B 66 Bityanova M.R. Organization of psychological work at school. - M.: Perfection, 1998. - 298 p. (Practical psychology in education). Second edition, revised.
In the book of candidate of psychological sciences, associate professor M.R. Bityanova outlines the author’s holistic model for 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. . The book will be of interest to school psychologists, teachers, heads of educational organizations and methodologists.
Published with the participation of LLC "Humanitarian Book" and JSC "Econompress"
| ISBN 5-89441-015-0 |
M.R. Bityanova, 1997. "Perfection", 1998.
PREFACE 5
INTRODUCTION 7
SECTION 1. MODEL OF ACTIVITY OF A SCHOOL PSYCHOLOGIST
CHAPTER 1. THE CONCEPT OF PSYCHOLOGICAL-EDUCATORY
CZECH ESCORTS 12
CHAPTER 2. MAIN AREAS OF ACTIVITY
SCHOOL PSYCHOLOGIST 31
CHAPTER 3. ORGANIZATION OF ACTIVITIES
SCHOOL PSYCHOLOGIST 60
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL
STUDENT STATUS AND ITS CONTENT
AT DIFFERENT STAGES OF SCHOOL
TRAINING 69
CHAPTER 3. ORGANIZATION AND CONDUCT OF PSYCHOLOGICAL AND PEDAGOGICAL CONSULTIUM 154
CORRECTIONAL AND DEVELOPMENTAL
ACTIVITIES OF A SCHOOL PSYCHOLOGIST 174
ADVISORY ACTIVITIES
SCHOOL PSYCHOLOGIST 198
SECTION 3. PLANNING SCHOOL PSYCHOLOGICAL ACTIVITIES
CHAPTER 1. CRITICAL TECHNOLOGIES
PSYCHOLOGICAL AND PEDAGOGICAL
ESCORTS 214
CHAPTER 2. APPROACHES TO PLANNING PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT AT SCHOOL
CHAPTER 3. WORK PLAN
PSYCHOLOGIST DURING THE SCHOOL YEAR 235
SECTION 4. PSYCHOLOGIST AT SCHOOL: PROBLEMS OF INTERACTION
CHAPTER 1. PSYCHOLOGIST AT SCHOOL:
PROBLEMS OF BUILDING RELATIONSHIPS 267
CHAPTER 2. PSYCHOLOGIST AND SCHOOL:
PROBLEMS OF SUBMISSION 287
CHAPTER 3. SCHOOL AND PSYCHOLOGIST:
ALONE IN THE FIELD IS NOT A WARRIOR 289
CHAPTER 4. PSYCHOLOGIST AT SCHOOL: PROBLEM
PROFESSIONAL READINESS 292
AFTERWORD 294
LITERATURE 297
PREFACE
Dear school psychologist!
With this book we open the series “Practical Psychology in Education”, in which we intend to present to your attention the experience we have accumulated in practical psychological work in school.
Our first book in this series is of a scientific and practical nature. This is a certain theory of school practice, containing answers to three fundamentally important, “painful” questions of school practical psychology: Why? What? How?
Why do we need a psychologist at school, what is the meaning and tasks of his activities? What exactly can and should he do within the framework of these goals and objectives? How, by what means can he realize his activities?
We tried to build some kind of holistic model of the work of a school psychologist, in which all directions, all types of his activities would be connected into a system by a common idea and would meaningfully set specific methods and techniques for current daily work. We tried to find a place for a school psychologist in the general educational system of the school. A place that would correspond to his original noble role and professional capabilities, but would not turn him into a main figure, would not enslave him with inflated demands and expectations.
In this book, we paid a lot of attention to the issues of professional interaction between a school psychologist and teachers and administration, schoolchildren and their parents.
Our second book, which is already being prepared for publication, will be purely practical. It contains a system of school psychological work in parallel to the primary grades - from the moment
Before admission to middle management, all the work technologies we offer - diagnostic, correctional and developmental, advisory, etc. - are described in detail.
And after it, we plan to release books devoted to the issues of building a system of psychological activity in parallels of middle and senior management.
The first book presented to your attention is a monograph - it was conceived and written by one author. It's me - M. R. Bityanova. But throughout most of this book I will say “we.” And this is not a tribute to the usual scientific style. Many of my colleagues and students, practical psychologists from Yakutia, Stavropol, Syzran, Tula, Bryansk and many other cities with whom I was lucky enough to work and communicate, took part in developing the model and creating the basis of this book, often without knowing it.
I am very grateful to those with whom I began my practical activities at school and continue to collaborate - T. V. Azarova, T. V. Zemskikh, N. Borisova; to my graduate students and course students. Special thanks to my husband and colleague, A.F. Shadura, a patient listener and strict editor. In the book I use your experience, your findings, which is why I speak from our common “we”.
At lectures, conferences, and in private scientific conversations, I am often asked: “How, in fact, does your approach differ from many that already exist?” And although you, dear psychologist, have just begun to get acquainted with the book, ahead of events, I will answer. In theoretical terms, there are a lot of differences, and you cannot help but notice them when getting acquainted with the concept itself. You may like my theoretical approach, it may be close in terms of value and meaning, or it may seem alien and far-fetched. And from the point of view of practice... it is no different from those approaches that also work. And if you, the reader, have something to compare with, choose an approach in accordance with your professional and personal preferences. I wish you success and satisfaction from your work.
Sincerely, M. R. Bityanova
INTRODUCTION
Many specialists who connected their professional destiny with school activities remember the time when the first sprouts of psychological knowledge began to make their way on the fertile soil of secondary education. This happened relatively recently - a decade ago - and gave rise to many hopes for serious changes both in the system of education and upbringing of children, and in psychology itself. With active social support, the Institute of School Practical Psychology began rapid and intensive development: more and more legions of hastily retrained, quickly trained psychologists poured into the public education system. Centers for training and scientific support of personnel have emerged in all major regions. No less important is the fact that a certain social stereotype of a school psychologist began to form. That is, its role and significance have become entrenched in certain social ideas and attitudes and have become part of the national consciousness. Today we can confidently say that purely empirically, by trial and error, with minimal scientific and theoretical support, the country has developed its own Russian system of school psychological practice. It developed... and found itself in a situation of deep crisis.
The manifestations of the crisis are many-sided and, it seems, obvious. This includes the departure of professional psychologists from school, who just yesterday were ready to work almost entirely on enthusiasm; this is the lack of understanding by many teachers and school administrators of the role and significance of school psychological work; this is the lack of state socio-economic support. The crisis manifests itself in attempts to create new, related professions. Thus, social pedagogues, educational psychologists and even social educational psychologists appeared. In print and with
M. Bityanova
Introduction
opinions began to be heard from high stands that a school psychologist (a “pure” psychologist) in principle is not needed, it is much more important to introduce rates for social workers (let’s note in parentheses that the institute of social workers in schools is going through no less difficult, crisis times, and social workers are mainly engaged in the distribution of material assistance and free meals for children). As a result, many people, most of whom sacrificed their basic education for the sake of the psychological profession, found themselves financially unprotected, theoretically and methodologically helpless in the sea of socio-psychological problems that they have to face every day in interaction with schoolchildren, their parents and teachers.
What are the most important reasons for this situation? There are many of them, they have both socio-economic and scientific roots, and in general can be conditionally divided into two groups: “external” in relation to school psychological practice and “own, internal” crisis phenomena. Among the external reasons, we will name, first of all, the following: the main “consumers” of the results of school psychological activities currently do not have an adequate and clear system of expectations regarding the capabilities and tasks of a school psychologist. Thus, a typical situation is their broad interpretation: shifting responsibility for pedagogical marriage onto the psychologist, transferring methodological functions to him, delegating administrative and managerial responsibilities, etc.; and refusal to cooperate due to the belittlement of his professional capabilities. The experience of communicating with teachers and school administrators in various regions of Russia shows that the overwhelming majority of them are not ready for equal cooperation with psychologists, even if they sincerely declare this on a conscious level. Let us note that such an unconscious rejection of the school psychologist is clearly visible at higher levels of the public education system, which is expressed, in particular, in conceptual approaches to the tariffs of school psychologists, the regulatory framework that regulates their work, etc. Complaints have appeared in pedagogical publications about the fact that school psychologists did not live up to teachers’ hopes turned out to be
capable of solving current problems facing modern education. Such complaints have a certain basis; this will be discussed below. I would just like to note that such pedagogical sentiments are most often not associated with an understanding of the real complexities of school psychology. They are the result of a failed, fortunately, attempt to shift responsibility for the pressing problems of school education and upbringing onto her fragile shoulders.
Other external reasons can be named, but it seems more important to discuss the difficulties that have clearly emerged within the system of school psychological activity itself. They, in our opinion, are largely responsible for the crisis. Let us dwell on a number of the most important points.
First. Today's institute of domestic school psychology functions without a developed methodological basis for its activities. Ideally, such a conceptual model should not only be worked out in detail, it should be unified and form the basis for the work of all existing psychological services in the public education system. What will this give? First of all, it will allow you to compare the results obtained in different schools and different regions of the country. School psychologists will understand each other better. There will be certainty in drawing up programs for training and advanced training of specialists for schools.
The model of activity of a school psychologist should fully and convincingly answer the question of why a school psychologist exists and what exactly he should do at school, clearly identify the “ecological niche” of such a specialist in school, and create a picture of a holistic vision of school psychology as a special type of scientific and practical activity. We take the liberty of asserting that such a model does not exist today. In various author's concepts, methodological or individual substantive aspects have been worked out to one degree or another, but so far no holistic approach has been proposed that organically links the theoretical foundations with the substantive, organizational and methodological components of the activities of a practicing school psychologist. That is, the institute of school-
2. Zak. 5574 O
M. Bityanova
No psychology functions without a clear answer to the questions: Why? What? How? In addition, the place and role of its activities in the unified educational system of a particular institution is not indicated. The principles on which the relationship between the psychologist and the school administration, the psychologist and teachers, as well as parents and the schoolchildren themselves should be built have not been defined. These principles should determine, for example, what nature the psychologist’s recommendations to teachers are - recommendatory or mandatory, for what reason and in what form the psychologist can contact parents, how the days and times of examinations of schoolchildren are determined - based on “gaps” in the lesson schedule or in in accordance with a pre-drawn plan. Also fundamentally important is the question of how a psychologist’s work plan is drawn up - either spontaneously, in accordance with the current requests of teachers and parents, or in accordance with an activity strategy previously developed by the psychologist.
Second. School psychological practice in most cases exists separately from other social and psychological services of the public education and health care systems. Hence the unlawful expansion of the functions of a psychologist working in a school. Obviously, his work will become much more effective if school practical activities are considered as a link, and the primary one, of a multi-level system of psychological support for education with its own tasks and responsibilities, its own limitations and even professional taboos (18). It is no secret that not all socio-psychological problems that exist in the school system can be solved by a school psychologist, both due to ethical issues and because of their complexity. The school practitioner must be sure that he has someone and where to refer the child and his parents, or a teacher, limiting himself to professional actions available to him (psychological support, primary assistance in adaptation, etc.).
1 page
"Practical psychology in education"
M. R. BITYANOVA
Organization
psychological work
PUBLISHING HOUSE
PERFECTION
In the book of a candidate of psychological sciences, before
cent M.R. Bityanova presents a holistic author
what model of organizing psychological services
at school. The publication introduces the reader to the plan
nization of the work of a school psychologist during
solid filling of the main directions of its development
bots: diagnostic, correctional and developmental,
advisory, etc. Particular attention is paid to
issues of interaction between psychologist and teachers
children's community, school administration
The book will be of interest to school psychologists, pe-
dagogs, heads of educational organizations
tions and methodologists.
ISBN 5-89441-007-Х
M.R. Bityanova, 1997.
"Perfection", 1997.
PREFACE
INTRODUCTION
SECTION 1. OPERATION MODEL
SCHOOL PSYCHOLOGIST
CHAPTER 1. THE CONCEPT OF PSYCHOLOGICAL-EDUCATORY-
CZECH ESCORTS
CHAPTER 2. MAIN DIRECTIONS
CHAPTER 3. ORGANIZATION OF ACTIVITIES
SCHOOL PSYCHOLOGIST
SCHOOL PSYCHOLOGIST
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL
STUDENT STATUS AND ITS CONTENT
AT DIFFERENT STAGES OF SCHOOL
TRAINING
ACTIVITIES OF A SCHOOL PSYCHOLOGIST
CHAPTER 3. ORGANIZATION AND CONDUCT
PSYCHOLOGICAL AND PEDAGOGICAL CONSILIUM
CORRECTIONAL AND DEVELOPMENTAL
ACTIVITIES OF A SCHOOL PSYCHOLOGIST
ADVISORY ACTIVITIES
SCHOOL PSYCHOLOGIST
SECTION 3. SCHOOL PLANNING
PSYCHOLOGICAL ACTIVITY
CHAPTER 1. CRITICAL TECHNOLOGIES
PSYCHOLOGICAL AND PEDAGOGICAL
ESCORTS:
CHAPTER 2. PLANNING APPROACHES
PSYCHOLOGICAL AND PEDAGOGICAL
ESCORT AT SCHOOL
CHAPTER 3. WORK PLAN
PSYCHOLOGIST DURING THE SCHOOL YEAR
SECTION 4. PSYCHOLOGIST AT SCHOOL -
INTERACTION PROBLEMS
CHAPTER I. PSYCHOLOGIST AT SCHOOL:
PROBLEMS OF BUILDING RELATIONSHIPS
CHAPTER 2. PSYCHOLOGIST AND SCHOOL:
PROBLEMS OF SUBMISSION
CHAPTER 3, SCHOOL AND PSYCHOLOGIST:
THERE IS SAFETY IN NUMBERS
CHAPTER 4. PSYCHOLOGIST AT SCHOOL: PROBLEM
PROFESSIONAL READINESS
AFTERWORD
LITERATURE
PREFACE
Dear school psychologist!
With this book we open the series
in education>, in which we intend to present to your
We would like to bring to your attention the experience we have accumulated in practical psychological
what work at school.
Our first book in this series is scientific and practical
character. This is a certain theory of school practice, containing
asking for answers to three fundamentally important questions:
millet of school practical psychology: Why? What? How?
Why do we need a psychologist at school, what is its purpose and tasks?
activities? What exactly can and should he do within the framework?
what are these goals and objectives? How, by what means can he
implement your activities?
We tried to build some holistic model
work of a school psychologist, in which all directions, all
the types of his activities would be linked into a system by a common idea
and would meaningfully ask specific methods and techniques
current daily work. We tried to find a place
school psychologist in the general educational system
schools. A place that matches its original
noble role, professional opportunities, but not
would turn him into the main figure, would not enslave the over-
specific requirements and expectations.
We paid a lot of attention in this book to issues of professional
professional interaction between a school psychologist and pedagogical
gami and administration, schoolchildren and their parents.
Our second book, which is already being prepared for publication, will be
purely practical. It contains a system of school psycho-
Togical work in parallel primary classes - from the moment -
that of admission and before the transition to middle management, set out in detail
All operating technologies we offer include diagnostic
Coy, correctional and developmental, advisory, etc.
And after it, we plan to release books dedicated to it!
issues of constructing a system of psychological activity]
ity in the parallels of middle and senior management.
The first book presented to your attention is
This is a monograph - it was conceived and written by one author. It's me -
M. R. Bityanova. But throughout almost the entire book
I will talk. And this is not a tribute to the usual scientific article)
liu. In developing the model and creating the basis for this npi book
took part, often without knowing it, many of my KOJ
laid down and students, practical psychologists of Yakutia, Stavropol;
Many specialists who have connected their professional
fate with school activities, I remember the time when per-
new shoots of psychological knowledge began to push their way through
gu on the fertile soil of secondary education. Happened
this is relatively recent - a decade ago - and gave rise to
there are many hopes for serious changes both in the education system
teaching and raising children, and in psychology itself. When ac-
social support institute of school practical
psychology began a rapid and intensive development: everything is new
great legions of hastily retrained, quickly baked
psychologists joined the public education system. In all
training and scientific support centers have emerged in large regions
personnel support. No less important is the fact that it began to take shape
a certain social stereotype of a school psychologist, then
there is its role and meaning entrenched in some social
ideas and attitudes, became part of the domestic community
knowledge. Today we can confidently say that
purely empirically, by trial and error, with minimal
little scientific and theoretical support has developed in the country
our own, Russian system of school psychological practice.
It developed... and found itself in a situation of deep crisis.
The manifestations of the crisis are many-sided and, it seems,
are visible. This includes the departure of professional psychologists from school, and
yesterday ready to work practically on the same enthusiasm, this
and misunderstanding by many teachers and school administrators
tors of the role and significance of school psychological work, this
and lack of state socio-economic support
live The crisis manifests itself in attempts to create new, related
"Professions. Thus, social pedagogues, psychological teachers appeared
VDlogs and even social educational psychologists. In print and from
Syzran, Tula, Bryansk and many other cities with which
I was lucky enough to work and communicate.
I am very grateful to those with whom I started my practice!
activities at school and continue to cooperate, - T. V. Azar
howl, T.V. Zemskikh, N. Borisova; to my graduate students and course students!
Special thanks to my husband and colleague, A.F. Shadura, who endured(
to a new listener and a strict editor. In the book I use va1
experience, your findings, that’s why I’m speaking from our common
At lectures, conferences, in private scientific conversations
often asked:
from many that already exist?> And although, you, dear crazy
log, we just started getting acquainted with the book, ahead of events
I'll answer. In theoretical terms, there are a lot of differences, and you
You won’t be able to notice them as you become familiar with the concept itself. M
you may like the theoretical approach and be closer
in terms of value, meaning, and perhaps it will seem alien1
and far-fetched. But from the point of view of practice... it has nothing to do with it.D
depends on those approaches that also work. And if you
reader, there is something to compare with - choose an approach according to
dealing with your professional and personal passions
yami. I wish you success and satisfaction from your work
nicknames of the psychological-medical-social center "Interaction
and its director E.V. Burmistrova for assistance and assistance
preparation of this book.
INTRODUCTION
M. Bityanova
from high stands, opinions began to be heard that the school psychologist (
psychologist) is not needed in principle, it is significantly important1
introduce rates for social workers (note in parentheses, h
and the institute of social workers at school is not experiencing
difficult, crisis times, and social workers
occupied mainly by the distribution of material assistance and b
paid meals for children). As a result, many people
di of which the majority sacrificed their bases!
education for the sake of the psychological profession, turned out to be i
materially unprotected, theoretically and methodologically 6eci
powerful in a sea of socio-psychological problems, with
which they have to face every day in interaction
vii with schoolchildren, their parents and teachers.
What are the most important reasons for this situation? I
many, they have both socio-economic and scientific
ny roots, and in general can be conditionally divided into d
groups: in relation to school psychological
what practice and crisis events;
nia. Among the external reasons, we will name, first of all, the following
schuyu: the main results of school PS
has not developed any chological activity to date
an adequate and clear system of expectations regarding possible
responsibilities and tasks of a school psychologist. So, it is typical
as a situation of their broad interpretation - translation)
giving the psychologist responsibility for pedagogical work
transferring methodological functions to him, delegating a
ministerial and managerial duties and so on
refusal to cooperate due to belittling of his professional
regional opportunities. Experience of communication with teachers and IUKOJ
local administrations of various regions of Russia show
It means that the overwhelming majority of them are not ready!
to equal cooperation with psychologists, even ecj
sincerely declare this on a conscious level. Mark
what is unconscious rejection of school psychologist
is clearly visible on higher floors of the system
we are of public education, which is expressed, in particular,
conceptual approaches to tariffs for school psychotherapy
gov, the regulatory framework that regulates their work, etc.
pedagogical publications complained that schools
These psychologists did not live up to the teachers’ hopes and turned out to be
Introduction
capable of solving current problems facing society
temporary education. Such complaints are supported by
fight on a certain ground, this will be discussed below. I wanted
just to note that such pedagogical sentiments are not
are most often associated with an understanding of the real difficulties
school psychology. They are the result of failed
fortunately, attempts were made to shift onto her fragile shoulders
Chi responsibility for the pressing problems of the school itself
training and education.
Other external reasons can be named, but
it becomes more important to discuss the difficulties clearly indicated by
that began within the school psychological system itself
activities. They are, in our opinion, to a large extent
are responsible for the crisis. Let's look at a number
the most important points.
First. Today's institute of national school
psychology functions without a developed methodology
the logical basis of its activities. Ideally, such a concept
The real model must not only be worked out in detail;
on, it must be unified and form the basis
work of all existing psychological services of the system
public education. What will this give? First of all, it will allow
compare the results obtained in different
schools and different regions of the country. School psychologists
will understand each other better. There will be certainty
in drawing up training and advanced training programs -
tions of specialists for schools.
The model of activity of a school psychologist should be fully and
convincingly answer the question why school exists
a psychologist and what exactly he should do at school,
clearly identify such a specialist in
school, create a picture of a holistic vision of school psycho-
logy as a special type of scientific and practical activity. We
we take the liberty of asserting that such a model today
neither the methodological nor individual contents have been worked out
ny aspects, but a holistic approach has not yet been proposed,
organically linking theoretical foundations with content
nal and organizational-methodological components of the activity
qualities of a school psychologist-practitioner. That is, the institute of school-
M. BITYANOEL
psychology functions without a clear answer to questions
prosy: Why? What? How? In addition, the place i is not indicated
the role of his activities in a unified educational system
instead of this or that institution. Principles not defined, H(
which should be built between the psychologist i
school administration, psychologist and teachers, as well as
parents and students themselves. These principles should
determine, for example, what nature the recommendations are!
for what reason and in what form can a psychopath appeal?
log to parents, how days and times are determined)
examinations of schoolchildren - based on the schedule
lessons or in accordance with a pre-made plan
nom. Also of fundamental importance is the question of
how a psychologist’s work plan is drawn up - or spontaneously, i
in accordance with the current requests of teachers and parents
or in accordance with a strategy previously developed by a psychologist
activity tag.
Second. School psychological practice in greater
In most cases, it exists separately from other socio-psychic
chological services of the public education and health system
defense Hence the illegal expansion of the function!
psychologist working at the school. Obviously th
his work will become much more effective if he is in school!
practical activities will be considered as a link, with
than the primary, multi-level system of psychological under
support of education with its tasks and responsibilities
its limitations and even professional taboos (17)
It is no secret that not all socio-psychological pro
problems existing in the school system can be solved
we through the efforts of a school psychologist, both due to ethical issues
tov, and because of their complexity. School practitioner before
must be sure that he has someone and where to send the child
and his parents or teacher, limiting himself to what is available!
himself through professional actions (psychologically
support, primary assistance in adaptation, etc.).
Develop a model of multi-level psychological service
how to support school education, distribute the functions
tions between its levels, prescribe a system of inter-level communication
connections - such work, although it does not have direct
Introduction
application to school psychological activities, with the need to
Diligence must be carried out to resolve the internal
them problems of the latter.
Finally, third. The established tradition of preparing practical
psychological psychologists cannot be considered as satisfactory
worthy. And the point here, it seems, is not only a matter of
established terms of study, about which enough has been said. It's a matter of co-
maintaining courses, in the opinion of their creators, why and how
We need to train specialists of this kind. The reason for the weak support
cooking lies, in our opinion, in an attempt to train practitioners
under facilitated academic programs, imposing on them
theoretical principles, often unnecessary and not even applicable
nimnye in real work. The solution seems to be the development of a new
theory - theory of practice based on effective
methods and approaches of practical activity itself, generalized
learning and analytically processing her positive experience.
Thus, we have not only identified the most important, with
our point of view, the internal causes of the crisis, but also the intention
formulated in the most general form the ways of their elimination. In this work
We will dwell in detail only on those issues that
are associated with the activities of school psycho-
ha. However, their discussion, in our opinion, allows us to re-
ORGANIZATIONAL AND CONTENT MODELS OF ACTIVITY OF A SCHOOL PSYCHOLOGIST
For a year, a project group worked at the Moscow City Psychological and Pedagogical University, which included practicing psychologists and methodologists from the Service of Practical Psychology of the City of Moscow.
We have set ourselves a difficult task: to develop options for building a psychological service in a secondary school, taking into account the characteristics of the school’s activities and its capabilities (in terms of the number of psychologists it can afford).
It was clear to us from the very beginning that it was absolutely impractical to build one model for everyone, uniform in tasks and organizational principles, for the activities of psychologists in schools. Schools are not just different - they are very different.
Is it possible to compare in terms of capabilities, range of problems and tasks of activity a gymnasium, where in one way or another a targeted enrollment of children is carried out, and a comprehensive school in a new building? A non-state school focused on working with those children who find it difficult to study in a large public school, and a school for gifted children? A school working on experimental international programs, loaded to the roof with the latest teaching aids, and a school that has difficulty teaching basic subjects?
We need different schools... Will the psychological services in them be the same, like a unified medical office? It is clear that this is wrong.
But, on the other hand, a life full of freedom of action is no longer a joy for practicing psychologists. Because the lack of clear ideas about the range of responsibilities does not allow organizing a truly thoughtful system of psychological work that is in demand in a given educational situation. The psychologist becomes dependent on the arbitrariness of the administration, and the administration - on the fantasies and personal inclinations of the hired specialist. It's a mess.
And we decided to isolate from our own practice, separate from particulars and describe in an alienated form several models of the activity of a psychologist in a secondary school, which, from our point of view, are most in demand at present.
As a result, three models were described. Each received its own conventional name: “Consultant”, “Methodologist” and “Curator”.
The models are described according to the same principle:
- General description.
- Goals, objectives and main directions.
- Types of activities within each direction according to the following scheme: the situation that triggers this type of activity, - the type of activity - the possible consequences of its implementation.
- Basic algorithms of activity. (We considered it necessary to apply them to those types of activities that clearly fall into a certain order of professional actions of a psychologist.)
- Requirements for methodological support and level of professional qualifications of a psychologist.
- models.
We understand that this is not yet an exhaustive list. Over time, we are going to add to the description of each model the so-called “associated functionality” of other specialists (that is, those new functions that appear for teachers, head teachers, social workers, etc. in connection with the implementation of a particular area of work by a psychologist), list of mandatory documentation for a psychologist. For the “Curator” model, this material has already been prepared, and you can familiarize yourself with it.
But even without these points, the material turned out to be interesting and useful. We presented it at the May congress of practical educational psychologists in Moscow, and we are going to actively “promote” this approach to building psychological work at school in Moscow education.
We offer this material for discussion to you, dear readers. We are very interested in your opinion.
Our group was quite large, but, as usually happens, a group of participants gradually emerged who made the greatest contribution to the prepared materials. I would like to name them:
Shulakova S.P. ., school No. 1223 SAO, educational psychologist
Beglova T.V. , National Educational Institution Secondary School "ESHL" South-Eastern Administrative District, educational psychologist
Stroganova E.Ya. , methodologist-psychologist MCO SAO
Vasilyeva N.N. , kindergarten No. 602 South-Western Administrative District, teacher-psychologist
Lupanina S.V. , school No. 96 Central Administrative District, educational psychologist
Lapshina E.S. , school No. 127 Central Administrative District, educational psychologist
Uskova T.V. , Children's and Youth Center for Children and Technology "Medvedkovo", educational psychologist
Ushakova E.I. ., school No. 529 NEAD, educational psychologist
Goryacheva N.V. , school No. 430 SEAD, educational psychologist
Shchervina G.V. , school No. 1219 Central Administrative District, educational psychologist
Tkacheva I.A. , methodologist OUMC NEAD
Nesterova T.M. , school No. 868 Southern Administrative District, educational psychologist
Nikitina N.Yu ., methodologist of the National Medical Center of the Eastern Administrative District
Rydkina O.A ., school No. 868 Southern Administrative Okrug, educational psychologist
Kabaeva V.M. , school No. 1240 Central Administrative District, educational psychologist
Gulieva N.A. , school No. 1151 Zelenograd Autonomous Okrug, educational psychologist
Makirova M.Yu ., school No. 1752 VAO, educational psychologist
Yasyukevich M.V. ., school No. 1290 VAO, educational psychologist
Prepared material for publication
project team leader
Candidate of Psychological Sciences
Marina BITYANOVA
MODEL "CONSULTANT"
General description of the model
This model is intended for public schools that do not implement experimental or innovative educational programs and have one teacher-psychologist on staff.
The activities of the psychologist are organized, first of all, upon request and on the basis of a plan approved by the school administration. The central focus is working with children who have psychological difficulties in learning and development.
The activity of a psychologist within the framework of this model takes place, so to speak, on the “periphery” of the school educational system. The psychologist is engaged in preventive work in its simplest forms and is primarily focused on working with those who find it difficult to keep within the framework of general school requirements.
Partially, he independently provides assistance (within the limits of his capabilities and competence), partially, he organizes the work with the child and his family of those specialists who can provide qualified and specialized assistance.
Due to the latter circumstance, dispatching activities become a very important area of work for a consulting psychologist. He should have a good idea of which specialist the child with this type of problem needs to be referred to and where such a specialist is available.
The purpose of the psychologist's activity
Supporting the process of psychological development of students by creating certain conditions in the educational environment of the school.
1. Monitoring the results of students’ psychological development at various stages of education.
2. Creating conditions for providing psychological assistance to students in solving development problems.
3. Carrying out a psychological analysis of in-school educational programs and technologies from the point of view of their compliance with the individual and age characteristics of students in a given school.
4. Advisory and informational psychological support for the processes of learning, upbringing and development of children in the educational environment of the school.
I. WORK OF A PSYCHOLOGIST WITH SCHOOL STUDENTS
Tasks
1. Identification of the level of current psychological development of students at various stages of education.
2. Providing psychological assistance to students (within the professional capabilities of a psychologist) who have problems in learning and development.
3. Creating conditions for psychological development and increasing the psychological competence of students.
4. Creation of conditions for a comprehensive solution of medical, psychological and pedagogical problems of student development.
1. Psychological and pedagogical diagnostics
Conducted at the request of adults (teacher, parent) or the child himself and in a planned manner. Planned diagnostic activities are carried out during certain periods of study (at the choice of the school), as well as in connection with monitoring of experimental or innovative educational programs. Based on the results of the diagnosis, the psychologist prepares recommendations for teachers and parents, organizes advisory or correctional and developmental meetings with the child, and together with the author of the request plans work aimed at solving the child’s problems.
2. Corrective, developmental and advisory work
Conducted upon request and based on the results of psychological diagnostics. Mainly associated with helping children with learning and psychological development difficulties. It can also be focused on working with children's groups (correction of interpersonal relationships). Developmental work, aimed at successfully developing children, is organized in the form of electives or games at the request of the children themselves or class teachers.
3. Dispatching work
It is implemented in situations that require the involvement of other specialists or services in working with a child or family: medical, social, etc.
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Request from a teacher, parent or student (in high school) Adaptation of new children joining an already established team Scheduled diagnostics carried out A) during certain periods of study, B) in connection with school-wide monitoring of the educational environment |
Psychological and pedagogical diagnostics |
Parent counseling Consulting the student himself working with a child or a group of students Together with the author of the request, designing a system of work to solve existing problems |
| Students’ request (primarily for developmental work and career counseling) A request from the class teacher related to a specific task of his work with the class team or an individual student Results of psychological diagnostics |
Correctional and developmental |
Consultations with the class teacher Repeated psychological diagnostics Consulting parents based on the results of the study working with a child If necessary, consult the author of the request himself |
| Identification of psychological problems that lie outside the functionality or professional competence of a school psychologist The need to obtain consultations from “related” specialists: speech therapist, neuropsychiatrist, psychiatrist, etc. The need to transfer the child to a different type of school The need to include social workers and child rights specialists in the situation |
Dispatch work |
Informing school administration Parent counseling Accompanying the child and supporting the family while working with specialists Receiving recommendations on organizing further work from related specialists |
II. PSYCHOLOGIST'S WORK WITH PARENTS
Tasks
1. Increasing the psychological competence of parents in the field of parent-child relationships and solving problems and development tasks of their children.
2. Cooperation with parents in matters related to solving problems and development tasks of their children.
Types of activities and their brief characteristics
1. Consulting parents on problems of upbringing and psychological development of their children.
It is organized at the request of the parents or teachers themselves, the results of psychological diagnostics (if the child has difficulties in learning and psychological development) and the results of the implementation of correctional and developmental measures. In most cases, it is in the nature of one-time consultations.
2. Information based on the results of psychological diagnostics (individual and group).
It is planned in nature and is carried out mainly in the form of speeches at parent-teacher meetings or one-time consultations with parents.
3. Psychological education of parents.
It is organized at the request of teachers, parents, or is of a systematic, planned nature. It is carried out mainly in the form of speeches at parent-teacher meetings.
| Triggering situations this type of activity |
Type of activity of a psychologist | of these events |
|---|---|---|
| Request from the parents themselves for consultation Consultation is organized at the initiative of the class teacher or school administration Consulting based on the results of a psychological examination of a child Consultation on the results of correctional and developmental or advisory work with a child |
Parent counseling |
Organization of advisory or correctional and developmental working with the student himself Organization of dispatch work Consultations with the class teacher or administration (authors of the request) |
| Carrying out routine diagnostics or individual examination of the child upon request. | Informing |
Consulting specific families for emerging psychological problems |
or school-wide parent meetings One-time request from the class teacher, administration or parents themselves |
Psychological |
Consulting specific families on emerging psychological issues |
III. COOPERATION WITH SUBJECT TEACHERS
AND CLASS TEACHERS
Tasks
1. Increasing the psychological competence of teachers on issues related to the learning and development of students.
2. Organization of psychological and pedagogical cooperation to solve problems and tasks for the development of individual students and student groups.
Types of activities and their brief characteristics
1. Consulting teachers on issues related to learning, interaction, and psychological development of schoolchildren.
Organized at the request of the teacher or the results of various types of work by a psychologist with children: diagnostics, correctional, developmental work. It is predominantly one-time in nature, meaningfully connected with situations that cause professional and personal difficulties for the teacher.
2. Psychological education of teachers.
It is organized at the request of teachers, administration, or is of a systematic, planned nature. It is carried out mainly in the form of speeches at pedagogical councils and meetings of methodological associations.
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Teacher's request Results of psychological diagnostics, correctional and developmental or advisory work carried out with the child Results of developmental work carried out with the class team |
Consulting teachers on issues related to learning, interaction, and psychological development of schoolchildren |
Creation and implementation teacher and psychologist joint program of work with a specific child or a group of children Individual psychological work with the teacher himself Support of the developed program of joint actions |
| Informing teachers about the results of psychological examinations of children at teacher councils and consultations Scheduled thematic presentations at teachers' councils, methodological associations and seminars The emergence of a pedagogical problem that requires, in order to be resolved, an increase in the psychological competence of teachers |
Psychological education of teachers |
With |
Required management support
1. Introducing into the school charter the main provisions related to the activities of a psychologist (models of his activities).
2. Administrative approval of the psychologist’s work plan:
- diagnostic activities (days, hours);
- educational events for teachers and parents;
- consultations and small teacher councils based on the results of psychological diagnostics and other types of work of a psychologist with children.
3. Obtaining parental consent to conduct various diagnostic activities with their children (within the framework of the school plan and the psychologist’s model of activity).
4. Providing material and technical conditions for the psychologist’s activities: an equipped office, teaching aids, the possibility of using office equipment, consumables for carrying out correctional, developmental and diagnostic work (within the framework of the plan).
5. Providing material and organizational support in providing the school library with psychological literature and teaching aids.
6. Advanced training of a psychologist within the main areas of activity of this model (primarily counseling, diagnostics).
7. Providing a methodological day for preparing for diagnostic, developmental and educational activities.
8. Providing conditions for the creation and use of computer technologies for conducting, processing and storing diagnostic information.
9. Organizational support for various forms of cooperation between a psychologist and teachers (monitoring the use of psychological recommendations, holding small teacher councils, councils, meetings).
10. Ensuring the participation of invited specialists in solving the problems of individual children and student groups.
11. Involvement of management mechanisms to create teachers’ motivation to cooperate with a school psychologist.
activities of a psychologist within this model
1. Providing the psychologist with diagnostic materials for conducting screening studies of the level of mental development, for diagnosing the age characteristics of students at various stages of education, studying the socio-psychological characteristics of children's groups, the level of psychological adaptation of schoolchildren in grades 1, 5 and 10.
2. Providing methodological materials for organizing career guidance work in high school.
3. Providing correctional and developmental programs for organizing assistance to children of all school ages, as well as educational psychological programs for conducting developmental work with children interested in psychological education and training.
4. Providing methodological literature for educational work with parents and teachers.
5. Providing the necessary methodological materials for carrying out individual and group correctional and developmental work (toys, educational materials, musical accompaniment, etc.).
within this model
1. Higher professional education (but without requirements for practical work experience).
2. Knowledge of diagnostic methods, techniques for processing and presenting diagnostic data.
3. Knowledge of consulting techniques (in working with children and adults).
4. Knowledge of developmental techniques and correctional and developmental programs at the level of implementation and analysis of results (but not at the level of creation).
5. Availability of ideas about the activities of related specialists (speech therapists, psychiatrists, narcologists, etc.).
6. Ability to work with reference literature.
7. Communication skills, skills of conducting group work with children and adults.
8. Knowledge of the basics of family counseling.
Scheme. Diagnostics on demand
MODEL "METHODIST"
General description of the model
Two circumstances can most likely serve as the reason for the implementation of this model of psychological activity in school:
A) the school has a real educational program focused on the development of students (the school’s own development concept, an experimental program, participation in the implementation of a citywide or regional educational program, project). In this case, psychological support for the educational process becomes objectively necessary;
B) the presence at school of a social teacher who organizes work with students’ families and performs dispatch functions. In this case, the psychologist is freed from a number of advisory functions and can become involved in the psychological support of educational programs and school projects.
The model is quite specific both in terms of the status that a psychologist acquires (close to the status of a head teacher), and in terms of the requirements for the qualifications of a specialist (deep, serious knowledge in the field of educational psychology and pedagogy), and in terms of the content of his activities (methodological and expert work, first of all ).
There has been a demand for such a model in education, but there are still few specialists capable of implementing it...
The purpose of the psychologist's activity
Participation in the design and implementation of a school educational development environment in accordance with the school development program.
Tasks of a psychologist
1. Design and participation in the implementation of educational programs and projects and examination of their psychological adequacy and effectiveness (from the point of view of individual and age-related development goals of schoolchildren).
2. Optimization of the psychological aspects of the educational process.
3. Optimization of the conditions for interaction between all participants in the educational process.
MAIN AREAS OF ACTIVITY
I. WORK OF A PSYCHOLOGIST IN THE ADMINISTRATIVE TEAM
Tasks
1. Psychological examination of designed and implemented models of the educational environment from the point of view of the tasks of age-related and individual development of schoolchildren.
2. Participation in the design of educational situations.
3. Psychological design and examination of specific educational activities, taking into account the tasks of age-related and individual development of schoolchildren.
Types of activities
1. Participation in the design of the educational environment of the school.
2. Participation in the development of a school-wide work plan (submission of proposals, psychological assessment of the planned work).
3. Cooperation with the head teachers of the school on the problems of implementing the assigned tasks, monitoring intermediate results and making adjustments to the implemented psychological and pedagogical programs.
4. Joint development of scenarios for significant events.
5. Advisory participation in solving problems of personnel placement and hiring of new employees.
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Changes in educational conditions, number of children or teachers Introduction of experimental educational programs Request from higher authorities |
Participation in design |
Preparation of recommendations Writing a psychological block of the model |
| Making a plan school work |
Participation in development |
Development (based on schoolwide psychologist's work plan Coordinating your own plans with the plans of others school structures Develop monitoring procedures to track performance planned events |
| Planned cooperation Emergency situations (changes in the teaching situation, deterioration in quality indicators, conflicts) Results of monitoring |
Cooperation with school head teachers on problems of implementing assigned tasks, monitoring interim results |
Participation in meetings of subject methodological associations Implementation of programs aimed at solving emergency problems Consulting administration and chairmen of methodological associations |
| Scheduled event Event being developed to solve an emergency problem |
Collaborative development of scenarios |
Analysis of the event (together with other developers) Creation and implementation monitoring programs (if necessary) |
| Administration request for participation in situations of hiring new employees or placing teaching staff |
Advisory participation |
Drawing up and approval work programs with a young specialist Preparation of recommendations by selection and placement personnel |
II. WORK OF A PSYCHOLOGIST WITH TEACHERS
AND THE TEACHING STAFF
Tasks
1. Increasing the psychological competence of school teachers.
2. Optimization of psychological conditions for interaction between teachers and students.
3. Design and participation in the implementation of psychological and pedagogical programs.
4. Analysis of educational situations, generalization of psychological and pedagogical experience.
5. Psychological adaptation of young professionals at school.
Types of activities
1. Technological support for the design activities of the teaching staff.
2. Thematic presentations at pedagogical councils and seminars.
3. Participation (initiation, if necessary) in various forms of work aimed at solving educational problems of students.
4. Design and joint implementation with teachers of psychological and pedagogical programs and projects aimed at training, education and development of students.
5. Work with young specialists: assistance in psychological adaptation to a new professional situation and a new team.
6. Individual psychological and methodological work with teachers experiencing difficulties in constructing pedagogical work with specific children (of a certain age, according to a certain program, with certain individual psychological characteristics).
7. Psychological and pedagogical diagnostics of students.
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Request from the administration for the participation of the teaching staff in the development of strategic issues school development Request from a department or a creative group of teachers to develop and conduct a project seminar |
Technological support for the design activities of pedagogical |
Conducting trainings, master classes Participation in implementation created projects Development of thematic recommendations |
| Request for theoretical information Results of monitoring |
Thematic speeches |
Preparation of a certificate based on monitoring results Development of psychological recommendations for methodological associations and individual teachers on the application of monitoring results in teaching activities |
| Request from one of the participants in the educational process Results of psychological and pedagogical monitoring |
Participation (if necessary, initiation) in various forms of work aimed at solving educational problems of students |
Preparation of conclusions and psychological recommendations A joint program of actions with teachers aimed at solving problems Methodological consulting for teachers |
| Planned work carried out during difficult periods of schooling Scientific and methodological teachers' work on mastering new educational technologies Introduction of experimental training programs and continuing education courses Introduction of new forms of extracurricular educational activities or educational work |
Design and |
Organization of the work of the psychologist himself within the framework of the developed program Development of psychological and pedagogical recommendations on the application of technology, new method or approach Participation in the model workshops with demonstration of new technologies and approaches Carrying out monitoring |
| Arrival at school new teachers (first of all - young specialists) |
Working with young professionals: help |
Participation in the development of a professional development program for a young specialist and implementation of the psychological part of this program |
| Request from any participant in the educational process Results of psychological observations |
Individual psychological and methodological work |
Recommendations for organizing the education and upbringing of children with certain types of difficulties and problems Participation in work to adjust and develop the selected program |
| Monitoring of ongoing educational programs and projects Verification of a request addressed to a psychologist by teachers and administration or the students themselves |
Psychological and pedagogical diagnostics of students |
Speeches at teacher councils and methodological associations Conducting consultations and mini-teaching councils Individual consultations for teachers and parents |
III. WORKING WITH SCHOOL GOVERNANCE BODIES
Task
Optimization of the work of school co-government bodies (in the context of psychological tasks of age-related and individual development of students).
Types of activities
1. Participation in the design and analysis of the activities of co-management bodies and their specific activities.
2. Participation in various events related to the activities of co-government bodies.
Participation in the work of the “conflict commission” (or other body involved in the analysis and resolution of intra-school conflicts).
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Management situations | Participation in design |
Inclusion of a psychologist in the work plan issues related to interaction with school co-management bodies Providing an analytical report, information, recommendations for development of one or another co-government body |
| Work plan Problematic situation requiring participation in its resolution psychologist Request from designers or event participants |
Participation in various events related to with the activities of co-government bodies |
Analysis and preparation psychological recommendations to improve work |
IV. PSYCHOLOGIST'S WORK WITH PARENTS
Tasks
1. Increasing the level of psychological competence of parents.
2. Optimization of parent-child relationships.
3. Inclusion of student parents in educational projects and programs, in particular in performance monitoring.
Types of activities
1. Psychological education and information for parents.
2. Consulting on issues related to the psychological aspects of educational programs implemented at school.
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Scheduled thematic presentations at in-class or school-wide parent meetings Communicating the results conducted monitoring One-time request from the class teacher, administration or the parents themselves. |
Psychological education and informing parents Counseling on issues related to psychological aspects educational programs implemented at the school |
Individual parent consultations Preparation of educational materials and recommendations |
Required management support
activities of a psychologist within this model
1. Providing a psychologist with the functions of a methodologist with the status and powers of a head teacher.
2. Inclusion of a psychologist-methodologist in the system of management steps to support a young specialist.
3. Providing the psychologist with a fixed time for conducting diagnostic activities (screenings, monitoring, diagnostics upon request).
4. Inclusion of a psychologist in the school’s certification commission.
5. Organizational support for educational and training work of the psychologist with parents and teaching staff: parent meetings and seminars, master classes for teachers, etc.
6. Creation of managerial conditions for the “entry” of parents into the educational environment of the school.
7. Formation of an administrative and pedagogical order to a psychologist for design and analytical activities.
8. Creating conditions for advanced training of psychologists, primarily in the field of educational psychology.
Requirements for methodological support
activities of a psychologist within this model
1. Providing a methodological library on didactics, new pedagogical technologies, management psychology and organizational consulting, design and analysis of teaching activities.
2. Providing all necessary regulatory documents.
3. A package of diagnostic techniques for working with schoolchildren and parents as part of screenings and monitoring.
4. Logistics, office.
5. Providing a methodological day for conducting analytical and methodological work.
Requirements for the qualification level of a psychologist
within this model
1. Availability of a qualification category of at least 2nd.
2. Experience in education for at least three years.
3. Management skills.
4. Skills in organizational consulting, design and analytical activities.
5. Skills in working with an audience.
6. Skills in scientific, methodological and research work.
SCHEME 1
Participation (initiation if necessary) in various forms of work,
focused on solving educational problems of students
(methodological associations, mini-pedagogical councils, consultations)
SCHEME 2
Working with young professionals: assistance in psychological adaptation
to a new professional situation and a new team
SCHEME 3
Individual psychological and methodological work with teachers experiencing
difficulties in building pedagogical work with specific students and student groups
MODEL "CURATOR"
General description of the model
The main principle of organizing work is the implementation of comprehensive psychological and pedagogical support for a certain group of students (no more than five or six classes). Accordingly, the school either has a service of psychologist-supervisors, or certain classes are supervised (KRO, specialized, gymnasium, experimental, etc.).
With this option for organizing psychological work at school, the psychologist has the opportunity to provide support for a specific child and the class group in the full sense of the word: monitor the development process, engage in deep and comprehensive preventive and developmental work in the zone of proximal development of children of a certain age, provide individual support those who need it.
The psychologist becomes a full participant in the educational process. He has the opportunity to work closely with teachers in solving problems and tasks for the development of specific children and student groups, primarily with class teachers.
Due to the fact that a service of psychologist-supervisors is being formed, it becomes possible to carry out serious methodological work and psychological projects that influence the educational environment of the school as a whole.
At the same time, the emergence of a service of psychologist-supervisors in schools significantly influences the management situation and expands the functional responsibilities of many specialists: head teachers, class teachers, subject teachers. Without appropriate management steps and innovations, the activities of supervisory psychologists will be greatly hampered.
Goals of a psychologist
Comprehensive psychological and pedagogical support for students and student groups in the educational process.
Tasks of a psychologist
1. Creation of conditions for the realization of psychological age and individual personal capabilities of students.
2. Providing comprehensive psychological and pedagogical assistance to students experiencing difficulties in learning and development.
3. Increasing the psychological competence of all participants in the educational process.
4. Participation in the development and design of the developing educational environment of the school.
MAIN AREAS OF ACTIVITY
I. WORK WITH STUDENTS AND STUDENT COLLECTIVES
Tasks
1. Monitoring the mental development of specific children and the socio-psychological development of student groups.
2. Creating conditions for the realization of age-related and individual psychological capabilities of students in the educational process.
1. Providing comprehensive psychological and pedagogical assistance to students experiencing difficulties in learning and development.
3. Development of psychological competence of students.
4. Creating conditions for the socio-psychological development of student groups.
Types of activities
1. Psychological and pedagogical diagnostics.
2. Developmental work with the entire student body.
3. Psychological training and education of schoolchildren.
4. Correctional, developmental and advisory work with individual students.
5. Dispatching work.
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| A) during certain periods of study; B) in connection with school-wide monitoring of the educational environment; C) regularly, in the process of interaction with students supervised classes |
Psychological |
1. Discussion of the results with the class teacher and based on the data - designing joint work to solve identified problems Consulting parents of students Speech at a council or teachers' meeting based on the diagnostic results |
| 2. Teacher's request (class teacher or subject) |
2. Discussion of the results with the teacher and based on the data - designing joint work to solve identified problems Organization of correctional and developmental working with individual students or student group Informing the administration |
|
| 3. Request from a parent or student | 3. Consulting "author" of the request Organization of correctional and developmental work with individual students or student groups |
|
| Planned development work According to the results of psychological diagnostics At the request of the class teacher or within the framework of a joint psychological-pedagogical project |
Developmental work with student team |
Monitoring the success of the implemented program Discussion of results and next steps with the class teacher Discussion of the program with colleagues (at a methodological association of psychologists) and finalization of the program Discussion of the results of work with the head teacher who supervises the activities of the psychologist Speech at the mini-teaching council |
| Planned work Class teacher's request or administration |
Psychological |
Discussion of the results with the class teacher Monitoring the success of the implemented program Discussion of the program with colleagues (at a methodological association of psychologists) and finalization of the program |
| Based on diagnostic results At the request of the teacher, parents or the student himself |
Corrective |
Consultations with the class teacher Repeated psychological diagnostics (monitoring of work results) Parent counseling based on the results of the working with a child Recommendations for subject teachers |
| Based on diagnostic results or other work, spent with a child |
Dispatch work | Informing school administration Consultations with the class teacher and subject teachers Parent counseling Working with children's groups Accompanying a child and family support while working with specialists Organization of correctional and developmental working with a child according to specialist recommendations |
II. PSYCHOLOGIST'S WORK WITH PARENTS
Tasks
1. Increasing the level of psychological competence of students’ parents.
2. Inclusion of parents in the process of solving educational and developmental problems in relation to their child and the class as a whole.
Types of activities
1. Consulting parents of specific students on the problems of education and psychological development of their children.
2. Information and education of parents.
3. Joint developmental work of parents with the children's team.
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Upon request or based on results diagnostics performed Consultations in the process of carrying out correctional and developmental activities with a child |
Consulting parents of specific students |
Preparation of recommendations for parents Organization of cooperation between subject teachers and the child's parents Development together with parents of the program helping a child Dispatch work |
| Based on the results of routine diagnostics Scheduled meetings with parents (parent-teacher conferences, educational seminars) Request from the class teacher administration, parents themselves |
Informing |
Preparation of recommendations for parents; If necessary, organize individual consultations for parents |
| Planned situation or class teacher's request |
Joint developmental work with children's groups | Discussion of results work for parents meetings |
III. WORKING WITH THE SCHOOL TEACHING STAFF
Tasks(in relation to subject teachers):
1. Joint solution of psychological and pedagogical problems and student development tasks.
2. Providing teachers with psychological information about the development process of individual students and student groups.
Tasks(in relation to class teachers):
1. Analysis and design of the socio-psychological environment of the class, conducive to the learning and development of students.
Tasks(in relation to other school specialists):
1. Providing comprehensive assistance to a child with learning and development difficulties.
Types of activities
1. Consulting teachers on issues related to the training, education and psychological development of students and student groups.
2. Preparation and conduct of psychological and pedagogical consultations.
3. Development and implementation of joint programs of psychological and pedagogical work with individual students or student groups.
4. Methodological support for the work of the class teacher with students and parents.
Cooperation with subject teachers:
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Results of various types psychological work with children (diagnostics, correctional, developmental and advisory work) Decision of the psychological and pedagogical council Teacher's request |
Consulting for teachers |
Creation and implementation teacher and psychologist of the joint program working with specific child or group of children Individual psychological work with the teacher himself |
| Results of psychological diagnostics Request from the teacher, administration, class teacher |
Conducting psychological pedagogical councils |
Development and implementation joint actions aimed to solve the problems at the task council Results monitoring program implementation Re-meeting (if necessary) |
Cooperation with class teachers:
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Decision of the council or mini-pedagogical council Initiative class teacher or psychologist results-based classroom observations or individual students Joint action plan, based on monitoring the previous stage working with the class or individual students |
Development and implementation |
Performance monitoring Informing parents Consulting subject teachers and administration |
| Request class teacher |
Methodological support for the work of the class teacher with students and parents | Discussion of results, tracking the results of the work performed Preparation of teaching materials |
Collaboration with other specialists:
| Triggering situations this type of activity |
Type of activity of a psychologist | The main consequences of the of these events |
|---|---|---|
| Planned situations Diagnostic results Request from one of the specialists Decision of the psychological and pedagogical council |
Joint planning of work with individual children, implementation of general correctional and developmental programs | Development of joint recommendations for teachers and parents Conducting joint monitoring of the effectiveness of program implementation |
IV. WORKING WITH ADMINISTRATION
Tasks
1. Coordination of psychological work plans with the work plans of other structures, the school program, and the development concept.
2. Providing psychological information necessary for the manager to make informed management decisions.
Types of activities
1. Consultations with the administration on issues of the psychologist’s activities.
2. Informing the administration on psychological issues.
3. Joint planning.
V. SCIENTIFIC AND METHODOLOGICAL AND
ORGANIZATIONAL AND METHODOLOGICAL
SERVICE ACTIVITIES
Tasks
1. Increasing the efficiency of the service.
2. Improving the qualifications of service employees.
3. Creation of scientific and methodological products of the service’s activities.
Types of activities
1. Development of new and adaptation of existing methodological tools for the activities of a psychologist.
2. Carrying out joint methodological and practical work, professional supervision of service employees.
Required management support
activities of a psychologist within this model
1. Inclusion in the school plan of diagnostic, developmental and training activities of the psychological service (psychologist).
2. Creating conditions for the implementation of cooperation between teachers and psychologists (organization and support by management decisions of the work of psychological consultations, monitoring the implementation of consultations’ decisions and the implementation of planned psychological and pedagogical events, etc.).
3. Creation of a school-wide concept of cooperation with parents.
4. Resolution of issues related to overtime work (on weekends, away, etc.).
5. Obtaining parental consent to conduct diagnostic, correctional and developmental activities with their children.
6. Review and approval of plans and programs of psychological work.
7. Providing opportunities for involving other specialists in working with difficult cases (speech therapist, psychoneurologist, neuropsychologist, narcologist, etc.).
8. Providing time for methodological work and processing diagnostic data.
Requirements for methodological support
activities of a psychologist within this model
1. Providing the psychologist with diagnostic materials for conducting screening studies of the level of mental development, diagnosing the age characteristics of students at all stages of education, studying the socio-psychological characteristics of children's groups, the level of psychological adaptation of schoolchildren in grades 1, 5 and 10.
2. Scientific and methodological support for diagnostics carried out by a psychologist as part of monitoring educational programs and tracking the results of one’s own activities.
3. Providing methodological materials for organizing career guidance work in high school.
4. Providing correctional and developmental programs to provide assistance to children of all school ages.
5. Providing educational psychological programs for conducting developmental work with children of different ages.
6. Providing methodological literature and methodological developments for educational work with parents and teachers.
7. Providing the necessary teaching materials for individual and group correctional and developmental work (toys, educational materials, musical accompaniment, etc.).
8. Providing methodological materials for organizing cooperation between teachers and school psychologists (consultations, joint psychological and pedagogical programs and projects, etc.)
Requirements for the qualification level of a psychologist
within this model
1. Skills in conducting individual and group psychological diagnostics, analysis and presentation of data.
2. Skills in working with children's groups.
3. Skills in psychological counseling of children and adults.
4. Skills in designing joint activities aimed at solving the child’s psychological problems.
5. Knowledge of the basics of pedagogy, teaching skills and abilities.
6. Skills in working with an audience.
7. Availability of ideas about the activities of related specialists (speech therapists, psychiatrists, narcologists, etc.).
8. Ability to work with reference literature.
9. Communication skills, skills of conducting group work with children and adults.
10. Knowledge of the basics of family counseling.
SCHEME 1
Tracking the mental development of specific children
and socio-psychological development of student groups
SCHEME 2
in the student body
SCHEME 3
Organization and implementation of development work
with separate children
SCHEME 4
System of supervising work of a psychologist
using a specific class as an example
Functional responsibilities and areas of activity
various school specialists that arise during the implementation
this model of psychological work
New functional responsibilities and
areas of work of school specialists
within the framework of the “Curator” model of psychological work
| Homeroom teacher |
|
|
Subject teacher |
|---|---|---|---|
| 1.
Joint with the class, individual children and parents |
1. Organization of conditions for the work of a psychologist with children, parents and teachers |
1. Joint planning various programs with a psychologist and individual activities in the work with children and their families |
1. Formulation requests to a psychologist for consultation, joint design of work, work with separate childrenfont> |
| 2.
Joint with a psychologist, development and implementation of developmental and educational work programs with children and parents |
2. Participation in planning basic psychological programs and events |
2. Organization interactions psychologist with family upon request of one from the sides |
2. Participation in development and implementation of joint psychological and pedagogical work programs with separate children and great teams |
| 3.
Organization of conditions (time, premises, organization of a meeting) for the psychologist to conduct work with children and parents |
3. Coordination and approval of work programs for psychologists with children and teachers and parents |
3. Participation in monitoring the effectiveness of psychological work | 3. Participation in monitoring the effectiveness of psychological programs |
| 4 . Participation in monitoring of psychological programs implemented in the classroom and with individual children | 4.Control the application of psychological recommendations by other school specialists, and the activities of the psychologist himself |
4. Participation in consultations, collection of necessary information | 4. Application and individual children |
| 5.
Participation in consultations, collecting the necessary information |
5. Organization of interaction between various school specialists in solving psychological problems and development tasks of individual children and student groups | 5. Application in their own activities of psychological recommendations relating to the class and individual children and their families |
5. Participation in consultations, collection of necessary information |
| 6.
Application of psychological recommendations related to the class in one’s own activities and individual children. Formulating a request to a psychologist to work with psychological children's problems and their parents |
With | 6. Family support in progress with other specialists |
With |
Possible documentation of a specialist within the framework of the “Curator” model
1. Work plan for the year and for each quarter (weekly).
2. Journal with the following sections:
developmental activities;
consultations (separately - children, teachers and parents);
referrals to specialists.
3. Programs of developmental activities and training courses.
4. Thematic plans for training courses in psychology and a magazine.
5. Certificates based on the results of monitoring of ongoing events and ongoing programs.
6. Diagnostic cards of students and class.
7. Report and analytical report on the results of the year.
The article was published with the support of the website of practicing psychologist-consultant Konstantin Karakutsa. Sooner or later, everyone faces an insoluble psychological problem, be it relationships with loved ones, a difficult decision, a long-term stressful situation, etc. In this case, the help of a good psychologist can restore peace of mind and bright colors to life. On the site you can read articles on the psychology of relationships and other equally interesting topics, and sign up for a consultation with a psychologist (in person or via Skype).
According to M.R. Bityanova, the main meaning of the activity of a practical psychologist is psychological support of the child at all stages of the educational process (M.R. Bityanova. Organization of psychological work at school. - M.).
The concept of “accompaniment,” on the one hand, is closely combined with health care. On the other hand, with the consequences that follow from this, firstly, a dynamic assessment of the child’s adaptability in the educational environment and, secondly, with the maintenance of his optimal adaptation in this environment. In addition, an understanding of the tasks of support should proceed from the general humanistic goal of education, which can be formulated as: “Maximum disclosure of the potential capabilities of the child’s personality, promotion of his full development in personal and cognitive terms, creation of conditions for the full and maximum manifestation of the positive aspects of the child’s individuality, conditions for the maximum possible and effective amplification (enrichment) of his educational influences.”
In a situation of a significant increase in educational loads, the protection of the rights of the child and his support should be carried out as a dosage of these loads. They must be optimal and sufficient for full development, but not go beyond what is feasible for a given child.
Considering any child as a subject of the educational environment with limited adaptation capabilities, we can specify the goals and objectives of support:
continuous maintenance by all specialists - participants in the educational process - of an equilibrium situation between the child’s real capabilities for amplifying educational influences and the volume and dynamic indicators of these educational influences.
According to M.R. Bityanova support as a holistic activity of all subjects of the educational process is determined by three main interconnected components:
1) systematic monitoring of the child’s psychological and pedagogical status, the dynamics of his mental development in the learning process;
2) creation of socio-psychological conditions for the development of the personality of each child, the success of his education (basic educational component);
3) creation of special socio-psychological conditions for support and assistance in the learning and development of children with special educational needs (in accordance with the Belarusian pedagogical vocabulary - children with special needs of psychophysical development).
In accordance with these components of the support process, the specific forms and content of the specialists’ work are determined:
comprehensive diagnostics, developmental and correctional activities,
consulting and education of teachers, parents, and other participants in the educational process,
expert activities to determine and adjust the individual educational route,
social-dispatching activities (within the framework of interaction between individual specialists and services to help the child and his family).
Each direction is included in a single process of support, acquiring its own specificity and specific content.
At the same time, the implementation of such goals and objectives requires the development of criteria for creating and maintaining optimal and effective support as an equivalent component of the educational process as a whole.
According to L.M. Friedman The main goal of the school psychological service is scientific psychological support for the educational process on a scale, i.e. organization, construction and implementation of this process on the basis of modern psychological and pedagogical theories of education and personality development of students. (Friedman L.M. On the concept of school psychological service. - Questions of psychology. - No. 1. - 2001. - P. 97–106).
According to L.M. Friedman, the types of work of a school psychologist are as follows:
· organizing the admission of children to school and staffing student classes;
· establishing friendly, partnership relationships between teachers and parents;
· studying the process of personal development of students;
· assessment of students' education;
· work of a school psychologist with teachers;
· work of a school psychologist with the school administration and class teachers (teachers).
The team of authors expresses its sincere gratitude to the management, teaching and children's staff of the NOU "Economic School-Lyceum", who kindly provided the opportunity to realize our professional plans. Without your help and support this book would not have happened!
Introduction
First, a few words about the structure of the book.
The book consists of five chapters. They provide a detailed description of various psychological games; after each game, a brief diagram is presented (it can be used by the presenter during the game). At the end of each chapter there are appendices (supporting materials, illustrations, questionnaires, etc.) to the games.
“Big” psychological game and its possibilities
Today, play, without exaggeration, is the most popular type of psychological work with both children and adults. Perhaps only training can rival it in popularity and prevalence. Training programs and games are brought together not only by fame and demand, but also by a common misfortune. The phrase “psychological training” contains the headings and subheadings of almost every fourth or fifth book on psychology on today’s shelves, but it hides a wide variety of content: from training the professional skills of secretaries-typists to spiritual practices and “diagnosis of karma.” The same thing happens with the game. There are many approaches to understanding the psychological game, its purpose and use. A game is also called a psychotechnical technique, with the help of which, for 1.5–2 minutes, you can set up children to work in a group, structured action according to the rules (for example, “sorcerers” or “ring”), large and complex role-playing action, and much more. That is, we can state that there are many types of games and there are significant differences between them.
What games will be discussed in this book? We want to introduce readers to the genre of “big” psychological games at school. A “big” psychological game is a holistic, complete action, completely independent, having its own internal system of goals and rules, and lasting quite a long time. This is a “little life” that is lived by each participant. It allows participants to gain experience that is valuable for their real, “real” life. The “Great Game” is fundamentally different from other types of games in that for its participants it acts as an activity. The essence of such a game was best defined by I. Huizinga: “We can call a game,” he writes in his work “The Man Playing,” “a free activity that is recognized as a “not really” activity performed outside of everyday life, but it can completely take over the player. , does not pursue any direct material interest, does not seek benefit - free activity that takes place within a deliberately limited space and time, proceeds in an orderly manner, according to certain rules and brings to life social groups that prefer to surround themselves with mystery or emphasize their difference from others world with all kinds of disguises." This definition contains all the comprehensive explanations of why the game is so attractive to any person of any age and where the wealth of its educational, developmental, and personality-improving opportunities comes from.
Let us show, using a small example taken from the field of pedagogy, what is the fundamental difference between a game as an activity and a game of another type, say, a game as a means. Teachers actively use the game as a technique that allows them to solve pedagogical, especially educational, problems. To increase children's interest in the content of the lesson, increase their activity, switch attention or relax, they use various gaming techniques. But at the same time, every teacher understands well that a game for him is only a means of solving an educational problem, a bright “wrapper” of educational material. Therefore, he carefully selects games that will not take the children out of his control and will not captivate them so much that they psychologically switch from the lesson to game interaction. He will give preference to well-tamed game forms and create a lesson with game elements. There are many such lessons in the arsenal of a modern teacher and this is wonderful, this can only be welcomed. But there is another possibility of using the game in the educational process. Let's call it a game lesson. In this case, the entire space of the lesson is occupied by the game plot, with its game rules and game logic for the development of events. And all the subject knowledge, abilities and skills that the teacher would like to convey to the students in this lesson (or check the degree of their assimilation) act as game means. Without them, children cannot take a single step in the play space, they cannot solve their play problems, and yet Her Majesty the Game acts as a goal in such a lesson, and the notorious ZUNs (knowledge, abilities, skills) are a means. Which, you see, is absolutely correct from the point of view of developmental education: not life (activity, self-knowledge) for the sake of education, but education for the sake of life and activity and self-knowledge.
Everything said above can be transferred to the psychological game. In most cases, the gaming technique in the work of a psychologist performs an auxiliary function as a means, reliable and proven, for carrying out some kind of activity of the psychologist. And sometimes play becomes activity. First, at the stage of thinking and development, by the activity of the psychologist creating it, and then simultaneously by the activity of both the leader and the participants, since the leader of such an action is always at the same time its participant. He plays “his own game.”
Possibilities of psychological games
Why do most people at any age love to play so much? First of all, apparently, because the game is a holistic state of mind. You can immerse yourself in an intellectual task with your mind, while experiencing some emotional “coldness”. At a disco, you can lose yourself in a dance movement with all your senses, but it is almost impossible to think at the same time. A game (well thought out or very subtly, on a whim, invented) captures a person entirely. This is the unity of thoughts, feelings and movement. This is a harmonious life in an image, role, situation, world.
In addition, the game is a unique fantasy space with enormous creative potential. You can create yourself, your relationships with others, your future and the future of the world in a completely safe atmosphere and situation. You can tell yourself, “I am playing a role,” and allow yourself to be yourself. Let us allow ourselves to assert, based on our own personal and professional experience, that in the game we are more like ourselves than in life. A good game is a psychological experiment that each participant performs on himself. Its results are not always predictable, moreover, they are most often unexpected, and sometimes very painful. And if the participant does not have the strength to accept and comprehend the new experience, the game offers him safe care, protection: “It was not you, but the role imposed on you.
Everything is different in your life.” This is important at any age, and especially in childhood and adolescence.
All the factors described above create an aura of attractiveness around psychological games and, at the same time, a serious professional problem. So you come to school and hear the usual phrase from children: “Hello, when will we play with you again?” Is this good or bad? What is behind the desire of children to participate in psychological “games”? We are convinced that it is necessary to know the answer to this question, since it characterizes both the level of psychological development at which the student or class is currently located, and the professionalism of our activities.
For a certain category of children (and adults too), behind the desire to play is the need for strong and holistic emotional experiences. This is especially true for younger schoolchildren, fifth graders. This is generally normal for them. Games provide them with the opportunity to emotionally respond to various worries and difficulties, build relationships with others at the emotional level, and learn to control and regulate their inner world. Some people have this attitude towards the game for many years.