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1. General characteristics of the place of practice

2. Features of the work of a psychologist at school

3. Description of the arrangement of the psychologist’s office

4. Introduction to correctional class 2G

5. Attending classes to become familiar with the forms and methods of work of a teacher-psychologist with children

6. Organization and conduct of individual examinations

Bibliography

Applications

1. General characteristics of the place of practice

Secondary school No. 57 is a budget educational institution. It is a 3-story brick building. Director: Kovtunov Vladimir Ivanovich. The school has been operating since September 1, 1985. psychologist school examination diagnostics

Special attention The teaching staff pays attention to issues of patriotic and moral education students. Every year, meetings are held with war veterans and home front workers, at which students give concerts and give home-made gifts. The school's tradition is the autumn event "Gifts of Autumn". It is dedicated to the Day of the Elderly. Students collect fruits and sweets for the residents of the Veterans' Home. The school pays great attention to promoting a healthy lifestyle and physical development of children.

Classes at the school are organized over a 6-day school week. Lessons start at 8 o'clock in the morning, in primary school - at 9 o'clock. Primary school is taught on a grade-free system. The school is a stronghold for the Unified State Examination. Subject laboratories are centers of research activity and improvement of teaching skills.

The school has correctional classes for children with developmental disorders, such as cerebral palsy, mental retardation.

2. Features of the work of a psychologist at school

Honored teacher-psychologist T.N. Matveeva works at secondary school No. 57.

Higher education

Great social expectations are closely associated with the arrival of a psychologist at school, which he should not forget about for a minute. Having identified a psychologist, psychology came to school as an urgent need school life.

From the tasks set, the conclusion follows that it is necessary to combine diagnostics of students’ personality development and identification of psychological and pedagogical reasons for its violation, and the adoption of preventive and precautionary measures.

So, the main areas of activity school psychologist are diagnostic, preventive and psychocorrective, advisory work.

The work of a psychologist in a school is inextricably linked with the educational process. But school is a huge social institution. When working with children, the psychologist consults with teachers and parents.

Let's consider the main methods of work of a psychologist in a school.

In addition to psychology lessons, the psychologist’s competence includes diagnosis and correctional work. This can be a diagnosis of cognitive processes (memory, thinking, attention) and a diagnosis of the child’s emotional sphere. At low rates diagnostic methods, corrective work is carried out with the child. This work includes elements of play and drawing methods (it all depends on the age of the child). Conducting extracurricular activities (classroom hours, KVN) are also within the competence of the psychologist, drawing up a psychological and pedagogical profile of the child, which reveals the development of all spheres and mental processes, health. The characterization also gives a complete picture of the family climate, the interests of the child, etc. School counseling plays an important role.

For a child, school is the center of social development. First experience interpersonal relationships, learning, and much more - a child receives all this at school. This is where it is necessary to develop a unified line of work for teachers, parents, and psychologists. Only with mutual decision-making and common goals can a school claim to be a social institution of knowledge.

The psychologist helps the child to assimilate all this experience through mastering behavior and building his own position, in which the child develops a conscious perception of the world. Many people mistakenly believe that a psychologist only deals with testing, and that psychology lessons are held at the level of elective classes and do not represent anything valuable for a child’s knowledge. The main position of the psychologist is the creation of conditions for life systems for children and the choice of these systems. With the well-coordinated work of the psychologist and the teaching staff, the child develops the conditions for creating a personal position (awareness of his own self, confidence, own opinion). It is the psychologist who acts as the organizational link between children and teachers, which is necessary to address the interests and capabilities of schoolchildren.

From successful work psychologist depends on the conditions for the formation of pedagogical tasks. A psychologist can understand the reasons for poor academic performance and aggressiveness of children. This is where a close connection arises with parents who need to make contact with a psychologist. Who better to understand the behavior of children than their parents?

There are situations when a child needs the help of a more specialized specialist than a school psychologist. Then the psychologist at school can help parents make a choice and refer them to another specialist.

This institution employs psychologist Tatyana Sergeevna Gritsenko, a psychologist of the highest category. She was my supervisor of educational practice.

As in any institution, the psychologist has his own job responsibilities:

1. A teacher-psychologist must know: the Constitution of the Russian Federation. Laws of the Russian Federation, decisions of the government of the Russian Federation.

2. The teacher-psychologist is approved for the position and dismissed from the position by the school director.

The teacher-psychologist reports directly to the school director and deputy director for educational work.

The purpose and tasks of the psychologist in this institution:

The main areas of activity of a psychologist are: psychodiagnostics, psychocorrection, psychoeducation, psychoprophylaxis, psychoconsulting.

Psychodiagnostics involves identifying aggression, anxiety, personal, motivational, cognitive and other characteristics of children. But the psychologist’s work does not end at this stage. He must develop recommendations for each child, documenting them in writing, and conduct corrective classes with those students who have identified deviations from the norm. These classes are conducted individually or with a group in the form of trainings, exercises or games for preschool and junior school age aimed at eliminating the problem.

The psychologist also deals with psychoprophylaxis, which includes explaining the harm of smoking and using psychoactive substances, promoting a healthy lifestyle, and preventing crime. In addition, he conducts educational work with parents and teachers, speaking at pedagogical councils and parent-teacher meetings and explaining the peculiarities of the psychology of children of a certain age on a topic proposed to him in advance. Some psychologists in schools individually advise parents and children on an issue that concerns them, helping them understand the cause of the problem during an individual conversation.

3. Description of the arrangement of the psychologist’s office

The psychologist's office is a room of 15 m2, intended for receiving individual lessons and storing files (tools, documentation). The psychologist's office is aesthetically designed. The walls and furniture are painted in warm colors.

A standard classroom room is supposed to be divided into several zones, corresponding functional purpose. This is the area for initial reception and conversation with the client, the advisory area, the play therapy area, the area for relaxation and relieving psychological and emotional stress.

Primary reception area. It is equipped with a work desk and a cabinet ( methodological material on diagnostics and correctional and developmental material), a card index with the child’s data and the results of their examination.

Advisory work area. This includes a coffee table, two armchairs, a sofa, and there should also be dim light in this area.

Play therapy area. This zone is soft covering floors, movable upholstered furniture, didactic and educational games, craft materials.

An area for relaxation and relieving psychological and emotional stress. This area is located on the second floor of the correctional facility. It is a room of about 15 m2. This area consists of a dry pool, balls, tactile balls, Stuffed Toys, Peacock tail lamp, sensory equipment, convenient location upholstered furniture (ottomans, rugs, mats) - all this is intended for relaxation and relieving muscle tension.

During our acquaintance with the activities of the psychologist, we examined the work folders located on the psychologist’s desk. The list of documentation located in the folder is listed below:

Work plan of the educational psychologist for the 2009-2010 academic year

This includes the following sections:

1. Psychodiagnostics

Psychological correction

Psychoprophylaxis

Psychological counseling

Expert work

Methodical work

2. Work schedule of a teacher-psychologist of the Omsk region educational institution "Special (correctional) general education boarding school No. 7 of the first type"

3. Schedule of correctional and developmental classes for the 2009-2010 academic year, first quarter

4. Schedule of diagnostic classes for the 2009-2010 academic year, first quarter

5. Individual plan professional activity educational psychologist for 2009-2010

6. Layout of the premises on the first floor in case of emergency

7. Job description of a teacher-psychologist

8. Instruction No. 80 on the procedure for personnel to ensure safety and rapid evacuation of people in the event of a fire at boarding school No. 7

Work plan of the psychological-medical-pedagogical council for the 2008-2009 academic year

1 Schedule of scheduled meetings of the PMPC

2. Logbook for registering children at PMPK

4. Protocol

Psychological-medical-pedagogical council

Decision of the psychological, medical and pedagogical council

5. Application

1) Psychological and pedagogical characteristics of the student

2) Conclusion based on the results of the psychodiagnostic study

3) Results of a psychological examination of preparatory class children

4) Extracts from the history of the child’s development

5) Extract from the PMPK protocol for submission to the PMPK

6) Individual conclusion

1) Mini-training “We are a team”

2) "Sea Adventures" (psychological game for teenagers)

3) Formation of communication skills for children with developmental delays.

5) Workbook “I solve logical problems”

6) Workbook for children of 2nd grade

7) Teaching aid for preparatory class children

8) Diagnostics for teachers

Analysis by the teacher of the characteristics of the individual style of his teaching activity

Questionnaire for teachers

Teacher Evaluation Methodology (MORU)

Questionnaire for teachers to diagnose 1st grade student’s adaptation to school (Kovalyova)

9) Career guidance

Questionnaire of interests

Student questionnaire for career guidance (grade 10)

Differential diagnostic questionnaire

10) Diagnosis of personality traits of adolescents

Diagnosis of personality characteristics of adolescents with hearing impairment

Differential diagnostic questionnaire

Social-psychological questionnaire

11) Diagnostics Psychological readiness for school"

Diagnostic package for determining the level of development of the cognitive sphere of children with hearing impairment

Techniques

Forms of tables for fifth-grader adaptation

Diagnostics of memory of perception, thinking, visual-effective thinking, attention

Questionnaire for parents

Scheme-character of students

Psychological and pedagogical characteristics of the student

Research results

4. Introduction to correctional class 2G

There are 26 students in the class under study. Of these, 12 are boys and 14 are girls. Children of primary school age 7-8 years old. The students have been studying together since September 1, 2010, their class teacher is Natalya Vladimirovna Pavlenko. This team slightly changed its numerical composition. So initially there were 24 students. In one academic year, two new students enrolled. The class teacher has 6 years of teaching experience and corresponding education, first category.

In a team, there is an opportunity to observe the emergence of male friendship, mutual assistance, mutual assistance, and the manifestation of greed and hostility, cunning and conspiracies, humiliation of the weaker. The predominance of girls affects emotional moments, creative gatherings, and decorations in the classroom. The alienation of the “Robinson boys” is associated with their low academic performance, a certain untidiness, and physical aggressiveness. The guys are representatives of asocial families; they do not have the skills of normal communication with peers. Even among themselves, having “the same troubles,” they cannot find positive points of contact. That is why classmates try to avoid communication, and as a result, conflicts and beatings. 1 girl is “new” in the class; she joined the team only at the end of last year school year, and so far it is difficult for her to become a full-fledged member of the team. The girl lacks determination and self-confidence. In addition to this, learning is difficult for her; the girl lags somewhat behind her peers.

The class teacher pays great attention to the development of group cohesion and the formation of positive character traits. Natalya Vladimirovna relies, first of all, on her love for children and experience of working with children with cerebral palsy and mental retardation, taking into account their age characteristics and interests. Considers it a positive result full development students’ personalities, their timely assimilation of special correctional and educational programs and self-satisfaction. Undoubtedly, the teacher enjoys authority among children and parents. This is evidenced by frequent and fun joint events, a log of events and reviews, and a positive atmosphere.

10% of students study "excellent", 40% - "good and excellent", 25% - "good and satisfactory" and 25% - "satisfactory". Discipline during lessons is normal. Students mainly receive criticism for their lack of preparation for a certain type of work (lack of plasticine, paper, ruler, etc.). In such cases, mutual assistance comes to the rescue. The life of the team outside of classes is quite active - it includes extracurricular activities, organization of cleanup days, hikes and excursions, and visits to sports grounds.

Of course, the team and the child’s personality are in close contact in the educational process, exerting both positive and negative interaction on each other. For example: students’ creative abilities are successfully realized and developed in extracurricular activities and holidays. And the lack of positive communication skills of some students is the cause of conflicts and fights that arise in this team.

It should be noted that the relationship between the teacher and the children is friendly, respectful, the children love the teacher, in turn, the teacher organizes and maintains a favorable climate in the team, showing love, care, and interest in each student. The student body provides unity, friendship, camaraderie junior schoolchildren.

5. Attending classes to become familiar with the forms and methods of work of a teacher-psychologist with children

Consultation report

Date and time of consultation	Consulted	Reason for appeal	Problem		Consultant educational psychologist
	Parent (father) K.D.	The child repeatedly failed to complete the simplest calculations required for the correctional program for 1st grade students. (the boy is already in the second)	Can't concentrate. Often shifts attention.	1. Meet the parent 2. Conversation (see Appendix 6) 3. Identification of problems within the family that affect the development of a visually impaired child. It turns out that one of the parents constantly puts pressure on the child and calls him “stupid”, “moron”. Hence the fear of hearing an insult, and at the same time the lack of concentration and the inability to perform the simplest mathematical operation and concentrate on the task. 4. A system of joint sessions between parents and child with a psychologist has been proposed.
	A child diagnosed with cerebral palsy, mental retardation 2 Gclass G.L.	The child is not friends with other children, is very complex and withdrawn	Closedness and unsociability	1. A diagnostic conversation during which a decreased interest in the surrounding reality was revealed. The child is bored with his peers, he has created a world within himself where he is healthy and strong, and there are no sick classmates around him. 2. In the family, the child is actively taught and strives to emphasize his deviations, hinting that he is “not like everyone else” and no one normal will ever communicate with him. 3. To solve the child’s problems, it is necessary to conduct consultation conversations with parents.

10/13/2011 Lesson in the psychologist’s office

Goal: determining the level and development of cognitive processes

General tasks:

Development of cognitive processes;

Development of logical thinking;

Development of attention;

Development of visual memory

Equipment:

Task cards,

Pencil,

Child: Sasha - 2nd grade, studying under a correctional program

Diagnosis - cerebral palsy

Task description		Psychologist's words	Child's actions
Psychological attitude	Prepare the child for work, develop motivation	"Shall we study?"	Nods his head and agrees
Task No. 1 Numbers are written on the board: 7, 8, 9 must be delivered	Development of logical thinking	"Sasha, what's the next number?"	The child correctly determines the number and puts the number 10
Task No. 2 There are signs on the board with the seasons and their designations. The child needs to name the seasons and draw these symbols himself	Development of attention	"Sasha, what seasons do you know?" "Let's put them on paper"	The child names the 4 seasons and then draws the symbols
Task No. 3 Several numbers are superimposed on the picture, one on top of the other, the child must say which numbers he sees	Development of attention	“Sasha, the numbers are confused in this picture, tell me what numbers are here”	The child says it's 1, 4,3
Phys. Just a minute 2-3 exercises will be completed. 10 times each. The psychologist shows the exercises and performs them together with the child.	Relax your child's emotional stress	"Let's rest a little, repeat the exercises after me"	The child willingly repeats the exercises
Task No. 4 On the board there are pictures depicting a circle, a square and a mushroom, etc., the child needs to name them, remember and reproduce them	Development of visual memory	“Sasha, name the pictures on the board and remember them,” “Okay, now I’ll close them and you tell me what the pictures were.”	The child names all the pictures correctly. It’s a little difficult to reproduce, but he calls it correctly
Conclusion Words are written on the board in the past tense on tablets: solved, drew, thought, read	Development of a child’s temporary relationship and summing up	"What were we doing?"	The child answers the question and reads the signs: read, solve, draw, think

Analysis of the teacher's lesson

The literature lesson I attended was held for students in grade 2 "G". The teacher has extensive teaching experience and enjoys well-deserved respect from students. 2 "G" - correctional class.

Lesson topic: "Why do we love the fairy tale about Kolobok?" (in Russian folk tale"Kolobok").

The purpose of the lesson: by reading and acting out various passages, to follow the development of Kolobok’s fate.

Educational:

Make students think about the topic of friendship and mutual assistance.

Developmental:

Improving reading and reading comprehension skills.

Educating:

Leading students to the importance of friendship and mutual assistance.

During the classes.

I. Organizational stage. The teacher welcomes students, notes those present, and prepares students for work. This stage does not take much time, but is very important for mobilizing students’ attention and internal readiness to test the knowledge acquired in the previous lesson and learn new material.

II. The task of the second stage of the lesson is to establish the correctness and awareness of the knowledge acquired in the previous lesson. The teacher does not call anyone to the board, but little by little asks the whole class. If a student finds it difficult to answer, the teacher invites others to help him with wording, add something, express their point of view, and he himself helps and guides the students’ train of thought. Thus, in 15 minutes the students remembered the material from the previous lesson. This stage is very important, since repetition of what has been learned prepares students to study new topic. Based on the answers received by the students, the teacher poses new questions to the students, smoothly leading them to the topic of today's lesson. This technique is very effective and significant.

III. The teacher announces the topic of today's lesson. The task of this stage is to organize and direct the cognitive activity of students towards the goal. The teacher behaves actively, constantly keeping the students' attention on the problem being studied. It's like the children's game "hot and cold." And as a result, students get pleasure from the fact that they themselves have found answers to seemingly difficult questions. The problem-based learning methods used by the teacher are very effective, as they allow the student not only to get ready-made answers, but to solve the problem himself and consider all its sides. The knowledge gained in this way is strong and reliable. As a result, students develop a concrete understanding of what is being studied and a deep understanding of the idea of the problem being studied.

From time to time, the teacher focuses the students’ attention on important passages of the fairy tale: “Let’s read and retell this,” “This is very important, let’s write it down.” Thus, he draws the students’ attention to some significant, key facts that are the key to resolving any issue or problem. This helps students develop the ability to highlight the main thoughts and essential aspects of the material being studied, and teaches them to think analytically, composing a holistic picture from individual episodes.

It should be noted that students are actively involved in the discussion of questions asked by the teacher, although some students are embarrassed to express their thoughts, the teacher approaches them personally and asks their point of view. The teacher encourages activity with approving phrases: “Well done,” “That’s right,” “Yes, that’s right,” etc. This contributes to the internal emancipation of students, no one feels out of place, students are very pleased to realize that their opinion is significant, that they can see some hidden patterns and facts, and therefore are able to think deeply and seriously. Pupils behave in a disciplined manner, as everyone is involved in the work and is not distracted.

The position chosen by the teacher is very effective from a pedagogical point of view. He coordinates the cognitive activity of students, giving them the opportunity to express themselves. As necessary, he activates the attention of the students, providing any information that can turn the course of the discussion in a different direction if, for example, the students are moving away from the topic, or suggests looking at the problem from a different angle. At the same time, the teacher is very tactful and does not interrupt students. The teacher’s speech is competent, rich in phraseological phrases, convincing and clear. The teacher is emotional, actively gestures, emphasizes the main ideas in his speech with intonation, and uses quotes and comparisons. It is clear that he is passionate about his subject and is able to engage his students. The emotional appeal of the lesson contributes to the development creative approach to learning. A teacher who is able to evoke strong emotional and positive feelings helps the student to be passionate about learning and easily accept the learning material.

IV. At this stage, the conclusions of all previous discussions were formulated together with the students. By asking various questions, the teacher found out how correctly the students had learned the knowledge.

Evaluating the lesson in general, we can say that the plan was a success and the goals set by the teacher were achieved. The general friendly atmosphere of the lesson allowed the students to immerse themselves deeply in the problem being studied, to activate their thinking and imagination. The form of organizing a lesson in the form of a game discussion allows students with developmental disabilities to develop their communication abilities, the ability to defend their point of view, develop speech and creative thinking. The students’ performance did not decrease throughout the lesson, which indicates their passion for the topic and ability to work in a group.

The teacher was able to create positive motivation to master new material, as evidenced by the attentiveness of students, questions to the teacher, active work of students, expression of their own judgments, proactive discussion of issues by students.

The teacher actively involved the students' memory and thinking: the presentation was clear and consistent, emotionally rich. Information intended for memorization was included in active intellectual processing. To activate students' thinking, the teacher used the creation of problem situations; clear formulation of questions; organization of operations of analysis and generalization; encouraging students to pose their own questions and come to their own conclusions.

Students received high-quality, in-depth knowledge, the ability to think analytically, to highlight significant aspects in the material being studied, which indicates the high cognitive activity of students and the pedagogical skill of the teacher.

6. Organization and conduct of individual examinations

Psychological individual examination of a child in a correctional class secondary school, as a rule, is carried out at the request of a teacher or parents interested in understanding the individual characteristics of the child and receiving advice on working with him. First, the psychologist talks with the teacher, finds out how the latter evaluates the child, what features cause anxiety or difficulties in his upbringing and education, and collects initial information about the child’s family. Observing a child among his peers - his communication with other children and the teacher, completing tasks in class, observing the regime - helps the psychologist create an initial general idea of the child.

Before starting examinations, the psychologist must create favorable conditions to communicate with the child. Thus, it is inappropriate to tear a child away from an activity that is interesting to him, to bring him for examination against his will, or to force him to complete tasks in one way or another - this will complicate the course of the study, diagnostically valuable data will not be obtained, and the results will not be indicative. Establishing trusting and friendly contact, good mutual understanding between the psychologist and the child is a necessary condition for obtaining reliable results.

In some cases, establishing contact becomes the main goal of the initial part of the examination, and then techniques are offered to the child only after this goal has been achieved (sometimes not even on the first day of work). The ways of establishing contact may be different depending on the individual characteristics of the child and his attitude towards the psychologist and the examination situation. Sometimes a calm, friendly conversation with a child on neutral topics that are not overloaded with information for the child is effective. In another case, it is useful at first not to pay attention to the child at all, to give him the opportunity to independently navigate the situation and get used to the new environment. Then offer him an interesting toy, play with him and only after that, as if without leaving the game situation, gradually begin to present him with method tasks.

Be that as it may, a friendly attitude towards the child, acceptance of him as he is, absence of comments, pulling back, authoritarian tone, insistence on compliance with mandatory norms of behavior (say hello, address an adult, etc.), positive assessment his personality and his actions create the background against which the child’s intellectual capabilities can be realized to the greatest extent and the characteristics of his personality can be most fully manifested.

To conduct the examination, a separate room is required, in which no one will interfere with the work with the child. Appearance has rooms great importance. The less it looks like an official office, the freer the child will feel. A suitable environment will be created by children's drawings, crafts and picture books, which the child can look at before the examination begins. Displayed in plain sight bright, unusual items or overly attractive toys are undesirable, as they can distract the child’s attention from the assigned tasks. Before starting the examination, the psychologist must prepare all the experimental material, but arrange it so that it is not visible to the child.

The examination is carried out at a small table. It is better not to sit a younger student facing the window so that what is happening outside the window does not distract him. The teacher, if he wants to be present during the examination, should be seated away from the child, to the side or behind his back. The child can be asked to choose what he wants to do: play, draw or exercise. The choice is recorded, and the child is given the appropriate technique.

In the first part of the examination, it is better to propose methods aimed at diagnosing the level of cognitive development, since they are the most difficult for children, and while performing these tasks, the child should not be tired. After carrying out one or two “intelligent” techniques, it is possible to alternate tasks of various types.

Some “personal” methods and tasks presuppose the existence of a particularly confidential contact with an adult; it is advisable to offer them when the contact has become sufficiently strengthened and the child feels free and comfortable. For many children, it is especially difficult to talk with unfamiliar adults, so it is better to offer such children verbal tasks in the middle or at the end of the examination, having previously established verbal communication. In general, the examination of a student in a junior correctional class can take from 30 to 60 minutes.

An important condition for conducting the examination is adaptation to the individual characteristics of the child - his usual pace, level of fatigue, fluctuations in motivation, etc. So, in case of rapid fatigue, you can take a break and talk with the child (get answers to important questions) or give him the opportunity to stand up, walk around, play ball with him and do some physical exercises (check the state of motor skills).

During the examination, the psychologist must keep a protocol that records the proposed tasks and the success of their completion, the assistance provided to the child and the level of his learning ability, the ability to independently find errors and the adequacy of assessing the results of his actions. The nature of the child’s reaction to the examination situation, the characteristics of contact with the psychologist, emotional manifestations, attitude towards performing various tasks, the level of activity of the child in communicating with the psychologist and in performing tasks, statements characterizing self-esteem and level of aspirations, pace of activity, characteristics of attention, degree of orderliness and purposefulness of actions and other significant indicators of the characteristics of cognitive and personal development.

If the examination is carried out at the request of the parents and one of them accompanies the child, it is advisable to invite the parent to fill out the questionnaire. If he has questions while filling out the questionnaire, he should not explain possible options answers - the parent must fill out the questionnaire independently, marking those points that caused difficulties. If parents are not going to be present during the examination, you can ask them to fill out the questionnaire in advance. The questionnaire materials can provide a psychologist with significant assistance in working with a child.

Data about the history of the child’s development can be obtained from parents in the future, after the examination. In this case, the psychologist will proceed from the idea about the child that he has already formed as a result of the examination, and the questions he asks will be of a more directed, “targeted” nature. In any case, getting to know the parents and obtaining information about the child from them is necessary to draw up a reasonable psychological conclusion based on the results of the examination and to develop pedagogical recommendations.

Acquaintance with the history of child development.

Finding out the conditions in which a child grew up is of great importance for understanding the characteristics of his individual development and developing recommendations for correcting deviations. A psychologist can find out the history of a child’s development (collect a “psychological history”) in a confidential conversation with the parents. It is also possible to conduct a survey, although the data obtained in this way has much less value.

Below is general scheme compiling a history of the child’s psychological development, which can be shortened and clarified in relation to each specific case. The nature of the questions depends on the complaints of educators and parents and on those psychological problems of the child that were identified by the psychologist during the preliminary examination: the psychologist will remove some questions altogether, while others will be the subject of particularly careful clarification.

1. Personal information about the child and basic information about the family. Date of birth and exact age of the child, complete family composition, indicating the age, education and nature of work of all family members and relatives taking part in raising the child. Changes in family composition and the child’s reaction to them. Living conditions.

2. Data about the child’s health. Features of pregnancy and childbirth, the presence of risk factors in the health of mother and child. Information about injuries and operations, chronic or frequent diseases. Cases of hospitalization, the child’s reaction to them. Registration with a neuropsychiatrist or other specialists. Diagnosis made.

3. Features of raising a child, starting from birth. Where and by whom was he raised? At what age was he sent to preschool? How I got used to it, how my relationships with children and teachers developed. Sudden changes in the environment (moving, separation from loved ones, etc.) and the child’s reaction to them.

4. Characteristics of development, starting from birth. When I started sitting, standing, walking, etc. How did speech develop? General emotional background. Difficulties in behavior. Favorite activities and games at different ages. Household responsibilities, demands from adults. Level of independence. Degree of activity, manifestation of initiative. Relationships with family members and peers. Typical conflicts, their frequency. Punishments and rewards from adults, the child’s reaction to them. Are developmental activities conducted outside the kindergarten and what kind, the child’s attitude towards them.

5. What other moments in the child’s development do parents consider significant. Features of the child that worry parents.

When getting acquainted with the history of a child’s development, one must keep in mind that the events themselves in his life cannot be correctly assessed without taking into account the child’s own reaction to them, the nature of his experiences and ways of adapting to certain difficulties. The question of the child’s reaction to each life circumstance is no less important than clarifying the circumstance itself.

It should be borne in mind that parents often do not very well understand the meaning of the questions asked to them, and do not always accurately remember the features that are significant for the child. life situations, and often do not want to be frank and deliberately withhold some information. By telling the psychologist certain facts, the father or mother simultaneously gives their own assessment of these facts, often completely inadequate. The task of a psychologist is to be able to separate facts from their interpretation.

Getting to know the parents and collecting information about the child should help the psychologist draw conclusions regarding not only the child himself, but also the personal characteristics of the parents and the style of parenting in the family.

When analyzing the results of examinations, first of all, the psychologist must distinguish between normality and pathology (pathology means intellectual disability, mental retardation, other types of mental disorders), keeping in mind that differential diagnosis various forms pathology is not the task of a child psychologist.

The main goal of the examination is to create a psychological portrait of a normally developing child, which includes characteristics of behavior, features of the child’s cognitive and personal development, and on this basis to organize targeted correctional work.

Analysis of a child’s cognitive development involves identifying general level development of perception, imaginative thinking, memory, speech and imagination. It is necessary to determine whether the listed processes are developed evenly or unevenly relative to each other. Cases of uniform development are quite simple; variants of uneven cognitive development present difficulties in analysis. The latter is expressed not only in differences in the levels of perception, thinking, imagination, etc., but also in symptomatic differences within each individual cognitive process.

The analysis of the results must be carried out comprehensively; individual manifestations should be interpreted only in connection with others: an individual symptom itself is always ambiguous, its true meaning follows from comparison with other symptoms. To an even greater extent comprehensive analysis important for understanding the child’s personality, manifested in behavioral characteristics, performance of projective, cognitive and so-called “personal” tasks.

When analyzing the results of the examination, a correct understanding of the characteristics of the child’s interaction with other people acquires special significance.

A significant role here is played by the nature of upbringing in the family, the level of demands placed on the child, the degree of conflict in the family, etc. No less important are the qualities of the child himself, which determine his behavior outside the family (with children, teachers, other adults), in particular, the child’s initiative, conflict, and organization.

When analyzing examination data, a psychologist should strive not to assess the quantitative level of development of a particular function, but to create a holistic psychological portrait of the child, identifying the general type of behavior of the child. In this case, it becomes possible to develop specific recommendations for parents and educators.

Recommendations are made based on analysis specific situation child development. They may concern the correction of cognitive development, the characteristics of its emotional sphere, child-parent relationships, and the child’s relationships with adults and children.

A special problem is the acceptance of these recommendations by parents (educators) - only in this case they become effective. The more connected the psychologist’s advice is with the problems formulated in the request, the more involved in their development is the person who turned to the psychologist for advice, the more productive the recommendations will be.

The ethics of a psychologist in working with parents and educators presupposes non-disclosure of information received; conclusions and recommendations given to parents or a specific teacher at their request are not shared with anyone else.

Bibliography

1. Abramova G.S. Psychological counseling: Theory and practice: Proc. aid for students Higher Ped. Textbook establishments. - M.: Academy, 2010. - 240 p.

2. Lebedinsky V.V. Disorders of mental development in children - M.: Publishing house Mosk. un-ta, 2005. - P.27 - 34.

3. Litvak A.G. Essays on the psychology of the blind and visually impaired” - St. Petersburg: Vlados, 2008. - 280 p.

4. Osipova A.A. General psychocorrection: Textbook. aid for students higher Specialist. Textbook establishments. - M.: Sfera, 2000. -330 p.

5. Basics special psychology: Textbook / L. V. Kuznetsova, L. I. Peresleni, L. I. Solntsev and others / Ed. L. V. Kuznetsova. - M.: Education, 2009. - 387 p.

6. Semago N. PMP examination of a child - M.: Norma, 2000. - 270 p.

7. Khukhlaeva O.V. Basics psychological counseling And psychological correction: Textbook. aid for students Universities / O.V. Khukhlaeva. - M.: Academy, 2001. - 208 p.

Applications

Job description of a teacher-psychologist

I. General provisions

1. A teacher-psychologist belongs to the category of specialists.

2. A person with a secondary psychological or secondary pedagogical education with an additional specialty "Psychology" is appointed to the position of a teacher-psychologist (without presenting requirements for work experience, experience in teaching work (work in the specialty): from 2 to 4 years, from 4 to 6 years, over 6 years) or higher psychological (pedagogical) education with an additional specialty "Psychology" (without requirements for work experience; experience in teaching work (work in the specialty): from 2 to 4 years, from 4 to 6 years, from 6 to 10 years, over 10 years) or (II, I, highest) qualification category.

3. Appointment to the position of educational psychologist and dismissal from it are made by order of the director of the institution upon presentation.

4. A teacher-psychologist should know:

4.1. Constitution of the Russian Federation.

4.2. Laws of the Russian Federation, regulations and decisions of the Government of the Russian Federation and federal educational authorities on educational issues.

4.4. Convention on the Rights of the Child.

4.5. Regulations regulating issues of labor protection, health care, career guidance, employment of students (pupils) and their social protection.

General psychology, educational psychology and general pedagogy, personality psychology and differential psychology, children's and developmental psychology, social psychology, medical psychology, child neuropsychology, pathopsychology, psychosomatics.

4.7. Fundamentals of defectology, psychotherapy, sexology, mental hygiene, career guidance, vocational studies and occupational psychology, psychodiagnostics, psychological counseling and psychoprophylaxis.

4.8. Methods active learning, socio-psychological communication training.

4.9. Modern methods individual and group professional consultations, diagnosis and correction of normal and abnormal child development.

4.10. Rules and regulations of labor protection, safety and fire protection.

5. The teacher-psychologist reports directly to the director of the MDOU "Kindergarten of compensatory type No. 242".

6. During the absence of a teacher-psychologist (vacation, illness, etc.), his duties are performed by a person appointed by order of the director of the institution. This person acquires the corresponding rights and is responsible for the high-quality and timely performance of the duties assigned to him.

II. Job responsibilities

Educational psychologist:

1. Carry out professional activities aimed at preserving the mental, somatic and social well-being of students (pupils) in the process of education and training in institutions.

2. Promotes the protection of individual rights in accordance with the Convention on the Rights of the Child.

3. Promotes the harmonization of the social sphere of the institution and carries out preventive measures to prevent the occurrence of social maladjustment.

4. Identifies factors that impede the development of the personality of students (pupils), and takes measures to provide various types of psychological assistance (psychocorrectional, rehabilitation and advisory).

5. Provides assistance to students (pupils), parents (persons replacing them), teaching staff in solving specific problems.

6. Conducts psychological diagnostics of various profiles and purposes.

7. Draws up psychological and pedagogical conclusions based on research materials in order to orient the teaching staff, as well as parents (persons replacing them) in the problems of personal and social development of students (pupils).

8. Maintains documentation on in the prescribed form and uses it for its intended purpose.

9. Participates in the planning and development of developmental and correctional programs of educational activities, taking into account the individual and gender-age characteristics of the personality of students (pupils), contributes to the development of their readiness for orientation in various situations of life and professional self-determination.

10. Provides psychological support to creatively gifted students (pupils), promotes their development and search.

11. Determines the degree of deviations (mental, physical, emotional) in the development of students, as well as various types of social development disorders and carries out their psychological and pedagogical correction.

12. Forms the psychological culture of students (pupils), teaching staff and parents (persons replacing them), including the culture of sex education.

13. Consults employees educational institution on the development of this institution, the practical application of psychology, focused on increasing the socio-psychological competence of students (pupils), teaching staff, parents (persons replacing them).

A teacher-psychologist has the right:

1. Get acquainted with the draft decisions of the institution’s management relating to its activities.

2. On issues within his competence, submit proposals for improvement of activities for consideration by the management of the institution.

In accordance with the tariff and qualification characteristics of the position of a teacher-psychologist, agreed upon with the Ministry of Labor of Russia (Resolution of the Ministry of Labor of Russia dated November 22, 1995 No. 65) and approved by order of the Ministry of Education of Russia and the State Committee for Higher Education of Russia dated December 14, 1995 No. 622/1646, wages educational psychologists are employed in the range of 7-14 categories of the Unified Tariff Schedule. At the same time, categories 7-12 are established depending on education and teaching experience in the specialty (i.e. if, in addition to teaching experience, there is experience in the specialty, then both experience is taken into account), and categories 12-14 - in depending on the qualification category obtained based on the results of certification.

According to the letter of the Ministry of Education of Russia dated January 12, 1993 No. 10/32-T (agreed with the Ministry of Labor of Russia), for work in special correctional educational institutions for children with developmental disabilities, rates wages(official salaries) of educational psychologists, like other teaching staff, are increased by 15-20%. In addition, educational psychologists working in orphanages, special preschool educational institutions and in psychological, medical and pedagogical consultations have another advantage: they enjoy a vacation of 56 calendar days, and educational psychologists working in general developmental preschool educational institutions , have vacation 42 calendar days(basis: Government resolution Russian Federation dated September 13, 1994 No. 1052).

Due to the fact that the educational psychologist reports to both the head of the preschool educational institution and the head of the scientific and methodological office, when applying for a job, on the one hand, he must have pre-agreed days of attendance in kindergarten, on the other hand, are the days on which he is absent from the preschool educational institution and attends meetings of the scientific and methodological association of psychologists (for example, once every two weeks). Reporting forms for the work of an educational psychologist are also prepared for both managers: both along professional and administrative lines of subordination.

In order to regulate these relationships, before starting a job, the educational psychologist enters into an agreement with the administration of the preschool educational institution (for a specified period).

Scheduleone day as a psychologist-educator

Work schedule of a teacher-psychologist at school No. 57

Matveeva T.N.

Monday 10.00-16.00
1. Expert work
2. Organizational work
3. Corrective and developmental work (individual work)
4. Advisory work (individual or group consultations)
Tuesday 10.00-16.00

2. Correctional and developmental work (individual work)
3. Diagnostic work (individual work)
Wednesday 10.00-16.00
1. Practical work(attending classes, supervising children)
2. Advisory work (individual or group consultations)
3. Corrective and developmental work (individual work)
4. Expert work

Methodical day
Friday 10.00-16.00
1. Organizational work
2. Diagnostic work (individual work)
3. Corrective and developmental work (group work)

Plan of conversation with parents of students in correctional class 2G

Topic: General information about raising a child in a family, his inclinations and interests

Questions for parents:

1. Last name, first name of the child, date of birth.

2. Family composition. Parents' professions. Education of father and mother. Financial situation and living conditions of the family.

3. What kind of child is there in the family?

4. Did the child attend a preschool educational institution? From what age? How did (is) the adaptation process proceed?

5. How long have you been in this group?

6. What illnesses did the child suffer?

7. What injuries did the child suffer?

8. What games, toys, and materials for activities does the child have? Where and how are they stored (is there a special corner, room)?

9. How it is organized workplace schoolboy?

10. Who does the child stay at home with most often? Who walks and plays with him? Who brings toys and books to the child?

11. Are all adult family members unanimous in their approach to the child, in what they are allowed and prohibited?

12. What measures of influence on the child are used in the family (encouragements, suggestions, reprimands, etc.)?

13. Who in the family does the child listen to most?

14. With whom is he more often capricious?

15. To whom does he complain more often about offenders?

16. With whom do you most often share your impressions?

17. What self-care skills does the child have (independence in cleaning toys, bed, etc.)?

18. Does the child help around the house (participate in house cleaning, setting the table, caring for animals, watering plants, helping in caring for babies)?

19. What are your child’s favorite games and toys, favorite fairy tales and books, activities?

20. Which of the following activities is performed by the child most successfully: drawing, modeling, singing, dancing, building buildings from blocks, inventing games, telling fairy tales (stories), playing on the computer?

21. Name your child’s best friends (in the yard, kindergarten).

22.What qualities and abilities of your child do you especially value?

23.From which bad habits Would you like to wean your child?

Conclusionaccording to experimental psychological examination data

The purpose of the examination is to determine the level of development of cognitive processes (memory, thinking, perception, imagination, attention).

...

Features of the profession

It is believed that the profession of a psychologist becomes part of its carrier over time. The professional uses his skills and knowledge not only in working with patients, but also in Everyday life when communicating with loved ones. After all, the subject of study of a psychologist is the human soul, and it represents an inexhaustible resource for acquiring the necessary knowledge. Psychologists help a person connect his internal resources to solve current psychological problems. The main activities of a psychologist:

Psychological training, which includes training in methods of emotional self-regulation, the use of special exercises for personal growth and subsequent summing up.
Consultations involve communication between a specialist and students in order to find the best way out of a difficult situation.
Testing allows you to study the individual characteristics of the human psyche using interactive programs.

Staff psychologists at the school help students quickly adapt to new conditions, determine the child’s level of readiness for learning, provide career guidance to high school students, and work with difficult children. They are obliged to monitor the psychological health of students, create a comfortable environment for them, and conduct periodic mass examinations in order to identify people requiring psychological help.

Pros and cons of the profession

Such specialists play a big role in the lives of students and their parents, because they help to quickly resolve different types problems, preventing dangerous consequences.

Educational psychologists use their knowledge to timely turn current events in the right direction. A child at school is faced with non-childish problems: difficult relationships with peers, lagging behind in studies, misunderstanding of others. If these problems are not solved, the child becomes tense and aggressive. In some cases, suicidal tendencies occur. If the psychologist takes adequate measures, the situation will stabilize.

Pros:

the opportunity for personal growth, because a specialist is obliged to constantly improve himself;
acquired professional knowledge helps in everyday life;
the profession is considered creative and interesting;
the opportunity to really help people solve their problems;
knowledge of oneself and the depths of one’s consciousness.

TO cons The profession of “psychologist” can include periodic mental fatigue and emotional burnout. After all, such specialists immerse themselves in the patient’s problem headlong, passing information through themselves. Also, not everyone finds it easy to accept another person's worldview. Such professions oblige the specialist himself to have a crystal clear reputation so that his word has weight. It is unlikely that a patient will trust a doctor who cannot help himself.

Important qualities

Psychologists by nature must be altruists, since the emotional difficulties they have to face cannot be compensated for by any money. A high level of responsibility is a key requirement for a true professional.

The main qualities that a psychologist should have:

emotional and general intelligence must be at a high level;
the ability to listen and hear a person;
stress resistance;
tact and delicacy;
sociability;
observation;
optimism and self-confidence;
creativity and ability to offer non-standard solutions;
tolerance;
ability to calm the client;
empathy.

A specialist must be able to clearly formulate his thoughts. A sense of humor and endurance will also be very helpful.

Training to become a school psychologist

You can become a teacher-psychologist only after receiving a higher psychological education. After training, it is advisable to regularly attend specialized courses, thematic seminars and improve your own professional level.

Higher education

Duration of training: 4-5 years. Upon completion, the student receives a bachelor's or master's degree in psychology, as well as a corresponding diploma.

Place of work

Certified specialists can work in psychological centers, educational and medical institutions, on helplines, in private psychological consulting companies, and in enterprises as full-time psychologists. Many psychologists open private practices or work from home.

Salary

Salary as of 03/11/2019

Russia 15000—90000 ₽

Moscow 38000—110000 ₽

Career

Only after graduating from a university can you apply for a position as a full-time teacher-psychologist in educational institutions. Many people use this practice to gain the necessary experience and subsequently start their own business. After defending your doctoral dissertation, you can become a doctor of psychology.

Professional knowledge:

ability to use tools, ability to organize and conduct psychological research;
knowledge of the history and modern tasks of the science of “psychology”;
awareness of the basic methods of the profession;
the specialist must have an understanding of the human psyche and life activity;
knowledge of the basics of psychotherapy, developmental and correctional work;
knowledge of the basics of psychodiagnostics and psychological counseling;
have an idea of the mechanism of the human brain, mental states.

Self-analysis of work experience and constant self-improvement help a psychologist achieve high results in the relevant field.

Famous psychologists

Dale Carnegie is considered one of the most famous and famous psychologists. He wrote numerous books, essays, articles and lectures. His works are actively used not only by professionals, but also by ordinary citizens who are trying to streamline their lives and understand their own “I”. Lydia Ilyinichna Bozhevich is our compatriot who lived and worked at the beginning of the last century and devoted her life to studying the secrets of the human soul. Having received the knowledge of a professor of psychology, Lydia Ilyinichna continued persistent research in the field of psychology and devoted many works to this topic. Today they are used as teaching aids in many psychology departments.

The list of world celebrities who have devoted their lives to psychology is very extensive and continues to grow. This proves the popularity and relevance of the profession of “psychologist” at all times. After all, the human soul is still a completely unexplored and mysterious object.

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 normal operation A psychologist, at a minimum, needs a combined office with 12-15 seats, equipped with a telephone, a typewriter, and a closed cabinet for storing psychodiagnostic methods and research results. One can imagine optimal conditions for a psychologist’s 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-music 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 curtains dark green. 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.

Are presented for painting special requirements 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 writing out small parts, in a richly colorful manner, with matte paints that do 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. Smooth rounded transition line side walls, which gradually merges with the sparse birch grove depicted on them, deepens the stereoscopic effect of 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, shrubs are made with a minimum content of cold tones.

The space between the inner and outer sides walls about 0.5 m. It serves for additional sound insulation and placement acoustic speakers. -The door is also double, in the form of a hemisphere, simulating summer. Wall painting illuminated by a group of lamps installed above the rear 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 work schedule of the office looked like this:

Day	Watch	Teachers	Students	Parents
Monday	9-12 12-14 15-16 18-19	Individual counseling	Psychodiagnostics (processing of results) Psychological gymnastics	School for parents of students in grades I - IV
Tuesday	9-12 2-14 15-16 18-19	Psychodiagnostics	Psychodiagnostics (processing of results) Elective for girls (training) Helpline, 1st shift	School for parents of V-VIII grades
I	9-12 12-14 15-16	Modular courses	Elective for young men (training) Psychological gymnastics	Individual consultations
	9-12 12-14 15-18	Pedagogical consultation	Helpline, 2nd shift School of Three Cs	Individual consultations

In a weekly grid plan, which is compiled on the basis long-term plan, requests from the teaching staff, the administration, reflect 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 research students of VIII "B" grade (motivation for learning, 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. Yes, duration various types The work of a school psychologist is defined as follows.

	J№ /tt	Type of work	Average	Notes
	p/p		time, h
		Individual psychological diagnostic	6,0	Based on
		ka, processing of results, execution of the contract		one education
		ideas and recommendations		tannika
		Group psychodiagnostics, treatment of re-	16,5	Based on
		results, registration of psychological		group of 20
		inclusions		pupils
	3	Individual counseling for teachers and	1,5	For one conversation
		educators
		Group counseling for teachers and re-	2,0	For one conversation
		feeders
		Preparation for the pedagogical council	5,0	Without diagnostic
				technical work
		Individual counseling for educated
		nicknames:
		a) primary school age
		primary	1,5	For one conversation
		subsequent	0,7
		b) adolescence
		primary	2,0	For one conversation
		subsequent	1,0
		c) high school age
		primary	2,0	For one conversation
		subsequent	1,0
		Professional consultations		Without carrying out
		a) with students high school	3,0	psychodiagnostic
				astic
				bots
		b) with high school students	5,0	Based on
[				one student
				gosya (including
				conversations with teachers
				lyami and education
				tanks)
		Individual correctional work with restoration	30,0	For one student
		nurseries		current
		Group correctional work with educated	20-25	For one group
		nicknames
		Business games, training with teachers:		For one game
		Preparation	8,0	for one cycle
		carrying out		classes
	AND	Preparing to speak at the teachers' meeting, se-	3,0	For one me-
		minaret for teachers, students		acceptance
		Preparation for conducting “educational” cha-	3,0	For one me-
		owls for children		acceptance
.		Conversation with teachers	0,3	For one conversation
		Daily final documentation	0,5
		Summarizing work results, writing a report	5,0	In half a year
		Consultations in scientific centers, participation in me-	8,0	In Week
		todical seminar of school psychologists
		Working in the library	5,0	In Week
"	16 that	ttttttttttttt	ttShSh	----^j.

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 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. Notable development 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 consultation preschooler - Up to 45 minutes, younger schoolchildren - up to 1 hour, teenagers and older schoolchildren 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 independent form 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 brainstorm, 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

Administration

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. Social-psychological training can have a specific focus: sensitivity training, role-playing, business conduct. 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).

Memo to a beginning school psychologist

You have decided to work at school. Where to start?

1. Your boss is the director. It is to him that you obey, and it is he who gives instructions.

2. Find out from the director the goals and objectives of the school and draw up your work plan based on these goals and objectives.

Study the legal framework (Regulations on the service of practical psychology in the education system of 01/01/2001 No. 000; rights and responsibilities of a school psychologist; ethical code of a psychologist (newspaper “School Psychologist” No. 44, 2001); recommended temporary standards for diagnostic and correctional activities (newspaper “School Psychologist” No. 6, 2000).

Find out how the director sees the work of a psychologist, specify your functional responsibilities in detail (this is very important!), offer your version of the activity (what age group you would like to work with, the ratio of standard time to job responsibilities, justify your opinion).

Discuss in detail with the director: who will control your activities and how, the timing and forms of current reporting.

Discuss with the director your work schedule, hours or day for self-education and methodological preparation, and the possibility of processing data outside of school.

The principal and head teachers take part in the discussion of your annual plan, since it is part of the school's annual plan.

The director must certify with his signature and seal your annual plan, job and functional responsibilities.

3. Your main assistant at work- newspaper “School Psychologist”. A lot of useful information can be found in magazines “Handbook of educational psychologist. School", "Questions of Psychology" And "Psychological Science and Education."

4. Books by Marina Bityanova and O. Khukhlaeva help make a good start:

a) "Organization psychological work At school"

The book by a candidate of psychological sciences, associate professor, sets out the author’s holistic model of organizing psychological services in schools. The publication introduces the reader to the scheme for planning the work of a school psychologist during the school year, provides the author's options for the content of the main directions of his work: diagnostic, correctional and developmental, advisory, etc. Particular attention is paid to the issues of interaction between the psychologist and teachers, the children's community, and school administration.

b) “The work of a psychologist in elementary school”

The book outlines the system of work of a school psychologist with children 7-10 years old. Specific diagnostic, correctional, developmental and advisory methods and technologies are provided. The author's approach to organizing the work of a psychologist during the academic year, based on the idea of psychological and pedagogical support, is proposed. The authors structured the book in such a way that psychologists could use it as practical guide to organize work with children, their parents and teachers.

5. There are some nuances in choosing activity priorities:

If the school has a psychological service, then you work according to the existing annual plan, having discussed in advance the features of your activities.

If you are the only psychologist at school, then it is better to organize activities based on a plan approved by the school administration. Take “under your wing” the main points of a child’s development: 1st grade (adaptation to school), 4th grade (psychological and intellectual readiness for transition to secondary education), 5th grade (adaptation to secondary education), 8th grade grades (the most acute period of adolescence), grades 9–11 (career guidance work, psychological preparation for exams).

6. Main activities:

Diagnostic- one of the traditional directions.

TIP 1: Before diagnosing, ask yourself the question: “Why?”, “What will I get as a result?” .

M. Bityanova recommends diagnostic minimums, conducting diagnostics in necessary cases, because diagnostics, processing of results, and interpretation take a lot of time. More often great benefit can be obtained by observing children, communicating with them, teachers, parents. The results of the diagnostics are discussed (within the limits of what is permitted - “DO NOT HARM THE CHILD”) at a pedagogical council, which includes head teachers at secondary and primary levels, a psychologist, a speech therapist, a school doctor (ideally), and ways are outlined that will be effective in solving the identified problems.

Corrective and developmental work

Advisory direction

TIP 2: Don’t expect people to come to you right away with questions and problems. GO yourself. Conducted a diagnosis - discuss (within the limits of what is permitted - “DO NOT HARM THE CHILD”) with the teacher the reality of implementing the recommendations. If your child needs correctional or developmental activities, offer your help. If this type of activity is not provided for in your job responsibilities, then recommend a specialist who is ready to help.

TIP 3: Your work schedule, when and at what time you conduct consultations for children, parents, teachers, should hang on the door of your office, in the teachers' room, in the school foyer.

TIP 4: In the teachers' lounge, I recommend setting up your stand with an original name. I put there a plan for the month, a plan - a grid of parent meetings (empty, teachers sign up), an article from the School Psychologist newspaper, helping teachers conduct thematic classroom hours, a popular test for emotional release.

Educational work(teacher councils, parent meetings, conversations with children, lectures, etc.)

a) Psychologist and school administration.

Difficulties may arise due to the “eternal question”: to whom do you report, to whom do you report. It happens that an administrator burdens a psychologist with work that is not part of his job responsibilities. What to do?

Carefully study point No. 2 in this memo.

· Gutkin.

· Methodology

Intellectual development

· Test to determine general abilities (Eysenck).

· Test of the structure of intelligence (R. Amthauer).

· Raven matrices.

· Diagnostics of systems thinking of children 6 – 9 years old (,).

· Landolt rings (development of attention).

· Toulouse-Pieron test (development of attention).

· Munsterberg technique (development of attention).

· “10 words” technique (memory development).

Professional self-determination and abilities

Tendencies, interests, abilities

(career guidance,

selection of training profile)

· Structure of interests (Golomshtok).

· Map of interests (Henning).

· Questionnaire of professional inclinations, Methods “Profile”, “Erudite”, “Type of Thinking”, Matrix for choosing a profession (modifications by G. Rezapkina).

· Test of intellectual potential (P. Rzichan).

· CAT (Assessments of general mental abilities, adaptation).

· Bennett Test of Mechanical Comprehension.

· Test of intellectual lability.

· Torrens test. (Level of development of creative abilities)

Family relationships

Parental attitude

· Questionnaire for parents.

· Parent essay.

· Drawing of a family.

· Family education – DIA Methodology.

"Ovcharova R.V. - 2nd ed., revised - M.: "Education", "Educational Literature", 1996. - 352 p.

The book presents specific experience in organizing psychological services in schools. The tasks of a school psychologist are outlined, the author's models are described, recommendations are given for working with students, teachers, and parents, and adapted methods are provided.

PREFACE

CHAPTER I TACTICS OF PSYCHOLOGICAL SERVICE

1. WHAT KIND OF PSYCHOLOGIST DOES A SCHOOL NEED?

3. ORGANIZATION OF THE WORK OF A SCHOOL PSYCHOLOGIST

PLAN FOR PSYCHOLOGICAL LESSON ANALYSIS

PSYCHOLOGICAL ANALYSIS OF OUT-OF-CLASS EDUCATIONAL WORK

CHAPTER II PRACTICAL PSYCHOLOGIST IN A SEA OF SCHOOL PROBLEMS

I. CHILDREN AT SCHOOL START AND THE CONCERNS OF A PSYCHOLOGIST

METHODOLOGY FOR RESEARCHING MOTIVATION FOR LEARNING IN SENIOR PRESCHOOL CHILDREN AND FIRST-GRADE CHILDREN

METHODOLOGY FOR STUDYING SCHOOL MOTIVATION OF PRIMARY CLASS STUDENTS

2. PROGRAMS FOR CORRECTIONAL AND DEVELOPMENTAL WORK WITH DEVIANT CHILDREN

PROGRAM OF PSYCHOCORRECTIONAL ASSISTANCE FOR CHILDREN WITH EMOTIONAL DISORDERS

PROGRAM FOR GAME PSYCHOCORRECTION OF COMMUNICATION DIFFICULTIES IN PRESCHOOL CHILDREN AND PRIMARY SCHOOLCHILDREN

TASKS AND MEANS OF PSYCHOLOGICAL AND PEDAGOGICAL CORRECTION OF CHILDREN'S HYPERACTIVITY AND AGGRESSIVENESS

SCHEME OF PSYCHOGYMNASTICS CLASSES

3. ROLE OF A PSYCHOLOGIST IN THE PREVENTION OF PEDAGOGICAL NEGLECT IN STUDENTS

SCHEME FOR EXAMINATION OF A CHILD FOR ALL FORMS OF SCHOOL DISADAPTION

CHART OF THE HISTORY OF A CHILD'S DEVELOPMENT

Chapter III WORK OF A SCHOOL PSYCHOLOGIST WITH FAMILIES OF STUDENTS

1. DIAGNOSTICS OF FAMILY AND FAMILY EDUCATION

ANALYSIS OF PARENTS' NEEDS FOR PSYCHOLOGICAL AND PEDAGOGICAL TRAINING

SAMPLE SCHEME FOR ANALYSIS OF FEATURES AND DISADVANTAGES OF STUDENTS' FAMILY EDUCATION

TYPICAL FAMILY CONDITION

DIA QUESTIONNAIRE (ANALYSIS OF FAMILY EDUCATION)

TEST QUESTIONNAIRE OF PARENTAL ATTITUDE TOWARDS CHILDREN (A.Ya. VARG, V.V. STOLIC)

2. GENERAL SCHEME OF THE DIAGNOSTIC PROCESS IN WORKING WITH THE FAMILY

3. BASICS OF CORRECTIONAL WORK WITH THE FAMILY

CORRECTIONAL PARENTAL GROUPS

EXERCISE I PERCEPTION OF A CHILD’S FEELINGS

EXERCISE 2 TRAINING OF EFFECTIVE VERBAL COMMUNICATION IN PARENT-CHILD COMMUNICATION (How to build an I-message)

EXERCISE 3 DETERMINING THE EFFECTIVENESS OF COMMUNICATIVE ACTS (VOICE MESSAGES) OF PARENTS ADDRESSED TO THE CHILD

METHODS OF FAMILY PSYCHOTHERAPY

FEATURES OF PSYCHOLOGICAL COUNSELING AND CORRECTION OF RELATIONSHIPS OF PARENTS WITH ADOLESCENTS AND YOUTHS

FAMILY PSYCHOTHERAPY FOR CHARACTER ACCENTUATIONS IN ADOLESCENTS

CHAPTER IV CAREER GUIDANCE WORK OF A SCHOOL PSYCHOLOGIST

1. METHODS OF PROFESSIONAL DIAGNOSTICS OF STUDENTS

SCHEME OF INDIVIDUAL CONVERSATION WITH STUDENTS

METHODOLOGY “MOTIVES FOR CHOOSING A PROFESSION”

D. HOLLAND TEST TO DETERMINE PERSONALITY TYPE

DIFFERENTIAL DIAGNOSTIC QUESTIONNAIRE “I PREFER”

QUESTIONNAIRE OF PROFESSIONAL PREFERENCES

MAP OF INTERESTS (modified technique of A.E. Golomshtok)

2. PROFESSIONAL ADVICE

TEN RULES OF A PSYCHOLOGIST-PROFECTIONAL CONSULTANT

CARD OF PRIMARY INDIVIDUAL PSYCHOLOGICAL PROFESSIONAL CONSULTATION

3. ACTIVE METHODS OF PROFESSIONAL CONSULTATIONS AND CAREER GUIDANCE GAMES

CAREER GUIDANCE GAME

PROFESSIONAL CONSULTATION GAME (for working with a group of 3-4 people)

PROFESSIONAL INTENTIONS AND CAPABILITIES OF CLASS STUDENTS

CONCLUSION

3. Your main assistant in your work is the newspaper “School Psychologist”. A lot of useful information can be found in the journals “Questions in Psychology” and “Psychological Science and Education”

4. Books by Marina Bityanova help make a successful start:

The book by Candidate of Psychological Sciences, Associate Professor M.R. Bityanova outlines the author’s holistic model of organizing psychological services in schools.

The publication introduces the reader to the scheme for planning the work of a school psychologist during the school year, provides the author’s options for the content of the main directions of his work: diagnostic, correctional and developmental, advisory, etc.

Particular attention is paid to the interaction of the psychologist with teachers, the children's community, and school administration. The book will be of interest to school psychologists, teachers, and administrators educational organizations and methodologists.

The book outlines the system of work of a school psychologist with children 7-10 years old. Specific diagnostic, correctional, developmental and advisory methods and technologies are provided. The author's approach to organizing the work of a psychologist during the academic year, based on the idea of psychological and pedagogical support, is proposed. The authors structured the book in such a way that psychologists could use it as a practical guide for organizing work with children, their parents and teachers.

5. There are some nuances in choosing activity priorities:

If the school has a psychological service, then you work according to the existing annual plan, having discussed in advance the features of your activities. If you are the only psychologist at school, then it is better to organize activities based on a plan approved by the school administration. Take “under your wing” the main points of a child’s development: 1st grade (adaptation to school), 4th grade (psychological and intellectual readiness for transition to secondary education), 5th grade (adaptation to secondary education), 8th grade grades (the most acute period of adolescence), grades 9–11 (pro8.

Techniques

I use standardized methods from Imaton.

In my arsenal I have:

Diagnosis of a child’s readiness for learning in 1st grade (methodology by L.A. Yasyukova)

Diagnosis of a child’s readiness for learning in the 5th grade (methodology by L.A. Yasyukova)

Diagnostics of psychophysiological properties (Toulouse-Pieron test)

Diagnostics intellectual abilities(R. Amthauer's Intelligence Structure Test, Koss Cubes) Diagnostics of personal qualities (M. Luscher's Color Test, R. Cattell's Factorial Personality Questionnaire, S. Rosenzweig's Test, test for anxiety, for the study of character accentuations) orientation work, psychological preparation for exams) .

Additional materials:

1. A selection of articles from the journal “Questions of Psychology”:

(some articles can also be accessed from home page magazine website)

Fridman L. M. On the concept of school psychological service, 01’1 p.97

Panyukova Yu. G. Preferred and rejected places at school (based on students’ essays and drawings), 01’2 p.131

Slobodchikov V.I., Shuvalov A.V. Anthropological approach to solving the problem of psychological health of children, 01’4 p.91

Stepanova M. A. Profession: practical psychologist, 01’5 p.80

Shuvalov A. V. Problems of development of psychological health services in the system of additional education for children, 01’6 p.66

Ilyasov I. I. Personality-oriented education at school: myth or reality?, 01’6 p.133

Development of psychological services in the system of additional education for children, 01’6 p.136

Aminov N. A., Molokanov M. V. Social and psychological prerequisites for special abilities of school psychologists, 92’1 p.74

Belous V.V., Shulga T.I. Practical assistance to a school psychologist, 92’1 p.168

Tsukerman G. A. What theory is needed in school psychology?, 93’1 p.114

Eremeev B. A. The main content of opinions about people among teachers, students, parents, 93’3 p.119

Myasoed P. A. Theory and practice in the work of a school psychologist, 93’4 p.73

Pryazhnikov N. S., Pryazhnikova E. Yu. Principles of organization and prospects of school psychological services in Russia, 94’2 p.99

Grigorieva M. N. Practical experience of pedology through the eyes of a school psychologist, 94’3 p.108

Yakovleva E. L. Psychological conditions for the development of creative potential in school-age children., 94’5 p.37

Savchenko E. A. On the readiness of high school students to resist immoral manifestations, 97’3 p.22

Repkina N.V. System of developmental education in school practice, 97’3 p.40

Zaika E. V., Lantushko G. N. Games for the formation of emancipation in the cognitive sphere of schoolchildren, 97’4 p.58

Varlamova E. P., Stepanov S. Yu. Reflective diagnostics in the education system, 97’5 p.28

Khasan B. I., Sergomanov P. A. The learning situation as a productive conflict, 00’2 p.79

Tikhonova I. A. Pedagogical communication in the school library: hidden psychological possibilities, 00’4 p.120

Kolmogorova L. S., Kholodkova O. G. Features of the formation of psychological culture of junior schoolchildren, 01’1 p.47

Milrud R. P., Mozheiko A. V. Diagnosis of persistent and temporary cognitive difficulties in primary schoolchildren, 01’3 p.117

Tsukerman G. A. Transition from primary school to average as psychological problem, 01’5 p.19

Poddyakov A. N. Counteraction to training and development as a psychological and pedagogical problem, 99’1 p.13

Seleverstova N. Ya. Psychodiagnostics of a child: pros and cons, 00’3 p.14 2.

3. See attachments (file archives) to this article (

School psychologist - main areas of activity. What are the functions of a school psychologist

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ORGANIZATION OF THE WORK OF A SCHOOL PSYCHOLOGIST