Martsinkovskaya T.D. Child Practical Psychology: textbook

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Psychological tools of a teacher-psychologist

Introduction

1. Psychological toolkit

2. Psychodiagnostic methods in activity practical psychologist

3. Receipt psychological information in the work of a psychodiagnostic

4. How a psychodiagnostician receives psychological information about a client

5. Features of the use of psychodiagnostic data in the provision of psychological assistance

6. Problems of applying psychodiagnostic data in pedagogical social practice

7. Interview as the main method of psychological counseling

8. The conversation process

9. Non-reflective listening

10. Questioning technique

11. Empathic listening

12. Reflective listening

13. Finding out

14. Paraphrasing

15. Reflection of feelings

16. Summary

17. Clinical method in psychological counseling of children

Introduction

When using the term "psychological toolkit" in broad sense the system of methods and technologies of psychological activity of a practical psychologist is understood; in the narrow sense - a set of tools and materials necessary to introduce the subject into a corrective-diagnostic interaction with a practical psychologist and its effective implementation. (Martsinkovskaya T.D. Children's practical psychology: textbook. - Moscow: Gardariki, - 2000. - 255 p.)

1. Psychological toolkit

Let us dwell on the classification of psychological tools, based on the second meaning of this term. There are two main types of psychological tools in relation to the practical activities of a psychologist. This is a specific type of psychological toolkit (actually psychological toolkit) and a non-specific type designed to accompany or technically support psychological activity. Further differentiation of means and materials is carried out in accordance with the species.

What are the requirements for psychological tools. First of all, it is the requirement of conformity. We are talking about compliance with the original, i.e. standards laid down in the original (author's) copy of the corrective diagnostic tool. This applies to all stimulus and interpretive material.

Next - the requirement of configuration. It refers to the need to complete the stimulus and interpretive materials. If the original method (test) contains a set of tools, then the use of these diagnostic tools in the absence of one or another material is not recommended. Thus, the lack of scales for scoring in standardized methods makes it impossible to interpret diagnostic data.

Classification of psychological tools

Specific toolkit	Non-specific toolkit
Stimulus material	Interpretive means	technical material	Auxiliaries
A set of the type "Box of forms" Volumetric geometric figures(cube, prism, cylinder, sphere, cone) Folding pyramids Detachable matryoshka 3--4 sets of story picture sequences Sets of cards united by a given attribute (group, etc.) Printed material with diagrams, matrices, contour and figurative images Set of planar geometric figures various shapes, color and size	Scales, tables, graphs, profiles, grids for converting quantitative data into qualitative characteristics Computer programs on correlating, comparing and interpreting data obtained as a result of psychological interaction	Colored pencils, felt-tip pens, watercolors, landscape sheets of various sizes, colored paper, scissors, etc.	Floppy disks and CDs with playback of musical and verbal accompaniment of corrective and diagnostic activities Attributes of the main role-playing games of preschoolers, complete with substitute items Some types of construction and simulation kits Balls and toys for sexual differentiation, etc.

In addition, psychological tools can be defined as monofunctional. This means the impossibility of using the stimulus or interpretive materials of one psychodiagnostic tool as a modification of another. Psychological tools are specific and in no way interchangeable. Thus, variants of printed stimulus material (Wenger complex) are designed for one-time individual use.

Thus, speaking of psychological toolkit as a means of professional activity, it is necessary to correlate it both with theoretical concepts, corrective and diagnostic technologies, and with the requirements for its selection and configuration.

2. Psychodiagnostic methods in the activity of a practical psychologist

Practical psychodiagnostics- the field of application of psychodiagnostic procedures in practice, implies a certain level of professional training of a psychodiagnostic.

In practice, a psychodiagnostician must have the skills to distinguish between two situations: the situation of the client and the situation of the examination. In the first situation, the client voluntarily takes part in the diagnostic procedure, he is interested in obtaining objective results, as he wants to receive help. In a situation of examination, a person is forced to undergo an examination, and may even resort to simulating symptoms in order to distort the results, to pursue personal goals. In the study, the psychodiagnostic must be able to determine how the subject perceives the examination. The psychodiagnostic norms of the client's situation will have a significant difference from the norms of the examination situation, it is necessary to distinguish between them.

A psychodiagnostic technique is a folded psychological problem solved, where there is a way to obtain psychological information, its possible options and the meaning of these options (or interpretation from the point of view of the author of the technique).

Like any work with super-complex devices, the work of a psychodiagnostic requires, first of all, knowledge of the rules for operating these devices - methods of methods. These are those professional skills in the application of techniques that are formed on the basis of scientific knowledge and direct experience with the technique, which cannot be included in the reflected scientific knowledge, that is, it includes such important personal characteristics of a person as intuition, individual experience, an individualized style of thinking and other features of an individual professional style. This is the level of mastery of the methodology when the psychodiagnostician, based on his impression of the researcher, can accurately predict the results of his work with a particular methodology. Behind this is a huge experience, professional observation, accuracy of perception of a person and situations of interaction with him.

The main scientific category with which the psychodiagnostic practitioner works is the category of the age norm of personality development and the age norm of mental development. In addition to the scientific, theoretical, reflected content of these categories, a psychodiagnostician is obliged - this is his professional duty - to know the ethical standards for applying the results of his work. It can be said that in interaction with the client, the psychodiagnostician himself, in addition to the psychological tasks of the client, solves his professional, ethical and moral tasks.

In order for the solution of the tasks of interaction with the client to be correct, the psychodiagnostic must accurately represent the content and purpose of the methods that he uses, know them theoretical background and criteria of reliability, validity, reliability. In addition, he must clearly understand real situation survey, to see the responsibility for obtaining, using and storing psychological information by all participants in the survey situation.

The diagnostic practitioner must be able to take into account the specific circumstances of the survey, their impact on the individual results obtained and the comparison of these individual results with the standards.

So, a psychodiagnostic practitioner, unlike a psychologist engaged in theoretical psychodiagnostics, works with a specific unique situation, even if it is a situation of mass examination. The uniqueness of the situation lies in the fact that each time it is a new relationship with the Customer, Client or User of psychological information, which the psychologist needs to solve as ethical or moral tasks of interaction.

3. Obtaining psychological information in the work of a psychodiagnostic

Psychodiagnostic practitioner uses ready-made methods. How does he get psychological information about the client? Let's dwell on this in more detail.

To understand the means and methods of obtaining psychological information, it is necessary to distinguish between the tasks of the client and the tasks of the psychologist in a psychosocial situation. diagnostic work.

The client builds his interaction with the psychologist-diagnostician depending on how this situation appears to him: the situation of examination or the situation of psychological assistance.

In a situation of expertise, clients are so focused on socially approved norms that they are ready to give up even the slightest signs of individuality, instantly adjusting to even the slightest emotional reaction of the expert.

Situations of examination impose on the methods of work of a psychologist-diagnostician strict requirements for the security of his methods from possible falsification or a conscious strategy of the subject. Below we will describe in detail those methods of obtaining psychological information that meet these requirements to a greater extent, for the time being we will only indicate that these are expert, “clinical” methods or projective and dialogue methods.

In a situation of providing psychological assistance, the interaction between the client and the psychodiagnostic is built in a completely different way. The client is ready to follow all the instructions, he introduces his own into them, clarifies, asks again, asks for more and more tasks. This situation dramatically increases the requirements for the personal qualities of a psychodiagnostic, for his ability not to confuse professional work and personal relationships with clients.

For a psychodiagnostic, there is a need to clearly reflect on their tasks of interaction with a client - this is one of the features of the situation of professional work with a client for a practicing psychodiagnostic.

These are two fundamentally different situations from the point of view of the client and the psychodiagnostic, in which the psychologist has to solve his professional tasks, the main one being obtaining reliable psychological information.

Psychodiagnostics, practical psychodiagnostics is an infinitely complex field of practical psychology, a special psychological specialty. So far, we only dream of the time when our society will be ready to use these specialists, taking into account the necessary specialization within the most practical psychodiagnostics, as is the case in many countries of the world.

4. As a psychodiagnosticno psychological information about the client

Of course, it all starts with the perception of another person and observation of him during the examination, where specific methods or techniques are already used. What does the observation of a psychodiagnostic give us?

Let us dwell on some data of observation of a person's behavior in a situation of psychoanalysis. diagnostic examination, which reliably, according to psychodiagnostics, speak of stable features psychological reality person.

We will use the material published in the book "The experience of a systematic study of the child's psyche", edited by N.I. Nepomnyashchaya (M., 1975). When describing the types of values of children of primary school age obtained in the course of a psychodiagnostic examination, the authors provide the following observational data on the behavior of children during the experiment (work on compiling stories or proposals for subject pictures): children with the value of real-practical functioning behaved tensely, constrainedly. They accepted the situation of the experiment as “training”, the selection of pictures by them was not ordered, random. Orientation towards the reaction of the experimenter was clearly expressed - "guessing what is required." Playful manipulation of pictures during storytelling was also noted. At the same time, uncertain, inexpressive or everyday, colloquial intonations prevailed in the speech.

A completely different behavior was observed in children with a value attitude towards themselves. Excitation by the end of the experiment is replaced by concentration. The situation of the examination of the child is semi-educational, semi-communal, the assessments of the psychodiagnostic affect the quality of work. Children have a very active attitude to the instruction, they ask it again, clarify it several times, while collecting pictures, ordering, according to some rule put forward by themselves, while showing independence and organization. They preliminarily compose a story, ask for time to think it over. When telling a story, they are guided by the experimenter, reciting or dictating their text.

These distinctive features behaviors that a psychodiagnostician can obtain during the observation of a client are compared with other results obtained during the diagnostic procedure. So, in the above study, they were compared with the content of the displayed subject area, with the displayed elements of this area, with the language features of the stories. Children with the value of real-practical functioning are prone to a formal, concrete reflection of everyday life, to the formal fixation of objects and their functions. They have simple sentences in the story, poor vocabulary, no plot.

Children with the value of attitude towards themselves in their stories specifically reflect life, describe specific specific educational details, mention communication. Their stories represent people, human actions with objects, situations of using objects, contain simple and complex sentences, direct and indirect speech, participial phrases, rich vocabulary, different plots.

Thus, observation in the course of psychodiagnostic work is determined by the theoretical, generalized position of the psychologist, his ability to see behavior as a manifestation of psychic reality. Let us dwell on some more examples of the client's behavioral features that a psychodiagnostician can highlight in observation. Let us dwell on the clinical characteristics of some features of autistic children Lebedinskaya K.S. Nikolskaya O.S. Diagnosis of early childhood autism. -- M., 1991

The main feature of their behavior is detachment from reality, isolation from the world, absence or paradoxical reactions to external influences, passivity and super-vulnerability in contacts with the environment as a whole. This is autism (from the Latin word for self). The child does not seem to notice anyone around, he does not respond to questions, does not ask anything, does not ask for anything, avoids looking into the eyes of another person, often even his mother. He does not seek contact with peers, he does not play with them, but next to them. When trying to involve such a child in interaction, he experiences anxiety and tension.

An autistic child strives to preserve the familiar, constant in the environment: the environment, clothes, food. It looks like stereotype and monotony, but when trying to break it, when other people interfere, the child develops anxiety, aggression or self-aggression.

The pretentiousness of posture, movements, facial expressions gives the impression of "woodiness", puppetry, movements are devoid of plasticity, poorly coordinated. These children suffer from expressiveness of speech. This may be a “parrot”, phonographic or rich in neologisms, the pronoun “I” is absent in it for a long time, the child speaks of himself in the second or third person. Speech is not used for dialogue, it is stereotyped.

The autistic child has a disturbed sense of self-preservation - he is amazingly fearless. At the same time, fearlessness can be combined with fear of simple objects or their individual properties. Such children are particularly attracted to rhythm as a variant of stereotypy.

The look of an autistic child is not fixed on the speaker, he does not respond to an appeal to him, this gave reason to talk about his face as the face of a prince. The "prince's face" often in autistic children from birth is unusually expressive, with an intelligent, meaningful look, refined facial features.

These are just a few of the behavioral symptoms of an autistic child that a psychodiagnostician can see through observation.

The observation of a psychodiagnostic is organized by his ideas about the age norm of behavior, which allow fixing the real correspondence or discrepancy from what he sees in the observation. The classification of the facts of the client's real behavior allows us to formulate a hypothesis for solving a psychological problem.

For example, a psychodiagnostician in observation notes motor disinhibition or hyperdynamic syndrome, which manifests itself in the fact that the child is restless, restless, not focused enough, impulsive. This may be a symptom of family alcoholism or pedagogical neglect of the child. Putting forward hypotheses about the origin of the observed symptoms, the psychodiagnostic compares it with the content of the order for his professional work and decides on the choice of specific methods for examining the child. In order for the examination to provide reliable information, the psychodiagnostic restores the broader context of the origin of the symptoms by asking questions in the form of a clinical conversation. sample questions, which a psychodiagnostician can ask about a child, look like this according to the book by I. Shvantsaro et al. “Diagnostics of Mental Development”. -- Prague, 1978:

1) Biting his nails? 2) Thumb sucking? 3) No appetite? 4) Picky about food? 5) Falling asleep slowly and with difficulty?

Once again, we draw attention to the fact that questions for a clinical conversation are formed in accordance with the theoretical position of the psychologist. The choice of questions depends on the order for psychodiagnostic work and on the results of the psychologist's observation of the client's behavior in the examination situation. The data obtained during the clinical conversation is refined and compared with the results of the client's work according to the methods.

Thus, the general scheme for obtaining psychodiagnostic data can be represented as follows

Scheme for obtaining psychodiagnostic data

From the customer's point of view	From a psychologist's point of view
1 Evaluation of the situation as an expert or psychological assistance situation	1. Acceptance of the order. Defining customer interaction tasks
2. Real behavior in the survey situation.	2. Classification of symptoms of behavior; development of hypotheses.
3. Participation in a clinical conversation.	3. Clarification of hypotheses in the course of a clinical conversation.
4. Working with methods.	4. Conducting a survey with the help of psycho diagnostic techniques.
5. Getting results.	5. Processing of results; generalization of results.
6. Perception and use of results.	6. Discussion of the results of psychodiagnostics with colleagues.

What observation data does a psychodiagnostician use to select research methods, to build a clinical conversation? This is determined by the development of his ideas about mental reality. It seems to us expedient in this regard to carry out constant work by a psychodiagnostic to systematize his observations of clients in order to improve the observation process.

Working with methods, a psychodiagnostic uses not one method, but several - a battery of methods. The choice of a battery of methods cannot be arbitrary, it must at least meet the following requirements:

3) interpretation of the obtained results, based on the assumed multifactorial relationships between the obtained data.

The interpretation of diagnostic data can be carried out either as a quantitative assessment process, that is, the result obtained is compared with a certain norm, or as a qualitative analysis, in which the obtained data is compared with a number of standards, the value of which is precisely defined. This interpretation has several levels. Immediate, immediately following the results of working with the methodology, the interpretation determines the significance of the result itself. For example, the problem is solved correctly - incorrectly, the behavior is active - passive, etc.

This interpretation already involves evaluating the results according to a certain criterion, that is, their formal evaluation or normatively colored one appears, for example, if the psychologist registers that the client completed the task at a time specified by the standards or completed the number of tasks specified by the standards.

Interpretation of a more complex level involves the inclusion of data in a certain system. In some aspects, this level of interpretation abstracts from certain qualities of psychic reality. It should be borne in mind that the more complex the level of interpretation at which the psychodiagnostician works, the more general and less reliable his data become. This is especially important and responsible when transferring the interpreted psychological information to the client.

The methods used by the psychodiagnostician make it possible to interpret them, proposed by the author (authors) of the methods. The ability of a psychodiagnostic to compare different theoretical approaches to solve a specific client problem gives his work a heuristic character.

Thus, obtaining psychological information in the work of a psychodiagnostic is the organization of interaction with the client, during which data can be obtained that reflect his mental reality in the results of observation, clinical conversation, in the data of working with a battery of techniques interpreted by the psychologist.

5. Features of the use of psychodiagnostic data in the provision of psychological assistance

A practical psychodiagnostic uses the category of norm in his work. This makes his work especially significant for the person to whom he provides psychological assistance, that is, it affects his mental reality. The use of the category of mental norm leads to the fact that all the psychological tasks of the client, to one degree or another, are turned to social or ethical tasks.

One of the main questions that a client asks a psychodiagnostic about the results of his work is the question: “What does this mean?”

In order to be able to receive, process, communicate the results of psychodiagnostic work to provide psychological assistance, the psychodiagnostic, in our opinion, needs to clearly imagine the following features of the client's mental reality.

1) The degree of its structure, which is expressed in the content of the client's reflection on mental reality.

2) The attitude of the client to his psychic reality, that is, the attitude of the client to his individuality.

3) Features of the perception of a psychologist as a source of psychodiagnostic information.

The area of providing psychological assistance in the work of a psychodiagnostic can be described in the form of the following questions addressed to psychic reality.

1) What is going on?

The answer to the first question involves the work of a psychodiagnostic to describe the client's psychic reality and communicate this description to him. The client himself will be responsible for the use of this information and the degree to which it is included in his reflective experiences. In this case, the psychodiagnostic reports psychological information that the client perceives consciously. The psychologist must prepare the client for the perception of this information by establishing contact with him, clarifying the task of interaction. In solving a psychodiagnostic problem, the psychologist clearly focuses on its content and the adequacy of its perception by the client.

When transmitting psychological information, the psychodiagnostic seeks to receive from the client feedback, according to the content of which he determines the client's attitude to information and to himself as a source of information.

To this end, the psychodiagnostic may ask the client to repeat the information given to him or ask a direct question about how clear the information is. Naturally, one of the main points in the transmission of psychodiagnostic psychological information is its non-estimation. To do this, the psychologist conducts a preliminary conversation with the client, during which he tries to show him various tasks social or ethical and psychological tasks, which the psychodiagnostic solves.

The professional task of a psychodiagnostic, associated with the characterization of psychic reality, is to solve the question "What is happening?" This task involves the use of standardized methodologies.

In this regard, these standardized measuring methods-tests are used as a means of providing psychological assistance, if the psychologist is sure that the client is able to integrate the data obtained in them into his reflective experiences. One of the indicators of such readiness of the client is, in our opinion, the client's conscious desire to structure his experiences.

In general, it can be argued that the provision of psychological assistance through the communication of objective, reliable psychological information allows the client to structure his own experiences.

At the same time, the use of clinical methods for this purpose, rather than standardized ones, which, as we have already noted, include projective and dialogue methods, makes it possible to obtain individualized data to a greater extent. This path turns out to be the most productive when it comes to the features of psychological reality that are difficult to objectify, in relation to the variability of which it is difficult to create a fixed model. It is this fixed operational model that underlies the acquisition of psychometric data.

At the same time, the advantages and disadvantages of using both standardized and clinical methods in the provision of psychological assistance should be clearly controlled by the psychologist.

So, the indisputable advantages of tests include the objective nature of the procedure, the possibility of rechecking the results, which is based on the fulfillment by the compiler of the tests of the requirements of psychometry, that is, the requirements of representativeness, reliability, validity. Representativeness -- compliance of the test norms of the standardization sample with the test norms of the population on which the test is applied. Reliability - the stability of the measurement procedure, independence from random variables. Validity is the conformity of the methodology to the concept being measured.

If all these psychological procedures are not performed in relation to the text, then its use is not scientifically substantiated, but is just as arbitrary as any everyday situation of understanding each other by people. The result will depend on many chances.

Knowledge of psychometrics gives the psychologist the necessary material to understand the limitations of the methods, the assumptions that were made by their authors for the purposes of the study.

When working with a test, a person is active and can apply such a method of action, such an attitude to the situation of the task, which the developed methods did not provide for at all.

The range of application of tests is very narrow and often comes down to the sample on which the test was developed.

The use of clinical methods to provide psychological assistance also has its own characteristics.

Using the clinical method as a method of providing psychological assistance, the psychodiagnostician should focus on the following real interactions with the client:

the adequacy of the reflection by the client and the psychologist of the task of diagnosis;

Reflection by the psychologist of the main factors of the diagnostic examination;

· Reflection by the psychologist of the degree of correspondence between his personal semantic field and the content of the scientific categories he uses.

The latter is also necessary as a means of interaction with colleagues based on the results of work using clinical methods.

Using clinical methods to establish a psychological diagnosis (“What is happening with the client?”), the psychodiagnostician has a rather intense impact on the client’s mental reality, since with his questions and tasks he encourages him to new experiences about the information received. The psychodiagnostician, asking diagnostic questions when applying the clinical method, is obliged to take into account all the features of behavior during the examination, since the influence of the psychologist's questions and the client's answers rebuilds the examination situation - there is a mutual personal influence of the psychologist and the client. The psychodiagnostician must separate the effect of this influence from the information that he will use as diagnostic.

Let us consider the features of the work of a psychodiagnostic with the task of psychological forecasting (“What will happen next?”).

Psychological prognosis is one of the types of psychological assistance when communicating psychodiagnostic information to a client. In order to make a prediction, the psychologist must very clearly decide for himself the question of the content of pedagogical optimism, that is, the question of the possibility of a purposeful change in the properties and qualities of the personality of a child and an adult.

The theoretical position of the psychodiagnostic determines his pedagogical optimism. Clinical experience with people constant reflection on the content of his professional activity gives the psychodiagnostic material for prognostic diagnostics. In this regard, we refer to some results clinical trial children with family alcoholism. The researchers note that these children have a limited experience of emotional communication, due to which they are impulsive, superficial and unstable in emotional contacts with people. This feature of the emotions of children of alcoholic parents allows us to make a reasonable forecast that the use of methods of censure, punishment, ignoring them and other methods in their upbringing that fix the child's attention on his negative qualities is ineffective. This happens because the emotional superficiality of children smooths out negative experiences and contributes to their rapid displacement from consciousness.

At the same time, positive emotions are more persistent and regulate their behavior more effectively. The opportunity to experience a positive emotion pushes these children to perform labor-intensive and even insufficiently attractive activities. This explains many of the deviations in their behavior that occur at the beginning of schooling.

The effectiveness of prognostic diagnostics increases significantly if the psychodiagnostician owns the risk factors that characterize the mental development of a child at each age. In this sense, risk factors at preschool age we can consider the following features of the child's behavior that can be used in prognostic psychodiagnostics:

pronounced psychomotor disinhibition; difficulties in developing inhibitory reactions and inhibitions that contribute to age-related requirements; difficulties in organizing behavior even in game situations;

The child's tendency to cosmetic lies - to embellish the situation in which he is, as well as a tendency to primitive fictions that he uses as a way out of a difficult situation or conflict; the child is very suggestible to incorrect forms of behavior, sometimes they say about him that everything bad sticks to him, the child imitates deviations in the behavior of peers, older children or adults;

infantile hysteroid manifestations with motor discharges, loud insistent crying and screaming;

impulsiveness of behavior, emotional contagiousness, irascibility, which causes quarrels and fights of the child, even on a minor occasion;

Reactions of stubborn disobedience and negativism with anger, aggression in response to punishments, remarks,

bans; enuresis, encopresis, runaways as responses to protest.

AT primary school age risk factors that should be taken into account in prognostic psychodiagnostics are the following behavioral features that a psychodiagnostician can obtain using clinical methods:

combination of low cognitive activity and personal immaturity, which contradict the growing demands on the social role of the student;

Increased sensory thirst in the form of a desire for thrills and thoughtless impressions;

· accentuation of drive components: interest in situations involving aggression, cruelty;

The presence of unmotivated mood swings, conflict, explosiveness, pugnacity in response to minor demands or prohibitions; accompanying such affective outbreaks with pronounced vegetative-vascular reactions, their completion with cerebrosthenic phenomena;

Negative attitude to classes, episodic absenteeism of individual "uninteresting" lessons; running away from home when threatened with punishment as a reflection defensive reactions refusal;

Reactions of protest associated with unwillingness to go to school, refusal of self-training classes; deliberate failure to do homework "in spite" of adults; hypercompensatory reactions with the desire to draw attention to themselves with negative forms of behavior - rudeness, vicious pranks, failure to comply with the requirements of the teacher;

Revealing by the end of education in the primary grades of a mass school persistent gaps in knowledge in the main sections of the program; the impossibility of mastering further sections of the program due to weak intellectual prerequisites and lack of interest in learning;

Growing attraction to asocial forms of behavior under the influence of older children and adults;

defects in education in the form of lack of control, neglect, gross authoritarianism, antisocial behavior of family members.

For adolescence, the risk factors that affect the mental development of the child, which must be taken into account in prognostic diagnostics, are the following:

Lack of reduction of the features of mental immaturity, that is, the preservation of infantilism of judgments, extreme dependence on the situation, inability to influence it, a tendency to avoid difficult situations, weakness of the reaction to censure;

early manifestations of drives during intensification or early onset of sexual metamorphosis. Increased interest in sexual problems; in girls, a hysterically patterned coloration of behavior associated with sexuality; in boys - a tendency to alcoholism, aggression, vagrancy,

combination these manifestations with unexpressed school interests, negative attitude to learning;

reorientation of interests to the extracurricular environment;

Inadequate learning conditions that hinder the assimilation of the program.

The combination of these factors in prognostic diagnostics gives the psychologist grounds for using them as a short-term or longer prognosis when communicating psychological information about the child to the client.

In addition to the tasks of classifying events and their forecast, the psychodiagnostic solves analytical tasks to the study of the factors causing this or that phenomenon (“What caused it?”).

The results of analytical diagnostics are communicated to the client in accordance with the task of the examination and must take into account the client's ability to use these results independently or with the help of other specialists. When joint work significantly increases the reliability of the identified factors.

The joint work of a psychodiagnostic with specialists of other profiles requires that he carefully observe the norms of moral responsibility for the content of psychological information.

6. Problems of using psychodiagnostic data in pedagogical social practice

These problems require a separate discussion, since a special question arises about the user of psychodiagnostic information. In order to solve these problems from the point of view of the psychologist's professional responsibility for the use of psychodiagnostic information, we will proceed from the fact that today we are dealing with two types of psychodiagnostic examinations - mass and individual.

Mass surveys set the task of classifying phenomena and forecasting. Individual examination is focused on all possible tasks: diagnosis, prognosis, analysis.

Depending on the type of survey, it is possible and necessary to discuss the problem of applying the data obtained in pedagogical and social practice, both of which involve the impact on the life situation of the subject using psychodiagnostic information.

Let us point out some features of the situations of pedagogical and social practice and the specifics of the application of psychodiagnostic data in them. It should be noted that each specific situation in the application of psychodiagnostic information implies that the user has a certain "theory" about mental reality, the knowledge communicated to the user will be structured in accordance with his own "theory" - those edited generalizations that he uses to understand other people. The psychodiagnostician should take into account the presence of such theories, and, if possible, discuss their content with the user of psychological information.

To this end, the conduct of a psychodiagnostic examination, especially a mass one, should be preceded by the work of a psychologist to create adequate attitudes in the subjects to the situation of the examination. Communication in popular science form additional information about the objectives of the study, familiarization of the subjects with the conditions for storing and using information creates an atmosphere of mutual trust and makes the situation of the survey not an expert one, but a diagnostic one.

Where the results of the work of a psychodiagnostic are also used by representatives of other specialties, he should provide prognostic information about the subject. This information should contain standardized data, that is, the psychological task of the client - his psychological diagnosis - must be correlated with a system of social tasks that involve the state of the subject with other people.

In these survey situations, objective tests, questionnaire tests, which can be specially created according to the customer's criteria, are most commonly used.

In pedagogical practice, there are often situations when the data of psychodiagnostics - a psychological diagnosis - are used to influence the life of a client by other people - teachers, parents, educators, etc.

Informing these persons the results of a psychodiagnostic examination, the psychologist must proceed from the fact that each of the users of his information must be prepared for its perception and application. In our opinion, it is advisable for the user to form his personal psychological task in relation to the received psychological information - the task of understanding the significance of this information both for himself and for the person whom they will influence.

It is necessary, when reporting information about the client, in these situations to use data from objective, standardized methods, so that the user receives a more or less long-term forecast in relation to psychological information about the client.

It is important for a psychologist to take into account that in most cases the user has an evaluative attitude towards psychological information and when communicating it. He must offer a socially adequate perception of psychological information, introducing, for example, the context of age or individual norms of mental development. This will allow the user to get away from independent interpretation of psychodiagnostic information in the light of their own tasks interaction with the subject.

In addition to these features of the transmission of psychological information, for pedagogical and social practice there are problems associated with the procedures for obtaining psychological information in the work of a psychodiagnostician.

Thus, conducting mass surveys, for example, on the readiness of children for school, implies a fairly long presence of a psychologist in the surveyed population. The psychologist must carefully monitor this situation according to the following criteria: non-dissemination of indicators for evaluating the results of children's work; non-dissemination of evaluative psychological information (responsibility of the user for the information received). In addition, the psychologist must prepare test material to eliminate the possibility of preparing the client for a regulatory response to the assignment. To this end, it is necessary to have (especially for situations of mass individual examination) several options for test tasks. And it is best to offer tasks of the projective type, where the preliminary preparation of the subject is of minimal importance.

When conducting a mass psychodiagnostic survey, the choice of tasks is very important in order to exclude the perception of the survey situation as an expert, examination situation, that is, to remove the orientation of the actions of the researched person to some correct, good result. When examining children, this must also be taken into account through the attitude of their parents to the situation of the examination.

The use of standard tests for a mass survey implies the moment of simultaneous work of all the subjects on the task, for example, filling out forms, working on a questionnaire, and other procedures. This moment of simultaneity in the performance of the task by all the subjects or extremely independently of each other makes it possible to prevent factors that distort psychological information by discussing the response strategy by the subjects.

So, the main problems of using psychodiagnostic data in pedagogical and social practice are related to the adequacy of the perception of psychological information by the user.

One of the important aspects of social practice is the use of psychodiagnostic information by the psychodiagnostic in communication with a client or fellow psychologists. So, a psychological diagnosis can be the basis for the influence of the psychologist himself on the inner world of the client. This is already the development of a situation of psychodiagnostics into a situation of psychological counseling. In favorable professional conditions, the psychodiagnostician works with other colleagues specializing in other branches of practical psychology, and he transmits his diagnosis to the colleague as a rationale for his actions in relation to the client.

The transfer of a psychological diagnosis for a colleague is a situation of professional reflection for a psychologist and can be considered as a social problem, since it is in this way that qualitative changes occur in the means and methods of his professional activity - his professional growth is carried out. This, in turn, leads to a change social status profession, which is especially important now, in the conditions of the formation of the profession of a practical psychologist. The personal responsibility of a psychologist for his professional growth develops into social problem- the problem of the formation of a social order for his profession.

Passing information to a colleague, a psychologist in lesser degree focuses on some "norms", he can use to a greater extent ideographic techniques, projective and dialogic methods. The results that he will receive and discuss with a colleague are important both as means and methods of his professional activity, as means and methods of professional reflection.

We have already noted that in psychodiagnostic practice there are situations when the psychologist only reports the data, and the client himself uses them. These situations are pedagogical, since a person will influence himself with the help of this information, will be engaged in self-development. In this pedagogical situation the psychologist is responsible for the correctness of the data, for the accuracy and reliability of his diagnosis, for the ethical aspect of it, and to a lesser extent for how the diagnosis will be used by the client.

The main requirement for the methods used by the psychologist in these situations is the ease of translating data into the language of the client. This should be learned by the psychodiagnostic himself, observing the basic norms of interaction with the client regarding psychological information:

communicate information, not evaluate it;

· communicate in an adequate form, receive feedback on the degree of understanding by the client.

7. Interview as the main method of psychological counseling

Describing the interview as the main method of psychological counseling, we proceed from the following preliminary considerations: the psychologist-consultant works with the client's order. If this order involves dialogic work, then it is carried out at a specially appointed time or by another psychodiagnostic specialist. The psychologist-consultant is not engaged in the diagnosis, he analyzes the client's situation as unique, applying special knowledge for this analysis.

The interview is one of the special methods of analyzing the unique situation of the customer's order in order to create for him alternatives actions, experiences, feelings, thoughts, goals, that is, in order to create greater mobility of his inner world.

What distinguishes the interview from other methods of work of a practical psychologist? First of all, the interview is always individualized, it involves the construction of the subject of interaction between the psychologist and the client. The subject of interaction will be the inner world of the client, the modalities in which it will be described will form the theme of the interaction between the psychologist and the client.

For example, the topic might be the client's experience, or the client's actions could be a separate topic.

It is essential for the interview that the subject of interaction, which determines the relationship between the client and the psychologist, will be the client's inner world. The interview process aims to change the client's attitude towards him in discussing various topics. inner world- make it more dynamic.

The topic of the interview is given by the client in a specific, strictly individual life context; the same topic, for example, experiencing one's parental incompetence, can be given in a different context; for example, a single-parent family, remarriage, or a person with the rights of a guardian, and not a parent.

Restoring the context of the appearance of the topic distinguishes the interview from other methods of psychological assistance in that not only objective data about the context, but the client’s attitude towards them, his role in this context are important. integral part stated topic.

A psychologist working with the topic of the order and its context must constantly monitor during the interview his own personal projections on the content of the topic, we will designate them as follows - the subtext of the interview. This subtext can be introduced into the interview by the psychologist himself, if he does not isolate the content of his personal projections during the interview.

These are situations when, in interaction with a client during an interview, a psychologist solves his personal problems through projection, transfer, sublimation and other options. defense mechanisms his personality and is unaware of them.

So, in an interview situation, the psychologist must reflect on the topic of the client's order, the context of its appearance and the subtext of his actions, in order to build the subject of interaction with the client.

The interview involves influencing the client through questions and special assignments, revealing the current and potential capabilities of the client. Questions -- the main way the psychologist influences the client during the interview.

The literature usually describes five-step interview process model. Let's dwell on it in more detail.

First stage of the interview structuring, achieving mutual understanding, or as it is often labeled - "Hi!".

What goals are solved by the psychologist and the client at this first stage, which can last from a few seconds to ten minutes? The psychologist structures the situation, determining what will be the topic of his interaction with the client. It gives the client information about his capabilities. At the same time, the psychologist solves the problems of establishing contact, compliance, rapport with the client. Specific Options solutions to these problems depend on the individual and cultural characteristics of the client.

The client at this stage of the interview solves the problem of achieving psychological comfort, that is, the task of emotional and cognitive acceptance of the situation of the interview and the personality of the psychologist.

This stage of the interview ends when the correspondence between the psychologist and the client is reached, which can be expressed by them approximately in the following formulation: “I feel him, understand him” (psychologist), “They listen to me, I trust this person” (client).

Second stage of the interview usually begins with collecting information about the context of the topic: the problem is highlighted; the issue of identifying the potential of the client is resolved. Marking this stage of the interview: "What's the problem?"

The psychologist solves the following questions: why did the client come? How does he see his problem? What are its possibilities in solving this problem? On the material of the stated topic, the psychologist understands the positive possibilities of the client in solving the problem.

When the client's goals are clearly understood, the psychologist returns to the definition of the topic.

After that it starts the third stage of the interview, which can be denoted as the desired result. The marking of this stage of the interview is "What do you want to achieve?"

The psychologist helps the client to define his ideal, to decide what he wants to be. There is also discussion about what will happen when the desired result is achieved.

Some clients start from this stage. If the client's goals are already clear to the psychologist, then recommendations should be given immediately.

Fourth stage of the interview is the development of alternative solutions. The label for this stage is "What else can we do about this?"

Psychologist and client work with various options problem solving. The search for alternatives is carried out in order to avoid rigidity and choose among alternatives. The psychologist and client explore the client's personal dynamics. This stage can be lengthy.

The psychologist must take into account that the right decision for him may be wrong for the client, at the same time, for some clients, clear directive recommendations are needed.

Fifth stage of the interview-- a generalization of the previous stages, the transition from learning to action. The marking of this stage is "Will you do it?". The psychologist makes an effort to change the thoughts, actions, and feelings of clients in their daily lives outside of the interview situation. It is known from the practice of counseling that many clients do nothing to change.

The generalization that the psychologist makes takes into account individual and cultural characteristics client identified in the early stages of the interview.

This phase of the interview involves the influence of a psychologist - the main content of counseling. For the client, it does not look somehow special. In an interview with a psychologist, there is a kind of "insight" - the client experiences the changes that occur to him as a result of his own efforts ("I myself understood everything"). The psychologist's reliance on the client's potential leads to the fact that the changes experienced by the client in the interview situation will also lead to a change in his behavior.

...

2. 1. Psychological office

Along with the content and technological components in the work of a practical psychologist, organizational parameters (characteristics) are distinguished. They can be defined as the rules (norms) for organizing the conditions for professional psychological activity in an educational institution (kindergarten). These rules are equally accepted both during the initial formation of a psychological service and in its current functioning. They are associated with the concept of "professional competence" and largely determine the success and effectiveness of the direct work of a psychologist.

There are four groups of organizational and methodological requirements for the professional activities of a practical psychologist.

Let us consider in succession the groups of requirements as applied to the specific conditions of a preschool institution 1 * . *

As a psychological office, a small room, proportional and well lit (both natural and artificial lighting) can be used. Large and disproportionate rooms are very difficult to arrange (organize) for individual conversations and diagnostic procedures. They do not contribute to the creation of a communicative “closeness” and a trusting atmosphere. A room without windows creates the effect of being fenced off from real space isolation from the outside world. This is sometimes necessary for corrective work, but it is an obstacle to the initial reception when meeting children and parents, establishing contact. In this case, the alternation of natural and climatic phenomena occurring outside the window can be used to distract or fix attention, emotional inhibition, or excitation.

It is desirable that the psychological office be away from the premises of economic and consumer services, administrative and medical blocks, as well as from halls for music and physical education. To this list, you can add a pool and offices using technical means learning. It is also important to have free access to the parents' office, which implies either a double entrance (from the side of the street and the main room), or a convenient location in relation to all group rooms.

Of course, it is difficult to achieve complete isolation from noise and technical penetration in the conditions of a preschool institution, but this is not required. It will be sufficient to reduce the general noise background, as well as the possibility of situational distraction (deconcentration) and emotional stress in children.

It is impossible to welcome the widespread practice of organizing a psychological office on the area of dormitory and play rooms that function age groups. A variant of an equally unfortunate arrangement is the division of methodological or speech therapy rooms into two professional spaces, the so-called psychologist's corners. These methods of organizing a psychological office do not contribute to the competent professional activity of a psychologist and can significantly distort the results of corrective and diagnostic measures, since they initially contain a high percentage of error.

So, the office at the disposal of the psychologist is provided. What should he be?

Initially, these are color design issues. Color combinations and the overall color background should not be bright and overwhelming. It is better to use pastel, soothing shades of green and blue in combination with warm beige or yellow. This color scheme contributes to adaptation both to the room as a whole and to the situation of interaction with a psychologist.

An important addition to the design of the office are live houseplants. As for decorative animals and birds, their stationary presence in the office is not recommended. In case of professional necessity, such as: correction of fears, manifestations of aggression and anxiety, animals can be used situationally by a psychologist * 1 . *

The basic principle of the design of the room is nothing superfluous. Passion for decoration, not tied to functionality, will destroy the spatial optimum and will inevitably affect the results of psychological activity. As such, the psychologist's office cannot be a rest and entertainment room for staff, and also be a "red", indicative corner of a preschool institution.

The equipment of the office of a practical psychologist is determined by the tasks and goals of psychological activity.

The psychological office is the main "working" place of the psychologist, therefore, the "working" zones of the specialist should be combined in it.

First professional zone - space for interacting with children. It is provided with means for subject-didactic, visual, constructive-modelling, motor-coordinating, motor-relaxation and imitative-game activities. The list of equipment in this space includes:

Furniture and equipment	Children's table, 2-3 children's chairs (older standards) preschool age). Soft sofa or armchair (small). Soft carpet (at least 2 x 2); 1-2 pillows of irregular shape or flat soft toys (turtles, snakes, etc.). CD player, tape recorder with recording function. CDs or cassettes with diverse musical works, introductory verbal settings for relaxation and play activities
Stimulus material	Stimulus material for diagnostic and corrective methods and tests in accordance with age differentiation
Technical material	Colored paper, scissors, pencils and colored pencils, felt-tip pens, erasers, cardboard, glue, brushes, plasticine, watercolors, landscape sheets of various formats
Auxiliary material	A set of three-dimensional geometric shapes (cube, cylinder, ball, prism, cone). A set of planar mosaics made of cardboard and plastic (geometric, irregular, abstract shapes). Finely detailed Lego-type construction set. Several attributes of the main role-playing games (“Barbershop”, “Hospital”, “Shop”, “Family”) and substitute items. Masks of oppositional heroes of fairy tales known to children (“Hare” - “Wolf”, “Baba Yaga” - “Princess”, etc.). Simple children's musical instruments(tambourine, pipe, marocas). 2-3 bright toys according to the principle of sexual differentiation (doll, car), 2-3 balls different sizes and textures (inflatable, stuffed, rubber), a jump rope or a small braided rope. Surprise toys with the inclusion of light, sound, movements during the performance of certain operations (mechanical, electronic, radio-equipped). Children's books, coloring books, children's comics and magazines

The second professional zone of the psychological office - space of interactions with adults (parents, educators, teachers). It is provided with means for communicative activity.

Furniture and equipment	Soft sofa or armchair (small)
Stimulus material	Stimulus material for diagnostic and corrective methods and tests
Technical material	Questionnaire forms, questionnaire forms. Printed material
Auxiliary material	Printouts with games and exercises for children to practice at home. Literature on the problems of the age development of children, the peculiarities of their behavior, as well as on questions of family and marital relationships. Literature on the problems of cognitive, personal and emotional development of preschoolers, issues of children's competence, school readiness, adaptation to social conditions, etc. Information materials about related specialists (psychoneurologist, psychiatrist, speech therapist) and specialized children's institutions (centers, consultations, hospitals, clinics)

The third professional zone is provided means for the interpretive and organizational-planning activities of the psychologist.

Furniture and equipment	Desk with lockable compartment, chair. Computer complex (if possible)
technical material	Standard size writing paper. Computer provisioning tools
Auxiliary material	Normative documents. Special Documentation. Organizational and methodological documentation. Literature and periodicals to improve the scientific and theoretical level and professional competence
Interpretive material	Programs for processing and analyzing data obtained as a result of corrective and diagnostic activities

Of course, the difficulties of financial and logistical support of the majority preschool institutions state type affect the conditions of professional activity of specialists, including psychologists, but with a rational and justified organization, the possibility of providing a psychological service is quite real.

2.2. Psychological toolkit

When using the term "psychological tools" in a broad sense, we mean a system of methods and technologies for the psychological activity of a practical psychologist; in the narrow sense - a set of tools and materials necessary to introduce the subject into corrective and diagnostic interaction with a practical psychologist and its effective implementation.

Let us dwell on the classification of psychological tools, based on the second meaning of this term. There are two main types of psychological tools in relation to the practical activities of a psychologist. This is a specific type of psychological toolkit (properly psychological toolkit) and a non-specific type designed to accompany or technically support psychological activity. Further differentiation of means and materials is carried out in accordance with the species.

Classification of psychological tools

Specific toolkit

Non-specific toolkit

stimulus

material *

Interpretive means

technical material

Auxiliaries

A set of the type "Box of forms"

Volumetric geometric shapes (cube, prism, cylinder, ball, cone)

folding

pyramids

Detachable matryoshka

3-4 sets of shu sequences

fancy pictures

Sets of cards combined for

given sign (group, etc.)

Printed material with diagrams, matrices, contour and figurative images

A set of plane geometric shapes of various shapes, colors and sizes

Scales, tables, graphs, profiles,

grids for converting quantitative data into qualitative characteristics

Computer

programs for correlating, comparing and interpreting data obtained as a result of psychological interaction

Colored pencils, markers,

watercolors, landscape sheets of various sizes, colored paper, scissors, etc. (see paragraph 2.1)

Diskettes and CDs with playback

musical and verbal accompaniment of correctional and diagnostic activities

Attributes of the main role-playing games of preschoolers, complete with substitute items

Some types of construction and simulation kits

Balls and toys by gender, etc. (see paragraph 2.1)

______________________________

* The table includes psychological tools necessary for some diagnostic techniques: "Box of Forms", "Pyramids", "Matryoshka", "Sequence of Pictures", "Most Dissimilar", "Classification", "Wenger's Complex". This list is not complete and complete.

Stimulus and interpretation tools are a structural part of the methods, tests and correctional diagnostic technologies. Consequently, a specific "set" (set, package) of psychological tools is determined by the complex of those applied tools of a psychologist that lie in the field of his theoretical and conceptual ideas, as well as in his professional competence. So, a practical psychologist, working only in line with the activity approach, operates with methods, the conceptual basis of which is the development of leading types of activity in preschool children. This means that his psychological toolkit will be made up of materials and means that provide a purposeful solution of the tasks set in the process: visual activity (“Pictogram”, “Finishing figures”, etc.), design activity (“Fish”), objective activity (“ Pyramids", "Matryoshka", etc.), verbal activity ("Addition of phrases", "Three wishes", etc.) and game activity ("Game room"). Conversely, the practicing psychologist theoretical basis whose activity is a psychodynamic approach, is equipped with tools that provide a mechanism for the projection of personal-emotional features: photographs with a shaded image - CAT 1 *, blurry color spots - the Ror-shah technique, image settings - "Drawing of a family", "Drawing of a non-existent animal" (more details about this toolkit can be found on pages 197-199). * per

A practical psychologist who combines several theoretical approaches, working in a poly-conceptual professional space, uses methodological and test bases depending on the request and psychological problem.

Thus, the demand various technologies in the work of a practical psychologist obliges him to prepare appropriate psychological tools, both specific and non-specific.

What are the requirements for psychological tools * 2 . *

First of all, this compliance requirement. We are talking about compliance with the original, i.e. standards laid down in the original (author's) copy of the correction and diagnostic tool. This applies to all stimulus and interpretive material. So, in the "Most Unlikely" method, geometric figures of a circle and a square of a certain size and color (red and blue) are laid. Variation of the specified parameters of size, color and shape is unacceptable. In the “Picture Sequence” method, a series of pictures with a through plot and common characters cannot be replaced by pictures with adding details to the subject, etc. In the CAT and TAT methods, photographs cannot be “finished” by drawing details and color design. As for interpretive means, they must correspond to the author's (original) methodology, have the same quantitative and qualitative values.

Further - set requirement. It refers to the need to complete stimulus and interpretive materials. If the original method (test) contains a set of tools, then the use of these diagnostic tools in the absence of one or another material is not recommended. Thus, the lack of scales for transferring points in standardized methods makes it impossible to interpret diagnostic data.

In addition, the psychological toolkit can be defined as monofunctional. This means the impossibility of using the stimulus or interpretive materials of one psychodiagnostic tool as a modification of another. Psychological tools are specific and in no way interchangeable. Thus, variants of printed stimulus material (Wenger complex) are designed for one-time individual use.

Thus, speaking of psychological tools as a means of professional activity, it is necessary to correlate it with both theoretical concepts, corrective and diagnostic technologies, and with the requirements for its selection and configuration.

2.3. Normative documentation of a child practical psychologist

An important component of the professional activity of a psychologist in a preschool institution is the execution of various kinds of documentation. Documentation accompanies each area of work of a practical psychologist from educational and consulting, preventive to corrective and diagnostic activities.

A set (package) of documentation of a practical psychologist of a preschool institution is divided into several types:

Normative, special and organizational-methodical.

Normative documentation is a type of documentation, which is a set of documents that define the standards and norms for the professional activity of a psychologist in the education system. The list of regulatory documents includes:

Law of the Russian Federation on Education.

UN Convention on the Rights of the Child.

Regulations on psychological service in the education system.

Regulations on practical psychologist.

Qualification characteristics of a practical educational psychologist (job description and specialist standard).

Regulations on the attestation of an educational psychologist with the corresponding application.

This documentation is the regulatory framework for the professional activities of a psychologist and is subject to timely replacement when updating the social and legal standards of education in the Russian Federation.

When registering a specialist on the basis of an agreement or contract, the psychologist and the administration of the children's institution discuss the issues of functionality, time schedule and wages in separate paragraphs. In this case, the contract is included in the list of regulatory documents.

2.4. Special documentation

Special documentation is a special type of documentation of a practical psychologist, providing the content and procedural aspects of his professional activity. The special documentation includes: psychological conclusions; correction cards; protocols of diagnostic examinations, remedial classes, conversations, interviews, etc.; maps (history) of mental development; psychological characteristics; extracts from psychological conclusions and development maps.

Of the above documentation, three types are closed, namely: conclusions, correction cards and protocols. The other three types are free (open) for access by persons interested in information. Moreover, their main goal is to get acquainted with the individual psychological characteristics of a particular child (of a particular age group).

Extract counts appearance documentation and is issued at the request of both individuals (parents, educators, teachers), and at the official request of state institutions (kindergartens, schools, clinics, centers, specialized institutions).

Sample filling (form):

The main text of the extract is an adapted version of that part of the psychological report, which reflects the main conclusions, distinctive features and problems of the child's development, as well as general and special recommendations. It should be noted that in the case of an official request, this document must have two signatures: the person who conducted the diagnostic examination, and the administrative person of the educational institution (head of the kindergarten, director of the center, etc.). With a specific request, the extract should define the purpose and means of psychological examination, and as a result - confirmation or refutation of the fact of the request. In the case of extracts from development cards, the requirements for the execution of the document remain with the only difference that they are produced exclusively at official requests and are provided to persons competent in the field of child (age) psychology and legally responsible for these documents (psychologists of schools, specialized institutions, district and district psychological offices, specialists of related qualifications).

Psychological characteristic reflects a different aspect of mental development and allows, upon acquaintance, to draw up a psychological portrait of a child or an age group as a whole. It is free in form and does not require the approval of administrative persons. We are talking about individual features child development, i.e. features of his cognitive and personal-emotional sphere, psychophysiological nuances, communicative preferences, the presence of general or special abilities, and much more.

Psychological Conclusion is the main working documentation of a psychologist.

At present, with a high variability of scientific and theoretical positions and professional technology in practical (psychologists) there is a differentiation of psychological conclusions both in form and content. This is due, firstly, to the distinction between psychologists' ideas about mental development, mechanisms and means of the dynamics of mental processes, and secondly, to the distinction of psychodiagnostic technologies that are in competencies of psychologists It is these conditions that contribute to the development of the content of the main documentation of a psychologist.

There are several variants of psychological conclusion.

Option I. Structuring by partial parameters of mental development. In such psychological conclusions, individual indicators of motor coordination, identification writing skills, learning ability, motivational-need and intellectual maturity are most often present. This type psychological assessment can be used in partial psychological examinations, such as "Readiness for school".

Option II. Structuring according to complex parameters, including indicators of the child's psychophysical development, as well as an assessment of his upbringing and education. Here there is a set of informative data on the number of reproduced poetic texts, growth parameters, chest volume, skills polite behavior etc. The disadvantage of this type of structuring is the lack of a single analytical space(psychological). In some cases, it is used in assessing the age development of children.

Both variants of the psychological conclusion do not reflect the complete picture of the mental development of the child at a certain age stage.

The psychological conclusion should be structured in accordance with the psychologist's conceptual ideas about the process of mental development in relation to preschool age, where each age stage has its own specifics (neoplasms), quantitative and qualitative dynamics of development.

Therefore, in the context of a preschool psychological service, a psychological conclusion as a fixation of the characteristics of a child’s development at a given age stage should be differentiated according to the age principle:

BUT - records the data of a diagnostic examination of children 3-4 years old (younger preschool age).

Psychological Form Conclusion AT - records the data of a diagnostic examination of children 4-5 years old (middle preschool age).

Psychological conclusion form C - fixes the data of a diagnostic examination of children 6-7 years old (senior preschool age).

Based on the polyconceptual principle, the psychological conclusion should reflect the indicators of the cognitive, personal-emotional and communicative development of the child, as well as his psychophysiological and other features. In addition to fixing values various indicators, the psychological conclusion includes an analysis of compliance with age levels and stages of development of the psyche, as well as the need for corrective and preventive effects or developmental programs. Thus, the structure of the psychological conclusion should include the following blocks:

General characteristics of age development based on the characteristics of the psychophysical, psychophysiological nature, adaptive and motor complexes.

cognitive development based on the characteristics of cognitive processes and speech function.

Personal-emotional development based on the characteristics of self-consciousness, motivational-need, emotional, value spheres.

Communication development based on the characteristics of the means and positions of communication, conflict.

Children's competence based on the characteristics of the actualization and content of productive and procedural types of children's activities.

School readiness based on the characteristics of the formation of prerequisites for learning activities and learning. Next are the blocks of stating the general conclusion and the need for professional intervention:

Features of development.

Problems, development.

Correction card represents a detailed "picture" of psychological influences with the definition of a corrective strategy and tactics, i.e. programs. The correction card reflects:

Initial data (full name, age of the child or code of the child);

The initial problem (features of deviations and disorders of the mental development of the child) is differentiated on the basis of a psychological conclusion (typological diagnosis);

Type and form of correctional influences (individual and group forms psychotherapy or psychocorrection);

Funds corrective actions(pictorial, game, musical, etc.);

Terms of corrective actions with differentiation into stages (number of classes in a cycle);

Dynamics psychological changes in the course of corrective actions on the basis of an epicrisis (summary) for each lesson of the cycle;

output characteristic with general recommendations.

Now let's stop at diagnostic protocols, remedial classes, conversations, interviews. The protocol in this case is considered as a form of fixing the features of the procedural course of interaction between a psychologist and a child-adult.

Most often, the protocol is drawn up in the form of a table or free description psychological procedures. The requirements apply only to units of fixation. These include: behavioral reactions (facial and pantomimic manifestations), verbal accompaniment of activities, dynamics of emotional states and sthenicity. In addition, it is mandatory to record the input data with the child's code, the date and time of the psychological procedure. Some methods and tests have special forms of protocols. In this case, they are included in the toolkit package.

The peculiarity of this type of documentation is that it is filled out directly in the process of one or another type of psychological activity, i.e. during the execution of diagnostic or corrective tasks. The only exceptions are the protocols of conversations. They are most often filled post factum, at the end of the procedure. This is done in order to create a more natural environment for dialogue.

Sometimes psychologists use a voice recorder when recording procedures involving active verbal activity. This helps to focus attention on other important indicators, such as: personal-emotional manifestations (mimic complexes, change of role positions, etc.) (see Appendix 2).

The final list of special documentation of a psychologist is a map (history) of development as a set of information about the age development of a child, presented in an ontogenetic aspect.

The development map includes basic personal data, information about parents and other family members, as well as about the social and living conditions of the child. Changes in the composition of the family (loss of loved ones, the appearance of brothers and sisters), a change in a significant adult in the life of a child, styles of family relationships - all these facts are recorded and analyzed from a psychological standpoint.

There is a practice of joint execution of this document with a medical specialist of a preschool institution. This is explained by the need to analyze information about (pre)antenatal and postnatal development, i.e. features of the course of pregnancy and childbirth, as well as possible complications in the neonatal period. In addition, an anamnesis of chronic and acute diseases during infancy and early childhood, information about injuries and operations suffered by the child, and summaries of specialist examinations are used. This information is not psychological, but helps to determine the causes of deviations in the development of the child. More precisely, it excludes the causes of organic and functional properties.

Further, the features of neuropsychic development are recorded according to estimates age norms(when the child began to hold his head, sit, walk, talk; development of passive and active speech; first motor and emotional reactions).

In addition, the development map includes the features of the adaptation and life of the child in a preschool institution and the characteristics of his interactions with peers.

As for the design of this document, it can be presented in the form of a table or a free description of the above parameters of the physical, neuropsychic and social development of the child at different age stages.

2.5. Organizational and methodological documentation

The purpose of organizational and methodological documentation is the organization, planning and methodological support of the professional activities of a practical psychologist. Due to the intersection of psychological activity with the processes of raising and educating children, a specialist in this profile requires a special block of documentary means that determine both the boundaries of psychological influences and the zones of their penetration into the pedagogical space.

The organizational and methodological documentation includes: timing of the working time of a practical psychologist in a preschool institution; work schedule of a practical psychologist in a preschool institution; annual work plan of a practical psychologist (professional strategy); a differentiated work plan for a practical psychologist for a month (professional activity program); journal and forms of psychological requests; report of a practical psychologist on the work done (according to the results for the year).

Timing- a set of temporary norms regulating the performance of various types of psychological activity. Timing is calculated based on the average time to complete each type of psychological activity. The timing presented below is calculated according to the standards of working hours of a “practical psychologist of education”, where the average norm of time per month is 144 working hours, respectively, 36 hours per week, of which 12 are methodological (study of special literature, development of new psychological technologies, participation in regional events , for example, conferences and seminars, collegiate consulting, work with specialists of related qualifications, documentation, etc.).

Working time chronometers right1

Type of professional activity	Average time, hour
per month	in Week
Psychodiagnostics: individual group
Psychoprophylaxis and psychocorrection: individual group
Processing the results of diagnostic examinations, corrective, preventive and developmental classes	24	6
Paperwork	12	3
Individual consultation: parents educators and educators
Group counseling (meetings, seminars): parents teachers and educators
The study of special literature and the development of new technologies	4	1
Visiting district, district, city, republican events (conferences, seminars)	4	1
Collegiate consulting of related specialists and work in specialized commissions	4	1
Total	144	36

Note: individual forms of psychological interaction provide for a proportional increase in the norm of time in relation to group ones.

With the revision of the norms for the temporary regulation of the professional activities of practical psychologists, the quantitative indicators of timekeeping change.

Schedule- the distribution of types of professional activities of a practical psychologist according to the days of the working week and the norm of time according to timekeeping. A variant of the work schedule in accordance with the 36-hour working week is presented below.

Schedule of work of a practical psychologist in a preschool institution

Lunch 12.00-13.00

Day of the week	Time	The content of the work	Direction
Monday	9.00-12.00 (3 hours)	Psychodiagnostics (individual)	according to plan
	13.00-17.00 (4 hours)	Corrective-preventive and developmental classes (individual)	according to plan
Tuesday	10.00-12.00 (2 hours)	Methodical time (documentation)	according to plan
	13.00-15.00 (2 hours)		according to plan
	15.00-19.00 (4 hours)	Parent counseling (individual and group)	According to plan, on request
Wednesday	9.00-12.00, (3 hours)	Corrective-preventive and developmental classes (individual / group)	According to plan, on request
	13.00-14.00 (1 hour)	Counseling for educators and teachers (group)	According to plan, on request
	14.00-17.00 (3 hours)	Psychodiagnostics (individual / group)	According to plan, on request
Thursday	9.00-12.00 (3 hours)	Consulting educators and teachers (individual)	On request
	13.00-14.00 (1 hour)	Methodical time (documentation)	according to plan
	14.00-17.00 (3 hours)	Psychodiagnostics (individual)	On request
Friday	9.00-12.00 (3 hours)	methodical time	According to plan, on request
	13.00-17.00 (4 hours)	Methodical time (processing of results)	according to plan

The distribution of types of professional activity by days of the week and working hours can be changed, but while maintaining general principle organization of psychological interactions with children and adults, as well as taking into account the characteristics of these interactions. So, group classes with children (correctional and developmental) are not recommended to be held in the morning hours on Monday, and all diagnostic procedures On the contrary, it is advisable to organize in the morning. In addition, individual and group counseling of parents most often has to be shifted to later hours, mainly in the middle of the working week. These recommendations are substantiated by statistical data on the study of parental requests and the coefficient of effectiveness of psychological influences under various conditions for organizing the work of psychologists in a preschool institution.

Annual Plan- a document that defines the goals and objectives of the professional activities of a practical psychologist of a preschool institution for the academic year (professional strategy). Since one of the main goals of the professional activity of a psychologist is the psychologization of the pedagogical (upbringing and educational) process, this strategy is formulated in accordance with the “program for the education and development of children” adopted in a preschool institution. In addition, the content of the annual plan is determined by the concept of professional activity of a practical psychologist. If it meets the general psychological goals - ensure the mental health of children and promote their full and timely development, then specification tasks psychological activity is carried out according to the following directions: work with children, work with parents, work with educators and teachers. Further in the annual plan are disclosed content and forms psychological events with exemplary terms their implementation (quarterly). As for the design of the annual plan, it can be presented in the form of a table with the inclusion of columns that define the goals, objectives, directions, content and forms of psychological activity. It is also possible to freely describe the planned activities during the year.

Differentiated plan represents the scope of work of a practical psychologist in a preschool institution, specified by type of professional activity. Planning of psychological events is carried out for a month (see Appendix 5).

Journal of Psychological Inquiries- a document fixing the "order", i.e. the existing need for psychological intervention in relation to a particular person. Along with work plans, he determines the scope and content of psychological measures. A psychological request may come from the child's parents or other family members, from educators, from teachers and specialists interacting with children, as well as from the administration of the preschool institution.

If it is necessary to maintain the confidentiality of the request, psychological request forms are provided in addition to the journal. The form contains a code column, where a person in need of psychological assistance can encode information about himself. Such forms should be available to everyone (see Annex 3).

Final report- a set of results of the professional activity of a practical psychologist in accordance with the goals and objectives set in the annual plan. The report documents the implementation of the planned psychological activities and procedures in the following areas: psychodiagnostics, psychocorrection and psychoprophylaxis, psychological counseling and education, psychological support pedagogical process. The final report also includes work to improve the scientific-theoretical and scientific-practical competence of a psychologist: studying special literature, mastering new technologies, conducting experimental (scientific-practical) research, participating in regional scientific-methodical and scientific-theoretical events (conferences, seminars ), journalistic activities, interaction with specialists of related qualifications, etc.

In case of non-fulfillment of certain planned items, the report indicates the actual reason for non-fulfillment. The final report is issued in the form of a free description for each direction. It should be especially noted that confidential information is not included in the report.

Questions and tasks

1. Formulate the requirements for the organization of a psychological service in a preschool institution.

2. Name the functional areas of the psychological office. Justify your answer.

3. Define the concept of "psychological tools". List its types.

4. Define in the list the requirements for psychological tools:

Validity requirement;

configuration requirement;

Requirement of representativeness;

Compliance requirement;

The requirement for standardization;

Requirement for monofunctionality.

5. In order to form the skills of registration of special and organizational and methodological documentation of a practical psychologist in a preschool institution:

Fill in the forms of diagnostic examination protocols on methodological material adapted to preschool age (for a laboratory lesson);

Draw up a psychological conclusion based on the material of the diagnostic examination (optional):

Children 3-4 years old,

Children 4-5 years old,

Children 6-7 years old;

Compose (optional):

Extract from the psychological report,

Psychological characteristics;

Make an annual plan for a practical psychologist, taking into account the goals and objectives of alternative educational programs for preschool institutions (optional):

"Rainbow",

"Development",

"Origins" and others;

Make a differentiated work plan for a practical psychologist for a month;

fill out a preschool child development map using medical and pedagogical documentation (for a laboratory lesson);

Process the psychological query with registration in the journal of the psychological query.

Psychological tools for working with younger students

By the beginning of schooling, the child creates favorable psychophysical prerequisites for the implementation of educational activities. Significant changes are taking place in his life, the social situation of development is changing radically (the inner position of the student is taking shape, learning activity becomes leading for him).

It is educational activity that contributes to the development of the main psychological neoplasms of primary school age: the arbitrariness of mental processes, the internal plan of action, and the prerequisites for theoretical thinking. The development of the personality of a younger student directly depends on educational activity. Successful learning, awareness of one's abilities and skills lead to the formation of a sense of social and psychological competence.

When carrying out psychodiagnostic work with a younger student, we propose to draw up documentation in accordance with the following content.

Diagnosed options	Recommended methods diagnostic methods
The social situation of development. The problem associated with the adaptation of the child to the class team, relationships with the teacher, in the family	Sociometry; Projective conversation "My social circle"; Methodology for the study of interpersonal relations R. Gilles. CMAS (modified by A.M.Prikhozhan) Methodology E.M. Alexandrovskaya "Study socio-psychological adaptation" Methodology "Family Drawing"; "Kinesthetic drawing of the family"; Method "Two houses"; Methods of studying the relationship of the child to family members E. Anthony and E. Binet. Parental Relationship Test Questionnaire (ORI); Test analysis of family education (FA) R. Cattell's test (modified by E.M. Alexandrovskaya, I.N. Gilyasheva), Stott Map,
Leading activity. Formation of the components of the structure of educational activity Age mental neoplasms. Prerequisites for the formation of educational activities Arbitrariness of behavior and cognitive processes	Schemes for monitoring the level of formation of educational activity; Projective test "Lesson in my class"; Projective test "Drawing of a school". Methodology "Ladder of motives"; Methodology "Make a schedule"; Method "Envelopes"; Method N.G. Luskanova for motivation
Features of mental activity, attention, memory, imagination of a younger student	Methodology "Classification"; A.Ya. Ivanova; Methodology * 10 words "A.R. Luria; "Correction tests" (Burdon, N.I. Ozeretsky), "Schulte tables", Pictogram method; The method of recreating the imagination of P.A. Shevareva Mind test. development of the younger student. (TURMSh) (Borisova E.M. Arslanyan V.P.); Neuropsychological methods (E.D. Khomskaya, (album), L.S. Tsvetkova, E.G. Simernitskaya, T.V. Akhutina), S.D. test Zabramnaya, Wexler test, GIT (J. Wana), Research on verbal-logical thinking (E.F. Zambatsyavichene); Study of prognostic activity (L.I. Peresleni); Koos Cubes, Raven matrices, Ray-Taylor figure (test),
Psychological readiness of a younger student to study at a secondary school	School readiness program A.L. Wenger; School maturity test P.Ya. Keyes; School readiness program N.I. Gutkina; Kern-Jirasek school maturity test; The program for diagnosing the level of development of applicants primary school G. Witzlak; Methods of Express Diagnostics of Intellectual Abilities (MEDIS) Diagnostic kit M.M. semago Methodology G.F. Coumarin,

Toolkit for correctional and developmental work with younger students

Adjustable

options

Methodology

Mosaic for the development of fine motor skills;

Legoconstructor (set);

Plasticine;

Pyramids (set);

Puppet theater (soft toys put on the hand) - a set;

Box with materials for individual corrective work and development of fine motor skills;

Ball on a rubber cord for indoor play;

A set of cards for the development of perception and attention;

A set of figures for the study of figures, shapes, symmetry, balance;

Set for the development of visual memory "Houses and animals";

A set for the development of attention, memory and the action algorithm "Follow me";

Set for the development of attention, memory and thinking "Tic-tac-toe";

Set for the development of attention, memory and coordination "Racer";

Set for the development of attention, memory, logic "Four in a row";

Set for developing the ability to control your breathing "Blow on the ball";

Set for the development of coordination of movement "Rally";

Set for the development of coordination of movements "Book-maze";

Set for the development of coordination of movements "Board on four rollers";

Set for the development of coordination of movements "Turtle";

Set for the development of coordination of movement "Ball in the maze";

Set for the development of coordination of movements "Ball in the maze - mini";

Set for the development of coordination of movements and the prevention of flat feet "Bumps in the swamp";

Set for the development of coordination of movements "Unstable plate";

Nikitin's cubes "Fold the pattern" (outdoor);

Nikitin's cubes "Cubes for everyone" (soft floor);

Set for construction "Soft bricks";

Markers, pencils (sets);

The proposed list of diagnostic methods, as well as correctional and developmental methods for solving the identified problems, can be found in the specialized literature, a list of which is presented below:

Literature

Akimova M.K., Borisova E.M., Gurevich K.M. et al. Guidelines for the use of the group intelligence test (GIT) for younger adolescents. Obninsk, 1993.
Andrushchenko T.Yu. Diagnosis of the age status of a first-grader // Psychologist at school. Volgograd, 1998.
Atlas for pilot study deviations in mental activity human / Ed. I.A. Polishchuk, A.E. Vidrenko. Kyiv, 1980.
Barkan AL. Features of the visual activity of first-graders during the period of adaptation to school // Questions of psychology. 1987. No. 4.
Belyauskaite R.F. Drawing tests as a means of diagnosing the development of a child's personality // Diagnostic and correctional work of a school psychologist / Ed. I.V. Dubrovina. M., 1987.
Bugrimenko EA, Wenger AJI., Polivanova KJI., Sushkova E.Yu. Readiness of children for school. Diagnostics of mental development and correction of its unfavorable variants: Method, developed. for the school psychologist. M., 1989.
Varga AJI., Stalin B£. Test questionnaire of parental relationships // Workshop on psychodiagnostics. Psychodiagnostic materials. M., 1988.
Wenger AL. Diagnosis of orientation to the system of requirements in primary school age // Diagnosis of educational activity and intellectual development of children. M., 1981.
Wenger LA., Wenger AJI. Home school of thinking. M., 1985.
Wenger AJI. Scheme of individual examination of children of primary school age: For counseling psychologists. M., 1989.
Gutkina N.I. Diagnostic program to determine the psychological readiness of children 6-7 years old for schooling. M., 1993 (a).
Gutkina N.I. Psychological readiness for school. M., 1993 (b).
Children's test "Diagnosis of emotional relationships in the family": Method. management. Obninsk, 1993.
Evsikova N.I. The pictogram method // Fundamentals of age-psychological counseling / Ed. A.G. Leaders. M., 1991.
Elfimova H£. Diagnosis and correction of learning motivation in preschoolers and junior schoolchildren. M., 1991.
Zakharova AJ3., Andrushchenko T.Yu. The study of self-esteem of a younger schoolchild in educational activities // Questions of Psychology. 1980. No. 4.
Karpova A.F. Some features of the imagination of first-graders // Teaching and development of schoolchildren. Volgograd, 1980.
Kolominsky YAL. Psychology of personal relationships in the children's team. Minsk, 1969.
Maksimov L.K. Dependence of the development of mathematical thinking of schoolchildren on the nature of learning // Questions of Psychology. 1979. No. 2.
Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.
Markova A.K., Lidere A.G., Yakovleva EJI. Diagnosis and correction of mental development at school and preschool age. Petrozavodsk, 1992.
Matyukhina M.V. Motivation for the teaching of younger students. M., 1984.
Methodology for the study of interpersonal relations of the child: Method, manual (Ser. "Psycho diagnostics of children and adolescents") / Ed. L.I. Vasserman. M., 1994.
A.Ya. Ivanova. Guide to use. SPb., 1995.
Methods of Express Diagnostics of Intellectual Abilities (MEDIS). Issue. 7./ (Ser. "Psychodiagnostics and psychocorrection") / Ed. V.G. Kolesnikov. M., 1994.
Nosatoe V.T. Psychological characteristics of analysis as a basis for theoretical generalization // Questions of Psychology. 1978. No. 4.
General psychodiagnostics / Ed. A.A. Bodaleva, V.V. Stolin. M., 1987.
Features of the mental development of children 6-7 years of age / Ed. D.B. Elkonina, A.L. Wenger. M., 1988.
Mental development of younger schoolchildren. Experimental psychological research / Ed. V.V. Davydov. M., 1990.
Workshop on psychology / Ed. A.N. Leontiev, Yu.B. Gippen-reiter. M., 1972.
Workbook of a school psychologist / Ed. I.V. Dubrovina. M., 1991.
Repkina GL., Zaika EJ3. Evaluation of the level of formation of educational activity. (Library of developing education.) Tomsk, 1993.
Romanova E.G., Potemkina O.F. Graphic methods in psychological diagnostics. M., 1991.
School maturity test. Application guide. Obninsk, 1992.
Shvantsara I. and team. Diagnostics of mental development. Prague, 1978.
Eidemiller ET. Methods of family diagnostics and psychotherapy. M.; SPb., 1996.
Yufereva T L. Methods for examining third-graders to determine their readiness for the transition to secondary school // Scientific and methodological foundations for the use of specific psychodiagnostic methods in the school psychological service / Ed. I.V. Dubrovina. M., 1988.

Psychological tools for working with adolescents

In adolescence, the formation of a child's personality is determined by his psychophysical development, the formation of a new level of mental functions, emerging characterological features.

The leading, developing aspect of this age period becomes interpersonal interaction. In various forms of communication, the development of all aspects of the personality of a teenager takes place.

When conducting psychodiagnostic and correctional and developmental work with adolescents, teachers-psychologists in the office are invited to have the following set of techniques.

Diagnosed options	Recommended Methods
Social situation of development, features of interpersonal influence with peers and adults	Sociometry (J. Moreno); Projective methodology for the study of interpersonal relations by R. Gilles; “A non-existent animal; "My family"; "House, tree, man"; projective conversation "My social circle"; test-questionnaire "Teenagers about parents". Methodology "Family Drawing"; Kinesthetic drawing of the family”; Stott Map, CMAS (modified by A.M.Prikhozhan) Color relationship test (CTO); Method of color analogy "Color painting"; Test analysis of family education (DIA), Dembo-Rubinstein method (modified by A.M. Parishioners); F. Fendler Relationship Scale (adapted by Khanin); Thomas's questionnaire "Ways of response of the personality to conflict situations"; DMO Leary;
Initial Career Orientation	Differential Diagnostic Questionnaire (DDO); "Map of interests" A.E. Golomshtok; Professional orientation questionnaires; Test Consultant (computer)
The study of manifestations of individual psychological characteristics of a teenager in the context leading activity and trends in the formation of age-related neoplasms	Test of egocentric associations by Pashukova-Shustrova; Method of unfinished sentences; Pictogram method. Adapted modified children's personality questionnaire by R. Cattell; The technique of self-identification of a teenager E.G. Eidemiller; Scale of reactive (situational) and personal anxiety Ch.D. Spielberger; Phillips School Anxiety Test, Rosenzweig frustration tolerance test; Bass-Darky Questionnaire (aggression); Hoppe method (assessment of the level of claims); Methodology for studying the basic properties of personality (OTKLE); Leonhard's test questionnaire (accentuation of character traits); Temperament Structure Questionnaire (OST); Methodology value orientations Rokeach; Test questionnaire X. Shmishek (children's version); Pathological Characteristic Diagnostic Questionnaire for Adolescents (PDO); Diagnostics of addictive behavior
Educational activity and features of the development of cognitive processes of a teenager	Schemes for monitoring the level of formation of educational activity; Diagnosis of emotional attitude to learning; Method "Make a schedule". Group intelligence test (GIT); Intelligence structure test by R. Amthauer; School Intelligence Test (SIT); Diagnosis of intelligence by the method of drawing test (Goodenough); Eysenck test (IQ)

Literature

Akimova M, Borisova EM., Gurevich KM. et al. Guidelines for the use of the group intelligence test (GIT) for younger adolescents. Obninsk, 1993.
Alexandrovskaya EM., Gilyasheva IL . Adapted modified version of R. Cattell's children's personality questionnaire: Method. recommend. Issue. 6. M., 1995.
Alexandrovskaya E.M., Kokurkina N.I. Psychological support of teenagers at school. M., 2000
Andreeva AD. Diagnostics of the emotional attitude to learning in middle and senior school age // Scientific and methodological foundations for the use of specific psychodiagnostic methods in the school psychological service / Ed. I.V. Dubrovina. M., 1988.
Andrushchenko T.Yu. Graphic techniques for fixing subjective communication difficulties in preadolescent age // Bulletin of Moscow State University. Ser. 14. Psychology. 1991. No. 1.
Badmaev S.A. Psychological correction deviant behaviour. M., 1997
Bayle B. et al. Without panic: transitional age. M., 1998
Belyauskaite. R.F. Drawing tests as a means of diagnosing the development of a child's personality // Diagnostic correctional work of a school psychologist / Ed. I.V. Dubrovina. M., 1987.
Bleikher V.M. Pathological disorders in adolescents. L., 1973.
Vasserman L.I., Gorkavaya I.A., Romitsyna E.E. Psychological technique "Teenagers about parents" and its practical use: Method. allowance. M.; SPb., 1994.
Vachkov I. Fundamentals of group training technology. Psychotechnics. M. 1999
Diagnosis and correction of violations social adaptation teenagers. Social health of Russia., M., 1997
Diagnosis of school maladaptation. M., 1995
Gilyasheva I.N., Ignatieva N.D. Methods in the study of interpersonal relations of the child // Psychodiagnostics of children and adolescents: Method. allowance. Issue. 7. M., 1994.
Danilova E.E. Rosenzweig frustration reaction test: Method, recom. M., 1993.
The study of character accentuations in adolescents in the work of a school psychologist / Ed. V.E. Pahalyan. M., 1992.
Ingenkam K. Pedagogical diagnostics. M., 1991.
Klimov EA. How to choose a profession. M., 1990.
Kolominsky Ya.L. Psychology of personal relationships in the children's team. Minsk, 1969.
Comprehensive rehabilitation of children with developmental and behavioral problems affected by interethnic conflicts M. 1997
Kulakov SA . Psychotherapy and psychoprophylaxis of addictive behavior in adolescents. M., 1996.
A set of materials in the scientific and methodological center DAR them. Vygotsky. Program for the formation of a healthy lifestyle. M., 2000
Leitz G. Classical psychodrama Ya.L. Moreno. M., 1994
Leonhard L. Accentuated personalities. Kyiv, 1980.
Lichko A.E., Ivanova N.Ya. Diagnosis of the character of a teenager: Method. allowance. Issue. 10. M., 1995.
Lutoshkin A.N. The emotional life of the children's team. M., 1978.
Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.
Nemov R.S. "Psychology" in 3 volumes., M., 1997
Nikolaeva L.P. Kolesov D.V. Lessons of drug addiction prevention at school. M. 2000
General I Psychodiagnostics / Ed. A.A. Bodaleva, V.V. Stolin. M., 1987.
Fundamentals of age-psychological counseling: Textbook method, manual / Ed. A.G. Leaders. M., 1991.

- Fundamentals of the theory and practice of vocational guidance: A guide to laboratory practice. L., 1990.

Pathocharacterological studies in adolescents / Ed. A.E. Lichko, I.Ya. Ivanova. L., 1981.
Pashukova TA . The study of egocentrism using the egocentric association test // New research in psychology and age physiology. 1991. No. 2.
Petrovskaya L.A. Competence in communication. Socio-psychological training. M. 1989
Petrovsky A.V. To the development of a socio-psychological approach and group psychotherapy / group therapy for neurosis and psychosis., L, 1975
Workshop on psychodiagnostics. Concrete psychodiagnostic methods / Ed. A.G. Shmeleva, V.V. Stolin. M., 1989.
Parishioners A.M. Anxiety in children and adolescents: psychological nature and age dynamics. M., 2000
Parishioners A.M. , Tolstykh N.N. Children without a family, M. 1990
Prutchenkov L.S. Difficult ascent. M. 1995
Psychological correction of the mental development of students / Ed. K.M. Gurevich, I.V. Dubrovina. M., 1990.
Psychological analysis of the lesson. Volgograd, 1995.
Psychological study of the professional orientation of the personality in adolescence and adolescence: Textbook-method, manual / Ed. V.A. Hudik. Kyiv, 1992.
Rutter M. Help for difficult children. M. 1990.
Repkina GL., Zaika E . Assessment of the level of formation of educational activity: To help the primary school teacher. Issue. 7. Tomsk, 1993.
Romanova E.S., Potemkina O.F. Graphic methods in psychological diagnostics. M., 1991.
Rusalov V.M. Modified personality questionnaire Eysenck: Method. allowance. Issue. 7. M., 1993.
Rudestam K. Group psychotherapy, St. Petersburg, 1998
Safonova and others. Rehabilitation of children in a shelter. M., 1995
Semenyuk L.M. Psychological features aggressive behavior adolescents and conditions for its correction
Social maladaptation of children and adolescents: causes, manifestations, overcoming. M., 1995
Smid R. Group work with children and adolescents. M., 1995
The Intelligence Structure Test: A Guide to the Application of the Intelligence Structure Test by R. Amthauer, Ed. M.K. Akimova, V.T. Kozlova. Obninsk, 1993.
Tolstykh N.N. Using the methodology of unfinished sentences to study the time perspective // Scientific and methodological foundations for the use of specific psychodiagnostic methods in the school psychological service / Ed. I.V. Dubrovina. M., 1988.
Khanin Yu.L. Quick Guide to the application of the scale of reactive and personal anxiety Ch. D. Spielberger. L., 1976.
Khlomov D.N. Russian gestalt. M., 1992
School Test of Mental Development (SUT): Method, recom. on working with the test (for school psychologists). M., 1987.
Experimental-psychological method of studying frustration reactions: Method, rec. / Comp. N.V. Tarabrin; Ed. B.D. Karvasarsky. L., 1984.
Eidemiller E.G. Methods of family diagnostics and psychotherapy. M.; SPb., 1996.

Along with the content and technological components in the work of a practical psychologist, organizational parameters (characteristics) are distinguished. They can be defined as rules (norms) for organizing the conditions of professional psychological activity in an educational institution. These rules are equally accepted as primary formation psychological service, and in its current functioning. They are associated with the concept of "professional competence" and largely determine the success and effectiveness of the direct work of a psychologist.

A room without windows creates the effect of being fenced off from the real space, isolated from the outside world. This is sometimes necessary for corrective work, but it is an obstacle to the initial reception when meeting children and parents, establishing contact. In this case, the alternation of natural and climatic phenomena occurring outside the window can be used to distract or fix attention, emotional inhibition, or excitation.

It is desirable that the psychological office be away from the premises of economic and consumer services, administrative and medical blocks, as well as from halls for music and physical education.

It is impossible to welcome the widespread practice of organizing a psychological office on the area of dormitory and play rooms, functioning age groups. A variant of an equally unfortunate arrangement is the division of methodological or speech therapy rooms into two professional spaces, the so-called psychologist's corners. These methods of organizing a psychological office do not contribute to the competent professional activity of a psychologist and can significantly distort the results of corrective and diagnostic measures, since they initially contain a high percentage of error.

The first professional zone is the space of interactions with children. It is provided with means for subject-didactic, visual, constructive-modelling, motor-coordinating, motor-relaxation and imitative-game activities. To the list of equipment given space included:

Furniture and equipment:

Children's table, 2-3 children's chairs. Soft sofa or armchair (small). Soft carpet (at least 2 x 2); 1-2 pillows of irregular shape or flat soft toys (turtles, snakes, etc.). CD player, tape recorder with recording function. CDs or cassettes with various musical works.

Stimulus material: Stimulus material for diagnostic and corrective methods and tests in accordance with age differentiation.

Technical material: Colored paper, scissors, simple and colored pencils, felt-tip pens, erasers, cardboard, glue, brushes, plasticine, watercolors, landscape sheets of various formats.

The second professional zone of the psychological office is the space of interactions with adults (parents, educators, teachers). It is provided with means for communicative activity.

Furniture and equipment: Soft sofa or armchair (small).

Stimulus material: Stimulus material for diagnostic and corrective methods and tests.

technical material: Questionnaire forms, questionnaire forms. Printed material.

Auxiliary material: Printouts with games and exercises for children to practice at home. Literature on the problems of the age development of children, the peculiarities of their behavior, as well as on questions of family and marital relationships. Literature on the problems of cognitive, personal and emotional development of preschoolers, issues of children's competence, school readiness, adaptation to social conditions, etc. Information materials about allied specialists (psychoneurologist, psychiatrist, speech therapist) and specialized children's institutions (centers, consultations, hospitals, polyclinics).

The third professional zone is provided with the means for the interpretive and organizational planning activities of the psychologist .

Furniture and equipment: Desk with lockable compartment, chair. Computer complex (if possible).

technical material: Standard size writing paper. Means for providing a computer.

Auxiliary material: Normative documents. Special Documentation. Organizational and methodological documentation. Literature and periodicals to improve the scientific and theoretical level and professional competence

Interpretive material: Programs for processing and analyzing data obtained as a result of corrective and diagnostic activities.

When using the term "psychological tools" in a broad sense, we mean a system of methods and technologies for the psychological activity of a practical psychologist; in a narrow sense - a set of tools and materials necessary to introduce the subject into corrective and diagnostic interaction with a practical psychologist and its effective implementation.
Let us dwell on the classification of psychological tools, based on the second meaning of this term. There are two main types of psychological tools in relation to the practical activities of a psychologist. This is a specific type of psychological toolkit (properly psychological toolkit) and a non-specific type designed to accompany or technically support psychological activity. Further differentiation of means and materials is carried out in accordance with the species.

Classification of psychological tools

Specific toolkit

Non-specific toolkit

stimulus

material *

Interpretive means

technical material

Auxiliaries

A set of the type "Box of forms"

Volumetric geometric shapes (cube, prism, cylinder, ball, cone)

folding

pyramids

Detachable matryoshka

3-4 sets of sequences

fancy pictures

Sets of cards combined for

given sign (group, etc.)

Printed material with diagrams, matrices, contour and figurative images

A set of plane geometric shapes of various shapes, colors and sizes

Scales, tables, graphs, profiles,

grids for converting quantitative data into qualitative characteristics

Computer

programs for correlating, comparing and interpreting data obtained as a result of psychological interaction

Colored pencils, markers,

watercolors, landscape sheets of various sizes, colored paper, scissors, etc. (see paragraph 2.1)

Floppy disks and CDs with playback of musical and verbal accompaniment of corrective and diagnostic activities

Attributes of the main role-playing games of preschoolers, complete with substitute items

Some types of construction and simulation kits

Balls and toys by gender, etc. (see paragraph 2.1)

______________________________

Stimulus and interpretation tools are a structural part of the methods, tests and correctional diagnostic technologies. Consequently, a specific "set" (set, package) of psychological tools is determined by the complex of those applied tools of a psychologist that lie in the field of his theoretical and conceptual ideas, as well as in his professional competence. So, a practical psychologist, working only in line with the activity approach, operates with methods, the conceptual basis of which is the development of leading types of activity in preschool children. This means that his psychological toolkit will be made up of materials and means that ensure a purposeful solution of the tasks set in the process: visual activity (“Pictogram”, “Finishing figures”, etc.), design activity (“Fish”), objective activity (“ Pyramids", "Matryoshka", etc.), verbal activity ("Addition of phrases", "Three wishes", etc.) and game activity ("Game room"). And vice versa, a practicing psychologist, whose theoretical basis of activity is a psychodynamic approach, is equipped with tools that provide a mechanism for the projection of personal and emotional characteristics: photographs with a shaded image - CAT1 *, blurry color spots - the Ror-shah technique, image settings - "Family Drawing" , “Drawing of a non-existent animal” (for more information about this toolkit, see pp. 197-199).
_____________________
*CAT (Child Apperception Test) - Children's apperception test.

A practical psychologist, who combines several theoretical approaches in his work, works in a polyconceptual professional space, uses methodological and test bases depending on the request and psychological problem.
Thus, the demand for various technologies in the work of a practical psychologist obliges him to prepare appropriate psychological tools, both specific and non-specific.
What are the requirements for psychological tools*2.
___________________
*These requirements apply to specific kind psychological tools.

First of all, it is the requirement of conformity. We are talking about compliance with the original, i.e. standards laid down in the original (author's) copy of the corrective diagnostic tool. This applies to all stimulus and interpretive material. So, in the "Most Unlikely" method, geometric figures of a circle and a square of a certain size and color (red and blue) are laid. Variation of the specified parameters of size, color and shape is unacceptable. In the “Picture Sequence” technique, a series of pictures with a through plot and common characters cannot be replaced by pictures with adding details to the subject, etc. In the CAT and TAT methods, photographs cannot be “finished” by drawing details and color scheme. As for interpretive means, they must correspond to the author's (original) methodology, have the same quantitative and qualitative values.
Next - the requirement of configuration. It refers to the need to complete the stimulus and interpretive materials. If the original method (test) contains a set of tools, then the use of these diagnostic tools in the absence of one or another material is not recommended. Thus, the lack of scales for scoring in standardized methods makes it impossible to interpret diagnostic data.
In addition, psychological tools can be defined as monofunctional. This means the impossibility of using the stimulus or interpretive materials of one psychodiagnostic tool as a modification of another. Psychological tools are specific and in no way interchangeable. Thus, variants of printed stimulus material (Wenger complex) are designed for one-time individual use.
Thus, speaking of psychological tools as a means of professional activity, it is necessary to correlate it with both theoretical concepts, corrective and diagnostic technologies, and with the requirements for its selection and configuration.

Portal for the student. Self-training

Martsinkovskaya T.D. Child Practical Psychology: textbook

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1. Psychological toolkit

2. Psychodiagnostic methods in the activity of a practical psychologist

7. Interview as the main method of psychological counseling

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Send your good work in the knowledge base is simple. Use the form below

1. Psychological toolkit

2. Psychodiagnostic methods in the activity of a practical psychologist

7. Interview as the main method of psychological counseling

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2.2. Psychological toolkit

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Average time, hour

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Questions and tasks

Psychological tools for working with younger students

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