Educational technologies in the work of a school psychologist. "modern technologies in the activity of a teacher-psychologist"

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

Middle M.S.

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

There are three paths before man to reason:

the path of reflection is the noblest,

the path of imitation is the easiest,

the path of personal experience is the most difficult path.

Confucius

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

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

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

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

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

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

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

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

operating technologies provide the formation of ways of mental actions.

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

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

applied ones develop effectively - the practical sphere of personality.

Let's consider these technologies in more detail.

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

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

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

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

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

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

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

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

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

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

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

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

Psychological activity involves the use of techniques such as:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliography:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Teacher-psychologist: M.V Pisareva.

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

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

Technology of my work built on several directions:

Psychological diagnosis of children of parents and teachers.

Developmental and corrective work with children.

Psychological prevention.

Advisory Job.

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

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

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

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

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

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

Advisory direction of my work runs for two levels:

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

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

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

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1 Innovative technologies in the work of a teacher-psychologist of a preschool educational institution Prepared by: Teacher-psychologist of MADOU 22 "Topolek", Berdsk Savchenko Olga Evgenievna

3 equipment purchased: 2 light sandboxes A large set of toys for the sandbox Kinetic sand Moon sand Colored kinetic mass for modeling Fairy tale therapy and art therapy manuals of the “Clever Girl” series “100 Flowers” “Communication Lessons” Puppet theaters

4 Art therapy has advantages that make it competitive 1. art therapy environment is psychologically safe, non-judgmental, free; 2. the product of human creativity is a form of objectification of the human condition, which allows us to give a retrospective assessment, to trace the dynamics; 3. art therapy creates opportunities for awareness of one's own value and the value of others, the possibility of including a person in group activities, the discovery of a collective experience, awareness of how one's own personality affects others; 4. art therapy is a means of non-verbal communication.

5 Drawing technique - "Sand-art" (sandography) sand art or sand painting on a light table to introduce the non-traditional direction of fine art sand painting, in the educational process with preschoolers; to carry out communicative interaction of children among themselves in creative and search activities; create a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations; show the features of the sand painting technique.

6 Sand-art

7 Features in working with sand on light tables: Differs in simplicity and accessibility. Sand painting is beautiful. Plastic. Reducing stress.

8 Psychological problems for which it is useful to use sand painting in combination with other methods. Problems of children's behavior. Emotional problems. Family problems. Communication problems.

9 Sand-art drawing technique (sandography) provides an opportunity for the development of Individuality Increased self-esteem development of fine motor skills and increased tactile sensitivity; development of imagination, creative thinking, spatial thinking; development of speech and preparation of the hand for writing; correction of violations of attention and behavior; correction of emotional and neurotic disorders; development of mental processes in children and adults; soft smooth recovery after injuries in children and adults (strokes, brain concussions, correction of posthypoxic disorders and MMD); the development of the two hemispheres of the GM, the harmonious development of the personality; stress relief and harmonization of the internal state; deeper understanding and acceptance of oneself

10 Light sandbox modes

11 "Kinetic sand" is an innovative art therapy technique. Kinetic sand consists of 98% ordinary quartz sand and 2% silicone polymer, which is used as an additive in the food industry (E 900). The product has the color of natural sand and contains the same fraction within each delivered batch.

13 Parents' clubs on the topic "Education with a fairy tale"

14 Bubber Bucket This is a mixture of microscopic ceramic spheres and a modeling binder from Waba Fun. Set for creativity - mass for modeling + accessories. The development of fine motor skills, the development of personal qualities (teaches attentiveness and accuracy, contributes to the development of children's imagination)

15 Set "100 colors" a technique for developing the creativity and intelligence of a child opens the door to the magical world of colors for a child: heavenly, honey, cyclamen, beaujolais, tea rose .. Bright colored cards develop vision, and their diversity develops artistic taste. The visual aid “A set of demonstration tables “Color and Shape” is intended for the development of a preschooler in a preschool educational institution. Spheres of application: cognitive development, aesthetic education. Great foundation game for getting ready for school

16 Character Education System Fairy tale is a comprehensive solution for the harmonious formation of the character of a child from 2 years old. The system is based on the method of personalized fairy tales (one of the methods of fairy tale therapy), developed by Shalva Alexandrovich Amonashvili, an outstanding Russian teacher, academician of the Russian Academy of Sciences.

17 Fairy tale therapy

18 Puppet therapy is an effective use of methods and techniques of puppet therapy in working with fears in children. Puppet therapy goes well with other art therapeutic areas. For example with music therapy

19 Mandala as an art-therapeutic means of harmonizing the psycho-emotional state of the possibility of using mandalas: in order to correct the emotional state, normalize behavior in order to diagnose the current mood in order to study group relationships in order to diagnose and correct a specific problem

20 possibilities of using mandalas: With problems of self-esteem With a feeling of internal imbalance Activation of the resource states of the individual With fear of losing control of oneself With pessimism and depression With psycho-correction of accumulated irritation and aggression Psycho-correction of emotional hypersensitivity or vice versa, alexithymia (difficulty in reacting feelings, emotions). When you feel a dead end in life Psychocorrection of fears and anxieties Overcoming a crisis in development (age-related, personal) Accompanying adaptation Family situations Psychosomatic problems Group cohesion based on spiritual rapprochement, collective creativity Increased concentration and internal balance (for example, in hyperactive children) Correction of fine motor and nervous disorders tension Cultivating patience and accuracy Formation of self-confidence based on calmness and stimulation of creativity

21 Stone Therapy Indications for playing with stones: Difficulties in communication skills and empathy in children and adolescents; psychocorrection and psychoprophylaxis of conflict, isolation, anxiety; neurotic and emotional disorders; crisis states; development of one's own self-image; optimization of mental development in childhood. Forms of work with children and adolescents: For children of preschool and primary school age. as stimulus material for free association of the child

22 Phototherapy The purpose of phototherapy and photography is to expand a person's self-knowledge, promote individual development, and help navigate life. The tasks of phototherapy in the preschool educational institution are the study of past experience, the stabilization of the emotional state, the correction of parent-child relationships. universal in application: it can be used as a separate method (working only with photographs), or it can be combined with other psychotherapeutic areas (fairy tale therapy, isotherapy, family psychotherapy, etc.). Phototherapy methods are suitable for individual and group sessions of most age groups

23 Animal therapy as a psychological and correctional program for children experiencing difficulties in adaptation and communication includes a method of providing psychological assistance through interaction with animals and their symbols; - reveals additional opportunities in the behavior and personality of children; - enriches the socially adapted behavioral repertoire through observations; - teaches and trains such mechanisms that allow animals to adapt to the conditions of life as much as possible, to be in harmonious interaction with others.

24 ART THERAPEUTIC METHODS IN WORK WITH TEACHERS

25 ART THERAPEUTIC METHODS IN WORK WITH TEACHERS

26 In the process of organizing art therapy and fairy tale therapy, the following functions are implemented: 1) empathic acceptance; 2) creation of a psychological atmosphere of personal security; 3) emotional support; 4) setting a creative task and ensuring its acceptance; 5) reflection and verbalization of feelings and experiences actualized in the process of drawing

27 Board psychological games "Rhythm and Challenge" - a collective game that requires increased activity and dynamism of the flow. That is why it promotes the development and improvement of communication skills, non-verbal communication and is ideal for adaptation events, initial trainings (for example, dating training) and classes with mixed groups. Also, the game can serve as a successful accompaniment to family groups, children's trainings, school activities for organizing leisure activities, competitions, a game room, circles. it is not recommended to use the game with children with increased anxiety, resentment and inability to lose, as well as increased aggressiveness, excitability and general emotional instability.

28 Affirmations Positive statements or affirmations (from lat. affirmatio "confirmation") are persuasive statements containing a verbal formula, with repeated repetition, fixing in the subconscious of a person the installation for positive changes in his life. This is a positive auto-training aimed at feeling healthy, successful, free, etc. The concept of affirmation is used in the psychology of self-improvement and positive psychology. Scientific studies of recent years have shown that the impulses of the second signal system caused by the word come from the cerebral cortex to the internal environment of the body and rebuild the vital activity of the tissues of the internal organs. Listen carefully to your speech. What lines do you say most often, what do you call yourself, how do you speak about your life? If a person says "My life is a nightmare!", "What a fool I am!", "Everything I do is in vain!" this whole program is written into the subconscious and gives out a complete set of losers. Our subconscious embodies what is said impartially and flawlessly. So isn't it better to put formulas of luck and success into it?

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Modern technologies in the activity of a teacher-psychologist.

Today, the word "technology" is increasingly used by specialists in the field of pedagogy and psychology. In the psychological literature, this term is either not considered meaningfully at all or it has an ambiguous meaning.

The term "technology", based on the formulations of many literary sources, is understood as art, skill, ability, a set of processing methods, changes in state.

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

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

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

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

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

operating technologies provide the formation of ways of mental actions.

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

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

applied ones develop effectively - the practical sphere of personality.

Let's consider these technologies in more detail.

Information Technology

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

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

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

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

Displaying educational, diagnostic materials for children, which children can work with on-line,

Conducting remote psychological actions and competitions,

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

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

Organization of distance learning schools

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

Conducting surveys of target groups

Organization of a psychological workshop for target groups

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

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

Examples of the final products of Internet design include the following: a website, a computer presentation, a computer drawing, an e-book, a magazine, a computer game, a remote competition, a festival, a teleconference, a discussion chat, and other remote events.

The inclusion of children in the development and implementation of their own Internet projects has great developmental potential. On the one hand, as a team form of work, the Internet project allows the formation of cognitive abilities, project thinking, the subjective position of schoolchildren, the ability to work together, work in a team. On the other hand, content content allows you to solve a wide variety of psychological problems: correctional, developmental, educational.

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

Internet design is often used as part of psychology media lessons, where IT technologies are actively used.

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

Technology of educational games:

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

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

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

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

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

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

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

Health-saving technologies

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

Psychological activity involves the use of techniques such as:

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

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

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

dance therapy- the use of dance movements or imitations to music to relieve muscle clamps. 2

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

Art therapy

Art therapy includes a number of areas of psychological work related to creativity - isotherapy, color therapy, phototherapy, fairy tale therapy, music therapy, collage. The psychology of creativity has long been successfully used in work with children and adults. Art therapy reveals the multifaceted inner potential of a person and at the same time helps to deal with a number of serious psychological problems, including traumas, internal conflicts, and fears. () Thanks to the psychology of creativity, a person is immersed in a situation where you can relieve stress and gain confidence in yourself. Most often, art technologies are used in diagnostics, correction, psychotherapy, and today in the educational process at different levels of education. 3

play therapy

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

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

According to the approach to the subject, the teacher-psychologist uses technologies:

cooperation

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

personally- oriented

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

Humanely- personal

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

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

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

The technologies used by the teacher-psychologist perform a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, socio-psychological training. 4

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

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

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

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

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

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

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

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

Bibliography

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

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

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

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

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

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

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

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

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Pisareva E.V. The role of psychological health-saving technologies in improving the quality of education http://miapp.ru/sno/poleznoe/school_psychologist/1804-.html

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

Chernova E.N. Modern psychological and pedagogical technologies of teaching http://festival.1september.ru

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