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"Practical psychology in education"
M. R. BITYANOVA
Organization
psychological work
At school
Moscow
PUBLISHING HOUSE
PERFECTION
1997
In the candidate's book psychological sciences, before
cent M.R. Bityanova presents a complete author
some model of psychological service organization
At school. The publication introduces the reader to the scheme of the
work school psychologist during
school year, gives the author's options for content
body content of the main directions of its development
bots: diagnostic, correctional and developmental,
advisory, etc. Particular attention is paid to
issues of interaction between a psychologist and teachers
children's community, school administration
The book will be of interest to school psychologists,
dagogs, heads of educational organizations
tions and Methodists.
ISBN 5-89441-007-X
M.R. Bityanova, 1997.
"Perfection", 1997.
TABLE OF CONTENTS
FOREWORD
INTRODUCTION
SECTION 1. MODEL OF ACTIVITY
SCHOOL PSYCHOLOGIST
CHAPTER 1. THE CONCEPT OF PSYCHOLOGICAL-TEACHER-
CZECH SUPPORT
CHAPTER 2. MAIN DIRECTIONS
CHAPTER 3. ORGANIZATION OF ACTIVITIES
SCHOOL PSYCHOLOGIST
SECTION 2. CONTENT OF ACTIVITIES
SCHOOL PSYCHOLOGIST
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL
STUDENT STATUS AND ITS CONTENT
AT DIFFERENT STAGES OF THE SCHOOL
TRAINING
CHAPTER 2. CONTENT OF THE DIAGNOSTIC
ACTIVITIES OF THE SCHOOL PSYCHOLOGIST
CHAPTER H. ORGANIZATION AND CONDUCT
PSYCHOLOGICAL AND PEDAGOGICAL CONSILIA
CHAPTER 4. CONTENTS
CORRECTIONAL DEVELOPMENT
ACTIVITIES OF THE SCHOOL PSYCHOLOGIST
CHAPTER 5. CONTENTS
ADVISORY ACTIVITIES
SCHOOL PSYCHOLOGIST
SECTION 3. SCHOOL PLANNING
PSYCHOLOGICAL ACTIVITY
CHAPTER 1. KEY TECHNOLOGIES
PSYCHOLOGICAL AND PEDAGOGICAL
SERVICES:
CHAPTER 2. APPROACHES TO PLANNING
PSYCHOLOGICAL AND PEDAGOGICAL
SCHOOL SUPPORT
CHAPTER 3. WORK PLAN
PSYCHOLOGIST DURING THE ACADEMIC YEAR
SECTION 4. PSYCHOLOGIST AT SCHOOL-
PROBLEMS OF INTERACTION
CHAPTER I. PSYCHOLOGIST AT SCHOOL:
RELATIONSHIP BUILDING ISSUES
CHAPTER 2. PSYCHOLOGIST AND SCHOOL:
OBJECTIVE PROBLEMS
CHAPTER 3, SCHOOL AND PSYCHOLOGIST:
THERE IS SAFETY IN NUMBERS
CHAPTER 4. PSYCHOLOGIST IN SCHOOL: THE PROBLEM
PROFESSIONAL READINESS
AFTERWORD
LITERATURE
223
235
267
287
289
292
294
297
FOREWORD
Dear School Psychologist,
With this book, we open a series of gy in education>, in which we intend to present to your
attention to the experience we have accumulated in practical psychological
some work at school.
Our first book in this series has a scientific and practical
character. This is some theory of school practice, contained
seeking answers to three fundamentally important questions
millet school practical psychology: For what? What? How?
Why do we need a psychologist at school, what is the meaning and tasks of it
activity? What exactly can and should he do in the framework of
What are these goals and objectives? How, by what means can he
implement your activities?
We tried to build some holistic model
work of a school psychologist, in which all directions, all
its activities would be linked into a system by a common idea
and meaningfully set specific methods and techniques
current daily work. We tried to find a place
school psychologist in the general educational system
schools. A place that would match his original
noble role, professional opportunities, but not
would turn him into the main figure, would not enslave the
schennymi requirements and expectations.
We have devoted much attention in this book to the issues of professional
sessional interaction of a school psychologist with a teacher
administration, schoolchildren and their parents.
Our second book, which is already in print, will be
purely practical. It contains a system of school psycho-
Togic work in parallel primary school- since the moment -
and before the transition to the middle link, all the work technologies we offer are described in detail - diagnostic
Coy, correctional-developing, advisory, etc.
And after it, we plan to release books, dedicated!
related issues of constructing a system of psychological activity]
ness in the parallels of the middle and senior level.
The first book brought to your attention is
a monograph - it was conceived and written by one author. It's me -
M. R. Bityanova. But throughout most of this book
I'll speak. And this is not a tribute to the usual scientific article)
lu. In developing the model and building the foundation of this npi book
took part, often without knowing it, many of my KOJ
lay down and students, practical psychologists of Yakutia, Stavropol;
Many specialists who have connected their professional
fate with school activities, remember the time when per-
new sprouts of psychological knowledge began to make their way
gu on the grateful soil of secondary education. Happened
this is relatively recent - a decade ago - and gave rise to
a lot of hopes for serious changes both in the education system
teaching and raising children, and in psychology itself. At ak-
effective social support institute of school practical
which psychology began a stormy and intensive development: all but-
legions of hastily retrained, quickly baked
psychologists poured into the system public education. In all
major regions centers of training and scientific support
frame holdings. No less important is the fact that began to form
a certain social stereotype of a school psychologist, then
is its role and significance entrenched in some social
ideas and attitudes, became part of the domestic community
knowledge. Today we can confidently say that
purely empirically, by trial and error, with a mini-
little scientific and theoretical support in the country has developed
its, Russian system school psychological practice.
Has developed... and has got to a situation of deep crisis.
The manifestations of the crisis are many-sided and, it seems, very
visible. This is the departure from the school of professional psychologists, more
yesterday ready to work practically on the same enthusiasm, this
and misunderstanding by many educators and school administrators
role and significance of school psychological work, this
and the lack of state socio-economic support
live. The crisis manifests itself in attempts to create new, related
"Rofessions. So, there were social educators, educators-psi-
Vlogs and even social psychologists. In print and
Syzran, Tula, Bryansk and many other cities, with which
I was lucky to work and communicate.
I am very grateful to those with whom I started my practice!
activities at school and continue to cooperate - T. V. Azarva, T. V. Zemskikh, N. Borisova; my graduate students and coursework!
Special thanks - to my husband and colleague, A.F. Shadura, endured (
to your listener and strict editor. In the book I use va1
experience, your findings, therefore I speak from our common
At lectures, conferences, in private scientific conversations
often asked: from many already existing?> And although, you, dear psycho
log, have just begun to get acquainted with the book, ahead of the events
I will answer. In theoretical terms, there are a lot of differences, and you
you can not notice them, getting acquainted with the concept itself. M
theoretical approach you might like to be near
in value, semantic terms, and perhaps it will seem alien1
and contrived. And from the point of view of practice ... she is nothing from. D
comes from those approaches that also work. And if you
reader, there is something to compare with - choose an approach in accordance with your professional and personal preferences
yami. I wish you success and satisfaction from your work.
Sincerely, M.R. 5ityakoP.S. The author expresses his sincere gratitude to the
nickname of the psychological-medical-social center "Interaction
and its director E.V. Burmistrova for assistance and assistance
preparing this book.
INTRODUCTION
M. Bityanova
opinions began to be heard from high tribunes that a school psychologist (ty> psychologist) is not needed in principle, it is much more important
introduce the rates of social workers (note in parentheses, h
and the institution of social workers at school is experiencing
difficult, crisis times, and social workers
mainly distributed financial assistance and free meals for children). As a result, many people
di which most have donated their bases!
education for the sake of the psychological profession turned out to be i
materially unprotected, theoretically and methodically 6eci
powerful in a sea of socio-psychological problems, with
they have to face every day in interaction with schoolchildren, their parents and teachers.
What are the main reasons for this situation? I
many, they have both socio-economic and scientific
roots, and in general can be conditionally divided into d
groups: in relation to school psychological practice and crisis yav;
niya. Among the external causes, we name, first of all, the following
general: the main results of the school ps
has not laid down any scientific activity so far
an adequate and clear system of expectations regarding the possibility
nosti and tasks of the school psychologist. So, it is typical
as a situation of their broad interpretation - translation)
on the psychologist of responsibility for pedagogical marriage
transferring methodological functions to it, delegating
ministerial and managerial duties and more, so
refusal to cooperate due to the belittling of his professional capabilities. Experience with teachers and IUKOJ
administrations of various regions of Russia
vaet that they in their overwhelming majority are not ready!
to equal cooperation with psychologists, even ecj
sincerely declare it on a conscious level. Mark
what is the unconscious rejection of the school psychologist
can be clearly seen on the higher floors of the system
we are a public education, which is expressed, in particular,
conceptual approaches to the billing of school psychologists
gov, the regulatory framework that streamlines their work, etc.
pedagogical publications complained that schools
nye psychologists did not justify the hopes of teachers, turned out to be
Introduction
able to decide actual problems facing co-
temporary education. Such complaints are under
bout a certain ground, about it we will talk below. wanted
just to note that such pedagogical sentiments are not
associated, most often, with an understanding of the real complexities
school psychology. They are the result of a failed
fortunately, attempts to shift onto her fragile shoulders
chi responsibility for the pressing problems of the school itself
training and education.
Other external reasons can be named, but pre-
it becomes more important to discuss the difficulties that are clearly
that originated within the very system of school psychological
activities. They are, in our opinion, largely
responsible for the crisis. Let's stop at a number
the most important moments.
First. Today's institute of national school
psychology functions without a developed methodology
logical basis of their activities. Ideally, such a concept
The real model must not only be worked out in detail
on, it must be unified and laid the foundation for
work of all existing psychological services of the system
public education. What will it give? First of all, it will allow
compare the results obtained in different
schools and different regions of the country. School psychologists
will understand each other better. There will be certainty
in the preparation of training programs and advanced training
tion of specialists for the school.
must be complete and
convincingly answer the question why there is a school
a psychologist and what exactly he should do at school,
clearly identify such a specialist in
school, create a picture of a holistic vision of the school psycho-
ology as a special type of scientific and practical activity. We
we take the liberty of asserting that such a model today
No. In various author's concepts, to one degree or another,
neither methodological or individual content has been worked out
aspects, but no holistic approach has yet been proposed,
organically linking theoretical basis with content-
organizational and methodological components of the activities
school psychologist-practitioner. That is, the institute of school
M. BITYANOEL
modern psychology functions without having a clear answer to questions
asks: Why? What? How? In addition, the place i
the role of its activities in a unified educational system
from one institution or another. Principles not defined, H(
which the relationship between the psychologist i
school administration, psychologist and teachers, as well as parents and students themselves. These principles should
to determine, for example, the nature of the recommendations!
psychologist for teachers - recommendatory or mandatory
on what occasion and in what form can a psycho address
log to parents, how days and times are determined)
examinations of schoolchildren - based on the schedule
lessons or in accordance with a pre-planned
nom. Also of fundamental importance is the question of
how a psychologist's work plan is drawn up - or spontaneously, i
in accordance with the current needs of teachers and parents
or in accordance with the strategy developed by the psychologist in advance
activity tag.
Second. School psychological practice in more
In most cases, it exists apart from other socio-psycho
chological services of the system of public education and health
protection. Hence the illegal extension of the function!
psychologist working in the school. It is obvious that the work will become much more efficient if it is done in school!
practical activity will be considered as a link, with
than the primary, multi-level system of psychological
education support with its tasks and responsibilities
its limitations and even professional taboos (17)
It is no secret that not all socio-psychological
problems in the school system can be solved
by the forces of a school psychologist, as due to ethical moments
Commodities, and because of their complexity. School Practitioner before
he must be sure that he has someone and where to send the children of his parents or a teacher, limiting himself to what is available!
to him by professional actions (psychologically
support, primary assistance in adaptation, etc.).
Develop a model of a multi-level psychological service
which support school education, distribute the func
tion between its levels, prescribe a system of interlevel calls
connections - such work, although it does not have a direct
10
Introduction
wear to school psychological activities, with the necessary
power must be carried out to solve the internal
them the problems of the latter.
Finally, the third. The established tradition of preparing practical
psychological psychologists cannot be regarded as satisfactory
eloquent. And the point here, it seems, is not only in the
taken terms of training, about which enough has been said. The point is co-
keeping courses, in the view of their creators, what and how
specialists of this kind need to be trained. The reason for the weak
cooking lies, in our opinion, in an attempt to educate practitioners
on lightweight academic programs, imposing on them
theoretical propositions, often unnecessary and not even applicable
taken in real work. The way out is seen in the development of a new
theory - the theory of practice based on effective
methods and approaches of the most practical activity, generalizing
and analytically processing its positive experience.
Thus, we have not only identified the most important
from our point of view, the internal causes of the crisis, but also
tili in the most general form of the way to eliminate them. In this job
We will only focus on the issues that
directly related to the activities of the school psychologist
ha. However, their discussion, in our opinion, allows a new
mu look at the problem of creating a holistic psychology
public education service, and for the training of cadres
moat to work within such a service.
11
Model of activity of the school psychologist
SECTION 1.
ACTIVITY MODEL
SCHOOL PSYCHOLOGIST
CHAPTER 1. THE CONCEPT OF PSYCHOLOGICAL AND PEDAGOGICAL
WHO IS ACCOMPANIED
Understanding school psychological activity
starts from the answer to the most important question: and than in general
essence is the work of a school psychologist? Many are known
types of professional psychological activity. Maybe
but to teach psychology or, which is very close, to
psychological education. There is a psychological study
research work, there is an applied psychological activity
activity or, as F. E. Vasilyuk says, a practitioner;
in various areas of social life - business, medicine
pedagogy, etc. (8) The peculiarity of this last active
that its goals, objectives and values are set by that social
Noah system, on which the psychologist. There is finally
another type of practical activity - practice
psychologist, presented today by a variety of
ladies of psychological services. In these services, the psychologist himself|
forms the goals and values of his professional worker
activities, he himself carries out the necessary professional activities
action, he is responsible for the results of his work
Which of these types of activities is
school psychologist? Obviously this is practice, but what
Alien or own? In our opinion, in the majority there are
current domestic approaches school activities
is grammatical as, as an application of the theory;
tic and methodical scientific achievements psychology e
pedagogical practice. In the same way, the school psychologist
gia exists in reality. School psychologists are engaged in |
substantiate pedagogical programs and methods in general |
niya, diagnostics of readiness for learning and assimilation of differences;
nyh specialized programs, reveal the level
mental development child, are engaged in vocational guidance |
etc. Moreover, their activities in most cases organ |
customized according to the specific requests of teachers and administrators
12
tion, determined by the tasks pedagogical process. Teach
pointing out the fact that specific child, the student is not always
is the goal pedagogical activity, but there is
in it as a means or as a condition, he can
psychological practice or also be present in it at
second plan. Specific example- first class enrollment.
Is it always the goal of the ongoing psychological and pedagogical
examination of a future first-grader is to study his
psychological characteristics in order to maximize their
and in training? Not always. More often it is focused on
selection of students with suitable properties: which will be easy
teach and educate. Is it always the teacher's appeal to psycho-
log with a request to see a child or teenager
is a desire to help oneself and the child to establish mutual
my understanding, solve learning problems? Reply to you, respect
known readers.
We believe that it was much more productive
to build school psychological activity as
practice. That is, as such a professional activity
activity, which is actually directed psychologically
goals and objectives, is governed by its values, its
their attitudes towards the child, forms and methods of working with him.
Such a fundamental internal restructuring of pre-
attitudes about the profession significantly affects the entire system
theme of the work of a psychologist, as people, and his attitude towards himself and those participating in the work
those to specialists of a different profile and, most importantly, the style itself
and the type of his professional vision
reality> (8). We add that this will allow the radical
to change the very system of school psychological work
you, or rather, create one, defining its content
telnye and organizational bases.
School psychological work as a form of professional
real practical activity, needs its own theory,
How. Why is practical school psychology needed and what
What goals does the psychologist want to achieve? Who is the main object of
"Ennennya of professional efforts? What exactly should de-
to be a psychologist, what are the boundaries of his professional compo-
tendencies? How to organize your activities in such a way
13
M. Bityanova
not to become or beating> in the school educational system? As yet-
calls for an analysis of the real state of affairs in this area, existing
current academic knowledge can do little to help in finding
ke such answers. The practicing psychologist needs a special theo-
rii, a theory that could serve as a guide to action,
means of understanding the meaning of their actions (11,12). It's about
on the creation of a special, using the definition of L. S. Vygotsky,
psychotechnical theory, theory of practice.
Without claiming to create a theoretical basis for school
noah psychological practice in its complete and perfect
in a new form, we note that it was the psychotechnical
principle in os.yuvu of our model. We are considering our
model as a reflection of a certain system of theoretical
ideas about the goals, objectives and content of activities
school psychologist, and this system is a product of practical
tic professional activity, its generalization i
comprehension. It is not a practice, but is
as an open and self-developing treasury of living experience
This system has grown out of practice, practice-oriented
tik and as its ultimate goal, and as the source of its
own development.
We have called our theoretical approach conducting>, thereby wishing to emphasize its active
specific orientation, orientation not to the object, but to the work (
object. Why do we emphasize this last mo
cop? Academic science is a theory, as
which can be considered a child, his thinking
attitudes, etc., and psychotechnical science is a theory)
psychological (8,12,10). In our service
tea with the child, his thinking, attitudes and other
Why did this seem so important to us? At the very first sound
turn because a fundamentally different view is given Hi
child in the framework of psychological activity. As a matter of fact.
it is not an object in the classical sense of the word,
subject. Nothing can be changed in it internally!
world apart from his own will, his own desires
The psychologist does not influence him with his specific
by means and techniques, but interacts with him, offering time
personal ways of solving certain problems or problems. Krom
14
Model of activity of the school psychologist
Togo. the purpose of the work is not to
early world, find out how it works, its relationship with the world and
itself, but in organizing cooperation with
child, aimed at his self-knowledge, the search for ways to self-
management of the inner world and the system of relations.
Accompaniment for us is a certain ideology of development
bots, this is the very first and most important answer to the question, for-
What do you need a school psychologist for? However, before going into detail
dwell on the content of this concept in our concept,
consider the overall situation in the domestic psychological
some school practice in terms of those goals and that ideological
gies that are embedded in various existing approaches.
In our opinion, we can talk about three main ideas,
underlying various models school psychologist
logical activity. Idea one: the essence of psychological
activities - in the scientific and methodological guidance of educational
educational process at school. The idea is, to put it bluntly,
new, known to the domestic school since the time of pedolo-
gee and very attractive in her own way. Especially for educators
gov. It is widespread to a large extent in pedagogy.
environment, in the concepts of authors focused on
bot with teachers and pedagogical methods (13, 19, 28, 40).
This is "practice for a psychologist. Its goal can be set
to be different words, for example, as a scientific n with and -
ho logo-pedagogical support
educational process (42),
however, in any case, these are the goals of someone else's practice, another professional
sessional perception of the world (first of all, a child),
which is quite often poorly compatible with psychological
worldview.
The method of sociometry, which allows you to study emotional connections in a group of people, has long become a classic tool for a professional psychologist.
In this paper, its adaptation for studying relationships in the classroom is given, the procedures for conducting and processing the results are described in detail, and an algorithm for analyzing the data obtained is given.
Organization of psychological work at school
The publication introduces the reader to the scheme of planning the work of a school psychologist during the school year, gives the author's options for the content of the main areas of his work: diagnostic, correctional and developmental, advisory, etc.
Particular attention is paid to the interaction of a psychologist with teachers, children's community, school administration. The book will be of interest to school psychologists, teachers, leaders educational organizations and Methodists.
Workshop on psychological games with children and adolescents
The book is Toolkit containing about 30 scenarios psychological games for students and adults.
The five chapters of the book sequentially present the types of "big" games: game "shells", games-living, games-dramas, business games and psychological "stocks".
In addition, the technologies for conducting such games are described, detailed recommendations are given for their creation, auxiliary materials for the presenter and specific game material. All games included in the manual are author's developments created according to original plots using author's methodological tools.
The work of a psychologist in elementary school
The book outlines the system of work of a school psychologist with children 7-10 years old.
Specific diagnostic, correctional-developing and advisory methods and technologies are given. The author's approach to the construction of the work of a psychologist during the academic year, based on the idea of psychological and pedagogical support, is proposed.
Working with a child in an educational environment: solving problems and problems of development
Developmental work is one of the most important and popular areas of work of an educational psychologist with children and adolescents. The scientific and methodological manual outlines an approach to building a developing system in educational institution within the framework of the model of psychological and pedagogical support for schoolchildren.
The emphasis is on its individual forms - a game, a lesson, training, a psychological action, etc. Specific recommendations are given for staging these forms, scenarios for developing games, lessons and events are given. The book contains a lot of practical material.
Social Psychology
The manual deals with the most important socio-psychological problems that are directly related to the practice of communicating with children and schoolchildren of various ages.
Socio-psychological knowledge, the skills of socio-psychological analysis of the situation are of great importance for a teacher or a school psychologist.
On the one hand, they help an adult to better understand himself, his inner world, to realize the socio-psychological aspects of one's "I": social attitudes, stereotypes, strategies of behavior and interaction, communication style, the ability to effectively listen and adequately understand other people.
On the other hand, they make it possible to better understand children, to create such a situation of communication with them that would most fruitfully reflect on their internal mental state, give children a sense of social security, and contribute to their creative development.
B 66 Bityanova M.R. Organization of psychological work at school. - M.: Perfection, 1998. - 298 p. (Practical psychology in education). Second edition, corrected.
In the book of the candidate of psychological sciences, associate professor M.R. Bityanova presents a holistic model of the organization of psychological service at school. The publication introduces the reader to the scheme of planning the work of a school psychologist during the school year, gives the author's options for the content of the main areas of his work: diagnostic, correctional and developmental, advisory, etc. Particular attention is paid to the interaction of a psychologist with teachers, children's community, school administration . The book will be of interest to school psychologists, teachers, heads of educational organizations and methodologists.
Published with the participation of Humanitarian Book LLC and Ekonompress CJSC
| ISBN 5-89441-015-0 |
M.R. Bityanova, 1997. "Perfection", 1998.
FOREWORD 5
INTRODUCTION 7
SECTION 1. MODEL OF ACTIVITY OF A SCHOOL PSYCHOLOGIST
CHAPTER 1
CZECH SUPPORT 12
CHAPTER 2. MAIN ACTIVITIES
SCHOOL PSYCHOLOGIST 31
CHAPTER 3. ORGANIZATION OF ACTIVITIES
SCHOOL PSYCHOLOGIST 60
CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL
STUDENT STATUS AND ITS CONTENT
AT DIFFERENT STAGES OF THE SCHOOL
TRAINING 69
CHAPTER 3
CORRECTIONAL DEVELOPMENT
ACTIVITIES OF THE SCHOOL PSYCHOLOGIST 174
ADVISORY ACTIVITIES
SCHOOL PSYCHOLOGIST 198
SECTION 3. PLANNING SCHOOL PSYCHOLOGICAL ACTIVITIES
CHAPTER 1. KEY TECHNOLOGIES
PSYCHOLOGICAL AND PEDAGOGICAL
escorts 214
CHAPTER 2. APPROACHES TO PLANNING PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT IN SCHOOL
CHAPTER 3. WORK PLAN
PSYCHOLOGIST DURING ACADEMIC YEAR 235
SECTION 4. PSYCHOLOGIST AT SCHOOL: PROBLEMS OF INTERACTION
CHAPTER 1. PSYCHOLOGIST AT SCHOOL:
RELATIONSHIP BUILDING ISSUES 267
CHAPTER 2. PSYCHOLOGIST AND SCHOOL:
PROBLEMS OF SUBMISSION 287
CHAPTER 3. SCHOOL AND PSYCHOLOGIST:
ALONE IN THE FIELD NOT A WARRIOR 289
CHAPTER 4. PSYCHOLOGIST IN SCHOOL: THE PROBLEM
PROFESSIONAL READINESS 292
AFTERWORD 294
LITERATURE 297
FOREWORD
Dear School Psychologist,
With this book, we open the series "Practical Psychology in Education", in which we intend to present to your attention the experience we have accumulated in practical psychological work at school.
Our first book in this series is scientific and practical in nature. This is some theory of school practice, containing answers to three fundamentally important, "sick" questions of school practical psychology: Why? What? How?
Why do we need a psychologist at school, what is the meaning and objectives of his activity? What exactly can and should he do within the framework of these goals and objectives? How, by what means can he realize his activity?
We tried to build some holistic model of the work of a school psychologist, in which all directions, all types of his activities would be connected into a system by a common idea and meaningfully set specific methods and techniques for current daily work. We tried to find a place for a school psychologist in the general educational system of the school. A place that would correspond to his original noble role, professional opportunities, but would not turn him into a main figure, would not enslave him with excessive demands and expectations.
We paid much attention in this book to the professional interaction of the school psychologist with teachers and administration, schoolchildren and their parents.
Our second book, which is already being prepared for publication, will be purely practical. It contains a system of school psychological work in parallel with the primary grades - from the moment
and before the transition to the middle link, all the technologies we offer - diagnostic, correctional and developmental, advisory, etc., are described in detail.
And after it, we plan to publish books on the issues of building a system of psychological activity in parallel with the middle and senior levels.
The first book presented to your attention is a monograph - it was conceived and written by one author. It's me - M. R. Bityanova. But for most of this book, I'll use "we." And this is not a tribute to the usual scientific style. Many of my colleagues and students, practical psychologists from Yakutia, Stavropol, Syzran, Tula, Bryansk and many other cities, with whom I was fortunate enough to work and communicate, took part, often without knowing it, in developing the model and creating the basis of this book.
I am very grateful to those with whom I started my practical activities at school and continue to cooperate - T. V. Azarova, T. V. Zemskikh, N. Borisova; my graduate students and course students. Special thanks to my husband and colleague, A.F. Shadura, patient listener and strict editor. In the book, I use your experience, your findings, and therefore I speak from our common “we”.
At lectures, conferences, in private scientific conversations, I am often asked: “What, in fact, is your approach different from many that already exist?” And although, you, a respected psychologist, have just begun to get acquainted with the book, ahead of events, I will answer. In theoretical terms, there are a lot of differences, and you cannot help but notice them when getting acquainted with the concept itself. You may like my theoretical approach, turn out to be close in value, semantic terms, or perhaps seem alien and far-fetched. But in terms of practice ... it is no different from those approaches that also work. And if you, the reader, have something to compare with, choose an approach in accordance with your professional and personal preferences. I wish you success and satisfaction in your work.
Sincerely, M. R. Bityanova
INTRODUCTION
Many specialists who linked their professional fate with school activities remember the time when the first sprouts of psychological knowledge began to make their way on the fertile soil of secondary education. This happened relatively recently - a decade ago - and gave rise to many hopes for serious changes both in the system of teaching and raising children, and in psychology itself. With active social support, the institute of practical school psychology began a rapid and intensive development: ever new legions of hastily retrained, quickly baked psychologists poured into the public education system. Centers for the training and scientific support of personnel have emerged in all major regions. No less important is the fact that a certain social stereotype of the school psychologist began to take shape. That is, its role and significance were fixed in some social ideas and attitudes, became part of the national consciousness. Today we can confidently say that purely empirically, by trial and error, with minimal scientific and theoretical support, the country has developed its own, Russian system of school psychological practice. Has developed... and has got to a situation of deep crisis.
The manifestations of the crisis are many-sided and, it seems, obvious. This is the departure from school of professional psychologists, who only yesterday were ready to work practically on the same enthusiasm, this is the lack of understanding by many teachers and school administrators of the role and importance of school psychological work, this is the lack of state socio-economic support. The crisis manifests itself in attempts to create new, related professions. Thus, social educators, educational psychologists and even social educators-psychologists appeared. In print and
M. Bityanova
Introduction
opinions began to be heard from high tribunes that a school psychologist (a “pure” psychologist) is not needed in principle, it is much more important to introduce rates of social workers (we note in parentheses that the institution of social workers at school is going through no less are mainly engaged in the distribution of material assistance and free meals for children). As a result, many people, among whom the majority sacrificed their basic education for the sake of the psychological profession, turned out to be materially unprotected, theoretically and methodically helpless in the sea of socio-psychological problems that they have to face daily in interaction with schoolchildren, their parents and teachers.
What are the main reasons for this situation? There are many of them, they have both socio-economic and scientific roots, and in general can be conditionally divided into two groups: “external” in relation to school psychological practice and “own, internal” crisis phenomena. Among the external reasons, let us name, first of all, the following: the main “consumers” of the results of school psychological activity currently do not have an adequate and clear system of expectations regarding the capabilities and tasks of a school psychologist. Thus, the situation of their broad interpretation is typical: shifting responsibility for pedagogical marriage onto a psychologist, transferring methodological functions to him, delegating administrative and managerial duties, and more; and refusal to cooperate due to the belittling of his professional capabilities. The experience of communicating with teachers and school administrators in various regions of Russia shows that they, in their overwhelming majority, are not ready for equal cooperation with psychologists, even if they sincerely declare this on a conscious level. It should be noted that such an unconscious rejection of the school psychologist can be clearly seen at the higher levels of the public education system, which is expressed, in particular, in conceptual approaches to the billing of school psychologists, the regulatory framework that streamlines their work, etc. Pedagogical publications have complained about the fact that school psychologists did not justify the hopes of teachers turned out to be
capable of solving the actual problems facing modern education. Such complaints have a certain basis, which will be discussed below. I would just like to note that such pedagogical attitudes are not associated, most often, with an understanding of the real complexities of school psychology. They are the result of an unsuccessful, fortunately, attempt to shift responsibility for the pressing problems of the schooling and upbringing.
Other external causes can also be named, but it seems more important to discuss the difficulties that have clearly emerged within the very system of school psychological activity. It is they who, in our opinion, are largely responsible for the emergence of the crisis. Let's take a look at some of the most important points.
First. Today's institute of domestic school psychology functions without a developed methodological basis for its activities. Ideally, such a conceptual model should not only be worked out in detail, it should be unified and laid the foundation for the work of all existing psychological services in the public education system. What will it give? First of all, it will allow comparing the results obtained in different schools and different regions of the country. School psychologists will understand each other better. Certainty will appear in the preparation of programs for the training and advanced training of specialists for the school.
The model of the activity of a school psychologist should fully and convincingly answer the question why a school psychologist exists and what exactly he should do at school, clearly identify the “ecological niche” of such a specialist in school, create a picture of a holistic vision of school psychology as a special type of scientific and practical activity. We take the liberty of asserting that such a model does not exist today. In various author's concepts, methodological or individual content aspects have been worked out to one degree or another, but so far no holistic approach has been proposed that organically links the theoretical foundations with the content, organizational and methodological components of the activity of a school psychologist-practitioner. That is, the institute of school
2. Zach. 5574 O
M. Bityanova
Noah psychology functions without having a clear answer to the questions: Why? What? How? In addition, the place and role of its activities in the unified educational system of this or that institution is not indicated. The principles on which relations between a psychologist and school administration, a psychologist and teachers, as well as parents and schoolchildren themselves should be built, have not been defined. These principles should determine, for example, the nature of the psychologist's recommendations to teachers - advisory or mandatory, on what occasion and in what form a psychologist can contact parents, how the days and times of examinations of schoolchildren are determined - based on "gaps" in the lesson schedule or in according to a predetermined plan. Of fundamental importance is also the question of how a psychologist's work plan is drawn up - either spontaneously, in accordance with the current needs of teachers and parents, or in accordance with an activity strategy previously developed by the psychologist.
Second. School psychological practice in most cases exists separately from other socio-psychological services of the system of public education and health care. Hence the unlawful expansion of the functions of a specialist psychologist working in a school. It is obvious that his work will become much more effective if school practical activity is considered as a link, and a primary one, of a multi-level system of psychological support for education with its own tasks and responsibilities, its own limitations and even professional taboos (18). It is no secret that not all socio-psychological problems that exist in the school system can be solved by the school psychologist, both due to ethical issues and because of their complexity. The school practitioner must be sure that he has someone and where to send the child and his parents, or a teacher, limiting himself to professional actions available to him (psychological support, primary assistance in adaptation, etc.).
According to M.R. Bityanova, the main meaning of the activity of a practical psychologist is the psychological support of the child at all stages educational process(M.R. Bityanova. Organization of psychological work at school. - M.).
The concept of "accompaniment", on the one hand, is closely combined with health protection. On the other hand, with the ensuing, firstly, dynamic assessment of the child's adaptability in the educational environment and, secondly, with the maintenance of his optimal adaptation in this environment. In addition, an understanding of the tasks of accompaniment should come from the general humanistic goal of education, which can be formulated as: “Maximum disclosure of the potential possibilities of the child’s personality, assistance to its full development in personal and cognitive terms, creation of conditions for the full and maximum manifestation positive sides the individuality of the child, the conditions for the maximum possible and effective amplification (enrichment) of his educational impacts.
In a situation of significant increase educational loads protection of the rights of the child and his support should be carried out as a dosing of these loads. They should be optimal and sufficient for full development, but not go beyond the limits feasible for a given child.
Considering any child as a subject educational environment With handicapped adaptation, you can specify the goals and objectives of support:
continuous maintenance by all specialists - participants in the educational process - of an equilibrium situation between the real possibilities of the child to amplify educational influences and the volume, dynamic indicators of these educational influences.
According to M.R. Bityanova accompaniment as a holistic activity of all subjects of the educational process is determined by three main interrelated components:
1) systematic monitoring of the psychological and pedagogical status of the child, the dynamics of his mental development in the learning process;
2) the creation of socio-psychological conditions for the development of the personality of each child, the success of his education (basic educational component);
3) the creation of special socio-psychological conditions for accompanying and assisting in the training and development of children with special educational needs (in accordance with the Belarusian pedagogical vocabulary - for children with special needs of psychophysical development).
In accordance with these components of the support process, specific forms and content of the work of specialists are determined:
complex diagnostics, developmental and corrective activities,
counseling and education of teachers, parents, other participants in the educational process,
expert activities to determine and adjust individual educational route,
social dispatching activities (within the framework of the interaction of individual specialists and services to help the child and his family).
Each direction is included in a single process of support, acquiring its own specifics and specific content.
At the same time, the implementation of such goals and objectives requires the development of criteria for creating and maintaining the optimality and effectiveness of support as an equivalent component of the educational process as a whole.
According to L.M. Fridman the main goal of the school psychological service is the scientific psychological support of the educational process on a scale, i.e. organization, construction and conduct of this process on the basis of modern psychological and pedagogical theories of education and development of the personality of students. (Friedman L.M. On the concept of school psychological service. - Issues of psychology. - No. 1. - 2001. - P. 97–106).
According to L.M. Fridman, the types of work of a school psychologist are as follows:
organizing the admission of children to school and the acquisition of student classes;
Establishing friendly, partnership relationships between teachers and parents;
study of the process of personal development of students;
assessment of the upbringing of students;
work of a school psychologist with teachers;
the work of the school psychologist with the school administration and class teachers(educators).
INTRODUCTION
Many specialists who linked their professional fate with school activities remember the time when the first sprouts of psychological knowledge began to make their way on the fertile soil of secondary education. This happened relatively recently - a decade ago - and gave rise to many hopes for serious changes both in the system of teaching and raising children, and in psychology itself. With active social support, the institute of practical school psychology began a rapid and intensive development: ever new legions of hastily retrained, quickly baked psychologists poured into the public education system. Centers for the training and scientific support of personnel have emerged in all major regions. No less important is the fact that a certain social stereotype of the school psychologist began to take shape. That is, its role and significance were fixed in some social ideas and attitudes, became part of the national consciousness. Today we can confidently say that purely empirically, by trial and error, with minimal scientific and theoretical support, the country has developed its own, Russian system of school psychological practice. Has developed... and has got to a situation of deep crisis.
The manifestations of the crisis are many-sided and, it seems, obvious. This is the departure from school of professional psychologists, who only yesterday were ready to work practically on the same enthusiasm, this is the lack of understanding by many teachers and school administrators of the role and importance of school psychological work, this is the lack of state socio-economic support. The crisis manifests itself in attempts to create new, related professions. Thus, social educators, educational psychologists and even social educators-psychologists appeared. Opinions began to be heard in the press and from high tribunes that a school psychologist (a “pure” psychologist) is not needed in principle, it is much more important to introduce the rates of social workers (we note in parentheses that the institution of social workers at school is going through no less difficult, crisis times , and social workers are mainly engaged in the distribution of material assistance and free meals for children). As a result, many people, among whom the majority sacrificed their basic education for the sake of the psychological profession, turned out to be financially unprotected, theoretically and methodically helpless in the sea of socio-psychological problems that they have to face daily in interaction with schoolchildren, their parents and teachers.
What are the main reasons for this situation? There are many of them, they have both socio-economic and scientific roots, and in general can be conditionally divided into two groups: “external” in relation to school psychological practice and “own, internal” crisis phenomena. Among the external reasons, let us name, first of all, the following: the main “consumers” of the results of school psychological activity currently do not have an adequate and clear system of expectations regarding the capabilities and tasks of a school psychologist. Thus, the situation of their broad interpretation is typical: shifting responsibility for pedagogical marriage onto a psychologist, transferring methodological functions to him, delegating administrative and managerial duties, and more; and refusal to cooperate due to the belittling of his professional capabilities. The experience of communicating with teachers and school administrators in various regions of Russia shows that they, in their overwhelming majority, are not ready for equal cooperation with psychologists, even if they sincerely declare this on a conscious level. It should be noted that such an unconscious rejection of the school psychologist can be clearly seen at the higher levels of the public education system, which is expressed, in particular, in conceptual approaches to the billing of school psychologists, the regulatory framework that streamlines their work, etc. Pedagogical publications have complained about the fact that school psychologists did not live up to the hopes of teachers, turned out to be incapable of solving the urgent problems facing modern education. Such complaints have a certain basis, which will be discussed below. I would just like to note that such pedagogical attitudes are not associated, most often, with an understanding of the real complexities of school psychology. They are the result of an unsuccessful, fortunately, attempt to shift responsibility for the pressing problems of school education and upbringing onto its fledgling shoulders.
Other external causes can also be named, but it seems more important to discuss the difficulties that have clearly emerged within the very system of school psychological activity. It is they who, in our opinion, are largely responsible for the emergence of the crisis. Let's take a look at some of the most important points.
First. Today's institute of domestic school psychology functions without a developed methodological basis for its activities. Ideally, such a conceptual model should not only be worked out in detail, it should be unified and laid the foundation for the work of all existing psychological services in the public education system. What will it give? First of all, it will allow comparing the results obtained in different schools and different regions of the country. School psychologists will understand each other better. Certainty will appear in the preparation of programs for the training and advanced training of specialists for the school.
The model of the activity of a school psychologist should fully and convincingly answer the question why a school psychologist exists and what exactly he should do at school, clearly identify the “ecological niche” of such a specialist in school, create a picture of a holistic vision of school psychology as a special type of scientific and practical activity. We take the liberty of asserting that such a model does not exist today. In various author's concepts, methodological or individual content aspects have been worked out to one degree or another, but so far no holistic approach has been proposed that organically links the theoretical foundations with the content, organizational and methodological components of the activity of a school psychologist-practitioner. That is, the Institute of School Psychology functions without a clear answer to the questions: Why? What? How? In addition, the place and role of its activities in the unified educational system of this or that institution is not indicated. The principles on which relations between a psychologist and school administration, a psychologist and teachers, as well as parents and schoolchildren themselves should be built, have not been defined. These principles should determine, for example, the nature of the psychologist's recommendations to teachers - advisory or mandatory, on what occasion and in what form a psychologist can contact parents, how the days and times of examinations of schoolchildren are determined - based on "gaps" in the lesson schedule or in according to a predetermined plan. Of fundamental importance is also the question of how a psychologist's work plan is drawn up - either spontaneously, in accordance with the current needs of teachers and parents, or in accordance with an activity strategy previously developed by the psychologist.
Second. School psychological practice in most cases exists separately from other socio-psychological services of the system of public education and health care. Hence the unlawful expansion of the functions of a specialist psychologist working in a school. It is obvious that his work will become much more effective if school practical activity is considered as a link, and a primary one, of a multi-level system of psychological support for education with its own tasks and responsibilities, its own limitations and even professional taboos. It is no secret that not all socio-psychological problems that exist in the school system can be solved by the school psychologist, both due to ethical issues and because of their complexity. The school practitioner must be sure that he has someone and where to send the child and his parents, or a teacher, limiting himself to professional actions available to him (psychological support, primary assistance in adaptation, etc.).
To develop a model of a multi-level psychological support service for school education, to distribute functions between its levels, to prescribe a system of inter-level connections - such work, although not directly related to school psychological activity, must necessarily be carried out to solve the internal problems of the latter.
Finally, the third. The established tradition of training practical psychologists cannot be regarded as satisfactory. And the point here, it seems, is not only in the accepted terms of training, about which enough has been said. The point is in the content of the courses, in the idea of their creators, what and how specialists of this kind should be taught. The reason for poor preparation lies, in our opinion, in an attempt to train practitioners in lightweight academic programs, imposing on them theoretical positions that are often unnecessary and not even applicable in real work. The way out is seen in the development of a new theory - the theory of practice, based on effective methods and approaches to the most practical activity, generalizing and analytically processing its positive experience.
Thus, we not only outlined the most important, from our point of view, internal causes of the crisis, but also outlined, in the most general form, ways to eliminate them. In this work, we will dwell in detail only on those issues that are directly related to the activities of the school psychologist directly. However, their discussion, in our opinion, allows us to take a fresh look at the problem of creating an integral psychological service for public education, and at training personnel to work within the framework of such a service.
