Conflict situations at school and problems associated with the educational process are common phenomena. Teachers are not always able to solve such problems due to their workload, and parents do not have enough knowledge in the field of child psychology to competently approach the solution of the problem that has arisen.

Profession teacher-psychologist

A teacher-psychologist is an employee of an educational institution who monitors the social adaptation of students, works to correct deviant behavior of children, and takes measures aimed at preventing psychological deviations.

The school includes maintaining the personal files of students, monitoring children and carrying out activities to eliminate problem situations. The personal qualities of a psychologist play an important role in the organization of his work. Mutual understanding, the ability to listen and make decisions are mandatory qualities that a teacher-psychologist should possess.

The personal qualities of a psychologist must correspond to the position held. A child is more likely to make contact if the educational psychologist has the following qualities:

• communication;
• friendliness;
• justice;
• tolerance;
• modernity;
• intelligence;
• optimism.

Not everyone can become a talented specialist in this field, since the productivity of a teacher-psychologist at school depends on the personal qualities of the person himself.

Job responsibilities of a teacher-psychologist

A specialist can hold this position only if he has a higher or secondary specialized education in the direction of "Pedagogy and Psychology". The Federal State Educational Standard, or GEF, for a teacher-psychologist at school is regulated by the Ministry of Education and Science of the Russian Federation.

The functional duties of a teacher-psychologist at school are not limited to resolving conflict situations and working with problem children.

We list the main job responsibilities of a psychologist:

• Providing favorable conditions for the development, learning and socialization of students.
• Identification of the causes of problem situations between students.
• Providing psychological assistance to children who need it.
• Participation in the development of developmental and correctional programs.
• Control of the educational process.
• Advising teachers and parents on the development, socialization and adaptation of children.
• Analysis of the creative and educational achievements of children, their academic performance.
• Evaluation of the effectiveness of the work of teachers.

This is only a small part of the duties of a teacher-psychologist. A complete list is prescribed in the job descriptions when hiring a specialist for this position.

Educational psychologist program

The work program is drawn up for one academic year in accordance with the requirements of the Law "On Education". Each program is developed with a specific purpose in mind. To achieve the goal, a list of tasks is assigned, the implementation of which leads to the desired result.

Each program has several areas of work, and the activities of a teacher-psychologist at school are divided into the following areas: correctional and developmental, psychological and pedagogical, analytical, counseling and education. A detailed action plan is drawn up for each category of activity. The means and methods that must be applied to achieve the goal are listed.

The predicted results of work for each category of students are indicated. The program is compiled on the basis of the individual and age characteristics of students. The program should include planning work with students' parents, taking into account the individual characteristics of families, identifying dysfunctional, single-parent families. at school is also the supervision of the upbringing of the child in the family.

Psychological education

In order for the socialization and development of the individual to proceed harmoniously, it is necessary to create all the necessary conditions for this. In particular, take care of the formation of positive attitudes towards psychological assistance to the child among parents, teachers and the children themselves. In most cases, parents who do not have knowledge in the field of child psychology do not know how to behave when conflict situations arise. Sometimes it happens that adults exacerbate the situation with their reaction or inappropriate behavior. The duties of a teacher-psychologist at school include conducting psychological education classes for teachers and parents at regular intervals. In the event of conflict situations, the psychologist should begin individual work with the student and his parents.

Psychological diagnostics

At this stage, the psychologist diagnoses the psychological state of students. It reveals the features of the emotional state, the level of development, and in some cases the degree of social neglect or the presence of mental abnormalities. carried out in different variations. This can be testing, an event, a group lesson, etc. The teacher-psychologist processes the information received during the diagnosis and identifies a risk group. Such a group may include children who do not have friends among their peers, students who create conflict situations, children with weak emotional stability. Any deviation from the norm can be a reason to start individual work with the child and his parents.

Psychological correction

Once the problem is identified, the behavioral correction phase begins. The teacher-psychologist must prepare a program to correct the existing deviation. The activities of a specialist, teachers should be carried out in conjunction with the activities of parents. A positive result of psychological correction will be the complete correction of deviant behavior.

Correction of deviations is carried out individually or within the group. In grade 1, for example, group correction is practiced, which allows children to get to know each other better and unite in one team. This event takes the form of a game.

Corrective work is aimed at children who have the following deviations from normal behavior:

• hyperactivity;
• aggression;
• excessive anxiety;
• excessive shyness;
• the presence of constant fear;
• attention deficit;
• bad memory;
• difficulties in mastering the material;
• difficult thinking.

If the deviation manifests itself very sharply, cannot be corrected, and at the same time there is a complex underachievement of the child within the framework of the school curriculum, then the psychologist should raise the issue of transferring the student to a specialized educational institution.

Psychological prevention

Includes a set of measures aimed at creating favorable conditions for development, social adaptation and learning. An educational psychologist must prevent deviations or problems that a child may have when communicating with peers or teachers.

Preventive measures may include the following behaviors:

• goodwill in dealing with children;
• teaching correct behavior by personal example of an adult;
• showing more interest and attention in relation to hyperactive children;
• providing a state of rest for children who are prone to rapid fatigue;
• the gradual development of self-control skills in children.

A loyal attitude towards children should be shown not only by school employees, but also by parents and relatives of the child. Classes on psychological prevention are held both within the class and between parallel classes.

The work of a psychologist with parents of students

If situations occur in the child's family that provoke any deviations, then the educational psychologist is obliged to conduct a conversation with the student's parents. Without an integrated approach, deviant behavior cannot be corrected. The psychologist should pay special attention to children from unfavorable families. Problematic parents are not always ready to interact, so it is necessary to choose the appropriate communication tactics, outline the arguments and prospects for effective cooperation.

The psychologist should actively interact with parents, help them resolve disputes with the child. Parenting counseling can take place on an individual basis, if necessary. The tactics of the parent's behavior should not differ from the behavior of teachers at school. The very process of cooperation with the school psychologist should be considered by parents as an opportunity to replenish their knowledge in the field of child psychology and pedagogy. The psychologist should not load the parents with work, this can scare them away. Interest in such cooperation will quickly disappear.

The work of a psychologist in elementary school

The beginning of schooling is a very important stage for the child and his parents. It is at school that the baby begins to actively develop and adapt in society. Relationships with peers are built on the basis of a certain scheme, which is worked out by teachers and parents. Before the child enters the first grade, the psychologist must determine the readiness for schooling.

At the stage of the beginning of teaching children, the task of the psychologist will be to adapt the child in the environment of his peers and teachers. Gifted children with a high level of development need to be given special attention so that they do not lose interest in learning. Students experiencing difficulties in mastering the school curriculum should be provided with timely assistance. Tracking the school performance of children is one of the duties of a teacher-psychologist at school.

If a psychologist observes inappropriate behavior of children or teachers, he must respond immediately. The activity of a teacher-psychologist in primary school is based on the characteristics of the perception and development of children of this age. A trusting relationship of cooperation should develop between the child and the teacher.

An extracurricular activity, depending on its specifics, may have different goals. The teacher-psychologist selects such tasks or games that can provide the necessary information about children. In this case, the purpose of the event will be diagnostics, identification of problem situations in the team, monitoring the communication of children. For this purpose, command tasks are suitable. The guys will immediately determine several leaders who will lead the teams.

If the children are already familiar with each other, but there are conflict situations between certain representatives of the class, then the purpose of the extracurricular activity will be team building, the formation of friendly and trusting relationships between students. In this case, the participants in the conflict must be on the same team. It is necessary to create a situation that encourages children to cooperate.

The program of a teacher-psychologist at school should include various activities. They are held throughout the school year in all classes.

Analysis of the work of a psychologist at school

At the end of the academic year, a detailed report is prepared. An analysis of the work of a teacher-psychologist at school should include conclusions about the fulfillment of the goals and objectives set. The report lists the activities that were carried out by the psychologist, provides a list of problem children, and details the progress of work with them. In the report, the psychologist indicates the names and surnames of the students with whom individual classes were held.

The analysis includes the conclusion of a psychologist about the readiness of high school students to choose a profession. A list of academic performance is compiled for each class and a list of career guidance for students in grade 4. This is done if the school provides career-oriented classes. The prospects for the development of children for the next academic year are also indicated.

Finally

The productivity of the work of a teacher-psychologist lies not only in reducing the occurrence of conflict situations, but also in improving academic performance among schoolchildren. This is a very important person in an educational institution.

The main activities of a teacher - school psychologist

The main activities of a school psychologist are:

• psychological education,
• psychological prevention,
• psychological counseling,
• psychological diagnosis,
• psychological correction.

In any particular situation, each type of work can be the main one, depending on the problem that the psychologist is solving.

1. Psychological education

In our society, there is a shortage of psychological knowledge, there is no psychological culture that implies interest in another person, respect for the characteristics of his personality, the ability and desire to understand one's own relationships, experiences, actions, etc.

Psychological education – this is the introduction of adults (educators, teachers, parents) and children to psychological knowledge.

The main purpose of psychological education is to:

1) to acquaint teachers and parents with the main patterns and conditions for the favorable mental development of the child;

2) popularize and explain the results of the latest psychological research;

3) to form the need for psychological knowledge, the desire to use it in working with the child or in the interests of developing one's own personality;

4) to acquaint students with the basics of self-knowledge, self-education, self-regulation.

5) to achieve an understanding of the need for practical psychology and the work of a psychologist in an educational institution.

Forms of psychological education:

• lectures,
• conversations,
• seminars,
• Exhibitions,
• selection of literature
• speeches at parent meetings, etc.

2. Psychological prevention

Psychoprophylaxis – This is a special type of activity of a child psychologist, aimed at preserving, strengthening and developing the psychological health of children at all stages of preschool and school childhood.

Psychological prevention involves:

1) responsibility for the observance in the children's educational institution of the psychological conditions necessary for the full mental development and formation of the child's personality at each age stage;

2) timely identification of such features of the child, which can lead to certain difficulties, deviations in his intellectual and emotional development, in his behavior and relationships;

3) prevention of possible complications in connection with the transition of children to the next age level.

Domestic psychologists believe that the meaning of psychoprophylactic activities is to support and strengthen the mental and psychological health of children and schoolchildren.

· The psychologist develops and implements developmental programs for children of different ages, taking into account the tasks of each age stage.

· The psychologist reveals such psychological characteristics of the child, which may further cause the occurrence of certain difficulties or deviations in his intellectual or personal development.

· The psychologist warns of possible complications in the mental development and formation of the personality of children in connection with their transition to the next age level.

· The psychologist is working to prepare children, adolescents and older students for the gradual awareness of those areas of life, activities, professions that are interesting to them and in which they would like to realize their abilities and knowledge.

· The psychologist takes care of creating a psychological climate in the children's educational institution. A comfortable psychological climate is the result of the interaction of many components that make it up, but the central point here is the communication of children with adults and peers, as well as adults with each other.

· The psychologist should try to create human relations between parents and teachers.

3. Psychological consultation

Consultative activity is an essential area of ​​work for a practical psychologist.

Advisory work at school has a fundamental difference from that which is carried out by a psychologist in district or other consultations on the education and upbringing of children and schoolchildren. The psychologist of education is directly inside the social organism where both positive and negative aspects of the relationship between teachers and children, their certain qualities, their successes and failures, etc. are born, exist, develop. He sees each child or adult not himself on its own, but in a complex system of interpersonal interaction and provides counseling in unity with other types of work and in the analysis of the whole situation as a whole.

Consultations are held for educators, teachers, the administration of an educational institution, students, parents: they can be individual or group.

The main problems for which they turn to a psychologist parents: how to prepare children for school, lack of interest in children, unwillingness to learn, poor memory, increased absent-mindedness, disorganization, lack of independence, laziness, aggressiveness, increased excitability or, conversely, timidity, timidity; career guidance, the attitude of the child to adults in the family, to younger (older) sisters or brothers.

Contacting a school psychologist students, mainly on issues of their relationships with adults and peers, self-education, professional and personal self-determination, culture of mental work and behavior, etc.

In direct contact with children, the psychologist works with them to solve their problems. This so-called direct advice. Sometimes he advises teachers or parents about certain problems of children, that is, he resorts to indirect, mediated counseling, requiring certain conditions to be met.

We conduct psychological counseling when they come to us with a problem, i.e. the problem already exists, it is too late to prevent its occurrence, it is necessary to provide assistance. In this case, it is necessary: ​​a) first to clarify and comprehend the problem, to find means for solving it; b) only then try to prevent, prevent the occurrence of similar problems in the future.

The psychological meaning of the consultation is to help the person solve the problem himself. Only in this way will he be able to accumulate experience in solving similar problems in the future.

It is important that consultation be based on a voluntary basis. Many psychologists testify that it is very difficult to "force" an educator, a teacher to consult. It is better when the initiative comes from themselves, because in this case they are aware of the existence of the problem and are motivated to solve it. In addition, you need to understand that a psychologist is not a magician who has a magic wand in his arsenal, and also not a doctor who can give a pill to relieve a symptom. Therefore, the most important thing when counseling adults and children is to take responsibility for what happened and the desire to work on the problem.

If the problem requires in-depth study, then the psychologist can recommend other specialists practicing this area, most often, they are psychotherapists. Psychotherapeutic work is not carried out at school, even if the professional level of specialists allows it.

Carrying out advisory work at school, the psychologist solves the following specific tasks:

1. Advises the school administration, teachers, parents on the problems of education and upbringing of children. Consultations can be both individual and collective. Experience shows that teachers of different classes, with different pedagogical experience, most often turn to a psychologist about the uncontrollability of individual students, in whom they see intruders and the perpetrators of complicated relationships.

It is equally difficult to advise parents. Often, parents come to a psychologist on the strong recommendation of the principal or class teacher, and in most cases it is difficult to accept the versions of the psychological causes of deviations in the behavior and education of their children. They quite often try to divert the conversation from the search for the causes of the emergence of one or another psychological quality of the child in the sphere of family relations, everyday life. The psychologist should always keep the interests of the child in the center of attention and try to avoid the danger of immersing himself in the investigation of endless marital or personal problems of the parents. Although, of course, you need to understand that the problems of children are the problems of parents. The child acts as a symptom of the family. If parents see this and accept it, the problem will be solved; if they don’t accept it and don’t want to see it, then it’s unlikely that anyone will help them.

2. Conducts individual counseling for students on issues of learning, development, problems of life self-determination, relationships with adults and peers, self-education, etc.

3. Advises groups of students and school classes on self-education, vocational guidance, culture of mental work, etc.

4. Contributes to the improvement of the psychological culture of teachers and parents through individual and group consultations, participation in teachers' councils, methodological associations, school-wide and classroom parent meetings.

5. At the request of the people's courts, guardianship and guardianship authorities, commissions and inspections for juvenile affairs, as well as other organizations, conducts a psychological examination of the mental state of the child, the conditions of family education in order to make more informed decisions by the relevant authorities related to determining the future fate of students (deprivation parental rights, sending a student to special educational institutions, etc.)

4. Psychological diagnostics

The competence and duties of a school psychologist include identifying the characteristics of a child’s mental development, the formation of certain psychological neoplasms, the correspondence of the level of development of skills, knowledge, skills, personal and interpersonal characteristics to age guidelines, the requirements of society, etc. Therefore, it is psychodiagnostics as an activity to identify the psychological causes of problems, difficulties in teaching and educating individual children, by determining the characteristics of the development of their interests, abilities, the formation of personal formations, is in the center of attention of the psychological service of education and has its own specifics.

The task of psychodiagnostics is to provide information about the individual mental characteristics of children, which would be useful to them and those who work with them - teachers, educators, parents.

A practical psychologist is faced with the task of studying how a particular child learns and perceives the complex world of knowledge, social relations, other people and himself, how an integral system of ideas and relations of a particular child is formed, how his individuality develops. The measurement of a particular mental function or the identification of a personality characteristic outside the context of the holistic development of the child does not make sense for a practical psychologist.

A psychologist must be proficient in a wide variety of methods. In order to more deeply and subtly determine the causes of this or that psychological phenomenon or formation, the psychologist needs to be able to appropriately combine observational data and his own impressions with the conclusions obtained as a result of the use of tests and other objective methods.

You can get acquainted with the plan of the diagnostic direction

· Psychological diagnosis

An important stage in the psychodiagnostic work of a psychologist is the formulation of a conclusion about the main characteristics of the studied components of the mental development or formation of the child's personality, in other words - psychological diagnosis. This is the central stage, in the name of which all the previous ones unfold and on the basis of which the subsequent ones can be built. The diagnosis is not simply made according to the results of a psychological examination, but it necessarily involves correlating the data obtained in the examination with how the identified features manifest themselves in so-called life situations (vital indicators). Of great importance in making a diagnosis is the age analysis of the data obtained, and taking into account the zone of proximal development of the child.

Correction and development programs usually include a psychological and pedagogical part. Psychological part of the development and correction is planned and carried out by a psychologist. Pedagogical part is compiled on the basis of psychological recommendations jointly by a psychologist and a teacher, a class teacher, director of an educational institution, parents - depending on who will work with the child, and is carried out by teachers and parents with the help and under the constant supervision of a practical psychologist.

Part I General questions of the organization and activities of the school psychological service (I.V. Dubrovina)

Chapter 2. The content of the work of a school psychologist

I.2.1. Where to start work?

What can you advise a psychologist who has just come to school? First of all, do not rush, look around.

The first period of work of a practical psychologist can be conditionally called the period of adaptation: the psychologist must adapt to the school, and the school must adapt to the psychologist. After all, they don't know each other very well. Here, conversations with the school administration, students, their parents, attending lessons, extracurricular activities, pioneer gatherings, Komsomol meetings, meetings of teachers' councils, parent meetings, studying documentation, etc. will be appropriate. At the same time, in conversations, at meetings, it is necessary to introduce teachers, students and their parents with the tasks and methods of work of a school psychologist (in the most general form).

A psychologist at school is a new phenomenon for us, and many teachers may not immediately recognize a psychologist. Patience, benevolent calm, tactful attitude towards all are needed. Every person has the right to doubt, and the teacher, the class teacher, the headmaster - even more so. Why should they immediately believe in a psychologist? Everything depends on him and, most importantly, on his professional training and ability to work professionally. Therefore, in our opinion, one should start with what the psychologist knows and can do best. For example, if he has a lot of experience in working with younger schoolchildren, then it means that he should start with them, if before he had to deal with the development of the intellectual sphere of children, then you should try yourself in working with lagging behind or capable children, etc.

But in all cases, there is no need to rush, to strive at all costs as soon as possible to show what you are capable of. The psychologist came to school for a long time, forever, and the teaching staff should immediately form the attitude that the psychologist is not a magician, he can not solve everything at once. And such psychological processes as correction, development, in general, are long in time. Yes, and finding out the causes of a particular psychological problem requires a different time each time - from several minutes to several months.

According to the experience of school psychologists, such an adaptation period can take from three months to a year.

I.2.2. So, why does a practical psychologist come to school?

Adult people working in the school all together solve one common task - they provide training and education for the younger generation. At the same time, each of them occupies a specific place in the educational process, has its own specific tasks, goals and methods. For example, the specific tasks and methods of work of a history teacher differ from the tasks and methods of work of a teacher of biology, mathematics, physical culture, labor, etc. In turn, the tasks and methods of activity of all subject teachers fundamentally change when they act as class teachers.

So, each school teacher has his own functional duties based on professional specialization. But what about a practical psychologist? Maybe those in the school are right who perceive him either as an "ambulance" for the teacher, or as a "nanny" for the students, i.e. as a useful person, even in something interesting, but without certain, clearly defined responsibilities - it's good to have him, but can you do without him? Of course, this is completely inconsistent with the meaning of his activities.

A practical psychologist comes to school also as a specialist - a specialist in the field of child, pedagogical and social psychology. In his work, he relies on professional knowledge about age-related patterns and individual originality of mental development, about the origins of mental activity and the motives of human behavior, about the psychological conditions for the formation of personality in ontogenesis. A psychologist is an equal member of the school team and is responsible for that side of the pedagogical process, which, apart from him, no one can professionally provide, namely, he controls the mental development of students and contributes to this development as much as possible.

The effectiveness of the work of a school psychologist is determined primarily by the extent to which he can provide the basic psychological conditions conducive to the development of students. The main conditions are as follows.

1. Maximum implementation in the work of the teaching staff with students of age-related opportunities and development reserves (seizitiveness of a particular age period, "zones of proximal development", etc.). A practical psychologist should help ensure that not only age characteristics are taken into account (these words are already used to at school), but these characteristics (or neoplasms) are actively formed and serve as the basis for the further development of schoolchildren's capabilities.

So, at primary school age, purposeful education and upbringing of the child begins. The main type of its activity is educational activity, which plays important role in the formation and development of all mental properties and qualities. It is this age that is sensitive for the development of such psychological neoplasms as the arbitrariness of mental processes, the internal plan of action, the reflection of one's behavior, the need for active mental activity or a tendency to cognitive activity, and the acquisition of educational skills and abilities. In other words, by the end of primary school age, the child should be able to learn, want to learn and believe in their abilities.

The optimal basis for successful learning is the harmonious correspondence of educational and intellectual skills and abilities with such personality parameters as self-esteem and cognitive or educational motivation. This correspondence is laid precisely in primary school age. Almost all problems (including poor progress, learning overload, etc.) that arise at subsequent stages of education are determined by the fact that the child either does not know how to learn, or teaching is not interesting to him, his perspective is not visible.

There is a huge variety of activities, each of which requires certain abilities for its implementation in sufficient time. high level. The formation of abilities has its own characteristics at each age stage and is closely related to the development of the child's interests, self-assessment of his success or failure in a particular activity. The mental development of a child is impossible without the development of his abilities. But the development of these abilities requires patience on the part of adults, attention and careful attitude to the slightest successes of the child, and this is often not enough for adults! And they soothe their consciences with the common formula that ability is the exception, not the rule. Having such a conviction, a school psychologist cannot work, his main task is to identify and develop the abilities of everyone at the individual level of achievement.

At the same time, the psychologist should keep in mind that children have different grounds for assessing abilities: they evaluate their comrades by their success in classes (objective criterion), and themselves - by their emotional attitude to classes (subjective criterion). Therefore, the achievements of children must be considered in two ways - in terms of their objective and subjective significance.

Objectively significant achievements are clearly visible to others: teachers, parents, comrades. For example, a student learns the material quickly, "on the move", immediately understands the teacher's explanation, freely operates with knowledge. He stands out among classmates, his self-esteem coincides with real high success, is constantly reinforced.

Subjectively significant Achievements are such successes that are often invisible to others, but are of high value to the child himself. There are children (this is the bulk of students - the so-called "average" students) who do not have any big, noticeable achievements in a certain field of knowledge; great interest, happy to complete tasks on it. Subjectively, for themselves, they achieve some success in this field of knowledge, unlike others. Self-assessment of the capabilities of such a child is often reinforced only by his own positive attitude towards the subject. Thus, we can say that there are different conditions for the formation of self-esteem - under the influence and support of the teacher or contrary to the teacher's assessment (and then the child has to overcome significant difficulties for self-assertion, or he "gives up").

At school, unfortunately, they do not properly approach the so-called "average" student. Most of the "average" junior schoolchildren already have their favorite subjects, there are (certain areas where they achieve relatively high results. But the general level of development for many of them is not high enough due to a number of circumstances (for example, shortcomings in the development of imagination, etc.) If you do not immediately pay attention to them, do not support their interest and success in a particular area, then they can (as often happens) remain "average" until the end of schooling, having lost faith in their abilities, interest in classes.

The approach to the problem of abilities, based on the recognition of the existence of not only objectively, but also subjectively significant abilities of the child, makes it possible to build an educational process taking into account the subjectively most successful field of knowledge or activity for each student. Usually, the main attention in training and development is proposed to be given to the weakest places, lagging zones that the child has. Meanwhile, reliance on the area that is subjectively successful for the child has the most progressive influence on the formation of personality, allows the development of the interests and abilities of each, tightens lagging abilities not directly, but indirectly.

3. Creating a child-friendly school psychological climate, which is determined primarily by productive communication, the interaction of the child and adults (teachers, parents), the child and the children's team, the immediate environment of peers.

Full-fledged communication is least of all guided by any kind of evaluation or evaluation situations, it is characterized by non-evaluation. The highest value in communication is the other person with whom we communicate, with all his qualities, properties, moods, etc., i.e. the right to individuality.

A favorable psychological climate and relationships have their own specifics at each age.

In the lower grades the nature of the teacher's communication forms a different attitude towards him in children: positive in which the student assumes the personality of the teacher, showing goodwill and openness in communicating with him; negative in which the student does not accept the personality of the teacher, showing aggressiveness, rudeness or isolation in communicating with him; conflict, in which students have a contradiction between the rejection of the personality of the teacher and a hidden, but keen interest in his personality. At the same time, there is a close relationship between the characteristics of communication between younger students and the teacher and the formation of learning motives in them. A positive attitude, trust in the teacher cause a desire to engage in educational activities, contribute to the formation of a cognitive motive for learning; negative attitude does not contribute to this.

A negative attitude towards a teacher among junior schoolchildren is quite rare, and a conflicting one is very common (about 30% of children). In these children, the formation of cognitive motivation is delayed, since the need for confidential communication with the teacher is combined in them with distrust of him, and, consequently, of the activity in which he is engaged, in some cases, with fear of him. These children are most often closed, vulnerable or, on the contrary, indifferent, unreceptive to the instructions of the teacher, lacking initiative. In communication with the teacher, they show forced humility, humility, and sometimes the desire to adapt. Moreover, usually children themselves do not realize the reasons for their own experiences, disorder, grief, unfortunately, adults often do not realize this either. First-graders, due to insufficient life experience, tend to exaggerate and deeply experience the seeming severity on the part of the teacher. This phenomenon is often underestimated by teachers at the very initial stage of teaching children. Meanwhile, this is extremely important: in subsequent classes, negative emotions can be fixed, can be transferred to educational activities in general, to relationships with teachers and comrades. All this leads to serious deviations in the mental and personal development of schoolchildren.

In the relationships of adolescents, the most significant feelings of sympathy and antipathy experienced by them for their peers, assessments and self-assessment of abilities. Failures in communication with peers lead to a state of internal discomfort, which cannot be compensated for by any objectively high indicators in other areas of life. Communication is subjectively perceived by adolescents as something very important: this is evidenced by their sensitive attention to the form of communication, attempts to comprehend, analyze their relationships with peers and adults. It is in communication with peers that the formation of the value orientations of adolescents begins, which are an important indicator of their social maturity. In communication with peers, such needs of adolescents as the desire for self-assertion among peers, the desire to get to know oneself and the interlocutor better, understand the world around them, defend independence in thoughts, actions and actions, test one’s own courage and breadth of knowledge in defending one’s opinion, show in in fact, such personal qualities as honesty, willpower, responsiveness or severity, etc. Teenagers who, for one reason or another, did not have communication with their peers, often lag behind in age-related personal development and, in any case, feel very uncomfortable at school.

Relationships between high school students are characterized by special attention to communication with representatives of the opposite sex, the presence or absence of informal communication with teachers and other adults. Communication with an adult is the main communicative need and the main factor in the moral development of high school students. Communication with peers, undoubtedly, plays a role in the development of the personality here too, however, a young man (and even a teenager) can have a sense of his own significance, uniqueness and self-worth only when he feels self-respect for a person who has a more developed consciousness and greater life experience. Parents and teachers, therefore, act not only as transmitters of knowledge, but also as carriers of the moral experience of mankind, which can be transmitted only in direct and even informal communication. However, it is this role that parents and teachers actually fail to cope with: students' satisfaction with informal communication with adults is extremely low. This testifies to the unfavorable spiritual state of society, to the rupture of the spiritual connection between the older and younger generations.

The modern school does not comply with the psychological conditions that ensure the full communication of students with adults and peers at all stages of school childhood. Hence, some students of primary school age and many adolescents and high school students form a negative attitude towards school, towards learning, an inadequate attitude towards themselves, towards people around them. Effective learning and progressive development of the individual in such conditions are impossible.

Therefore, the creation of a favorable psychological climate, in the center of which is personal, interested communication between adults and students, is one of the main tasks of the school psychologist. But he can successfully solve it only in joint work with teachers, in creative communication with them, setting a certain content and productive forms of such communication.

The school psychologist is located directly within the social organism where both positive and negative aspects of the relationship between teachers, students and their parents originate, exist and develop. He sees each child or teacher not in itself, but in a complex system of interaction (see Fig. 1).

This is a kind of "field" of interaction between a practical psychologist and students of different ages, their teachers and parents, in the center of which are the interests of the child as an emerging personality. It is clear that at all stages of work, both with individual students and with the children's team, close cooperation of the psychologist with all adults related to these children is necessary.

I.2.3. The main types of work of a school psychologist.

The main activities of a school psychologist include:

1. psychological education as the very first familiarization of the teaching staff, students and parents with psychological knowledge;
2. psychological prevention , consisting in the fact that the psychologist must carry out constant work to prevent possible problems in the mental and personal development of schoolchildren;
3. psychological counseling , which consists in helping to solve those problems with which they come to him themselves (or they are recommended to come, or they are asked by a psychologist) teachers, students, parents. Often they realize the existence of the problem after the educational and preventive activities of the psychologist;
4. psychodiagnostics as an in-depth penetration of a psychologist into the inner world of a student. The results of a psychodiagnostic examination provide grounds for a conclusion about the further correction or development of the student, about the effectiveness of the preventive or advisory work carried out with him;
5. psychocorrection as the elimination of deviations in the mental and personal development of the student;
6. work on the development of the child's abilities , the formation of his personality.

In any particular situation, each of the types of work can be the main one, depending on the problem that the school psychologist solves and on the specifics of the institution where he works. Thus, in boarding schools for children deprived of parental care, the psychologist primarily develops and implements such developmental, psycho-corrective and psycho-prophylactic programs that would compensate for the unfavorable experience and life circumstances of these children and contribute to the development of their personal resources.

Psychologists working at rono mainly perform the following activities:

• organization of lecture cycles for teachers and parents in order to improve their psychological culture. Experience shows that it is after a course of lectures that teachers and parents turn to a psychologist more often, see more problems, formulate them better. Lectures provide an opportunity to increase the motivation of teachers and parents to implement the psychologist's recommendations, since the analysis of a similar case shows adults real ways to solve a particular problem. At the same time, it is important that the psychologist dwell on topical issues that are of interest to the audience, illustrate lectures with examples from practice (of course, without indicating names and surnames). This increases the interest not only in psychological knowledge, but also in counseling; parents and teachers begin to imagine what the work of a psychologist is, cease to be frightened when they are invited to a conversation with a psychologist about the study or behavior of their child;
• holding consultations for teachers, parents on psychological problems of interest to them and providing informational assistance. Psychologists are often asked to talk about where they can get advice on special issues affecting the interests of the child. Depending on the request, the psychologist recommends specialized psychological, defectological, legal, medical and other consultations;
• carrying out in-depth work in any class in order to help the class teacher in identifying the specific causes of student failure and indiscipline, determining, together with teachers, possible forms of behavior correction and development of students;
• assistance in the preparation and conduct of pedagogical councils in individual schools;
• organization of a permanent seminar for teachers of the district on child and educational psychology, psychology of personality and interpersonal relations;
• the creation of a psychological "asset" from among the teachers of the district's schools. This is a prerequisite for the work of the district psychological service. If each school, or at least the majority of schools in the district, does not have at least one teacher who can competently raise psychological questions, determine which children and on what problems it is advisable to show a psychologist for examination, then it will be almost impossible for the district psychological center to work: several people that it contains will not be able to independently determine the difficulties and problems that students have in schools;
• participation in enrollment in the first grades to determine the level of readiness of children for schooling.

The experience of the district psychological center allows us to speak of it as a useful form of psychological service, given that it is difficult to provide all schools with psychologists in the near future.

Despite the fact that a more effective form of organizing a psychological service is the work of a practical psychologist directly at the school, a psychological center or an office at the rono could provide some psychological assistance to the schools of the district. For the development of the school psychological service, the interaction of a psychologist at school with psychologists from district (city) psychological offices is very important.

The first direction - diagnostic work - is a traditional link in the work of a school psychologist, historically the first form of school psychological practice.

School diagnostic activities differ from traditional research diagnostics. It should take less time, be simple and accessible in processing and analysis, its results should be "translated" into pedagogical language. And the most important difference is in the goals and objectives of diagnostic work.

School psychodiagnostics aims to provide information support to the process of support. Psychodiagnostic data is required:

To draw up a socio-psychological portrait of a student;

To determine the ways and forms of assistance to children experiencing difficulties in learning, communication and mental well-being;

To select the means and forms of psychological support for schoolchildren in accordance with their inherent characteristics of learning and communication.

However, diagnostics and its data cannot and should not become an end in itself.

Principles of construction and organization of psychodiagnostic activity of a school psychologist.

The first is the correspondence of the chosen diagnostic approach and specific methodology to the goals of school psychological activity.

Secondly, the results of the survey should either be immediately formulated in a “pedagogical” language, or be easily translated into such a language. That is, based on the results of the diagnosis, the psychologist or the teacher himself can judge the causes of the child's educational or behavioral difficulties and create conditions for the successful assimilation of knowledge and effective communication.

The third is the predictability of the methods used, that is, the ability to predict certain features of the child's development at further stages of education on their basis, to prevent potential violations and difficulties.

The fourth is the high developing potential of the method, that is, the possibility of obtaining a developing effect in the process of the examination itself and building various developing programs on its basis.

Fifth is the cost-effectiveness of the procedure.

The second direction is psycho-correctional and developmental work with schoolchildren.

In this paper, we restrict ourselves to a very simple working definition of psycho-correctional and developmental work.

The developmental activity of a school psychologist is focused on creating socio-psychological conditions for the holistic psychological development of schoolchildren, and psycho-correctional activity is aimed at solving specific problems of learning, behavior or mental well-being in the process of such development. The choice of a specific form is determined by the results of psychodiagnostics. Correctional and developmental work is the main area of ​​work of a school psychologist with children and adolescents. Diagnostics serves as the basis for its proper organization, other forms supplement or replace it if necessary. The main principle underlying its content and organization is integrity. This means the following: the content of correctional and developmental work should provide a holistic impact on the personality of a child or adolescent. The psychologist, of course, has ideas about exactly in which sphere of the student's mental world the problem is localized, just as he knows various scientific ideas about age-related needs and characteristics. However, it is necessary to work with the whole personality as a whole, in all the diversity of its cognitive, motivational, emotional and other manifestations. Developing work in school practice is traditionally focused on the cognitive, emotional-personal, social spheres of mental life and self-awareness of children. Psychocorrective work in school practice, as already noted, is focused on schoolchildren with various psychological problems and is aimed at solving them. Psychocorrective work can be carried out both in the form of a group and individual activity, and can be carried out both in the form of a group and individual activity.

The third direction: counseling and education of schoolchildren, their parents and teachers.

Psychological education of schoolchildren is focused on creating conditions for the active appropriation and use of socio-psychological knowledge by schoolchildren in the process of learning, communication and personal development. Its effectiveness is determined by the extent to which the proposed knowledge is currently significant, relevant for an individual student or student group, and how attractive or familiar to them is the form of knowledge transfer chosen by the psychologist.

In line with our model, we consider counseling as a multifunctional type of individual work of a psychologist with schoolchildren, within which the following tasks can be solved.

The main activities of the school psychologist are:

I. Psychoprophylactic work. is determined by the orientation of the school psychological service to the study of students in order to ensure an individual approach to them, to prevent difficulties in intellectual and personal development. Psychoprophylactic work can be carried out with individual students, groups of students and classes. In the process of psychoprophylactic work, the school psychologist carries out types of jobs: 1. studies the intellectual, personal, emotional and volitional characteristics of schoolchildren, their interests and inclinations. 2. diagnoses psychological readiness for schooling, his work is aimed at early detection of possible deviations and their correction; offers parents methods of engaging with the child to fill gaps in preparation for learning; together with teachers, outlines a program of individual work with children for their better adaptation to school, to ensure comprehensive and harmonious development in the learning process. 3. Conducts a psychological examination of children during their transition from elementary school to incomplete secondary school and from incomplete secondary school to general education and professional secondary school, outlines, together with teachers, parents, masters, a program of individual work with children, taking into account their individual readiness for learning at a new stage.

II. Diagnostic work. School psychologists can diagnose problems in education and upbringing; intellectual, personal and emotional characteristics of children that impede the normal course of the process of education and upbringing, the formation of a socially active personality; violations of interpersonal relations of the student with peers and teachers.

III. Correctional work. The direction of this work is connected with the elimination of deviations in the education and training of students. The correction program includes psychological and pedagogical parts. The psychological part is planned and implemented by the school psychologist. The pedagogical part is made up by a school psychologist and a teacher, and the teacher and parents carry out with the help of a school psychologist. Psychological and pedagogical correction is carried out only in cases where certain deviations are not the result of an organic lesion of the central nervous system or mental illness. In cases where the psychologist has suspicions about the pathopsychological or defectological nature of the violations, he recommends that parents contact the appropriate institutions.

IV. Advisory work. When carrying out advisory work, a school psychologist performs the following types of work: 1. conducts individual and group consultations for the school administration, teachers, parents on the psychological problems of teaching and raising children, problems of life self-determination, relationships with adults and peers, self-education, etc. 2. Advise groups of students and classes as a whole on issues of self-education, a culture of mental work, etc. family education in order to make more informed decisions by the relevant authorities in case of deprivation of parental rights, sending schoolchildren to special educational institutions, etc. 4. Based on the psychological office and school library, the psychologist completes the library of psychological and pedagogical literature swarm on the problems of teaching and educating children of different ages and psychological literature for students

66. Method and criteria for assessing professional self-determination of high school students .

career guidance is a multifaceted system that includes education, upbringing, the study of psychophysiological characteristics, psychodiagnostics, the organization of elective courses, and, most importantly, psychology classes.

Methods of professional psychodiagnostics: conversation-interview, observation, questioning (of parents, teachers and other specialists), the use of various game and training situations, where various aspects of professional activity are modeled (for example, features of communication or moral choice), which makes it possible to make predictions about the future professional the behavior of participants in these procedures, methods designed for audiences that are not prepared in terms of internal activity, allowing students to gradually form internal activity in considering and solving their career guidance problems. In domestic psychology and pedagogy, interesting experience is gradually accumulating in the development and use of gaming vocational counseling methods and the creation of career guidance programs with elements of activating high school students (Pryazhnikov Nick.Serg.) We can name the following specific gaming techniques: games where decision-making and behavior skills are practiced during responsible interviews, - "Professional consultation", "Admission committee", "Five steps", "Counselor". An important condition for holding these games is their high dynamics (tempo), which also allows solving problems related to the organization of student discipline in the classroom, which is what psychologists usually fear most before entering the classroom. Game micro-situations (for 3-6 people) are very popular among school vocational consultants, where various elements of professional communication are modeled, usually associated with conflicting relationships. For example, situations of communication between a seller and buyers, a dentist with clients, a guide with foreign tourists, etc.

The following criteria and indicators of students' readiness for professional self-determination are distinguished:

cognitive 1. Knowledge of one's inclinations, abilities, individual qualities. 2. Possession of methods of self-diagnosis and self-development. 3. knowledge about professions, their professional qualities, ways of professional self-determination;

motivational-need 1. a positive attitude towards a professional career, 2. an adequate attitude towards oneself as a subject of professional self-determination, 3. a creative attitude towards activities that contribute to professional self-determination, 4. value judgments about one's actions in preparation for professional self-determination);

activity-practical 1. The manifestation of strong-willed efforts in achieving the set professionally oriented goals. 2. Readiness for research, transformation and communication activities in the chosen field. 3. Focus on creativity. 4. Striving for improvement.

67. Psychological characteristics of mature and old age.

Maturity (Feldstein, Bodalev, Ananiev) is the longest period of ontogenesis, characterized by a tendency to achieve the highest development of the spiritual, intellectual and physical abilities of the individual. In the fatherland Science has adopted the following scheme of age periodization: Old age 60-74 years for men, 55-74 years for women., Old age 75-90 years for men and women. The social situation of development in the period of maturity is associated with the active inclusion of a person in the sphere of social production, the creation of a family, the manifestation of one's personal individuality in the upbringing of children, creativity, relationships with people in the process of work. Feldstein - the life of an adult is movement, change, development. Ideas about the leading activity were formed by Leontiev and Elkonin - in adulthood this is the goal of the life path, in relation to which other types of activity are saturated with meaning and the personality develops. Maslow, Rogers - a person is endowed with the potential for continuous development and self-realization.

ved. activity - the maximum realization of the essential forces of a person in the course of active inclusion in the productive life of society.

Crises of adulthood. 1. Mid-life crisis (39-45 years). Studied Jung, Levinson. Many suicides, strokes, heart attacks. Described mainly in the male contingent. Causes of psychological severity: 1. "breath of old age", when a person feels a decrease in strength, a change in appearance, deterioration in health, exhaustion of creativity. 2. experience of discrepancy between youth plans and real achievements. 3. revaluation of values. 4. experiencing a reduction in time perspective. Exacerbation of the family. relations. An important new formation of maturity: adjustments in life design and related changes in the "I - concept". 2. Crisis separating maturity from old age. starts before retirement. In the fatherland Psychologists note as the most important manifestations of a mature personality its activity (the desire to go beyond one's own limits), orientation (a stable dominant system of motives, interests, ideals), deep semantic structures (cause the consciousness and behavior of the individual), the degree of awareness of attitudes towards reality. The intensity of changes in intellectual functions in maturity depends on two factors: the internal factor is a person's giftedness, and the external one is education. Education resists aging, slows down its processes. The development of an adult is self-development. Characteristics of a mature personality: a sense of responsibility, the need to care for other people, the ability to actively participate in society and the effective use of one's knowledge and abilities, the ability to be psychologically close to another person, constructively solve various life problems on the way to self-realization .

Types of old age: optimal (when a person, having retired, practically does not change and even outgrows), normal (stabilization of functions in the perspective of their general decline, because moving away from society, a person stabilizes for a while, and the decay process begins longer. This is not the age of development, there are no signs of senile dementia), pathological (manifestation of senile dementia-geriatrics). Old age is associated with the process of adaptation. Conducting activities in normal old age (Yermolaeva) - structuring and transferring one's own experience. Dr.t.sp. the leading type of activity is a special inner work aimed at understanding one's own life.

Changes with aging occur at the biological level, when the body becomes more vulnerable, the likelihood of death increases; at the social level, when a person retires, his social status and social roles change; on a psychological level, when a person is aware of the changes taking place with him and adapts to them.

68. Types and features of psychological counseling for the elderly .

In working with older people, all the main areas of psychological counseling are important and effective: age-related psychological, family, career guidance and individual, including psychological counseling in special situations. Subject age-psychological counseling in old age are options for the passage of the subject of normal age-related crises. In old age, a more or less generally recognized normative age crisis is the period of retirement. It is here that a situation is created that is characteristic of any crisis - a contradiction between the circumstances of life (change in social status) and human needs (the need to continue socially significant activities, the need to maintain one's position in the family and society). 1) to help an elderly person to review and evaluate his interests and life resources, to choose for himself a suitable business that fascinates him, to evaluate it for its vital and social meaning. 2) help in co-managing a person with old age as the final stage of life, help in accepting old age and accepting the whole past life as a whole, in the search for new meaningful life guidelines. Effective areas of work with older people are family psychological counseling. It is aimed at helping a family with elderly people in creating an intra-family psychological climate. The cautious, delicate form of the consultant's communication with the old person should help the latter to understand his role in the family, his significance for the stabilization of the family. This form of work with an elderly person should also begin in the pre-retirement period (before the appearance of age-related changes, attitudes and personality traits characteristic of old age) and be included in the general system of psychological facilitation of adaptation to old age. Career guidance counseling for the elderly- advice on professional self-determination after retirement. Career Counseling offers training programs for retirees, part-time or light work programs for the elderly. A number of such programs have been successful. For example, retired businessmen successfully trained their less experienced colleagues. Another successful program was dedicated to training older people to work with children with disabilities. Individual. In the course of individual psychological counseling of the elderly, it is extremely important to reveal the concept of life satisfaction in old age. Constant and reasonable activity, adequate physical and mental training provide an elderly person with the necessary skills to cope with the ailments of old age, contribute to the solution of the main tasks of age (they are described by E. Erickson and R. Pack) and are accompanied by an experience of satisfaction with life at this age. Psychological individual counseling in critical situations should take into account the peculiarities of emotional experiences in old age in case of loss, in anticipation of death. The work of a counselor can help an older person alleviate guilt towards the deceased by fixing his memory on the good, happy that they experienced together. Here, work with the family of an elderly person who has suffered a loss can be effective: family members should know that he should not be left alone, but should not be “overloaded” with care. Psychological counseling for an elderly person experiencing severe depression is always combined with active psychotherapeutic work. The tasks of the counselor in working with depressed older clients are to show that their pessimistic view of the world is the result of a depressive state (it can be alleviated and the picture of the world will improve), as well as to support the client and help him in a psychological explanation of his difficulties. . At the same time, the counselor should actively question the elderly person about his experiences and the circumstances of his life. In this case, meetings should be frequent (2-3 times a week) with a gradual decrease in the frequency of meetings depending on the client's condition.

69. Characteristics of the course of psychology as an academic discipline

Y as a separate academic discipline was first taught at the end of the 19th century in the United States. Since the 20th century, Y has become a compulsory academic discipline in pedagogical universities. Currently, it has become one of the most important and popular in the training of specialists in various fields. It is taught to those specialists who, by the nature of their activities, are faced with the human factor. L.S. Vygotsky dealt with the problem of teaching methods Y. In line with his cultural-historical theory, Laudis wrote a book on teaching methods (Badmaeva was still writing). According to Laudis, Y should be interpreted as a socio-historical science, although it can also use natural scientific research methods. The leading role in it is played by the methods of social sciences and humanitarian knowledge. At the center of humanitarian knowledge is the personality and S-S relations (Bakhtin M.M.). And in the center of natural scientific knowledge is the thing and S-O relations. The knowledge of a thing and the knowledge of a person are different. A thing can be known exactly, but a person cannot be known completely. Cognition of personality does not require accuracy, but depth of penetration. And this is achieved through dialogue. Dialogue is inexhaustible. Learning Goal Y- mastery of theoretical and practical knowledge and methods of building interaction and communication with people in various conditions of their life. The peculiarity of psychological consciousness is in the unity of knowledge and activity. Those. learning Y requires not only theoretical knowledge, but also the development of ways to construct a situation of behavior and action aimed at oneself and other people. In other words, psychology training is about learning and personal transformation. Specific Y as an academic discipline: In the process of teaching psychology, psychological knowledge is assimilated and at the same time this knowledge is turned towards oneself (reflection, self-transformation). Psychological knowledge can be represented as a generalized structure, which includes: - a system of concepts; - functions, mechanisms, types, patterns of psychological phenomena; - individual, age, gender characteristics; - patterns of development and formation; - violations; - psychological theories; - study methods. The structure of the educational psychological discipline is determined by the following. factors.

1. The degree of systematization of the relevant area of ​​psychological knowledge. 2.Methodological position, interests, t.zr. teacher. The teacher must state and disclose all existing theories, concepts, views, concepts, he has the right to adhere to the def. methodological position, to have their own interests, and so on. for the subject being taught. 3. Level, type and goals of the educational program within which psychology is taught. The system of knowledge and the system of educational and cognitive activity aimed at mastering them should be different depending on: 1) whether this discipline is taught in elementary, basic, secondary or higher education; 2) in a general education or vocational education institution; 3) students - future psychologists, teachers, doctors or students of other specialties. 4. Students' interest in def. topics, problems, facts and concepts, due to their age, level of development, individual psychological characteristics. 5. Knowledge and abilities of pupils and students. The teacher should build an academic discipline depending on the knowledge that students have in this area and on this issue, taking into account the fact whether this training course is the first psychological course for the student, or he studied psychology before. 6.Functions that perform different types and forms of student activity in the process of learning def. psychological knowledge and skills. 7. The didactic development of the discipline may be different. In particular, there may be a detailed program of classes for the course being taught, specific tasks, visual materials, test questions, guidelines for studying certain topics. The presence of didactic materials largely determines the level of complexity in the work of the teacher and the ability of students to master the academic discipline.