Model of the professional competence of a psychologist teacher. Professional competence of a teacher-psychologist

Professional competence of a teacher-psychologist

Competence (or competence) in literal translation from Latin means ʼʼ related, correspondingʼʼ.

Usually, this term means the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of a teacher-psychologist (section 4.3 of this chapter will be devoted to a detailed analysis of professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving it to more qualified specialists. For example, not a single teacher would think of doing an operation if a child has an appendicitis attack, but for some reason some teachers consider themselves entitled to diagnose a student’s abilities, his level of mental development, without taking any measurements. Thus, they act unprofessionally, violate the boundaries of their competence. The result of such unprofessional judgments should be the student's doubt about the professional qualities of the teacher (in the best case) or his disbelief in his own strength, a decrease in self-esteem (in more serious cases).

What is the professional competence of a teacher-psychologist?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher skill level, then it is extremely important to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mostly Western) specify the requirements for the user; A - the technique has no restrictions for application, B - the technique can be used only by specialists with higher psychological education, C - the technique should be applied by psychologists subject to additional training.

To carry out, process and interpret the results of some methods (for example, projective ones), even a higher psychological education is not enough. In order to correctly apply most personality tests and intelligence tests, one or two trial tests while studying at a university are not enough. A long (at least several weeks or months) training in their interpretation and careful observance of the conditions are necessary.

In the process of learning under the guidance of a person who has skillfully applied the methodology for several years, one can learn to avoid subjectivity in the assessment, correlate the results obtained with the theoretical concepts that the developer adhered to, and interpret the results as objectively as possible. At the same time, training will provide an opportunity to extract as much information as possible from the results of the methodology.

2. Exactly the same requirement applies to the work of counseling. The educational psychologist does not have the right to use consultative approaches and techniques if they are not sufficiently qualified. There are several theoretical approaches to consultation. Achieving results depends on how professionally the psychologist applies the theory and the techniques developed on its basis in his work.

When studying at a university, students receive knowledge sufficient to independently carry out all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, incl. master methods based on various theories, but the knowledge gained is predominantly theoretical.
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It takes time to adapt the existing knowledge to the practice of working in a particular school, with specific groups of students. A novice psychologist usually spends two or three years on such adaptation. Only after that can we talk about primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, by observing the work of more experienced colleagues, or by regularly engaging in reflection.

3. Competence will also manifest itself if the educational psychologist refuses to conduct research or consulting in that area of psychology that he has not studied enough. Psychology is very extensive, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person who specializes in career counseling, for example, may have a poor understanding of medical or forensic psychology, a professional in social psychology may have a poor knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in any field , has a genuine pedagogical tact and in no case should be ashamed of his ignorance.

The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual correctional or developmental work is better performed by introverts(people who are characterized by self-centeredness), and for cultural and educational or socio-pedagogical work, the opposite quality is often required - extraversion(outward facing), A competent specialist owns all types of activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that the educational psychologist will apply psychodiagnostic techniques or consultative techniques only after preliminary verification. Not all methods ʼʼmeasureʼʼ exactly what is indicated in the instructions for them, ᴛ.ᴇ. it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure the child's level of knowledge in school subjects, in connection with this, using this technique, one can only say at what level the child has mastered the school curriculum, and not what his level of intelligence.

Not all methods and tests are psychometrically verified. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is commonly called psychometric (the word is derived from two Latin roots: ʼʼpsycheʼʼ - soul and ʼʼmetrosʼʼ - to measure). A psychometric test shows how stable the results of the method are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the person’s fatigue at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated whether the result obtained during the re-conduct will depend on random factors or will it show a person’s progress in the development of a given quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the method that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the method with another, more reliable one, or conduct the test yourself.

The same applies to counseling techniques and methods that help to solve the problem facing the psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of methods and methods of work, it is extremely important to pre-test them (on yourself, friends, children you know, etc.).

5. Another result of observing this principle is that the teacher-psychologist is not afraid to make a mistake and quickly corrects the mistakes made. Mistakes are made by all people, even professionally competent ones. But a good specialist differs from a bad one in that, firstly, he notices his mistakes faster, since he uses reflection more often in his work, and, secondly, he will not persist in his mistake and will find ways to correct it, even if it is threatens at some point with a decrease in his authority.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words in order to support , to cheer up, and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to interact equally successfully with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and knows how to quickly understand communication partners - their manner of speaking, especially temperament and character, communication style, which helps him find convincing arguments for them. . At the root of competence in communication lies social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral norms of behavior and attitude towards the world and people, that is, true competence in communication. At the same time, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find a common language with them, observing the norms of behavior. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby gain strong authority and respect. with their sides. Social life includes not only the structure of national and local (regional, city) authorities, although the knowledge of their foundations by a psychologist is also important, but also the peculiarities of relationships in various social strata and groups (in production teams, families, between relatives, friends, service, leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.

Both general and communicative competence can increase with the accumulation of experience and can decrease if a person has stopped in his development and uses only previously accumulated knowledge and ideas.

Professional competence of a teacher-psychologist - concept and types. Classification and features of the category "Professional competence of a teacher-psychologist" 2017, 2018.

"Map of professional competencies of a teacher-psychologist"

Function name

professional standard

labor actions

Required Skills

Required knowledge

1.Psychological, pedagogical and methodological support for the implementation of basic and additional educational programs

1. Formation and implementation of plans for developmental work with students, taking into account their individual psychological characteristics

1. Process and interpret survey results

1. Methodological foundations for designing an educational environment, the foundations of psychodidactics (knowledge of the age characteristics of students at all levels of school education)

2. Development of psychological recommendations for the formation and implementation of individual curricula for creatively gifted students and pupils

2. Analyze the possibilities and limitations of the used pedagogical technologies, methods and means of training, taking into account the age and psychophysical development of students

2. Methods of organizational and methodological support of the main general educational programs

3. Registration and maintenance of documentation (work plans, protocols, journals, psychological conclusions and reports)

3. To develop psychological recommendations for designing an educational environment that ensures the continuity of the content and forms of organization of the educational process in relation to all levels of implementation of the main general educational programs

3.Professional ethics

2.Psychological expertise (assessment) of the comfort and safety of the educational environment of educational organizations

1. Psychological monitoring and analysis of the effectiveness of the use of methods and means of educational activities

1. Own methods of working with teachers and teachers to organize effective educational interactions with students and students among themselves

1.History and theory of educational systems design

2. Psychological examination of educational organization development programs in order to determine the degree of safety and comfort of the educational environment - 3.3 (determining the level of psychological well-being of the subjects of the educational process)

2. To master the methods of improving the psychological and pedagogical competence of parents (legal representatives), teachers, teachers and the administration of an educational organization

2. Theories and methods of educational psychology, history and theories of the organization of the educational process

3. Consulting teachers and teachers of educational organizations when choosing educational technologies, taking into account individual psychological characteristics and educational needs of students

3. To develop, together with teachers and teachers, an individual educational route, taking into account the characteristics and educational needs of a particular student

3. Methods of psychological and pedagogical diagnostics used in monitoring the assessment of the quality of results and the content of the educational process

3.Psychological counseling of subjects of the educational process

1. Consulting students on the problems of self-knowledge, professional self-determination - 6 (accompanying the process of professional self-determination of students)

1. Own methods of working with teachers, teachers in order to organize effective interactions, students and their communication in educational organizations and in the family

1.Modern theories and methods of counseling

2. Consulting administration, teachers, teachers and other employees of educational organizations on the problems of relationships in the labor collective and other professional issues

2.To develop, together with teachers and teachers, an individual educational route, taking into account the characteristics and educational needs of a particular student (own the technology of organizing an individual educational route)

2. Techniques for organizing joint and individual activities of students in accordance with the age norms of their development (age norms for the development of students)

3. Consulting teachers and teachers on the development and implementation of individual programs for building an individual educational route, taking into account the characteristics and educational needs of a particular student - 6 (consulting teachers on organizing an individual route for the development of a gifted student)

3. Own ways to evaluate the effectiveness and improve advisory activities

3. Ethical norms for organizing and conducting advisory work

4. Correctional and developmental work with children and students, including work on recovery and rehabilitation

1. Development and implementation of plans for conducting correctional and developmental classes for children and students aimed at developing the intellectual, emotional and volitional spheres, cognitive processes, relieving anxiety, solving problems in the field of communication, overcoming problems in communication and behavior

1. Control the course of the mental development of students at various levels of education of various types of educational organizations

1.Modern theories, directions and practices of correctional and developmental work

2. Organization and joint implementation by teachers, speech pathologists, speech therapists, social teachers of psychological and pedagogical correction of deficiencies identified in the mental development of children and students, violations of socialization and adaptation

2. Develop programs of correctional and developmental work

2. Modern techniques and methods of correctional and developmental work and psychological assistance

3. Formation and implementation of plans to create an educational environment for students with special educational needs - 4, including gifted students (participation in the development of an adapted general educational program of an educational organization)

3. Apply standard methods and techniques for monitoring the normal and deviant mental and physiological development of children and students

3. Patterns of development of various categories of students, including those with special educational needs (knowledge of the characteristics of the mental development of students with disabilities of various etymologies)

5.Psychological diagnosis of children and students

1. Select or develop diagnostic tools adequate to the objectives of the study

2.Screening examinations (monitoring) to analyze the dynamics of mental development, identify persons in need of psychological assistance

2.Plan and conduct a diagnostic examination using standardized tools, including processing the results

2.Methods and technologies that allow solving diagnostic and developmental problems

3. Drawing up psychological and pedagogical conclusions based on the results of a diagnostic examination in order to guide teachers, teachers, the administration of educational organizations and parents (legal representatives) in the problems of personal and social development of students

3. Carry out diagnostic work to identify the level of readiness or adaptation of children and students to new educational conditions

3.Methods of collecting, processing information, results of psychological observations and diagnostics

6.Psychological education of the subjects of the educational process

1. Familiarization of teachers, teachers and administration of educational organizations with modern research in the field of psychology of preschool, primary school, adolescence, youth

1. To carry out psychological education of teachers, teachers, the administration of the educational organization and parents (legal representatives) on the mental development of children and students

1. Tasks and principles of psychological education in an educational organization, taking into account the educational needs and individual capabilities of students

2. Informing the subjects of the educational process about the forms and results of their professional activities

2. Develop and implement programs to improve the psychological competence of subjects of the educational process working with various categories of students

2. Forms and directions, techniques and methods of psychological education, taking into account the educational needs and individual capabilities of students

3. Familiarization of teachers, teachers, administration of educational organizations and parents (legal representatives) with the basic conditions for the mental development of the child (within the framework of counseling, pedagogical councils)

3. Apply the methods of adult pedagogy for the psychological education of the subjects of the educational process, including with the aim of improving their psychological culture

3. Fundamentals of pedagogy, forms and methods of teaching adult participants in the educational process working with various categories of students

7. Psychological prevention (professional activity aimed at maintaining and strengthening the psychological health of students in the process of training and education in educational organizations)

1. Identification of conditions that adversely affect the development of the personality of students

1. Plan and organize work to prevent possible ill-being in the mental and personal development of students, including those who are socially vulnerable and who find themselves in difficult life situations!. plans for corrective

1. Patterns and age norms of mental, personal and individual development at different age stages, ways of adaptation and manifestation of maladaptive behavior of children, adolescents and youth to the conditions of educational organizations

2. Development of psychological recommendations for designing an educational environment that is comfortable and safe for the personal development of the student at each age stage, for the timely prevention of violations in the development and formation of the personality, its affective, intellectual and volitional spheres

2. To develop psychological recommendations for the observance in the educational organization of the psychological conditions of training and education necessary for the normal mental development of students at each age stage

2. Signs and forms of maladaptive conditions in children, adolescents and youth

3. Planning and implementation, together with the teacher, of preventive measures to prevent the occurrence of social disadaptation, addictions and behavioral deviations.

3. Develop recommendations for teachers, parents (legal representatives), educators and other employees of educational organizations to assist students in the adaptation, pre-crisis and crisis periods - (3.4)

3. Modern theories of formation and maintenance of a favorable socio-psychological climate in the team, technologies and methods for designing a safe and comfortable educational environment

8. Psychological education of subjects of the educational process in the field of work to support people with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation

1. Familiarization of teachers, teachers and administration of educational organizations and organizations engaged in educational activities with modern research in the field of psychology of preschool, primary school, adolescent, youth age of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including for minors who are recognized in the prescribed manner as accused or defendants, or who are victims or witnesses of a crime

1. To carry out psychological education of teachers, teachers, the administration of an educational organization and parents (legal representatives) on the mental development of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including underage students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses of a crime

1. The tasks and principles of psychological education in an educational organization, taking into account the characteristics of persons with disabilities, children and students experiencing difficulties in mastering basic general educational programs, development and social adaptation, including minor students who are recognized as accused or defendants in the prescribed manner, or who are victims or witnesses of a crime

2. Familiarization of teachers, teachers, administration of educational organizations and organizations engaged in educational activities, as well as parents (legal representatives) with the basic conditions for the mental development of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation (as part of counseling, pedagogical advice)

2. To inform the subjects of the educational process about the factors hindering the development of the personality of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students who are recognized as accused or defendants in the prescribed manner, or who are victims or witnesses of a crime

2. Forms and directions, techniques and methods of psychological education, taking into account the characteristics of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, experiencing difficulties in mastering basic general education programs, development and social adaptation, including juvenile students who are duly recognized as accused or defendants, or who are victims or witnesses of a crime

3. Educational work with parents (legal representatives) of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students who are duly recognized as accused or defendants, or who are victims or witnesses of a crime

3. Develop and implement educational programs to improve the psychological competence of subjects of the educational process working with persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in the prescribed manner accused or defendants, or who are victims or witnesses of a crime

3. Fundamentals of pedagogy, forms and methods of teaching adult subjects of the educational process working with persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students who are recognized as defendants in the prescribed manner or defendants, or who are victims or witnesses of a crime

9. Psychological prevention of behavioral disorders and deviations in the development of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation

1. Identification of conditions that impede the formation and development of the personality of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students who are duly recognized as accused or defendants, or who are victims or witnesses of a crime, taking into account the peculiarities of their psychophysical development, individual capabilities and special educational needs

1. Plan and organize work to prevent possible ill-being in the mental and personal development of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including those in a difficult life situation

1. Ways of adaptation of children, adolescents and youth to the conditions of educational organizations of various types

2. Preventive work, taking into account the peculiarities of psychophysical development, individual capabilities and special educational needs of persons with disabilities, children and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students who are recognized as defendants in the prescribed manner or defendants, or who are victims or witnesses of a crime

2. To create and maintain in an educational organization and an organization engaged in educational activities, the psychological conditions for training and education necessary for the normal mental development and personality formation of persons with disabilities, children and students experiencing difficulties in mastering basic general educational programs, development and social adaptation, including juvenile students who are duly recognized as accused or defendants, or who are victims or witnesses of a crime, at each age stage

2. Modern theories of formation and maintenance of a favorable socio-psychological climate in the team

3. Development of proposals for the formation of health-saving educational technologies, a healthy lifestyle

3. Contribute to the creation of a favorable psychological climate in an educational organization and an organization carrying out educational activities

3.Methods for correcting the socio-psychological climate, conflict resolution

10.Psychological counseling for people with disabilities and students experiencing difficulties in mastering basic general education programs, development and social adaptation

1.Psychological counseling for persons with disabilities and students experiencing difficulties in mastering basic general education programs, development and social adaptation

1. Apply modern methods of psychological counseling in accordance with the tasks of counseling and the characteristics of clients

1.Modern technologies and methods of counseling

2. Consulting teachers and other employees of an educational organization and an organization carrying out educational activities on problems of relations with students and other professional issues

2. Advise the administration of educational organizations, organizations engaged in educational activities, teachers, teachers, parents (legal representatives) on the psychological problems of teaching, educating and developing students

2. Theory, methodology of psychological counseling, classification of methods, their capabilities and limitations, requirements for them

3. Advising teachers on the development and implementation of individual training programs for persons with disabilities and students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students who are duly recognized as accused or defendants, or who are victims or witnesses of a crime, taking into account the characteristics and educational needs of a particular student

3. Conduct individual and group consultations for students with disabilities on issues of education, development, problems of life self-determination, self-education, relationships with adults and peers

2. Techniques for organizing joint and individual activities of students with disabilities in accordance with the age norms of their development

11. Psychological correction of the behavior and development of children and students with disabilities, as well as students experiencing difficulties in mastering basic general education programs, development and social adaptation

1. Development and implementation of plans for correctional and developmental classes for students aimed at developing the intellectual, emotional-volitional sphere, cognitive processes, relieving anxiety, solving problems in the field of communication

1. Own the methods of personality formation as a conscious subject of behavior and social action

1.Modern theories, directions and practice of psycho-correctional work

2. Organization and implementation, together with specialists (teachers, lecturers, speech pathologists, speech therapists) of psychological and pedagogical correction of deviations in the mental development of students, socialization disorders

Assess the level and deviations from the normal course of the mental development of students at various levels of education in educational organizations

2. Theory of psychological correction

3. Formation, together with other pedagogical workers for students with disabilities, as well as for students in difficult life situations, an educational environment that meets their interests and needs

3. Apply methods of psychological correction of mental characteristics of a person (depending on age, gender, special educational needs, students with disabilities, as well as those in a difficult life situation)

3. Methods and techniques of individual psycho-correction

12. Psychological diagnosis of the characteristics of persons with disabilities, students experiencing difficulties in mastering basic general education programs, development and social adaptation, including minor students recognized in cases and in the manner provided for by the criminal procedure legislation, suspected, accused or defendants in a criminal case or who are victims or witnesses of a crime, at the request of bodies and institutions of the system for the prevention of neglect and juvenile delinquency

1.Psychological diagnostics using modern educational technologies, including educational information resources

1. Select diagnostic tools that are adequate to the goals of the study and the capabilities of a particular student

1. Theory, methodology of psychodiagnostics, classification of psychodiagnostic methods, their capabilities and limitations, requirements for them

2. Screening examinations for the purpose of monitoring the mental development of persons with disabilities, students experiencing difficulties in mastering basic general education programs, development and social adaptation, including underage students who are duly recognized as accused or defendants, or who are victims or witnesses of a crime

2. Conduct a diagnostic examination of students using standardized tools, including primary processing of the results

2.Standard methods and technologies that allow solving diagnostic problems

3. Drawing up psychological and pedagogical conclusions based on the results of a diagnostic examination in order to guide teachers and parents (legal representatives) in the problems of personal and social development of persons with disabilities, students experiencing difficulties in mastering basic general education programs, development and social adaptation, including the number of juvenile students recognized in the prescribed manner as accused or defendants, or who are victims or witnesses of a crime

3. Carry out diagnostic work to identify the level of readiness or adaptation to new educational conditions

3. Methods of collection, primary processing of information, results of psychological observations and diagnostics

Ministry of Education of the Republic of Belarus

State Educational Institution "Academy of Postgraduate Education"

Competences of a teacher-psychologist

educational institutions

under the scientific editorship of the Dean of the Faculty of Psychology, Social and Educational Work, Doctor of Psychology. sciences, professors

Reviewer: Head of the Department of Social and Educational Work of the Ministry of Education of the Republic of Belarus

Keywords:

A teacher-psychologist works as part of the social-pedagogical and psychological service of an educational institution (hereinafter referred to as SPPS). SPPS today is considered as a special formation in an educational institution that contributes to the integrated solution of modern problems, such as ensuring the protection of the rights and legitimate interests of students, social, pedagogical and psychological support for talented students; organization of comprehensive assistance to children in a socially dangerous situation, in need of state protection; participation in the preparation of schoolchildren for independent and family life, etc.

A teacher-psychologist is a specialist from among the pedagogical workers , who carries out professional activities aimed at the psychological support of the educational process, personal development and ensuring successful socialization, maintaining and strengthening the health of students, protecting the rights of children and adolescents, preventing deviations in their development and behavior.

The professional competence of a teacher-psychologist is a complex psychological education, which includes a system of activity-role (knowledge, abilities, skills, experience) and personal (professionally important qualities) characteristics.

The basis of competence is university specialization (eg "Practical psychology in education"), which provides basic knowledge that is mandatory for all educational psychologists. The formation and development of professional competence and competencies takes place in the process of continuous professional education and practical activities.

The professional competence of a teacher-psychologist is manifested in activities and can be represented as an integrated structure, including (Koshel N.):

special readiness, represented by special qualifications and functional literacy of a person, his personal competence, social functional literacy (the result of special training at a university, in the processes of postgraduate additional training and professional activities);

qualifications in activities the result of mastering the technologies of psychological and pedagogical activity in practice and acquiring the ability to reflect it;

organizational and activity competence, the ability to transform activity based on the results of its reflexive analysis (the result of mastering the mechanisms for the development of activity in the process of continuous professional education and practical activity).

Professional competence and professional competencies are complementary and interdependent concepts. Competences are both the terms of reference, which are determined by the job description and the area of responsibility, a certain area of authority in which a specialist must demonstrate certain knowledge, skills, professional abilities and professionally important personal qualities.

Professionally important qualities allow the teacher-psychologist to effectively solve problems and solve problems of different levels of complexity and certainty in the dynamic conditions of professional activity. For successful professional activity, a teacher-psychologist needs a fairly stable and adequate self-esteem, a positive outlook on the world, emotional stability, self-esteem and self-confidence (R. Kociunas), as well as sustainable motivation, responsibility, independence, reflexivity, the ability to analyze, etc. (). The reverse characteristics, incompatible with the qualities of a psychologist, are low ego strength, low intelligence, lack of empathy, inability to solve one's problems, excessive lethargy, low organization, poor resistance to stress, need for guardianship, high anxiety. (R. Kociunas). These requirements are absolute, so they can serve as a general guideline.

The competencies offered below allow the teacher-psychologist to exert a targeted psychological influence on the activities of the educational institution as a whole and the social and personal development of each student, to carry out a reflexive assessment of their own practice and the degree of its integration into the educational process, to determine the boundaries of their competence and incompetence, make it possible to design the path of professional growth taking into account qualification categories.

The competency-based approach allows creating a unique professional path that meets the needs of the current stage of development of an educational institution and is aimed not at the process, but at the result.

COMPETENCES OF THE EDUCATIONAL PSYCHOLOGIST

The professional competencies of a teacher-psychologist are based on general pedagogical competencies:

For the qualified performance of professional duties in an educational institution, a teacher-psychologist must possess the following general pedagogical competencies (knowledge):

1. The current state of the education system of the Republic of Belarus.

2. Basic regulatory documents for the organization of the educational process; principles of organizing the educational environment in an educational institution, its constituent elements, and the relationship between them.

3. Essences and algorithms of pedagogical technologies and methods: differentiated learning, project method, health-saving technologies, as well as knowledge of pedagogical technologies and methods recognized as priorities for the education system of the Republic of Belarus.

4. The essence of different approaches to education: personality-oriented approach to education, competence-based approach to education, traditional approach to education, etc.

5. Features of the structure, conduct and construction of the lesson, the ability to conduct and analyze lessons, draw up educational and thematic plans and programs.

6. Knowledge of the main tasks and directions of educational and preventive work of an educational institution, the ability to design and analyze extra-curricular educational activities, and provide their psychological support.

General professional (general psychological) competencies

For the qualified performance of professional duties, a teacher-psychologist must possess the following general professional (general psychological) competencies and competencies:

1. Possession of a general and special psychological culture, including knowledge and understanding of special psychological concepts, theoretical approaches to psychological phenomena and facts, as well as the use of tools and techniques for assessment and correction, the formation of values and norms that regulate professional activity.

2. The ability to plan, design, model, predict one's own activities, taking into account the tasks facing the education system, educational institution, as well as taking into account the current social situation.

3. Possession of a culture of interpersonal relationships, consisting in communicative competence, the ability to organize joint activities (primarily with a social teacher) and participate in it, establish and develop productive relationships with members of the teaching staff, administration, children and parents.

4. The ability to plan and contribute to the resolution of problem situations related to children, teachers, parents (school and out-of-school environment).

5. Possession of developed skills in advisory activities with students, teachers and families.

6. Possession of the skills and abilities of educational work, which consists in the effective use and presentation of information, bringing it to the level of understanding for various audiences.

7. Possession of diagnostic and reflective skills (the ability to analyze the results of one's own activities and the activities of colleagues, the results of feedback from students and colleagues, the conditions for achieving the goal, etc.).

Special competencies of educational psychologists include :

Psychodiagnostic competencies

These special competencies make it possible to implement such a direction of work of a teacher-psychologist as psychological and pedagogical diagnostics.

Target psychological and pedagogical diagnostics in an educational institution - an assessment of the individual psychological properties of the personality of students and the characteristics of the development of teams for the organization of subsequent corrective, developmental, preventive work.

Methods Used Keywords: psychological tests, projective methods, questionnaires, observation, psychological conversation (interview).

1. The ability, based on the tasks solved by the educational institution, to highlight the psychological context, i.e., to determine psychological tasks within the framework of general ones, to receive and analyze the necessary information, to formulate general conclusions that have a practical orientation.

2. The ability to solve psychodiagnostic problems in accordance with the work plan of the educational institution, the needs of participants in the educational process, the needs of organizing individual correctional work (formulation of tasks and hypotheses of psychodiagnostic research, selection and justification of a package of psychodiagnostic methods; organization and conduct of research, statistical processing and interpretation of results) .

3. The ability to develop evidence-based and specific recommendations based on the results of psychodiagnostic studies and convey them to respondents in an accessible language.

1. The ability, based on the tasks solved by the educational institution, to highlight the psychological context, i.e., to determine psychological tasks within the framework of general ones, to obtain and analyze the necessary information, to formulate conclusions and recommendations that have a practical orientation.

3. The ability to use observation as one of the most important psychodiagnostic methods in education (set observation tasks, create a scientifically based observation scheme, analyze and interpret observed phenomena).

4. The ability to develop evidence-based and specific recommendations based on the results of psychodiagnostic studies and convey them to the respondents in an accessible language.

5. The ability to predict the prospects for mental development based on the analysis of the survey results.

6. The ability to provide advisory assistance to class teachers, subject teachers on the organization of psychological and pedagogical diagnostics, evaluation of results, compliance with psychological and pedagogical recommendations, etc.

7. Ability to develop and test new diagnostic methods and programs.

8. The ability to analyze the received empirical material in the context of general psychological patterns and the structure of the psychological organization of a person.

5. The ability to provide advisory assistance to class teachers, subject teachers on the organization of psychodiagnostic work, evaluation of its results, compliance with psychological and pedagogical recommendations, etc.

6. Ability to develop and test new diagnostic methods and programs.

7. Ability to organize and conduct research activities using the methods of experimental psychology

8. The ability to analyze the received empirical material in the context of general psychological patterns and the structure of the psychological organization of a person;

9. The ability to predict the prospects for mental development based on the analysis of survey results

Psychocorrective and developmental competencies

These special competencies make it possible to implement such a direction of work of a teacher-psychologist as psychological correction and developmental work. .

Target corrective work- correction (adjustment) of personality traits and behavior of participants in the educational process, which lead to psychological problems.

Target developing work- assistance in solving urgent problems of development of a particular child, a group of children of a certain age and a stage of collective development in the course of joint activities of a child (a group of children) and a psychologist.

Used forms and methods: individual work, group work, psychological and pedagogical consultation, psychological studies.

1. The ability to determine specific goals and objectives of psychological correction and psychological development.

2. The ability to conduct individual corrective work with students on the regulation of the emotional state.

3. Ability to use ready-made corrective and developmental methods and programs.

4. The ability to conduct classes with elements of training, including defining the goal, objectives of the lesson, reflecting on the results.

5. The ability to develop readiness for choosing a profession (to conduct an initial diagnosis of professional intentions, to make recommendations based on the results of the diagnosis).

2. The ability to set specific, consistent and feasible tasks for psychological correction and developmental work, to draw up programs, modify programs in the course of implementation, and reflect on the results.

3. The ability to conduct individual corrective work with students on the regulation of the emotional state, rehabilitation of the Self and the worldview, including with children under state protection, in a socially dangerous situation, deprived, gifted, etc.

4. The ability to conduct classes with elements of socio-psychological training, determine the goal, objectives of the lesson, form a program, modify the program during implementation, the ability to stay within the goal, reflect on the results of the lesson.

5. The ability to develop readiness for choosing a profession (to conduct an initial diagnosis of professional intentions, to draw up recommendations based on the results of the diagnosis, to conduct career guidance classes).

6. Ability to use ready-made corrective and developmental methods and programs.

1. The ability to modify an existing request into a psychological task and determine one's own responsibility.

2. The ability to set specific, consistent and feasible tasks for psychological correction and psychological development, develop programs, modify programs in the course of implementation, and reflect on the results.

3. The ability to conduct individual corrective work with students, including children under state protection, in a socially dangerous situation, deprived, gifted, etc. to correct (correct) the characteristics of the personality and behavior of the student, which lead to psychological problems.

5. The ability to develop readiness for choosing a profession (to conduct an initial diagnosis of professional intentions, draw up recommendations based on the results of diagnostics, conduct career guidance classes, develop goal-setting skills, develop a time perspective).

6. Ability to develop and implement new corrective and developmental methods and programs.

1. The ability to modify an existing request into a psychological task and determine one's own responsibility.

3. The ability to draw up programs and conduct individual corrective work with students, including children under state protection, in a socially dangerous situation, deprived, gifted, etc. to correct (correct) the characteristics of the personality and behavior of the student, that lead to psychological problems.

4. The ability to conduct socio-psychological training as a method of correcting and developing social behavior, including determining the goal, tasks of the SPT, creating programs, modifying programs during implementation, the ability to stay within the goal, reflecting the results of the SPT.

5. The ability to develop readiness to choose a profession, to promote the formation of personal and professional identity.

6. Ability to develop and implement new corrective and developmental methods and programs

Psychoprophylactic competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as psychological prevention and psychological education.

The purpose of psychological prevention- implementation of measures aimed at timely prevention of possible violations in the formation and development of the personality of participants in the educational process and interpersonal relations, assistance in maintaining and strengthening the state of mental balance of students and teachers;

The purpose of psychological education- implementation of measures aimed at disseminating psychological knowledge, raising the awareness of participants in the educational process about psychology and the possibilities of psychological assistance in order to increase their level of psychological culture and the quality of their personal lives.

Used forms and methods: lectures, conversations, interactive forms of work (business games, debates, discussions, etc.), promotions, theme evenings, KVNs, clubs, etc., as well as forms of visual education, the use of Internet resources, websites of educational institutions .

2. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the results of the diagnosis, the characteristics of the social stage experienced.

3. The ability to implement value-colored activities for specific groups of students, teachers, parents.

4. The ability to transmit psychological information using traditional forms, to transfer psychological knowledge and skills at an accessible level to various groups of participants in the educational process (assisting the family in the effective upbringing of children, creating a favorable psychological climate in groups and collectives, etc.).

5. The ability to use various information channels for the dissemination of psychological knowledge, including wall printing, the media, communication on the Internet, etc.

1. The ability to organize mass psychoprophylactic work at the primary level, aimed at preventing any possible trouble and ensuring the safety of the mental and psychological health of all children developing in a certain educational space.

2. The ability to organize psychoprophylactic work at the secondary level, aimed at timely and effective prevention of possible adverse consequences of "crises" in the development of the child.

3. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the results of diagnostics, the characteristics of the social stage experienced.

4. The ability to implement value-colored activities for specific groups of students, teachers, parents and analyze the effectiveness.

5. The ability to transmit psychological information using traditional and interactive forms, to transfer psychological knowledge and skills at an accessible level to various groups of participants in the educational process (assistance in adaptation and prevention of maladaptation, assistance to the family in the effective upbringing of children, creation of a favorable psychological climate in groups and teams etc.).

6. The ability to use various information channels for the dissemination of psychological knowledge, including wall printing, the media, communication on the Internet, etc.

7. The ability to use various information channels for the dissemination of psychological knowledge, including wall printing, the media, communication on the Internet, etc.

2. The ability to organize psychoprophylactic work at the secondary level, aimed at timely and effective prevention of possible adverse consequences of "crises" in the development of the child and changes in the social situation.

3. The ability to organize tertiary psychoprophylactic work aimed at preventing possible adverse consequences of the individual special development of the child.

4. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the results of diagnostics, the characteristics of the social stage experienced.

5. The ability to implement value-colored activities for specific groups of students, teachers, parents and analyze the effectiveness.

6. The ability to transmit psychological information using traditional and interactive forms, to transfer psychological knowledge and skills at an accessible level to various groups of participants in the educational process (assistance in adaptation and prevention of maladaptation, assistance to the family in the effective upbringing of children, creation of a favorable psychological climate in groups and teams etc.).

7. The ability to create and use various information channels for the dissemination of psychological knowledge, including wall printing, the media, communication on the Internet, etc.

Advisory competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as psychological and psychological-pedagogical counseling.

The purpose of psychological counseling- implementation of activities aimed at assisting a participant in the educational process (or a group) in resolving psychological problems, including making decisions regarding professional activities.

The purpose of psychological and pedagogical counseling(synonym: developmental psychological counseling) - organization of individual psychological counseling on mental development, education and upbringing of children and adolescents. Psychological and pedagogical counseling is aimed at the practical solution of the most important task of developmental psychology - the task of systematic monitoring of the course of the mental development of children in order to optimize and correct it.

Methods Used: rational and explanatory conversation.

1. Ability to conduct psychological and pedagogical consultations.

2. Ability to advise on the results of diagnostics.

3. The ability to resolve conflicts in the children's team.

4. Possession of the skills of a counseling psychologist, including active listening, sensitivity to changes in the client's behavior, the ability to give feedback, etc.

1. Ability to conduct individual and group psychological and pedagogical consultations.

2. Ability to conduct individual psychological consultations.

4. The ability to resolve conflicts in children's and pedagogical teams.

1. Ability to conduct individual and group psychological and pedagogical consultations.

2. Ability to conduct individual psychological consultations.

3. Ability to advise on the results of diagnostics.

4. The ability to resolve conflicts in children's and pedagogical teams;

5. Ability to provide extreme psychological assistance.

6. Possession of developed skills of a counseling psychologist, including active listening, sensitivity to changes in the client's behavior, the ability to give feedback, etc.

7. Possession of supervisory skills.

Methodical competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as methodological activity.

The purpose of the methodological work teacher-psychologist - organization of activities aimed at improving the qualifications and professional skills of members of the teaching staff and based on the achievements of psychological science and practice, diagnostic data .

Used forms and methods: accumulation and systematization of psychological and pedagogical literature, methodological materials, individual and group consultations on professional issues.

1. The ability to select psychological methods, techniques, tools for educational programs and plans.

1. The ability to carry out a psychological examination of the preparation, adoption and implementation of management decisions.

2. The ability to assess and monitor the socio-psychological climate of class groups and the staff of an educational institution.

3. The ability to provide psychological support in the process of organizing effective management communication.

4. The ability to provide psychological assistance in shaping the image of an educational institution.

5. Ability to work with personnel, in competitive commissions, job interviews and in the certification of teaching staff.

References:

1. Winter culture and social and professional competence of a person // Higher education today. - 2005. - No. 11. - p. 14-20.

2. Kociunas R. Fundamentals of psychological counseling / R. Kociunas. - M.: Academic project, 1999. - 240 p.

3. Koshel competence as a basic category of postgraduate education // Adukatsiya i vykhavanne. - 2005. - No. 9, p.8-15.

Competence (or competence) in literal translation from Latin means "related, corresponding". Usually, this term means the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of a teacher-psychologist.

It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving it to more qualified specialists. For example, not a single teacher would think of doing an operation if a child has an appendicitis attack, but for some reason some teachers consider themselves entitled to diagnose a student's abilities, his level of mental development, without taking any measurements. Thus, they act unprofessionally, violate the boundaries of their competence. The result of such unprofessional judgments may be the student's doubt about the professional qualities of the teacher (in the best case) or his disbelief in his own strength, a decrease in self-esteem (in more serious cases).

What is the professional competence of a teacher-psychologist?

1. A teacher-psychologist has the right to use only tests that correspond to the level of his qualification. If the technique requires a higher level of skill, then it is necessary to replace the test with a simpler one in processing or undergo special training. The instructions for some methods (mainly Western ones) indicate the requirements for the user: A, the method has no restrictions for use, B, the method can only be used by specialists with higher psychological education, The method can be applied by psychologists subject to additional training.

To carry out, process and interpret the results of some methods (for example, projective ones), even a higher psychological education is not enough. To correctly apply most personality tests and intelligence tests, one or two trial tests during your studies at a university are not enough. A long (at least several weeks or months) training in their interpretation and careful observance of the conditions are necessary.

In the process of learning under the guidance of a person who has skillfully applied the methodology for several years, one can learn to avoid subjectivity in the assessment, correlate the results obtained with the theoretical concepts that the developer adhered to, and interpret the results as objectively as possible. In addition, training will provide an opportunity to extract as much information as possible from the results of the methodology.

When studying at a university, students receive knowledge sufficient to independently carry out all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, including mastering methods based on various theories, but the knowledge gained is predominantly theoretical. It takes time to adapt the existing knowledge to the practice of working in a particular school, with specific groups of students. A novice psychologist usually spends two or three years on such adaptation. Only then can we talk about primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or doing regular reflection.

It is said that the advisory work of an educational psychologist is never based on a single theoretical approach. Indeed, in counseling most psychologists are eclectic. But even with an eclectic approach, a professionally competent specialist will differ significantly from an incompetent one. The first one will select the most effective methods for working on a specific case, i.e., those that give the most reliable result at a minimum cost. The second one will choose for work what he knows best or what he remembered first of all.

3. Competence will also manifest itself if the educational psychologist refuses to conduct research or counseling in that area of psychology that he has not studied enough. Psychology is very vast, it is impossible to know all branches equally well in it. Just as in education, a rare teacher can teach physics and literature equally well. The same is true in psychology. A person specializing, for example, in the field of career guidance, may have a poor understanding of medical or forensic psychology, a professional in the field of social psychology may have a poor knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in one area or another, has a genuine pedagogical tact and in no case should be ashamed of his ignorance.

The main areas of work of a teacher-psychologist have been described above. Recall that among them there are correctional, and developing, and socio-pedagogical, and managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual correctional or developmental work is better performed by introverts (people who are characterized by their focus on themselves), and for cultural and educational or socio-pedagogical work, the opposite quality of extraversion (outward facing) is more often required. A competent specialist owns all activities, some at a high level, others at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that the educational psychologist will apply psychodiagnostic techniques or consultative techniques only after preliminary verification. Not all methods “measure” exactly what is indicated in the instructions for them, that is, it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure a child's level of knowledge in school subjects, so using such a technique, one can only tell at what level the child has mastered the school curriculum, and not what his level of intelligence is.

Not all methods and tests are psychometrically tested. In order to prove that the technique measures precisely this quality (for example, intelligence quotient, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: "psyche" soul and "metros" to measure). Psychometric verification shows how stable the results of the methodology are against the action of extraneous factors (for example, how much the result of the test for diagnosing attention depends on the fatigue of the person at the time of testing), how accurate the measurements are, for which groups of people the method is intended, how stable its results are when repeated, whether the result obtained during the re-conduct will depend on random factors or whether it will show a person’s progress in the development of this quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the method that the educational psychologist is going to use does not indicate the results of a psychometric test, or if there is no such manual, it is advisable to replace the method with another, more reliable one, or conduct the test yourself.

The same applies to counseling techniques and methods that help to solve the problem facing the psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of methods and methods of work, it is necessary to carry out their preliminary check (on yourself, friends, familiar children, etc.).

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates in various situations of communication, chooses the right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, finds the right words to support and encourage , and in order to scold or explain something. His orientation is based on knowledge, intuition and experience. The ability to interact equally successfully with others is acquired by a teacher-psychologist due to the fact that he knows his own characteristics, is confident in himself and is able to quickly understand communication partners, their manner of speaking, temperament and character, communication style, which helps him find convincing arguments for them. Competence in communication is based on social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral norms of behavior and attitude towards the world and people, i.e. true competence in communication. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore, to find a common language with them, observing the norms of behavior. The teacher-psychologist should be aware of modern ideological trends and the moral code of the society in which he lives, and of world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students in solving worldview issues and thereby win strong authority and respect on their part. Public life includes not only the structure of national and local (regional, city) authorities, although the teacher’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, in the service sector). , leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also be of great help.

Psychological and pedagogical competence of the teacher. The role of psychological and pedagogical competence in the development of a teacher's professionalism is undeniable.

Despite the fact that many domestic scientists of the 1980s and 1990s were actively involved in the study of professional competence (L.N. Zakharova, V.M. Sokolova, N.N. Lobanova, T.A. Markina, A.K. Markova, N.V. Matyash, N.Ya. Petrovskaya and others), unfortunately, we have to state that in modern psychological and pedagogical science there is no unity either in determining the essence of this concept, its structure, or in matters of its content content. Different approaches to the interpretation of the concept of psychological and pedagogical competence are explained by its dynamism and versatility.

So, M.A. Kholodnaya defines competence as “a special type of organization of subject-specific knowledge that allows making effective decisions in the relevant field of activity”.

Psychological competence can be characterized through the effectiveness, constructiveness of activities (external and internal) based on psychological literacy, i.e. means the effective application of knowledge and skills to solve the tasks and problems facing a person.

Many foreign scientists do not share the concepts of psychological competence and psychological literacy. Psychological literacy is considered by them as an "initial" level of psychological competence.

The difference between literacy and competence is based on the adequate use of one's own past experience, the experience of other people and socio-historical. Competence involves the combination of generalized psychological knowledge with knowledge about oneself, a specific person, a specific situation. A literate person knows about something abstractly, and a competent person can, on the basis of knowledge, concretely and effectively solve any psychological task or problem. At the same time, competence means a refusal to directly copy someone else's experience, norms, traditions, patterns, freedom from stereotypes, someone's instructions, prescriptions, and attitudes.

Thus, the main difference between psychological literacy and psychological competence lies in the fact that a literate person knows, understands (for example, how to behave, how to communicate in a given situation), and a competent person can really and effectively use knowledge in solving various problems. problems, is able to move from words to deeds, from general reasoning to reasonable actions. A competent teacher knows psychology, and a competent one uses this knowledge really and effectively, i.e. knows and really takes into account the psychology of adults and children. The task of developing psychological competence is not just to know a person more and better, but to include this knowledge in the psychological practice of the school.

In the works of psychologists (Yu.I. Emelyanov, L.S. Kolmogorova, L.A. Petrovskaya, L.D. Stolyarenko, M.A. Kholodnaya, etc.), the structure of psychological and pedagogical competence is considered:

Competence in communication as the ability to communicate, exchange information and, on this basis, establish and maintain pedagogically appropriate relationships with participants in the pedagogical process;

Intellectual competence as a special type of knowledge organization that provides the possibility of making effective decisions in a particular subject area of activity, knowledge about the psychological development of students, their age characteristics and the ability to implement this in pedagogical practice;

Socio-psychological competence, manifested in the ability to build long-term and organizational plans for independent and joint activities (educational, educational, educational, research, experimental, etc.); develop technology; choose the best methods and means of their implementation. Organize an effective system of control, self-control, feedback by the subjects of education.

According to some authors (A.K. Markova, N.V. Kuzmina), psychological competence depends on the personality of the teacher, his personal qualities. The personal and business qualities of a teacher merge into a single psychological and pedagogical competence.

Practice shows that the most "sinking" component of psychological competence are professionally significant qualities of the teacher's personality.

M.I. Lukyanova defines the following personal qualities as important and necessary in pedagogical activity: reflectivity, empathy, communication, personality flexibility, ability to cooperate, emotional attractiveness.

A.K. Markova complements them with professionally important personal qualities: pedagogical erudition, pedagogical goal-setting, pedagogical thinking, practical pedagogical thinking, pedagogical observation, vigilance, pedagogical ear, pedagogical situation, pedagogical optimism, pedagogical resourcefulness, pedagogical foresight, forecasting, pedagogical reflection.

What is the psychological competence of a modern teacher? In the model of professional competence of a teacher, in accordance with the standards of education, the essence of the psychological and pedagogical competence of a teacher is clearly defined, which includes:

The teacher's awareness of the individual characteristics of each student, his abilities, strengths of character, the advantages and disadvantages of previous training, which is manifested in the adoption of productive strategies for an individual approach in working with him;

Awareness in the field of communication processes occurring in groups with which the teacher works, processes occurring within groups both between students and between the teacher and groups, teacher and students, knowledge of the extent to which communication processes contribute to or hinder the achievement of the desired pedagogical results;

The teacher's awareness of the best teaching methods, the ability for professional self-improvement, as well as the strengths and weaknesses of his own personality and activities, and what and how to do with himself in order to improve the quality of his work.

The psychology of the teacher's personality is manifested not only in his position in relation to children, but also in the organization of his own pedagogical activity. Often, ignorance of one's own psychological characteristics leads to the fact that the teacher begins to copy the experience of his colleagues, who have their own individual psychological characteristics.

There is pedagogical diagnostics - the process of recognizing various pedagogical phenomena and determining their state at a certain moment based on the use of the parameters necessary for this. Indicators and parameters of psychological and pedagogical competence can also be measured using methods for diagnosing a teacher's activity. The main objects of pedagogical diagnostics should be called:

Pedagogical activity of the teacher;

Activity as an indicator of the teacher's professionalism;

Motivational motives of the teacher;

Deformations of the teacher's personality in the process of pedagogical activity;

Socio-psychological competence of the teacher;

Communicative competence of the teacher;

Natural prerequisites for the teaching profession, etc.

The proposed methods “Psychological competence of the teacher” and “Professional attitudes of the teacher” (see appendix) will help the teacher to see the psychological causes of professional difficulties before they become obvious to students and colleagues, and make a decision - to change himself, change jobs or leave everything as it is. . The teacher's professional attitudes reflect his understanding of his activities, as well as an assessment of the role of his subject in shaping the child's personality. There are connections and influence of the teacher's professional attitudes on his psychological competence. For example, a humanist teacher exhibits a sufficient degree of psychological competence, while an authoritarian teacher is psychologically incompetent. Self-diagnosis of a teacher is only the beginning of a teacher's work on himself. The continuation may be the participation of the teacher in trainings for professional and personal growth.

It is important to note that the methods cannot be used for administrative purposes - to evaluate the work of a teacher, during certification, solving personnel issues, etc.

Let us characterize the ways of increasing the psychological and pedagogical competence of the teacher:

The use of methods of social psychological training of the teacher's professional competence in order to improve the professional position of the teacher, develop mental processes (pedagogical thinking, pedagogical reflection and other personality traits), improve pedagogical skills for the development of psychological relief techniques, and expand professional knowledge.

Analysis of specific pedagogical situations in order to jointly solve common professional problems (low academic performance, conflict situations in the classroom, in a team, etc.).

Formation of teachers' skills to evaluate and improve their individual style, professional positions and attitudes in order to improve professionalism.

Improving the qualities of a teacher necessary for his pedagogical activity and professional self-realization in order to develop professionally important personality characteristics (analysis and self-analysis of the teacher's pedagogical activity, methods of mental training of synectics, methods of discussion and brainstorming techniques, etc.)

Thus, in the development of psychological competence, the main role is assigned to self-improvement, professional and personal self-awareness, and the allocation of one's professional positions.

Psychological competence is formed in a teacher unevenly during professional life. To see this internal dynamics means to evaluate it, to give a forecast of his professional and personal growth.

Professional positions, attitudes, pedagogical skills, personal qualities as structural elements of professional competence can be the subject of the formation of a teacher's professionalism.

Appendix

Methodology "Professional attitudes of the teacher"

Mark the pedagogical skills that, in your opinion, are most important in the profession of a teacher.

1. In any situation, remember that a student is a person.

2. Ability to speak competently and correctly.

3. The ability to speak confidentially and openly, to have a rich vocabulary, to be an erudite.

5. The ability to put in place those who violate discipline, to protect the dignity of the teacher.

6. The ability to listen to the child, to be interested in his opinion.

7. Knowledge of the needs and interests of students.

8. To protect students you like from students who interfere with their studies, ill-mannered, badly influencing students.

9. The ability to ensure the active role of students in the lesson.

10. The ability to adapt any material to the age and individual characteristics of students.

11. The ability to keep a distance, not to go beyond the role of a teacher, not to become on the same level with the students.

12. The ability to ensure that all students follow the train of thought of the teacher, listen to him carefully.

13. Do not single out favorites, equally accepting all students.

14. The ability to achieve discipline in the classroom, to ensure that all students learn the material.

15. Ability to follow the lesson plan under any circumstances.

16. The ability to single out the main thing in a student - his learning abilities and performance, being distracted from the secondary features of his personality.

17. The ability to leave all your feelings aside, being guided in communication with students only by expediency.

18. The ability to feel into the inner world of students, empathize with them.

Key: Questions are divided into pairs: 1-5; 13-8; 3-11; 9-14; 4-15; 6-12; 7-16; 10-2; 18-17.

The first issue is evidence of an interest in the personality of students, an orientation towards their creative development and co-creation with them, a desire to get used to their inner world, regardless of whether we like them or not. The desire to adapt teaching materials to the student. The second number in the pair indicates that you, having little interest in the personality of the student, focusing mainly on actions, regardless of their impact on children, do not seek cooperation, are prone to authoritarian behavior, divide children into loved ones and unloved ones.

The total sum of answers or scores indicates the teacher's professional attitudes. The closer this sum is to 18, the more the teacher reflects compliance with the principles of humanistic pedagogy. If the total score is:

18-14 - teacher's professional attitude - humanism;

14-10 - the teacher's professional attitudes are mostly humane, but sometimes authoritarianism is manifested in the teacher's activities.

Methodology "Psychological competence of the teacher"

If you agree with the statement of the test, then put “yes” or “+” next to the number of the statement; if you do not agree with the statement, then put “no” or “” next to its number.

1. The older the child, the more important words are for him as signs of attention and support from adults.

2. Children develop complexes when they are compared with someone.

3. Emotions of adults, regardless of their will, influence the state of children, are transmitted to them, causing reciprocal feelings.

4. Emphasizing the child's mistakes, we save him from them.

5. Negative evaluation harms the child's well-being.

6. Children need to be brought up in severity so that they grow up as normal people.

7. A child should never forget that adults are older, smarter and more experienced than him.

8. The child is surrounded by universal sympathy and attention, weighed down by unpleasant experiences of irritation, anxiety and fear.

9. Children's negative reactions must be suppressed for their own good.

10. Children should not be interested in the emotions and inner experiences of adults.

11. If the child does not want, you can always force him.

12. Children should be taught by pointing to suitable examples.

13. A child of any age needs touches, gestures, glances that express love and approval from adults for emotional well-being.

14. The child must constantly be the subject of attention and sympathy of adults.

15. When doing something, the child must be aware of whether he is good or bad, from the point of view of adults.

16. Cooperating with children means being “on equal terms” with them, including singing, playing, drawing, crawling on all fours and composing with them.

17. Refusals are usually in children who are not accustomed to the word "must".

18. Violent methods multiply personality defects and unwanted behaviors.

19. I never force students to do something by force.

20. A child is not afraid of mistakes and failures if he knows that he will always be accepted and understood by adults.

21. I never yell at children, no matter what mood I am in.

22. I never tell children: “I don’t have time” if they ask a question.

23. If difficulties arise in one, you can always switch the student to something else.

24. I never feel bad when I give my students deserved "2" marks.

25. I never feel anxiety in dealing with students.

26. You should not impose yourself on students if they don’t want something, it’s better to think, what if I myself (a) do something wrong.

27. The student is always right. Only an adult can be wrong.

28. If a student does not work in class, it means that he is either lazy or feels bad.

29. I never make harsh remarks to my students.

30. There are no right or wrong actions for students, children always show themselves as they can and as they want.

If “yes” (“+”) on the scale of competence (questions: 2; 3; 5; 8; 13; 16; 18; 20; 23; 26; 27; 30;), then assign “yes” for each answer 1 point.

If “no” (“”) on the scale of competence (questions: 1; 4; 7; 9; 10; 11; 12; 14; 15; 17; 24; 28;), then assign yourself for each answer "no" by 1 point.

Deceit scale: (questions: 6; 19; 21; 22; 25; 29). If “yes” to 4 or more answers, then you answered insincerely. Therefore, your results may not be reliable.

Calculate the total number of points on the 1st and 2nd scales.

The closer to 24 points, the higher the psychological competence of the teacher.

Up to 12 points - incompetent,

From 12 to 18 points - low degree of competence,

From 18 to 24 points - a sufficient degree of competence.

Lecture course

in the academic discipline "Organization of professional activity of the psychological and pedagogical direction" for undergraduate students of the specialty "social pedagogy"

Topic No. 1. Actual problems of psychological and pedagogical education. Priority directions of state policy in the field of education.

The essence of the concept of learning. Actual problems of pedagogical psychology.

The psychology of learning is the most developed area of educational psychology. Since the main goal of education is traditionally considered to be the acquisition of knowledge, skills and abilities by the student, in educational psychology, first of all, the features of the assimilation of knowledge by children are studied - general patterns and individual-typical differences. The assimilation of knowledge is connected, on the one hand, with the content and methods of teaching, on the other hand, with the mental development of the student. The study of these relationships is one of the main directions of research in the psychology of learning.

The efficiency of knowledge assimilation is determined by the selection of the organization of educational interaction of children, the performance by the trainee of certain cognitive actions.

In this regard, to analyze the basic patterns of knowledge assimilation, key terms are used: learning, learning, learning activities.

Education is a process of purposeful, consistent transfer of socio-historical, socio-cultural experience to another person (people) in specially organized conditions of the family, preschool institution, school, university, community.

The process of purposeful, conscious appropriation by a person of the socio-historical experience transmitted (translated) to him and the individual experience formed on this basis is defined as a doctrine. Along with the concept of "teaching" in Russian psychology (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov, A.K. Markova, etc.), the concept of educational activity is used. The content of which includes not only process, effectiveness, but also the structural organization and, most importantly, the subjectivity of the teaching.

Education begins at birth and continues throughout a person's life in various activities: communication, play, work.

For the first time, the child begins to carry out socially significant and socially valued activities. The position of the child in society is changing, he takes a new position in relation to everyone around him. Training forms certain properties and personality traits.

Modern education is undergoing a period of reform, which is reflected in preschool education.

In accordance with the above characteristics of training in educational psychology, its main problems are determined. A problem is a question containing a contradiction and, as a result, a question that is difficult to resolve in science, to which it is currently impossible to obtain an unambiguous and indisputable answer. In the history of educational psychology, many traditional questions of research have remained not fully understood and retained the status of a problem.

One of these problems is the individualization and differentiation of education. Different authors identify various psychological characteristics of students as the main ones, which must be taken into account when individualizing educational work: mental abilities, learning skills, cognitive interests, individual typological features.

The second traditional problem is visibility in teaching. There is a widespread idea that visibility is directly and directly related to sensitivity, to the observability of objects and phenomena. This understanding of visibility comes from Ya.A. Comenius, who is considered the founder of the principle of visualization in teaching. A new approach to the problem of visualization of learning was developed by V.V. Davydov. Visibility is an indicator of simplicity and understandability for a given person of the mental image that he creates in the process of perception, memory, thinking and imagination.

A special role in creating visual images of the studied phenomena for students is played by the creation of a model (dummy, layout, drawing, diagram, graph, etc.) as a result of analysis, identification of the main essential properties in the object.

When using visual aids, the teacher should take into account two points: 1) what actions will be caused by the visual aids presented to them; 2) what actions students must perform in order to consciously master the educational material. If these groups of actions correspond to each other, then visual aids and visual aids are necessary, useful; if there is no such correspondence, then these benefits are either unnecessary or even harmful. For example, if bright pictures or toys are used when teaching counting, then the attention of children is directed not to the object of study - quantitative relations, but to the content of objects.

The third problem is the development of students' theoretical thinking. V.V. Davydov developed the theory of a new learning system with a direction from the general to the particular, from the abstract to the specific, from the systemic to the singular. The thinking that develops in the process of such training was named by V.V. Davydov theoretical, and the training itself is developing.

The fourth problem is the management of the process of assimilation of students' knowledge. The development of this problem in Russian psychology is associated primarily with the names of P.Ya. Galperin and N.F. Talyzina. P.Ya. Galperin described in detail the regularities of the stage-by-stage formation of mental actions on the basis of their subject analogues. N.F. Talyzin, relying on the works of A.N. Leontiev and P.Ya. Galperina, described in detail the main conditions that ensure the management of the process of mastering actions and concepts, as well as the ways in which schoolchildren develop various methods of cognitive activity.

In addition to the above, other problems are discussed in educational psychology: the psychological readiness of the child for schooling, the formation of positive motivation for learning in preschoolers, the humanization and democratization of learning, continuity in learning, etc.

In recent years, new topical research problems have appeared in educational psychology: the preservation of the psychological or personal health of participants in the educational process; health-saving education technologies; safety of the educational environment; personal maturity and competence of the subjects of the educational process, etc.

Priority areas of state policy in the field of education

Based on the analysis of the current state of the education system, in the context of the strategic guidelines for the development of education in the region until 2020, priority areas of state policy in the field of education are outlined.

In the system of preschool education:

Implementation of a set of measures to achieve 100% accessibility of preschool education for children aged 3 to 7 years;

Development and implementation of a set of measures to change the network of homogeneous preschool educational institutions into an updated multifunctional developing network of educational institutions of various legal forms;

Transition to new organizational and economic mechanisms;

Creation of conditions for investing in the system of preschool education by business structures, individuals;

Updating the content and improving the quality of preschool education.

In the system of general education:

Ensuring the availability of high-quality general education, regardless of place of residence, income of parents and the state of health of the child;

Section I. Educational and professional training of educational psychologists

Topic 1. Higher education and educational activities of university students

Topic 2. Professional training of educational psychologists at the university

Section II. Psychology as a professional field

Topic 3. The main areas of activity of a professional psychologist

Topic 4. Psychological service in various areas of social practice

Topic 5. Professional duties of a teacher-psychologist

Section III. Professional competence of a psychologist and ethics of the psychological profession

Topic 6. Stages of professional adaptation of a teacher-psychologist and the achievement of professional competence

Topic 7. Psychologists as a professional community

Topic 8. Professional position and code of ethics for a psychologist

5.3 Topics of seminars

5.4. Independent study of sections of the discipline

5.5. Seminar Plans

6. Requirements for the level of mastering the program and forms of control

6.1. Organization of current control

6.2. Educational and methodological support for independent work of students

7. Educational technologies

7.1. Interactive educational technologies used in the classroom

8. Evaluation tools for current monitoring of progress, intermediate certification based on the results of mastering the discipline and educational and methodological support for independent work of students

8.1. Supervised learning outcome and assessment tools

8.1. Approximate essay topics

8.3 Indicative list of questions to prepare for the test

8.4. Tasks for written work

8.5. Sample Test Items

8.6. Creative tasks for independent work

9. Educational and methodological support of discipline

9.1. Recommended reading

9.2. Means of ensuring the development of discipline

9.2.1 Guidelines and materials by type of occupation

9.2.2. Criteria for evaluating the final form of control

10. Logistics of discipline

Module 2: Study guide

2. General characteristics of the university and faculty in the system of higher education

3. Features of the educational activity of students of higher education

1. Psychological education in Russia

2. Training of psychologists abroad

3. The main difficulties in the assimilation of psychological knowledge

Section II. Psychology as a professional field Lecture 3. The main areas of activity of a professional psychologist

1. Areas of activity of a professional psychologist and their relationship

2. Professional specialization in the psychological profession

Lecture 4. Psychological service in various areas of social practice

1. Psychological service in the public education system

2. Psychological service in health care

3. Psychological service in the system of the national economy and government institutions

Lecture 5. Professional duties of a teacher-psychologist

1. The main professional duties of a teacher-psychologist

Types of activities of a school psychologist (according to foreign studies)

The content of the activities of the school psychologist

2. Standards for the professional workload of a school psychologist and forms of documentation in his work

Indicative norms of various types of counseling activities of a psychologist

Working time standards for a school psychologist

Section III. Professional competence of a teacher-psychologist and ethics of the psychological profession Lecture 6. Stages of professional adaptation of a teacher-psychologist

1. Qualification requirements and criteria for evaluating the activities of a teacher-psychologist

2. Stages of professional adaptation of a teacher-psychologist

Lecture 7. Psychologists as a professional community

1. Psychological centers in Russia

2. Professional associations of psychologists

3. Professional periodicals and modern information technologies in the work of a psychologist

Lecture 8

1. Professional position and professional consciousness of a psychologist

Factors influencing professional combustion (according to V.E. Orel)

2. General characteristics of the ethical code of the activity of a psychologist

2.2. Glossary

2.3. Reader

Section I. Educational and professional training of psychologists

Topic 1. Education of students in higher educational institutions

Topic 2. Features of the training of psychologists at the university

Section II. Psychology as a professional field.

Topic 3. The main areas of activity of a professional psychologist.

Topic 4. Psychological service in various areas of social practice.

Topic 5. Professional duties of a psychologist

2. Recommendations for independent work of students of correspondence courses.

Module 4: Development and implementation of new didactic tools and active learning methods, modern forms of residual knowledge control

1. Attestation pedagogical measuring materials (apim).

Test tasks:

I. Higher education and educational activities of students

II. Professional training of educational psychologists at the university

III. The main areas of activity of a professional psychologist

IV. Psychological service in various areas of public practice

V. Professional duties of a teacher-psychologist

VI. Stages of professional adaptation of a teacher-psychologist and the achievement of professional competence

VII. Psychologists as a professional community

VIII. Professional position and code of ethics for a psychologist

Keys to test tasks

2. Summaries of classes conducted in an interactive form (in accordance with the work program).

Section III. Professional competence of a teacher-psychologist and ethics of the psychological profession Lecture 6. Stages of professional adaptation of a teacher-psychologist

Plan:

1. Qualification requirements and criteria for evaluating the activities of a teacher-psychologist

2. Stages of professional adaptation of a teacher-psychologist

1. Qualification requirements and criteria for evaluating the activities of a teacher-psychologist

Having started to perform professional duties after graduation, the teacher-psychologist begins the ascent to professional excellence. Even with deep and serious university training, a young specialist may encounter difficulties and problems that are unexpected for him on his professional path.

The fulfillment of professional duties by a teacher-psychologist requires an adequate level of professional competence, which is based on the formation of professionally necessary knowledge and skills, based on the experience of successfully applying this knowledge and skills in various problem situations of professional psychological work.

The knowledge and skills professionally necessary for a teacher-psychologist include not only a wide range of theoretical concepts and approaches, professional diagnostic tools, psychological techniques and methods of working with people, but also the orientation of a psychologist in the norms and regulations of his professional activity, functional duties and rights in the workplace. . Qualification requirements for the activities of a teacher-psychologist are based on ideas about the main elements of professional competence for a particular psychological specialty.

Qualification requirements in the field of psychological professions are developed on the basis of a scientific study of professions, systemic ideas about the professional activity of a person as a whole. Requirements for the personality of a psychologist are reflected in the professiogram of this profession. A.K. Markova defines a professiogram as scientifically based norms and requirements of the profession for various types of professional activities and personality traits of a specialist, which allow him to meet the requirements of the profession, obtain the results necessary for society and, at the same time, create conditions for the development of the personality of the employee himself. A professiogram can be called a generalized reference model of a successful specialist. In the works of E.M. Ivanova introduced and substantiated an integral system of organizing and conducting a comprehensive psychological study of the profession, including the study of external and internal structures of professional activity. One of the key concepts of this approach is an analytical professiogram - a method of system analysis of a professional's activity, which ensures the construction of its psychological structure. Among the many factors that determine the success of an activity, one of the main places is occupied by the subjective image of the various stages and elements of professional work, which must have the properties of adequacy, completeness, and a certain degree of formation. An analytical professiogram allows not only to highlight the professionally important qualities of a specialist in a particular field, but also acts as a model of the psychological structure of a professional’s activity, which provides a study of the level of formation of a professional, his readiness for a particular activity.

The criteria for evaluating a professional based on the concept of E.M. Ivanova can be such indicators as success in work, development of professional self-awareness, satisfaction with work and relationships in the team, psychophysiological price of labor. Currently, there are criteria for evaluating the professional activity of a psychologist, affecting to varying degrees all these indicators, but having an unequal measure of objectivity and regulatory significance. In this regard, the criteria for assessing the activities of a psychologist can be grouped on the basis of the selection of the subject of the assessment activity, that is, on the basis of who makes this assessment.

Regulatory criteria for evaluating the activities of a psychologist are developed by various official bodies that are in charge of psychological service institutions, jobs for psychologists. The characteristics of the qualification requirements for a psychologist include requirements for the level of education of a psychologist, including postgraduate education and advanced training, work experience in the profession, a description of the knowledge and skills necessary to perform professional duties. The necessity of knowledge of regulatory documents (basic laws, regulations, instructions, methodological recommendations, etc.), possession of new information technologies in the field of one's professional activity is indicated.

An official assessment of the degree of qualification of a psychologist and his professional activity can only be given by a specialist psychologist (psychologist-methodologist of the department of public education, specialists from faculties, departments and research institutes in the field of psychology, methodological associations of educational psychologists, expert councils of psychological societies and associations). Evaluation of the professional qualifications of a practical psychologist includes, as a rule, an analysis of his methodological and theoretical training, an assessment of the mastery of practical professional methods of work. The qualification commission may make recommendations to the administration of the institution on establishing the qualification category of a psychologist, depending on the level of his education, work experience, possession of psychological knowledge and practical methods.

In addition to normative official criteria, there are other, informal approaches to assessing the work of a psychologist in an institution. The psychologist is assessed by the administration and his fellow psychologists rather not on the basis of job requirements and instructions, but on individual empirical indicators of his activity that are significant for work in this area.

The administration of the institution relies in assessing the activities of a teacher-psychologist on normative acts and indicators, and in the absence of them in the industry to which the organization belongs, it can develop job descriptions and requirements for the work of a psychologist based on general provisions and existing similar documents. However, in addition to the normative criteria, as a rule, additional requirements for the teacher-psychologist arise from the side of the organization's management. Additional subjective criteria for evaluating the activities of a teacher-psychologist by the administration are, first of all, various quantitative indicators of his work, which are reflected in official reports, documented, and have some material expression. In this regard, the administration of the institution pays attention to the following aspects of the work of a teacher-psychologist:

Compliance of the content of the work of a teacher-psychologist with the plan and promising areas of work of the organization, institution in which he works;

The number of psychodiagnostic methods carried out and examined clients, employees;

Various kinds of speeches of the teacher-psychologist before the employees of the organization;

Psychological activities (trainings, training sessions) conducted by the educational psychologist, and the number of employees covered by them;

Prepared reports, reports, messages, recommendations, summaries, prospectuses, presentations on important and relevant issues for this institution, dates, personalities;

Stands, “wall newspapers”, newsletters and other visual materials designed by a teacher-psychologist.

These criteria characterize the amount of work performed by the teacher-psychologist, to some extent reflect the labor contribution and the intensity, intensity of the work of the psychologist.

On the part of fellow psychologists, both working in this institution and interacting with a teacher-psychologist within the professional community, the assessment is carried out, first of all, according to qualitative features and results of activity, such as:

possession of professional skills of practical work with people: valid psychodiagnostic methods, various corrective and advisory techniques and techniques, methods of modern training work in various fields;

level of professional theoretical training: availability of basic psychological education; the type of educational institution that the psychologist graduated from and the form of his training (full-time, part-time, part-time education); special certificates and diplomas of postgraduate retraining and advanced training;

participation in research work: the ability to organize and conduct a psychological experiment; possession of modern methods of processing the results of psychological research, including statistical ones; the number of publications, participation in scientific seminars, conferences, in the work of scientific psychological societies;

personal professional reputation and fame: feedback from colleagues, clients, administration of the institution where the psychologist works.

Psychologists-professionals are wary of those colleagues who believe that they are specialists in any kind of psychological work, possess all the necessary psychological techniques, and take on the solution of any psychological problems.

There are also subjective criteria for assessing one's own professional activity and competence, which are based on the established professional self-awareness and self-concept of a teacher-psychologist, the subjective image of professional work (E.M. Ivanova). First of all, this is the assessment by the psychologist himself of the effectiveness of his own professional solution of psychological problems and the achievement of qualitative changes in corrective and advisory work with people. The criteria for such an assessment are very subjective and changeable, it is difficult to meet them, since the results of psychological work may not be directly visible, they are often distant in time. At the same time, psychologists are often unreasonably critical of themselves and their work. Therefore, an educational psychologist, as a rule, evaluates himself professionally lower than his employees and colleagues. For an adequate orientation in his professional abilities and achievements, a teacher-psychologist must constantly maintain contact with the administration and the staff of the institution in which he works, enter the psychological community through participation in various psychological associations, conferences and other events. This allows the psychologist to receive positive feedback regarding their professional activities and achievements.

In the study of M.I. Lukyanova, aimed at identifying criteria for the effectiveness of the school psychologist, it was revealed that among the significant criteria for all participants in the educational process (practical school psychologists, educational psychologists of district departments of education, heads of departments of education and educational institutions) includes indicators of a favorable psychological climate in the school (the nature of the relationship between teachers and students, teachers and parents, the emotional well-being of teachers and students, the success of schoolchildren's adaptation to the conditions of the educational process, a decrease in the number of conflict situations, satisfaction with the course of school life), satisfaction of teachers and students with the results of the psychologist's activities.

In addition, the assessment of the activity of a teacher-psychologist depends on what desired model of this activity in relation to the organization is meant by those who make the assessment. On the one hand, a psychologist can be expected to act in accordance with the “administrative assistant psychologist” model based on the provisions of cognitive and behavioral psychology; on the other hand, the activity of a psychologist may correspond to the “psychologist-psychotherapist” model, which is based on the postulates of humanistic and existential psychology. For each of these models, the success of a psychologist is determined by different criteria. In the first case, the psychologist, as it were, is on the side of the administration, carries out its decisions, and pursues a line of leadership in working with people. In the second case, the psychologist is obviously on the side of the clients-employees. Thus, if the ideas about the goals of the psychologist's activity on the part of the administration and himself do not coincide, the psychologist can be assessed, albeit quite objectively within the framework of any model, but one-sidedly. As a result, mutual dissatisfaction, misunderstanding, and contradictions may arise. It should be noted that any organization is interested in psychological work corresponding to the first of the mentioned models, and the psychologist himself in most cases would like to work in line with the second model of psychological assistance. E.I. Vakhromov believes that the described models are not competitive, but mutually complementary. The model "psychologist-administration assistant" can be considered as basic, and the model "psychologist-psychotherapist" should be built on top of the basic model as the psychologist gains work experience and professional growth.

Portal for the student. Self-training

Section III. Professional competence of a teacher-psychologist and ethics of the psychological profession Lecture 6. Stages of professional adaptation of a teacher-psychologist

1. Qualification requirements and criteria for evaluating the activities of a teacher-psychologist

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