Educational institution

"Belorussian State University named after Maxim Tank"

Faculty of Social and Pedagogical Technologies

DIARY OF A STUDENT-TRAINER

ON EDUCATIONAL PRACTICE

Faculty of Social and Pedagogical Technologies

educational institution "BSPU named after M. Tank"

Deadlines from 02.04.07 to 16.04.07

Head of Practice

Gromova Irina Alekseevna

Minsk, 2007

Days of the week	Activities			Working hours
Monday	Getting to know the base. Conversation with the administration of the institution. Meeting the staff of the socio-psychological service. Long-term work planning in practice.			9.00-11.00
	Studying the psychologist's documentation. Familiarity with school documentation (class magazines, personal files of students).			9.00-11.00
				11.00-13.00
	Individual consultations			12.00-14.00
	Group developmental lesson			11.00-13.00
	Methodical time			9.00-11.00
Monday		Social and psychological training "Man in conflict" 11th grade.
		Individual consultations
		Group developmental lesson
		Individual consultations
		Group developmental lesson
		Methodical time Processing and presentation of the studied characteristics.	9.00-11.00

1. Purpose and objectives of practice

Purpose of practice: studying the specifics of the work of psychological services in institutions of various types

Tasks:

1. Deepen and consolidate the theoretical knowledge acquired by studying the following courses: "Introduction to Psychology" and " General psychology"; learn to apply this knowledge in practice.

2. To acquaint students with the specifics of the work of a psychologist in institutions of various types.

3. Determination of the main characteristics and qualities necessary to work as an educational psychologist.

4. Cultivate interest in the psychological profession, stimulate the student’s desire for self-development.

5. Form a positive attitude towards the profession of psychologist.

In the process of psychological practice, a student must master the following skills:

Ability to observe the work of a psychologist,

The ability to identify specific characteristics necessary to work as a psychologist.

Analyze the documentation of the educational psychologist.

Analyze and summarize advanced psychological experience and personal practical experience.

2. Basic information about the institution, areas of its work and specifics

The educational institution where I did my internship is called high school, which is located in the institution. It provides basic and secondary education according to standard and individual programs; there are a variety of interest groups and clubs, as well as elective classes in many disciplines. In 2006-2007 academic year 438 children study here. As in all schools, there are children here who need the help of a social teacher and psychologist: 4 are on the school register (HSU), 7 students are under the patronage of guardianship authorities, 9 children are in social danger - children from dysfunctional families, there are also children at risk (18).

The department of psychological and pedagogical assistance of the school carries out diagnostics of mental development, deviations in the development of children and adolescents, identifies the causes, difficulties of adaptation of students to school, deviant behavior of children and adolescents; consultations regarding the choice of the type of school or classrooms, the form of individual education and upbringing, the relationship between parents and children in the family, various problems personal life of minors; carries out individual psychological and pedagogical correction of behavior and mental processes of minors, psychotherapeutic work in the initial stages of mental disorders in children and adolescents, in case of trauma to the psyche of minors who have become victims of crimes, offenses, social, technological and natural disasters and other traumatic events, provides assistance in readaptation and resocialization of minors.

3. Specifics of the activities of a teacher-psychologist in an educational institution

Job responsibilities of a specialist Carries out his activities in educational institutions of the education system: preschool institutions, children's homes, orphanages, schools, boarding schools, out-of-school institutions, vocational, secondary special and higher educational institutions, lyceums, gymnasiums, special-type institutions (for especially gifted children, for juvenile delinquents), special children's institutions for children with mental and physical developmental disabilities, diagnostic and rehabilitation centers, children's health centers, educational authorities, etc. Takes care of mental health of the individual, participates in the creation of psychologically developing comfortable environment. Conducts regular mass examinations to monitor the progress of mental development, the processes of training and education. Identifies persons in need of psychological assistance, carries out their accounting and control. Conducts the necessary psychological and pedagogical measurements, processes the results, prepares psychological conclusions and recommendations. Conducts educational work among children, students, parents, and teachers. Participates in seminars for psychologists. Conducts consulting work. Plans and organizes career guidance studies and career consultations. Provides psychoprophylactic work, identifies people at psychological risk. Provides assistance to families in establishing a microclimate, in effectively raising children, and in resolving intra-family conflicts. Conducts psychocorrectional work in order to eliminate identified deviations. Carries out work to develop children’s abilities, form a psychological culture of the individual, teach adequate relationships, resolve business and interpersonal conflicts, providing assistance in extreme situations. Takes part in creating a favorable psychological climate in groups and teams. Conducts psychodiagnostic work, participates in in-depth study of children, adolescents and students with the involvement of defectologists, doctors, lawyers and other specialists. Engaged in scientific and methodological work, forms a data bank on the achievements of scientific and practical psychology, psychological examinations of teachers, children, pupils and students, new diagnostic techniques. Develops and tests new diagnostic and corrective methods and programs. Takes part in the psychological examination of pedagogical innovations, solutions, proposals, textbooks and training programs, test methods, etc. Takes part in competition commissions, job interviews and certification of teaching staff. Interacts with diagnostic and rehabilitation centers, regional psychological services, institutions for training, retraining and advanced training of psychologists. Responsible for the correctness of documentation. Keeps records of work results in accordance with established forms. A teacher-psychologist must know: the natural scientific foundations of psychology; general, pedagogical, social, comparative, differential, clinical psychology, psychophysiology and occupational psychology, psychology of personality development; methodology of psychology, methods of psychology and mathematical processing of research results, experimental psychology; psychodiagnostics, test methods, diagnosis and correction of emotional states, diagnosis and correction cognitive processes, diagnosis and correction interpersonal relationships, diagnosis and correction of mental development, diagnosis and correction of personality, individual and group psychotherapy; regulations on psychological services, code of ethics for psychologists, regulatory documents on education; legal documentation related to the rights of the child, parents and teachers.

A teacher-psychologist is obliged to:

Ensure and support the psychological health and personal development of students;

As necessary, conduct psychological diagnostics, identify individual psychological characteristics students throughout the entire period of study;

Provide assistance to students in the adaptation process;

Identify and prevent possible violations in the formation and development of students’ personality through psychoprophylaxis, psychodiagnostics, psychocorrection, counseling and rehabilitation;

Provide psychological assistance and support to students, teachers, parents in solving personal, professional and other problems;

Participate in psychological support for orphans and children without parental care;

Promote the formation of a favorable socio-psychological climate in student and teaching teams;

Provide psychological assistance and support to teachers, industrial training specialists and students who are in a state of current stress, conflict, or strong emotional distress;

Participate in the formation of health-saving educational technologies, healthy image life, prevention of antisocial phenomena among students;

Promote the development of professionally significant qualities and social maturity of students;

Help prevent possible antisocial actions of students, correct antisocial behavior of students;

psychologist psychological service

Increase the psychological and pedagogical competence of teachers, students and their parents using various shapes and methods of promoting psychological knowledge;

Participate in the planning and development of developmental and psychocorrectional programs of educational activities, taking into account the individual and gender-age characteristics of the personality of students;

Promote creative development gifted students;

Consult administration, teachers and parents on problems individual development students;

Consult students on issues of learning, development, problems of life self-determination, relationships with adults and peers;

Provide consultation to the administration and employees of an educational institution on the use of psychological achievements in personnel management of a secondary specialized educational institution;

Carry out career guidance work that promotes independent and conscious choice of profession by young people, taking into account their value orientations, abilities, as well as life plans;

Systematically improve your own professional competence and qualifications.

Rights of a teacher-psychologist A teacher-psychologist has the right:

Get acquainted with the documentation of the educational institution;

Participate in the work of the pedagogical and methodological councils of the educational institution, as well as subject (cycle) commissions, make proposals for the formation individual program adaptation of students, creation of a favorable socio-psychological climate in teaching and children's teams, training of competitive specialists in the labor market;

Collaborate with social services specialists, medical institutions, inspectorates for minors, with subjects of social partnership in matters of education and development of students, make requests to medical defectological and scientific psychological institutions, as well as to institutions of city, district, regional psychological services for help and assistance;

Independently choose priority areas of work, taking into account the peculiarities of the functioning and development of the educational institution;

Independently formulate specific tasks for working with students and adults, choose forms and methods of work, make decisions on the order of implementation various types works;

Improve your qualifications, attend seminars, courses;

Conduct group and individual social and psychological examinations;

Participate in the transformation of the educational environment, taking into account the characteristics of students and teaching staff;

Participate in the formation of corporate culture;

Promote psychological and pedagogical knowledge (lectures, conversations, speeches);

Consult the administration of the educational institution on psychological support for management activities;

Summarize your work experience in scientific and popular science magazines, newspapers and other media;

Participate in the development of new methods of psychodiagnostics, psychocorrection and other types of work, evaluating their effectiveness;

Participate in youth work public associations, student government councils;

Contact career guidance centers on issues related to students’ professional self-determination.

The educational psychologist is responsible for:

Quality used teaching materials for psychodiagnostics, processing of psychodiagnostic results, their analysis and appropriate use;

The quality and confidentiality of the collected information about the individual psychological characteristics of students and teachers;

Creating conditions for the full development and self-determination of students, timely prevention of possible violations in the formation and development of personality;

Timely and correct execution, maintenance and storage of documentation;

For the observance and protection of the rights and freedoms of students, strict adherence to the rules of the ethical code of a practical psychologist

Rules of conduct for a specialist

1. Think about your relationship with your children and build it.

2. When organizing pedagogical communication, proceed not only from pedagogical goals and objectives, but do not exclude the interests of the child.

3. Focus your speech on a specific child or group of children.

4. Do not limit yourself only to your own information; it is also necessary to organize relationships, study the child, and exert a certain influence.

5. Do not build relationships “from top to bottom,” because even a child strives for independence in relationships.

6. Try to understand the psychological atmosphere in the children's team

7. Be able to listen to children.

8. Strive to sense their mood during communication.

9. Do not forget that children can have conflicts and that they can be provoked by their pedagogical failure.

10. When convincing a child of his mistakes, try to be tactful.

11. Be proactive in communication.

12. Avoid cliches in the way you behave with children (exactly according to plan).

13. Overcome negative attitudes towards some children.

14. Only criticism, without a constructive beginning, is useless.

15. Smile at children more often.

16. Try to get approval, praise, and encouragement more often.

17. Children should know how you feel about them. Your assessment of their behavior determines their attitude towards you.

18. Remember the relationship with each child; a change in attitude will lead to negative behavior of the child.

19. You should prepare for each conversation and develop a conversation strategy.

20. Remember that children grow up and the original behavior is replaced by new ones.

21. There may be barriers that have arisen between the teacher and the class, the teacher and the group. Here you should take into account the socio-psychological situation in the group, relationships in the class, between the children.

22. A teacher-psychologist should pay attention to the culture and technique of speech.

23. A teacher-psychologist must have organizational skills.

24. The experience of acting influence can be useful to an educational psychologist.

The main areas of activity of a psychologist in secondary school

I. Working with school students

1. Psychological and pedagogical diagnostics

2. Corrective, developmental and advisory work

3. Dispatching work

II. Working with parents

1. Consulting on issues of education and psychological development children

2. Information based on the results of psychological diagnostics (individual and group)

3. Psychological education of parents

III. Collaboration with subject teachers and class teachers

1. Consulting teachers on issues related to learning, interaction, and psychological development of schoolchildren

2. Psychological education of teachers

IV. Working with the administration

1. Consultations on the activities of a psychologist

2. Information on psychological issues

3. Joint planning of activities

V. Scientific, methodological and organizational and methodological activities of the service

1. Development of new and adaptation of existing tools for the activities of a psychologist

2. Implementation of joint methodological and practical work, professional supervision of employees

1. Psychological work

Studying students in order to ensure an individual approach to them, preventing difficulties in intellectual and personal development

2. Diagnostic work

Identifying the causes of violations in the education and upbringing of students. Career guidance for high school students

3. Corrective work

Elimination of deviations in the education and training of students

4. Advisory work

Consultations for school administration, teachers, parents, students on issues of education, development, problems of life determination, relationships with peers and adults, self-education.

5. Auxiliary tasks

6. Organization of pedagogical seminars for psychological analysis of behavior and academic performance of students, in order to reveal individual characteristics personality and abilities of students

7. Participation in the work of the school’s pedagogical council

8. Stocking the library with psychological and pedagogical literature on the basis psychological office and school libraries

3. Observation of the work of a psychologist

Child examination scheme. In all cases, the scheme for examining a child is based on the existing classifications of low-achieving students and on the basis of taking into account hypotheses about the causes of psychogenic school maladjustment. It includes the following: 1) It is checked whether cognitive processes are impaired (block diagnostic techniques on verbal and non-verbal intelligence, memory, attention, level of development of speech, motor skills). Methods for diagnosing intelligence by Talyzina, Amthauer, Wexler, and various methods for diagnosing cognitive abilities can be used. 2) The child’s learning ability, the formation of elements of educational activity, the internal plan of action, voluntary regulation of behavior are checked. Various methods are used to diagnose the level of development of perception, imagination, memory, thinking , attention. The relationship between the level of theoretical generalization and practical actions, the degree of independence, and sensitivity to help from adults are clarified. The study of the student’s intellectual capabilities allows one to reveal his actual and potential capabilities and carry out psychocorrectional work. 3) Features are analyzed educational motivation child, level of aspirations, interests. Indirect methods for diagnosing learning motivation are used: observation method, free conversation with the student, conversation with parents and teachers. Direct methods: conversation-interview, methods “Ladder of Lessons”, “Ladder of Motivations”, essay on the topic “My life at school”. Projective techniques: drawing, scheduling for the week (S.Ya. Rubinshtein), Matyukhina’s technique, Etkind’s color relationship test. To study self-esteem junior school student you can use the A.I. technique Lipkina "Three assessments". 4) The child's learning skills are checked, his notebooks are looked through, tests are made for reading, writing, and problem solving. A psychologist can obtain this information from teachers based on the results of control sections. 5) The emotional component of academic failure is clarified: - how the child feels about bad grades; - what typical feedback he receives from adults; - what ways does the child have to compensate for failures in learning; - if possible the entire system of interpersonal relationships of the child is restored. 6) Typical types of parental assistance to the child in educational activities are clarified: - who works with him, how much, what techniques he uses; - the style of family education as a whole, the role of the second parent (in addition to the one who sought consultation) is analyzed. 7) The background of the person being consulted is studied: - a detailed history is collected, cases of contacting a doctor, diagnosis, how long and with what treatment; - it is found out what the parents themselves attribute the child’s poor performance to; - what was the immediate reason for contacting a psychologist, how long ago and by whom it was decided that psychological consultation was necessary.

1) Individual consultations

Zheleznyak Maxim, 4th grade

Problem: inappropriate (aggressive) behavior at school (can throw notebooks, books, even chairs at peers).

Conducted:

1. Parent consultation - conversation.

2. Survey methods: “My social circle” (T.Yu. Andrushenko), “Road of life”, “Who is to blame?”, Cattell’s questionnaire, method of ranking signs of environmental adaptation (according to Ovcharova), projective method “What I like about school?" (drawing tests), anxiety test (R. Tamml, M. Dorki, V. Amen).

The boy is open, friendly in conversation, sociable, and sympathetic. High degree formation of intellectual functions, ease of learning new knowledge. The level of anxiety is average (50%), there is a feeling of loneliness. I wanted to be a leader in the class, but was not recognized by the team. On this basis, conflict, aggression towards peers and teachers. Attended classes with a psychologist “Communication Skills”. Transferred to another class. Became calmer, with fewer outbursts of anger. Adapts to the requirements of different teachers.

1. Personal example of communication in the family (without quarrels, scandals).

2. Do not allow statements about your friends and colleagues.

3. Objectively understand the conflict and find a way out.

4. Give instructions, independently perform certain tasks at home.

5. Sports, in any club.

Goryacheva Lena, 2nd grade

Mom's request: inattentiveness, high distractibility in class.

Conducted:

1. Consultation with mom - conversation.

2. Methods for examining cognitive processes: phonemic hearing test, “Correct your mistakes”, Schult tables, correction test.

The girl has unstable attention, a tendency to decrease attention, the switching of pictures is good, visual perception reduced.

Attends classes to develop attention, memory, and thinking.

1. Attend classes with a psychologist.

2. Spend more time on additional activities at home.

3. Be interested in the material being studied at school.

4. Weekly consultations with a teacher and psychologist.

Nikolaev Alyosha, 7th grade

Parents' request: obsessive ideas of a suicidal nature (throwing out of a window, throwing yourself under a car).

Conducted:

2. Test methods: projective “Magic World”, “Unfinished Sentence” test, drawing tests “My Family”, “Nonexistent Animals”.

The child believes that he is not loved. Mom is the main one in the family. Previously, there was a divorce from his father, and the boy lived either with his mother or with his grandparents. The parents made peace. Appeared Small child. Now the boy considers himself disadvantaged. He treats his sister negatively. In relation to peers - depending on your mood. Often excited, difficult to calm down. Can be cruel to peers. He wants to be strong so that the family has a lot of money.

He goes to an adaptive group. I became calmer, more balanced, and more reasonable. The obsession with ideas has not yet manifested itself.

1. Show more attention to the boy, show (especially to his mother) that he is loved.

2. Involve help with your sister (play, watch her, etc.)

3. Talk about goodness and good deeds. Be kinder to each other (especially dad).

4. Encourage friendships with peers.

Bukhtev Vanya, 4th grade

Parents' request: loneliness, lack of communication.

Conducted:

1. Consultation with parents - conversation.

2. Methods for examining attitudes towards school: projective “My family”, “Non-existent animals”, “Road of life”, “My social circle”, anxiety test, Rosenzweig test.

The family is apparently prosperous. Parents try to be more with their children. They organize hikes and excursions. There are many animals in the family. But the boy feels lonely. He communicates with the dog, confides his secrets to her, and not to his sister. He reads a lot. Previously, I was raised by my grandmother, but did not attend daycare. Doesn't know how to communicate with peers, lacks self-confidence. Often misses school because... often suffers from somatic diseases.

Attended communication training (10 lessons). He behaves the same way. Now he is friends with the same boy, who was not accepted into the team.

1. Invite more peers home.

2. Let them go out with their peers (and not with mom and dad).

3. Involve your friends' children.

4. Be patient. Give your child more independence.

Morev Dima, 8th grade

Request from the teacher: skipping lessons, inappropriate commands towards the father.

Conducted:

1. Parents did not come to school when invited.

2. Visiting the family (head teacher, social worker, psychologist, classroom teacher). A conversation with my mother revealed a negative attitude towards school life. The main thing is only the financial situation.

3. Conversation with the teacher.

4. Attending classes.

5. Survey methods: projective “Non-existent animals”, “My family”, conversation about school life. The boy is capable and studies well. There is discord in the family: dad was forced to leave. The grandmother played a role in the fact that the father’s authority was lost. Parents divorced. Authoritarian education system from mother and grandmother. The child is left to his own devices in the evening, because... Mom works evening and night (waiter at the bar). But there is a ban on leaving the house and visiting clubs.

He doesn’t go to classes with a psychologist - his mother’s prohibition.

No further work is being carried out.

2) Corrective and developmental classes

Organization and conduct of developmental classes Any developmental lesson can be conducted in two time options. Option 1. The lesson is held for 20 minutes; 5 - 7 minutes - discussion of a sample task, giving instructions; 10 minutes - independent work children; 3 - 5 minutes - checking answers to tasks. Option 2. This option is longer, when a small correctional program made up of a series of exercises. Classes can be conducted either individually or in a group, depending on the difficulties the children have. Special time is allocated for the classes. An effective frequency of exercise is 2 - 3 times a week. When working with children, it is necessary to remember that learning is carried out in a playful way, interesting, exciting, without causing fatigue.

Conditions for the effectiveness of correctional influence during classes.

Children need an atmosphere of goodwill and unconditional acceptance, which contributes to the formation of a positive self-concept in the child. A child who is convinced that everything is fine with him is not inclined to underestimate his potential and willingly takes part in classes. It is necessary to set realistic goals for the child that require some effort on his part, but do not exceed the child’s actual capabilities in order to avoid increased anxiety , decreased self-esteem. During classes, it is necessary to encourage children, aim for success, and instill confidence in their abilities. The goal should be set in such a way as to motivate the child to achieve it. Subsequent classes should be structured in such a way that they are realistic in relation to previous results. The goal must be such that success is possible and that it can be further reinforced. This contributes to the child’s perception of himself as more successful. Evaluation of the results of classes should be based on comparison with previous results, and not on the basis of “standards”, or comparison of weak and strong children. It is advisable to encourage students to fill out individual cards in which they will note the progress in their achievements, no matter how small it is. Children's mistakes should not cause annoyance and irritation. The purpose of developmental classes is not to practice any skill or ability, but to include children in independent search activity. Therefore, children’s mistakes are a consequence of the search for a solution, and not an indicator of insufficient development of some skill. Systematic classes with children contribute to the development of their cognitive interests, form the child’s desire to think and search, and induce a feeling of confidence in their abilities, in the capabilities of their intellect. During classes, the child develops developed forms of self-awareness and self-control, the fear of making wrong steps disappears, anxiety and unreasonable worry decrease.

1) The parent’s request to the psychologist sounded like this: he remembers poorly, cannot reproduce what he has just learned, does not remember the multiplication tables, spends a lot of time on lessons.

A psychological examination of student Andrei T. was conducted using the Wechsler intellectual scale. With a fairly high intellectual potential, the level of voluntary concentration of attention and weak short-term memory turned out to be reduced.

An individual correction program was drawn up on the basis of existing learning difficulties and the forms of their manifestation, taking into account the child’s potential capabilities.

The following exercises were used in the correctional lesson:

1) Exercise "Points".

Goal: training attention span, memory.

For training, sets of 8 cards are used, on which from 2 to 9 dots are located. The child is required to do so within 1 second. look at one of the proposed squares and notice how many points there are on it and their location. Then, on a separate sheet of paper, on a similar square, the student marks the remembered points. The result is assessed by the number of correctly reproduced points. In the process of further training, the cards change and rotate around their axis to change the location of points in space. If a child, for example, reproduced six dots correctly, but can no longer reproduce seven, then his attention span is equal to 6 conventional units. units at a norm of 7 ± 2 arb. units

2) Exercise “Follow the direction.”

Goal: training concentration and stability of attention, concentration.

The student is offered forms with mixed lines drawn on them, which are numbered on the left and right. The child's task is to trace each line from left to right and determine the number of the beginning and end of each line. Follow the lines with your eyes. When determining the quality of the exercise performed, the time it takes to complete one table and the number of errors are taken into account.

With further training, the tables become denser with a large number of lines, and the drawing becomes more complex.

3) Exercise "Proofreading"

Goal: training stability of attention and observation.

The student is asked to cross out any frequently occurring letter in a column of any text, such as “o” or “e,” as quickly and accurately as possible. Success is assessed by the completion time and the number of errors made.

To train the distribution and switching of attention, the task becomes more complicated: one letter is crossed out with a vertical line, the other with a horizontal line. There may be other complication options.

4) Exercise "Visualization".

Goal: visual memory training.

To memorize most short numbers and formulas, it is enough to focus on their mental visual image.

Instructions to the student:

1. Pause, mentally reproduce the image of the memorized number.

2. Imagine that it is lit with yellow neon numbers against the background of a black sky (etc. images).

3. Make this inscription blink in your imagination for at least 15 seconds.

4. Repeat out loud.

Such exercises train various properties of attention and memory.

Motivation to achieve results increases, the child learns new ways of perception, control, attention, learns to organize material when memorizing, and then retrieve it from memory, new thinking strategies are formed.

2) Group developmental lesson. A set of exercises for the development of analytical perception. The ability to analyze is manifested in the ability to highlight different aspects of a phenomenon, to isolate in a subject different features, certain elements, etc. The ability to mentally dissect a perceived object into parts according to the instructions received. Exercise 1: “Searching for pictures of duplicates” Each task of this type contains several images of the same object. One drawing is the main one (it stands out). The child is asked to carefully examine the drawings and determine which of them repeats the main one. Solving this type of task helps to overcome excessive impulsiveness when perceiving various objects and the ability to make quick, thoughtless decisions. Judgment develops. Exercise 2: “Where are two identical?” This exercise is more difficult, since it does not have an initial reference drawing. Each problem contains six images of the same object. Two of them are the same. The child needs to find this pair. In the process of solving tasks 1.2, the psychologist finds out whether the child is characterized by increased impulsiveness. To be able to consciously perform any action, you can invite the child to pronounce the way to solve the problem. If a child answers incorrectly and very quickly, almost without thinking, he belongs to the group of impulsive children. It happens that a child answers incorrectly, despite the length of time it takes to make a decision. This indicates insufficient stability of his visual memory (the image is not retained until the comparison process is completed). And increased impulsiveness and instability of visual memory are overcome in the same way: 1) element-by-element comparisons of the main image with others; 2) performing actions out loud. It happens that children solve tasks type 1.2 is true, but very slow. The reasons for this may be different: an inert type of GNI, excessive caution associated with uncertainty in one’s abilities. For slow children, it is advisable to standardize the time for solving a task; filling out the so-called “table of achievements.” For insecure children, emotional support is needed, reinforcement with the words “right,” “well done,” etc. Exercise 3: “Searching for a simple figure” On a separate card, children are offered an image of a simple figure. Then other cards are distributed with images of figures in which this simple figure enabled once or many times. Children look for it in the spatial image and size that are given on the sample. To complete the task, this figure must be constantly held in front of their mind’s eye, which is hampered by the perception of other figures and lines included in the ornament. This requires a certain “noise immunity” of visual memory. If it is difficult for a child to work, you can arm him with a pencil to facilitate the search. Exercise 9: “Mysterious pictures” Children are offered special pictures to determine what is depicted on them and in what quantity. Solving this type of task requires fluency, mobility of perception processes, and the ability to analyze complex interweaving of lines. 3) Group developmental lesson. A set of exercises for spatial imagination and spatial thinking. Both of these processes function in interaction, but in some cases spatial imagination plays a large role, in others - thinking. Exercise 1: “How many cubes are there?” The meaning of tasks of this type is to, relying on logical thinking imagine how many invisible cubes there are in the depicted figure (you can use Koos cubes). When helping the child, advise counting in separate rows: horizontal and vertical. Exercise 2: “How many cubes are missing.” Psychologically close to exercise 1. The child is offered a picture, on it a figure is drawn, made up of a certain number of cubes. Other cards show the same figure, but with several dice removed. The child needs to count how many cubes are missing. Exercise 3: “Imagine what will happen.” Designed to train spatial imagination (the ability to operate in the mind with images of 2- and 3-dimensional objects). The child is offered a paper napkin folded in four (t i.e. twice in half). After the napkin was folded, a figured cutout was made in it. It is necessary to imagine the appearance of an unfolded napkin (search among ready-made answers). You can use various games like “Collecting pictures from puzzles”, various scans, boxes, etc. 4) Group developmental lesson. A set of exercises for making inferences when comparing objects and events. The common thing in the exercises is that children are offered cards with groups of objects depicted on them, geometric shapes, various situations. In this case, the goal is to analyze them according to a certain criterion specified in the instructions. Tasks of type 1-7 have a common goal: highlighting an essential feature of an object. Exercise 1: “Pair to pair”. The type of connection between given objects is established, pairing is made. It is difficult to determine a pair, since there are objects united with a given object by other connections (developing concepts about a functional pair). Exercise 2: “Pick a pair.” Psychologically close to exercise 1. For one object highlighted on the card, a pair is selected. All objects are somehow connected with the main thing, but only one of them can be used together with the selected one. Exercise 3: “Opposites in pictures.” Selecting from the proposed objects the opposite in their purpose to the given one. The ability to identify essential features in the presented objects, primarily functional ones, is required. Exercise 4: “The fifth is superfluous.” Isolating the essential properties of the objects depicted on the card. Generalization of objects that have the same property. The cards show 5 objects: 4 are similar, and one is different from the others. Find it. Exercise 5: “Composing a quartet.” Psychologically close to exercise 16. The criterion by which objects are grouped is established. Then, among other objects, the child looks for the one that corresponds to the highlighted attribute. The difficulties that children encounter in solving such problems are associated with ignorance of the objects depicted in the pictures. This is due to the poverty of his life ideas. Exercise 6: “Development of events.” Drawings are used depicting episodes of one event, which are presented to the child randomly. Determine where events begin and how they develop further. Solving this type of problem requires the child to understand real life events and connect individual episodes. And then - the ability to logically analyze them. To activate the child’s memory, you can invite him to talk about the event without relying on pictures. Exercise 7: “Arrangement of illustrations for fairy tales.” Drawings for a certain fairy tale are offered, arranged inconsistently. The child must remember the fairy tale and arrange the episodes correctly (completing the task requires knowledge of the fairy tale). The task differs from the previous one in that the episodes do not strictly follow one another, but represent isolated fragments of a fairy tale. Therefore, the task activates not only the child’s thinking, but also the child’s memory.

3) Social and psychological training “Man in conflict”

Objectives: To show the significance of a person’s emotional sphere and its influence during a conflict, to develop skills in using imagination to realize one’s emotional state. Understand the nature of your own emotional problems in conflicts.

Exercise 1. Working with associative series"conflict".

Procedure: Participants sit in a circle and receive instructions from a psychologist

Our focus is on conflict. When we say this word, we have a number of associations and feelings. We have heard about conflict, we know what it looks like in people’s behavior. Now we are exploring how conflict affects a person’s internal state. Let everyone say what the word “conflict” is associated with. What image does your imagination suggest?

After the first series of arbitrary associations, the following can be made: - if the conflict is furniture, then what kind? - if conflict is dishes, then which ones? - if it's clothes.

Reflection.

Why did we do this exercise?" It is important to note that the associations were an expression of a certain emotional state caused by the word "conflict". In order to manage your emotional state in a situation of a specific conflict, you must at least determine the nature of these emotions, their depth and degree of influence on behavior.

Exercise 2. Emotional path.

Select symbolic drawings with which you can reflect your emotional state at various moments in the development of the conflict.

In your self-analysis notebook, draw your “path” and your symbols for each of the significant stages of the path in the conflict. You can supplement them with short phrases.

Point A - “everything is fine!”

Point B - “everything is fine again!”

Exercise 3. Work in groups.

Students are divided into groups of three and choose a “sculptor”. He builds a sculptural group “conflict” and takes his place in it.

Reflection.

Try to describe your feelings during the exercise. Where in the body of the “sculptures” was tension felt? What feelings and associations appeared in this or that position? Attention is drawn to the connection between emotional and physical tension.

Conclusion

The improvement of teaching techniques and developed skills lead a novice teacher to mastery. This means improving the ability to understand the student, and this is knowledge of the psychology of communication, relationships, educational psychology; speech skills: know the features of the language, know how your speech is perceived, how it develops; the ability to express your attitude to an action, to a person, your emotional attitude; and at the same time mastering the skills of self-control, introspection, and introspection.

It is practice that helps develop all these qualities; it is an indispensable condition for the formation of a competent specialist. It is not enough to have only theoretical knowledge, you need to be able to obtain it (needed specifically for your profession) and apply it.

The next factors of professional skill are subjective factors. Subjective factors are qualities that characterize the individuality of a person and the uniqueness of his skill.

Necessary and sufficient conditions The following qualities form the personality of a social teacher:

1. Professional orientation of the individual, it is expressed in an adequate understanding of goals and objectives professional activity, the presence of formulated professional motives, stable interests, inclinations, views, beliefs, ideals related to the chosen profession, this is also facilitated by practical activities.

2. Professional thinking. It manifests itself in practical activities, in the process of solving problems, and therefore determines its success.

3. Professional self-awareness, that is, the individual’s awareness of himself in professional activities, in all the diversity of his professional qualities, opportunities, abilities.

All these conditions are also realized in the process of practice.

So, professional skill is based on the variety of practical activities of a specialist.

I am pleased with the results of the practice, as I gained an understanding of the activities of a teacher-psychologist in general, about the main directions of the work of the school’s social, pedagogical and psychological service, and about the attitude of teachers, students, and parents to its work.

For example, I was pleased that children willingly meet almost all the specialist’s suggestions, listen to his opinion, try to follow recommendations, the same attitude is observed on the part of most parents, with rare exceptions. Various institutions and services are also helping the educational psychologist. I am convinced that an educational psychologist is an indispensable specialist in educational institutions.

I consider the negative side of the work of a teacher-psychologist at this school to be total workload. There is simply not enough time for everything, there is too much paperwork, even the day intended for methodological preparation is given over to routine, leaving little time for specific help to children. The scarcity of material resources also affects this, but this is a common problem.

Introductory practice in psychology was an important step in the process of my formation as a qualified specialist, gave general idea about the specifics of the work of a teacher-psychologist at school, about the volume, directions of work, about the contingent of children with whom one has to work, about their families and problems, about the main job responsibilities. In general, during the practice, I confirmed my desire to become a psychologist.

A professional psychologist works where there is at least one person who needs him. Moreover, the content of the word “needs” is not limited to some kind of mental illness. The social order for psychological services is caused to a greater extent by people’s need for self-knowledge and self-improvement, and the ability to live psychologically comfortably. These social needs formed five main areas of work for psychologists: organizational and methodological, research and analytical, psychotherapeutic, pedagogical and consulting and educational, advanced training.

The organizational and methodological direction ensures the planning of one’s work on various aspects of the issues being solved. psychological problems with the aim of rational use own intellectual potential. Insufficient attention to this area of ​​his professional activity makes it difficult for a psychologist to comprehend the deep layers of his profession and creates a threat that his competence will be at a superficial level. Within the framework of this direction, various officials (organization personnel) are trained to use psychological knowledge in their daily practice.

The research and analytical direction includes conducting research work in the chosen field (engineering psychology, management psychology, legal psychology and etc.). An important place here is given to psychodiagnostics - the development of methods for identifying and measuring individual psychological characteristics of a person. Significant efforts of the psychologist are directed to the search for conceptual approaches and analysis of patterns of psychological phenomena.

The psychotherapeutic direction involves a targeted change in the properties and conditions of a person through a complex of therapeutic psychological impacts on his emotional-volitional and intellectual spheres. This psychological complex includes: psychological prevention, correction, rehabilitation, mental hygiene and psychotherapy.

Psychological prevention- a set of preventive actions to prevent undesirable phenomena in the psyche of a healthy client.

Psychological correction- purposeful impact on the psyche with the aim of changing, strengthening or forming new ones psychological qualities and properties.

Psychological rehabilitation- a system of measures aimed at restoring or compensating for impaired mental states, functions, personal and social status.

Psychohygiene- the activities of a psychologist to create conditions for the normal functioning of the psyche (surveying the population to identify risk groups, working with young and dysfunctional families).

Psychotherapy- providing psychological assistance to a person in solving his problems life problems, independently overcoming difficulties and negative experiences.

The pedagogical and consulting-educational direction is aimed at transferring psychological knowledge to people interested in it. Pedagogical activity psychologist is implemented in educational institutions of various types (universities, colleges, advanced training courses for workers, etc.). This area includes psychological education and psychological consultation.

Psychological education- work to popularize psychological knowledge, skills and abilities necessary for managers, business people, pensioners, etc. to ensure the conditions for their normal life.

Psychological consultation~ development of special recommendations and advice on the behavior of a person or group of people in traumatic situations that disrupt the usual way of life and activity.

Advanced training has the goal of improving the professional skills and working conditions of a psychologist. Actually, this direction promotes the psychologist to the heights of his professional competence. On this path, the psychologist has no rest stops, because the updating of knowledge in this area occurs very intensively.

The importance of maintaining your knowledge current state psychological problems have increased due to the weakening of the confrontation between domestic and Western psychological schools, which existed for many decades. Psychologists realized that effective interaction in the name of their science is possible only on the basis of the desire to understand the scientific positions of their colleagues.

All these areas are closely interrelated and determine the level of professionalism of the psychologist, his competence and business image.

The successful work of a psychologist can be ensured subject to the mandatory fulfillment of a number of fundamental requirements: professional competence, impartiality, positive orientation, confidentiality and security.

Professional competence- the level of possession by a psychologist of a system of professional knowledge, skills and abilities, as well as the presence of special personal and business qualities (the ability to communicate, adequate self-esteem, flexibility of thinking, perfect mastery of psychological technologies).

The system of professional knowledge, abilities and skills is a set of information required by practice about all aspects of a psychologist’s activity, as well as techniques and technologies for performing his functional duties. The system includes knowledge not only of psychological tools, but also of the strengths and weaknesses of one’s personality, the ability to quickly recognize the client’s personality, and the skills of self-regulation of one’s mental state.

Professionally significant psychological characteristics of a psychologist’s personality determine his internal potential for successful activities. This is an analytical-synthetic style of thinking, adequate self-esteem, internal locus of control, mental stability, resistance to extreme situations Everyday life and communication, will, sociability, ability to empathize, motivation to achieve goals, etc.

The social position of a psychologist allows him to understand his role within the framework of his activity and outside it, his purpose, his perspective, the system of personal assessments of everything that happens around him, etc.

Impartiality requires from the psychologist:

• eliminating biased, biased attitudes towards the client and the results of the work of their colleagues;
• the use of tools appropriate to the tasks being solved, without focusing on currently fashionable psychotechnologies;
• conclusions, recommendations and advice based on objective criteria.

Positive orientation reflects the humanistic approach in the work of a psychologist. This includes:

• the psychologist’s focus on the positive aspects of his work acts, communication processes, etc.;
• diligence and ability to instill in the client confidence in overcoming his mental barriers.

Confidentiality obliges the psychologist to keep:

• confidentiality of information received from the client;
• business records and diagnostic test results in a form that is not accessible to third parties.

Safety must guarantee the full viability of the principle “Do no harm!” The consequences of mental harm to a client's health are usually more severe than physical injuries. Cooperation with a psychologist should lead to a positive change in the client’s condition. This is ensured:

• exceptional attentiveness to the client’s personal mental problems;
• careful selection of methods of influencing the client, which involves preliminary knowledge of his personal characteristics.

The business success of a psychologist is crowned by his professional and personal ethics. Her role is difficult to overestimate. The personality of another person cannot be touched; you can only touch it with a light movement of your soul. The prohibitive commandments of the Law of God, as well as the moral requirements developed by humanity over the centuries - all this constitutes the basic principles of the lifestyle of a professional psychologist.

1.Principles of activity of a special psychologist.

2. The main areas of activity of a special psychologist.

3.Assessing the effectiveness of the activities of a special psychologist.

2.1.1.Principles of activity of a special psychologist

Under the activities of a psychologist in relation to problem children or children with difficulties and developmental disabilities, N.Ya. Semago and M.M. Semago understand the provision of special psychological assistance, since such work does not fit into the framework of standard psychological and pedagogical technologies, designed, first of all, for a certain “mass” of children averaged over many indicators, including psychological ones. Such specialized assistance should be based on the provisions and principles of special psychology as a science about “non-standard” and “non-normativity”.

The goal of the activity of a special psychologist is, based on an understanding of the causes and mechanisms of a particular variant of deviant development, to develop corrective measures (in the broad sense of the word) that are adequate to them in order to ensure maximum socio-psychological adaptation of the child in the educational environment.

The tasks of a special psychologist are as follows:

· determination of the most adequate ways and means of correctional and developmental work with the child;

· forecasting the child’s development and learning opportunities based on identified developmental characteristics;

· implementation of actual psychological correctional and developmental work throughout educational process.

Having summarized a number of works, N.Ya. Semago and M.M. Semago proposed the following system principles:

The principle of theoretical and methodological “positioning” of a psychologist. The theoretical and methodological “positioning” of a psychologist is determined by the need to determine one’s own theoretical position, commitment to a particular theoretical school or scientific concept.

The principle of unity of methodology, diagnostic and correctional activities comes from the need for the closest connection between the theoretical positions of the psychologist, the corresponding methodology and specific diagnostic and correctional tools built on the basis of the same methodology. After all, there are often cases when we talk about “periodization according to D. Elkonin”, “higher mental functions”, and other fundamental concepts, but at the same time we use tests and methods developed in a different theoretical paradigm, we use approaches and tactics in our correctional work third party.

The principle of structural-dynamic integrity is expressed in the idea that individual aspects of mental organization (mental functions and processes, individual spheres) are not isolated, but manifest themselves holistically, existing in a single structural organization and react just as holistically to all external influences, transforming them through the child’s own internal activity towards development and interaction with the surrounding educational environment.

In accordance with this principle, each specific feature of the child’s condition should be studied and assessed both from the point of view of age correlation and in accordance with a certain sequence of development, interaction and heterochrony (multi-time) maturation of certain functions included in a single “ensemble” of the formation of that or other characteristics of the child’s activities. The application of this principle allows not only to record individual violations or unformedness of any area, but also to determine the causes and situation of their occurrence, to assess the structure and hierarchy of development problems.

The principle of terminological adequacy is one of the most painful problems of special psychology, and not only it. Among specialists working with children with developmental, learning and behavioral problems, today there are significant differences in the definition of what is behind the general term of this or that concept.

Assessing the effectiveness of a psychologist through a child’s adaptation in an educational environment. Assessing the effectiveness of a psychologist in the context of regular education of children is still the least developed. According to N.Ya. Semago, the criterion for the effectiveness of the work of a special psychologist can be precisely the success of the child’s adaptation in the educational environment.

The priority of educational tasks is determined by the status of the psychologist in the educational institution. The status of a psychologist must be understood as an auxiliary specialist in relation to the teacher - a specialist who solves additional (rather than basic) problems of education. The most important indicator that should be taken into account by a psychologist in his work is the assessment of the child’s ability to master appropriate development and training programs (preschool, school, any other educational) and the optimization of educational influences associated with this opportunity.

The principle of interdisciplinarity and the coordinating nature of the psychologist’s activity actually incorporates a number of provisions such as a comprehensive approach to the child, stereognosis in the perception of the child’s problems, and others. In the most general view The interdisciplinarity of the work of a special psychologist lies in the fact that, being essentially the “central” and coordinating specialist in relation to the child and his problems, the psychologist must know and understand not only certain branches of psychology, but also certain areas of pedagogy, sociology, and medicine. For a special psychologist, an understanding of the clinical approach in almost the entire variety of branches of medicine (and not just psychopathology and childhood neurology) is fundamentally necessary.

Ethical principles and the associated principle of professional competence. They are especially important in the activities of a psychologist in the system special education- a special psychologist who, in his daily work, repeatedly encounters endlessly complex ethical issues(in a conversation with parents, specialists, in how and with what words he will protect the rights of the child).

In our opinion, ethical principles should also include reflection on one’s own professional competence. Professional competence as a component of the ethics of any specialist is currently acquiring great importance. In conditions of not always adequately understood democratization of education, when a stream of a wide variety of practices and technologies has literally poured into educational practice, it is important to be able to limit the circle of one’s competence so as not to exceed one’s capabilities and, ultimately, not to harm the child.

2.1.2. The main areas of activity of a special psychologist

The main activities of a special psychologist are psychological diagnostics, psychological counseling, psychological education, correctional and developmental work (Abramova, 1993, 2001; Bolotova, Makarova, 2001).

Psychological diagnostics - the main task of a psychologist here is to assess the development of any psychological qualities in a particular person and make a diagnosis of his mental development. In the scientific literature, the concept of “psychodiagnostics” was introduced in 1924 by the Swiss psychologist Hermann Rorschach.

Psychological consultation. This type of activity of a special psychologist is used in different areas of people’s lives and professional activities.

The main means of counseling is a conversation structured in a certain way. The purpose of psychological counseling is to help people achieve a sense of well-being, ease the experience of stress, resolve life crises, increase their ability to find a way out of difficult situations and make decisions themselves. During the consultation process, a special psychologist provides psychological assistance, helping the client to look from different angles at the difficulties he has encountered and at ways of acting in the situation he is faced with. A psychologist helps a person overcome psychological barriers, encourages the development of certain qualities in oneself.

Psychological education. The most important task of psychological education is to expand psychological knowledge and improve psychological culture. Lectures, conversations, seminars, exhibitions of psychological literature, information stands, viewing and discussion of feature films and videos can be used for psychological education. psychological analysis characters' behavior.

Corrective and developmental work. Psychocorrection is carried out if, as a result of psychodiagnostics or counseling, deviations from the norm in a person’s behavior or mental development are revealed. Corrective work is the influence of a psychologist on certain mental functions, qualities or forms of behavior of an individual, aimed at overcoming this deviation. This influence is always carried out on the basis of the idea of ​​the age-related norm of mental development (for example, the norm in the development of cognitive, emotional, volitional processes, the norm of behavior and personal qualities). Based on this, the psychologist builds a program of correctional work.

A special psychologist in real professional activity can perform all of the listed types of work, as well as specialize in any particular type.

2.1.3. Assessing the effectiveness of a special psychologist

To date, there are no clear and unambiguous criteria by which one could judge the effectiveness of all areas of activity of a practical psychologist. You can consider some criteria for the effectiveness of each type of activity of a special psychologist separately.

If we talk about psychodiagnostics, then, according to the point of view of G. S. Abramova, “the effectiveness of the work of a special psychologist with a standard, psychometric method will be determined by the compliance of the goals of using the test or technique for the sample under study.” Apparently, the adequacy of the methods used by the psychologist can be checked, in particular, by the effectiveness of the recommendations proposed to the client based on the survey materials.

The effectiveness of psychocorrectional work depends on the following important points:

The dynamic content of the period of age-related development can be varied, which means that the success and effectiveness of the same influence is not the same at different moments of life;

The effectiveness of psychocorrection is determined not by its intensity and the number of effects produced, but by the quality of the content, timeliness and adequacy;

Efficiency depends on the degree of compliance of psychocorrectional work with the individual characteristics of a person’s mental development.

When assessing the effectiveness of psychological counseling, the following most important indicators can be indicated (G. S. Abramova, 1994):

Changes subjectively experienced by the client in inner world;

Objectively recorded parameters characterizing changes in various modalities;

Sustainability of changes in a person’s subsequent life after receiving psychological help.

Key concepts: psychological support of the educational process, psychological well-being of children, psychological support, school psychological service, educational psychologist, scientific and methodological activities of a psychologist, management activities psychologist, socio-pedagogical activities of a psychologist, educational activities of a psychologist.

Psychological support of the educational process Our country has gone through several stages of development. First attempts practical application psychological knowledge in teaching was undertaken at the turn of the 19th and 20th centuries. At that time, pedology began to develop - the science of a developing, growing person, covering all his socio-biological characteristics. In the 20-30s of the last century, psychological and pedological support for education developed very intensively and various types of services became widespread. Various tests were introduced into the practice of education, on their basis conclusions were made about the level of development of children, about the professions that they need to choose, about transfer to specialized schools, etc. In 1936, all work on psychological support for education was stopped for a long time. For years, the development of such areas of psychology as age-related psychology, psychodiagnostics, practical psychology, etc.

It was only in the mid-60s that research in these areas and the search for conditions for applying their results in school were resumed. As an experiment, psychologists began working in the education system - employees of research institutes, university teachers who conducted scientific research in schools and vocational schools, and students who did internships. The first official school psychological service arose in 1975 in Estonia (then a republic of the USSR). Since 1991, schools have officially introduced positions for school psychologists (now educational psychologists).

Currently, the main goal of psychological support for education is to create conditions favorable both for the learning and development of students, and for professional growth teachers. Parents are not forgotten either. Working with them is also the responsibility of the educational psychologist. Thus, Objective on psychological support of the educational process can be formulated as improving the psychological well-being of children, teachers and other participants in the educational process.

Among the main work tasks In terms of psychological support of the educational process, we can distinguish:

1. Reducing the level of school maladaptation (the child’s inability to adapt to school, its conditions and requirements). The solution to this problem is carried out in the following areas: work with children when entering school, when they are introduced to the features of learning at school, its rules, and help establish relationships between children and classmates and teachers; assistance to children of any age when difficulties arise in their studies or in relationships with other children or teachers, or behavioral deviations.

2. Assistance to teachers in organizing individualization of education - diagnostics of individual characteristics of children and consultations for teachers in order to build curricula and tasks that take into account the characteristics of children and their level of development as much as possible.

3. Assisting teachers in solving problems that arise in the process of teaching and educating students and working with student groups.

4. Increasing educational and pedagogical motivation (motivation is the urge of the body, causing its activity in a certain direction). If a child studies purposefully, i.e. has developed motivation, then his desire to learn and academic performance increase. The same thing happens in the work of teachers. Therefore, the development of motivation is an integral part of the work of an educational psychologist.

5. Reducing anxiety about the future. School graduates have always experienced a certain anxiety about their future independent life. In a socially and economically unstable society, the level of anxiety among graduates increases. Its reduction is facilitated by psychological counseling and training young people in the skills necessary for independent living.

6. Increasing the level of professional awareness, life and professional self-determination, developing skills of effective behavior in the labor market among graduates of schools and vocational educational institutions.

7. Increasing the psychological competence of heads of educational institutions, teaching staff and parents.

The implementation of these and other tasks will significantly improve the quality of education. Currently, educational psychologists have modern methods, methods and work technologies that allow you to effectively solve the assigned tasks.

School psychological service is still at the stage of formation and intensive development. Not everything is settled in it; sometimes the criteria for assessing the work of educational psychologists, performance indicators of specialists and centers, indicators of psychological well-being and personality development of the child during the educational period are unclear, and sometimes there is a lack of standardized and certified tools. The work of educational psychologists is hampered by the low level of equipment for their activities (equipping offices, the availability of modern diagnostic and correctional tools), which increases the labor intensity of many types of work and reduces their effectiveness. However high level knowledge of methods and techniques can significantly increase work efficiency even with poor technical equipment. Modern stage the development of psychological services at school allows a specialist to fully express himself in his work, to bring into it something new that meets his ideals, values, and professional preferences.

Teacher-psychologist: Karachevtseva Olga Alekseevna

A preschool educational institution is the only link in the education system, the purpose of which is to create conditions for the overall harmonious development of the child, as well as the protection and strengthening of his physical and mental health. The central category in a preschool institution remains the development category.

There are numerous legal documents regulating the organization of psychological services in the structure of education, its goals and objectives, the rights and responsibilities of a teacher-psychologist.

The purpose and objectives of the work of a teacher-psychologist in a preschool educational institution:

Target :

Preservation and strengthening psychological health children, harmonious development in preschool settings.

Tasks:

Preserving and strengthening the psychological health of children.

Creation of favorable psychological and pedagogical conditions for the harmonious psychological development of preschool children.

Diagnostic examinations of the emotional and cognitive spheres to identify disorders.

Implementation of individual psychocorrection programs.

Consulting work with parents and teachers.

Psychological support for children during the adaptation period.

Psychological support for preparatory group children, preparation for school.

The Concept of the Educational Psychological Service states: “In an educational institution, a psychologist independently has the right to work only with children whose behavioral deviations are not a consequence of damage to the central nervous system. nervous system or mental illness".

Therefore, the psychologist’s efforts should be directed at children with psychogenic disorders (fears, anxiety, low social status in the group and a number of other neurotic reactions), which are a consequence of a violation of the social situation of the child’s development.

In practice, we have to deal with situations where a teacher-psychologist is charged with accompanying children with mild organic disorders (brain dysfunction, attention deficit hyperactivity disorder) and even variants of dysontogenesis. And the point here is not that this work is very labor-intensive, but The problem is that child psychologists are not ready for it due to their professional competence.

Areas of work:

• Psychoprophylactic work.
• Developmental and psycho correctional work.
• Psychodiagnostic work.
• Consulting work.
• Educational work.
• Methodical work.

Some areas of a psychologist’s activity must be mandatory and carried out by him without the will of the pupils’ parents, while others cannot be implemented without a request or permission from the parents. A psychologist must be guided by one of the main ethical principles in practical psychology - “psychological help - help voluntary."

The ontogenesis of a child at the stages of early and preschool childhood is accompanied by a huge number of new formations in the cognitive, emotional-volitional, social and personal spheres. The normative nature of a child’s passage through these “peak” points of development should be within the competence of an educational psychologist.

Information about the child’s development is recorded in the child’s support cards (neuropsychological development), which are filled out by a teacher-psychologist during critical periods of his development (at three, five, six and a half years) and subsequently must be transferred to school psychologists. A narrow circle of specialists and the child’s parents may have access to the information contained in them.

Before we begin to describe the content of the activity, it would be appropriate to detail the problems that a child psychologist mainly faces:

1. Adaptation of young children to a preschool educational institution.

2. Problematic relationship between the child and the teacher.

3. Problematic relationships of the child with other children.

4. Behavioral disorders of the child (aggression, affect, elements of autism, etc.)

5. Lag - advance in the development of the child.

6. Problematic relationships of the child in the family.

7. Social and psychological problems in the teaching staff.

Work with children is represented in the following areas:

1. Observation and analysis of adaptation of young children.

This direction is mandatory in the work of a psychologist and lasts three to four months (from September to December). Includes the following activities: familiarization with the medical and psychological history of newly admitted children in order to plan an individual adaptation regime, observation of children, reflection of its results in adaptation cards, recommendations to the teacher and parents, presentation on the results of adaptation.

2. Psychological diagnostics of children during crisis periods of development.

This area of ​​activity of a psychologist is also mandatory. It is carried out to identify possible problems that have arisen in the child. Diagnosis is carried out when children reach three, five and six and a half years of age. In intermediate age groups, it makes no sense to carry out diagnostics.

The psychologist records the results obtained in the follow-up cards and brings them to the attention of parents and educators. During the discussion, an individual educational route for each child is clarified (if necessary).

3. Work of a psychologist with difficult children (we include children with behavioral and emotional-personal problems of psychogenic origin in the difficult category). This direction is implemented by a psychologist only on the basis of a request from parents or a teacher (in this case, parental consent is also required). Initially, an in-depth diagnosis is carried out, the essence of the problem is clarified. If the problem falls within the competence of the educational psychologist, he will include the child in the training group. A psychologist may have no more than one or two such groups a year. There are no more than four to five children in each group, the work schedule is two classes per week. The duration of the group visit depends on the nature of the child’s problem. A condition for the work of the group may be the participation of parents in it.

As for children with mild organic disorders, a psychologist of a preschool institution can conduct correctional work with them only if drug therapy is provided, correctional work is carried out by a teacher-defectologist, a speech therapist, and there is additional payment for his work.

4. Participation in innovation activities. The participation of a psychologist in the development and implementation of new developmental technologies is mandatory; he carries out design and diagnostic-control functions over the development of children during the implementation of the innovation process.

Psychologist's work with parents.

The following areas of activity are mandatory: psychological education of parents and individual counseling.

The most common and effective form of parent education remains the parent meeting (various options are possible: parent club, round table, conversations with training elements). It is advisable for a psychologist to speak at the first parent meeting of the school year (usually in September).

Training groups for parents are not mandatory, but are very desirable, as they are usually held in parallel with the parents of children attending correctional activities by a psychologist.

Individual counseling of parents should be carried out taking into account all the requirements for this type of activity.

Work with personnel.

Areas of activity of a psychologist with a team: psychological education and individual counseling:

Psychological education of educators and specialists may have different shapes. This could be basic information about problems, new research in the field of child development, training, etc. The focus of the training can only be professional. Meetings of this kind with a psychologist should be held no more than once every two months.

Individual counseling of employees is also carried out only at their request.

Psychoprophylactic work

Psychoprophylactic work is planned and implemented in accordance with age characteristics preschoolers. To implement psychoprophylactic work, the following cycles of classes are used by age groups and main areas:

average preschool age: classes on the development of the emotional sphere (familiarity with basic emotions) and mental processes, fine motor skills;

senior preschool age: correction of communication and behavior of preschoolers;

preparatory group:combined classes for the development of communication, mental processes, and fine motor skills.

Psychological and pedagogical preparation for schooling(development of school-relevant skills)

S. V. Kryukova, N. P. Slobodnyak “I am surprised, angry, afraid, boastful and happy.”

A.S. Ronzhina “Program of work for a teacher psychologist...”,

I.L. Artsishevskaya “Program of psychological preparation of children for school”,

Psychodiagnostic work

Psychodiagnostic work in the institution is carried out in the following areas:

In children of three years old, normative indicators corresponding to age are revealed.

In children of five years old, indicators of emotional and personal development must be identified.

In children six and a half years old, indicators of psychological readiness for school are determined.

Example:

Identification of the state of the child’s emotional sphere in senior group. (Methodology) M.A. Panfilova. Method "Cactus".

The examination was carried out individually, the number of children examined was 17 people. Results: 65% of children were diagnosed with signs of aggression (11% high level, 24 medium, 35% low), 24% of those examined showed signs of impulsiveness, 30% strive for leadership, 30% show signs of self-doubt, 30% 30% are open to the world, optimistic, 47% of those surveyed show signs of anxiety, 30% are extroverts, 70% are introverts.

Determination of the motives of teaching according to the method of M.G. Ginzburg.

In the preparatory group, the examination was carried out individually, the number of children examined was 22 out of 22. Results: 41% of children have a dominant social motive for learning, 33% have a dominant motive for marking, 13% have a dominant educational-cognitive motive for learning, 13% have a dominant game motive of the teaching.

In the speech therapy group, the examination was carried out individually, the number of children examined was 11 people (future graduates of preschool educational institutions) out of 11. Results: 37% of children have a dominant social motive for learning, 27% have a dominant motive for marking, 18% have a dominant educational - cognitive motive for learning 18% have a dominant external motive for learning.

Recommendations are given to teachers and parents based on the diagnostic results.

Methods used:

Methodology for indirect express diagnostics of the level of mental development of preschool children.

Individual diagnostics cognitive development. A set of techniques. Author O.V. Dorokhina, Armavir, 2013, Groups - second junior, middle, senior, preparatory and mixed age.

Methodology of M.G. Ginzburg. "Motivation for learning"

Methodology of T.D. Martsinovskaya. “Cactus”. Test “Non-existent animal”, Sechenov). “My family”, A.P. Wenger’s technique. “Completing figures”, O.M. Dyachenko’s technique. Identification of the state of the emotional sphere of a child in the older group. Methodology of M.A. Panfilova. Express diagnostics of children's intellectual development in middle group Y.N.Kushnir.

Working with teachers.

DEVELOPMENTAL AND PSYCHOCORRECTIONAL WORK

Corrective work is carried out based on diagnostic results, requests from parents, educators, and observations of a psychologist in the following areas:

psychocorrection of the emotional-volitional sphere (reduction of psycho-emotional stress, self-regulation, aggressive behavior, personal problems), psychocorrection of the communicative sphere (violation of relationships with peers, in the family), psychocorrection of the cognitive sphere (low level of development of cognitive processes).

It is planned to continue work in these areas for the next year.

Basic methods of corrective actions:

individual gaming support (moving, educational games, games with water, sand, role-playing games,) ;psycho-gymnastics; elements of puppet therapy (with playing a story, the plot of which is traumatic for the child); elements of art therapy (working with paints, clay, quilling); elements of sand therapy (drawing on a sand tablet); relaxation exercises using sensory equipment (neuromuscular relaxation, breathing techniques); games and exercises to develop cognitive functions; viewing presentations; listening to classical music; games to develop psychomotor skills.

The effectiveness of corrective interventions was monitored after a repeated diagnostic examination, based on observations and feedback from teachers and parents.

Subgroup psychocorrection work

In the training group, based on the diagnostic results, subgroup psychocorrectional work is carried out aimed at correcting fears, anxiety, depression, low self-esteem and other neurotic reactions), which are a consequence of a violation of the social situation of the child’s development.

Programs and practical materials used:

M. A. Chistyakova “Psycho-gymnastics”.

I.A. Pazukhin “Let’s get acquainted.” – M.: Publishing house. "Axis-89", 2001.

Sharokhina V.L. Correctional and developmental classes in the senior group: Demonstration material. - M.: Prometheus, Book lover, 2001; 2002.

Sharokhina V.L. Correctional and developmental classes in the middle group: Demonstration material. - M.: Prometheus, Book lover, 2001; 2002.

The results of the correctional work were monitored at the end of the year; the correctional work showed positive dynamics.

Consulting and educational work

Working with parents

Consultation work is carried out individually based on diagnostic results, requests from parents, educators, and the observations of a psychologist.

Main types of work:

individual consultations;

giving speeches and presentations at parent meetings;

Design of group stands and the “Psychologist’s Corner”;

Development and distribution of booklets and leaflets.

Sample topics for individual consultations:

“Adaptation to preschool education”; “Child’s aggression”; "Disobedience"; "Childhood fears"; “Low level of development of cognitive processes, speech development”; “Instability of emotional state”; "Hyperactivity"; “Communication skills”; “Swear words”; “Development of child independence”; “Recommendations for parents of preschoolers”

Group consultations for parents:

Example:

Parent meetings in the middle group using ICT:

“Whims. How to help a child"

"Children's Lies"

“Goals and objectives of the psychological service in preschool educational institutions. Developmental activities";

Educational work at parent meetings: preparation for school, speeches at the request of teachers.

Working with teachers

The following forms of work with teachers are distinguished:

Individual consultations:

Consultations with educators based on the results of psychological diagnostics.

On adaptation issues;

At the request of teachers.

Group consultations:

classes with teachers, trainings, distribution of psychological literature;

seminars and workshops; design of an information and educational folder for teachers of all groups “Psychologist’s Pages”.

Methodical work

processing and analysis of the results obtained;

preparation for individual and group work;

analysis of psychological and pedagogical literature;

filling out reporting documentation;

preparation for consulting work with parents and teachers;

selection of methodological and gaming material;

self-education (according to a separate plan);

work as part of the PMPK preschool educational institution;

exchange of experience with teacher-psychologists of other preschool educational institutions;

publications on the Internet...

All of the above areas, especially those that include working with children, constitute the essence and content of the work of a psychologist in a preschool institution; without their implementation, psychological support for the development of a child seems impossible.

Ministry of Education and Science of the Russian Federation

FGBOUVPO Armavir State Pedagogical Academy

Faculty of Additional Professional Education

ABSTRACT

Completed by a second year student

Karachevtseva Olga Alekseevna