Psychological service of the university in the educational process. Research direction in the activities of the psychological service of the university
In Russia, the creation psychological service universities is in its infancy. Some examples of the organization of such a service or the implementation of its individual functions in Russian universities will be given below, but the main material for formulating the principles of building a psychological service and the requirements that it must meet is borrowed from foreign experience, primarily American. It is in the United States that psychological service in universities has become most widespread - in one form or another, it covers almost all universities and the vast majority of junior colleges. The first independent advisory center also arose there (in 1932 at the University of Minnesota) [Ukke Yu.V. - 1993].
In its most general form, the function of a psychological service at a university can be defined as the organization of psychological assistance to students and teachers; analysis of the psychological climate in teams and the causes of frequently occurring (typical) difficulties (especially the reasons for students leaving the university); conducting test surveys; issuing recommendations to the management of the university to overcome the identified shortcomings. Psychological assistance is provided through counseling (students and teachers) and vocational guidance (mainly students). The latter includes, first of all, the problems of choosing a professional career and ways of preparing for it, which, in turn, involves identifying and taking into account the individual characteristics of students [ibid.].
Counseling may relate to the actual problems of learning (difficulties with the assimilation of material, the formation of learning skills, the organization learning activities etc.) and personal problems (emotional overload, conflicts with teachers and peers, increased anxiety, phobias, love failures, etc.). Consultants usually pay attention to other problems that can affect the psychological state of students - health, finances, housing, food, etc.
Depending on the size of the university, as well as on the nature of the tasks imputed to the psychological service, its staff may include professional consultants who do not conduct teaching work, or part-time workers who combine the work of a consultant with reading courses in psychology or pedagogy. In some universities there are quite a lot of students with "border conditions", for which psychiatric help is already required. This makes it especially important to coordinate the work of the psychological service with social and medical services. So that "problem students" (who often seek psychological help) do not completely push their more prosperous, but also in some cases in need of psychological help, comrades from consultants, sometimes restrictions are imposed on the number of requests to the psychological service for one student.
Methods of psychological counseling at the university include advice; training or special education; interpretation of the situation, problems; clarification of a thought, position, fact or emotional state; exhortation, condemnation, manifestation of sympathy; all kinds of non-directive communication; interviews, psychological testing, group discussions, etc. [Ukke Yu. V. - 1993. - S. - 205]. AT to a large extent the range of problems solved by the psychological service of Western universities is close to what in our tradition is designated by the term "education". Consultants strive to help students better understand themselves, create favorable conditions for making adequate decisions, develop value attitudes, promote the development of a "I-concept" and readiness for collective activity. At the same time, assessments of such qualities as competence, the ability to manage their emotions, independence, etc. are used as parameters for the development of students [ibid. - S. 210]. For a more detailed acquaintance and use of the experience of American universities in the organization of psychological services, one can recommend journals - "Journal of Counseling Psychology", "Personal and Guidance Journal", "Journal of Student". Psychological assistance, correction of behavior and personality traits are necessary for already existing psychological problems. But it is even more important to prevent their occurrence, i. preventive work of the psychological service. To do this, it is desirable to conduct a continuous psychological examination of first-year students with the identification of areas of potential difficulties that may arise due to personality characteristics, cognitive sphere or the level of training of a particular student. At the same time, work should be carried out not only with students, but also with teachers, as well as with employees of deans in order to inform the latter about certain characteristics of individual students, which are likely to lead to serious problems in training and education (risk group). Particular attention should be paid to the confidentiality of the transmitted information. The experience of such work is available at the Moscow Institute of Steel and Alloys [Pikovsky Yu.B., Latinskaya M.V. - 1993].
1. Would you go for a consultation to a psychological service if it was in your university?
2. Do some of your colleagues need psychological services?
3. Why, from your point of view, is the psychological service more developed in the USA than in our country?
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CONCLUSION
The main task of the manual is to show the emerging trend in the system of higher education from different angles, on different materials - the shift of the center of gravity from activity-oriented pedagogy to personality-oriented pedagogy. This is not about crowding out or replacing one approach with another, but about changing the specific weight, the ratio of two interrelated aspects of a unified education system.
If we convey the meaning of these pseudo-scientific formulations in colloquial language, then we are talking about the fact that higher education is moving further and further along the path, the starting point of which can be designated as “injecting [knowledge] through the vine in the old paternal way” (see paragraph 1.1.2), and the final - as a place of absolutely equal cooperation and deeply personal communication of people who are united by the desire to know the truth.
At the same time, the very understanding of truth undergoes radical changes. Classical science considered truth the only and absolutely independent of the nature of human activity, but non-classical natural science recognized the dependence of knowledge itself on the nature and means of the activity of the cognizer (the subject of cognition). It turned out that there are many truths and they cannot be "cleansed" of traces of human activity. And this "impossible" should be understood not as "not yet, but we will learn over time", but as "in principle it is impossible", because it is rooted in the very nature of human knowledge.
Even more difficult is the idea that truth depends not only on the character and means of cognitive activity, but also from the personality of the cognizer, which, it turns out, also cannot be taken out of the limits of knowledge itself [Polani M. - 1985]. I believe that the majority of readers, having reflected on the statement "knowledge depends not only on the activity, but also on the personal qualities of the researcher," will reject it. However, doubters should be reminded that formulated in the German classical philosophy The idea of the dependence of knowledge on the nature of cognitive activity and its means was rediscovered in physics only in the 20th century.
The dependence of knowledge on personality traits has not been a secret for pedagogy for a long time. Suffice it to recall the long-suffering and unsuccessful experience in disseminating "advanced pedagogical experience." Only a small number of enthusiasts who are personally close to the innovator succeed in adopting this experience.
The idea of primacy personally oriented approach in pedagogy often raises the following perplexing questions.
1. The statement about the need for equal cooperation between a student and a professor blurs the line between the role of a teacher (possessing knowledge) and a student (who wants to receive this knowledge). Of course, there are qualitative differences, but they should be treated precisely as qualitative differences, without unequivocally transferring them to a scale of quantitative assessments such as "more - less" or "worse - better." The cooperation of the Teacher and the Student is necessary for both of them. On the side of one - knowledge, experience, possession of methods for organizing joint activities and the obligation to establish it. On the side of the other - enthusiasm, high learning ability, a large reserve of strength and, most importantly, unencumbered by stereotypes of thinking, open-mindedness of views (as mentioned above, N. Bor, according to the staff of his laboratory, quite sincerely told each new graduate student that he hoped a lot from him learn to).
2. Pedagogy has always declared the unity of education and upbringing, which is precisely achieved in the process of activity. How else can you teach something, form knowledge, skill, skill, except by organizing and debugging the appropriate activity? Yes, and education in the narrow sense, i.e. the formation of needs, motives, values, beliefs, etc., is it possible outside of the activity organized and directed by the teacher? In this regard, I consider it necessary to draw the reader's attention to the following theses.
A. The maxim is widely known that nothing can be taught, but everything can be learned, therefore teaching is defined as an activity of self-change, self-development (see paragraph 2.2.2). Consequently, any student (and even more so a student) has to plan the activity of learning himself, although with the help of a teacher, and using the means offered by the teacher. But then it turns out that activity is not a self-sufficient principle, but depends primarily on the needs, motives, values and beliefs of the student, in other words, on his personality.
B. The first thesis would not be of essential importance if it were possible to show that personality changes, in turn, occur only in the process of outside organized activity. But, firstly, a personality can change itself, generating new qualities (see paragraph 3.1), and secondly, external influences are not limited to those that are the results of activity. No less, if not greater, influence than activity on the formation of personality is provided by communication, which, according to most researchers, although closely related to activity, has a fundamentally different nature.
The term "communication" is not entirely adequate to describe a whole layer of processes that have a powerful influence on a person and are of an inactive nature. More adequate is the term of V. N. Myasishchev "relationship", if we mean, first of all, the relationship between people. By the way, the socialization of an infant does not begin with objective activity, but with a complex of revitalization, when he begins to react to another person differently than to the rest of the world, i.e. begins to enter into certain relationships with him, including communication.
3. A compliant opponent may agree that activity and personality, activity and communication are not the same thing, but they are closely related, constantly intertwined, so why oppose them to each other, emphasize their different nature. Indeed, there is a place for the concept of "personality" within the framework of the orthodox activity approach, but then the personal principle is practically reduced to activity, and there are no channels left for influencing the personality, except for activity. These channels are, of course, very important, but man does not live by activity alone.
The exaggeration of the role of the activity principle was a consequence of the socio-political and economic situation in the country, which persisted for decades. But even then, many opposed the absolutization of the principle of activity, turning it into a paradigm of philosophical and psychological knowledge, asserting activity as the highest cultural model, because in this case too much has to be taken out of the brackets [Ogurtsov A.P. - 1975]. Now the pendulum has swung the other way, and it is very important not to let it pass the golden mean again. But so far he is only approaching the point of optimal combination of personal and activity approaches. Both approaches have their strengths and weaknesses and should work where they are most effective. The overriding task of this book was to identify, in the very first approximation, the areas of "research and practical competence" of the activity and personal approaches to solving the psychological and pedagogical problems of higher education.
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PROBLEMS OF MODERN EDUCATION www.pmedu.ru
2011, №1, 82-93
PSYCHOLOGICAL SERVICE OF THE UNIVERSITY:
ILLUSION OR STRATEGIC POSSIBILITY OF SOLVING THE PROBLEMS OF PROFESSIONAL TRAINING OF STUDENTS?
THE PSYCHOLOGICAL SERVICE OF THE HIGHER SCHOOL:
ILLUSION OR STRATEGIC POSSIBILITY TO SOLVE PROBLEMS
IN PROFESSIONAL TRAINING OF STUDENTS
Chirkova T.I.
Professor of the Nizhny Novgorod State Pedagogical University, Doctor of Psychology
Email: [email protected]
Professor Nizhny Novgorod State Pedagogical University, Doctor of science(Psychology)
Annotation . The shortcomings and contradictions of modern models of the psychological service of education are analyzed. The methodological foundations of the organization of the psychological service at the university, ideas about the goals, objectives and prospects for its development are discussed. The priority directions of the work of the service are systematized. When analyzing the specific content of the activities of psychologists with students and teachers, organizational and content risks in the work of the service are indicated.
Abstract. Drawbacks and contradictions of modern models of a psychological service of education are analyzed. Methodological bases of organization of the psychological service in higher school, representations about purposes, tasks and development perspectives are discussed. Priority directions of work of the psychological service are systematized. At the analysis of the concrete contents of a psychological activity with students and teachers are specified organizational and substantial risks in work of the psychological service.
Keywords: psychological service of the university, methodological foundations of the psychologist's activity, areas of work, content and organizational risks in the work of the psychological service.
Keywords: psychological service of the higher school, methodological bases of the psychological activity, directions of work, substantial and organizational risks in work of the psychological service.
The psychological service of the university (PS) is a relatively new phenomenon compared to the PS in other social spheres and education systems. Discussing her problems methodological foundations research activities, the feasibility of creating and the functional content of the work has just begun in domestic psychology.
First of all, it is discussed what kind of organizational structure? Perhaps this is a natural continuation of the PS of educational systems - preschool, school service? But it is clear there - children, adolescents, early youth, massively in need of help, support and psychological support. Moreover, in modern socio-economic conditions there have been significant mental, psycho-physiological, personal changes (far from favorable!) In the development of children and adolescents. There is no need to argue about the need for the existence of PS at these stages of the education system. It has now become obvious to everyone that the construction of a new school can hardly do without a scientifically based psychological
escort and educational process and development of all subjects (students, their parents, teachers) of the school educational space.
And the subjects of higher education - young people who have received the status of maturity, do they also need this at the stage of adulthood? Can the FP of a university be similar to the models of FP of education created for other age levels? And if not, what is its fundamental difference? And in general, why does the system of professional higher education need it? Is there an appearance of PS
in Are some universities now just a “fashion statement” or the result of psychologists’ illusions about the need to “help and support everyone” from birth to old age? Or maybe the creation of the PS of universities is the result of a mass delusion about the inability of the Soul to “work” on its own, how can a mortal person cope with his illnesses without the help of doctors?
The range of such questions is too extensive, and they are far from being idle. In general, it should be noted that the historical path of the emergence of PS in our country and, in particular, in the education system is thorny, littered with many illusions, mistakes, delusions, “good intentions”, and disappointments. It is characterized by "stormy flowering, then withering." With all this, undeniable achievements in the activities of practical psychologists are recognized, both in the education system and in other areas of society.
hallmark In the modern era, there has been increased attention to the complex phenomenon of personality and, as a result, the use of psychological knowledge in almost all areas of professional activity. Great hopes are now placed on psychological science. Grandiose requests are coming to psychological practice from the management of various social structures. Special hope for psychology in the 21st century is observed in solving the problems of reforming Russian education. It is unconditionally recognized that without the participation of psychological science and psychological practice the most important tasks of the initiative “Our new school' cannot be successfully implemented. It is emphasized that "the main thing is not in structural and functional measures, the development of packages of organizational, financial and program materials, but in determining those educational basic values around which the main subjects of the pedagogical process could rally" .
Changes in the socio-economic situation in the country created significant problems
in system of professional higher education, in particular, in the formation of the personality of a professional. When discussing educational technologies(unity of goals, content and methods of teaching) the need for didactic correspondence of them not only to the subject content, but also to the psychological, social and personal characteristics of future specialists began to be clearly realized. Modern society really faced with the fact that the professional training of students cannot be limited to professiographic components. A comprehensive development of a competency-based approach is necessary, integral part which is to create conditions for a full-fledged personal development professionals.
Can modern psychological science and practice satisfy such grandiose demands of the educational system? Are we not prematurely embarking on serious psychological interventions, innovations in the years of developing system of training of specialists? There is no definite answer to these doubts yet. Until now, the psychology of higher education has only “recommendedly” invaded this system, and, moreover, mainly in the sphere of didactics, but not goal-setting and not its meaningful components. Today there is a tendency to radically change the position of psychology in higher education. And although the problematic field of issues of organizing a psychological service in a university in its entirety is still not sufficiently visible, but already now, based on the experience of the PS in other social spheres, it is possible to determine the strategy of its activities in the higher education system.
Answering the question about the possibilities of the PS of the university, posed in the title of the article, one can unequivocally say: everything will depend on the methodological foundations of its concept. The methodology for organizing the PS of a university includes certainty scientific and theoretical principles of its functioning; means (technological and human resources), which will be used to achieve its goals and objectives; working methods
psychologists; rules that will become her credo. They will determine whether the PS of the university will be able to implement strategic functions in the modernization of higher education. Within the framework of this methodological structure, we will try to discuss the main organizational problems of PS at the university at the initial stage of its formation.
Methodological foundations of the activities of the PS of the university
Let's consider what theoretical positions psychological science can be methodological
the basis of the content of its functioning.
First of all, the theory of developmental psychology, the tasks of development and the dominant motivation for the life of young people studying at a university.
Theoretical analysis and extensive experimental studies show that the age of students is a solution to the problems of development and implementation of functions that do not lie only in the sphere vocational training. A profession is acquired in order to be realized as individuals, to secure a decent life, to create a family, to decide on life prospects. But the paradox lies in the fact that already in the student years these tasks are not only the near future, but they represent a “zone of actual development”, a sensitive period for solving these problems. For students, the needs for matching a couple, for self-affirmation, for self-realization, and for expanding communicative ties are relevant, moreover, becoming dominant. The development of self-consciousness and the social situation of development require solving the problems of life choices. This age is considered as the final phase of solving the psychological problems of youth and awareness of the new tasks of adulthood associated with autonomous existence, independence.
On the one hand, modern society provides youth with a moratorium to seek
self and self-determination, on the other hand, does not offer a sufficiently adequate and constructive image of the future, its meaning. This situation can have an extremely negative impact on determining the direction of personal development of the subjects of the educational space. The ideal image of the future includes ideas about the professional and career line of development, family relationships, and the desire for self-development. This is not a complete list of age tasks. psychological development young people who find themselves in a university environment for five years.
It is impossible not to take into account all these features in the organization of higher education. The dominant needs of the students must be taken into account. It is necessary to get rid of the illusion that the educational, cognitive needs of students can minimize the motivation of the dominant tasks of the age. Failure to understand this can exacerbate the contradictions between the motivational mood of young people and the requirements of teachers.
As teachers, we think that students' main motivation is related to learning, but they actually have other developmental tasks that dominate. These trends are clearly seen in the protest actions of young people. (On the walls of the rebellious Sorbonne were slogans such as: "The more we rebel, the more we want to love. The more we love, the more we want to rebel.")
Sociological studies state that more than 80% of senior students of full-time departments are forced to work, and not just study. Isn't this the reason for the shocking circumstance that a significant part of the students, answering the question: "What are they aiming for in the process of studying at a university" simply answer: "To receive a diploma." They naively believe that he himself will provide them with further prospects for life, and not the professional competence that they must acquire at the university. This is a dangerous delusion of modern students. As the results of our research have shown, a significant part of the students are alienated from active involvement in the educational process.
Based on this, the main areas of work of the PS of the university: resolution of contradictions between the dominant needs of young people and their neglect by the organizational structures of the university; elimination of illusions and misconceptions of teachers regarding the dominant motivational basis of students' educational activities; psychological substantiation of the requirements for the creation of optimal coordination between the solution of age-related problems of life by students and the process of vocational training.
Chirkova T.I. Psychological service of the university...
The theoretical basis and argument for the need to create a PS of a university may be that
student age is a special phase of intellectual development. It is called the peak phase of the development of logical thinking, creative imagination, intuition, arbitrary selectivity of knowledge, semantic integrity and awareness. But, unfortunately, due to the circumstances of the ongoing reform school education, some students have obvious gaps, shortcomings, disproportion in the development of the cognitive sphere - for example, in the types of perception, thinking, imagination, memory, which over the years of study should acquire professional features and characteristics. These students for successful professional development need the qualified help of a psychologist.
These problems should become the subject of research work of the staff of the laboratory of the psychological service of the university; task of individual counseling; the work of psychologists on the development of the cognitive sphere of students; the work of psychologists to eliminate the shortcomings of the cognitive processes of some students, by means of group trainings for the development of creative thinking, etc.
An equally significant theoretical basis and one of the arguments for the need to create a PS of a university may be that student age– this is a special period in the development of qualitatively new communication opportunities. Distinctive feature communication of the older youth
In the period of transition to adulthood, a change in his interactions not only in his age cohort, but also the conscious establishment of business communications with the older age group is the main goal of the sixth age in the period of transition to adulthood. They have special relationships with people who are at a higher social hierarchical level. This feature of students' communication can both positively and negatively affect the relationship with the university administration, with the teaching staff and the development of moral personal qualities of future professionals.
The work of psychologists with problems communication activities students and teachers - this is a special task of the PS of the university. Their solution can be carried out by conducting socio-psychological trainings with first-year students; special work in cases of conflict communicative situations; elimination of difficulties in communication between students and young teachers
by means of individual counseling and group sessions.
Psychological knowledge acquires special significance during the transition of universities to new educational technologies of training. The concept of the PS of the university should be largely based on
methodology of competency-based approach to professional training of students. Initially, the goal-setting of university education was centered on the totality of knowledge, skills, and abilities that determine the high performance of the work of a future specialist. Competence was often considered as a certain technological volume necessary for the performance of professional tasks.
AT Currently, in the structure of professional competence, the personal component of the future professional is recognized not only as significant, but ultimately determining the quality of a specialist. Competence is determined not only by knowledge of direct practical importance, but also by the worldview of a person, his general ideas.
about nature, society and its location in them. As the results of our research show, competence is the most complex combination of personal qualities and properties: the vector of professionalization; unity of theoretical and practical readiness for work; the ability to perform complex types of actions, etc. Competence includes an epistemological component that determines the adequacy of professional perception, understanding of the natural and social processes of the world; a system of knowledge characterized by such qualities as flexibility, variability, adaptability, predictability, integrity. The axiological component of competence determines the meanings and ethics of professional activity.
AT solving the problems of developing the professional competence of students of the PS of the university can make a significant contribution not only by monitoring its levels and states, but also by special psychological work on the formation of personal and motivational-value component
Problems of modern education, №1, 2011
polyfunctional competencies (socionomics, technonomics, bionomics, artnomics, nomonomics, etc.) required by any specialists.
All of the above principles can be considered both as an argument for the need to create a PS, and as the basis for its strategic capabilities in the professional training of students.
Strategic opportunities of university PS
They will be determined, by and large, by the purpose and tasks facing modern higher education; positions and traditions in understanding the essence of the purpose of the work of the university; the possibilities of psychological science itself and psychological practice to interfere in the process of training specialists with higher education.
Two traditional positions can be distinguished in the purpose of higher education.
Understanding the environment of the university and the period of the student's stay in it - as a temporary period, a "launching pad" (convenient reservation?) of the accumulation of information baggage - "for the future" for the future professional activity of a person.
Understanding the period of student life as a period of active life of young people who solve age-related psychological problems of development, which are not limited to accumulation, whatever it may be, "for the future". This position of recognition of dominance at this age, as we have already indicated, is basic, vital needs, such as matching a couple and performing reproductive functions. There is a growing need for self-assertion, the means of which can be successful vocational training.
That is, the educational activity of students in this position is considered as a means, and not as a leading type of activity in the psychological understanding of development. Happening:
– implementation by students of a variety of choices (specialization, social circles, interests
and entertainment) and on the basis of their determination of their destiny;
– powerful entry not only into a communicative connection with their age cohort, but also, in comparison with early youth, with a wide society;
– not avoidance (“sitting in the gallery”, away from the teacher), not alienation, not ingratiatingly subordinate attitude towards “older” people (by status, age, etc.), but adult, conscious interaction with them, with all the ensuing consequences in the behavioral repertoire.
And although both the first and second positions have significant differences in understanding the goal-setting of education at a university, they both rely on solving the main task - to prepare a young person for future employment, professional work, a new social status. For the organization of the PS of the university, the second position in understanding the professional training of students should become a priority.
The main task of universities in all discussions about its goal-setting remains the recognition of the need to create conditions for students to accumulation of stocks of professional knowledge, skills, abilities and at the expense High Quality technological components, to make them competitive. GEF VPO training of any specialties, as it were, counts on the development of students of all structural components competence, which includes not only professional knowledge, skills, but also such qualities as initiative, communication skills, the ability to learn, evaluate, think logically, select and use information. But this good wish most often comes into serious conflict with the traditional didactic system of higher education, the dominance of reproductive forms of student training in it, the lack of genuine individualization of education, and the conditions for developing the creative potential of each student.
As for the discussion of the strategic possibilities of psychological science and psychological practice to interfere in the process of training specialists with higher education, the following can be argued. Indeed, a detailed enumeration of all the most complex problems of higher education from the standpoint of students solving the problems of their psychological and social
Chirkova T.I. Psychological service of the university...
of development during the period of transition from adolescence to maturity, and a competency-based approach to professional training, leads to a completely natural doubt: “Can psychology indicate by what means all this can be achieved? How to combine the solution of disciplinary, educational learning tasks and personal, professional development of students? What time and personnel resources to do this? By what methods? What conditions and rules are necessary for this?…” The range of these questions is boundless. And here a question of a different order immediately arises: “Are we not too illusory in understanding the tasks of the university? Aren't we carried away by the ideas of a personality-centered attitude towards students, missing other, specific tasks of professional training of a specialist with a higher education?
These doubts are quite legitimate. But they are completely manageable.
First, in order to judge the possibilities of psychological science and practice to interfere in the process of training specialists with higher education, it is immediately necessary to decide on the question: “Why does a university need a psychological service?” An analysis of publications over the past decade on this issue shows that such a service is needed to make higher education not only professionally, but also personally developing; to solve the problem of improving the quality of higher education due to psychological factors; to eliminate the costs and contradictions of the didactics of modern university education; to promote the transition of students' professional training from a reproductive format to a developing creative one; to eliminate the contradictions between the levels of development of the cognitive and personal components of the professional readiness of a specialist. So, the “why” a psychological service is needed at a university is very multifaceted.
Secondly, by what means and technologies can the psychological service of the university solve these problems? Since the social situation in the development of education in our country and in the world as a whole brings to the fore the personality of the student, then, naturally, the psychological service of the university can use the arsenal of psychological technologies for personality development, learning psychology, individualization, created in various branches of domestic and foreign psychological science and practices. Of course, regarding this arsenal critically from the standpoint of the current social situation.
A few words about staffing university PS. There is a tendency in higher educational institutions not even in the humanities to open psychological faculties (the debatability of this provision, we
in we do not discuss the article), so the work of the service can be carried out by employees of psychological departments, graduate students, masters, graduate students, as well as by attracting psychologists from other universities, psychological centers and industries. By the way, the presence of a PS at the university greatly facilitates the solution of many problems with the organization of the practice of students of the Faculty of Psychology, with the organization of research activities of graduate students, writing master's theses, and implementing the results scientific research graduate students and teachers of psychology departments.
Goal-setting of the PS of the university and planning of its activities
PS in the system of higher education is the unity of many components - scientific (theoretical), applied (methodological), practical (consulting, prevention, psychodiagnostics, education), organizational (structural divisions, personnel, external and internal relationships).
Systematization of the areas of work of the PS of the university at the initial stages of its formation requires serious research work of the laboratory staff to build a holistic, evidence-based model of the PS of professional higher education; determination of priority tasks of experimental and technological development.
It is necessary to create a regulatory framework for the functioning of the service, certain regulatory documents that reflect the requests to the PS of regional management structures,
in depending on the specifics of the university and the conditions of a particular region in which employment of university graduates is possible. A strategic goal setting and a clear goal should be developed.
Problems of modern education, №1, 2011
cretization of the tasks of the work of the PS in accordance with the profile of the university. A long-term plan for the functional development of the PS of the university for the coming years is outlined in accordance with the Federal State Educational Standard of Higher Professional Education.
The experience of the PS in the system of higher education, although insignificant, shows that all the listed organizational and content positions have not yet been clearly defined. Therefore, research laboratories are so important in the PS of the university to determine its methodology.
and creation of variable models; for the specific development of the content of the activities of psychologists, with careful use of the positive experience and technological developments of practical psychologists in other social spheres and educational systems of the country. It is necessary to carry out a detailed analysis of misconceptions, strategic mistakes, inconsistencies, contradictions, and the experience of psychological practice in the education system in order to "not step on the same rake twice."
The main goal of the activities of the PS of universities at the stage of its formation is the systematic study of problems, both at the theoretical and technological levels, related to the organization of psychological support for the competence-based model of professional training of future specialists in the context of the implementation of multi-level professional higher education.
The priority tasks of the PS can be formulated in this way.
Accompanying not only the learning process, not just the processes of adaptation of students to the university
and not even just preparation for future professional activity, butconcern about the conditions for the development of the personality of a student - a future professional in the transition period from youth to adulthood.
Diagnostics of the psychological component of the educational process and personal parameters of the development of its subjects (study of the states and properties of the personality of students, abilities and features of cognitive processes and cognitive activity, their meaningful life orientations, etc.).
Special psychological preparation of students for effective entry into the professional sphere by means of educational activities (training students in technology creative activity; ways of self-development of the highest qualities of cognitive processes; effective communicative interaction; technologies of personal and professional growth).
The part of the research laboratory of psychological PS in the development of developing learning technologies (training subject to subjectinteraction between teachers and students; technologies for studentsresearchactivities; development of skills and abilities of differentiation– integration of knowledge content into academic disciplines and etc.).
Improving the psychological competence of the teaching staff of an educational institution in the implementation of work with modern youth (tactics of taking into account the combination of study and work by students, participation in solving personal problems, overcoming antisocial behavior).
Participation by psychological means in creating conditions for the development of students' creative abilities . It has been proved that the reproductive way of education is ineffective in the formation of a high quality professional readiness of a specialist. Therefore, the priority place in the work of the psychological service of the university should belong to the inclusion of psychologists in the design of conditions for the development of students' creativity. The creative format of teaching students will require the establishment of a different relationship between classroom teaching and field trip; implementation by students of independent educational search, choice information space; development of innovative didactic technology; changes in the assessment system at the university, traditionally placed on the shoulders of teachers, often excluding indicators of the development of psychological components of the quality of students' professional readiness. The PS of the university should be included in the solution of all these tasks.
Development of methods for "mounting" the acquired knowledge at the university into the space of the subject-object relationship to the future professional activity of the student , the orientation of learning to the emergence of attitudes in which the attitude of students to knowledge would include a pragmatic orientation.
Chirkova T.I. Psychological service of the university...
Development of theoretical foundations and technology for the development of professional design activities as an opportunity for students to meet today's changing socio-economic conditions, as preparing them to respond to the challenges of reality.
Joint research activities with individual students and creative groups to study the causes, types and forms of alienation of students in the process of university education; experimental study of students' expectations and attitudes from studying at a university.
AT in accordance with the process of reforming higher education into a system of professional multi-level education in line with the Bologna Agreement, it is extremely significantsolving psychological problems of choosing a professional creative path for students; creation of experimental tools for studying the psychological problems of students' choice of professionnational educationaltrajectories of university education.
The task of the work of the PS of the university should be to develop the problem of the uncertainty of professional training from the standpoint of the activity model of the work of a specialist in the new socio-economic conditions . The problem field of the analysis of this topic may include the study of the perception of the FGSO HPE by teachers and students, external and internal causes of uncertainty in professional training at the university, the emergence of new requirements for the formation professional competencies one or another profile as a basis for supplementing the state standard for training students of various specializations.
Help individual students and teachers in solving personal, psychological problems.
The work of psychologists-consultants in the framework of the PS of the university may include - the study of the main psychological problems, about which students consider it possible to seek help from a psychologist, their systematization for subsequent preventive activities. Development of new technologies for psychological counseling of clients with psychological problems by means of individual psychological and group counseling. Designing curricula for teaching these technologies to students of the psychological faculty of the university.
AT in order to monitor the results of the work of the PS of the university, its planning and improvement–
study of students' requests to the psychological service of the university; analysis of students' ideas about the possibilities of psychological assistance by means of PS; education of students and university staff about the specifics and possibilities of psychological support for professional
and personal growth students psychological service of the university.
This is far from the full scope of the tasks of the work of the psychological service of the university, aimed at the psychological support of the vocational training of students. Thus, the real possibilities of the psychological service in the higher education system are quite significant and, therefore, can be considered strategic in the modernization of the higher education system. Their implementation should take place in the context of historical, state, social tasks and actual problems vocational education.
Risks in goal-setting, in organizational and methodological issues of the functioning of the psychological service of the university
When solving the problems of higher education, the PS of the university must anticipate the risks in its work. Let's designate them as illusions and delusions. The experience of the work of the psychological service in Russian universities, although not numerous, already allows us to talk about some illusions in determining the tasks of the functioning of this service, in organizing its structure, in the methods of work of practical psychologists with the subjects of the educational space of the university.
1. A tradition has been established to designate the goal-setting of the PS of the university asaccompanying participation
in the process of reforming higher education. With such a wide, extremely significant, but not clearly defined range of tasks, the PS of the university runs the risk of “putting on the toga of the messiah”, responsibility and duty for everything and everything. To shoulder all the "universal sorrow" for human imperfection and the problems of the younger generation. A similar delusion was experienced by the school psychological service, paying for this illusion with "professional burnout"; disappointment of psychologists in their abilities; simulation activity states
Problems of modern education, №1, 2011
or pseudo-activity in educational institutions; the mass departure of psychologists to other areas of activity, etc. In order not to end up in the same position, the PS of the higher education system must initially be clearly defined in its capabilities and responsibilities.
2. A very significant illusion, as the analysis of the experience of the activities already carried out on the psychological support of professional higher education shows, isan attempt by the PS to take a position “above” the activities of structural formations already established in the system of higher education. Moreover, this position of a certain “knowing the main secret human soul”, and, therefore, having the right to “give recommendations”, “form”, “correct” everything, from the cognitive sphere of the subjects of the educational space to their abilities, personality traits and meanings of life. It is no coincidence that more and more voices are heard: “Are you taking on too much, gentlemen psychologists?” The strategic line of the work of the psychological service at the university has grounds only for accompanying the educational process, cooperation (joint work) and participation (part of the activity) with its psychological means and technologies in the process of training specialists, but not in the pose of "omnipotent", standing above other structural departments of the university system.
3. There should be no illusions in the PS of the university to become an additional link in the management system, the management of the educational institution. The execution of monitoring functions of the state of educational processes, their results, personal abilities and capabilities of the subjects of the educational space on the orders of the management sometimes leads to this misconception. The diagnostic activity of psychologists is a “stumbling block”, “stumbled” on which the well-functioning systems of psychological practice collapsed (for example, pedology, or the rejection of psychologists by colleagues in educational institutions, conflicts at enterprises, etc.). In general, the development of a strategy for relations between the PS and the management of the institution is still an extremely debatable issue that does not have an unambiguous solution.
But the leaders of the newly created PS of the university from the very beginning must clearly and frankly discuss with the leadership of the university all forms of their status interaction. At the same time, be guided by the rule - "a psychologist on duty is always on the side of the client."
4. Another of the illusions, due to the prevailing trouble with the upbringing of modern youth and the formulated tasks of the state youth policy, is
an attempt by the PS of universities to replace the imperfection of the educational structures of universities, to turn into "entertainment clubs", organizing students' leisure time, to get carried away with communicative games and trainings, to turn into a model of entertainment psychology service. This does not mean that psychologists are excluded from participation in educational work at the university. There should simply be a clearly balanced program of such work and based on the possibilities and technologies of psychological practice, but not in the form of "conducting leisure, educational activities." Today's youth have too serious problems (all kinds of addictions, disharmony of development, personal aberrations, conflicts with oneself and others, loss of valuable meanings and meanings). They should be solved by the PS of the university, and not to organize psychologically rich entertainment for students.
5. In the strategy of the activity of the PS of the university, there should not beillusions about the possibility of solving some topical problems of youth only on their own. For example, to work with drug addictions, highly qualified specialists in narcology are needed, which are economically costly, and it is not advisable to include them in the staff of the PS of the university. A psychologist-consultant at a university will not replace the work of the psychological service of family and marriage. These problems are solved in specialized institutions. The psychological service of the university can only have a program of preventive, educational work on these problems, perhaps, perform a "dispatching" function, recommending to students the institutions where they can turn with their problems.
6. A similar illusion should be eliminated from the PS of the university in other matters as well. For example, you should not replace the work of well-functioning, technologically equipped information structures of the university (library,Internet resourceetc.) in providing students with literature, even in terms of disseminating psychological knowledge among young people. But psychologists can become organizational
Chirkova T.I. Psychological service of the university...
seminars, coaching on familiarization with the technologies of working with information resources
in process of university education.
7. An extremely serious attitude is required to itself, which has become widespread in recent years in the psychological service of education.the illusion of the possibilities of psychological means to solve the problems of didactics of higher education. The psychological service of the university needs to enter into cooperation with educational and methodological services and, if possible, be involved in the development of new educational technologies, interactive teaching methods that organically fit into the specifics of the professional direction and specific specializations. This can become one of the strategic, extremely significant and in-demand areas of work of the PS of the university.
8. Many misconceptions arise when determining the location of the PS in the overall structure of the university.
There is a risk of its transformation into one of the administrative monitoring units that carry out supervisory functions, or assessing the success of the educational process at the university with the help of psychodiagnostics. These types of activities can be carried out by PS employees only in cases of emergency.
9. There is a risk of turning the PS of the university into an “order desk” or an “ambulance” service, as happened with the school psychological service. This does not mean at all that psychologists are excluded from participation in solving urgent problems that have arisen in an educational institution. But the constant current work of the staff of the PS of the university is pre-planned, determined by the annual plan, like any other structural education of the university, work.
10. A special group of risks are delusions and vain hopes for some types of psychologists' activities, in particular, for the possibility of diagnosing individual differences (abilities, attitudes, characters, dominant needs, etc.). The significance of this type of PS activity in education, including in teaching students, no one questions. But the problem is that now this is done most often by testing methods created in the last century and in a different socio-cultural situation. When using these methods, there is a risk of creating an erroneous idea about the psychological portrait and possibilities of modern students. it firstly. And secondly, As for the subsequent work with these diagnostic data, it is endlessly debatable, problematic and fraught with
in a lot of risks.
For example, psychologists often use a comfortable position for themselves. After diagnostic procedures, a person who has learned about his psychological characteristics, they offer to “work” with his own shortcomings - to correct, correct them. This position received a figurative comparison of the psychologist's function "to be a mirror" for the client, and he should "comb his hair" himself. Yes, this is to some extent legitimate in relationships with adults. But the bottom line is that at the same time there should be a professional responsibility of the psychologist for ensuring that the client has opportunities, means, “tools” and owns ways to act with them in solving his psychological problems.
Or, for example, the call “Know thyself!” is so convenient for psychologists. It is no coincidence that D.A. Leontiev wrote in one of his “psychic poems”: “Know thyself! What's the point in that? You know, and where to run then? Of course, knowing one’s own characteristics is important, because “a fool who admits himself to be a fool is no longer a fool,” but at the same time, a gifted, simply knowing, recognizing his exclusivity, is still very far from realizing his genius. From self-knowledge to self-realization is a difficult and time-consuming path.
The risk of such positions of practical psychologists lies in the fact that diagnostic activity can become an end in itself for them, and not an auxiliary means for effective interaction with university students.
Strategic opportunities for the modernization of higher education with the help of the diagnostic activities of the PS of universities can open up only with the unity of the development of new valid and reliable psychodiagnostic methods for understanding the cognitive and personal characteristics of
The system of the psychological service of the university is a necessary part of the education system and largely reflects its current state and generates requests for the necessary types and methods of its development.
During the time that has passed since the creation of the psychological service and the publication of the first "Regulations on the psychological service in the system of public education" (1989), both the social situation of the population of Russia and the education system itself have changed significantly.
In modern education, the variability of types has increased significantly educational institutions, numerous original schools have appeared, offering their own training and development programs. The trend towards polarization of educational institutions has intensified, which leads, in particular, to the “washout” of strong teachers from ordinary universities to elite universities. At the same time, in the wake of the process of “de-ideologization” of education, the previously habitual upbringing left universities. Today's universities do not actually set themselves social goals. Finally, a familiar feature of modern education is the presence of a psychologist at the university.
Life more and more insistently sets before the university the task of creating conditions for the student to display personal initiative, conscious search and choice in situations of uncertainty, awareness of one's own position regarding various socially significant problems and issues, development of a culture of communication, contractual relations, resolution conflict situations in non-violent ways. All this becomes no less valuable than the assimilation of a certain amount of information by students.
For the normal functioning of a psychological service, sufficiently qualified personnel are needed - psychologists who are able to organize this service, who know the applied aspects of psychology, who can not only teach or only research, but also provide the necessary information in time, give reasonable advice, consultation, etc. All this requires special training of psychologists to work in educational institutions, enterprises, and institutions. The inept or careless use of psychodiagnostic data can do more harm than good, especially if they fall into the hands of teachers who mistakenly believe that in all cases there are standard solutions that do not notice a wide range of individual and typical characteristics of students not only within one university, but also in various universities and regions.
Therefore, psychologists participating in the work of a psychological service at a university should, on the one hand, systematically improve the psychological literacy of persons using their information for management, and on the other hand, transfer it only in that form and in such quantity that would ensure its effectiveness. and guaranteed against being used to the detriment of students.
Many questions arise when trying to convey the results of a psychodiagnostic examination to the students themselves. And here you need to be as sensitive and careful as possible: to tell everything you need in such a way as to help the student understand himself, but so that others do not know about it.
It should also be noted that a psychologist, in order to obtain information using the methods of psychological research known to him, needs special equipment, forms of protocols, questionnaires. He needs assistants - laboratory assistants who would perform all the preliminary processing of the psychodiagnostic examination data. It would be unwise to use the psychologist's own time for this; he has his own, more important tasks: to be able to understand the results obtained, to explain them to people, if necessary, to conduct additional research.
Organization of service activity.
- 1. General management of the Service and responsibility for its organization is assigned to:
- - in general, in the field of general and vocational education - to the corresponding structural unit of the Ministry of Education of Russia;
- - in the field of governing bodies of the constituent entities of the Russian Federation (republics, territories, regions, autonomous districts, cities of Moscow and St. Petersburg) - for the first deputy heads of departments;
- - in the field of educational space of districts, cities, districts in cities - for the first deputy heads of municipal education authorities, and in their absence in the staff list - for the relevant specialists;
- - in educational institutions of any type and profile (the primary link of the Service) - on their first leaders.
- 2. The activities of the Service and its individual divisions are financed from the appropriate budget and targeted funds of the founders -- government agencies education authorities, local (municipal) education authorities and individuals.
- 3. The structural units of the Service are provided for in each type of educational institutions of the Russian Federation:
- - children's preschool educational institutions;
- - general educational institutions of primary, basic general and secondary complete education;
- - institutions of special education;
- - rural schools;
- - the system of primary and secondary vocational education;
- - institutions of additional education;
- - non-state educational institutions;
- - higher educational institutions, etc.
- 4. The structure of the Service's activities provides for dual subordination in administrative and professional lines.
- 5. Administrative management is carried out by departments of the practical psychology service of the federal level, republican, regional, city and district administrations and departments of education, heads of educational institutions. The activities of these structural units are aimed at determining the strategy for the development and functioning of the Service at the appropriate level, creating the necessary conditions for this, and coordinating the work of all its links.
- 6. Professional guidance is carried out through a network of special psychological institutions at various levels: district, regional, city and regional centers, scientific and methodological rooms, professional associations and councils.
- 7. The centers of the service of practical psychology of education are educational institutions of the education system of the Russian Federation (according to the regulation on educational institutions of psychological, pedagogical and medical and social assistance to children and adolescents) and are administered by the relevant territorial education authority, which provides the necessary financial, legal, material -technical and organizational activities of the Center and provides the necessary assistance.
- 8. The activities of the Service are carried out by specialists who have graduated from a higher educational institution with a degree in psychology or who have undergone retraining and received appropriate qualifications in the field of child, developmental and educational psychology, who have a state diploma.
- 9. Training of specialists of the Service is carried out in accordance with the educational standard for the profession and qualification requirements for representatives of various specializations and categories.
- 10. Qualification standards and requirements are approved by the Expert Council for Personnel Training of the Ministry of General and Vocational Education of Russia.
- 11. Appointment to the position of a teacher-psychologist should be determined on the basis of education documents and professional experience in accordance with the current standards in the system of general and vocational education of the Russian Federation. The scientific and methodological support of the Service is carried out by research teams, individual specialists on orders from the relevant departments of the Service of Practical Psychology of Education. At the same time, it is focused both on fulfilling the current requests of the Service, and on the prospect of its development. The service works in close contact with medical institutions, guardianship and guardianship authorities, bodies of the Ministry of Internal Affairs and the prosecutor's office, and members of the public who assist the educational institution in the upbringing and development of children.
- - to keep confidential the personal information communicated to him;
- - use procedures and techniques that do not infringe on the dignity of the participants educational process;
- - provide an opportunity for all participants in the educational process to refuse to continue work at any stage;
- - use his tools to expand the freedom of choice of the person with whom he works;
- - always promote the awareness of a person that he himself is the cause of his achievements;
- - use techniques that correspond to the reality of this person.
Code of Psychology in Education
Along with ethical principles and norms that are significant for everyone, a psychologist must:
Directions of work of a psychologist in a university.
a) Psychological education -- improving the psychological culture of teachers and parents, the formation of a request for psychological services and the provision of information on psychological problems.
It is carried out in the following forms: lectures, thematic exhibitions of psychological literature, talks, seminars, parent clubs, a psychological newspaper or a section within the university press, etc.
- b) Psychological prevention -- purposeful systematic joint work of a psychologist and teachers:
- - to prevent possible socio-psychological and psychological problems among students;
- - to create a favorable emotional and psychological climate in the teaching and student teams, to create the rules of the university, which are based on respect for the honor and dignity of all its citizens;
- - to identify children at risk (for various reasons).
Psychoprophylactic diagnostics is carried out in the form of a screening examination of all university students using the method of expert assessments in order to identify children at risk (for socio-psychological and intellectual reasons) and conclude on the need for further psycho-correctional work with them.
Systematic work to prevent possible problems in the development of the personality of all university students is carried out by a psychologist in the form of systematic psychological trainings, differentiated according to the problems and age of students, the content of which includes knowledge, skills and abilities to work with typical psychological problems of students of a certain age. The psychologist also methodically ensures the inclusion of this topic in the content of other subjects.
- in) Psychological diagnostics -- psychological and pedagogical study of the individual characteristics of the personality of students in order to:
- - identifying the causes of problems in training and development;
- - determination of the strengths of the personality, its reserve capabilities, which can be relied upon in the course of corrective work;
- - early detection of professional and cognitive interests;
- - determination of the individual style of cognitive activity, etc.
It is carried out in the form of planned diagnostics or diagnostics at the request of students, administration, teachers and parents and is considered as an important preparatory stage for individual and group counseling, psychological and pedagogical consultation.
Psychological diagnostics of a teacher's professional behavior is carried out by a psychologist either within the framework of the strategy of his own professional activity developed by him, or at the request of the administration or the teacher himself and is performed in the form of a multi-positional analysis of the teacher's classes based on observations, video filming or other recording of the lesson.
G) Psychological correction -- systematic purposeful work of a psychologist with children classified as a risk group for one reason or another, and aimed at specific assistance to these children.
In the conditions of an educational institution, a psychologist independently has the right to work only with children whose behavioral deviations are not the result of CNS damage or mental illness. A psychologist is not obliged to perform administrative and educational functions in relation to children who violate the rules of the university or commit illegal acts. At the same time, he can methodically provide a procedure for establishing fair rules and sanctions for their violation in an educational institution.
Corrective work is carried out in the form of individual and group sessions on correction and development, as well as in the form of thematic psychological trainings designed for them with similar behavioral problems.
e) Psychological counseling -- providing concrete assistance to adults and children who applied in understanding the nature of their difficulties, in analyzing and solving psychological problems related to their own characteristics, prevailing circumstances of life, relationships in the family, among friends, at the university; assistance in the formation of new attitudes and making their own decisions. It is carried out in the form of individual and group consultations.
Models of work of a psychologist in education.
Combining various types of activities in his work, the psychologist actually sets himself various goals and takes various positions in relation to what is happening in the university. Various models of the activity of a psychologist in a university have developed.
There are various models of work of a psychologist in education. The chosen model is determined not so much by the qualifications of the psychologist (within the framework of one model, different levels of specialist qualifications are possible), but by his professional position, on the one hand, and the request and position of the administration, on the other.
First model. The psychologist works on the "territory" of his office and consults with students, their parents and teachers on their request. The psychologist does not set himself the task of influencing either the form or the content of what is happening in the university, both within the framework of the educational process and in the sphere of existing relations. The position of a psychologist is the position of a third-party specialist who defends the rights and interests of the student.
Second model. The previous functionality is supplemented by: diagnosing students at the request of the administration of the educational institution and individual teachers, attending classes at the request of teachers in order to develop recommendations for working with specific students. With high qualifications, the psychologist becomes the main participant in pedagogical councils that consider the problems of academic performance of individual students.
Third model. It includes, as an obligatory component, conducting training seminars and trainings with students and teachers. The psychologist sets the task of changing the stereotypes of behavior, methods and forms of organizing communication between the teacher and students. With a high qualification, a psychologist in group classes with students forms their appropriate social skills, considers problems, gives them the means to successfully cope with problems, focuses not on "pulling out of the hole, but on warning that there is a hole ahead."
fourth model. The model includes the work of a psychologist with the content and methods of a teacher's professional activity. Its goal is to influence the professional consciousness of teachers and the management of an educational institution in the direction of forming a holistic pedagogical position (goals, values, tasks, content and methods of its implementation in specific technologies), as well as psychological support for educational processes. With a high degree of qualification, a psychologist working within the framework of this model becomes a conductor of ideas for transforming all relations in a university, introducing the idea of respect for the honor and dignity of everyone into the Rules of the university, the task of turning the university into an open system aimed at developing the personality of each of its participants.
The organization of a psychological service in universities involves the development and filling with adequate content of the main strategic directions of the state youth policy and reforms of the educational system at the regional level. In this regard, it is necessary to determine the content and structure of the system of psychological support for participants in the educational space by means of a psychological service.
The content of the activity of the psychological service of the university should include several components: a mandatory component, a certain normative documents for the psychological service of education, and some special components implemented taking into account regional conditions and the specifics of the university. The main areas of work of the service can be outlined as follows:
1. Working with potential applicants in order to ensure admission to the university and the correspondence of the personal potential of applicants to their professional choice.
These tasks are addressed by early professionally oriented diagnostics of schoolchildren, aimed at identifying general and special abilities; scientifically based selection for specialized classes supervised by the university, etc. Professional and personal diagnostics of applicants is of no small importance to ensure a reasonable choice of a profession by an applicant, support a targeted recruitment program, increase the adequacy of a profession choice by persons who have served in the Armed Forces, etc.
2. Accompanying the processes of adaptation to the university of first-year students (for the prevention of failure and failure, to optimize entry into a new environment, and, consequently, to preserve the contingent of students).
Therefore, adaptation programs should be carried out: group adaptation trainings in groups of first-year students, socio-psychological trainings, psychological groups personal development, etc.
In addition, psychodiagnostic monitoring is necessary: diagnostics of the emotional and motivational status of first-year students in order to organize individual psychological support in the process of adaptation to the university.
Also important is the methodological support of the organizers of educational work, which includes training for group curators, deputy deans for educational work, methodological psychological and pedagogical seminars, etc.
3. Crisis direction (realization of the needs for individual psychological support of participants in the educational process). This direction can be implemented through individual psychological consultations for participants in the educational space who find themselves in difficult situations, experiencing various kinds of crises, in need of professional psychological support.
4. Methodological support of the teaching staff (increasing the psychological and pedagogical competence of teachers) is another important direction in the activity of the psychological support service for participants in the educational process at the university.
For these purposes, a system of advanced training and retraining courses should be organized, including lecture and practical blocks on educational psychology, developmental psychology of personality development, socio-psychological training in communication, confidence, conflict management, creativity, career guidance, etc.
In addition, the psychological service can assist in the development of professiograms, diagnostic tools to identify the general and professional abilities of applicants, support for the professional development of students.
Continuous support for professional profile programs can serve to ensure a reasonable placement for work experience and placement of university graduates.
The same direction involves the implementation of practical training for students of the faculties of psychology through the organization of all types of practice, the implementation of research projects under the guidance of leading teachers of the faculty. This direction fully implements all potential areas of professional development of psychology students.
The organization and structure of the psychological support service of the university is complex issue, which has not yet been unambiguously resolved. The experience of professional institutions of secondary and higher education is diverse: along with laboratories organized at the departments of psychology and implementing psychological support students of their faculty or department, there are special centers in the structure of departments of educational and methodological or educational departments. Obviously, in the absence of special documents regulating this activity developed at the federal level, each educational institution determines the structure and organizes the activities of the psychological service depending on the substantive tasks of this service.
It is important to organize the psychological support service so that it can solve a wide range of tasks. The service should be a structural subdivision of the university, acting on the basis of the charter of the university, orders and instructions of the rector.
The composition of the service is determined by the request of the participants in the educational space, the volume of necessary substantive tasks, the organizational and material and technical resources of the university and its divisions, as well as supporting organizations and departments. The staff of the psychological service should include at least the head of the service, full-time psychologists, methodologist, organizer, secretary.
The psychological service of the university should have at its disposal the necessary equipment for solving substantive tasks, among them: a class equipped with computers for group psychological diagnostics, rooms for individual consultations, rooms for group psychological work, an office room.
The need for such a serious approach to the organization of the psychological service of the university is due to the fact that the current stage of development of psychological practice, focused on the psychological support of a person's development throughout his life, including during his professional training, occupies one of the main places in terms of relevance.
An increase in information loads and a limited time resource for a significant part of students who combine work and study; an increase in the number of students due to the expansion of paid services in the field of higher education; the increasing requirements for the training of a modern specialist and the motivational unwillingness of students to assess their significance in their professional development, the spread of negative phenomena among the youth caused by the development of the "consumer society" - this incomplete list of problems makes it necessary to create a system of psychological support in the university.
Issues of understanding the role of the psychological support service in the university, the subject of their activities and the objects of application of the efforts of psychologists, methodological approaches and technological solutions are still debatable. If the organizational aspect of the activity of the psychological service is basically determined, then the scientific and methodological aspects of its activity are formed spontaneously and need to be coordinated. The field of vocational education is heterogeneous and includes educational institutions of different levels and different professional profiles. It is important to take this into account when implementing support programs, since young people studying in these institutions belong to different age groups, so the means of psychological support should be focused both on the specifics of the professional direction and on their age characteristics. Therefore, it is unlawful to transfer school technologies and methods of work of the psychological service or borrowed from the developments of engineering psychology and labor psychology.
We need a conscious systematic study of the problems associated with the organization of psychological support in this area, at the theoretical, methodological and technological levels.
The psychological service of the university requires a special approach in this sense.
In order to build a support system in an educational institution, it is necessary to understand what processes we intend to support. The system of psychological support in the university should be built not only on the basis of the learning process, take into account not only the processes of adaptation to the university and preparation for future professional activities, but also proceed from the characteristics of personality development in the transition period from youth to adulthood.
Therefore, it is necessary, on the one hand, to determine age-specific developmental tasks, on the other hand, to solve the problem of continuity in supporting the development of the personality, organized at the previous stages of supporting the personality in the educational space, where the main direction of the psychologist's activity, according to I.V. Dubrovina, is to ensure the mental and personal development of the student.
The psychological service is engaged in the psychological support of the educational process at the university. Under psychological service in modern conditions development of our society, we understand such a specially organized system of psychological support for education, which is the organizer of the process of development of the personality of the future professional and its ideologist.
The psychological service of the university is aimed at improving the efficiency of fulfilling the tasks facing the university, optimizing the activities of all departments and individuals. The psychological service of the university is a system of scientifically based organizational activities for the implementation of the achievements of psychological science in the life of the university.
The activity of the university depends on the psychological climate in it, the activity, independence and responsibility of its employees, the head's account of the intellectual, emotional and volitional reserves of a person. In this regard, objectively there are conditions that determine the need to involve psychology in improving the educational process and the entire management system of the university. It should be noted that each university should conduct a study of the development of the student's personality, professional selection, develop ways to prevent poor progress, take measures to accelerate the adaptation of first-year students and form graduates' readiness for work. The psychological service can also review and decide psychological issues methods of teaching, computerization of education, etc. The competence of the activity of the psychological service may also include the development and implementation in the system of training specialists of methods of psychological and pedagogical support of the educational process at the faculties and departments of the university.
The purpose of the psychological service is to help the student to realize his full potential in all spheres of life, including professional activity, to realize himself as the subject of his own life, its creator. In connection with the goal, the psychological service is designed to solve the following tasks:
1. to help the student realize his own responsibility for his life and the changes taking place in it;
2. develop motivation for professional activities, self-improvement and self-actualization;
3. develop self-regulation skills;
4. develop communicative competence;
5. provide psychological support and assistance in solving the problems of students and staff;
6. contribute to the formation of a favorable socio-psychological climate in scientific and teaching staff university and student community.
7. to assist students in acquiring the psychological knowledge, skills and abilities necessary to obtain a profession, develop a career, and achieve success in life.
8. assist applicants and students in determining their capabilities, based on abilities, inclinations, interests, health status.
9. to promote psychological knowledge and the introduction of the achievements of psychology in the faculties and departments of the university.
10. assist teachers and parents in the education of students, in the formation of the principles of mutual assistance, tolerance, mercy, responsibility and self-confidence, the ability to actively social interaction without prejudice to the rights and freedoms of another person.
11. analyze the socio-psychological situation at the university, identify the main problems and determine the causes of their occurrence, ways and means of resolving them.
12. conduct psychological, psychophysiological and socio-psychological research in student groups.
13. hold psychological counseling faculty, staff and students of the university.
14. to assist students of initial courses in social and psychological adaptation to educational activities.
15. develop and carry out psychological corrective measures.
We assume that the implementation of the goals and objectives of the psychological service will ensure a multifaceted educational process, lead to the smooth operation of all structures of the university, and contribute to the formation of a favorable socio-psychological climate in the student community and the scientific and pedagogical staff of the university.
At present, there is a unique situation of coincidence of three necessary sources for the implementation of the project of psychological support:
firstly, there is a state request for filling with real meaningful initiatives priority areas development of society;
secondly, the need to improve the quality of support for educational and upbringing tasks in the educational space of the university has matured and realized;
thirdly, there is a willingness of qualified specialists - practical psychologists working in the education system, including professional and higher education.
This willingness is supported by the experience of creating and operating a psychological support service in school and preschool educational institutions. Analysis of the activities of practical psychologists only in Chelyabinsk region makes it possible to judge the rather high scientific and methodological potential of the participants in the psychological support of the educational space. The areas of activity indicated in the item “Content of the activity of the psychological service of the university” are currently tested to one degree or another and are being implemented by specialists within the educational programs of the faculties of psychology and specialized departments, including in the direction “Psychology of development”, within the framework of educational and creative laboratories of universities and other educational institutions.
As for the scientific and methodological support for the organization of the psychological service support system of the university, it is necessary to analyze existing programs and actively declare research topics related to the implementation of this area for grant competitions.
The main task of the psychological service at the university is to help students adapt as quickly as possible to the new conditions of life and study at the university; it is reasonable to overcome the arisen psycho-emotional, intellectual and physical overloads. The motivational sphere of a person is one of the most important factors that determine the internal state and external behavior of a person. .Psychological service accompanies the educational process and therefore faces, first of all, the problems of clients directly related to the current situation of their personal development and activities.
Analysis of the content and quality of the current problems with which students apply to the psychological service allows not only to correct the direction of other types of psychological support of the educational process, but also to study some phenomena of the student's personal development. . As a result of the research, it was revealed that student age is characterized by the desire to achieve a high position in society, the choice of a profession based on the acceptance and approval of this profession by others. Motivation of educational activity among students is expressed rather strongly. All aspects of human relationships are very important. Many of their actions are determined by the need for communication, the desire to maintain a good relationship with those around you. In activities for many students, it is not the process itself that is important, but the direct result.
It was also revealed that first-year students have a predominance of motives for their own well-being, striving for personal superiority, prestige. One of the main goals and aspirations of first-year students is to establish strong relationships with others in a system of relationships that includes relationships with teachers, classmates, friends, family relationships.
At student age, there is a transformation of motivation, the entire system of value orientations, on the one hand, and an intensive formation of special abilities, on the other.
Student age is characterized by the desire for social rapprochement, the search for the meaning of life, the construction of life plans, which are determined by the objective conditions and value orientations of the individual. There is a pronounced desire for higher education, interesting work. The attitude towards good living conditions and material security is increasing.
During the student period, there is a general orientation of students towards their future, and everything present appears for them in this new orientation of their personality. They form their own moral worldview, a moral "I", which implies the presence of a stable system of beliefs that are not dependent on external conditions and pressures of others. The effectiveness of the educational process in the university as a whole is directly related to how high the motivation for mastering future profession at students.
It should be noted that the activities of the psychological service are indeed diverse. These are trainings with academic groups, and holding preventive classes, lectures and seminars on a healthy lifestyle, and individual psychological counseling, diagnostic work, volunteering and much more. Methods of psychological counseling in the university includes advice; training or special education; interpretation of the situation, problems; clarification of a thought, position, fact or emotional state; exhortations, condemnation, manifestation of sympathy; all kinds of non-directive communication; interviews, psychological testing, group discussions, etc. . To a large extent, the range of problems solved by the psychological service of Western universities is close to what in our tradition is denoted by the term "education".
Trainings with academic groups. Particular attention is paid to first-year groups of all faculties. During the academic year they go through social and psychological trainings. Main directions: dating training, communicative training, self-realization training, trust training, a seminar on the prevention of various kinds of addictions. Also, trainings are held with senior students, subject to an order from the group or curator.
Trainings contribute to a more effective process of adaptation of first-year students to new learning conditions. Prevention of major conflict situations among students within the group, and with the administration of the university. Reduce the risk of students developing various addictions.
Conducting preventive classes, lectures and seminars on healthy lifestyles.
During the academic year, the psychological service conducts lectures on the promotion of a healthy image, and the prevention of socially negative phenomena of life among students of all faculties of the university. Classes cover various topics related to human health.
The main goal is to form and stimulate students' motivation to lead a healthy lifestyle. Classes are designed to inform students about the negative impact of various means and products of human activity on human health (cosmetics, food, surfactants, cigarettes, etc.). It also talks about the principles of a healthy lifestyle, various styles of human behavior that positively or negatively affect human health. Lectures are being prepared with advice on how to manage your own time correctly and as efficiently as possible, build a learning strategy at the university.
I would like to note that the activity of the psychological service, the main goal of which is to optimize the learning process, sometimes becomes an activity to set new tasks and identify emerging problems that require a new, non-traditional approach to solve them.
in higher education
Increasing the educational potential of higher educational institutions is a priority goal of the state youth policy aimed at the successful socialization of young citizens, their active participation in the socio-economic, political and cultural life of society. The processes of formation of the post-industrial society in Russia - globalization, the creation and implementation of qualitatively new information technologies, the acceleration of the introduction of new scientific discoveries, the rapid updating of knowledge, the modernization of production and the emergence of new professions associated with it create the need for increased professional mobility, continuing education, a request for a second profession and additional forms of education. The system of higher professional education should be brought into line with the new realities that require the restructuring of the educational process in the direction of forming a specialist with a high readiness for professional self-development and self-improvement. The most important task is to form the civil Russian identity of student youth. The task of educating a spiritual and moral, creative, tolerant, with a high intellectual potential, active citizenship, readiness for self-development and self-improvement, psychologically and physically healthy personality becomes a priority social request, and its solution requires continuity of efforts at all levels of education from school to university. Psychological service in higher education will help to preserve and strengthen mental health, psychological well-being, improve the quality of life of both students and university teachers, ensure an increase in psychological culture and intergenerational tolerance, contribute to the early detection of personal and social problems, the formation of family values and parental sphere among young people.
The goals of the psychological service at the university include:
With regard to vocational education:
Consulting on psychological problems related to the organizational development of the university (determination of goals, objectives and development prospects), selection and improvement of human resources; planning, organizing and conducting PR campaigns;
Designing the optimal organization of the educational process and building the content of education at the level of the educational space, subject and educational task;
Professional counseling for university applicants and students
on the issue professional self-determination and building a professional career plan;
Psychological and pedagogical support for the professional development of students (individualization and differentiation of the educational process, taking into account individual typological, personal characteristics of students; building individual educational trajectories; forming universal learning activities providing high level self-organization and success of educational and professional activities of students; psychological and pedagogical correction of learning difficulties; organization of "time management", etc.);
Psychological support for the development of professional competence and career of university teachers;
Creation of a favorable socio-psychological and emotional climate for creative cooperation of all participants in the professional and educational process;
With regard to personal development:
Formation of civil Russian identity and patriotism of student youth;
Formation of a tolerant lifestyle in a multicultural society, cultural, ethnic and religious diversity;
Individual psychological counseling on the problems of self-development, personal growth, overcoming crises and difficult life situations for students and university staff;
Increasing stress resistance and tolerance to frustration of students and employees, the formation of the ability to self-regulation, stress management;
Prevention of emotional burnout, personal and professional deformations;
Psychological education and raising the level of psychological culture and competence of all participants in the educational process.
Coping with crisis and difficult life situations:
Psychological assistance to students and staff in cases of emergency (terrorist acts, man-made disasters, natural disasters, fires, etc.);
Psychological correction of emotional disorders - overcoming anxiety, fears, phobic disorders; depressive and subdepressive conditions;
Psychological assistance in the adaptation of non-resident and foreign students to new conditions of life and learning;
Formation of a healthy lifestyle, psychological health and resilience of the individual, prevention of psychosomatic disorders, prevention of alcoholism, drug addiction, smoking;
Psychological assistance and psychological correction of personality destruction and deviant behavior (types psychological dependence– Internet addictions, gambling addictions, emotional dependence and etc.; suicidal attitudes and behavior; aggressiveness; prevention of the involvement of students in extremist organizations and destructive religious sects, rehabilitation of participants in the activities of destructive cults);
Establishment of helplines within the framework of emergency psychological assistance;
Creation of "psychological relief" rooms and programs to overcome the negative consequences of stress, post-traumatic stress disorders (PTSD).
Regarding the family:
Family counseling on issues of marriage, marital and child-parent relationships;
Counseling on the problems of mental development and education of children and adolescents.
To coordinate the activities of the psychological services of universities, it is advisable to create a federal center. The tasks of the Center are the development of a unified methodology for monitoring the mental and psychological health of young people, the identification of risk factors and the creation and implementation of preventive programs in order to prevent various types of risky behavior (substance use, involvement in antisocial and criminal activities, etc.), analysis of the dynamics of changes in different social groups and regions of the country to make scientifically sound management decisions; creation of a system of advanced training for employees of psychological services of universities in the territory of the Russian Federation.
5. Theoretical and methodological foundations and principles of the activity of the psychological service in education
The theoretical and methodological basis of the work of the psychological service in education is cultural and activity psychology and the methodology of social construction of reality. The key position of cultural-activity psychology was the recognition of the socio-historical nature of the human psyche and its development. cognitive development the child is carried out in the form of the appropriation of socio-historical cultural experience in the active activity of the child in communication and cooperation with an adult. The principle of age-specific developmental tasks determines the target orientation and vector of development, the child's sensitivity to certain kinds of influences, the content and nature of the formed age-related psychological abilities. The age-psychological approach (L.S. Vygotsky) determines the social situation of development (the system of relationships between the child and parents, teachers and peers), the leading activity and basic age-related psychological neoplasms as a subject of diagnosis and correction. The concept of the leading role of education for development determines the importance of the content, methods and means of education and orientation to the zone of proximal development as a condition for achieving the developmental effect of education. The paradigm of developing education justifies the need to design an education system that not only teaches the child knowledge and skills, but also ensures the development of his fundamental human abilities and personal qualities, which implies the active role of psychologists in improving the pedagogical practice of education and upbringing.
In the context of the rapid development of sciences and technologies, strict regulation of the content and methods of education becomes impossible. The significance of the increasing uncertainty for the individual of certain consequences of the development of society lies in the fact that uncertainty itself acts as a source and resource of development. A critical and paradoxical issue for educators is that the creative design of developmental learning that prepares students for further learning and action is necessary in future environments that are as yet unknown and unpredictable for them and in which teachers themselves may not be competent enough. These circumstances justify the transition to constructivist education development strategies - purposeful construction of the educational process through the modeling of possible types of activities and forms of cooperation of students. The principle of social construction acts as a target setting for the “image of the necessary future” (N.A. Bernshtein) and the creation of conditions for its achievement. To do this, it is necessary to determine: the goals of education (the planned results of the personal and cognitive development of students), the content and technologies of education that determine the ways and means of achieving them, the model of activity, cooperation and interaction of participants in the educational process, provide for the diversity and variability of individual routes, taking into account age and individual characteristics students. The principle of social construction of childhood means the transition from ascertaining the spontaneity of the development of society to the purposeful design of social reality in all the diversity of its possible manifestations, the creation of the necessary conditions for development by modeling the activities and forms of cooperation of the child and anticipating compensation for the social risks of childhood development. The social construction of childhood is based on the prediction of variants of childhood development under a certain combination of developmental conditions. The value-target settings of society determine the direction and area of the social and normative development of childhood, coordinating traditions and innovations, the past, present and future of childhood. As part of the strategy of social construction, society determines the optimal characteristics of the social situation of development in the context of the family, school, peer groups; initiates the creation of new forms of communities and social practices to build a connection and continuity between the world of adults and the world of children; designs and organizes the activities of the child, forms of mediation, cooperation and jointness, creates conditions, initiates, directs the communication and cooperation of the child with peers.
The methodology of cultural-activity psychology defines the value-target settings of psychological service in education as a practical psychology of variable education:
Attitude to understand and support value individual development every child;
An orientation towards designing the content of education, which ensures a competent choice of individual educational trajectories for each person
An attitude towards tolerance, which ensures social consolidation and free development of each person and social groups in a world of diversity. The implementation of these attitudes ensures positive socialization and individualization of each student and is possible only under the condition of unity with standardization as normativity implemented by the system of educational standards, and variability education. Standardization ensures the continuity and sustainability of development, acting as a necessary condition readiness formation a new generation to solve a wide class of typical life tasks; performs the function of knowledge management in the conditions of social, economic, ethnic and psychological diversity and ensures the unity of the educational space. The variability of education opens up new opportunities for the development and accumulation of resource potential through empowerment of personal development when solving life problems in situations of increasing diversity, compliance with motives, interests and individual characteristics students and managing changes and innovations in a single educational space as a space of diversity.
Principles of organizing the activities of the psychological service in education:
n The principle of priority and protection of the interests of the child;
n The principle of subjectivity and respect for the personality of the child regardless of age and level of development. The principle of subjectivity means that successful psychological assistance is impossible apart from the motivation, consciousness and will of the child himself and his involvement in preventive and corrective developmental activities;
n The principle of age analysis psychological problems of a child or adolescent is based on an analysis of the social situation of development / the system of relationships between the child and other people, the characteristics of leading and other activities, as well as basic psychological abilities in the personal and cognitive spheres;
n The principle of "normativity" determines the content of the age stages of mental development as the basis for assessing the psychological status of the child and determining his problems and achievements. Age norms of development set a kind of age standard within which the typology of individual development trajectories is located. The full use of developmental opportunities at each age is the prevention of the occurrence of deviations in subsequent development;
n The principle of an individual approach to a person of any age based on the understanding and recognition of a person's individuality as a value;
n The principle of consistency of corrective, preventive and developmental tasks;
n The principle of the unity of diagnostics and correction, which determines their relationship - the need to take into account the results of diagnostics for compiling correctional program and the need for diagnostic tracking of correction results;
n The principle of focusing correction on the causes of psychological problems and difficulties, not limited to simply overcoming symptoms;
n The principle of taking into account the individuality of the child, the uniqueness and originality of his path of development, which determines a strictly individual approach to the problems of each child and the inadmissibility of bias in assessments and the mechanical transfer of forms and methods of psychological assistance;
n The principle of professional interaction and cooperation of a psychologist with all subjects of the educational space.
n The principle of actively involving the child's immediate social environment
n The principle of continuity and multidisciplinarity of psychological support means the obligation to accompany each child in need of psychological assistance and the coordinated work of a number of specialists;
n The principle of providing psychological assistance to all participants in the educational process - children and adolescents, teachers and administration, parents as authorized representatives of the rights and interests of the child.
Scientific and methodological security The development of psychological service in education involves the solution of the following tasks:
Organization and conduct of regular all-Russian population studies of the modern child in the Russian Federation as the basis for standardization psychological methods diagnostics and to assess the individual psychological and age characteristics of schoolchildren in different periods learning;
Organization and conduct of longitudinal studies as a system for assessing both global and local systemic effects (for example, assessing the impact of certain educational technologies on the mental development of children; assessing the effectiveness of psychological correction methods), as well as to explore the characteristics of a child's individual response to these factors;
Development and adaptation of methods of psychological diagnostics, including for solving problems of a comprehensive assessment of meta-subject (cognitive, regulatory and communicative competencies) and personal results development educational program;
Development and adaptation of new correctional and developmental programs of various directions;
Development and implementation of optimal models for organizing and providing psychological and pedagogical, medical and socio-pedagogical assistance at different levels (levels) of education: preschool education, primary school, basic school, high school, primary professional education, secondary vocational education, higher education;
Improving the diagnostic activities of psychological, medical and pedagogical commissions (PMPC);
Development of criteria for evaluating the effectiveness of the psychological service in the education system.