Diagnostics of preschool maturity. M.R.Bityanova Psychological and pedagogical support is a special type of assistance to the child, ensuring his development in the conditions of the educational process Organization of psychological work at school

The method of sociometry, which makes it possible to study emotional connections in a group of people, has long become a classic tool of a professional psychologist.

In this work, its adaptation for the study of 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 acquaints the reader with the scheme for planning the work of a school psychologist during the academic 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 issues of interaction between the psychologist and teachers, the children's community, and school administration. The book will be of interest to school psychologists, teachers, heads of educational organizations and methodologists.

Workshop on psychological games with children and adolescents

The book is a methodological manual containing about 30 scenarios of psychological games for schoolchildren and adults.

In five chapters of the book, the types of "big" games are sequentially presented: game "shells", games-living, games-dramas, business games and psychological "actions".

In addition, technologies for conducting such games are described, detailed recommendations for their creation are given, auxiliary materials for the presenter and specific game material are presented. All games included in the manual are author's developments, created according to original plots using copyright methodological tools.

Psychologist work in elementary school

The book describes the system of work of a school psychologist with children of 7-10 years old.

Specific diagnostic, correctional and developmental and advisory techniques and technologies are given. The author's approach to the construction of the work of a psychologist during the academic year is proposed, based on the idea of \u200b\u200bpsychological and pedagogical support.

Working with a child in an educational environment: solving problems and developmental problems

Developmental work is one of the most important and demanded areas of work of an educational psychologist with children and adolescents. The scientific and methodological manual sets out an approach to building a developmental system in an educational institution within the framework of the model of psychological and pedagogical support of schoolchildren.

The emphasis is placed on its individual forms - a game, a lesson, training, psychological action, etc. Specific recommendations are given on the stage performance of these forms, scenarios of educational games, lessons and events are given. The book contains a lot of practical material.

Social Psychology

The manual examines the most important socio-psychological problems that are directly related to the practice of communication with children and schoolchildren of different ages.

Socio-psychological knowledge, skills of socio-psychological analysis of the situation are of tremendous importance for a teacher or school psychologist.

On the one hand, they help an adult to better understand himself, his inner world, to realize the social and psychological aspects of his “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, create 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, revised.

In the book of the candidate of psychological sciences, associate professor M.R. Bityanova sets out the author's integral model of the organization of psychological services at school. The publication acquaints the reader with the scheme of planning the work of a school psychologist during the academic year, gives the author's options for the content of the main directions of his work: diagnostic, correctional and developmental, consultative, etc. Special attention is paid to the issues of interaction of the psychologist with teachers, the 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 OOO "Humanitarian Kniga" and ZAO "Econompress"

ISBN 5-89441-015-0

M.R. Bityanova, 1997. "Perfection", 1998.

FOREWORD 5

INTRODUCTION 7

SECTION 1. MODEL OF THE SCHOOL PSYCHOLOGIST'S ACTIVITY

CHAPTER 1. THE CONCEPT OF A PSYCHOLOGIST
CHESKOGO SUPPORT 12

CHAPTER 2. MAIN ACTIVITIES
SCHOOL PSYCHOLOGIST 31

CHAPTER 3. ORGANIZATION OF ACTIVITIES
SCHOOL PSYCHOLOGIST 60

CHAPTER 1. PSYCHOLOGICAL AND PEDAGOGICAL

SCHOOL STATUS AND ITS CONTENT

AT DIFFERENT STAGES OF SCHOOL

TRAINING 69

CHAPTER 3 ORGANIZATION AND CONDUCT OF PSYCHOLOGICAL AND PEDAGOGICAL CONSILIUM 154

CORRECTION-DEVELOPING

SCHOOL PSYCHOLOGIST ACTIVITIES 174

CONSULTATIVE ACTIVITIES

SCHOOL PSYCHOLOGIST 198

SECTION 3. PLANNING OF SCHOOL PSYCHOLOGICAL ACTIVITIES

CHAPTER 1. KEY TECHNOLOGIES

PSYCHOLOGICAL AND PEDAGOGICAL

ACCOMPANYING 214

CHAPTER 2. APPROACHES TO PLANNING PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT AT SCHOOL

CHAPTER 3. WORK PLAN
PSYCHOLOGIST DURING THE SCHOOL YEAR 235

SECTION 4.PSYCHOLOGIST AT SCHOOL: INTERACTION PROBLEMS

CHAPTER 1. PSYCHOLOGIST AT SCHOOL:

RELATIONSHIP PROBLEMS 267

CHAPTER 2. PSYCHOLOGIST AND SCHOOL:

SUBMISSION PROBLEMS 287

CHAPTER 3. SCHOOL AND PSYCHOLOGIST:

ONE IN THE FIELD NOT A WARRIOR 289

CHAPTER 4. PSYCHOLOGIST AT SCHOOL: THE PROBLEM
PROFESSIONAL READINESS 292

THE AFTERWORD294

LITERATURE297

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 of a scientific and practical nature. This is some theory of school practice, containing answers to three fundamentally important, "painful" questions of school practical psychology: Why? What? How?

Why do we need a psychologist at school, what is the meaning and objectives of his activities? 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 school psychologist's work, in which all directions, all types of his activities would be linked into a system by a common idea and would meaningfully set specific methods and methods of 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 capabilities, but would not turn him into the main figure, would not enslave him with overestimated requirements and expectations.

We paid a lot of attention in this book to the issues of professional interaction of a 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 to primary grades - from the moment

all the work technologies we offer - diagnostic, correctional and developmental, advisory, etc., are described in detail before entering the middle level.

And after that, we plan to publish books devoted to the issues of building a system of psychological activity in parallel to the middle and senior level.

The first book presented to your attention is a monograph - it was conceived and written by one author. This is me -M. R. Bityanova. But for most of this book, I'll say we. And this is not a tribute to the usual scientific style. Many of my colleagues and students, practical psychologists of Yakutia, Stavropol, Syzran, Tula, Bryansk and many other cities with which I was lucky to work and communicate, took part in developing the model and creating the basis for this book.

I am very grateful to those with whom I began my practical activities at school and continue to cooperate - TV Azarova, TV Zemskikh, N. Borisova; to my graduate students and course students. Special thanks to my husband and colleague, A. F. Shadura, a patient listener and strict editor. In the book, I use your experience, your findings, and therefore speak from our common "we".

At lectures, conferences, in private scientific conversations, I am often asked: "And how, in fact, does your approach differ from many that already exist?" And although, you, dear psychologist, have just started to get acquainted with the book, ahead of the events, I will answer. In theoretical terms, there are a lot of differences, and you cannot help but notice them, getting acquainted with the concept itself. You may like my theoretical approach, be close in value, semantic terms, and perhaps seem alien and far-fetched. And from the point of view 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.

Best regards, M. R. Bityanova

INTRODUCTION

Many specialists who have linked their professional destiny with school activities remember the time when the first shoots 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 major changes both in the system of education and upbringing of children and in psychology itself. With active social support, the Institute of School Practical Psychology began a rapid and intensive development: more and more legions of hastily retrained, quickly baked psychologists poured into the public education system. Centers for training and scientific support of personnel have emerged in all large regions. It is no less important that a certain social stereotype of the school psychologist began to form. That is, its role and significance have become entrenched in some social ideas and attitudes, have become part of the national consciousness. Today we can say with confidence that a purely empirical way, by trial and error, with minimal scientific and theoretical support, the country has developed its own, Russian system of school psychological practice. It took shape ... and got into a situation of deep crisis.

The manifestations of the crisis are multifaceted and seem to be obvious. This is the departure from the school of professional psychologists, who yesterday were ready to work practically on one enthusiasm, this is a lack of understanding by many teachers and school administrators of the role and significance of school psychological work, and 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 educational psychologists appeared. In press and since

M. Bityanova

Introduction

high tribunes began to hear opinions that a school psychologist (a "pure" psychologist), in principle, is not needed, it is much more important to introduce the rates of social workers (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 aid and free meals for children). As a result, many people, most of whom sacrificed their basic education for the sake of the psychological profession, found themselves financially vulnerable, theoretically and methodically helpless in the sea of \u200b\u200bsocial and psychological problems that they face every day in interaction with schoolchildren, their parents and teachers.

What are the most important reasons for this situation? There are many of them, they have both socio-economic and scientific roots, and on the whole 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 the school psychologist. Thus, it is typical as a situation of their expansive interpretation: shifting responsibility for pedagogical marriage onto the psychologist, transferring methodological functions to him, delegation of administrative and managerial responsibilities, 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, in their overwhelming majority, they are not ready for equal cooperation with psychologists, even if they sincerely declare this on a conscious level. Note that such an unconscious rejection of the school psychologist is clearly traced on the higher floors of the public education system, which is expressed, in particular, in the conceptual approaches to the rating of school psychologists, the regulatory framework that streamlines their work, etc. Complaints have appeared in pedagogical publications about the fact that school psychologists did not live up to the expectations of teachers turned out to be

able to solve urgent problems facing modern education. Such complaints have a certain basis; this will be discussed below. I would only 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 a failed, fortunately, attempt to shift the responsibility for the pressing problems of schooling and education itself onto her fragile shoulders.

Other external reasons 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. They are, in our opinion, largely responsible for the emergence of the crisis. Let us dwell on a number of the most important points.

First.Today's Institute of Russian 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 used as the basis for the work of all existing psychological services in the public education system. What will it give? First of all, it will allow you to 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 drawing up programs for the training and advanced training of specialists for the school.

The model of the school psychologist's activity should fully and convincingly answer the question of why there is a school psychologist and what exactly he should do at school, clearly identify the "ecological niche" of such a specialist at 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 claiming that there is no such model today. In various author's concepts, methodological or individual substantive aspects have been worked out to one degree or another, however, a holistic approach has not yet been proposed that organically links the theoretical foundations with the substantive and organizational-methodological components of the activity of the school psychologist-practitioner. That is, the institute of school

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M. Bityanova

psychology functions without a clear answer to the questions: Why? What? How? In addition, the place and role of his activities in the unified educational system of this or that institution has not been specified. The principles on which the relationship between the psychologist and the school administration, the psychologist and teachers, as well as parents and the schoolchildren themselves should be built, have not been determined. These principles should determine, for example, what character the psychologist's recommendations to teachers are - recommendatory or obligatory, for what reason and in what form a psychologist can contact parents, how the days and times of schoolchildren's examinations are determined - based on the "gaps" in the lesson schedule or in according to a pre-drawn plan. The question of how the work plan of a psychologist is drawn up is also fundamentally important - either spontaneously, in accordance with the current requests of teachers and parents, or in accordance with a strategy of activity developed by the psychologist in advance.

Second.School psychological practice in most cases exists separately from other social and psychological services of the system of public education and health care. Hence the unlawful expansion of the functions of a specialist psychologist working at the school. Obviously, his work will become much more effective if school practical activity is considered as a link, moreover, a primary, 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 existing in the school system can be solved by the efforts of a school psychologist, both because of ethical issues and because of their complexity. A school practitioner must be sure that he has someone and where to send the child and his parents, or a teacher, limiting himself to the professional actions available to him (psychological support, primary assistance in adaptation, etc.).

• Team building training for the teaching staff "Four Elements"
• Reflective and business games for the teaching staff "Am I building my work or is my work building me?"
• Big psychological game "Star Crossroads"
• Training of trainers for the presenters of the Ladya program
• Training of trainers for educational psychologists
• Technologies for the development of the subject position of students in the educational process

and:

• Course " Universal Learning Activities as a Design and Monitoring Subject in Primary School» (co-authors Bityanova., Merkulova T. V., Teplitskaya A. G.). - Pedagogical University "September First"
• Of the course The great psychological game as a method and technology in the work of educational psychologists — Pedagogical University "September First"
• The course "Designing a lesson based on the system-activity approach" (co-author Merkulova T.V.)
• The course "Subject position of students as a personal educational result: theory, methodology, practical experience" (co-author Beglova TV)
• Course "Individualization of the educational process based on the types of educational motivation of students"

• The system of psychological and pedagogical support for the development of a student in the educational process. Developed for the non-governmental educational institution "Lomonosov School" (primary link), the city of Moscow (2010-2012)
• Psychological and pedagogical principles of educational activities (developed for the National educational project "Smart School" (2014)
• All-Russian project "Week of Educational Psychology" (2004-2014)

1. Bityanova M.R., Vachkov I.V. Psychology for high school students. SPb: "Peter" 2009, 10 pp., Textbook.

Bityanova M.R., Beglova T.V. et al. / Edited by M.R.Bityanova / Workshop on psychological games in working with children and adolescents. SPB: "Peter", 2012, 2nd edition, 12 pp., Methodological manual.

2. Bityanova M.R. Social psychology: Textbook / - St. Petersburg: "Peter", 2009, 2nd ed., Revised. 15 pp ISBN 978-5-91180-703-0
3. Bityanova M.R.Ditina at schoolsi: technologist ii development. - Ki iin: "Glavnik", 2007. - 8 pp ..ISBN966877432-9
4. Bityanova M.R. Psychologist at schoolsi: gm ist d ifierceness i th tenologist ii... - Ki iin: "Glavnik", 2007. - 8 pp ..ISBN9668774331-0, monograph.
5. Bityanova M.R. Development and implementation of a humanistic model of the educational system. Teaching aid / Bityanova MR, Beglova TV .. - M .: Pedagogical University "First September", 2006. - 2 pp.
6. Bityanova Marina Rostislavovna. Working with a child in an educational environment: solving problems and development problems: Scientific and methodological manual for psychologists and teachers / M.R. Bityanova. - M .: MGPPU, 2006 .-- 5 pp.ISBN 5 - 94051-023-X
7. Bityanova M.R.Learning to solve problems: Program for the development of project thinking in younger adolescents. Teaching aid for psychologists and teachers / M.R. Bityanova, T.V. Beglova. - M .: Genesis, 2005.5 pp. ...ISBN 5 – 98563 – 043 – 9
8. Bityanova M.R., Beglova T.V. Management of a psychologist in an educational institution (collective monograph) M .: September, 2010
9. Bityanova M.R. Organization of psychological work at school. 3rd edition, revised and supplemented (monograph) M .: "Genesis", 2002
10. Bityanova M.R., Merkulova T.V., Beglova T.V., Teplitskaya A.G. Development of universal educational activities in school (theory and practice). -M .: September, 2015
11. Sklyarova T.V., Bityanova M.R., Beglova T.V. Personal development of students as a subject of pedagogical design // Education in the socio-cultural reality of a small city: vectors of development and resources: collection of scientific articles / ed. A.E. Baranova. - Tver: LLC "GK Stimul", 2015. - 378 p. S.151-163.

Moscow

PhD in Psychology, Associate Professor.

Leading Researcher of the Laboratory of Psychological Monitoring, Professor of the Department of Differential Psychology of the Moscow State University of Psychology and Education. Director of the Center for psychological support of education "POINT PSI" (Moscow). Professor at the Moscow Institute of Open Education.

Editor-in-chief of the magazine "Classroom leadership and education of schoolchildren."

Member of the Grand Jury of the All-Russian competition of professional skills "Educator-Psychologist of Russia".

In 1996 she graduated from the Faculty of Psychology of the Moscow State University. M.V. Lomonosov.

In 1992 she defended her thesis on the topic "Personal characteristics of a class teacher and the effectiveness of leadership of a team of senior students."

After graduation, she worked at the Moscow State Pedagogical University. VI Lenin (Department of Pedagogical Psychology), then at Moscow State University of Psychology and Education (Department of Differential Psychology, Center for Social and Psychological Problems of Childhood).

Area of \u200b\u200bscientific and practical interests: psychology and philosophy of education, psychological anthropology, axiology.

Author and main organizer of the well-known educational projects "Big Psychological Game" and "All-Russian Week of School Psychology", as well as many other psychological and pedagogical projects aimed at uniting all school specialists in creating a developing educational environment, introducing ideas of an anthropological approach in schools.

• Social psychology (textbook for universities. SPb, 2008, 2010)
• Workshop on psychological games with children and adolescents (St. Petersburg, 2009)
• Me and my inner world. Psychology for High School Students (St. Petersburg, 2009)
• Working with a child in an educational environment: solving problems and development problems (M., 2006)
• How to Measure Relationships in the Classroom (M., 2005)
• Profession - a schoolboy. The program for the formation of an individual style of cognitive activity in younger schoolchildren (M., 2000)
• The work of a psychologist in primary school (M., 1998, 2001)
• Organization of psychological work at school (M., 1997, 1998)
• Profession - a schoolboy. Workbook Publishing house: Genesis, 2001, 96 pages.

Awards:

• All-Russian competition of psychological and pedagogical programs, organized by the Department of State Policy in the Sphere of Upbringing, Additional Education and Social Protection of Children of the Ministry of Education and Science of the Russian Federation, 2008 - 1st place for the program "Developing Lesson Opportunities: Content and Technological Aspect".
• Certificates of honor of the Ministry of Education and Science of the Russian Federation (2001, 2003).
• Order-badge "Order of Peace" of the International Union of Charitable Organizations "WORLD OF GOOD" (2009).