Maintenance is a certain ideology of work, this is the very first and most important answer to the question, why is a psychologist need.

There are many approaches to the interpretation of the concept of "psychological support". All authors agree that psychological support is a certain system of activity of a psychologist, aimed at creating social and psychological conditions for successful learning and psychological development of the child in the educational situation

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"Psychological support of the educational process"

Psychological support educational process

Jumadilova A.K.

Skabekova K.I.

Kasimova L.E.

Zhambyl Humanitarian College. Abay

taraz, Republic of Kazakhstan

Maintenance is a certain ideology of work, this is the very first and most important answer to the question, why is a psychologist need.

At the present stage, the methodological foundations of the psychological and pedagogical accompaniment system are: personal-oriented (personal-centered) approach (K. Rogers, I.S. Yakimanskaya, N.Yu. Sinyagin), anthropological paradigm in psychology and pedagogy (V.I. Slobodchikov, E.I. Isaev, B.S. Bright), the concept of mental and psychological health Children (I.V. Dubrovina), paradigm of educational education (D.B. Elkonin, V.V. Davydov), the theory of pedagogical support (O.S. Gazman, N.N. Mikhailova), a project approach to the organization of psychological and medical -Social support (E.V. Burmistrova, M.R. Bityanova, A.I. Krasil).

There are many approaches to the interpretation of the concept of "psychological support". All authors agree that psychological support is a certain system of activity of a psychologist, aimed at creating socio-psychological conditions for the successful training and psychological development of a child in an educational situation. At the same time Kazakova E. Makes the emphasis on the preservation of the maximum of freedom and responsibility of the subject of development for choosing a decision of an urgent problem. Pakalyan V.E. It pays attention to the positive development of the relations of children and adults in the educational situation, the psychological and mental development of the child with the orientation on the zone of its nearest development. Bityanova M.R. It believes that accompaniment is the value foundation of the psychologist with a child, an adequate method of psychological work and, finally, the organizational model of the psychologist's activities.

Dubrovina I.V. Both Yanichev T. The main result of escort seek the creation of optimal conditions for the development of children, and Dubrovina I.V. The main focus puts on the psychological health of children. Ovcharova R.V. Pay attention to mental health and full development of the child's personality. Semago MM and Semago M.Ya. The concept of the interdependence of the educational environment and the child as a single process is distinguished. Shipitsina L.M. It highlights the factor in creating the subject of adoption by the subject optimal solutions For the development of personality and successful learning. Kalyagin V.A., Matasov Yu.T., Ovchinnikova TS consider it particularly important timely detection of difficulties and provision positive changes In the mental development of the child.

Analysis scientific literature It has shown that psychological and pedagogical support has a wide variety of species and forms that differ in the direction, subject and object: support of parenthood; support of a child (gifted, generative, with difficulty learning, in a critical situation, etc.); support of the teacher in the process of educational activities; support of child-parent relations, etc. In addition, the problem of support in education is considered as a personality development strategy, and as a tactic for the implementation of its individual potential.

In our opinion, psychological support is a system of professional activity of a psychologist, covering all the subjects of the educational and educational process in a preschool institution, to create socio-psychological conditions for the full residence of preschool childhood, successful learning and development of children.

The basic principles of child support in life conditions in the conditions of kindergarten are: the advisory nature of the councils of the accompanying; The priority of the interests of the accompanied, "on the side of the child", the continuity of the maintenance, an integrated approach, the desire for autonomization.

Object psychological support Speakers the training and psychological development of the child in the situation of interaction, the subject - the socio-psychological conditions of successful learning and development of the child.

The activities of the psychologist as part of the maintenance assumes: systematic tracking of the psychological and pedagogical status of the child and the dynamics of its mental development in the learning process, the creation of socio-psychological conditions for the development of the identity of children of their successful learning and development, the creation of special socio-psychological conditions to assist children having Problems in psychological development, training.

Combining various types of activities in their work, a psychologist actually sets different goals and occupies various positions in relation to what is happening. There are various models of the psychologist's activities. The model is determined not so much by the qualifications of the psychologist, how much by its professional position, on the one hand, the request and position of the administration - on the other.

Bityanova M.R. It allocates three basic ideas lying in the base of various models of psychological activities.

The first idea: The essence of psychological activity is in the scientific and methodological manual of the pedagogical process. Her goal may be set different words, for example, as scientific psychological and pedagogical support of the pedagogical process.

Idea Second: The meaning of the psychologist's activity is to assist children experiencing various difficulties of psychological or socio-psychological nature, identifying and preventing these difficulties.

Third idea: The essence of psychological activity is accompanied by a child in the process of all learning and education. Becomes possible connection goals of psychological and pedagogical practice and their focusing on the main thing - on the identity of the child. We are closer to this idea of \u200b\u200ba psychological support model, which we present in the form of this scheme.

Psychological support model of the pedagogical process

Studying the pedagogical process

Study

Analysis of the subject-developing environment

Analysis and evaluation of software material, methods and items working with children

Study of the Pedagogical Interaction Models of Pedagogues with Children

Study of the socio-emotional and cognitive development of children

Interim and final analysis of the results of studying the pedagogical process

Corganization of activities with a senior caregiver, PMKK current and promising planning work on psychological support of the pedagogical process

Directions of work with participants in the pedagogical process

Work with teachers: Psychological education and training practical skills

Work with children: psychological prevention, development and correction

Work with parents: Psychological Education and Training Practical skills

Correction of actions depending on the course of working with participants in the pedagogical process

With this version of the organization of the work of the teacher-psychologist, the goal is the integrated psychological and pedagogical support of all participants in the pedagogical process.

The tasks of the activities of the psychologist become:creating conditions for the implementation of the psychological age and individual personal capabilities of children, the provision of comprehensive psychological and pedagogical assistance to children experiencing difficulties in learning and development, increasing the psychological competence of all participants in the pedagogical process, participation in the development and design of the educational environment.

Thus, psychological and pedagogical support today is not just the sum of the diverse methods of correctional and developing work with children, but acts as a comprehensive technology, a special culture of support and assistance to the child in solving the tasks of development, training, socialization.

Literature

Jean Piaget: Theory. Experiments, discussion / ed. L.F.Obukhova, G.V. Burbrenskaya. - m., 2001

Zakharova A.V. Psychological formation of self-esteem / A.V. Zakharov. -Minsk, 1993.

Orlov S.B. Methods of modern age and pedagogical psychology. M., 1982.

A significant part of childhood, adolescence, that is, a large part of the child's life takes place at school, occupied by various types of intra-school interaction, and in the process of these interactions - in the educational process and outside it - a schoolboy solves the tasks of his psychological, personal development. Regarding this development, the school environment sets certain requirements for personal manifestations Child.

The child's school life proceeds in difficult organized, diverse in forms and orientation. School environment offers a child to choose a lot of roads and paths for which you can go and develop. Adults surrounding it are offered to help, who, because of their social, professional or personal position, can provide schoolboy a variety of support. First of all, it is a teacher, parent and psychologist.

The role of the teacher is reduced, in the most general form, to a clear and consistent orientation of a schoolboy for certain development paths, first of all - intellectual and ethical ("Everyone should know that something and that can be able to behave so much "). It is the teacher who sets most of the parameters and properties of the school environment, creating and implementing the concept of learning and education, the norms of evaluation of behavior and study success, the style of communication and much more. The parent performs in this system the role of the carrier and the translator of certain microcultural values \u200b\u200b- religious, ethical, etc., but at the same time its impact is rather non-forming, but a regulatory nature. That is, the parent seeks to cut off, close the paths of development, the movement on which is undesirable for a child both from a physical and legal point of view and from the point of view of family, cultural, religious, national traditions. In a given system, the task of a psychologist - to create conditions for the productive movement of the child in terms of the ways, which he himself chose in accordance with the requirements of the teacher and family (and sometimes in opposition to them), to help him make a conscious personal election in the complex world, constructively solve the inevitable Conflicts, master the most individually significant and valuable methods of knowledge, communication, understanding themselves and others. That is, the psychologist's activities are largely asked by the social, family and pedagogical system in which a child is really located and which is essentially limited by the framework of the school environment.

Purpose of practical activity school psychologist Currently, it is considered as psychological and pedagogical support of a child and a teenager in the learning process.

Psychological and pedagogical support - Activities aimed at creating a system of socio-psychological conditions for successful training, education and development of the child in a particular school environment.

The idea of \u200b\u200bpsychological and pedagogical accompaniment means:

Following the natural development of a child on this age and sociocultural stage of ontogenesis with a support for those personal achievements that the child really has;

Creating conditions for self-creative development by children of the system of relations with the world and himself, as well as for each child a personal meaningful life election;

Creation within the framework of an objectively given child of the socio-pedagogical environment for its maximum personal development and training in this situation;

Psychological support of the child at school is mainly carried out by pedagogical means, through the teacher and school forms Educational and educational interaction.

In the psychological and pedagogical support of the child in the process of studying at school, carried out in the above activities of the children's psychologist, is also included socio-dispatching activitieswhich involves getting children, their parents and teachers of socio-psychological assistance leaving beyond the scope functional duties and professional competence of a psychologist working at school. This is possible if the school psychologist has an idea where, how and with which documentation can be "forwarding" a request (Figure 1).

Figure 1. School psychologist's activities

As a client of a school psychologist, either a specific schoolboy, or a group of schoolchildren. As for adult participants in the educational process - teachers, administrations, liberated educators, parents - they are considered as subjects of accompaniment involved in this process together with a psychologist on the principles of cooperation. In solving problems of a particular schoolchild, all interested adults define a jointly unified strategy of psychological and pedagogical support. It was the teacher who was, there is a major school figure, the main conductor of various impacts and influences on schoolchildren, the most important guarantor of their intellectual and personal growth in the school environment. The psychologist will cope with his complex professional task Only in the event that a solid professional contact with teachers can be established with school teachers, true cooperation, which allows children to create comfortable and productive learning and developing conditions.

One of the forms of school psychologist is psychological and Pedagogical Consilium - Development and planning of a unified psychological and pedagogical strategy of child support in the process of its training, as well as certain student groups and parallels. Yu.K. Babansky wrote that "to improve the study of schoolchildren, it is necessary not to be carried away by detailed written characteristics, but to focus on collective discussions on the opinions of schoolchildren's teachers and, most importantly, on collective development of an individual approach to students and the class as a whole." Consilium allows you to combine information about a child who own teachers, a class teacher, a school medic and a psychologist, and on the basis of a holistic vision of the student, taking into account its current state and the dynamics of previous development to develop and implement a common line of its further learning and development. Psychological and pedagogical consultation, being competently prepared, helps the development of not only children, but also teachers, and the entire pedagogical team.

Analysis of psychological literature, practical experience and the conclusions made on it allowed us to develop a system of psychological maintenance of the continuity of the development of children during the transition of children from kindergarten to school. Its necessity is dictated by the fact that the question has not yet been resolved, how to cooperate to the kindergarten and school to help children quickly and efficiently join the educational process based on educational technologies, and maintain physical and psychological health, to ensure them Further personal development.

In the psychological and pedagogical literature, the path of providing successive connections in the work of kindergartens and schools are defined as the maximum convergence of conditions and methods of training and education. Z.B. Lopsonova considers the continuity in the educational work of kindergarten and school as a holistic process, providing a full-fledged personal development of a preschooler, his physical and psychological well-being in the transitional period from preschool age to upbringing and training in elementary school and aimed at promising formation of a child's personality with a support for his previous Experience and accumulated knowledge. Search for the most effective ways of continuity between kindergarten and school involves identifying and eliminating the reasons generating difficulties in children when moving from one educational stage to another. Our observations show that in the implementation of continuity in the work of a kindergarten and elementary school significant shortcomingswhich make it difficult to adapt to school life. Firstly, the school is not enough at school, the level of child's readiness to master school material, many knowledge gained by the child in kindergarten and positive personal qualities do not receive further development here. Secondly, the level of educational educational work With children in preschool institutions does not always respond to increased requirements school learning. Teachers are not focused enough in kindergarten programs, and doo careors do not know the content curriculum in primary school. Pedaggers of pre-school institutions and schools are not paid due attention to ensuring the unity of the organizational, methodological and educational work of kindergarten and school. The system of work on psychological support has been operating in the Kushmurun Central School of the Auliyekol district of the Kostanay region for several years. In our study, under the psychological support of the continuity of the development of children when moving from kindergarten to primary school, we understand the system of organizational, methodological, research and educational activities for children, teachers, educators, administrations and parents aimed at the optimal mental and personal development of children. The proposed system contributes to the continuity of the process of developing a child at the steps of pre-school and primary education.

The purpose of the accompaniment system is to create optimal conditions during the transition of children from kindergarten to primary school for successful training and individual development of the child's personality in educational space. The system of work on psychological support is being implemented through the solution of the main tasks of supporting the continuity of the development of children, has directions and conditions of implementation. The scheme of psychological support of children during the transition from the kindergarten (DOU) to primary school (NOSH) is presented in Figure 1.

Fig. one.

Such a construction of a psychological support system, in our opinion, is a prerequisite for organizing the optimal process of continuity and its psychological support, especially in the initial period of study. The practical study of this problem clearly indicates that only in the case of the agreed activity of all participants in the educational space is possible to achieve the goal.

The main tasks of work on the psychological support of the continuity of the development of children are:

1) the creation of a single educational space, uniting children, teachers, educators and parents;

2) construction of a health-saving educational environment;

3) coordination and joint development of learning and education;

4) Creation favorable conditions For the intellectual and personal development of schoolchildren.

The system of work on psychological support is of a holistic nature, its implementation is carried out in three stages:

The first stage involves psychological support for the formation of the readiness of children in a preschool educational institution for training in elementary school. Accompaniment at this stage is carried out by a psychologist through the study of the level of children's functional readiness for learning in the gymnasium, by coordinating the pedagogical requirements of educators of the kindergarten and teachers of the initial learning in the gymnasium. In addition, the psychologist is individual programs For the development of children, in order to prevent disadaptation reactions, fatigue, etc. Preventive and advisory work with parents of kindergarten graduates provides a psychologist already at the initial stages of schooling assistance, effective cooperation and partnerships. The results of the diagnostic, developing, corrective and advisory activities of the psychologist are issued in individual diaries or children's development cards that will further be transferred to school. The coordinating role of a psychologist in the implementation of the professional interaction of primary school teachers and educators of a kindergarten at this stage is to carry out joint activities in order to inform them about the individual and age features of children. The psychologist participates in the selection of the continued forms, methods and technologies of training and education of children in a preschool institution. Psychological counseling Educators about the age features of first-graders' children, familiarizing them with the specifics of an innovative approach in training, as well as informing educators about the peculiarities of family relationships of each child makes it possible to most effectively build an individual plan for preparing children for learning in gymnasium.

At the second stage, psychological support is carried out by the adaptation of children to the conditions of training in elementary school. The specificity of the gymnasium learning assumes that in the first grade training leads not one teacher, but several teachers. The educational process is not carried out in one educational CabinetChildren visit the class of visual arts, gym, pool, library, etc. Training in the educational system L.V. Zankova requires first-graders maximum voltage Forces. All this undoubtedly places elevated personal requirements and intellectual Development Children, to the volitional organization of their personality and a fairly high level of organization of their educational activities.

The explanatory and advisory activities of the psychologist, first of all, with the parents of first-graders, ensures the solution of many problems arising at the initial stage of training. This, in turn, provides a quick and painless adaptation of children to school and the school team. Conducting work with teachers primary classes According to the principle of psychological and pedagogical consultation, which discusses the issues of age and individual characteristics of each child, the level of its school maturity and training for learning in the gymnasium, the functional state of its body, the psychologist organizes cooperation, parents of parents.

Often there is a need to develop an individual development trajectory for some student. In this case, the psychologist is the plans for corrective classes for each child. The effectiveness of such a psychologist's work is ensured by the initial psychological information reflected in the development diary of each child.

The third stage provides support for the development of students in elementary school. Psychological support is to ensure the conditions for the maximum development of the personality of each gymnasium. Employees of the psychological service of the gymnasium conduct systematic psychodiagnostics, the results of which are analyzed and accumulated in the data bank. This psychological information lays out the basis of the development of recommendations for teachers and parents of gymnasists, on its basis proposals are made to optimize interaction with schoolchildren in the process of their training and education. This accompaniment stage is also prepared for the transition of younger students on the second stage of the gymnasium, and, consequently, the work of psychologists and teachers with students is carried out with a guideline on the model of the middle gymnasium. The activities of the psychologist focuses on the organization of such a form of collaboration of teachers and parents, which will allow the most effectively to form personal and intellectual features and prerequisites for further successful training. The constructive interaction of parents and teachers ensures, in our opinion, the integrity of the educational process, which allows to carry out an agreed approach to all forms of the interaction of an adult with a child.

Consequently, work on psychological support of continuity is a system of events for children, teachers, educators, administrations and parents aimed at creating optimal conditions for the transition of preschoolers in the gymnasium.

Psychological activities to create optimal conditions that contribute to the development of children, as already noted, should be a comprehensive nature and include all participants in the educational space: children, parents, teachers (educators) and the administration of educational institutions. Psychological support in the Koshmurun Central School of the Auliecol district of the Kostanay region is carried out continuously and includes work with children, starting from six-year-old, and continues at the initial stage.

Approval of the idea of \u200b\u200baccompaniment as required condition the successful functioning of the modern school within continuing education It has a number of principles. The implementation of the principle of an individual approach in the process of learning and educating children of preschool age and younger schoolchildren is extremely important. An individual approach is necessary, in particular, to create optimal conditions for each child at school and kindergarten, for educators, teachers and parents and for the most productive interaction of all participants in the educational space. An individual approach is implemented, including in the preparation of an individual development card for each child, where in addition to information about the real level of development of various areas of the child's personality, there is information about its potential possibilities, i.e. about the zone of his nearest development.

The success of psychological support in many ways depends on how correctly the cooperation of children, parents, educators and teachers will be implemented, that is, the principle of partnership. He suggests that only in the presence of partnerships, when the educational institution in the person of psychologists, teachers or educators, as well as parents, is not "over", and the "Near" position, and the "Near" position can be achieved by the goal. The same position remains in the interaction of educational institution and parents.

The organizational principle implies that the psychological support in the Koshmurun secondary school of the Auliyekol district of Kostanay region is implemented not only in direct psychological work, but also in the form of a contract with a preschool educational institution "Child Development Center" No. 28 Kostanaya. When organizing a first class on the basis of a preschool institution, the process of learning children is combined with the benefits of a preschool educational institution. In terms of psychological support of successive connections, facilitating the transition of children from preschool institution to primary school, the accompaniment system ensures the following possibilities. In this case, the kindergarten is completely preserved. Classes are held by the Gymnasium Teacher in the usual for children. This form of pedagogical technologies, in the first and subsequent grades of primary school, with its proper embodiment, allows to implement all the psychological and pedagogical tasks of the transition period. However, teachers who teach in the first grade must have the appropriate professional qualifications. In our opinion, to preserve the physical and mental health of six-year-old children, ensuring their emotional well-being such an organization of their training is most acceptable.

In addition, we allocated the principle of systemism implied systemic psychologist's activities, organizational consolidation (in promising and current work plans of the whole team of gymnasium and kindergarten) various shapes Cooperation of the teacher, an educator and a psychologist in creating conditions for successful continuity, education and development of children. Thus, the psychological support system can be considered as a complex and consistent embodiment in practice of a predetermined formative psychological impact Taking into account the psychological conditions that ensure the effectiveness of the use of psychological and pedagogical techniques, means and methods in educational space. With regard to psychological practice, this means that when developing a system of psychological support, it is necessary to take into account the peculiarities of each child - its individual prerequisites that have "resistance", or, on the contrary, conducive to the influence of training and educational impacts.

So, the psychological support system is aimed at achieving the organic unity of conditions providing children to children as full, appropriate development and at the same time emotional well-being. For this it is necessary to change the principles and views on the organization of the educational process. In the psychological support of the educational process, two parts are distinguished: stable and variable. Permanent are the goal, principles, main directions of work. Specific procedures, work methods vary depending on requests and from the situation. The implementation of accompanying activities during the transition of children from a pre-school educational institution to elementary school allows you to optimize the educational process. In this sense, the process of continuous education in the system " kindergarten - Primary School "There is a systemic building of training, education and actually teachings (as the activity of the child himself), ensuring the disclosure and development of the identity of the child.

Ministry of Education of the Moscow Region

GOU DPO (advanced training) of Moscow region specialists

Pedagogical Academy of Postgraduate Education

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

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

pedagogue - psychologist

GBOU NPO PU №17 Kolomna, Mo

Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The main directions of psychological support of students

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

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

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

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

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

Tasks of the psychological service:

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

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

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

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

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

2) levels of interaction of support participants;

3) conditions ensuring the quality of psychological support.

Directions of the psychological service of NGOs.

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

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

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

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

Specific features include:

· Professional orientation of the educational process;

· Characteristics of the contingent of students;

· Features of child-parent relations;

· structure pedagogical workers;

· Features of the teacher of the psychologist College.

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

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

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

· Identification of students' risk groups ";

· Definitions strong Parties personality, its reserve capabilities that can be relying during correctional work;

· Definitions individual style cognitive activity.

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

· In self-knowledge;

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

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

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

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

3) Preventive work - promoting full mental learning student:

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

· Prevention of conflicts;

· Prevention of depression and suicide;

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

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

· Development of materials for students on learning issues;

· Preparation of methodological materials for assistance in conducting classroom watches in groups;

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

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

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

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

Also matters the focus on the objects of professional activity, ensuring their perception and the translation of these knowledge of short-term memory in long-term. Wherein important role Play individual characteristics Memory learners. Some quickly remember and quickly forget, others slowly memorize, but for a long time they keep in memory what they remembered.

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

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

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

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

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

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

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

· A model of accompanying gifted students;

· Children - orphans;

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

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

· The model of psychological support of children - migrants;

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

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

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

1. Diagnostic.

At this stage collects general information About students, comprehensive diagnostic research Personality:

· Diagnosis of character accentuations;

· Determining the type of temperament;

· Diagnosis of anxiety;

· Socio-metric measurements;

· Study of the psychological climate in groups;

· Research of self-esteem;

· Study of the identity or

· Determination of individual style of thinking

2. Drawing up an individual work plan

At the second stage, after a detailed analysis of the information received, together with teachers and masters, recommendations are developed, individual correctional interaction programs with students are being built. This allows the masters of NGOs and class leaders consider the personal features of students, predict the appearance conflict situations And further design a harmonious relationship.

3. Correctional-developing.

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

· Training communication;

· Training of confident behavior;

· Training on the development of creative abilities;

· Relaxation classes; Communicative games.

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

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

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

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

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

There are several classifications of the Socialization Stages.

The first classification allocates the following stages:

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

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

The second classification allocates several other stages:

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

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

Integration - The desire to find your place in society.

Labor - The period of maturity. Man through activity affects environment.

Podletovaya - Transfer of social experience with new generations.

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

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

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

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

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

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

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

· Cognitive creative activity;

· Independent search for source of information;

· Readiness to make a decision in a selection situation.

Under conditions, the formation of a situation of success is carried out next measures:

· Self-government;

· Participation in various programs;

· Cooperation with society institutions;

· Circle work;

· Wall newspaper;

· Work with parental public.

Conclusion

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

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

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

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

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

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

Literature

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Psychological support of the educational process

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

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

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

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

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

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

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

Group №1 (0.9)

Group №2 (0.8)

Group number 3 (1)

Group №4 (1,4)

Group number 5 (1)

Group number 6 (1)

Group number 7 (0.8)

Group number 8 (1)

Group number 9 (0.9)

Group number 10 (1,2)

Group №11 (1)

Group number 12 (0.9)

Group №13 (1)

Group №14 (1)

Group №15

Group №16 (0.8)

Group №19 (0.8)

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

in their essence, the processes of upbringing and socialization

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

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

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

Adaptation 1 course

Adaptation 1 Course Group №1 Group №7

Adaptation 1 course (correction)

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

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

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

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

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

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

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