Tips for 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 service practical psychology in the education system dated October 22, 1999 No. 636; rights and responsibilities of a school psychologist; code of ethics of a psychologist (newspaper " School psychologist"No. 44 for 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, discuss your job responsibilities(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, the availability of a methodological day, and the possibility of processing data outside of school.

The director 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 your annual plan with his signature and seal,

3. 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 classes (the most acute period adolescence), 9 - 11th grades (career guidance work, psychological preparation for exams).

4. Main activities:

Diagnostic- one of the traditional directions
Hint 1 : Before diagnosing, ask yourself the question: “Why?”, “What will I get as a result?” Carry it out only in extreme cases, because diagnosis, processing of results, and interpretation take a lot of time. Watch your children more often, communicate with them, teachers, and parents. The diagnostic results 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

Hint 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, decorate your stand with an original name. Place a plan for the month there, a plan - a grid of parent meetings (empty, teachers sign up), an article from the newspaper “School Psychologist”, helping teachers conduct thematic cool watch, a popular test for emotional release.

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

Tip 5: Invite the class teacher of 7th and 8th grades to conduct, for example, communication, creativity or “Know Yourself” training with the class, intrigue both the teacher and the children. In the teachers' room, write an original announcement about holding parent meetings with approximate topics, hang up a plan - a grid (empty) for the month, where teachers can register their class. And they will be pleased that they are taken care of, and you will plan work for the month without overloading your time.

Tip 6: You can also work with the head teacher educational work Conduct school-wide parent meetings. Very effective.

5 . Documentation:
a) Folder with documentation (it’s convenient to have a folder with files):

Regulations on the service of practical psychology in the education system dated October 22, 1999. №636

Job responsibilities (certified by the seal and signature of the director)

Long-term planning for the year (certified with the seal and signature of the director, with the goals of the school, the goal and objectives of the psychologist or service, types of activities and deadlines)

Code of Ethics for Psychologist (“School Psychologist” No. 44, 2001)

Topics for parent meetings for the year.

Schedule of parent meetings (included every month)

Plan of the school's psychological, medical and pedagogical council.

Various orders, instructions.

B) Magazines

Work plans for the week, quarter.

Journal of consultations.

The consultation log can be formatted as a table that includes the following columns:
Date/full name of the applicant/Problem/Ways to solve the problem/Recommendations
TIP 7: In the journal under No. 2, indicate who asked for advice: teacher (T), child (p), parents (P) and class. This system helps save time when calculating the number of consultations per month.

Journal of group types of work.
The journal for recording group types of work can be formatted as a table that includes the following columns:
Date/Class/Type of work/Recommendations/Note

Folders with examination results.

Hint 8 : File folders are very convenient for storing examination results.

Folders with teaching materials
Hint 9 : You can arrange folders according to various sections: working with parents, working with teachers, working with students, methodological developments, fairy tale therapy, counseling. (Interesting materials will be copied from magazines and newspapers, and “School Psychologist” will be sorted by topic.)
Tip 10: To avoid routine documentation, fill out journals at the end of each working day and summarize everything on Friday. At the end of the month, all that remains is to analyze whether everything has been accomplished, the effectiveness of the work, and count the number of consultations, parent meetings, correctional or developmental classes, and trainings conducted.

6. Techniques
Use standardized methods, for example:

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

Diagnosis of a child’s readiness to learn in grade 5 (methodology by L.A. Yasyukova)

Diagnostics of psychophysiological properties (Tulouse-Pieron test)

Diagnostics intellectual abilities(R. Amthauer Structure of Intelligence Test, Koss Cubes)

Diagnosis of personal qualities ( Color test M. Luscher, Factorial Personality Questionnaire by R. Cattell, Test by S. Rosenzweig, anxiety test, to study character accentuations)

7. Features of building relationships.
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 of this article.

B) Psychologist and team of teachers.
The essence of these relationships is equal cooperation. Both the teacher and the psychologist have a common goal - the CHILD, his development and well-being. Communication with a teacher should be based on the principles of respect for his experience and (or) age, diplomacy and compromise. There will always be a group of teachers in the team who will be interested in joining you with her. joint activities. And you will have like-minded people.

B) Psychologist and students.
Openness, smiling, sincerity, the ability to get out of a sticky situation - all this ensures your authority. The style of your behavior is also important: how you invite children to come for an examination, how you walk along the corridor during recess, how you react to provocations, aggression, and the unexpected arrival of teenagers.
And finally, close the door to the office only in case of consultation or examination. During recess, you go out to talk to the kids, or the kids themselves (especially in the lower grades) come running to you.

Making a choice in favor of a certain type of activity, it already becomes clear what kind of work a novice psychologist would like to work in, what consultations attract him most, and in what field of activity he would like to try to gain a foothold. Moreover, it partially becomes clear where to look for such work.

How to start working as a psychologist - job search by profession

It is recommended that a novice psychologist search for a job by profession using the following algorithm:

1. Determine the range of places where your professional skills, not yet supported by work experience, will be in demand.
2. Send your resume to these places and also sign up for job interviews.
3. Talk to your friends and acquaintances about possible employment opportunities.
4. Look for vacancies on exchanges on the Internet, in employment centers and similar places.

This is a common search algorithm and is followed by many young people. But so that the solution to the problem of how to start working as a psychologist brings the fastest possible and, most importantly, good results, then you need to apply the following tips to your life:

1. An aspiring psychologist looking for where to start should not set the bar too high for themselves regarding the vacancy. And, accordingly, it should not be focused on too high a salary.

In general, experience shows that the best option You will work for one year at some low-paid job, for example, at a school or a medical institution, gain experience, and then, having a good starting position in education and experience, apply for more prestigious positions.

1. If circumstances require it, then to your diploma higher education, you can take advanced training courses that will provide additional advantages in the labor market. But it is better to select courses not academic, but practical, and even better - with subsequent employment. By the way, such courses for those who want to make a good career will need to be taken regularly.
2. Stay organized. Make a plan on how you can start working as a psychologist, what places to visit, who to talk to. The more active you are in the search process, the greater the chance that you will be noticed somewhere and hired.
3. Be flexible with your work. Agree to suitable options, even if at first you didn’t think about them at all. You need to gain experience, and a novice psychologist, who will then be lined up for consultations, cannot do without this.
4. Create a resume that makes you stand out from the crowd and prepare well for interviews. Use our advice, arm yourself with optimism, and everything will work out for you!

Introduction

Practice is one of the most important components of a student’s professional training. Practice is integral part basic educational program higher professional education.

It opened its doors in 1901 on Dumnaya Street (now Fevralskaya, 65). Lyceum No. 5 is one of the oldest institutions in Podolsk. October 19 is the birthday of the women's gymnasium, the legal successors of which are: the women's gymnasium, the 1st Soviet school, the 2nd men's school, high school No. 5, and now municipal educational institution"Lyceum No. 5".

Names changed, years passed, but his credo remained unchanged - to release into the world worthy members of our society, many of whom are different years wrote more than one page in the history of our city. After all, in almost every Podolsk family someone studied at school No. 5, and, probably, in every branch of the national economy, science and culture they left their mark.

From 1953-54 school year and to this day, the school has graduated 3954 students, of which 92 are gold medalists, 152 are silver. This lyceum is one of the oldest institutions in Podolsk. It opened its doors in 1901.

School psychologist - Natalya Yurievna Musatova, psychologist of the highest category. Work experience 36 years, experience as a psychologist - 17 years.

The purpose of this practice is to determine the school motivation of students primary classes, master the skills of working as a diagnostic psychologist and confirm professional suitability to perform duties in this specialty.

teacher psychologist teenager family

Features of the work of a psychologist at school

Species professional activity school psychologist are:

correctional and developmental,

teaching,

scientific and methodological,

socio-pedagogical,

educational,

cultural and educational,

managerial

Main goals.

Performance Federal Law“On the basics of the system of prevention and juvenile delinquency.”

Diagnostics and provision of psychocorrectional and advisory assistance to children and their parents.

Providing assistance to students, parents or their substitutes, and teachers in solving specific problems.

Helping students choose a specialty or job that best suits their interests and abilities,

Psychological support for students who have difficulties associated with the adaptation process.

Development of the most effective methods training.

Helping teachers develop the psychological and social skills to create a pleasant and productive school environment.

Rights of a teacher-psychologist

To solve the tasks facing him and perform the functions assigned to him, the educational psychologist is given the right to:

Get acquainted with documents on labor protection issues, school life issues, regulatory documents/letters from the Department of Education of the Krasnodar Territory.

Have access to documents relating to minors.

Responsibility.

The teacher-psychologist is responsible for:

for the confidentiality of information received about a minor school student;

for the objectivity of information, quality and timeliness of fulfillment of the duties assigned to him.

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). Carrying out extracurricular activities (Classroom hour, KVN) are also within the competence of the psychologist, drawing up a psychological and pedagogical characteristics 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. And you shouldn’t abandon this method. Because every parent has the right to contact a psychologist with a problem, or ask for help regarding a child.

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, with common goals, can a school claim the title social institution 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.

The position of educational psychologist appeared in secondary schools about 10 years ago, but now it is already a common occurrence. Some schools have created psychological services where several psychologists work.

Let's take a closer look at the features of the activity under discussion using the example of the experience of a psychologist - Marina Mikhailovna Kravtsova, a graduate of the Faculty of Psychology of Moscow State University, specializing in the Department of Developmental Psychology. Her responsibilities include working with students in grades 1-5, their parents and teachers. The goal of the work is to improve the educational process. The work is built not only as a whole with the aim of optimizing educational process, but also taking into account specific difficulties that arise in the learning process, relationships in the triad “student - parent - teacher”. Individual and group lessons are conducted with schoolchildren (increasing motivation for educational activities, establishing interpersonal relationships). M. Kravtsova notes: “It is important for me that every child feels comfortable at school, that he wants to go to it and does not feel lonely and unhappy. It is important that parents and teachers see his real problems, want to help him and, most importantly, understand how to do it.”

It is necessary that the child, parents and teachers are not “isolated” from each other, so that there is no confrontation between them. They must work together on emerging problems, because only in this case is an optimal solution possible. The main task of a school psychologist is not to solve the problem for them, but to unite their efforts to solve it.

Literally in the last few years, the administration has all more schools understand the need for the participation of a psychologist in the school process. Specific tasks are emerging more and more clearly, the solutions of which are expected from the school psychologist. In this regard, the profession of a school psychologist is becoming one of the most in demand. However, a psychologist is in demand not only at school, but also in other children’s institutions (for example, in kindergartens, children’s homes, early development centers, etc.), that is, wherever the ability to work with the triad “child – parents – teacher” is necessary ( teacher)".

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

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

The psychologist selects a methodology aimed at studying the abilities and characteristics of the child (group of students) that interest him. These can be techniques aimed at studying the level of development of attention, thinking, memory, emotional sphere, personality traits and relationships with others. The school psychologist also uses methods to study parent-child relationships and the nature of interaction between the teacher and the class.

The data obtained allow the psychologist to build further work: identify students in the so-called “risk group” who need remedial classes; prepare recommendations for teachers and parents on interaction with students.

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

The school psychologist uses existing lesson programs and also develops them independently, taking into account the specifics of each specific case. Classes include a variety of exercises: developmental, gaming, drawing and other tasks - depending on the goals and age of the students.

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

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

In addition, at pedagogical councils, the psychologist participates in making decisions about the possibility of teaching a given child according to a specific program, about transferring a student from class to class, about the possibility of a child “stepping over” through a class (for example, a very capable or prepared student can be transferred from first grade immediately to third).

One of the tasks of a psychologist is to draw up a program interviews with future first-graders, conducting that part of the interview that concerns the psychological aspects of the child’s readiness for school (the level of development of volition, the presence of motivation to learn, the level of development of thinking). The psychologist also gives recommendations to parents of future first-graders.

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

The work of a school psychologist includes methodological part. A psychologist must constantly work with literature, including periodicals, in order to track new scientific achievements, deepen his theoretical knowledge, and become familiar with new techniques. Any diagnostic technique requires the ability to process and summarize the data obtained. The school psychologist tests new methods in practice and finds the most best practices practical work. He tries to select literature on psychology for the school library in order to introduce teachers, parents and students to psychology. In his daily work, he uses such expressive means of behavior and speech as intonation, posture, gestures, facial expressions; is guided by the rules of professional ethics, the work experience of himself and his colleagues.

A big problem for a school psychologist is that often the school does not provide him with a separate office. In this regard, many difficulties arise. A psychologist should keep literature somewhere, methodological manuals, work papers, and finally, your personal belongings. He needs a room for conversations and classes. For some activities, the room must meet certain requirements (for example, be spacious for physical exercise). The psychologist has difficulties with all this. Usually he is allocated the premises that are free at the moment, temporarily. As a result, a situation may arise when a conversation with a student is conducted in one office, and the necessary literature and methods are located in another. Due to the large volume of information processed, it would be desirable for a school psychologist to have access to a computer, which the school often cannot provide him with.

It is difficult to correlate the school schedule, the distribution of a student’s extracurricular activities and psychological work with him. For example, the conversation cannot be interrupted, but at this time the student needs to go to class or go to the sports section.

The psychologist is visible most of the time, in contact with teachers, parents or students. This is a lot of stress, especially if there is no separate room where you could relax. Problems arise even with having a snack during the working day.

The interviewed school psychologist’s relationship with the team is mostly smooth. It is very important that there are no conflicts in the team; the psychologist must be unbiased, he must be ready to listen to the polar opinions of colleagues about each other.

A psychologist is constantly in a stream of numerous and often contradictory information in which he needs to navigate. At the same time, sometimes information about the problem can be excessive, and sometimes insufficient (for example, some teachers are afraid to let a psychologist into their lesson, believing that the psychologist will evaluate their work and not observe the behavior of students in the lesson).

Naturally, workplace a school psychologist - not only at school, but also in the library and at home.

The salary, unfortunately, is low, lower than that of most teachers. The situation is complicated by the fact that you have to buy the necessary literature and methodological support with your own money.

Of course, the school psychologist must be mentally healthy. He must be resilient and withstand great physical and psychological stress. To work as a school psychologist, you need to have certain qualities, namely: the ability to listen and empathize. When working with people, it is important to formulate your thoughts clearly and clearly, to be hardworking, sociable, responsible, tactful, contactable, erudite, and tolerant. It is important for a psychologist to have a sense of humor, have broad professional knowledge, and love children. In the process of work, such qualities as the ability to communicate with different people, understand their problems and interests, analyze, and find a compromise are developed; observation and professional knowledge develop.

The profession is attractive due to the variety of tasks that arise, its unconditional social significance (real help is provided to real people), the opportunity to constantly discover something new and improve, it is full of impressions.

At the same time, the school psychologist is constantly involved in various conflict and problem situations; his position may not coincide with the position of the school administration; he has to overcome the mistrust of teachers, parents, and sometimes students. You constantly have to quickly find a way out of difficult, ambiguous situations. Sometimes a psychologist is expected to do more than he can do.

The profession of a school psychologist can be obtained by studying at any department of the Faculty of Psychology, but for successful initial adaptation it is useful to specialize already at the university in the field of developmental psychology and educational psychology. Improvement of qualifications is facilitated by:

• attending psychological seminars and master classes, including those on correctional work with kids;
• participation in scientific conferences and round tables dedicated to the work of psychologists in the education system;
• regular visits to the library and bookstores to familiarize yourself with new psychological literature;
• familiarization with new methods and research related to problems of child development and learning;
• postgraduate studies.

Thus, the profession of a school psychologist today is necessary, in demand, interesting, but difficult.

The text was prepared by a student at the Faculty of Psychology of Moscow State University A. Kruglov based on an interview with a psychologist working at the school - M.M. Kravtsova.

" Ovcharova R.V. - 2nd ed., revised - M.: "Enlightenment", " 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:

In the candidate's book 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 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 (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 of intellectual abilities (R. Amthauer Intelligence Structure Test, Koss Cubes) Diagnostics of personal qualities (M. Luscher Color Test, R. Cattell Factorial Personality Questionnaire, S. Rosenzweig Test, anxiety test, to study 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 additional education 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 children school age., 94’5 p.37

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