Reviewers:

A. O. Prokhorov, doctor psychological sciences(Kazan State Pedagogical University);

A. D. Alferov, Doctor of Pedagogical Sciences (Rostov State Pedagogical University)

IN textbook a system of diagnostic and correctional techniques is given, which have become “classical” in the educational sphere and are used by most domestic school psychologists when working with children and adolescents.

The manual is intended for psychologists, social educators, psychiatrists and those interested in their activities.

PREFACE

Social activity, morality, and the realization of individual abilities are the main tasks of education, the success of which largely depends on the direction and pace of reforms in school life. One of the problems facing teachers is the psychological-pedagogical dualism in relation to developing personality- training and education are not always based on knowledge about the psychology of child development and the formation of his personality.

Each student has only one characteristic characteristic of him. cognitive activity, emotional life, will, character, each requires an individual approach, which the teacher, for various reasons, cannot always implement. Even specially designed psychological recommendations turn out to be ineffective due to existing professional barriers and poor quality of professional psychological preparation teachers. The result of this situation was the certification of schools and teachers without taking into account psychological characteristics schoolchildren, their level of mental development.

Nevertheless, practical psychology Education, despite everything, continues to develop. Psychological services are emerging in various institutions that are optimistically tackling the most difficult problems.

The activities of a psychologist at school allow us to delve more thoroughly into school life, to maximize the development of the growing personality. However, this process is not going smoothly. Not all schools were able to employ a psychologist on their staff due to economic reasons. Many problems have also accumulated in the structures designed to eliminate “psychological gaps” in schools. Thus, numerous faculties accelerated courses on the training and retraining of child psychologists, giving only general theoretical information, do not form the psychological thinking of former teachers. Therefore in practical activities child psychologists, having mastered abstractly generalized concepts and methods, experience great difficulties when applying them in a real institution, in an established team, in relation to a specific individual.

Texts of books on the site not posted and are not available for reading or downloading.
Only the contents of the book and links to online versions of the corresponding test methods are provided.
Online versions of tests are not necessarily based on the text of this particular book and may differ from the printed version.

Book 1. The system of work of a psychologist with children of different ages

Preface

Introduction

Chapter 1. Psychodiagnostic work with preschool children

General characteristics of age

Basic principles of psychodiagnostic work with preschoolers

Deprivation and ways to identify it

Study of the cognitive sphere of a preschooler

Diagnosis of the emotional-affective sphere

Assessment of the volitional capabilities of a preschooler

Study interpersonal relationships child with parents

Definition psychological readiness children for schooling

Chapter 2. Features psychological work with children of primary school age

The use of graphic techniques in the work of practical psychologists

Assessing the attention of a primary school student

Short-term memory assessment

Assessing the thinking of a primary school student

Study personal characteristics junior school student

Color-drawing test for diagnosing mental states of junior schoolchildren

Self-esteem and level of aspirations of a junior schoolchild

Using the observation method to determine psychological characteristics schoolboy

Working with difficult students

Chapter 3. Psychologist’s work with teenagers

Study of the cognitive sphere of a teenager

Assessment of attention (according to the Munstenberg method)

Identifying anxiety levels in adolescents

Assessing a teenager's relationship with the class

Determination of character accentuations in adolescents

Pathocharacterological diagnostic questionnaire (PDQ)

Chapter 4. Psychologist’s work with adolescents

Personality assessment

Personality research using the Freiburg Personality Inventory (FPI)

“Self-portrait” technique

Methodology “Non-existent animal”

Techniques for determining accentuation in high school students

Identification of motives of behavior among older schoolchildren

Assessment of neuropsychic tension, asthenia, low mood

Studying properties nervous system students

Assessment of mobility based on vital signs

Research of cognitive interests in connection with the tasks of career guidance

Studying the professional intentions of high school students

Studying the professional interests of students

Book 2. Psychologist’s work with adults

Preface

Chapter 1. Work of a psychologist with a teacher

Assessment of a teacher’s professional activity

Teacher's information culture

Who am I in this world?

Assessing the professional orientation of a teacher’s personality

Rating a teacher's sociability

Barriers pedagogical activity

Occupational Stress Scale

Assessment of the psychological climate in the teaching staff

Chapter 2. School psychologist and parents of students

Psychologist's work with parents of a preschooler

House-Tree-Person Test

Relationships between teenagers and parents

Methodology for measuring parental attitudes and reactions

Parents' understanding of the characteristics of adolescence

Determination of the psychological atmosphere in the family

Method "Unfinished sentences"

Are you jealous?

Do you understand each other?

Test joke "Woman... Man..."

Chapter 3. Increasing the psychological competence of school administration

Ability for economic activities

Test "Administrator or leader"

Organizational Assessment

Test “Are you coping with your job?”

Self-doubt test

Leadership style of teaching staff

Test “Readiness for leadership activities”

Test to determine team leadership style

Test "Management style"

Do you have your own "I"

Features of social behavioral reactions

Test questionnaire for assessing “social and communicative competence”

Assessment of thinking style

Questionnaire “Thinking Style”

Individual and personal characteristics

Questionnaire of life manifestations of typological properties of the nervous system (SNS)

Questionnaire “Your character”

Corrective techniques and exercises

Rogov, Evgeniy Ivanovich

Rogov Evgeniy Ivanovich

Department of Organizational and Applied Educational Psychology

Scientific degree: Candidate of Psychological Sciences, Doctor of Pedagogical Sciences

Position: professor

1. Education

1979 – graduated from Rostov State University, psychologist by specialty, psychology teacher.

1986 – graduated from graduate school at the Research Institute of General and educational psychology Academy of Pedagogical Sciences of the USSR (Moscow) with the defense of a dissertation for a candidate of psychological sciences in specialty 19.00.07 developmental and educational psychology.

1999 – defense of the dissertation of Doctor of Pedagogical Sciences “Personal and professional development of a teacher in pedagogical activity” in specialty 13.00.08 “Theory and methodology vocational education».

2. Advanced training (over the last three years)

2.1. 2018, Federal State Autonomous Educational Institution of Higher Education "North Caucasus Federal University", training in the program "Use of electronic information and educational environment and information and communication technologies in educational process", 72 hours

2.2. 2018, Federal State Autonomous Educational Institution of Higher Education "North Caucasus Federal University", training in the program "Providing first aid". 72 hours

2.3. 2018, Federal State Autonomous Educational Institution of Higher Education “Southern Federal University”, training in the program “Online learning technologies in teaching activities”, 72 hours

2.4. 2017, Federal State Autonomous Educational Institution of Higher Education "Southern Federal University", training in the program "Organizational and managerial foundations of inclusive vocational education", 72 hours;

2.5. 2016, Federal State Budgetary Educational Institution of Higher Education "Chechen State Pedagogical University", training in the program "Activities of a university teacher in the context of modernization of teacher education";

2.6. 2015, State Budgetary Educational Institution of Higher Professional Education "Moscow City Psychological and Pedagogical University", training in the program "Program for advanced training of teaching staff and personnel of educational and methodological services for the design and implementation of basic professional educational master's programs in the enlarged group of specialties "Education and Pedagogy" (direction preparation of Psychological and Pedagogical Education), involving an increase in research work and practice of students in network interaction with educational organizations at various levels", 72 hours.

3. Area of ​​scientific interests: Professional development and professional deformations of personality; Development of professional ideas in the process of professionalization of the subject; Studying psychology at school.

4. Disciplines taught: "Psychology professional development personalities"; "Motivation in management activities"; “Scientific research in professional activities of psychological and pedagogical directions”; " Social Psychology in education."

5. Publications:

Total publications on elibrary – 141, citations 4856

H-index according to RSCI - 10 (according to the core of RSCI-1)

Scientific publications over the past 5 years:

IN magazines Web of Science And Scopus

1. Zheldochenko L.D., Rogov E.I. INFLUENCE OF THE OBJECT OF PEDAGOGICAL ACTIVITY ON CHANGES IN PROFESSIONAL AND PERSONAL CHARACTERISTICS OF A TEACHER: DESTRUCTIVE ASPECT. // Russian psychological journal. 2016. T. 13. No. 2. P. 102-114.
2. Rogov E.I., Rogova E.E. Professional ideas as factor of attitude towards performed activity // . 2015, Pages 233-242

In journals included in the current list of the Higher Attestation Commission

1. Gabardasheva Z.I., Rogov E.I. FEATURES OF A COMPARATIVE STUDY OF THE LEVEL OF PERSONAL PROFESSIONALISM IN REPRESENTATIVES OF HUMANITARIAN PROFESSIONS // News of the Southern Federal University. Pedagogical sciences. 2017. No. 4. P. 81-90.

2. Rogov E.I. PROBLEMS OF PROFESSIONALIZATION OF STUDENTS' SELF-AWARENESS AT UNIVERSITY // News of the Southern Federal University. Pedagogical sciences. 2017. No. 8. pp. 59-66.

3. Rogov E.I. FORMATION OF PROFESSIONAL SELF-AWARENESS AT UNIVERSITY: CONTENT AND EVALUATION // News of Saratov University. New episode. Acmeology of education. Developmental psychology. 2017. T. 6. No. 4. P. 307-311.

4. Gabardasheva Z.I., Rogov E.I. THE ROLE OF THE SUBJECT OF ACTIVITY IN THE DEVELOPMENT OF PROFESSIONALISM OF STUDENTS OF HUMANITIES FACULTIES//World of Science. 2017. T. 5. No. 2. P. 7.

5. Rogov E.I. MULTI-DIRECTIONAL APPROACHES TO THE CONTENT AND CRITERIA FOR THE FORMATION OF A STUDENT'S PROFESSIONAL SELF-CONSCIOUSNESS AT A UNIVERSITY//World of Science. 2017. T. 5. No. 4. P. 31.

6. Rogov E.I., Moiseenko O.S. RELATIONSHIP OF THE PROFESSIONAL AND PERSONAL ORIENTATION OF FUTURE TEACHERS WITH THEIR PERCEPTIONS ABOUT THE PROFESSION//News of the Volgograd State Pedagogical University. 2016. No. 8 (112). pp. 69-76.

7. Zheldochenko L.D., Rogov E.I. INFLUENCE OF THE OBJECT OF PEDAGOGICAL ACTIVITY ON CHANGES IN PROFESSIONAL AND PERSONAL CHARACTERISTICS OF A TEACHER: DESTRUCTIVE ASPECT//Russian psychological journal. 2016. T. 13. No. 2. P. 102-114.

8. Rogov E.I., Moiseenko O.S. PSYCHOLOGICAL PROBLEMS OF NETWORK INTERACTION OF EDUCATIONAL ORGANIZATIONS DURING THE CREATION OF A DISTRICT CLUSTER // News of the Southern Federal University. Pedagogical sciences. 2016. No. 6. P. 71-77.

9. Rogov E.I. SELF-EFFICACY AS A FACTOR OF PROFESSIONALIZATION OF HUMANITIES STUDENTS // News of the Southern Federal University. Pedagogical sciences. 2016. No. 8. pp. 71-78.

10. Rogov E.I., Moiseenko O.S. PROFESSIONAL VIEWS OF TEACHERS ABOUT NETWORK INTERACTION IN EDUCATIONAL ORGANIZATIONS//World of Science. 2016. T. 4. No. 3. P. 2.

11. Rogov E.I., Finaeva Yu.S. VIEWS ABOUT THE FUTURE PROFESSION OF STUDENTS WITH DIFFERENT TYPES OF PEDAGOGICAL ORIENTATION // World of Science. 2016. T. 4. No. 3. P. 20.

12. Rogov E.I., Gorbatykh A.V. DYNAMICS OF ASSESSMENTS OF PROFESSIONAL REPRESENTATIONS OF HUMANITIES STUDENTS WITH DIFFERENT LEVEL OF SELF-EFFICACY//World of Science. 2016. T. 4. No. 4. P. 24.

13. Rogov E.I. INADEQUACY OF PROFESSIONAL IMPLICATIONS ABOUT THE OBJECT OF ACTIVITY AS THE BASIS OF PROFESSIONAL DEFORMATIONS OF A TEACHER // Bulletin of the Chelyabinsk State Pedagogical University. 2015. No. 5. P. 92-101.

14. Rogov E.I., Zheldochenko L.D. THE ROLE OF PROFESSIONAL REPRESENTATIONS IN THE FORMATION OF THE TRAJECTORY OF PROFESSIONAL DEVELOPMENT // News of the Southern Federal University. Pedagogical sciences. 2015. No. 12. P. 107-112. eleven

15. Rogov E.I. CONCEPTUAL APPROACH TO SYSTEMATIZATION OF PROFESSIONAL DEFORMATIONS // News of the Southern Federal University. Pedagogical sciences. 2015. No. 2. P. 48-54.

16. Rogov E.I., Simonchik T.V. FEATURES OF PROFESSIONAL PERSPECTIVES OF ADDICTED TEENS IN EDUCATIONAL ORGANIZATIONS OF DIFFERENT TYPES // News of the Southern Federal University. Pedagogical sciences. 2015. No. 8. P. 101-109.

17. Rogov E.I., Zholudeva S.V., Antonova A.O. FEATURES OF PROFESSIONAL PERCEPTIONS AND PERCEPTIONS OF SUCCESS IN TECHNICAL STUDENTS // Engineering Bulletin of the Don. 2015. No. 3 (37). P. 190. 1

18. Rogov E.I. FEATURES OF PERCEPTIONS ABOUT ACTIVITY IN THE CONSCIOUSNESS OF THE SUBJECT // News of the Southern Federal University. Pedagogical sciences. 2014. No. 10. P. 39-51.

19. Rogov E.I. PROFESSIONALS AND AMATEURS: PSYCHOLOGICAL FEATURES OF FUNCTIONING // News of the Southern Federal University. Pedagogical sciences. 2014. No. 2. P. 28-36.

20. Rogov E.I., Simchenko A.N. THE INFLUENCE OF SOCIAL PERCEPTIONS ABOUT ACTIVITY ON THE FEATURES OF ITS IMPLEMENTATION // News of the Southern Federal University. Pedagogical sciences. 2013. No. 2. P. 059-066.

1. Rogov E.I., Zaplatnikova M.B. THE ROLE OF PATIENTS’ PERCEPTIONS ABOUT THE TREATMENT ACTIVITY IN THE FORMATION OF RELATIONSHIPS TO THE DOCTOR AND THE DISEASE // News of the Southern Federal University. Pedagogical sciences. 2013. No. 9. P. 097-108.

Monographs:

1. Rogov E.I. and others. Phenomenology and typology of professional interaction of a teacher. - Rostov-on-Don: RGPI, 1990.
2. Rogov E.I. and others. Pedagogical interaction: psychological aspect. - M.: Publishing House of the Academy of Pedagogical Sciences of the USSR, 1990.
3. Rogov E.I. and others. Rating as an indicator of professional development of a teacher. - Rostov-on-Don: RGPI, 1991.
4. Rogov E.I. Professional activities of the children's psychological center. - Mines: Printer, 1993.
5. Rogov E.I. Personality in teaching activities. - Rostov n/d: RGPU, 1994.
6. Rogov E.I. Teacher's personality: theory and practice. - Rostov n/a: Phoenix, 1996.
7. Rogov E.I. The teacher as an object of psychological research. - M.: "Vlados", 1998.
8. Rogov E.I. and others. Reasons for the spread and ways to prevent drug addiction. - Rostov-on-Don: RGPU, 2001.
9. Rogov E.I. Donskaya psychological school: theory and reality. - Rostov-on-Don: RGPU, 2002.
10. Rogov E.I. and others. Personality formation in the development environment of an innovative school. - Pyatigorsk: PSLU, 2006.
11. Rogov E.I. and others. Professional ideas: theory and reality. / Edited by E.I. Rogova. - Rostov-on-Don: IPO PI SFU, 2008.
12. Rogov E.I. and others. Modern paradigm for the study of professional ideas. /Under the editorship of E.I. Rogov. - Rostov-on-Don: Foundation for the Development of Science and Education, 2014.
13. Rogov E.I. and etc. Modern tendencies development of labor psychology and organizational psychology. / Edited by L.G. Dika - M.: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2015.
14. Rogov E.I. and others. Professional deformations in teaching activities. - Rostov-on-Don; KIBI MEDIA CENTER SFedU, 2015.
15. Rogov E.I. Psychology of the formation of professionalism. - Rostov-on-Don; KIBI MEDIA CENTER SFedU, 2015.

6. Scientific, pedagogical and organizational and managerial activities

• Dean of the Faculty of Psychology, Rostov State Pedagogical University (1994-2002);
• Head of the Department of Social Psychology, Russian State Pedagogical University (2000-2006);
• Head of the Department of Organizational and Applied Psychology at Southern Federal University (2006-2015);
• supervisor master's programs: “Organizational psychology in education”, “Professional coach: coaching in education”:
• currently heads the REC “ISTOK” “Research modern technologies in education and career”, where, in addition to scientific research, additional vocational training programs are implemented for managers, psychologists, specialists educational institutions various types and types:
• "Basics HR - psychology"(program professional retraining volume 520 hours);
• « Theoretical foundations of organizational psychology"(advanced training program of 144 hours);
• « Application Basics HR - psychology"(advanced training program of 180 hours)
• « Cases HR - manager"(advanced training program of 196 hours)
• "Employment Psychology"(program additional education volume 32 hours)

7. Scientific activities within the framework of received grants:

7.1. 2014 - 2015 FCPRO (templan) project “Modern competency-based paradigm for the study of professional ideas, communicative abilities of the individual as a means of advanced training in socially oriented professions within various linguistic cultures.”

7.2. 2012-2013 Federal Center for Professional Education (templan) project “Comprehensive study of professional ideas as a means of increasing competence in socially oriented professions”;

7.3. 2008-2011 FCPRO (templan) project “Dynamics of professional ideas during the period of social transformations”;

7.4. 2007-2008 main competition of the Russian Humanitarian Foundation, the project “Dynamics of ideas about the object of activity in professional genesis”;

Document

Fairytale therapy emerged as an independent direction practical psychology. Fairy tales surround us everywhere... communication. – St. Petersburg: Rech, 2002. Rogov E.I. Tabletop book practical psychologist: educational allowance. – M.: Education, 2004. Training on...

Educational and methodological complex for students of the department of correspondence education of the specialty

Training and metodology complex

... (department psychology) Maklakov A.G. General psychology. – St. Petersburg: Peter, 2002. - 592 p. Rogov E.I. Tabletop book practical psychologist: Textbook. allowance. In... to the institute's property (inventory, educational benefits, books etc.); students are prohibited...

The manual contains a theoretical substantiation of the nature of the teacher's image, its characteristics and types, provides tools for the formation of the teacher's pedagogical image and psychological methods for studying it.

Document

... allowance. St. Petersburg, 1999. Rean AA. Practical psychodiagnostics of personality: Textbook. allowance. St. Petersburg, 2001. Rogov E.I. Tabletop book practical psychologist: Textbook. allowance...as a result of working with the textbook and educational allowance, as well as to master the technique...

A textbook for university students in 2 parts, part 1

Document

N.N. Pedagogy: Educational allowance\RHTU named after. D.I. Mendeleev. – M., 2005. - p. Educational allowance for university students... 1.1. PZ 2.1. PZ 2.2. PZ 3.1. Literature Rogov E.I. Tabletop book practical psychologist in education. M., 1995. Friedman L.M., Pushkin...

The textbook has been updated: the technology of the main areas of work of a practical psychologist; methods of work of a psychologist with children of different ages; PS technology

Document

Ed. I.V. Dubrovina. - M., 1995. 7. Rogov E.I. Tabletop book practical psychologist in education. - M., 1995. 8. ... qualifications, creation educational benefits etc. 2.3. Practical direction is provided psychologists education systems...

E.I. Rogov

HAND BOOK FOR A PRACTICAL PSYCHOLOGIST

Tutorial

IN two books

Book 1

The system of work of a psychologist with children of different ages

2nd edition, revised and expanded

Moscow

VLADOS

Reviewers:

A.O. Prokhorov, Doctor of Psychological Sciences (Kazan State Pedagogical University);

HELL. Alferov, Doctor of Pedagogical Sciences (Rostov State Pedagogical University)

Rogov E.I.

P59 Reference book practical psychologist: Textbook. manual: In 2 books. - 2nd ed., revised. and additional - M.: Guma-nit. ed. VLADOS center, 1999. - Book. 1: The system of work of a psychologist with children of different ages. - 384с: ill.

ISBN 5-691-00180-9. ISBN 5-691-00181-7(1).

The textbook provides a system of diagnostic and correctional techniques that have become “classical” in the educational field and are used by most domestic school psychologists when working with children and adolescents.

The manual is intended for psychologists, social educators, psychiatrists and those interested in their activities.

ISBN 5-691-00180-9 ISBN 5-691-00181-7(1)

Rogov E.I., 1998

Humanitarian Publishing Center VLADOS", 1998

PREFACE

Social activity, morality, and the realization of individual abilities are the main tasks of education, the success of which largely depends on the direction and pace of reforms in school life. One of the problems facing teachers is the psychological and pedagogical dualism in relation to the developing personality - training and education are not always based on knowledge about the psychology of the child’s development and the formation of his personality.

Each schoolchild has only his own characteristics of cognitive activity, emotional life, will, character, each requires an individual approach, which the teacher, for various reasons, cannot always implement. Even specially developed psychological recommendations turn out to be ineffective due to existing professional barriers and the low quality of professional psychological training of teachers. The result of this situation was the certification of schools and teachers without taking into account the psychological characteristics of schoolchildren and the level of their mental development.

Nevertheless, practical educational psychology, in spite of everything, continues to develop. Psychological services are emerging in various institutions that are optimistically tackling the most difficult problems.

The work of a psychologist at school allows you to delve more thoroughly into school life and contribute as much as possible to the development of the growing personality. However, this process is not going smoothly. Not all schools were able to employ a psychologist on their staff due to economic reasons. Many problems have also accumulated in the structures designed to eliminate “psychological gaps” in schools. Thus, numerous faculties and accelerated courses for training and retraining of child psychologists, while providing only general theoretical information, do not form psycho-