist.
2.1.1. Principles of activity of a special psychologist
Under the activities of a psychologist in relation to problem children or children with difficulties and developmental disabilities, N.Ya. Semago and M.M. Semago understand the provision of special psychological help, since such work does not fit into the framework of standard psychological and pedagogical technologies, designed, first of all, for a certain “mass” of children averaged over many indicators, including psychological ones. Such specialized assistance should be based on the provisions and principles specifically special psychology as a science of "non-standard" and "non-normative".
The purpose of the activity of a special psychologist is, based on an understanding of the causes, mechanisms of a particular variant of deviant development, to develop corrective (in the broad sense of the word) measures adequate to them in order to ensure maximum social and psychological adaptation of the child in the educational environment.
The tasks of the special psychologist are as follows:
determination of the most adequate ways and means of correctional and developmental work with the child;
forecasting the child's development and learning opportunities based on the identified developmental features;
· implementation of the actual psychological correctional and developmental work throughout the entire educational process.
Summarizing a number of works, N.Ya. Semago and M.M. Semago proposed the following system principles:
The principle of theoretical and methodological "positioning" of a psychologist. The theoretical and methodological "positioning" of a psychologist is determined by the need to determine one's own theoretical position, adherence to any particular theoretical school, scientific concept.
The principle of the unity of methodology, diagnostic and corrective activity comes from the need for the closest connection between the theoretical positions of the psychologist, the methodology corresponding to them, and specific diagnostic and corrective means built on the basis of the same methodology. After all, it is not uncommon for us to talk about “periodization according to D. Elkonin”, “higher mental functions”, and other fundamental concepts, but at the same time we use tests and methods developed in a different theoretical paradigm, we use approaches and tactics in our correctional work third party.
The principle of structural-dynamic integrity is expressed in the notion that individual aspects of mental organization (mental functions and processes, separate spheres) are not isolated, but manifest holistically, exist in a single structural organization and respond just as holistically to all external influences, transforming them through the child's own internal activity for development, for interaction with the surrounding educational environment.
In accordance with this principle, each specific feature of the child's condition should be studied and evaluated both from the point of view of age correlation, and in accordance with a certain sequence of development, interaction and heterochrony (time difference) of the maturation of certain functions that are part of a single "ensemble" of the formation of that or other characteristics of the child's activity. The application of this principle allows not only fixing individual violations or the lack of formation of any sphere, but also determining the causes and situation of their occurrence, assessing the structure and hierarchy of development problems.
The principle of terminological adequacy is one of the most painful problems of special psychology, and not only it. Among specialists working with children with developmental, learning and behavioral problems, today there are significant differences in the definition of what is behind the generalizing term of a particular concept.
Evaluation of the effectiveness of the psychologist through the adaptation of the child in the educational environment. Evaluation of the effectiveness of a psychologist in the context of regular education of children is still the least developed. According to N.Ya. Semago, the criterion for the effectiveness of the activities of a special psychologist can be precisely the success of the child's adaptation in the educational environment.
The priority of educational tasks is determined by the status of a psychologist in an educational institution. The status of a psychologist must be understood as an auxiliary specialist in relation to the teacher - a specialist who solves additional (and not the main) tasks of education. The most important indicator that a psychologist should take into account in his activities is the assessment of the child's ability to master the relevant development and training programs (preschool, school, any other educational) and the optimization of the educational impacts associated with this opportunity.
The principle of interdisciplinarity and the coordinating nature of the psychologist's activity actually incorporates a number of such provisions as the complexity of the approach to the child, stereognosis in the perception of the child's problems, and others. In the most general view The interdisciplinarity of the activities of a special psychologist lies in the fact that, being, in fact, a “central” and coordinating specialist in relation to the child and his problems, the psychologist must know and understand not only certain branches of psychology, but also certain areas of pedagogy, sociology, and medicine. For a specialist psychologist, an understanding of the clinical approach in virtually the entire variety of branches of medicine (and not just psychopathology and neurology childhood) is essential.
Ethical principles and the related principle of professional competence. They are especially important in the work of a psychologist in the system special education- a special psychologist who, in his daily work, repeatedly encounters endlessly complex ethical problems (in conversations with parents, specialists, in how and with what words he will protect the rights of the child).
The ethical principles, in our opinion, should also include the reflection of one's own professional competence. Professional competence as a component of the ethics of any specialist is now of great importance. In the context of the not always adequately understood democratization of education, when a flood of a wide variety of practices and technologies has literally poured into educational practice, it is important to be able to limit the circle of one’s competence in order not to exceed one’s capabilities, and ultimately not to harm the child.
2.1.2. The main activities of a special psychologist
The main activities of a special psychologist are psychological diagnostics, psychological counseling, psychological education, correctional and developmental work (Abramova, 1993, 2001; Bolotova, Makarova, 2001).
Psychological diagnostics - the main task of a psychologist here is to assess the development of any psychological qualities in a particular person, to make a diagnosis of his mental development. In the scientific literature, the concept of "psychodiagnostics" was introduced in 1924 by the Swiss psychologist Hermann Rorschach.
Psychological counseling. This type of activity of a special psychologist is used in various spheres of life and professional activities of people.
The main means of counseling is a conversation built in a certain way. The purpose of psychological counseling is to help people achieve a sense of well-being, relieve stress, resolve life crises, increase their ability to find a way out of difficult situations and make decisions for themselves. During the consultation process, a special psychologist provides psychological assistance, helping the client to look from different angles at the difficulties that he met, and at the ways of acting in the situation that he encountered. A psychologist helps a person overcome psychological barriers, encourages the development of certain qualities in himself.
Psychological education. The most important task of psychological education is the expansion of psychological knowledge and the improvement of psychological culture. For psychological education, lectures, conversations, seminars, exhibitions of psychological literature, information stands, viewing and discussion of feature films and videos, psychological analysis of the behavior of characters can be used.
Corrective and developmental work. Psychocorrection is carried out if, as a result of psychodiagnostics or counseling, deviations from the norm in the behavior or mental development of a person are revealed. Correctional work is the impact of a psychologist on certain mental functions, qualities or forms of behavior of a person, aimed at overcoming this deviation. This influence is always carried out on the basis of the idea of the age norm of mental development (for example, the norm in the development of cognitive, emotional, volitional processes, the norm of behavior and personal qualities). Based on this, the psychologist builds a program of correctional work.
A special psychologist in real professional activity can perform both all of the listed types of work, and specialize in any particular form.
2.1.3. Evaluation of the effectiveness of the activities of a special psychologist
Until now, there are no clear and unambiguous criteria by which one could judge the effectiveness of all areas of activity practical psychologist. You can consider some criteria for the effectiveness of each of the activities of a special psychologist separately.
If we talk about psychodiagnostics, then, according to the point of view of G. S. Abramova, "the effectiveness of the work of a special psychologist with a standard, psychometric method will be determined by the correspondence of the goals of applying the test or methodology to the sample under study." Apparently, the adequacy of the methods used by the psychologist can be checked, in particular, by the effectiveness of the recommendations proposed on the basis of the survey materials to the client.
The effectiveness of psycho-correctional work is associated with the following important points:
The dynamic content of the period of age development can be varied, which means that the success and effectiveness of the same impact is not the same at different points in life;
The effectiveness of psycho-correction is determined not by its intensity and the number of impacts produced, but by the quality of the content, timeliness and adequacy;
Efficiency depends on the degree of compliance of psycho-correctional work with the individual characteristics of a person's mental development.
When evaluating the effectiveness of psychological counseling, the following key indicators can be indicated (G. S. Abramova, 1994):
Changes subjectively experienced by the client in the inner world;
Objectively recorded parameters characterizing changes in various modalities;
Sustainability of changes in a person's subsequent life after receiving psychological assistance.
Content and Features
professional activity of a psychologist
Under professional activity of a psychologist is understood as a system of interrelated methods, methods and means used by him to study the psychological characteristics of personnel, work teams, psychological factors of the professional environment and their improvement in order to increase the efficiency of professional activity and preserve the mental health of workers.
Features of the professional activity of a psychologist.
Reliance on the provisions of modern psychological science and practices, representing the theoretical basis, as well as the necessary empirical material for solving practical problems.
The psychologist's strict adherence to ethical standards, a pronounced orientation to the value of another person, which implies an adequate perception and assessment by the psychologist of his abilities as a measure of influence on another person.
Sufficient regulation of activities by normative acts. This implies the orientation of the psychologist both on the interests of the client, taking into account his personal values, interests and maintaining mental health, and on the need for a high-quality solution of professional and organizational tasks, ensuring the effective functioning of the employee's psyche in the process of their implementation.
Limited possibilities of a psychologist for professional communication and self-improvement.
The need to perform (in addition to the implementation of direct professional activities) and other organizational duties that are largely contrary to the style and spirit of professional interaction between a psychologist and a client (monitoring compliance with the working time schedule, participation in internal investigations, certification, personnel assessment, etc.).
The collective nature of the organization and conduct of psychological work, the need for close interaction of its subjects, involving the exchange between them of psychological information obtained in the course of work with employees, and the use of this information in practical activities, which determines the peculiarity of focusing on the requirement of confidentiality of such information.
The dependence of the final result on the coherence of the joint actions of the psychologist and other subjects of psychological work - leaders, OK, EMS.
The lack of sufficiently clear criteria for the effectiveness of a psychologist, and in some cases - reliable and proven methods that allow you to effectively carry out professional tasks, correctly apply them in relation to certain categories of workers, the lack of professiograms of many specialties.
The subject of study and management
at the same time (i.e., the subject of the professional activity of a psychologist) is the mental reality of the employees of the organization.
The nature of the interaction of the identified goals, which form two levels of the work of a psychologist - level of understanding of the phenomenon and control level him - is determined, first of all, by the special nature of the subject area of his practical activity. The fact is that psychological phenomena do not lie on the surface. In most cases, the task of a psychologist is not only to distinguish between a psychological phenomenon in everyday life, but also to determine the compliance of its condition with known norms according to the main criteria, to find and apply adequate methods and means. psychological impact on him. All this presupposes a combination of research and management procedures in the work of a psychologist.
I. Level of understanding.
At this level, the following tasks of theoretical and research content are solved.
Fixing Existence socio-psychological phenomenon. The content of the psychologist's activity: to see the phenomenon, to notice it, to distinguish it in everyday life that is psychologically undifferentiated for a non-professional. If the phenomenon appeared as an obvious problem, then the content of the activity of a practicing psychologist becomes the acceptance of this problem as a task of his psychological work with all the ensuing professional, including ethical, consequences.
Description of the phenomenon. Content - to give a detailed description both in the language of everyday communication, understandable to a non-professional, and with the help of categories of psychological language, highlighting subtle details, features and already known patterns.
Study - i.e. purposeful observation of the phenomenon, its analysis, examination, generalization of the obtained reliable socio-psychological information.
Explanation- interpretation of research data, construction of conceptual models that allow explaining the mechanisms of the phenomenon: its structure, factors of occurrence and dynamics, dependencies between various parameters-characteristics, indicators and criteria for the optimal or normative state of socio-psychological characteristics. An explanation is actually a reasonable description.
Forecasting - this is the construction by a psychologist of dynamic models of the prospective state of a team or employee, his activities and relationships under certain management conditions.
Practical and methodological recommendations, those. a system of substantiated proposals of an organizational and managerial nature for professional specialists related to the organizational system in connection with the problem being solved, for managers, QA and EMS specialists, lawyers, physicians, etc.
II. Management level.
This level of psychological work involves a practical impact on the parameters of the team and the characteristics (properties, states) of an individual employee. The following tasks are being implemented.
Accounting for the results of understanding in the control action - in the process of communication with leaders and members of teams, in the construction of correctional-forming programs, in the process of psychological counseling.
development correction, those. a system of competent professional actions of an organizational, managerial, psychological, pedagogical, psychotherapeutic plan, carried out both by the psychologist himself and by other specialists on his recommendations in relation to deviations in the behavior of individual workers and the team as a whole. Corrective
impact presupposes reasonable knowledge of the relevant norm.
Directed formation. The content of this aspect of activity is the elimination of deviation from the norm, understood as a known deficit of significant knowledge, skills, motivation and personality-group properties necessary for the successful completion of professional tasks. The forms of work can be, for example, the organization of events for psychological preparation for activities, socio-psychological training of communication, etc.
Assistance to self-development. The life of the team involves its self-development, independent overcoming of emerging problems. The role of the psychologist consists, first of all, in qualified psychological counseling of the manager and individual employees in cases of their seeking advice, help, as well as in the current psychological education and education of team members.
The functions of a psychologist as a subject of psychological work:
In this case functions are understood as objective, the most characteristic sets of professional tasks, homogeneous in content, the implementation of which is characterized by stable methods and means of using psychological knowledge to achieve a specific goal.
diagnostic- psychological study and registration according to the most significant parameters of the characteristics of the individual, team, activity, diagnosis of deviations from the norm, identification and evaluation of factors affecting the success of the activity and psychological condition of people;
research - study of the latest achievements in the field of psychological science and practice, replenishment of scientific and methodological knowledge, regular analysis of the processes and the state of one’s own work, the experience of colleagues, participation in research, adaptation of new methods, clarification of criteria, indicators in relation to a specific sample, etc.;
predictive- forecast of development trends and the prospective state of the psychological characteristics of the object of study under certain options for managing it;
information - communication to clients and managers of the system of psychological knowledge, increasing the level of their socio-psychological competence, communication of information about the psychological state
object and tendencies of its development;
constructive and design- selection and structuring of material, participation in the acquisition of teams, groups, design
the optimal state of the object, the content and conditions of activity, means and modes of work, etc.;
educational and methodical - training in the use in practice of knowledge of psychology, skills and abilities of mental self-regulation and psychological influence, development of methodological documents;
expert- assessment of possible or alternative options for solving psychological and other (using the possibilities of psychology) options for solving problems, a qualified conclusion about the psychological parameters of the state of the object of evaluation;
advisory - assisting employees, managers and giving them recommendations on finding the most optimal course of action in resolving difficult psychological situations;
correctional and developing - assistance in changing and / or reconstructing psychological formations, compensating for defects in education and upbringing, changing the modes and conditions of activity in connection with a certain state of people, the formation of qualities that contribute to personal self-expression and development, as well as the successful solution of professional problems;
The professional activity of a psychologist is diverse and multifunctional in nature and content. Performing functional duties, the psychologist uses a variety of methods, techniques and technologies, combined by their nature into separate activities.
The main types and methods of activity of a psychologist.
Organizational and methodological work.
officials, instructing and training other subjects of psychological work in the practice of using psychological
knowledge, as well as direct actions during the implementation of psychological work activities.
Improvement of professional competence.
Psychodiagnostics is a set of measures carried out by a psychologist to identify, measure and evaluate the individual psychological characteristics of a person, the socio-psychological characteristics of the activities of teams in accordance with existing norms and criteria, as well as factors that reduce the effectiveness of performance. All activities are carried out in order to:
forecast of further development of the object of the survey;
search the most effective ways work with him;
development of specific recommendations for the subject, as well as for officials on further optimization of existing forms, methods and means of professional activity, mode of life.
Psychological help.
The main types and methods of psychological assistance are:
psychoprophylaxis and mental hygiene,
psychological counseling,
psychological training and education,
psychotherapy,
psychocorrection
psychorehabilitation.
Part I General questions of the organization and activities of the school psychological service (I.V. Dubrovina)
Chapter 2. The content of the work of a school psychologist
I.2.1. Where to start work?
What can you advise a psychologist who has just come to school? First of all, do not rush, look around.
The first period of work of a practical psychologist can be conditionally called the period of adaptation: the psychologist must adapt to the school, and the school must adapt to the psychologist. After all, they don't know each other very well. Here, conversations with the school administration, students, their parents, attending lessons, extracurricular activities, pioneer gatherings, Komsomol meetings, meetings of teachers' councils, parent meetings, study of documentation, etc. At the same time, in conversations, at meetings, it is necessary to acquaint teachers, students and their parents with the tasks and methods of work of a school psychologist (in the most general form).
A psychologist at school is a new phenomenon for us, and many teachers may not immediately recognize a psychologist. Patience, benevolent calmness, a tactful attitude towards everyone are needed. Every person has the right to doubt, and the teacher, the class teacher, the headmaster - even more so. Why should they immediately believe in a psychologist? Everything depends on him and, most importantly, on his professional training and ability to work professionally. Therefore, in our opinion, one should start with what the psychologist knows and can do best. For example, if he has a lot of experience in working with younger schoolchildren, then it means that he should start with them, if before he had to deal with the development of the intellectual sphere of children, then you should try yourself in working with lagging behind or capable children, etc.
But in all cases, there is no need to rush, to strive at all costs as soon as possible to show what you are capable of. The psychologist came to school for a long time, forever, and the teaching staff should immediately form the attitude that the psychologist is not a magician, he cannot solve everything at once. And such psychological processes as correction, development, in general, are long in time. Yes, and finding out the causes of a particular psychological problem requires a different time each time - from several minutes to several months.
According to the experience of school psychologists, such an adaptation period can take from three months to a year.
I.2.2. So, why does a practical psychologist come to school?
Adult people working in the school all together solve one common task - they provide training and education for the younger generation. At the same time, each of them occupies a specific place in the educational process, has its own specific tasks, goals and methods. For example, the specific tasks and methods of work of a history teacher differ from the tasks and methods of work of a teacher of biology, mathematics, physical culture, labor, etc. In turn, the tasks and methods of activity of all subject teachers change fundamentally when they act as class teachers.
So, each school teacher has his own functional duties based on professional specialization. But what about a practical psychologist? Maybe those in the school are right who perceive him either as an "ambulance" for the teacher, or as a "nanny" for the students, i.e. as a useful person, even in something interesting, but without certain, clearly defined responsibilities - it's good to have him, but can you do without him? Of course, this is completely inconsistent with the meaning of his activities.
A practical psychologist comes to school also as a specialist - a specialist in the field of child, pedagogical and social psychology. In his work, he relies on professional knowledge about age-related patterns and individual originality of mental development, about the origins of mental activity and the motives of human behavior, about the psychological conditions for the formation of personality in ontogenesis. A psychologist is an equal member of the school team and is responsible for that side of the pedagogical process, which, apart from him, no one can professionally provide, namely, he controls the mental development of students and contributes to this development as much as possible.
The effectiveness of the work of a school psychologist is determined primarily by the extent to which he can provide the basic psychological conditions conducive to the development of students. The main conditions are as follows.
1. Maximum implementation in the work of the teaching staff with students of age-related opportunities and development reserves (seizitiveness of a particular age period, "zones of proximal development", etc.). A practical psychologist should help ensure that age-related characteristics are not simply taken into account (these words are already used to at school), but these features (or neoplasms) are actively formed and serve as the basis for the further development of schoolchildren's capabilities.
So, at primary school age, purposeful education and upbringing of the child begins. The main type of his activity is educational activity, which plays an important role in the formation and development of all mental properties and qualities. It is this age that is sensitive for the development of such psychological neoplasms as the arbitrariness of mental processes, the internal plan of action, reflection of the ways of one's behavior, the need for active mental activity or a tendency to cognitive activity, mastery of educational skills and abilities. In other words, by the end of primary school age, the child should be able to learn, want to learn and believe in their abilities.
The optimal basis for successful learning is the harmonious correspondence of educational and intellectual skills and abilities with such personality parameters as self-esteem and cognitive or educational motivation. This correspondence is laid precisely in primary school age. Almost all problems (including poor progress, learning overload, etc.) that arise at subsequent stages of education are determined by the fact that the child either does not know how to learn, or teaching is not interesting to him, his perspective is not visible.
There is a huge variety of activities, each of which requires certain abilities for its implementation at a sufficiently high level. The formation of abilities has its own characteristics at each age stage and is closely related to the development of the child's interests, self-assessment of his success or failure in a particular activity. The mental development of a child is impossible without the development of his abilities. But the development of these abilities requires patience on the part of adults, attention and careful attitude to the slightest successes of the child, and this is often not enough for adults! And they soothe their consciences with the common formula that ability is the exception, not the rule. Having such a conviction, a school psychologist cannot work, his main task is to identify and develop the abilities of everyone at the individual level of achievement.
At the same time, the psychologist should keep in mind that children have different grounds for assessing abilities: they evaluate their comrades by their success in classes (objective criterion), and themselves - by their emotional attitude to classes (subjective criterion). Therefore, the achievements of children must be considered in two ways - in terms of their objective and subjective significance.
Objectively significant achievements are clearly visible to others: teachers, parents, comrades. For example, a student learns the material quickly, "on the move", immediately understands the teacher's explanation, freely operates with knowledge. He stands out among classmates, his self-esteem coincides with real high success, is constantly reinforced.
Subjectively significant Achievements are such successes that are often invisible to others, but are of high value to the child himself. There are children (this is the bulk of students - the so-called "average" students) who do not have any big, noticeable achievements in a certain field of knowledge; great interest, happy to complete tasks on it. Subjectively, for themselves, they achieve some success in this field of knowledge, unlike others. Self-assessment of the capabilities of such a child is often reinforced only by his own positive attitude towards the subject. Thus, we can say that there are different conditions for the formation of self-esteem - under the influence and support of the teacher or contrary to the teacher's assessment (and then the child has to overcome significant difficulties for self-assertion, or he "gives up").
At school, unfortunately, they do not properly approach the so-called "average" student. Most "average" junior schoolchildren already have their favorite subjects, there are (certain areas where they achieve relatively high results. But general level development in many of them is not high enough due to a number of circumstances (for example, shortcomings in the development of imagination, etc.). If you do not immediately pay attention to them, do not support their interest and success in a particular area, then they can (as often happens) remain "average" until the end of schooling, having lost faith in their abilities, interest in classes.
An approach to the problem of abilities, based on the recognition of the existence of not only objectively, but also subjectively significant abilities of the child, makes it possible to build an educational process taking into account the subjectively most successful field of knowledge or activity for each student. Usually, the main attention in training and development is proposed to be given to the weakest places, lagging zones that the child has. Meanwhile, reliance on the area that is subjectively successful for the child has the most progressive influence on the formation of personality, allows the development of the interests and abilities of each, tightens lagging abilities not directly, but indirectly.
3. Creating a child-friendly school psychological climate, which is determined primarily by productive communication, the interaction of the child and adults (teachers, parents), the child and the children's team, the immediate environment of peers.
Full-fledged communication is least of all guided by any kind of evaluation or evaluation situations, it is characterized by non-evaluation. The highest value in communication is the other person with whom we communicate, with all his qualities, properties, moods, etc., i.e. the right to individuality.
A favorable psychological climate and relationships have their own specifics at each age.
In the lower grades the nature of the teacher's communication forms a different attitude towards him in children: positive in which the student assumes the personality of the teacher, showing goodwill and openness in communicating with him; negative in which the student does not accept the personality of the teacher, showing aggressiveness, rudeness or isolation in communicating with him; conflict, in which students have a contradiction between the rejection of the personality of the teacher and a hidden, but keen interest in his personality. At the same time, there is a close relationship between the characteristics of communication between younger students and the teacher and the formation of learning motives in them. A positive attitude, trust in the teacher cause a desire to engage in educational activities, contribute to the formation of a cognitive motive for learning; negative attitude does not contribute to this.
A negative attitude towards a teacher among junior schoolchildren is quite rare, and a conflicting one is very common (about 30% of children). In these children, the formation of cognitive motivation is delayed, since the need for confidential communication with the teacher is combined in them with distrust of him, and, consequently, of the activity in which he is engaged, in some cases, with fear of him. These children are most often closed, vulnerable or, on the contrary, indifferent, unreceptive to the instructions of the teacher, lacking initiative. In communication with the teacher, they show forced humility, humility, and sometimes the desire to adapt. Moreover, usually children themselves do not realize the reasons for their own experiences, disorder, grief, unfortunately, adults often do not realize this either. First-graders, due to insufficient life experience, tend to exaggerate and deeply experience the seeming severity on the part of the teacher. This phenomenon is often underestimated by teachers at the very initial stage of teaching children. Meanwhile, this is extremely important: in subsequent classes, negative emotions can be fixed, can be transferred to educational activities in general, to relationships with teachers and comrades. All this leads to serious deviations in the mental and personal development of schoolchildren.
In the relationships of adolescents, the most significant feelings of sympathy and antipathy experienced by them for their peers, assessments and self-assessment of abilities. Failures in communication with peers lead to a state of internal discomfort, which cannot be compensated for by any objectively high indicators in other areas of life. Communication is subjectively perceived by adolescents as something very important: this is evidenced by their sensitive attention to the form of communication, attempts to comprehend, analyze their relationships with peers and adults. It is in communication with peers that the formation of the value orientations of adolescents begins, which are an important indicator of their social maturity. In communication with peers, such needs of adolescents as the desire for self-assertion among peers, the desire to get to know oneself and the interlocutor better, understand the world around them, defend independence in thoughts, actions and actions, test one’s own courage and breadth of knowledge in defending one’s opinion, show in in fact, such personal qualities as honesty, willpower, responsiveness or severity, etc. Adolescents who, for one reason or another, did not have communication with their peers, often lag behind in age-related personal development and, in any case, feel very uncomfortable at school.
Relationships between high school students are characterized by special attention to communication with representatives of the opposite sex, the presence or absence of informal communication with teachers and other adults. Communication with an adult is the main communicative need and the main factor in the moral development of high school students. Communication with peers, undoubtedly, also plays a role in the development of a personality here, however, a young man (and even a teenager) can have a sense of his own significance, uniqueness and self-worth only when he feels self-respect for a person who has a more developed consciousness and greater life experience. Parents and teachers act, therefore, not only as transmitters of knowledge, but also as carriers of the moral experience of mankind, which can be transmitted only in direct and even informal communication. However, this is the role that parents and teachers actually fail to cope with: students' satisfaction with informal communication with adults is extremely low. This testifies to the unfavorable spiritual state of society, to the rupture of the spiritual connection between the older and younger generations.
The modern school does not comply with the psychological conditions that ensure the full communication of students with adults and peers at all stages of school childhood. Hence, some students of primary school age and many adolescents and high school students form a negative attitude towards school, towards learning, an inadequate attitude towards themselves, towards people around them. Effective training and progressive development of the personality in such conditions are impossible.
Therefore, the creation of a favorable psychological climate, in the center of which is personal, interested communication between adults and students, is one of the main tasks of the school psychologist. But he can successfully solve it only in joint work with teachers, in creative communication with them, setting a certain content and productive forms of such communication.
The school psychologist is located directly within the social organism where both positive and negative aspects of the relationship between teachers, students and their parents are born, exist and develop. He sees each child or teacher not in itself, but in a complex system of interaction (see Fig. 1).
This is a kind of "field" of interaction between a practical psychologist and students of different ages, their teachers and parents, in the center of which are the interests of the child as an emerging personality. It is clear that at all stages of work, both with individual students and with the children's team, close cooperation of the psychologist with all adults related to these children is necessary.
I.2.3. The main types of work of a school psychologist.
The main activities of a school psychologist include:
- psychological education as the very first familiarization of the teaching staff, students and parents with psychological knowledge;
- psychological prevention , consisting in the fact that the psychologist must carry out constant work to prevent possible problems in the mental and personal development of schoolchildren;
- psychological counseling , which consists in helping to solve those problems with which they come to him themselves (or they are recommended to come, or they are asked by a psychologist) teachers, students, parents. Often they realize the existence of the problem after the educational and preventive activities of the psychologist;
- psychodiagnostics as an in-depth insight into psychology inner world schoolboy. The results of a psychodiagnostic examination provide grounds for a conclusion about the further correction or development of the student, about the effectiveness of the preventive or advisory work carried out with him;
- psychocorrection as the elimination of deviations in the mental and personal development of the student;
- work on the development of the child's abilities , the formation of his personality.
In any particular situation, each of the types of work can be the main one, depending on the problem that the school psychologist solves and on the specifics of the institution where he works. Thus, in boarding schools for children deprived of parental care, the psychologist primarily develops and implements such developmental, psycho-correctional and psycho-prophylactic programs that would compensate for the unfavorable experience and life circumstances of these children and contribute to the development of their personal resources.
Psychologists working at rono mainly perform the following activities:
- organization of lecture cycles for teachers and parents in order to improve their psychological culture. Experience shows that it is after a course of lectures that teachers and parents more often turn to a psychologist, see more problems are better formulated. Lectures provide an opportunity to increase the motivation of teachers and parents to implement the psychologist's recommendations, since the analysis of a similar case shows adults real ways to solve a particular problem. At the same time, it is important that the psychologist dwell on topical issues, interesting to the audience, illustrated lectures with examples from practice (of course, without indicating names and surnames). This increases the interest not only in psychological knowledge, but also in counseling; parents and teachers begin to imagine what the work of a psychologist is, cease to be frightened when they are invited to a conversation with a psychologist about the study or behavior of their child;
- consultations for teachers, parents on issues of interest to them psychological problems and providing information assistance. Psychologists are often asked to tell where they can get advice on special issues affecting the interests of the child. Depending on the request, the psychologist recommends specialized psychological, defectological, legal, medical and other consultations;
- carrying out in-depth work in any class in order to help the class teacher in identifying the specific causes of student failure and indiscipline, determining, together with teachers, possible forms of behavior correction and development of students;
- assistance in the preparation and conduct of pedagogical councils in individual schools;
- organization of a permanent seminar for teachers of the district on child and educational psychology, psychology of personality and interpersonal relations;
- the creation of a psychological "asset" from among the teachers of the district's schools. This is a prerequisite for the work of the district psychological service. If each school, or at least the majority of schools in the district, does not have at least one teacher who can competently raise psychological questions, determine which children and on what problems it is advisable to show a psychologist for examination, then it will be almost impossible for the district psychological center to work: several people that it contains will not be able to independently determine the difficulties and problems that students have in schools;
- participation in enrollment in the first grades to determine the level of readiness of children for schooling.
The experience of the district psychological center allows us to speak of it as a useful form of psychological service, given that it is difficult to provide all schools with psychologists in the near future.
Despite the fact that a more effective form of organizing a psychological service is the work of a practical psychologist directly at the school, a psychological center or an office at the rono could provide some psychological assistance to the schools of the district. For the development of the school psychological service, the interaction of a psychologist at school with psychologists from district (city) psychological offices is very important.
The specifics of the psychologist's activity in the organization. Directions of activity of the psychologist in the organization. Professional competence of a psychologist in an organization. Work of a psychologist on request and planned work. Models of work of the consultant depending on the category of those in need.
The work of a psychologist on request and planned work. The psychologist's annual work plan is drawn up by the head of the psychological service and approved by the HR director.
The work plan consists of the following sections: 1. Psychological diagnostics of candidates for the lesson vacancies and optimization of criteria for professional selection of various job categories of personnel.2. Participation in the work of the attestation commission.3. Analysis of socio-psychological processes in the team.4. Dynamic psychological monitoring of employees.5. Training of various categories of personnel in the basics of psychological knowledge.6. Carrying out preparatory measures for planning work for the next year; - studying the general socio-psychological situation at the enterprise; - identifying problem areas, work in which is a priority.
The specifics of the psychologist's activity in the organization. Areas of activity of a psychologist in an organization.Organizational and methodological principles of psychological service- this is a set of professional principles and rules for the relationship of a psychologist with customers, clients and other users of psychological information. It can be put more simply - this is "a moral code of relations related to the performance by a psychologist of an organization (enterprise) of his official duties."
The need to develop organizational and methodological principles of psychological service is caused by the fact that:
relations in this rather specific area of official
relations should be strictly regulated by common
all principles; new employees of the psychological service must quickly learn a system of moral values consistent with the requirements of the administration;
the diversity of religions and moral and ethical concepts requires the creation of universal rules; views on unity of command, confidentiality of psychological information and the role of a psychologist in enterprise management should be clearly defined; the owner, the owner of the enterprise sometimes wants to pursue a policy at the enterprise that differs from the generally accepted in the state; the leaders of the enterprise change, the psychological service must work according to stable rules, on the basis of legal standards.
Based on my own experience and the work experience of school psychologists, colleagues from the Armed Forces and the Ministry of Internal Affairs; taking as a basis the normative documents of the psychological service of the State Customs Committee, we came to the conclusion that it is necessary to develop organizational and methodological principles of the psychological service, consisting of three main parts: goals and objectives of the psychological service; rules for using psychological information; moral and ethical principles of the work of a psychologist.
Goals and tasks psychological service The essence of psychological activity lies in the scientific and methodological support of personnel and educational work, that is, the psychologist acts almost as the ideologist of all work with personnel, its creator, implementer and, apparently, subsequently, the "scapegoat." The meaning of the psychologist's activity is to help employees experiencing various psychological or socio-psychological difficulties. Psychologists working in line with models built on this idea often have a specific view of employees: they are interesting
to him, first of all, from the point of view of the presence of violations that need to be corrected. The essence of psychological activity is to accompany the employee in the process of all his work. The concept of escort is not new, but today it has gained particular popularity. Many authors use terms that are similar in meaning, for example, "assistance." Such an approach to the work of a practical psychologist makes it possible to make it an independent, but not an alien part of the organization system.
Psychological support This is the profession of a psychologist. It is carried out within the framework of the personnel management system of an enterprise (organization) and is aimed at creating socio-psychological conditions for successful professional activity and personal growth of an employee in situations of service interaction.
The object of psychological practice in this case is the professional activity and personal growth of the employee, the subject is the socio-psychological conditions for successful professional activity and personal growth.
HR system is a set of principles and methods of personnel management for workers and employees at the enterprise. The personnel management system consists of five interrelated subsystems. Each of these subsystems certainly includes a psychological component:
Personnel policy determines the general line and fundamental guidelines in working with personnel for the long term. This includes organizational and methodological principles of psychological service in an organization (at an enterprise).
Recruitment consists in the formation of a reserve of personnel to fill vacant jobs, is determined by the requirements for personnel formulated in the personnel policy subsystem, and models of jobs, including psychological requirements for applicants for vacant positions.
Personel assessment - determination of the degree of compliance of the employee with the vacant or current position. If there is a vacant position, the potential of the employee is determined, which makes it possible to judge his ability to occupy this position. Compliance analysis (position held for a certain period) is carried out by assessing both the potential of the employee and the degree of his individual contribution, taking into account the results of work. At the same time, it is important to accurately designate the role and place of the psychologist in the work of the attestation commission.
Staff placement should ensure the constant movement of personnel based on the results of assessing their potential, individual contribution, planned career, age, terms of employment and the presence of vacancies in the staffing of the enterprise.
Training involves ensuring that the professional knowledge and skills of employees correspond to the modern level of production and management.
Within the framework of each of the subsystems of personnel management, the following areas of activity of a psychologist can be distinguished:
I. Applied psychodiagnostics. Diagnostics is the first and necessary component of the model, but it should not become an end in itself. Diagnostics includes sections: Psychodiagnostics at admission work. Its purpose is to determine the degree of the candidate's ability to meet the requirements of the work activity (depending on the area of work). Periodic psychodiagnostics employees working in the organization. This diagnostic, unlike diagnostics at the time of hiring, is primarily aimed at helping employees in personal growth and in maintaining mental health. It is carried out in two stages:- Primary psychodiagnostics of employees. Its purpose is to identify a group of people in need of psychological assistance. Diagnostics is carried out with all personnel. Deep psychological examination. It is carried out with those who need psychological help to confirm and clarify the hypothesis about the causes of existing problems. The hypothesis is put forward on the basis of the data of primary psychodiagnostics.
II. Psychocorrectional and developmental work. Those employees who have not identified socio-psychological and personal problems are trained in the form of lectures and consolidate the necessary skills at trainings. Correctional work is carried out with those employees who have identified certain problems.
psychologist in an educational institution
Selection of priority areas of its work.
The object of activity of a teacher-psychologist is the administration, teachers, children, their parents, participants in the educational process.
The subject of activity is the interaction of the subjects of the educational process in the systems: adult - adult, adult - child, child - child, individual - group.
The teacher-psychologist is responsible for the psychological health of the child in the conditions of the educational process, his full personal and intellectual development at each age stage, forms the ability to self-development, professional self-determination.
The teacher-psychologist helps to ensure an individual approach to each child based on the psychological and pedagogical study of children, is engaged in the prevention and overcoming of deviations in the intellectual and personal development of the child.
type of family education
Psychological Data
intellectual features
personal characteristics
motivation
interests, vision of the future
Medical Data
mother___
father___________________________________________________________________________
Application
psychological and pedagogical
council
The journal of the consultation is filled out by its leading psychologist and contains the following approximate columns:
1. The student's health and development status (to be completed with the school doctor).
2. The psychological atmosphere of the family.
3. Type of family education.
4. Features learning activities.
5. Features of relationships with adults.
6. Features of relationships with peers.
7. Self-esteem.
8. Features of behavior.
9. The problem discussed at the council.
10. Conclusion of the council.
Date_____________ Signatures of members of the psychological
pedagogical council
REPRESENTATION OF THE TEACHER-PSYCHOLOGIST ON THE CHILD.
Surname, name __________________ _________________________________________________________
Educational institution (DOU, school, etc.) ______ class (group) _____________
Date, month, year of birth _____________________Date __________________________________
Overall assessment of the child ________________________________________________________________
Learning motivation _________________________________________________________________
Efficiency _____________ _________________________________________________________
Formation of educational skills __________________________________________________
Typical mistakes in writing, reading, counting. __________________________________________
Lateral phenotype: dominant arm, leg, eye
Features of the development of mental functions:
Attention___________________________________________________________________________
Memory____________________________________________________________________________
Thinking________________________________________________________________________
Speech______________________________________________________________________________
emotional sphere ______ __________________________________________________________
Motor functioning _________________________________________________________________
_____________________________________________________________________________________
Communication:___________________________________________________________________________
peers ___________________________________________________________________________
Adults _________________________________________________________________________
Features of behavior _________________________________________________________________
Personal characteristics_______________________________________________________________
________________________________________________________________________________________
A family__________________________________________________________________________________
Interests, vision of the future, professional orientation ____________________________
________________________________________________________________________________________
Conclusion of a psychologist
PRESENTATION OF THE TEACHER ON THE CHILD
Educational institution __________________________________________________________________
Surname, name ________________________________________________________________________
Date, month, year of birth ___________________________________________________________
FULL NAME. parents_____________________________ _____________________________________
__________________________________________________________________________________
In this view you will find a list of statements that characterize various aspects of your student's life: his behavior, learning difficulties, especially relationships with teachers and peers. Read each one and underline what you think applies to this child.
1. DIFFICULTIES IN LEARNING:
Cognitive (learning) activity in the classroom (lessons) is short-term, often distracted, does not hear the question
Passive in the classroom (lessons) quickly gets tired, exhausted, does not give the right answers;
Not included in the educational process, most time is engaged in extraneous affairs, gaming interests prevail;
With difficulty masters the skills of reading, writing, counting;
Poorly remembers even a small poem, rules, multiplication tables.
Has a limited (poor) vocabulary;
Other features _________________________________________________________________
The final level of mastering the educational standard of the program of the educational institution (preschool educational institution, school, vocational school, etc.) according to:
reading (literature) _____________________ Russian language _________________________________
counting (forward and backward) _______________mathematics _____________________________
2. DIFFICULTIES IN LEARNING STANDARDS OF BEHAVIOR:
Very quick-tempered, often disobedient, arguing with the teacher;
Interferes with other children in the lesson and at recess, does not hear the speech addressed to him, does not change his behavior when they make comments;
Suspected of missing money, valuable items;
Lack of initiative, closed, immersed in his thoughts, may not answer the teacher's questions, there is no emotional interest in the environment;
Other difficulties _______________________________________________________________
3. FEATURES OF SOCIAL CONTACTS:
1) broken relationships with classmates:
Interferes with other children in games, makes fun of them;
Offends the weaker;
Exposes himself, clowns around, plays the role of a "clown";
Often quarrels with classmates, pestering everyone, being in bad relationship with some of them;
Unloved by other children, often ridiculed at him;
Fights, bites, scratches, uses dangerous objects as a weapon of a fight;
Closed, isolated from other children, prefers to be alone;
Other violations________________________________________________________________________________
2) broken relationship with the teacher
When communicating with a teacher, he gets lost, embarrassed, cries for no reason, speaks in a low voice when answering, stumbles;
Avoids contact with the teacher, is not interested in communicating with him, tries to be inconspicuous (often a reduced mood background);
Negativism is manifested in relation to the teacher, does not fulfill his requirements, answers boldly, sometimes rudely;
Other violations_________________________________________________________________
4. CIRCUMSTANCES NEGATIVELY AFFECTING THE PROCESS OF ADAPTATION OF A CHILD TO AN EDUCATIONAL INSTITUTION:
1) transfer to a new educational institution, new group(class), second year of study, moving to another city, arrival from the countryside.
2) somatic weakness:
Frequent colds;
Complaints of stomach pain and nausea;
Headache
Availability chronic diseases(cholecystitis, pyelonephritis, asthma, neurodermatitis, tuberculosis); one
3) organic disorders and physical defects:
Poor eyesight;
Weak hearing;
Deficiencies in the pronunciation of individual sounds;
Poor coordination of movements, awkward;
Too small growth
Excessive fullness;
4) pedagogical, incompetence of parents;
Neglect - parents ignore not only the spiritual world of the child, but also do not fulfill the most elementary requirements for caring for him (the child is often sloppily dressed, looks like he is eating very poorly);
child abuse;
Increased guardianship - constant monitoring of the child's behavior, excessive protection from imaginary and true dangers;
An exaggerated idea of the parents about the fragility of the child, his pain;
Contradictory upbringing (each family member makes his own demands on the child).
6. MARK TWO-THREE POSITIVE FEATURES OF THE PERSONALITY OF THE REBENKD ON THE BASIS OF WHICH YOU CAN BUILD CORRECTIONAL WORK.
Teacher ____________________________
Application
to the letter of the Main Department of Education
PROGRAM
The work of a teacher-psychologist with a group _______________________________
1. Compiled by psychologist F.I.O.
2. Description of the class (group):
Psychological characteristics of children;
General characteristics of the work of the teacher in this class (group).
3. Goals of the program:
(to prescribe specific goals and objectives of working with children, if work with teachers and parents is separately allocated, then prescribe these tasks as well).
4. Stages of the program implementation by months.
5. The planned results of psychological work in the class (group) in a form that allows their expert verification.
Date of compilation: Psychologist's signature:
RESULTS OF PSYCHOLOGICAL WORK
in the class (group) _____________ in account. year.
1. The following diagnostic studies were carried out in the class (group).
2. List of group lessons (trainings) held in the class (group)
4. The name of the forms of individual work with children.
1. A list of the results of working with a class (group) in a form that allows their understanding and use by those who are still working or will work with this class,
3. Analysis of the experience of implementing this program and recommendations for its further improvement.
Psychologist's signature:
CORRECTIONAL WORK
20 y.
Surname ___________________________ First name _________________________________
Educational institution ___________________________________________________________
Class (group) ________________________________________________________________
Opinion of a specialist (individual correction _________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Dynamics of remedial education.
Over the past period from _________________ to _____________, the following changes occurred:
Application
to the letter of the Main Department of Education
teacher-psychologist in an educational institution "
PROGRAM
correctional and developmental classes
I Explanatory note
II Thematic lesson plan according to the following scheme:
III List of literature (indicates literature that can be used by group members
Oh, job
Application
to the letter of the Main Department of Education
teacher-psychologist in an educational institution "
1. Scientific and practical novelty.
2. Scientific validity.
3. Relevance and perspective.
4. Practical orientation.
5. The presence of interdisciplinary and intra-subject communications.
6. Representation of the results of approbation.
List of submitted documents.
I. Program:
1. An explanatory note that provides for the disclosure of the relevance, goals and objectives of the course, the duration of the course, its duration, categories of students, expected results
3. The practical part, its place in the course.
4. A list of literature that can be used by students, trainees, and which was used by the author.
II. Approximate thematic plan.
Areas of protection of the program:
1. Rationale for choosing a course.
2. Goals and objectives of the course.
4. Expected results.
5. Place this course in curriculum(share of hours, links to other courses).
Application
to the letter of the Main Department of Education
teacher-psychologist in an educational institution "
ANALYTICAL REPORT ON THE WORK OF THE PSYCHOLOGIST TEACHER.
1. Purpose, object, subject of research.
Building a hypothesis.
The choice of psychodiagnostic methods
Diagnostic Developer.
2. Presentation of the research results.
3. Analysis of the received data.
Application
to the letter of the Main Department of Education
teacher-psychologist in an educational institution
ANALYTICAL REPORT OF THE HEAD (METHODIST) OF THE MUNICIPAL PSYCHOLOGICAL SERVICE.
1. Analysis of the state of the psychological service (structure, staffing, ensuring the need for personnel, etc.).
2. A generalized analysis of the results of socio-psychological monitoring carried out in accordance with the preventive work plan of the educational institution, at the request of the administration, teachers (attached is statistically processed material on all surveys conducted in the form of tables, graphs, histograms)
3. A generalized analysis of the consultative reception carried out by teachers - psychologists of the municipal psychological service
4. Analysis of the results of monitoring the conduct of the course "Fundamentals of Life Self-Determination" within the framework of the regional component, " healthy image Life", "Fundamentals of Self-Knowledge", "Sexual Education" and other courses aimed at developing the personal and emotional-volitional sphere.
5. Analysis of the correctional and developmental work carried out by teachers-mi-psychologists of the municipal psychological service (attached are generalized results of examinations of children before and after the correctional and developmental work in the form of tables, graphs, histograms; diskette).
6. Identified problems: conditions and root causes of their occurrence, tasks and methods for their solution.
7. Work plan for the next academic year.
8. Prospects for the development of the service.
Application
to the letter of the Main Department of Education
teacher-psychologist in an educational institution
Observation, natural experiment. Methods of psychological pedagogical diagnostics developed (diagnostic box). |
|
observation. natural experiment. W1SG (adaptation). Test of creative thinking P. Torrens. Gestdlt - Bender test. Anxiety test (R. Tamml, M. Dorki, V. Amen). Self-esteem (Dembo-Rubinstein). Method for diagnosing learning motivation in children 5-7 years old (modification) |
|
observed. natural experiment. Group intelligence, test (GIT), (adapt., EZh Borisova,). Determination of the motivational orientation of the personality (, TV. Galkina). Methodology for studying the level of aspirations and self-esteem of a schoolchild (modified methods by T. Dembre, completed). Test of creative thinking P. Torrens. Methodology for diagnosing an emotional attitude to learning (modified questionnaire of Spielberg's CD, performed by AD Andreeva) |
|
observation. natural experiment. School test of mental development (SIT) (, etc.). Methodology for studying personal self-regulation (Q-SORT technique, modification). Determination of the motivational orientation of the personality (,). Methodology for studying the level of aspirations and self-esteem of a schoolchild (modern. methods of T. Dembo, S. L. Rubinshtein, performed by AM. Parishioners). Test of creative thinking P. Torrens. |
|
observation. natural experiment. R. Amthauer's intellect structure test (modified by E. M. Borisova, et al.) Methodology for studying personal self-regulation. (Q-SORT technique, modification). Determination of the motivational orientation of the personality (,). Methodology for studying the level of claims and self-esteem of a schoolchild (modified methods by T. Dembo, SL. Rubinshtein, performed by AM. Parishioners). Measurement of the motivational sphere of personality (). Test of creative thinking P. Torrens. |
|
teachers |
Questionnaires: "The level of subjective control of personality"; "Professional and pedagogical potential of a teacher" (developed by the laboratory of sociological research of SSU) |
Application
to the letter of the Main Department of Education
teacher-psychologist in an educational institution
2 – 3 years |
Observation, natural experiment. Methods of psychological and pedagogical diagnostics developed (diagnostic box) |
observation. Natural experiment, free play. A set of techniques aimed at identifying the mental development of a child developed in the lab. . Anxiety test. (R. Tamml, M. Dorki, V. Amen). Projective methods: house-tree-man, GAT, family drawing, etc. Self-assessment and level of claims ("Ladder",) |
|
6/7 - 8/9 years |
observation. natural experiment. Free play. WISG (adaptation). Creative Thinking Test P. Torrens GAT. Gestalt test Bender. Anxiety test (R. Tamml, M. Dorki, V. Amen). Self-assessment (Dembo-Rubinshteyi). GAT. House-tree-man. Family drawing. Pictogram. Raven's standard progressive matrices, Method for diagnosing motivation for learning in children aged 5-7 years (T. A. Nezhnova, modification), method of motivational preferences ("Three wishes", "Three-flower", "Magic wand") (, Y Shvantsara ); Self-esteem and level of claims ("Ladder",). Questionnaire for the diagnosis of asthenia I. K. Schatz |
Observed, Natural experiment. The study of educational activities. Group intelligence test (GIT), (adapt., -owl, .,). non-existent animal. Pictogram. Self-esteem. Rene-Gile test. 1b-factor questionnaire of R. Kettel. Methods of studying personal self-regulation. Methodology for studying the level of aspiration and self-esteem of a schoolchild (modified methods of T. Dembo, completed by A. M. Parishioners). A method for diagnosing an emotional attitude to learning (modern. questionnaire by Ch. D. Spielberg, performed by AD. Andreeva). Questionnaire for the diagnosis of asthenia. |
|
12 - 13 years old |
observation. natural experiment. Group intelligence. test (GIT) (adapt., EM. Borisova, -howl,). Non-beings, animal. 16-factor questionnaire R. Cattell. Pictogram, Melting "Pictorial frustration (Q-SORT technique, modification). Method for diagnosing an emotional attitude to learning (modified questionnaire, completed by Reeva). Method for studying the level of aspirations and self-esteem of a schoolchild (modified technique by T. Dembo, completed) Questionnaire for the diagnosis of asthenia, the scale of classical socio-situational fear, doubt (O. Kondash) |
14 years and older |
observation. natural experiment. School test of intelligence. Development (Shtur). Pathocharacterological questionnaire (PDO) AL. Lichko. Test "Pictorial frustration by S. Rosenzweig". Methods for studying personal self-regulation (Q-SORT technique, modification). Drawing of a non-existent animal. dialogue techniques. Test of the structure of intelligence R. Amthauer, Methodology for studying the level of claims and self-esteem of a schoolchild (modified methods of T. Dembo, Stein, completed). A method for diagnosing an emotional attitude to learning (a modified questionnaire by Ch. D. Spielberg, completed by A. D. Andreeva)" "Dreams, hopes; fears, fears "modified technique. Questionnaire for the diagnosis of asthenia RK. Schatz. |
teachers, parents |
Diagnostic techniques, projective and other methods |
Application
to the letter of the Main Department of Education
teacher-psychologist in an educational institution
indicative norms
for advisory activities
teacher-psychologist of educational institutions.
Type of work |
Time (in hours) |
|
Individual counseling of one teacher Primary appointment Secondary reception Follow-up appointments Preparation for every appointment | ||
Single Parent Counseling Initial Appointment Secondary reception Follow-up appointments Preparation for every appointment | ||
Individual counseling for one preschool child Primary appointment Follow-up appointments Preparation for every appointment | ||
Individual counseling for one elementary school student Primary appointment Follow-up appointments Preparation for every appointment | ||
Individual counseling for one high school student Primary appointment Follow-up appointments Preparation for every appointment | ||
Individual counseling for one high school student, educational institutions, colleges, lyceums, etc. Primary admission Follow-up appointments Preparation for every appointment | ||
Group counseling for teachers Holding a Consultation Preparing for a consultation |
time for the group |
|
Group counseling for parents Conducting a consultation Preparing for a consultation |
time per group 2.5 |