Modern educational technologies in the work of a psychologist teacher. "Psychological and pedagogical technologies in the work of a teacher-psychologist

The organization of the educational process in kindergarten in modern innovative conditions is associated with the expansion of ideas about the goals of education, which include the goals of development, education, ensuring the physical, mental, psychological, moral and social health of children. GEF defines a new approach to preschool education, where one of the main requirements is the effective use of all pedagogical resources to achieve maximum results in the education and development of future students.

This situation requires teachers to search for new forms, means and methods of organizing the cognitive activity of preschoolers, the implementation of personality-oriented approaches to learning, the use of modern educational technologies in order to provide the child with the necessary timely individualized psychological and pedagogical assistance.

The transformation in preschool education into the new system has not bypassed our preschool institution. The new concept of our kindergarten is a set of measures to update it as a result of the development of innovative processes; takes the position of personality-oriented relations, where the main social value is the child, who is a full participant in the pedagogical process.

In a preschool institution, a set of measures has been developed aimed at creating a developing subject-spatial environment, timely provision of favorable conditions for development, successful learning and the formation of a full-fledged personality for each child adequate for the age. The Federal State Educational Standard highlights the content of psychological and pedagogical work on the development of educational areas by children. These tasks are solved by teachers and specialists of our kindergarten in an integrated manner, in a complex, ensuring the diversified development of pupils.
As part of the support of the psychological service in our kindergarten, interaction is carried out with all subjects of the educational process: with children, their parents and teachers. Psychological and pedagogical support in kindergarten is built by us as a system of professional activities aimed at creating socio-psychological conditions for the successful development, education, upbringing and socialization of children at each age stage, and is provided as a complex technology using modern methods of psychoprophylaxis and correctional development work with preschoolers.

One of the most important tasks of support is to assist all subjects of educational activity in overcoming the child's difficulties in acquiring knowledge, emotional difficulties through the implementation of psycho-prophylactic and pedagogical programs. The interaction of a teacher-psychologist with children is carried out in the course of direct educational activities according to the author's psycho-prophylactic programs: “Good Rays” (social and communicative development), “On fairy-tale paths to success” (emotional development of preschoolers), “We boldly walk along the ladder of knowledge » (prevention of school maladaptation, cognitive development). The form of meetings both in subgroups and individually.

The psychological and methodological service, together with teachers, develops common goals, tasks, develops planning of educational and educational activities, creates a work program for the DS, analyzes the conditions, analyzes problem situations, the dynamics of the development of pupils in the educational process (in groups).

At the present stage, the state imposes high requirements on the quality of educational activities and implies the following competence criteria: implementation of a holistic pedagogical process; creation of a developing environment; ensuring the protection of life and health of children. Therefore, the teaching staff is constantly improving their skills by studying in courses, mastering the necessary arsenal of educational technologies that can stimulate the cognitive activity of children. Teachers are ready to respond flexibly to emerging changes in the content of education, creatively adapt it, taking into account emerging and constantly changing cognitive interests and inclinations of pupils.

The use of modern technologies by a teacher-psychologist provides more opportunities for creating favorable conditions for accompanying and developing children, for ensuring the development of personality traits of a preschooler and achieving a sufficient educational level in kindergarten as a whole. Providing psychological assistance, various technologies are integrated into the educational space of the kindergarten: health-saving, personality-oriented, communicative, gaming, fairy tale therapy, TRIZ, technologies for project activities and portfolios (both pupils and teachers), information and communication technologies and others.

In the professional activity of a teacher-psychologist, a whole range of technologies is used in integration.

Interactive forms of learning are used by a teacher-psychologist to interact with the subjects of the educational process, parents and teachers. Forms of conduct: teachers' councils, training seminars, meetings - "Round table", business and role-playing games, discussions, "Open Days", trainings, thematic meetings, master classes, projects, information stands, questions and answers on the website for parents. Information, both timely and relevant, is provided in an understandable and accessible form, contributes both to the professional growth of educators and to increasing parental competence.

The teaching staff is provided with psychological and methodological support and assistance in building the educational trajectory of a preschooler, in creating an individual route for the child, taking into account the dynamics of the child's development, his achievements, opportunities, interests and needs. We rely on such educational achievements that the child has and constitute the baggage of his personality. These achievements, in turn, serve as an assessment of the quality of educational activities carried out in kindergarten, an assessment of the effectiveness of pedagogical influences.

The humanization of education, taking into account the individual characteristics of the development of each child stimulate us to look for new ways in educational activities, to use modern technologies and methods that meet the new demands of society and the state.
Currently, in the educational process, ideas are being put forward for the development and self-development of the individual, the disclosure of the creative potential of the child, his activity and independence. Usage student-centered technology in our kindergarten is carried out as a functioning educational system to provide comfortable, safe conditions based on respect for the personality of the child, taking into account the peculiarities of his development, where each child is an active participant in the educational process with his own individual pace of activity and ability to assimilate material, with his own interests, inclinations.

When organizing educational activities with younger preschoolers, teachers, a psychologist, game methods of interaction with children are used, game method technologies through the toy. Children are offered game situations, for example, “A toy (doll, bunny) comes to visit”; “A toy to get acquainted with the guys” (plays, studies with the guys); "The bear has a birthday"; "Traveling with a toy", "Whose toy", "A holiday for toys" - contribute to the development of emotions, the development of communication skills.

During the adaptation period, it is especially important to organize interaction between the kids in the group. We use such emotional games, as: “Turned around, made friends” (for interaction); "Flag", "Under the umbrella" (for association); “Hello with noses, cheeks” (development of trusting relationships); “Gifts, “Binding Thread” (for association); “Skok-skok, guess whose voice”, “Scarlet Flower” (development of attention to a peer); "Snail" - removal of emotional stress; “We kneaded the dough, we sculpted the pie” (development of trusting relationships), where the child is the “future pie”. Round dance games are held for association: “I walk around the house”, “Even circle”, “Carousels”, “Bears”; exercises for the development of emotions: "Secrets"; "Golden Droplets", "Magic Balls", etc.
With older preschoolers are widely used in work information and communication technologies with multimedia support. ICT makes it possible to more effectively develop the intellectual and creative abilities of children, acquire new knowledge, and master new games. Teaching a child to work with information, teaching him to learn is an important task at the present stage of work in accordance with the Federal State Educational Standard. It is revealed that the use of new unusual methods of explanation and consolidation in a playful way increase the motivation for learning, develop voluntary attention, thinking, imagination and memory, creative thinking, which leads, in general, to an increase in children's readiness for school.

Information computer technology provide a personality-oriented approach to children: in this way, in children with increased abilities, after using computer technology, mental abilities are stimulated; in children with developmental problems - there is an equalization of opportunities; preschoolers with behavioral problems (for example, with hyperactivity) develop arbitrariness, volitional regulation.

Application interactive technologies contributes to the active interaction of the "adult with the child", there is a joint search for a solution to the problem through the creation and solution of educational situations, through a variety of creative activities. It was found that the use of this technology, enriched with computer tools, contributes to the development of independence, initiative of children; increase self-esteem, self-confidence; reduce tension between students in the group.

To create favorable conditions for the self-expression of children, the development of a positive image of "I", to facilitate the process of communication, the ability to act in concert, we use behavioral therapy(in the form of training), where the guys learn new forms and positive ways of behavior. Through solving problem situations, we introduce children to different emotional states, develop the ability to find ways to regulate their states and constructive ways to resolve conflict situations. As a result of the work carried out, conflicts in the group occurred less frequently, the children became more benevolent, more attentive towards their peers, the degree of their responsibility and organization increased.

In order to expand the experience of children's communication, we practice socio-game approaches in our work. Children are offered, for example, such exercises as "Getting rid of anger", "Falling tower", "Leaf fall", "Paper salute"; exercises for the development of self-control, for example, "Stop, crane", "Turtle race", "Secret word", "Forbidden movement".

By nature, a preschooler is curious, he is characterized by activities aimed at understanding the world around him. In order to develop mental abilities (analysis, synthesis, comparison, generalization, etc.), we use in GCD tresearch technologies, which gives the child the opportunity to find answers to his questions on his own, allows you to feel like a researcher.

An experiment, initially mental, allows the child to create a model of a natural scientific phenomenon and generalize the knowledge gained. Children are offered, for example, modeling tasks: “Change the picture (a tree without leaves) so that it is summer (autumn); or: “Pick up a vase for each bouquet” (shape-size). Creative developing situations “What will happen if you find yourself…” and topics: “Desert Island”, “Magic Garden”, “Wishing Tree” are discussed (conclusion: not all desires can lead to good things); "Top of the Mountain", "Island of Luck" - options for responding to an unusual situation are being discussed.

The value of a real experiment, in contrast to a mental one, lies in the fact that the sides of an object or phenomenon of reality hidden from direct observation are visually revealed. So, for example, children were asked to create a new product - "a non-existent animal" (folded from parts); create a fairy tale (“Salad from fairy tales” or a multifunctional building. We also used game practical tasks to determine “Sinking - not sinking”, “Soft - hard” (wet-dry; pouring - pouring), “What - to whom, pick up”, “ What attracts a magnet”, “Find a pair” (profession - object; object - size; hero - mood; hero - space).
The technology of research activity is also specially organized classes in the form of various trips: to a fairy-tale land, on a map, along the “river of time”, etc.

According to our observations, the use of research activity technology can significantly increase children's interest in educational activities and the efficiency of perception of a given program content; contributes to the development of creative, cognitive abilities and intellectual activity in preschoolers.

The game is the main activity of the preschool child. Use gaming technologies - role-playing and other types of games - provides the organization of cognitive activity of preschoolers, develops emotions; serves to correct behavior, remove destructive elements in behavior, etc. Role-playing game, usually includes a provocative situation to develop control skills. Thanks to the game, the prevention of negative trends in personal development is carried out: managing emotions, expanding the range of the child's behavioral reactions, forming the experience of empathy and sympathy. Children are offered problem or conflict situations for role-playing (or conversation): "What to do if ..." in situations such as: "Fight", "Birthday", "Walk", "Lost ...", "Meeting with a friend ”, “Girlfriend’s illness”, “Blue leaves”.

Gaming technologies are closely intertwined with technologies such as collaborative learning and creative game redesign. For example, “The Tale of the Prankster Gnome”, which interfered with the guys, rearranged and hid toys (ed.). It is not just a game that unfolds here, but a whole plot: the fulfillment of game tasks by children, the search for a mischievous person, the solution of the problem of “what to do”, “how to make friends with a gnome”.
The main principles of game trainings: recognition of the individuality, value, uniqueness of the child; respectful, friendly attitude towards children; emotional support; positive emotional assessment of the child's achievements; compliance with the principles of free participation; mutual respect; awareness; reflection (feedback from children).

The importance of play in working with preschool children is undeniable. Children with rich gaming experience are more prepared for creative activity, they are socially active, more tolerant, they have better developed interaction skills, they act more flexible than their peers with a lack of gaming practice.

TRIZ technologies. The main task of this technology is to teach a child to think outside the box and find their own solutions. TRIZ technology is used in our preschool institution to develop children's creative imagination, creative thinking, analytical and synthetic abilities, enhance cognitive activity, develop convergent and divergent thinking. Children are offered a system of tasks according to the author's program of the psychologist "We boldly walk along the ladder of knowledge"). TRIZ for preschoolers is a system of collective games, exercises for solving creative and inventive problems, promotes the development of the qualities of a creative personality, helps to overcome shyness, isolation, develops the independence and activity of the child.
TRIZ technique is actively used by us to search for new ideas, to develop creativity. Practice has shown that with the help of traditional forms of work it is impossible to fully reveal the creative potential of the child. One of the directions: "Inventing new fairy tales" (continuation to the plot). For example, “There were colored balls of wool in my grandmother's wicker basket. One day…" - continue.“Turn a story into a fairy tale”, “The Mystery of the Double” (identifying “good-bad” contradictions), “How to save Kolobok from a fox (resolving contradictions), “The Adventures of a Flying Apple” (focal object method), “Goldfish”, “Kolobok in a new way ”(change in the plot of the tale). At the same time, gaming, speech activities, as well as productive activities are involved: drawing, modeling fairy tale characters and attributes according to a fairy tale.

It remains essential for us that the children learn the moral and practical "lesson" from the fairy tale: "You mustn't leave home alone"; "do not open the door to a stranger"; “do not laugh at a friend if he does not know how to do something”; “rather than being angry, it is better to make peace”; "business - time, fun - an hour"; "learn to play together"; “it's more fun to play together”, etc.

In our institution, specialists and teachers are introduced into the system of educational activities methodsproblem learning. A conversation is held with the children to discuss problem situations, during which the children put forward options for solving the problem.
A problematic situation for taking into account the motives of the characters in solving a moral dilemma (according to J. Piaget), which allows teaching children the ability to reason, draw conclusions on their own, transfer the acquired experience to real life: “The boy Sasha wanted to help his mother wash the cups and accidentally broke five cups .... And the boy Misha, when no one was at home, climbed onto the shelf for jam, touched and dropped one cup, and broke it. Which child is more to blame?

Problematic situation on the norm of fair distribution: “Imagine that you and your friend (girlfriend) wanted to play and asked the teacher for new toys. She brought three toys, gave you and said: "Play." Question: How will you do it? Why?"
A problematic situation for studying the emotional attitude to moral standards: Vanya broke the car that he was given for his birthday. He got very upset. Think about how to help Vanya. Think of occasions when words of encouragement should be used.
A problematic situation for the formation of moral ideas on the example of the analysis of situations and actions of heroes: “Lay out the pictures, which depict good, good deeds on the one hand and bad and evil on the other” (method “plot pictures by R. R. Kalinina).
The situation with a hidden problem for resolving contentious issues, introducing children to constructive ways to resolve children's conflicts: "Two boys made a boat, and when it was ready, they didn’t share it, they began to pull - each to themselves - and broke the boat."
Children really like to be participants in theatrical productions, so we often play different situations, compose a “continuation”. There were performances based on moral plays by S.Ya. Yakobson: "A Pebble in a Shoe", "An Alien Cube", "The Ruined Fortress" and others, including as a puppet theater. As a result of the work carried out, there was a decrease in conflicts in the group, the children became more friendly towards each other.

Technology of creative tasks. Creative tasks were offered, for example, “Come up with a fairy tale on behalf of a sparrow on a branch”, “A fairy tale on behalf of a boy who went out for a walk and suddenly it snowed (rained) ...” “Come up with a continuation of the story”, for example, “Once the guys went for a walk into the yard and took a kitten with them. Suddenly a dog jumped out…” - What to do?

Practical: "Build a house for a bunny and a house for a fox" (game material according to Voskobovich); “Decompose the plot pictures so that you get a story, come up with a continuation: “Once upon a time ...”; “Pick up an emotion face for each situation” (according to the author’s program “Following fabulous paths to success”).

An important place in the use of technologies for maintaining and stimulating health in our kindergarten is given to methods art therapy and fairy tale therapy.

Art therapy methods are used with preschoolers with various behavioral and emotional disorders.
The main goals of art therapy are self-expression, self-knowledge, expansion of personal experience, harmonization of personality. Art therapy helps to develop a child's creative and imaginative thinking, speech, fine motor skills of the hands, helps to relieve emotional stress, work out disturbing situations. The child creates on paper a world that belongs only to him.

In the process of creative activity, musical accompaniment is used. Children are offered in practice the topics of “immersion” in the colors, sounds, smells and images of nature, a journey into a fairy tale: “Let's listen to the sounds outside the window”; “Imagine that the room turns orange, filled with orange air bubbles…”, “Imagine a beautiful garden where each of the children is a wonderful flower (option: animal). Exercises: “Laugh at fears” (“Surprise the mouse”) - work with fears, “Tender palms” - children draw simple figures on each other's backs; "Magic Patterns" - draw patterns on glass, determine what images they look like; "My mood"; "Magic Island", "Gift to a friend" - create islands of kindness.

One of the interesting syntheses of fairy tale therapy and art therapy is the fairy tale sand therapy. In the playroom of the psychologist there is a light table for sand painting. At the meeting, children are offered approximate topics “Visiting the Sand Fairy”, “Magic Hands”, “Mysterious Objects”, “Unusual Footprints”. Children create with their fingers, a brush or using stencils on a light table, flower meadows and patterns, forests and mountains, fairy-tale characters.

Methods of correction and psychoprophylaxis with the use of modern technologies are diverse, but the most active, in our opinion, is the method fairy tale therapy. Correction of the mental and personal development of a preschooler with fairy tale therapy techniques solves a number of problems: creating a positive emotional mood, forming value orientations; development of social interaction skills.

Through the perception of the fairy-tale world, the necessary conditions are created for the development of the emotional sphere of a preschooler: the development of empathy, trusting relationships between children. The method of fairy tale therapy contributes to the enrichment of the inner world of the child, the development of his creative abilities, contributes to the expansion and development of skills of interaction with peers and adults, with the outside world.

fairy tale therapy- "This is therapy with an environment, a special fairy-tale setting." (Zinkevich-Evstigneeva T.D.). A child of preschool age is distinguished by high emotionality, faith miracles. A fairy tale for a child has a special attraction. In the fairy tale "good conquers evil" - this moral message becomes the main means of this technology.

Fairy tale therapy is the process of transferring fairy tale symbols and meanings into reality, the formation of a connection between fairy tale events and behavior in real life. In a fairy tale, we find the resource that will then help the child, harmonize his emotional sphere. The method of fairy tale therapy contributes to the expansion of the behavioral repertoire, the development of the skill of establishing friendly relations with peers, and correcting the behavior of a preschooler.

The child, being in a fairy tale, interacts with different fairy tale characters, looking for ways to solve the problem that confronts him. In fairy tales there are positive heroes, kind and generous, and there are also negative, evil and cunning. The fairy tale defines a model of behavior, encourages the search for ways out of a problem situation, encourages empathy with the characters. As a result, the child has his own emotional experience, new ideas are formed about people and the world around him, about good and evil. Thanks to fairy tales, a kind of “bank” of life situations is formed in the mind of the child.

Thus, we unobtrusively form the preschooler’s rejection of negative qualities in ourselves and develop positive moral qualities, the desire for “right deeds”, for positive interpersonal relationships.

Significant experience of working with preschoolers led to the conclusion that the fairy tale has a huge psychotherapeutic potential, has an impact on both the emotional and cognitive spheres of children. Work based on the psychotherapeutic fairy tales of O. Khukhlaeva: "A case in the forest" - increases the child's self-confidence, his desire for independent action; "The Tale of the Hedgehog Vitya" - prevents the occurrence of difficulties in communicating with peers; The fairy tale "About the Beaver, the Fox and the Wolf" (how the beaver saved the Fox) - contributes to the development of empathy and friendliness; The fairy tale "About the children who saved their father" - develops in children the desire to take care, contributes to the formation of adequate self-esteem, increases self-confidence: "I can."

The system of game and fairy-tale tasks allows you to teach children how to resolve contradictions. Tasks are set, for example, “How to help Zoika-Oika do everything herself”, “Is it necessary to share and help” (based on the fairy tale by O. Prokofieva “The First Berries”); “How to help a fox become kinder and more attentive” (according to the Russian folk tale “Zayushkina’s hut”); “How not to offend friends and not be left alone” (based on the fairy tale “Ship” by V. Suteev).

In the process of discussing the content of the fairy tale, the attention of children is drawn to the fact that in fairy tales a lot of important information is always encrypted for us, and, using the example of heroes, the fairy tale wants to teach us something important, and we must guess what exactly. In conclusion, together with the children, a general conclusion is made that leads them to an awareness of the events taking place with them: in what life situations children can use this or that fairy-tale lesson.

Thus, expanding the possibilities of using modern educational technologies in the work of a teacher-psychologist makes it possible to make the educational process developing, attractive to the child; leads to an increase in the effectiveness of correctional and developmental psychological and pedagogical influences, helps to activate the personal potential of a preschooler, stimulates cognitive activity, ensuring its versatile development, and, in general, affects the improvement and effectiveness of the quality of education in kindergarten.

The practical application of modern technologies is impossible without the creativity of both an adult and a child, and this is an expansion of the horizons of the world around for a preschooler, a joyful living with him in the present, understanding the experienced, modeling the future.

Natalia Lapteva
Description of the psychological and pedagogical technology of the work of a teacher-psychologist of a preschool educational institution

I I work as a teacher-psychologist in a kindergarten. Your professional path psychologist started 2 years ago. For me, this is not only helping others, but also my own path to self-improvement.

Technology of my work built on several directions:

Psychological diagnosis of children of parents and teachers.

Developmental and corrective work with children.

Psychological prevention.

Advisory Work.

When diagnosing a child, I use methods such as observation, conversation, standardized methods for identifying mental processes, as well as projective methods. Of course, when diagnosing, I take into account the individual characteristics and age criteria of a preschooler.

A significant part of its work, I dedicate to developing and corrective work. Preschool brings the child new potential achievements. This is the period of mastering the social space of human relations through communication with close adults, as well as through gaming and real relationships with peers. Preschool childhood is a period of creativity. The child creatively masters speech, he has a creative imagination, his own special logic of thinking, subject to the dynamics of figurative representations.

In developing work I use art therapy methods with children. It can also be creative. work and an interesting story of a fictional character. Using colored pencils and paper, children complete tasks individually, each creating their own drawing. But the creation of collective works - general pictures, where the images created by all the children of the group are combined, for example "Tree of Friendship". In the process of collective fulfillment of the task, conditions are created for the development of skills to negotiate, give in, make one's own contribution to the common cause, take the initiative, put forward proposals, defend one's own space, idea.

in communication and work with people there is a huge scope for creativity. Fairy tale therapy is a method that uses a fairy tale form to integrate a person, to expand and improve interaction with the outside world. The main principle of this method is the spiritual, holistic development of the child's personality, care for his Soul. I use this method successfully with preschool children. I have my assistants, which I made with my own hands. These are Donkey Plaksik, Bunny Obizhayka and Bunny Smiley. My assistants help children to recognize and experience their repressed emotions, learn to talk about themselves. Skills such as communication, empathy and self-presentation are developed. The acquired skills contribute to the successful socialization of the future personality of a preschooler, as well as mental and physical health of the child. Such methods work involve the creation of a safe environment conducive to self-expression and spontaneous activity. As a result, the child feels the support of an adult, which he needs so much.

As a result of art therapy work in children, negative emotions are splashed out, released psychological energy, which is usually spent on ineffective tension, and children become calmer and more relaxed. Demonstrativeness, negativism, aggression give way to initiative and creativity.

In the direction psychological Prevention I use a variety of games and exercises. All games and exercises include elements psycho-gymnastics. Any physical movement in psycho-gymnastics expresses any image of fantasy, saturated with emotional content, thereby uniting activity mental functions(thinking, emotions, movements, and with the help of my comments, the inner attention of children is also connected to these processes. Thus, psycho-gymnastic exercise uses the mechanism psychophysical functional unity. Game exercises give children a lot of fun. I also use in work with preschoolers, kinesiology exercises that promote the active development of both hemispheres of the brain. Thanks to kinesiology exercises, both the mood and the well-being of the child performing them improve. I use a set of exercises both in group classes and individually.

Advisory direction of my work runs for two levels:

1. Parents. These are individual and group consultations. Parent meetings, trainings. Development information sheets for questions, memos, recommendations.

2. teachers. Group consultations, workshops, trainings. Individual counseling.

All used by me technology allow you to realize yourself and show all participants in the educational process the importance of psychological assistance and the need for the existence of this service in a preschool institution.

"Psychological and pedagogical technologies in the activities of a school psychologist"

Middle M.S.

teacher-psychologist MBOU "Secondary School No. 21", Engels, Russia

There are three paths before man to reason:

the path of reflection is the noblest,

the path of imitation is the easiest,

the path of personal experience is the most difficult path.

Confucius

C today, the word "technology" is everything more often used by experts in o fields of pedagogy and psychology. AT psychological literature, this term either it is not considered meaningfully at all or it has an ambiguous meaning.

The term "technology ”, based on the wording of many literary sources, is understood as art, skill, skill, a set of methodsprocessing, state changes.

Any activity can be either technology or creativity. It all starts with a creative idea, and technology ends.

The basis of any technology is a clear definition of the end goal. In technology, the goal is seen as a central component.

Specific a The work of a school psychologist lies in the fact that he must master various technologies, including psychological and pedagogical, methods and techniques, be able to combine and modify them.

We propose to consider what psychological pedagogical technologies are most relevant in the work of a school psychologist.

The teacher-psychologist, working with children, constantly focuses on their personality structures. In working with this area, the specialist uses a number of technologies:

information, through the use of which knowledge, skills and abilities are formed.

operating technologies provide the formation of ways of mental actions.

technologies of self-development are aimed at the formation of self-governing mechanisms of personality.

heuristic - on the development of the creative abilities of the individual.

applied ones develop effectively - the practical sphere of personality.

Let's consider these technologies in more detail.

Information Technology. In the work of a school psychologist, information technology is very relevant. The 21st century is called the information age. Modern information computer technologies (ICT) are increasingly being introduced into various spheres of life, becoming an integral part of modern culture, including in the field of education. The current technologies for teaching and developing children make it possible to more fully realize the personal potential of each child.

The use of ICT technologies is becoming an integral part of the psychological support of the educational process. The introduction of ICT into school psychological practice makes it possible to make work more productive and efficient. At the same time, the use of ICT organically complements the traditional forms of work of a school psychologist, expanding the possibilities of organizing the interaction of a psychologist with other participants in the educational process, in addition, in addition to solving psychological problems, it helps to increase the information culture of students, parents and teachers.

The work of a school psychologist to accompany schoolchildren includes the main types of work: diagnostics, correctional and developmental work, counseling teachers and parents, psychological education of students and adults. In our practice, the area of using computer technologies is expanding every year.
Diagnostic work takes most psychologist's time, as it is required to process and analyze the results of tests, questionnaires, and observations within a limited period of time. In work psychologist the use of an electronic database of test materials and tasks significantly speeds up the process of monitoring groups of students. Created in our lyceum abaza - media library oh we actively use it by testing on computers of groups of children. The advantages of using such technologies are in the instantaneous receipt of an analysis of the test done by the child, no matter how huge and labor-intensive the test may be. The psychologist can only collect the data of each child, systematize, analyze, compare with the whole class.

In the correctional and developmental work of a teacher-psychologist, information technologies are used in various directions - depending on the tasks. So, when correcting the cognitive sphere of students, the implementation of computer developmental tasks and the use of developing computer games are indispensable.
In training work, when correcting the emotional-volitional sphere, behavioral disorders, one cannot do without the use of computer technology. We use the developed presentations in our work. To create a fairy tale therapeutic shell and when working with students we also use overlay presentations music, color variations, artistic background, video parables . This brings the story to life. Timely created musical accompaniment changes the emotional mood of children, helps to relax, master the methods of auto-training. Also now you can find many professionally recorded relaxation programs and trainings. The use of these programs significantly saves the strength of the psychologist and allows wider use of correctional opportunities, since the psychologist can use observation of children and color therapy simultaneously with the training program..
Over the past few years, we have also been using zoem cartoon material for education, development and correction of children. Cartoon characters, like heroes of fairy tales, films are more organic but accepted by students, especially in junior management and information, transmitted by them is absorbed much more efficiently.
In the work of parent-teacher meetings, we increasingly turn to to information technologies , clearly demonstrating in presentations and films the main problems of education, ways to resolve them.
It is very difficult to do without a computer in creating analytical reports, summarizing, developing recommendations for teachers and parents. Huge statistical data fit into the system through the developed programs "Excel". Creating charts, graphs, tables greatly facilitates the perception of professional terminology. It is much easier for the teacher to work with the table, perceiving the whole class as a whole, and each individual student in particular. The use of multimedia equipment helps us to convey the obtained data to the entire teaching staff at the pedagogical councils. When preparing for pedagogical councils, consultations, Internet resources, collections of electronic books, psychological electronic materials are of great help. The psychologist no longer needs to spend so much time searching for information in books, manually. Training is more efficient and effective.
The use of ICT contributes to the development of sensorimotor, perceptual and higher cognitive functions; improving the efficiency of teaching students, increasing their learning motivation, developing their intellectual and creative capabilities, etc.
It is also necessary to note the significant role of information technology in the self-education of a psychologist, improving his skills and quality of work through participation in various remote courses, competitions, forums. The specialist gets the opportunity for professional growth without going anywhere.
The role of information technology in the work of a teacher-psychologist is difficult to overestimate. The importance of ICT is constantly growing. The spectrum of the arsenal used in the work of the psychologist is expanding. The quality of the work of a creative psychologist is undoubtedly increasing.

Technology of educational games. Educational games occupy an important place among modern psychological and pedagogical technologies. Educational games perform three main functions:

instrumental, where the formation of certain skills and abilities, can be expressed in game exercises;

Gnostic, contributes to the formation knowledge and development Yu students' thinking, is expressed in didactic methods;

Socio-psychological, aimed to development of communicative skills, expressed in role-playing games.

The learning game technology can be combined with technologies such as group technology, diagnostics, and training.

R The role of educational games in education and psychology is extremely important. In pedagogy, they are an integral part of developmental education, which is based on the development of activity, initiative, independence of students. In psychology, these technologies develop the cognitive, social, professional activity of students.

These technologies are effective in working with children of all ages and with adults (teachers, parents).

Health-saving technologies. In a modern school, along with poor physical health, schoolchildren suffer from psychological problems (disadaptation disorders). These violations are due to the influence of the stressful system of organization of the educational process. The school psychological service plays an important role in solving this problem. In the working arsenal of a teacher-psychologist there are methods that can bring a child out from a stressful state, relieve internal tension, identify opportunities for a more optimistic view of the life situation, etc.

Psychological activity involves the use of techniques such as:

Music therapy - the use of music for: relaxation and calming, activation of the emotional sphere, correction of the emotional state.

Aromatherapy is the use of scented substances for relaxation and aesthetic purposes.

color therapy - the use of color visualization in depression, anxiety, fears.

Dance therapy is the use of dance movements or imitations to music to relieve muscle tension.

Body Therapy– methods of working with the body, the purpose of which is to improve physical and mental well-being.

Art therapy includes a number of areas of psychological work related to creativity - isotherapy, color therapy, phototherapy, fairy tale therapy, music therapy, collage. The psychology of creativity has long been successfully used in work with children and adults. Art therapy reveals the multifaceted inner potential of a person and at the same time helps to deal with a number of serious psychological problems, including traumas, internal conflicts, and fears. Thanks to the psychology of creativity, a person is immersed in situation where you can relieve stress and gain confidence in yourself.

Technology that solves a wide range of tasks, namely psychocorrection, psychoprophylaxis, development and harmonization of the student's personality, improves the psychological climate in families and small groups, refers to play therapy.

Play therapy includes individual, pair and group games, techniques involving the use of different paraphernalia, based on the active work of the imagination, various forms of artistic expression, etc.

By approach to the subject We use technology and cooperation. They are realize democracy, equality, partnership in the subjective relations of the psychologist and schoolboy . This technology is the most relevant in the organization of research activities, competitive movement, as well as in training work.The interaction of a psychologist and a student in cooperation, in addition to solving a cognitive, creative goal, provides for the solution of a psychological and social one - in the course of completing the task, a culture of communication is formed that reflects all communicative levels: "... activity - interaction - communication - contact" (according to A.A. .Leontiev). [ 8]

Person-oriented, With they put the personality of the child at the center of the entire school socio-psychological system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. Person-centered technology is the embodiment of humanistic philosophy, psychology and pedagogy.

The focus of the school psychologist is on the child's unique holistic personality, striving for the maximum realization of its capabilities (self-actualization), open to the perception of new experience, capable of making a conscious and responsible choice in a variety of life situations..

Humane - personal, they are about differ primarily in their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of respect and love for the child, an optimistic faith in his creative powers, rejecting coercion..

The term "psychological technology" implies an aspect related to the formation and development of the subject's personal qualities. Therefore, under this the term implies a set of methods and techniques aimed at the formation of an effective - practical sphere of the individual and the realization of natural potentials.

Used by us technologies perform a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, social and psychological training.

Psychological prevention - assistance in the full development of the personality of all participants in the educational process, prevention of possible personal deformations in the process of interaction, assistance in understanding the destructive influence of psychological violence. The main task of psychological prevention is the creation of conditions conducive to an adequate and competent response of the individual to manifestations of psychological violence, the refusal to use its forms in interaction.

During the implementation but th functions the following techniques are used:

Increasing the socio-psychological competence of participants in the educational environment on issues of psychological safety during seminars, group discussions on the problems of psychological violence, designing non-violent alternative models of behavior.

Using data on mental health indicators of participants in order to form an individual mental hygiene program: reducing the severity of burnout syndrome; the level of emotional tension; change in self-attitude; harmonization of the relationship between "I-real" and "I-ideal", etc.

Joint discussion and development of rules for safe interaction by all participants in the educational environment.

Psychological counseling -assisting participants in self-knowledge, positive self-attitude, adaptation to real life conditions, formation of a value-motivational sphere and a system of relations with others, overcoming professional deformations, achieving emotional stability that contributes to personal and professional growth and self-development. Group counseling techniques included in classes with all training groups are based on the results of both the previous diagnostics of attitudes towards the educational environment, satisfaction with the main characteristics of interaction, taking into account their significance for the subject, the level of psychological security (using its structural components), and personally -emotional and communicative characteristics, interpreted as indicators of mental health

Psychological correction is an active psychological and pedagogical influence aimed at eliminating deviations in personal and professional development, harmonizing mental health.

In practical psychology, there are two areas of correction. The first is a set of individualized measures to strengthen the regulatory functions of the psyche, the development of emotional self-control and self-government. The second is normative-value correction, which consists in introducing certain directions into the individual-personal system of norms and behavioral standards, in accordance with which a person corrects the performance of his life and activity functions..

Psychological rehabilitation is a process that mobilizes personal adaptive mechanisms during the experience of psychotraumatic circumstances caused by the state of the external environment. Rehabilitation involves the return of what is lost or may be lost due to changing conditions.

It is psychological trainings that are most often considered as rehabilitation psychotechnologies.

Consequently, all the technologies mentioned above find their appropriate place in a holistic pedagogical process. Any psychological and pedagogical technology, its development and application require the highest creative activity and professional knowledge of the teacher-psychologist.

Bibliography:

Andreev V.I. Pedagogy: A training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 608 p. ISBN 5-93962-005-1.

Bordovskaya N.V., Rean A.A. Pedagogy: Proc. for universities. - Sat.-Peter, 2000.

Rudestam K. Group psychotherapy. Psychocorrective groups: theory and practice. – M.: Progress, 1993. – 368 p.

Smirnov N.K. Health-saving educational technologies and health psychology at school. - M.: ARKTI, 2006. - 320 p.

Sukhareva O.A. Collection of city conference "Modern practice of informatization of education", article"The effectiveness of the use of information technology in the work of a school psychologist" / ed. Skiba N.P., Dubna, M.O. CRO, information department, p. 15, 2006.

Shkurko T.A. Dance as a means of diagnosing and correcting relationships in a group.Psychological Bulletin. Issue 1, Part 1, Rostov-on-Don, Ed. Rostov University, 1996, pp. 327-348.

Vachkov I.V., Grinshpun I.B., Pryazhnikov N.S. Introduction to the profession of psychologist. - M .: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MO DEC", 2004. - 464 p. (series “Psychologist's Library”).

Leontiev A.A. Pedagogy of common sense // "School 2000 ..." The concept and programs of continuous courses for a general education school. Issue. 1. - M., 1997, p. 18-20;

At present, the implementation of the Federal State Educational Standard in the educational process requires active and integrated work of the entire teaching staff. A huge role in this work is given to the teacher-psychologist. Namely: the creation of a system of social and psychological conditions conducive to the development of the personality of pupils, ensuring their emotional well-being, promoting the free and effective development of each child, providing timely psychological assistance to children, teachers, and parents.

I use the following technologies in my practice: adaptive education and upbringing, modular and distance learning, information and communication technologies.

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Psychological and pedagogical technologies in the work of a teacher-psychologist.

At present, the implementation of the Federal State Educational Standard in the educational process requires active and integrated work of the entire teaching staff. A huge role in this work is given to the teacher-psychologist. Namely: the creation of a system of socio-psychological conditions conducive to the development of the personality of pupils,ensuring their emotional well-being, promoting the free and effective development of each child, providing timely psychological assistance to children, teachers, and parents.

I use the following technologies in my practice: adaptive education and upbringing, modular and distance learning, information and communication technologies.

adaptive technology education and upbringing allowsto create a flexible system for organizing correctional and developmental classes, taking into account the individual psychological and somatic characteristics of pupils. The use of modular learning technology allows us to strive to achieve several didactic goals in correctional and developmental work with children and parents. I actively use distance learning when compiling a program for parents, which makes it possible to form a psychological and pedagogical culture among the parents of pupils. For this, various materials are used in electronic and printed forms, which can also be attributed to ICT technologies.

The use of adaptive technology makes it possible to carry out correctional and developmental work, both in a group mode and individually: at the same time, individual psychological and somatic characteristics of pupils are taken into account. I vary tasks, didactic material (games, exercises) depending onage of children, composition of correctional groups, individual characteristics of children, as well as types of mental disorders and deviations. The use of technology of adaptive education and upbringing gives a positive result in psycho-correctional work with children:comfortable conditions have been created for the education and upbringing of children, as a result of which a positive dynamics of their development is visible.

Modular learning technology.The use of this technology allows me to break down the topics of correctional and developmental classes into modules:

1. In the areas of psycho-correctional influence (emotional and cognitive spheres);

In recent years, the number of children with disorders of psycho-emotional development has been increasing. These include such manifestations as emotional instability, hostility, aggressiveness, anxiety, etc., which seriously complicates the relationship of the child with the outside world. In this direction, I work according to the program"I am surprised, angry, afraid, boasting and rejoicing" Kryukova S.V., Slabodyanik N.P. The main goals of the program are: initial acquaintance with various feelings and emotions; development of children's ability to adequately express their emotional state; developing the ability to understand the emotional state of other children.

Cognitive sphere of preschoolers(attention, perception, memory, thinking, imagination, speech) is a complex mental formation that ensures the full intellectual development of the child in the world around him. I am implementing correctional and developmental work in this direction according to the program of Kurazheva N.Yu. and Kozlova I.A."Flower - seven-flower". The classes of this program are aimed at the development of all mental processes of preschoolers, are held in an interesting game form, accessible to children of a certain age (in accordance with the age group). In addition, this program contains graphic tasks, which I consider especially necessary when preparing a child's hand for writing.

2. By topic: "Toys"; "Autumn", "Vegetables", "Fruits", "Trees", "In the forest", "Clothes and shoes", "Dishes", "Food", "Body parts", "Winter", "New Year's holiday", "Winter fun", "Pets", "Pets and their cubs", Wild animals", "Wild animals and their cubs", "Defender of the Fatherland Day", "Pets and wild animals", "Mother's holiday", "Pets birds”, “Wild birds”, “Our home”, “Our family”, “Transport”, “Spring. Meadow and Garden Plants”, “Flowers”, “Insects”, “Summer”.

Technology distance learningis closely connected with ICT - technologies, is used by me as a provision of homework for pupils, with the aim of the most complete study and memorization of the topics covered, for the development of the cognitive sphere. This technology can be carried out both in the form of graphic tasks on paper, and by providing parents with a variety of information on CDs, USB flash drives, tasks by e-mail, computer educational games (for the development of perception, memory, thinking, emotional sphere of preschoolers) and etc.

Our kindergarten has a counseling center for children who do not attend preschool. I consult with parents when I visit, and sometimes I use e-mail, or communicate via video or audio communication.

ICT technologies I use it not only in distance learning, but also in regular classes with children (group and individual). I show some games and manuals on a big screen, with the help of a presentation, which children really like, and gives a positive result in their work. For example, popping up and disappearing pictures, gif - animations enliven and make the task more interesting. In my "ICT piggy bank" there is also diagnostic material (Luscher's color test; diagnostic material for the manual "Correctional and developmental classes: senior, preparatory groups." V.L. Sharokhina L.I. Kataeva), as well as individual psycho-correctional tasks and exercises (“Find the differences”, “What is superfluous?”, “Successive pictures”, “What is lying?”, “Where is such a car going?”, etc.).

The technologies used in my work are built in the following areas: prevention, diagnostics (individual and group), correctional and developmental work (individual and group), counseling (individual and group), psychological education of subjects of the educational process.

I carry out diagnostics both individually and in a group, at the request of parents (individual requests), teaching staff and administration.Based on the results of the diagnostics, I receive information about the level of psychological development and emotional state of the child, which forms the basis for drawing up a plan for working with children.

I devote a significant part of my work to preventive (group), correctional and developmental classes, which I conduct individually and in small subgroups. I unite the groups, taking into account the common problem, the emotional-volitional sphere, the zones of actual and immediate development. Unfortunately, nowadays we often encounter children with mental retardation. For them, we collectively develop a special individual program, taking into account potential opportunities and existing problems or difficulties.

In corrective-developing, preventive classes I use such methods as: games, elements of fairy tale therapy, elements of sand therapy, puppet therapy, relaxation exercises, psycho-gymnastics.

The game is the most accessible activity for children. With the help of the game in children, I develop mental processes: memory, thinking, perception, attention. In my practical activities I use such games as: "Sit down those who ..", "Keys", "Find and cross out", "Labyrinth", "Find differences", "Who will call first", "Connect by dots" and others - attention; "Find a couple"The game "Cut pictures", "Confusion". the game "Contours", the game "What did the artist forget to draw?", the game "Broken phone", the game "Recognize by sound" - visual and auditory perception; “What is missing?”, “What has changed?”, “Remember and repeat”, “Draw what I will call”, “What is missing in the picture?” and others - visual and auditory memory; andgra “Sequential pictures”, “Logic chains”, “Logic square”, “What is superfluous?”, “Opposites”, “Patch up the rug”, “Analogies”, etc. - thinking. “Non-existent animal”, “Think up a story”, “Continue drawing”, “Blot”, “Animation of an object”, etc. - imagination. While playing, the child conveys his own and learns to recognize other people's emotions: the game "I'm not afraid of horror stories into whoever you want to turn into", the game "The Bridge of Friendship", the game "Klubok", the game "Do as I do", "Who will be who?", "Theater moods”, “Cheerful - sad”, “Country of moods”, “ABC of emotions”, “Mood cube”, “Pick up an emotion”, etc.

The game in children is a means of reflecting the surrounding reality and the relationship of people. Playing together, children begin to take into account the desires and actions of another, defend their point of view, build and implement joint plans. Therefore, the game has a huge impact on the development of children's communication.

Fairy tale therapy is a treasure trove in working with children on the manifestation and correction of a child's personal problems: increasing self-esteem, relieving anxiety, contributing to the development and correction of emotional states, and relieving aggressive manifestations. In a fairy tale, it is easier to accept and work through the problem. For the hero, the child himself comes up with a way out of the current situation, helps to solve it.

Using sand therapy, I help children in the regulation of emotional states and manifestations. Along with tactile sensations, children learn to listen to themselves, to their own world, to pronounce their feelings.

I use puppet therapy as a means of resolving conflicts, social adaptation of the child, in the correction of manifestations of anxiety, fears, emotional excitability. The child unconsciously uses the toy to “splash out” his condition, playing the plot, lives his emotions, and sometimes gives vent to feelings (cries bitterly or, on the contrary, laughs).

Relaxation is one of the children's favorite methods, as there is also an element of the game. The ability to relax allows you to eliminate anxiety, agitation, stiffness, restore strength, concentrate attention. For a deeper effect, I select the musical repertoire very carefully. Music promotes peace and tranquility: birdsong, the sound of rain, the splashing of waves, etc. , helps to relax and gradually prepare for another type of activity.

Psycho-gymnastics is adjacent to psychological, pedagogical and psychotherapeutic methods, the general task of which is to maintain mental health and prevent emotional disorders in children. In my work, I prefer one of the recognized authorities in this field - M.I. Chistyakov. I conduct all classes in the form of games - dramatizations on topics understandable and exciting for the child: “Toy Store”, “Visiting Baba Yaga”, “Gardener”, “Pump and Ball”, “Butterfly”, etc. The source of plots for games and exercises are not only psychological situations, but also any children's books, cartoons, TV shows. In the final partclasses necessarily include exercises and games to consolidate the positive effect, stimulating, ordering the mental and physical activity of the child, in order to bring children into a state of emotional balance.

Any activity can be either technology or creativity. It all starts with a creative idea and ends with technology. The basis of any technology is a clear definition of the ultimate goal.

The specifics of the work of a psychologist is that he must master various modern technologies, methods and techniques, be able to combine and modify them. I keep up with the times and master modern technologies, which gives a positive result in my work with children.

Teacher-psychologist: M.V Pisareva.

"The use of psychological and pedagogical technologies in the activities of a school psychologist"

Kazakhstan, East Kazakhstan region, Semey

KSU "Prirechenskaya secondary school"

educational psychologist

Zhunuspayeva Laura Auelbekovna

The organization of effective learning in a modern school involves the integration of academic and innovative forms and methods of interaction between the teacher and students. This approach has many advantages. First of all, it allows to increase the competitiveness of trainees. With such a training system, a person has the opportunity to improve his verbal and visual image, develop charismatic potential, learn how to conduct constructive negotiations, master the techniques of "heuristic optimism" (focus on success) and technologies for managing his reputation, loosen up and gain self-confidence, form internal motivation to self-improvement and self-development, etc.

The basis of any technology is a clear definition of the ultimate goal. In technology, the goal is seen as a central component.

The specificity of the work of a school psychologist is that he must master various technologies, including psychological and pedagogical, methods and techniques, be able to combine and modify them.

What psychological and pedagogical technologies are most relevant in the work of a school psychologist?

The teacher-psychologist, working with children, constantly focuses on their personality structures. In this area, the specialist uses the following technologies:

information, through the use of which knowledge, skills and abilities are formed.

operating technologies provide the formation of ways of mental actions.

technologies of self-development are aimed at the formation of self-governing mechanisms of personality.

heuristic - on the development of the creative abilities of the individual.

applied ones develop effectively - the practical sphere of personality.

Let's consider these technologies in more detail.

Information Technology

In the work of a school psychologist, information technology is very relevant.

Thanks to the implementation of the project "Development of a unified educational information environment of the school" for a limited period of time, the education system has achieved significant success in the field of informatization.

With the help of information technology the implementation of the main activities is relevant school psychologist: diagnostics, consultation, developing work, education, only the forms and means of their implementation differ significantly from the generally accepted ones. The implementation of the main activities of a school psychologist in the remote service mode occurs through:

Creation of a thematic psychological electronic library for schoolchildren, teachers, parents on topical issues that concern them,

Exposition of developing, diagnostic materials for children, with which children can work on-line,

Conducting remote psychological actions and competitions,

Organization of remote counseling for target groups (in particular, it is possible to create the Internet - trust, a special section, when accessed, closed remote communication between a psychologist and a client is possible),

Organization of forums for designated groups, where they could express their opinions, requests, give feedback, get advice

Organization of distance learning schools

Conducting a chat of a team of psychologists with children, parents, holding a remote consultation of a psychologist, teacher, administration, as well as chats with the involvement of specialists from other cities, conducting teleconferences with teachers, children, etc.

Conducting surveys of target groups

Organization of a psychological workshop for target groups

Speaking about the activities of a remote school psychological service, it is important to note that the remote activity of a psychologist with all target groups should correspond to the real activity of a school psychologist at the moment at school, which ensures the integrity of the functioning of all areas of the psychological service. In addition, the same topic should be carried through the work with all target groups.

One of the directions of using information technology in the work of a school psychologist, one can consider the use of Internet design as a method of correctional and developmental work of a psychologist. The term "Internet project" is one of the most commonly used terms on the Internet. In a narrow sense, it is identified with the concept of "site". In a broad sense, an Internet project is a project in which computer capabilities and services are used to solve a problem.

As examples of the final products of Internet design, the following can be given: a website, a computer presentation, a computer drawing, an e-book, a magazine, a computer game, a remote competition, a festival, a teleconference, a discussion chat and other remote events, etc.

An integral part of the implementation of the Internet project is the media presentation of the results of the project, in which children not only present project products, but also develop the skills of expertise, planning and selection of information, communication skills, etc. When preparing for a presentation, it is important that the children, either on their own or with the help of the teacher, develop the assessment criteria as well as the structure.

In general, the use of ICT in the work of a school psychologist sets new tasks for the development of collections of digital sources, correctional programs, the creation of electronic textbooks - workshops in psychology, electronic additions to well-known teaching materials in psychology, etc. Information technologies are becoming more and more firmly included in the activities of a teacher-psychologist and are used in the usual way.

Technology of educational games:

Educational games occupy an important place among modern psychological and pedagogical technologies. Educational games perform three main functions:

Instrumental: the formation of certain skills and abilities - can be expressed in game exercises;

Gnostic: the formation of knowledge and the development of thinking of students - expressed in didactic methods;

Socio-psychological: the development of communicative skills, expressed in role-playing games.

The learning game technology can be combined with technologies such as group technology, diagnostics, and training.

The role of educational games in education and psychology is extremely important. In pedagogy, they are an integral part of developmental education, which is based on the development of activity, initiative, independence of students. In psychology, these technologies develop the cognitive, social, professional activity of students.

These technologies are effective in working with children of all ages and with adults (teachers, parents).

Health-saving technologies

In a modern school, along with poor physical health, schoolchildren suffer from psychological problems (disadaptation disorders). These violations are due to the influence of the stressful system of organization of the educational process. The school psychological service plays an important role in solving this problem. In the working arsenal of a teacher-psychologist are techniques that can bring a child out of a stressful state, relieve internal tension, identify opportunities for a more optimistic view of a life situation, etc.

Psychological activity involves the use of techniques such as:

Music therapy- the use of music for: relaxation and calming, activation of the emotional sphere, correction of the emotional state.

aromatherapy– the use of fragrant substances for relaxation and aesthetic purposes.

color therapy- the use of color visualization in depression, anxiety, fears.

dance therapy- the use of dance movements or imitations to music to relieve muscle clamps.

Body Therapy– methods of working with the body, the purpose of which is to improve physical and mental well-being.

Art therapy

Art therapy includes a number of areas of psychological work related to creativity - isotherapy, color therapy, phototherapy, fairy tale therapy, music therapy, collage. The psychology of creativity has long been successfully used in work with children and adults. Art therapy reveals the multifaceted inner potential of a person and at the same time helps to deal with a number of serious psychological problems, including traumas, internal conflicts, and fears. Thanks to the psychology of creativity, a person is immersed in a situation where you can relieve stress and gain confidence in yourself. Most often, art technologies are used in diagnostics, correction, psychotherapy, and today in the educational process at different levels of education.

play therapy

This technology solves the following range of tasks: psychocorrection, psychoprophylaxis, development and harmonization of the child's personality, improves the psychological climate in families and small groups.

Play therapy includes individual, pair and group games, techniques involving the use of dolls, figurines, relaxation techniques based on the active work of the imagination, various forms of artistic expression, etc.

The term "psychological technology" implies an aspect related to the formation and development of the subject's personal qualities.

Consequently, the term "psychological technologies" means a set of methods and techniques aimed at the formation of an effective - practical sphere of the individual and the realization of natural potentials.

The technologies used by the teacher-psychologist perform a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, socio-psychological training.

Psychological prevention- assistance in the full development of the personality of all participants in the educational process, prevention of possible personal deformations in the process of interaction, assistance in understanding the destructive influence of psychological violence. The main task of psychological prevention is the creation of conditions conducive to an adequate and competent response of the individual to manifestations of psychological violence, the refusal to use its forms in interaction.

During the implementation of this function, the following techniques are used:

Joint discussion and development of rules for safe interaction by all participants in the educational environment.

Psychological counseling - assisting participants in self-knowledge, positive self-attitude, adaptation to real life conditions, formation of a value-motivational sphere and a system of relations with others, awareness of the value of non-violence, overcoming professional deformations, achieving emotional stability that contributes to personal and professional growth and self-development. Group counseling techniques included in classes with all training groups are based on the results of both the previous diagnostics of attitudes towards the educational environment, satisfaction with the main characteristics of interaction, taking into account their significance for the subject, the level of psychological security (using its structural components), and personally -emotional and communicative characteristics, interpreted as indicators of mental health.

Psychological correction– active psychological and pedagogical influence aimed at eliminating deviations in personal and professional development, harmonizing mental health.

Psychological rehabilitation- a process that mobilizes personal adaptation mechanisms during the experience of psychotraumatic circumstances caused by the state of the external environment. Rehabilitation involves the return of what is lost or may be lost due to changing conditions.

It is psychological trainings that are most often considered as rehabilitation psychotechnologies.

Thus, psychological and pedagogical technologies find their appropriate place in the integral pedagogical process. Any psychological and pedagogical technology, its development and application require the highest creative activity and professional knowledge of the teacher-psychologist.

Bibliography:

Andreev V.I. Pedagogy: A training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 608 p. ISBN 5-93962-005-1.

Bordovskaya N.V., Rean A.A. Pedagogy: Proc. for universities. - Sat.-Peter, 2000.

3. Vachkov I.V., Grinshpun I.B., Pryazhnikov N.S. Introduction to the profession of psychologist. - M .: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MO DEC", 2004. - 464 p. (series “Psychologist's Library”).

Leontiev A.A. Pedagogy of common sense // "School 2000 ..." The concept and programs of continuous courses for a general education school. Issue. 1. - M., 1997, p. 18-20;

Rudestam K. Group psychotherapy. Psychocorrective groups: theory and practice. – M.: Progress, 1993. – 368 p.

Smirnov N.K. Health-saving educational technologies and health psychology at school. - M.: ARKTI, 2006. - 320 p.

Fomin A.S. Game dance as a technology of the XXI century // Human Ecology: Sat. works. Volume V. Part VI. Specific technologies of modern education. - Novosibirsk, 2000. - P.185-205

Shkurko T.A. Dance as a means of diagnosing and correcting relationships in a group.Psychological Bulletin. Issue 1, Part 1, Rostov-on-Don, Ed. Rostov University, 1996, pp. 327-348.

Internet resources:

Pisareva E.V. The role of psychological health-saving technologies in improving the quality of education

Sizanov A.N. Pedagogical innovations in the scientific support of the educational process and the role of the pedagogical community in the success of their implementation...

Chernova E.N. Modern Psychological and Pedagogical Teaching Technologies

Portal for the student. Self-training

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