Ministry of Education of the Moscow Region

GOU DPO (advanced training) of Moscow region specialists

Pedagogical Academy of Postgraduate Education

Final project work on invariant module"Fundamentals of upgrading training specialists in NGO and SPO institutions" 72 hours

Project topic : "Psychological support of the educational process in NGOs"

pedagogue - psychologist

GBOU NPO PU №17 Kolomna, Mo

Introduction

Psychological support of education is one of the most important requirements of modern society. Obtaining education at all times was associated with various tests for knowledge, skills and skills of students. Tests are almost always stress. In this regard, the active work of psychologists of education contributes to solving this problem.

The concept of modernization of Russian education adopted by the Government of the Russian Federation determines the priority goals and objectives, the solution of which requires the construction of an adequate system of psychological and pedagogical support. The priority goal of modernization is to ensure high quality of Russian education.

In modern presentation, the concept of "quality of education" is reduced not only for training, a set of knowledge and skills, but is associated with the concept of "quality of life", which reveal through such categories as "health", "social well-being", "self-realization", "security".

In this regard, the area of \u200b\u200bresponsibility of the psychological and pedagogical support system can no longer be limited only to issues of overcoming difficulties in learning, but should also include the tasks of ensuring the successful socialization of students, professional self-determination, conservation and health promotion.

Under the term "psychological and pedagogical support of the educational process" today it is customary to understand the holistic and continuous process of studying and analyzing, formation, development and correction of all subjects of the educational process.

It is carried out in order to optimize the entire educational process, strengthening the health and performance of students and employees for the most complete realization of their creative potential and maintain a comfortable mental state.

The tasks of psychological and pedagogical accompaniment of students are also:
prevention of development problems;
assistance in solving topical tasks of training, profile orientation and professional self-determination;
development of the socio-psychological competence of students, parents and teachers;
Psychological support of educational programs;
Prevention of deviant behavior.

The methodological basis for the work of the psychological support service is declared in most cases as humanistic: "The idea of \u200b\u200bescorting as an embodiment of humanistic and personal-oriented approaches" (E.M. Aleksandrovskaya), "Paradigm of accompaniment on the basis of cooperation" (M.R. Bityanova), "Security - protecting paradigm of work with children "(A.D. Gonev).

As the main principles of work, as a rule, the principles of HP are traditional for domestic psychology. Vygotsky, A.N. Leontiev, S.L. Rubinstein, which declares the leading role in the development of the child and the age regulatory nature of its development.
N.I. escort system Sema and M.M. Semago is designed for "problem children." This term defines children with "deviations in development".

As children risk group M.R. Bityanova allocates children with problems of adaptation and socialization. Similarly, in the EC accompaniment system Alexandrovskaya is carried out orientation on children, "having a mental deflection, especially in its light shapes."

In general, the activities of the psychologist as part of the accompaniment system is characterized by a focus on a group of students who have deviations from the statistical norm in the aspect of mental functions.

The existing contradiction should be noted: students with problems are detected mainly not according to the results of the relevant diagnosis, but according to the "queries" of teachers or parents. The existing mechanism for the selection of students in the accompaniment group contributes to the identification of those "with which it is difficult to adults", and not those "who are difficult."

In the work of the psychologist for escorting students, two main stages (or directions of work) usually allocate: diagnostics and correction.
In the literature, these stages can be divided - E.M. Alexandrovskaya, for example, allocates five stages - but when generalizing, they all make up two primary stages.

The essence of the diagnosis is the search for mental characteristics that do not comply with the standards.

The essence of the correction is to carry out special events aimed at "bringing, tuning" of these characteristics to the norm.

As methods of work, the entire range of methods traditional for psychology is used: training, game, consultation, and so on.

In the conditions of primary professional education, the purpose of psychological and pedagogical support is to ensure the professional and personal development of students, where the main task is to form an independent, responsible, mentally healthy personality capable of successful socialization in society and active adaptation in the labor market.

The main directions of psychological support of students

The concept of "psychological assistance" is the most well-established in practical psychology. Its content is presented in the aggregate of the main directions of the professional activity of a practical psychologist.

Psychological assistance also implies that the psychologist works not only with those students who have problems with all, thus providing their development. For a psychologist working in college, this means inclusion in the educational process as an equal participant who contributes to all subjects of education.

The meaning of psychological support is not to protect the developing person from difficulties, not to solve its problems, but to create conditions for improving them a conscious, responsible and independent choice on his life path. But the moments are not excluded when the psychologist must intervene rapidly, or stop, or lead to save and help.

The mission of the practical psychology of vocational education is to ensure the stability of developing students in the field of vocational education, in creating the psychological conditions of the successful personal, social and professional development of young men and girls.

The goal of the psychological service of NGOs is to create favorable conditions for the successful development of young people, providing personal development, social and professional self-determination, formation and self-realization, preserving the psychological health of the participants in the educational process.

Tasks of the psychological service:

· Preservation and strengthening the psychological health of students in the conditions of professional educational space, polycultural in its composition;

· Psychological support of the subjects of the educational process through the provision of individual and group psychological assistance;

· Promoting the development of the psychological culture of all subjects;

· Psychological assistance to the personality, social and professional development of students in the process of educational and production activities, the development of the ability to self-knowledge, self-regulation, self-education, self-development, building a professional career.

1) the problems of the professional and personal development of subjects of activity in educational space;

2) levels of interaction of support participants;

3) conditions ensuring the quality of psychological support.

Directions of the psychological service of NGOs.

1. Psychological support of the developing component of vocational education (monitoring, information and analytical activities, design, examination of components of education).

2. Psychological support of participants in educational activities in the process of solving problems of vocational education and development (psychological prevention, education, diagnosis, development (correction), advisory activities).

3. Improving the service as an organizational system and professional development of specialists (self-education, exchange of experience, scientific and methodical, instrumental support).

The activities of the psychological service of the school is due to a number of specific features that determine the originality of its functioning and highlighting it in the system of practical psychology in general.

Specific features include:

· Professional orientation of the educational process;

· Characteristics of the contingent of students;

· Features of child-parent relations;

· The composition of pedagogical workers;

· Features of the teacher of the psychologist College.

Specialists of the service should not only be well to know the features of the system of vocational education and its participants, but also to understand the originality of their own activities.

Next, the main areas of work should be touched on the example of the activities of the psychological service of the GBOU PU№17. Kolomna. The structure of the activities of the psychological service includes psychological diagnosis, counseling, preventive, methodical, as well as psychocorrection work.
1) Psychological diagnostics - the study of the individual psychological characteristics of the personality of students in order to:

· Detection of possible causes of problems in the learning process;

· Identification of students' risk groups ";

· Definitions of strengths of the personality, its reserve capabilities that can be relying during the correctional work;

· Determining the individual style of cognitive activity.

2) Psychological consulting is the provision of psychological assistance in a specially organized process of a psychologist and a studying, during which assistance is provided:

· In self-knowledge;

· In the analysis and solving the psychological problems associated with our own characteristics, the established circumstances of life, family relationships, in the circle of friends;

· In the formation of new installations and making your own decisions;

· In the formation of the motivational and consumer and value-sessional personality sector;

· In the formation of adequate self-assessment and adaptation in real life conditions.

3) Preventive work - promoting full mental learning student:

· Prevention of topical social problems of drug addiction, alcoholism, AIDS, venereal diseases with the involvement of specialists;

· Prevention of conflicts;

· Prevention of depression and suicide;

4) Methodical work - aims to solve the following tasks:

· Drawing up a block of psychodiagnostic techniques for the diagnosis of first course students;

· Development of materials for students on learning issues;

· Preparation of methodological materials to assist in class clocks in groups;

A prominent role in the methodological work of the psychological service of NGOs is played by psychological education of students, parents, teachers and masters.

Psychological enlightenment of students today is very popular. But, despite the widespread prevalence, the question of its effectiveness is quite acute.

The result of enlightenment of students is the successful use of psychological knowledge and skills that would help them successfully learn and develop, as well as to gain the prospects for high-quality mastering chosen profession.

In order for the student-transmitted knowledge to be actively used in the process of personal development, it is necessary to seriously approach the selection of content and forms of work. In the selection of content, it is necessary to take into account not only age needs, but the readiness to assimilate students of certain knowledge and skills. Educational support can be organized in response to an up-to-date schoolboy request or group of students.

Also matters the focus on the objects of professional activity, ensuring their perception and the translation of these knowledge of short-term memory in long-term. In this case, an important role is played by the individual features of the memory of students. Some quickly remember and quickly forget, others slowly memorize, but for a long time they keep in memory what they remembered.

The lowest indicators of the level of concentration of attention were the lowest. This can be explained by the insufficient development of arbitrary regulation of the individual. The training activities of students of NGOs requires volitional efforts and skills to plan their actions and actions.

5) Psychocorrection work is a systematic work of a psychologist and a social teacher with students who have deviations in mental and personal development, as well as with students attributed to the category of "risk groups". It can be carried out in the form of individual and group classes in the form of trainings.

Depending on the course of training, the task of escorts can change:

· For the 1st year - the question of successful adaptation in the educational institution is relevant;

· For the 2nd course - individual accompaniment, the formation of a positive image of a teenager, his vitality;

· For the 3rd - promotion of professional formation, the formation of professional and significant personal qualities.

In organizing plan, the work of a support specialist can be carried out depending on the elected model - this may be:

· A model of accompanying gifted students;

· Children - orphans;

· Children from the number of "difficult" belonging to the "risk group" standing on different types of accounting;

· Children with various types of dependence: smoking, drug use, alcohol abuse, Internet addiction;

· The model of psychological support of children - migrants;

· The model of psychological support of children affected by emergency situations;

· The model of psychological support of deviant and divinted children (hooliganism, foul language, crime, etc.)

In our school, the accompaniment is developed, taking into account the complexity of the contingent, which is aimed at solving the problems of adapting students to the educational process and is conditionally distributed to three stages:

1. Diagnostic.

At this stage, there is a collection of general information about students, comprehensive diagnostic studies of the individual are carried out:

· Diagnosis of character accentuations;

· Determining the type of temperament;

· Diagnosis of anxiety;

· Socio-metric measurements;

· Study of the psychological climate in groups;

· Research of self-esteem;

· Study of the identity or

· Determination of individual style of thinking

2. Drawing up an individual work plan

At the second stage, after a detailed analysis of the information received, together with teachers and masters, recommendations are developed, individual correctional interaction programs with students are being built. This allows NGO masters and class managers to take into account the personal features of students, predict the emergence of conflict situations and continue to design a harmonious relationship.

3. Correctional-developing.

At the third stage, directly corrective (developing) activities are organized, which includes conversations and consultations with students and parents on the results of testing, prospects for further development, conducting social and psychological games and trainings:

· Training communication;

· Training of confident behavior;

· Training on the development of creative abilities;

· Relaxation classes; Communicative games.

Research is further conducted, development monitoring, which allows us to evaluate the effectiveness of the work being carried out and do the necessary correction.

It should be stopped in more detail at the first stage - diagnostic. The results of the diagnosis of socialization and adaptation and their influence on educational and educational processes in the School.

The concept of "socialization" in social psychology was introduced in the 40s of the twentieth century. Psychologist Albert Bandura.

In a modern sense, socialization has several values, because This is the concept of interdisciplinary. Used in sociology, psychology, pedagogy, philosophy.

Socialization is the influence of the environment as a whole, which introduces an individual to participate in public life. This is the process and the result of the inclusion of an individual into social relations. In the process of socialization, the individual becomes personality and acquires knowledge, skills and skills necessary for life among people.

There are several classifications of the Socialization Stages.

The first classification allocates the following stages:

Primary - assimilation of social norms, values, models of behavior of entry into culture. The result of this stage determines the whole course of life;

Secondary - The subsequent absorption of social roles that distinguish the vital activity of an adult. The necessary adjustment of the norms and models of the behavior of an adult person in contrast to primary socialization.

The second classification allocates several other stages:

Primary - assimilation of social norms, values, models of behavior of entry into culture. The result of this stage determines the entire course of further life.

Secondary - The subsequent absorption of social roles that distinguish the vital activity of an adult. Necessary adjustment of norms and models of adult behavior, unlike primary socialization

Integration - The desire to find your place in society.

Labor - The period of maturity. A person through activity affects the environment.

Podletovaya - Transfer of social experience with new generations.

Today, socialization is defined as a bilateral process. On the one hand, the individual absorbs social experience, entering a certain social environment, but sometimes it cannot be fully adapted in the social environment, thus knowledge remains "dead capital". The processes of education and socialization proceed in parallel and at the same time independently of each other and are directed to the formation of a person, gaining a person of his place in life, the path of social and professional self-determination.

The process should be compared: the process of socialization and education.

Education	Socialization
Education is a targeted process.	Socialization - the process of the spontaneous: We want or do not want, the phenomena of reality in the political, social, cultural sphere do not leave us indifferent, we cannot "exhaust" from them
Education - discrete, i.e. A discontinuous process, because it is carried out in the family, a preschool institution, a school, a creative team of additional education.	Socialization - the process is continuous
Education - is carried out here and now concrete entities of education	Socialization - is carried out all life, starting from birth and not stopping throughout life

Socialization is not an adaptation to the environment, but integration into a specific environment.

Adaptation is a passive adaptation to a social environment. And while the environment is stable, a person feels quite comfortable in it. However, changes in the medium, its instability can lead to the discomfort of the person, dissatisfaction, stressful situations, life tragedies.

Integration, as an individual interaction form with a social environment involves its active entry into society, when a person is ready for making self-decisions in a selection situation when it is able to influence Wednesday by changing it or changing himself. Differences between socialization in the form of adaptation and integration are still manifested.

An important role in the process of socialization plays creating a situation of success. First of all, the search activity should be developed, which manifests itself in:

· Cognitive creative activity;

· Independent search for source of information;

· Readiness to make a decision in a selection situation.

Under conditions of PU N17, the formation of a situation of success is carried out by the following measures:

· Self-government;

· Participation in various programs;

· Cooperation with society institutions;

· Circle work;

· Wall newspaper;

· Work with parental public.

Conclusion

Currently, the practical psychology of vocational education of Russia needs innovative and advanced development due to occurring changes in the system of secondary vocational education related to the strategy for achieving its other quality. The subject of changes becomes:

Educational standards of a new generation on a competence basis;
- requirements for the general and professional competences of graduates from employers;
- the processes of integrating vocational education institutions;
- the introduction of information and communication and pedagogical technologies in the educational process;
-System assessment of the quality of education.

In addition to those listed, the accounting of changes associated with youth subcultures, polycultural aspects in education, demographic processes, is important.

In this regard, psychologists assumes the solution of psychological support and assistance:

Students in preparing for mastering subject-personal, intellectual, socio-communicative professional competencies;
- pedagogical workers in the development of technology for the development of general (personal) competencies of educational and extracurricular activities, monitoring the level of development of competences.

The psychologist is necessary, without losing his specific subject (the psyche, the subjectivity of a person), take into account the specifics of work (in college), to investigate and include in the educational environment, where he is trying to optimize the collective activities of pedagogical workers and initiate the creation of psychological and pedagogical conditions for development and professional development students. That is, he actually gradually turns into an integral participant in the educational process and becomes a real member of the pedagogical team.

Literature

1. Abramova G.S. Introduction to practical psychology. - M.: Academy, 1994.

2. Serevieva G.V. Design of models of psychological services in vocational education institutions. Toolkit. - M.: Publishing House of the Moscow Psychological and Social Institute, 2008.

3. Serevel G.V. Psychological and pedagogical support of professional adaptation of students and students. Monograph. - M.: NOU VPO Moscow Psychological and Social Institute. 2008.

4. Smeyvel G.V., Shaonin Yu.V. Regulations on the service of psychological and pedagogical support of the educational process of NGOs. - M.: IOO, 1998.

5. Bityanova M.R. Organization of psychological work in OU. - M., 1997.

6. Bolotov V.A., Serikov V.V. Competent model from idea to educational program // Pedagogy. M., 2003 No. 10.

7. Bondarev V.P. Choice of profession. M: Pedagogy 1989.

8. Borisova E. M, Loginova G.P. Individuality and profession. M.: Knowledge 1991

9. Botyakova L.V., Golomstok A.E. Training and methodical Cabinet professional orientation. M.: Education 1996

10. Introduction to the profession "Psychologist": studies. Benefit / I.V. Vachkov, I.B. GRINSHPUN, N.S. Buffers; Ed. I.V. Greenshpuna. - 3rd ed., Ched. - M.: Publisher of the Moscow Psychological and Social Institute; Voronezh: NGO Publisher "Modek", 2007.

11. Glinkina O.V. Adaptation of the first year old // Prof. Education, 2002. №9.

12. Grischenko N.A., heads L. A., Lukovskaya S.A. Psychological basics of vocational guidance in school and vocational schools. - L., 1988

13. Demidova TP Psychological support of the professional personality formation of students in secondary vocational schools: studies. benefit. - M: Publishing House of the Moscow Psychological and Social Institute; Voronezh: NGO Publisher "Modek", 2006.

14. Dubrovina I.V. School Psychological Service: Questions of theory and Practice. - M.: Pedagogy, 1991.

15. Klimov E.A., Chistyakova S.N. Choice of profession. - M., 1988

16. The concept of modernization of Russian education until 2010, 2002

17. Lesova L.V. Training as a method of intensifying the professional self-determination of students // Careful guidance, professional career and labor market in new socio-economic conditions. Abstracts of the scientific and practical conference. - SPb., 2001.

18. Ovcharova R.V. Practical psychology in education. - M., Academy, 2003.

19. Shchurkova N.E. New technologies of the educational process. - M., 1993.

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Psychological support of the educational process

The concept of "socialization" in social psychology was introduced in the 40s of the twentieth century. Psychologist Albert Bandura. In a modern sense, socialization has several values, because This is the concept of interdisciplinary. Used in sociology, psychology, pedagogy, philosophy.

Determined as a bilateral process. On the one hand, the individual absorbs social experience, entering a certain social environment, but sometimes it cannot fully adapt in a social environment, thus knowledge remains "dead capital" socialization today

In the most general form: Socialization is the influence of the environment as a whole, which introduces an individual to participate in public life. This is the process and the result of the inclusion of an individual into social relations. In the process of socialization, the individual becomes personality and acquires the zuna necessary for life among people. The concept of "socialization"

Society Individual Personality Socialization of the norm of value of the model of the behavior of Zun

1. Primary - the assimilation of social norms, values, models of behavior of entry into culture. The result of this stage determines the entire course of further life. 2. Secondary - the subsequent absorption of social roles that distinguish the vital activity of an adult. Required adjustment of the norms and models of the behavior of an adult, in contrast to the primary socialization of the stage of socialization

1. Primary (stage of adaptation) - from birth to 12-13 years. At this stage, the child does not critically absorbs social. Experience, adapts to life, imitates adults. 2. Individualization - from 12-13 years to 22. It is characteristic of the desire to allocate yourself among others. The sustainable property of the individual and critical attitude towards public standards of conduct is generated. Socialization stages

3. Integration - the desire to find your place in society. 4. Labor - a period of maturity. A person through activity affects the environment. 5. Predletovaya - the transfer of social experience to new generations. Socialization stages

Group №1 (0.9)

Group №2 (0.8)

Group number 3 (1)

Group №4 (1,4)

Group number 5 (1)

Group number 6 (1)

Group number 7 (0.8)

Group number 8 (1)

Group number 9 (0.9)

Group number 10 (1,2)

Group №11 (1)

Group number 12 (0.9)

Group №13 (1)

Group №14 (1)

Group №15

Group №16 (0.8)

Group №19 (0.8)

They take place in parallel and at the same time independently of each other. Aims on the formation of a person, acquired by a person of his place in life, the path of social and professional self-determination. Education and Socialization Processes

in their essence, the processes of upbringing and socialization

Comparison of processes Education Socialization Education is a targeted Socialization process - the EFFECTIVE process: We want or do not want the phenomena of reality in the political, social, cultural sphere, do not leave us indifferent, we cannot "exorcate" from them the processes of upbringing and socialization

Comparison of processes Education with decreasing education - discrete, i.e. A discontinuous process, because it is carried out in the family, a preschool institution, a school, a creative team of additional education. Socialization - Process Continuous Education and Socialization Processes

Comparison of the processes of education of socialization and upbringing - is carried out here and now specific subjects of education Socialization - is carried out all his life, starting from birth and not terminating throughout the life of the Education and Socialization Processes

Adaptation 1 course

Adaptation 1 Course Group №1 Group №7

Adaptation 1 course (correction)

Socialization as adaptation to certain social conditions Socialization is not an adaptation to the environment, but integration into a specific environment. Two concepts of "socialization"

It is a passive adaptation to a social environment. And while the environment is stable, a person feels quite comfortable in it. However, changes in the medium, its instability can lead to the discomfort of the person, dissatisfaction, stressful situations, life tragedies. Socialization in the form of adaptation

As a form of interaction between an individual with a social environment involves his active entry into society, when a person is ready for making self-decisions in a selection situation when it is able to influence Wednesday by changing it or changing himself. Differences between socialization in the form of adaptation and integration are still manifested. Integration

The development of the person, ready for socialization in the form of integration. What exactly should be developed? What personality characteristics are needed for active interaction with the social environment? What personality characteristics in modern conditions are most in demand? Purpose of education:

First of all, developing search activity, which manifests itself in: cognitive creative activity with an independent search for a source of readiness information to make a decision in a situation of choice. Creating a "Success Success"

self-government School participation in various programs Cooperation with society institutions Circle work Wall newspaper Work with parental Publicism Successful socialization in the School:

A feature of the live mind is that he only needs to see a little bit and hear so that he can reflect and understand a lot for a long time. J. Bruno

1.3 The concept of psychological support

Currently, the emergence of psychological and pedagogical assistance programs or "accompanies" programs is unusually relevant. This is due to the need to create the conditions for the full development of the person at the initial stage of its training.

The creation of a psychological education system has answered certain practices, the need to apply psychological knowledge in the process of education and development of children.

The idea of \u200b\u200bmaintaining development was performed for the first time in the last decade in the publications of the school of practical psychology of St. Petersburg. Chief ideolog of the support service Dr. Pedagogical Sciences E.I. Kazakova denotes accompaniment as "a special way to help the child in overcoming relevant development problems for him", whose feature is that "to teach a child to solve their problems independently."

E.I. Kazakova and A.P. Ragitsyn as a source-theoretical position for the formation of the theory and methods of maintenance, a system-orientational approach is considered in the logic of which development is understood as a choice and development of a subject of certain innovations. Support can be interpreted as aid to the subject in the formation of the orientation field of development, the responsibility for the actions in which the subject itself bears.

The most important position of the system-orientational approach is the priority of support on the internal potential for the development of the subject, therefore, on the right of the subject to independently make a choice and be responsible for him. To implement the right to select various alternatives of development, you need to teach a person to choose, help him understand the essence of the problem situation, to develop a plan for solving and make the first steps.

Thus, it is understood as a method that provides the creation of conditions for making the subject of development of optimal solutions in various situations of life selection. Situations of vital choice are multiple problem situations, by permission of which the subject determines for itself the path of development.

The accompaniment is an activity aimed at creating a system of social and psychological conditions that contribute to the successful learning and development of each child in a specific school environment.

In addition, it is understood by organized psychological and pedagogical assistance and support to the student in order to improve the efficiency and quality of its training and education.

The process of psychological support is not only direct participation in the educational process. If a child has psychological, educational, social difficulties, the presence of a relevant psychological support specialist will help to solve the problem. Specialist of the maintenance service coordinates the activities of the child, teachers and parents in solving the problems of the child.

V. Ivanova, T. Golubev, specialists of the education departments of St. Petersburg, indicating that the most important task of the support service is the complexity of the problem.

The activities of the psychological support service is aimed at creating a complex of conditions that ensure self-realization of the identity of each child and adapt to rapid social conditions. The principles of psychological support is the situation of humanistic psychology on the accompaniment of the child's development process, the direction of its development, and not to impose the goals and paths, correct from the point of view of the teacher. The maintenance service combines the work of all participants in the educational process, ensuring the necessary involvement of them in solving certain tasks.

In psychological accompaniment, the following areas are distinguished:

1. Environmental organization: material, methodical, psychological;

2. Help directly student;

3. Assistance to teachers;

4. Work with parents;

5. Collection and analysis of the information necessary to implement the designated areas.

According to M. Bityanova, the meaning of the accompanying activity of the school psychologist is to create such conditions in which the child could see, survive, try on various behaviors, solve their problems, various ways of self-realization and approval of themselves in the world.

Accompanying is the interaction of the accompanying and accompanied, aimed at permitting the vital problems of the accompanied.

There are several directions of the work of the psychological support service.

The purpose of one of the directions is the prevention of school deadaption. It is assumed that the microenvironment in something is imperfect, as well as a child who has the right to errors in its activities, and since it is filled with adults, they bear the main responsibility for this situation. They must improve their relationships, and as a result, the child will change. That is, the problem is solved through the work with the environment of the surrounding child adults. Another direction is based on the fact that the psychologist exercises the overall monitoring of the mental development of children on the basis of ideas about the regulatory content and periodization of this process.

Support is a comprehensive method, which is based on the unity of four functions:

Diagnosis of the creature of the problem arising;

Information about the problem and ways to solve it;

Consultation at the decision and developing a plan of the problem;

Primary care at the implementation plan of the decision plan;

Basic principles of psychological support:

1. The responsibility for the decision-making lies on the subject of development, the accompanying object has only advisory rights;

2. The priority of the interests of the accompanied;

3. Continuity of escort;

4. Multidisciplination of escort.

The psychologist in this process is not just an observer standing nearby: it is active, as it creates optimal socio-psychological conditions for the development of not only children, but also teachers and parents.

1. In the 90s. Xxv. As a sociocultural phenomenon, innovative education is formed, the ideas of a personal-centered approach to the trainee are being implemented. It is focused on the development of a value attitude towards itself as a subject of its own development and self-development. It is training for innovation programs that creates conditions for the development of individuality of the individual, the formation of its subjectivity.

2. The possibility of creating psychological practices in the system of innovative education is considered. Analysis of the activities of the MOU Lyceum No. 15, Pyatigorsk, made it possible to formulate the main directions of psychological support for the development of the personality at school age.

3. The concept of "psychological support" is formulated, which means: Activities aimed at creating a system of socio-psychological conditions that contribute to the successful learning and development of each child in a particular school environment. In addition, its main directions are identified: Environmental organization: material, methodical, psychological; assistance directly to the student; assistance to teachers; work with parents; Collection and analysis of the information necessary to implement the designated areas. The functions of psychological support are indicated: the diagnosis of the being has arisen; informing about the problem and ways to solve it; Counseling at the decision and developing a plan of the problem; Primary help at the implementation plan of the decision plan. The principles of the organization of psychological support are also identified: the responsibility for the decision-making lies on the subject of development, the accompanying object has only advisory rights; priority of interests accompanied; Continuity of escort; Multidisciplination of escort.

Chapter II System of Psychological Support and Maintenance of the Formation of the Personality of the Junior Schoolboy

All these groups of classes, based on the integration of activities: do, see, listen. Fig. 1. The structure of the process of educating the social activity of children in the establishment of additional education. Creativity is a component of extracurricular activities, reflecting the originality of productive creativity, unique individuals, participants of extracurricular ...

...) subject to the regulatory financing of budgetary services attractive for organically developing DOU and is very beneficial for the development of the pre-school education system as a whole. In addition, to improve the system of preschool education of the city of Irkutsk, it is considered possible to introduce an independent quality assessment system. Functions of the municipal system of independent quality assessment: 1. ...

Psychological and pedagogical support of the educational process

Psychological and pedagogical support is considered as a special kind of help (or support) to a child, providing its development in the conditions of the educational process.

The full development of the student at all levels of life is made up of two components:

· Implementation of the opportunities that the child opens this stage of age development;

· Implementation of the opportunities that this socio-pedagogical environment offers it.

The main goal of psychological and pedagogical support is to provide the ability to help each student to be successful. The teacher must own the situation himself, to determine the prospects for its development and the tactics of interaction with each students.

Tasks of psychological and pedagogical support:

1. Providing psychological and pedagogical assistance in the successful adaptation of each child in new social conditions;

2. Creating an atmosphere of security and confidence in the teacher's system - a child - parent;

3. To promote the formation of the skills and skills of the child lying in the zone of its nearest development.

The most important levels on which support must be carried out:

1. Individually psychological, determining the development of basic psychological systems:

§ mental development (level of training, child learning success).

2. Personal, expressing the specific features of the subject itself as a holistic system, its difference from peers:

§ Features of interaction with surrounding (sociometric status, level of anxiety);

§ Motivation.

3. Individual features of the personality constituting the inner physiological and psychological framework:

§ Type of temperament;

§ leading modality.

From a psychological point of view, a psychological and pedagogical system of accompaniment must, first of all, be considered as the continuity of primary education and the average. It is important that the individual development of the child is traced in comprehensively and in the educational process all participants were involved: primary school teachers, class teacher, subject teachers, child parents, as escorting is a holistic, systemically organized activity, in the course of which socially - Syological and pedagogical conditions for successful learning and development of each child.

In system-oriented activities of psychological and pedagogical support proposed, teacher-psychologist solves three main tasks:

1. Treatment of the characteristics of the psychological development of the child at various stages of training (diagnostic minimum). The indicators of the development of the child are compared with the content of psychological and pedagogical status. In the case of compliance, it is possible to conclude on prosperous development, and further development to direct on the creation of conditions for the transition to the next stage of age-related development. In case of inconsistencies, the reason is studied and a decision is made on the ways of correction: or the requirements for a given child are reduced, or its ability to develop.

2.Creation in this pedagogical environment of psychological conditions for the full development of each childas part of its age and individual opportunities. This task is solved with the help of activities such as education, active psychological training of parents, teachers and children themselves, methodological assistance, developing psychological work.

3.Creating special psychological conditions to assist children experiencing difficulties in psychological development. Many children within the age standards do not implement their potential, "do not take" from this pedagogical environment given to them that they are in principle to take. They also focused on special work of a school psychologist. This task is solved by means of correctional and educational, consulting, methodological and socio-dispatching work.

The idea of \u200b\u200bescorting as an embodiment of humanistic and personality-oriented approaches is consistently and in detail currently in the works, Bardier, etc. in three main planes:

value-semantic bases of the support method;

organizational models of accompanying activities;

specifies the values \u200b\u200bto which the support method is based on.

First, this is the value of the psychological development of the child. The accompanying method involves a careful attitude towards the mental world of the child, its needs, the peculiarities of a subjective attitude towards peace and oneself. The educational process cannot rudely interfere with psychological development, breaking its patterns. Adults accompanying the child should be able to sacrifice certain socio-pedagogical objectives if their achievement is fraught with the destruction of the inner world of the student.

Secondly, this is the value of the individual path of development of the child. The inconsistency of the individual status of age patterns and educational standards can be considered as a deviation only if it threatens to a child with disadaptation, loss of social adequacy. In other cases, it is preferable to talk about the individual way of developing a child, having the right to existence and self-realization.

Thirdly, this is the value of an independent choice by a child of his life path. The task of adults is to form the ability and readiness of the pupil as a realization of their capabilities and needs and to commit independent choice. Adults should not take this choice for themselves, but to teach a child to set goals and achieve them, correlating them with the goals of the people around people and social values.

The professional and personal position of the teacher psychologist, reflecting the value-semantic basis of the accompanying activity, is implemented in the following principles:

priority of goals, values \u200b\u200band needs of the development of the inner world of the child himself;

support for cash and potential personality opportunities, faith in these opportunities;

orientation on the creation of conditions allowing the child to independently build a system of relations with the world surrounding people, and independently overcome difficulties;

safety, health protection, rights, human dignity of the child.

For modern systems of psychological and pedagogical support, the following organizational principles are characterized, which also constitutes its methodological base:

complex, interdisciplinary, integrative approach to solving any problem of child development;

guarantee of continuous support of the child's development in the educational process;

information and diagnostic support of the accompaniment process;

the need for socio-pedagogical and psychological design in accompanying activities;

reflective-analytical approach to the process and the result of psychological and pedagogical support;

orientation to work in the modern legal field.

As for the organizational models of accompaniment, it notes that it is possible to distinguish three main types of escort:

prevention of the problem;

training accompanied by methods for solving problems in the process of resolving problem situations;

emergency assistance in the crisis situation.

In addition, there are two more types of escort:

individually oriented;

system-oriented.

The latter is intended to prevent problems or solving problems characteristic of a large group of children.

In system-oriented activities of psychological and pedagogical support proposed, the teacher-psychologist solves three main tasks.

First. Tracking the characteristics of the psychological development of the child at various stages of training (diagnostic minimum). The indicators of the development of the child are compared with the content of psychological and pedagogical status. In the case of compliance, it is possible to conclude on prosperous development, and further development to direct on the creation of conditions for the transition to the next stage of age-related development. In case of inconsistencies, the reason is studied and a decision is made on the ways of correction: or the requirements for a given child are reduced, or its ability to develop.

Second. Creation in this pedagogical environment of psychological conditions for the full development of each child within its age and individual capabilities. This task is solved with the help of activities such as education, active psychological training of parents, teachers and children themselves, methodological assistance, developing psychological work.

Third. Creating special psychological conditions to assist children experiencing difficulties in psychological development. Many children within the age standards do not implement their potential, "do not take" from this pedagogical environment given to them that they are in principle to take. They also focused on special work of a school psychologist. This task is solved by means of correctional and educational, consulting, methodological and socio-dispatching work.

In the organizational model of escort, which we, and we, as "basic elements" stand out: the social and psychological status - the characteristic of the possibilities of the child's capabilities of a certain age, representing a kind of reference point, the substantive basis for diagnosis, corrective and developing work; Diagnostic minimum (method of methods), allowing to identify certain development indicators: psychological and pedagogical consultation as a "assembly" method of a holistic portrait of a child and class and the development of the accompaniment strategy and concretization of the content of work.

This model is quite universal and can be used at any stage of school learning. It was from her that we were repelled when they were offered an algorithm (procedural steps) and schematically described the content of the psychological and pedagogical accompaniment of the child's adaptation to school in the 1st part of the methodological manual "adaptation to school. Diagnostics, warning and overcoming disadaptation."

However, it should be noted that the content and sequence of actions of the teacher-psychologist in the psychological and pedagogical accompaniment of adaptation of children to school significantly depend on the particular school environment in which the child's personality learning is carried out. The usual mass school is some possibilities, some landmarks in work. Small, cozy school - others. Educational technologies used in school, general pedagogical principles applied by teachers have great importance. The variability of escorting programs set and characteristics of society, in particular, the conditions of family education, installation and value orientation of parents. Finally, the conceptual base and the professional capabilities of the teacher's psychologist himself are another basis for the variability of accompaniment programs.

At the same time, the patterns of age development of children during this period are asked for some general guidelines of psychological and pedagogical support.

The priority goal of modernizing education is to ensure its high quality, which is not only reduced to student training, a set of knowledge and skills, but binds to the upbringing, the concept of "quality of life", disclosed through such categories as "health", "Social well-being", " Self-realization "," Protection ".

Therefore, in recent decades, a special culture of support and assistance to the child in the educational and educational process is developing in the education system of Russia in the educational and educational process. The term is widely used, although not yet received a steady definition. For some authors, accompaniment is the road, a joint movement of an adult and a child, assistance necessary for the orientation in the world around this road, understanding and accepting themselves. "The choice of the road is the right and duty of each personality, but if one who is able to facilitate the process of choice, to make it more conscious, is a big luck" (M.Bitanova).

Today, in accordance with the Law of the Russian Federation of 10.07.92 No. 3266 - 1 "On Education" under accompaniment It is understood as the system of professional activities of specialists of the service (psychologists, social teachers, speech therapists, defectologists, etc.), aimed at creating social and psychological conditions for successful learning and developing a child in situations of school interaction (N. V. Afanasyev).

Thus, it is understood as a method that provides the creation of conditions for the adoption of optimal solutions in various situations. At the same time, it is supported on the internal potential for the development of the subject, therefore, on the right of the subject to independently make its choice and carry responsibility for him. The medium must contain a significant number of opportunities providing variability of choice. Easier, support is helping a person in making a decision in difficult situations of life selection.
The object of escort is an educational process (OHP), the subject of activity is the situation of the child's development as a system of his relationship with the world, with others (adults, peers), with himself.

Purpose of escort - Create within the framework of an objectively given child a socio-pedagogical environment Conditions for its maximum personality and training in this situation (in accordance with the age norm of development).

Support Tasks:

1. Prevent the emergence of student development problems.
2. Help (assistance) with a student in solving topical tasks of development, training, socialization: educational difficulties, problems with the choice of professional and educational route, violation of the emotional-volitional sphere, problems of relationships with peers, teachers, parents.
3. Psychological support of educational programs.
4. The development of psychological and pedagogical competence and psychological culture of students, parents, teachers.

In accordance with the purpose and objectives of the accompaniment, we have created a system of work on psychological and pedagogical support of the educational process in an institution of secondary vocational education. One specialist to do this is unbearable. Therefore, at the moment, the service of socio-psychological support of the educational process, which includes a psychologist, a social teacher, a medical worker, class leaders (curators of groups) and the master's training masters.

The goals and objectives of the activities of the social and psychological support service of the educational process (SSPS of OP).

Purpose: Psychological support of the personal and social adaptation of students in the process of studying in college.

Main goals:

1. Combine all components of the pedagogical system into a single socio-psychological and pedagogical complex.
2. Create psychologically optimal conditions for the acquisition of participating socio-professional competence.
3. To help each student in practice to master the simplest methods of self-analysis, self-assessment, self-regulation of their mental processes.
4. To provide timely social and legal protection to socially needy categories of students.
5. Create conditions for increasing the psychological and pedagogical competence of teachers and parents.
6. Prepare materials for psychological and pedagogical consiliums and organize their work.
7. Provide college management with comprehensive information necessary for the adoption of optimal management decisions.

SSSP solves the task of facilitating mental, psychophysiological and personal development, paying attention to the social adaptability of students.

The tasks of the CSPS are specified in the content of the work at each training course:

Course 1. The main task is a comprehensive study of the entered students, their professional suitability, monitoring the process of their adaptation, identifying students inclined to disadaptation. Working with them. Organization of work on cohesion groups.

2 course. The main task is the development of personal and professional skills, the formation of communication skills, vocational qualities. At this stage, students make up an idea of \u200b\u200bthemselves, their abilities, the assimilation of their external assessment, there is a transition from the position of the object to implement an active subjective position. This process is under the supervision of teachers, which allows you to track taking place.

3 course. The main task is to expand care guidance work and work on the preparation of students for independent professional activities. Activities for analyzing the learning process with appropriate conclusions are organized.

Types of activity of the service of social and psychological support.

The main activities of the CSPS are:

1. Diagnostic activity:

- the creation of a bank of socio-psychological data for each student: general data, information about parents, his health, social status, personal, professional development, the level of compliance of the chosen profession, training, educational, interests, attendance of classes, further professional plans;
- Study of the moral and psychological climate in the student and pedagogical teams.

2. Organizational and pedagogical activities:

- determination of the degree of readiness of applicants, freshmen to educational activities at different stages;
- monitoring of personal and professional development in training courses;
- Regular refinement of the social status of the family of students;
- identification of students "Risk Groups", "Attention", "Support Groups" through the Organization of Psychological and Pedagogical Consiliums, maintaining individual registration cards on them;
- raids in order to verify students attendance in classes;
- visiting lessons in order to observe individual students, the group.

3. Advisory and preventive activity:

- the use of health-saving technologies in working with students;
- provision of individual pedagogical, psychological, social, medical and legal assistance to students;
- counseling based on the results of diagnostics;
- career guidance counseling with the selection of an educational institution;
- Sports and mass work: tourist tracks, funny starts, sports and health days, health week, meeting with experts in order to prevent bad habits, prevention of offenses;
- training classes for the purpose of cohesion of groups of 1 course, the lessons of the Life Line in order to prevent harmful habits;
- Registration of thematic stands.

4. Correction and developmental work:

- students - in self-development, formation of professionally important qualities through diagnostics and subsequent adjustment;
- with parents - in harmonizing child-parent relations;
- the creation of a favorable psychological climate in class groups, in the pedagogical team;
- implementation of a plan for working with students "Risk Groups" through Correction Classes;
- participation in the meetings of the "Prevention Council";
- Development of professional and important qualities of students, communication skills, regulation of emotional state, professional self-determination skills.

5. Educational work:

- assistance to teachers in increasing the psychological and pedagogical and socio-psychological culture of relations with students;
- participation in the conduct of seminars, pedsovets, "round tables", "laboratories of unresolved problems" on the problems of psychological support of students' study activities;
- conducting seminars on the study of the health-saving technologies and the possibility of their implementation in the OHP;
- performances at parental meetings, pedsovets;
- Training classes for teachers;
- disputes, conversations, round tables, business games for parents;
- conversations for students on issues of preserving and promoting health, sexual education, career guidance.

6. Scientific and methodological work:

- increase professional level through visiting lectures, advanced training courses;
- Development of recommendations to first-year students on adaptation to features, the conditions of study in the school, the development of communicative skills, and the teaching staff - according to the method of assisting first-year students in the adaptation period;
- Development of reminders, guidelines for teachers for work, taking into account the individual-typological features of students.

7. Cooperation with organizations on training, education, health of students, their social adaptation (department of guardianship, management of social protection of the population, PDN, CDN, WI, Pension Fund, CDM, CRH, Center for Social and Psychological Assistance "Fortuna", Ruo specialists , MSOSH, the employment center of the population).

In general, work is built in two directions:

1. Actual - orientation to solve problems related to those or other difficulties in learning, mastering specialty, upbringing, behavior, communication.
2. Perspective - aims to develop, update the personality and individuality of everyone, the formation of its readiness for self-determination, to life in society.

The directions are inextricably linked: a social teacher, a teacher-psychologist, solving promising tasks, every day provide specific assistance to students in need, parents, teachers, masters, class managers.

The developed and introduced graduate model (professional) is a guideline in a promising definition of activities.

In the personal and professional development of students, new technologies and methods of social and psychological support are used, various trainings, role-playing games that contribute to the formation of self-actualization abilities, adaptation skills to changing conditions and requirements of time.

In the system of organizing the social and psychological support service, you can allocate:
- Social accompaniment, carried out by the social teacher,
- psychological - pedagogue-psychologist,
- medical - medical worker,
- Pedagogical - subject teachers, cool leaders.

For each specialist, the type of escort will reflect the specifics of its work, but the essence is one (Attachment 1).

Psychological support.

Let us consider in more detail the system of psychological support of students in the process of vocational training, because This is the main activity of a psychologist aimed at creating conditions for maximum assistance to the personality and professional development of each studying. At the same time, it creates conditions for the development of not only students, but also teachers and parents.

Areas of work.

Stage 1. Psychological support of vocational guidance and professional selection.

Initially, at this stage, a psychologist participates in vocational guidance conversations with students of the district schools in order to pre-recruit the contingent. With them, the Program of Doprofingional Training is implemented. In class studies get acquainted with the rules for choosing a profession, with the diversity of the world of professions, with their individual peculiarities, correlating them with the chosen profession. According to the results of work, the project work "I and my profession" are preparing.

With received freshmen, a psychological examination is organized in order to determine the compliance of the profession. During this period, personal affairs analyzes, studying the psychological examination data. After that, there is an interview with students and their parents (legal representatives), on which they are introduced to the results of diagnostics and the peculiarities of the college. The student offers recommendations for successful adaptation to new learning conditions.

Forms of work: Classes "Your Professional Career" for students of 9 school classes, a lesson with elements of training "ATHORETE - Path to Successful Employment" (for participants of the "Profession Fair"), participation in vocational guidance hours for students 9 classes, testing, personal analysis Affairs, interview.

The importance of working at this stage is that the process of self-determination of school students. They have an active social position, the ability to produce significant changes in their lives are developing.

Stage 2. Psychological support of the process of adapting students to new learning conditions.

During this period, studying students, identifying their interests, learning abilities, leadership abilities, psychological climate in student teams through testing, organization of observation of students during and outside lessons, conversations with teachers, class managers and masters of software. At the same time, teachers are familiar with the characteristics of students. In the first month, adaptation learners is very important as close as possible to get acquainted with other students in the group. To this end, groups are held hours of acquaintance with the training elements. There is an analysis of conflict situations arising among students, between students and teachers, the causes of difficulties during the adaptation period. All information obtained in the process of this work is used when conducting a round table for students, teachers, parents on the topic: "difficulties of passing students from school in school". This event allows you to identify those difficulties faced by all subjects of the educational process, as well as find ways to exit the situation, having listened to the opinion of the students themselves, their parents and teachers.

Psychological and pedagogical consultation for the adaptation of freshmen is a generalizing event in this direction. On the consultation there is a discussion by teachers of the characteristics of students both individually and characteristics of the group, problems are detected and a plan to eliminate these problems are developed.

As a result of this, students are reduced by the period of adaptation, teachers can effectively organize a learning process.

Work forms: Testing, observation of students during and outside lessons, conversations with teachers, hours of acquaintance with training elements, analysis of conflict situations, round table for students, parents and teachers

Psychological support of the competence approach

1. The concept of psychological and pedagogical support.

2. The consequences of the idea of \u200b\u200baccompaniment (conceptual, meaningful, organizational, functional-role).

3. Content "competence" in the model of human psychological development.

4. The main activities of the psychologist in organizing the psychological support of competence-oriented learning.

4.1. Psychodiagnostic

4.2. Psychocorrection and educational work

4.3. Counseling and Enlightenment

4.4. Socio-dispatching activities

5. Psychological education as part of support for the competence approach.

1. The concept of psychological and pedagogical support (according to M.R. Bityanova)

Maintenance is a certain ideology of work, this is the very first and most important answer to the question, why is a psychologist need. However, before it is detailed to dwell on the content of this concept, consider in general the situation in the domestic psychological school practice in terms of the goals and the ideologies that are laid in various existing approaches.

You can speak, in our opinion, about the three main ideas lying on the basis of various models of psychological activity.

The idea is the first: the essence of psychological activity is in the scientific and methodological guidance by the educational process at school. This is "alien" for a psychologist practice. Its goal may be given in different words, for example, as a scientific psychological and pedagogical support of the educational process, but in any case it is the goals of "someone else's" practice, other professional perception of the world (primarily a child), which is often poorly compatible with psychological world.

The idea of \u200b\u200bthe second: the meaning of the school psychologist is to assist children experiencing various difficulties of psychological or socio-psychological nature, identifying and preventing these difficulties. As part of such models, the functions of the teacher and the psychologist are quite clearly bred. Moreover, their activities are often independent of each other. Schoolchildren's prosperous psychologies fall outside the help, who receive their share of the attention of the psychologist only if they begin to demonstrate some unwanted manifestations in behavior, training, or, say, well-being. In addition, psychologists working in line with such models often have a specific look at the children: their psychological world becomes interesting to a specialist primarily only in terms of the presence of violations that need to be corrected and corrected.

The idea is the third: the essence of school psychological activity is accompanied by a child in the process of all school learning. The attractiveness of the idea is understandable: it really makes it possible to organize school psychological activities as "his" practice, with their internal goals and values, but it allows you to organically undermine this practice in the tissue of the educational pedagogical system. Allows you to make it an independent, but not alien part of this system. It becomes possible to connect the goals of psychological and pedagogical practices and their focus on the main thing - on the identity of the child.

First of all, what does "accompany" mean? In the dictionary of the Russian language, we read: accompany - it means to go, go along with anyone as a satellite or spent. That is, the accompaniment of the child on his life path is movement with him, next to him, sometimes - a little ahead, if you need to explain possible paths. Adult closely looks around and listens to his young satellite, his desires, needs, fixes achievements and emerging difficulties, helps advice and their own example to navigate the world around the world, understand and accept themselves. But at the same time it does not try to control, impose its paths and landmarks. And only when the child is lost or asks for help, helps him return to his way. Neither the child himself nor his impended satellite can not significantly affect what is happening around the road. An adult is also unable to specify the child the path for which you certainly need to go. The choice of the road is the right and obligation of each personality, but if at intersections and developments with the child, the one who is able to facilitate the process of choice, to make it more conscious is a big luck. It is in such a support of the child at all stages of his training and see the main purpose of psychological practice.

The task of a school psychologist is to create the conditions for the productive movement of the child in terms of the ways that he chose themselves in accordance with the requirements of the teacher and family (and sometimes in opposition to them), to help him make conscious personal elections in this complex world, constructively solve inevitable conflicts, Master the most individually significant and valuable methods of knowledge, communication, understanding of themselves and others. That is, the psychologist's activities are largely asked by the social, family and pedagogical system in which a child is really located and which is essentially limited by the framework of the school environment. However, in this framework, its own goals and objectives can be identified.

So, accompaniment is a system of professional activities of a psychologist aimed at creating socio-psychological conditions for successful training and psychological development of a child in interaction situations.

The object of psychological practice is the training and psychological development of the child in the situation of school interaction, the subject - socio-psychological conditions of successful learning and development.

Approval of the idea of \u200b\u200bescorting as the basis of psychological practice, postulation of its object and subject in the form described above has a number of most important consequences. Briefly focus on each of these consequences.

2. The consequences of the idea of \u200b\u200baccompaniment (conceptual, meaningful, organizational, functional-role).

Support is considered by us as a process as a holistic activity of a practical school psychologist, within which three mandatory interconnected components can be allocated:
Systematic tracking of the psychological and pedagogical status of a child and the dynamics of its mental development in the learning process.
Creation of socio-psychological conditions for the development of the personality of students and their successful learning.
Creating special socio-psychological conditions to assist children with problems in psychological development, training.

As part of this ideology, it is possible to reasonably and clearly approach the selection of the content of specific forms of work and the most important thing is to determine the concept of socio-psychological status of a schoolboy. That is, we get the opportunity to answer the question that it is necessary to know about the schoolchild for organizing the conditions for its successful learning and development. In the most general form, the socio-psychological status of a schoolchildren is a system of psychological characteristics of a child or a teenager. This system includes those parameters of his mental life, the knowledge of which is necessary to create favorable social and psychological conditions of education and development. In general, these parameters can be conditionally divided into two groups. The first group make up the characteristics of the schoolchildren. First of all, the peculiarities of his mental organization, interests, style of communication, relations to peace and more. They need to know and take into account when building the learning process and interaction. The second constitutes various problems or difficulties that arise from the student in various spheres of his school life and internal psychological well-being in school situations. They must be found and adjust (develop, compensate). And those and others need to be identified in the process of work to determine the optimal forms of support.

Organizational investigations of support ideas

In organizational issues, the psychotechnical potential of the idea of \u200b\u200baccompaniment is especially pronounced, as it is possible to build the current work of the psychologist as a logically thoughtful, meaningful process covering all directions and all participants in the intra-school interaction. This process is based on a number of important organizational principles concerning the construction of school psychological practice. These include the systemic nature of the daily activities of the school psychologist, organizational consolidation (in the promising and current work plans of the pedagogical team of the school) of various forms of cooperation between the teacher and the psychologist in creating conditions for the successful training and development of schoolchildren, the approval of the most important forms of psychological work as an official element of educational - the public process at the level of planning, implementation and control over the results, etc.

Functional role investigations of support ideas

A psychologist working in line with this model is able to professionally decide on all participants in the school system of relations, to build successful relationships with them. I am expressed by the traditional language, the psychologist gets an idea of \u200b\u200bwho is and who is not the object of his practical activity. True, as part of our approach, it would be more appropriate to say, say, about the client of school psychological practice. As a client of a school psychologist, either a specific schoolboy, or a group of schoolchildren. As for adult participants in the educational process - teachers, administrations, liberated educators, parents, - they are considered by us as subjects of accompaniment involved in this process along with a psychologist on the principles of cooperation, personal and professional responsibility. We consider a psychologist as part of the system of training and education of children. Along with him, the child along the path of development leads by specialists of various humanitarian professions (teachers, medical workers, social teachers and educators, social workers) and, of course, his parents. In solving the problems of a specific schoolboy or in determining the optimal conditions for its training and development, all interested adults jointly develop a single approach, a single strategy of psychological and pedagogical support.

The activities of the psychologist as part of the maintenance assumes:

Analysis of the school environment in conjunction with teachers from the point of view of the opportunities it provides for the training and development of a schoolboy, and the requirements that it presents to its psychological capabilities and the level of development

Determination of psychological criteria for effective learning and development of schoolchildren

The development and implementation of certain activities, forms and methods of work, which are considered as the terms of successful learning and development of schoolchildren

Bringing these conditions created in some system of permanent operation, giving the maximum result

Thus, the accompaniment seems to us an extremely promising theoretical principle and from the point of view of understanding the objectives and objectives of psychological practice, and in terms of developing a specific model of the psychologist, which can be implemented and successfully implemented not in a single author's performance, but as a massive technology of work.

3. Concept Competence in the human psychological development model

The concept of "competence" appeared in the model of the psychological development of a person who has grown in recent years from ideas of the theory of activity and behavioral theories. This model, a socio-cognitive approach, draws the most attention to the development of the cognitive activity of a person, on his desire for the completeness and internal consistency of knowledge about himself and the world. This theory believes that a person is constantly focused on solving problems and is configured to achieve more efficient solutions, trying to minimize the costs of its cognitive, physical, material resources on the "unit" of a useful result (E.Varhotov).

In order to reduce the emotional load and get upset or reset or rejoice as possible, the effectiveness of its thinking should be improved. It is necessary to correctly analyze the causal relationships between events. It makes the world understandable and predictable, comfortable and even pleasant to life. The predictability of the world and the internal coherence of ideas about himself and the world are considered in this theory of the most important value for a person.

Hence the "Motive of Competence": It is assumed that all people seek to live comfortably and pleasantly and at the same time effectively interact with each other, with the environment and nature. Therefore, as each person matures, the increasing share of his interests inevitably turns out to be related to the development of thinking, mastering knowledge and skill, and subsequently with the transfer of accumulated experience and knowledge to the next generation.

Man-creator

So, "competence" is a specific ability to effectively solve typical problems and tasks arising in real situations of everyday life. Special forms of competence suggest the ability to solve the outlined range of tasks in the professional form of activity.

A person must have certain knowledge, including narrow specialists, special ways of thinking and skills. The highest levels of competence suggest the initiative, organizational abilities, the ability to assess the consequences of their actions.

The development of competence leads to the fact that a person can simulate and assess the consequences of its actions in advance and for a long term. This allows him to carry out the transition from an external assessment to the development of "internal standards" of assessing itself, its plans, life situations and other people.

In domestic psychology, such ideas for the development of cognitive processes and the motivational sphere, noting the importance of the transition to self-apparent motives and self-fixing, L.I developed Bozovic. She believed that the meaning of the development and adult was that the child gradually becomes a person: from the creature, learning the experience gained by humanity, he gradually turns into a creator who creates material and spiritual values.

The model of social and individual competence considers the life path of a person as its climbing - the transition from the ability to solve situationally caused problems for supporting activity (term V.A. Petrovsky), as its promotion to perfection through individual creative acts (A. Adler). S.L. Rubinstein writes that only the Creator himself is contemplated in creativity. There is only one way to create a great personality: a lot of work on big creation. "

Helpless man

The learned helplessness (Learned Helplessness, the term Seligman) is the passivity and a sorrow of a person in a problem situation. The basis of "acquired" types of helplessness is the initial and congenital helplessness of man. Unlike many other species, a person is born without a congenital system of instincts and behavioral schemes that provide survival. The development and formation of individual organs, brain structures, physiological and functional systems of a person occurs in the process of training and education.

The model of growth of social competence suggests that:
- First, all children can be competent in a particular area of \u200b\u200bactivity, making their choice in the widest sector of the possible, determined by public needs. The problem is to identify those areas of activity as soon as possible in which the child will be able to achieve maximum competence;
- secondly, the education system should be rebuilt with an extensive "injection" model in memory of children of objective-oriented "knowledge" on an intensive model of formation of social and individual competence;
- Third, the role of the teacher and the school psychologist, with such a transformation, it is likely to consist in the acmeological design of the individual trajectory of the intellectual and personal development of each child.

4. The main activities of the psychologist in organizing the psychological support of competence-oriented learning (according to M.R. Bityanova)

Psychological and pedagogical support of the competence approach can be represented as the following model (see Figure 1.)

Diagnostic work - the traditional level of the work of the psychologist, historically the first form of psychological practice.

The following principles of constructing and organizing psychodiagnostic activities of the psychologist can be distinguished.

The first is the compliance of the chosen diagnostic approach and the specific methodology for the purposes of psychological activities (goals and objectives of effective accompaniment).

The second - the results of the survey should be either immediately formulated on the "pedagogical" language, or it is easy to give in to such a language.

The third is the prognosticity of the methods used, that is, the ability to predict on their basis certain features of the development of the child at the further stages of training, prevent potential disorders 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 most examination and construction on the basis of various educational programs.

Fifth - efficiency of the procedure.

The developing activity of a psychologist is focused on the creation of socio-psychological conditions for the holistic psychological development of the child, and psychocorrection - on the decision in the process of such a development of specific problems of learning, behavior or mental well-being. The choice of a specific form is determined by the results of psychodiagnostics.

Consider a briefly several more requirements, in accordance with which you need to build correctional and developing work at school. First of all, the voluntariness of the participation of the child and adolescent. When planning the content of correctional and developing work, it is necessary to take into account not only and not so much the most agreed ideas about the needs, values \u200b\u200band features, but also actively rely on the knowledge of the characteristics of the social and cultural environment, to which schoolchildren belong, their own individual characteristics and needs. Finally, an important organizational point: it is necessary to observe the sequence and continuity in forms and methods carried out at the school of correctional and developing work.

Psychocorrection work can be carried out both in the form of group and individual activity. The choice of a specific form of work depends on the nature of the problem (there may be contraindications for group work), the age of the child, his wishes. It also maintains its primary importance to the principle of holistic impact, although it is obvious that the choice of priority areas of work is necessary.

In work with each age, you can arrange the following priorities:

1-4 Classes - the development of cognitive activity, ability to interact and cooperate.

The general plan is to create a safe, friendly atmosphere for a child in which he will feel understood and accepted. In this atmosphere, children acquire important life skills:

The ability to listen to another person;

The ability to overcome embarrassment, start and support the conversation;

The ability to realize, express your feelings and understand the feelings of others;

The ability to join the group to meet;

Skill to debate.

Each child understands that he is valuable regardless of his success, his appearance that his features are his uniqueness and uniqueness. And it is great. Children learn to plan time, do with pleasure what you need to do is get the experience of friendship and constructive communication.

5-6 classes - ensuring the continuity of training at the stage of transition to the middle link, adaptation of students to the requirements of grade 5, the development of creative abilities, self-regulation skills, the formation of a cohesive team. 10 - 13 years.

"I and my world, or psychology for life." Classes are aimed at the development of social skills, so necessary to the guys:

The ability to say "no" and accept "no";

Ability to present yourself;

The ability to work in the group and follow the Group Rules;

The ability to freely express your thoughts and feelings, listen to others.

The guys learn to cope with their emotions, as a result, goodwill will increase, calm in different life situations will increase, aggressiveness will decrease. In addition to obtaining social skills in classes, children comprehensively investigate their character, see themselves from the part, realize the causes of their actions, think about their future. Playing situations that model behavior, they master the psychologically competent behavior in situations of communicating with peers and adults.

7-8 classes - the formation of an active interest in the inner world, strengthening the feeling of self-esteem, the development of the ability to reflect their behavior, learning to the methods of self-knowledge, the development of communicative skills.

9-11 classes - the formation of an active life position, stimulating the process of self-knowledge, assistance in choosing life goals and in professional self-determination.

Senior one leg already come into adulthood, they need to learn:

Communicate more confident and freely;

Manage your states;

Behave adequately in difficult situations.

Most often, at trainings are raised topics about what I am? How do they see me? My feelings, what are they? How do I cope with me? I and my parents, how to understand each other?

4.3. Third Direction: Counseling and Enlightenment

Consulting and education of schoolchildren enlightenment as a form of practical professional activity is familiar to a psychologist. For example, this is the most secure type of psychological work for the specialist itself, and for its audience. Enlightenment Specifies the listeners a passive position, and in this situation a new knowledge, if it comes in conflict with the existing ideas or implies their change, can easily be rejected, forgotten.

Counseling schoolchildren is another important type of practical work, oriented towards adolescents and high school students. Consulting may have different content, to concern both the problems of the professional or personal self-determination of the schoolchildren and various aspects of its relationship with the surrounding people.

As part of the counseling, the following tasks may be solved:

Assisting adolescents and high school students experiencing difficulties in training, communication or mental well-being;

Training of adolescents and high school students Self-knowledge skills, self-examination and self-analysis, the use of their psychological features and opportunities for successful learning and development;

Providing psychological assistance and support to schoolchildren in a state of topical stress, conflict, strong emotional experience.

Psychological Counseling and Enlightenment of Pedagogues

Psychological counseling is a fundamentally important direction of the school practical activity of the psychologist. The effectiveness of his work at school is largely determined by how much it managed to establish a wide and constructive cooperation with teachers and the school administration in solving various tasks of accompanying schoolchildren. It is organized by this cooperation to a large extent in the process of counseling. Thus, we consider the teacher as an ally of a psychologist who collaborate with him in the process of solving issues of successful learning and personal development of schoolchildren. In various types of consulting, we see the form of organization of such cooperation.

So, psychological and pedagogical consulting is a universal form of organizing cooperation in teachers in solving various school problems and professional tasks of the teacher himself.

Psychological education of teachers is another traditional component of school psychological practice.

Psychological enlightenment is aimed at creating such conditions, within which teachers could get professionally and personal knowledge for them. First of all, we are talking about psychological knowledge and skills that allow teachers:

Organize an effective process of subject learning of schoolchildren and with meaningful, and with methodological points of view;

Build relationships with schoolchildren and colleagues on a mutually beneficial basis;

Realize and comprehend itself in profession and communicating with other participants in intraschool interactions.

Consulting and education of parents.

The overall goal of various forms of psychologist's activities towards parents - and enlightenment, and consulting - see the creation of socio-psychological conditions to attract families to the child's escorting in the school learning process.

In general, working with parents is built in two directions: psychological education and socio-psychological counseling on the problems of learning and personal development of children.

Psychological and pedagogical counseling of parents held at the request of parents or the initiative of a psychologist can perform various functions. First of all, informing the parents about the child's school issues. Parents do not always have a fairly complete and objective performance about them. Further, this is advisory and methodological assistance in organizing effective child-parent communication, if the parents themselves addressed such a request or a psychologist believes that it is in this area that the causes of the child's school problems are taken. The reason for consultation may also be the need to obtain additional diagnostic information from parents. For example, at the stage of in-depth diagnostics, a psychologist may ask parents to help him identify the influence of a family situation on the psychological well-being of a child at school. Finally, the purpose of consulting can be psychological support for parents in the event of the detection of serious psychological problems with their child or in connection with serious emotional experiences and events in his family.

4.4. Fourth direction: Socio-dispatching activities

The socio-dispatching activity of the school psychologist is aimed at receiving children, their parents and teachers (school administration) of socio-psychological assistance that goes beyond the functional duties and professional competence of school practice. Obviously, the effective implementation of this function is possible only in the case when psychological activities at school is the link of an extensive system of social and psychological support (or helping services) of public education. In this case, a psychologist has an idea where, as with which accompanying documentation, you can "forward" the request. In all other situations, he has no confidence that the customer will be provided with the necessary assistance, effective forms of cooperation are proposed. To implement dispatching functions in this case, the psychologist should have at least a reliable data bank on various socio-psychological services providing professional services (as a rule, all relations with these services are built, alas, on personal contacts).

When does a psychologist appeals to socio-dispatching activities? First, when the alleged form of working with the child, his parents or teachers go beyond its functional duties. Secondly, when a psychologist does not have sufficient knowledge and experience to provide the necessary assistance to himself. Thirdly, when the solution of the problem is possible only when it is submitted beyond the school interaction and the people participating in it. The psychologist is one of his participants.

However, the activities of the psychologist and in the cases described above are not limited to the "redirection of the problem." It implies a consistent solution to the following tasks:

Determination of the nature of the problem and the possibilities of its decision

Search for a specialist who can assist

Assistance in establishing contact with the client

Preparation of the necessary accompanying documentation

Tracking the results of client interaction with a specialist

Implementation of the psychological support of the client in the process of working with a specialist.

Having highlighting these tasks, we wanted to emphasize that the school psychologist does not remove the responsibility for the training and development of the child at school, forwarding a qualified work with him to another specialist. Its responsibilities still include the support of the child, only the forms and the content of this process are changing.

Thus, we briefly described the main activities of the psychologist practice. In general, they can be presented in the form of the following scheme (see Fig. 2)

The scheme proposed to the attention of readers does not fully reflect the idea based on the proposed model of psychological activities. The principle of systemism is determining for it at the organizational level. This means that psychological work is a difficultly organized process, which includes all forms, all directions of practical activity in a clear, logically and conceptually justified sequence.

5. Psychological education as part of a competence approach.

Psychological enlightenment is a traditional component of psychological practice. It is aimed at creating such conditions within which teachers could receive professionally and personal knowledge for them. First of all, we are talking about psychological knowledge and skills that allow teachers:

Organize an effective process of subject learning and with meaningful, and with methodological points of view

Build relationships on mutually beneficial principles

Realize and comprehend itself in profession and communicating with participants in interactions (M.R. Bityanova)

As part of the organization of the organization of the psychological service offered by M.R. Bityanova is formulated the basic principle of educating teachers - organic interfution of the situation of knowledge of knowledge into the process of practical activity (that is, knowledge as an answer to the actual and conscious teacher's request).

Accordingly, psychological education within the competence approach we propose to include (dosed, carefully selected content) into the current activities of educational and methodological associations, thematic pedsoves, psychological and pedagogical consultations, etc.

So, one of those thematic pedsovets may be "The Roles of the Teacher: Tutor and Facilitator"

Possible version of the psychologist's speech on this pedsow (based on A.Kashevarova, teacher-psychologist, Kaliningrad).

The teacher in the educational process performs a variety of roles. Each role is a combination of certain socially expected actions. Let's try together to identify the traditional roles of the teacher at school, that is, the role actions that the teacher usually performs relative to the disciples.

(The psychologist records its own options on the board and the options offered by teachers. The list of roles created in our school was like this: Didakt, mentor, carrier and transmitter of experience, educator, appraiser, controller, nurse, head, senior comrade, warden.)

Is it not true, almost all these roles are based on the position "over the student"? In it, the teacher acts as an active entity investing in a passive student some content, experience, knowledge that the child must learn.

The position "above the student" (even if it is humanized) always contains elements of superiority, coercion, sometimes violence, often - authoritarianism. If the entire educational process is based on this position, then we can talk about an authoritarian style of upbringing and teaching.

Look at the dictionary. So, "authoritarian education is an educational concept, providing for submission to the pupil by the will of the educator. Suppressing the initiative and independence, authoritarianism prevents the development of the activity of children, their individuality, leads to the emergence of confrontation between the educator and pupils. The authoritarian style of the pedagogical leadership is a stressful educational system based on the power relations, ignoring the individual characteristics of trainees, disregard for humane methods of interaction with pupils. The principle of authoritarian pedagogy is a teacher - subject, and the student is an object of education and training. At the same time, the child management means are carefully developed: a threat, supervision, coercion, prohibition, punishment. The lesson is rigidly regulated. Such a style creates special professional features in the teacher: dogmatism, a sense of infallibility, pedagogical tactlessness, ahead of judgments. One of its manifestations in pedagogical activity is moralization. Authoritarian style of upbringing and teaching is most often influenced by the style of communicating chiefs with subordinates adopted in the labor collective and in society as a whole. "

There is a reasonable question: "In which society?"

Traditional pedagogy was formed in those times when the success of educational work was evaluated mainly by how adults managed to transfer accumulated knowledge, skills, skills and values. At the same time, children prepared for life in society, which in the main features will be similar to the world in which their parents lived.

At this time, social changes - scientific and technical, cultural, domestic - are so significant and occur so quickly that no one has doubts: today's children have to live in a world, significantly different from the one in which their parents and teachers lived. Therefore, and their educational advances to adults should be assessed not so much by how they managed to convey their knowledge and skills, how much did they manage to prepare children to act independently and make decisions in the conditions that were not obvious and could not be in the life of the elder generation.
The transition to a market economy presented a highly different school than earlier, social order. A few years ago, in documents on the modernization of education, it was noted that knowledge, skills and skills are not the main care of the school. More important goals of general education were named: education in children of responsibility, morality, enterprise, social mobility, willingness to cooperate and the ability to self-organization.

Is the traditional school to fulfill this social order? If we consider that it produces, basically, good performers and its main principle is: "Look how I do, and do the same." If we consider that the results of authoritarian education are the passivity and misinterfidence, the weakness of creative fantasy, care of responsibility.

You can declare in school anything, but to form in children the needed in the already altered world of quality with a purely traditional approach is almost unrealistic. Therefore, it is very important to expand the range of professional roles. It is about expanding, and not about the full change in the role of the teacher at school.

It is impossible to refuse completely from the traditional approach in training and education, and it does not make sense, because there are so many valuable in tradition. As for an authoritarian approach, it is appropriate in some situations and for a while. It is valuable with flexible and very dosed use.
As for the roles that it is important to master and implement the modern teacher, they are associated with the displacement of the "center of gravity" in the system of traditional learning from the teacher to the student. The teacher here is just an intermediary between a student and knowledge that performs coordination work. His position is "next to the student." Teaching style of a teacher with a child - cooperation.

The role of the teacher, about whom it is about is the tutor and the facilitator. Sometimes they are considered synonyms, sometimes bred in their meaning. I will stop more in more detail on each role.

So, the facilitator. The concept is introduced by the classic psychology of Karl Rogers. The English word "Facilitate" means "facilitate, promote". It means that the main task of the facultant teacher is to relieve and at the same time stimulating the teaching process, that is, the ability to create in the class the appropriate intellectual and emotional situation, the atmosphere of psychological support.

Training is based as follows: the teacher helps to formulate the goals and objectives facing a group of students or before each students individually, and then creates a free and relaxed atmosphere that will encourage students to solve problems. At the same time, the teacher is important: 1) to be himself, openly express their thoughts and feelings; 2) to demonstrate to children full confidence and confidence in their capabilities and abilities; 3) exercise empathy, that is, the understanding of the feelings and experiences of each schoolchild.

According to studies with a facilitating learning style, students are less likely to skip the school during the school year, have more positive self-esteem, they achieve more progress in training, they have fewer problems with discipline, fewer acts of vandalism for school ownership, they are characterized by a higher level of thinking and creative activity. (More information about this you can read in the book of Charles Rogers and Jerome Freiberga "Freedom to learn.")

The following concept is "tutor" in translation from English means "mentor, tutor, guardian". The tutor in modern pedagogy is a consultant teacher and coordinator. Its goal is to create an educational environment that will allow the disciple as much as possible to receive knowledge and skills, while studying in a convenient mode for it, including within the framework of the lesson. At the same time, the tutor helps effectively use educational materials, the Internet, the practical experience of other students. Thus, the knowledge system is built through the activity of children, their activities, practice. The coordinating work of the tutor is aimed at helping to formulate the problem, identify the goals and objectives of activities, planning actions for implementation, analysis of the results of work. Tutor advises and supports students in the process of their independent activities. At the same time, he creates a favorable creative atmosphere, where the criticism of ideas and statements of students, imposing their own point of view or research strategy is unacceptable. Tutor knows how to listen and allocate essential moments in any student's statement. The teacher sends a child with the help of review information that leads questions, the Council, since the organizational role of the tutor prevails over the educational.

The academic activity of schoolchildren coordinated by the tutor helps to form the following qualities: initiative, goodwill, openness, observation, creative and intellectual activity, ability to non-standard solutions, flexibility and criticalness of thinking, careful and attentive attitude to the experience of older, optimism, tolerance.

As you could notice, the tutor functions are similar to the functions of the facilitator. With a reservation alone: \u200b\u200bin the facilitation, the emphasis is dismissed towards establishing a benevolent, stimulating educational process of the atmosphere, the organizational and coordinating moments are more emphasized in the tutorial. The above-mentioned roles of the teacher do not cause a child of fear in a child, do not humiliate his dignity, but, on the contrary, they bring up freedom and responsibility, high consciousness and courage - qualities, so necessary in our rapid life.

In May of this year, a meeting of the Permanent Commission of the Parliamentary Assembly of the Council of Europe (PACE) was held in Moscow, where issues relating to the field of education were discussed. In the recommendation of PACE, approved at this meeting, it was noted: "The ultimate goal of education in modern conditions should be a harmoniously developed person who can successfully perform a variety of roles in a rapidly changing pluralistic world."

This ability to bring a teacher to the child. Rise up with their directory, with its own attitude, with his own personality. And the upbringing is largely the art of creating samples for imitation, the professionalism of the modern teacher is flexible and appropriate using the entire wide range of professional roles.

Questions and tasks

• Is the model of the organization of psychological service in your educational institution of new approaches?
• How is the psychological support of the competence approach in your educational institution?
• What practical diagnostics, techniques, psychotechnics in your opinion are most effective in the framework of the psychological support of the competence approach?
• Offer your own developments of thematic pedsoves, psychological and pedagogical consultations, etc.
• Describe the place and role of teachers of your educational institution in the system of psychological support of the competence approach.

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materials provided:

senior Lecturer of the Department of Pedagogical Mastery L.S.Samsonenko,

assistant Department of Pedagogical Mastery L.Yu. Koltereva

questions for references at: [Email Protected]