Corrective work of a teacher-psychologist in primary school

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MAOU "Secondary school No. 6"

G.o. Troitsk, Moscow.

CORRECTIONAL WORK OF TEACHER-PSYCHOLOGIST IN

PRIMARY SCHOOL.

Educational psychologist I.B. Bardina.

For the 2013-2014 academic year.

1. Features of psychological correction.

1.1. Tasks of psychological correction.

1.2. Problems of younger schoolchildren.

1.3. Forms of pedagogical neglect and school

Disadaptation.

2. Content and conduct of correctional classes with juniors

Schoolchildren.

2.1. Features of organizing and conducting developmental

Classes.

2.2. Conditions for the effectiveness of corrective action on

Classes.

2.4. Sets of exercises for the development of cognitive

Abilities.

2.5. An approximate summary of one correctional lesson.

2.6. The “Life Skills” program, a program of psychocorrectional assistance for deficiencies in the development of memory and attention in elementary school students.

(application)

1. FEATURES OF PSYCHOLOGICAL CORRECTION.

1.1. Tasks of psychological correction.

At the first stage of schooling in the development of children, there are many psychological difficulties that require timely detection and correction.

The emergence of “undesirable” psychological neoplasms creates

prerequisites for the deformation of a child’s personality, therefore, correction of difficulties in younger schoolchildren is important for the formation of a psychologically healthy personality.

Qualification of certain characteristics of mental development or

children's behavior as unfavorable and requiring correction is based

on the discrepancy between their functional norm. Correction is required for children with high anxiety, impaired interpersonal relationships, learning difficulties, family education, etc.

Often, over any primary deficiencies, a whole complex of secondary neoplasms is built on, without analysis of which a psychologist

it is difficult to decide where to start the correction.

Features of psychological correction include a number of subtasks:

1) orientation of parents, teachers and other persons involved in upbringing in the age and individual characteristics of the child’s mental development;

2) timely primary identification of children with various deviations and disorders of mental development;

3) prevention of secondary psychological complications in children with weakened somatic or neuropsychological health;

4) drawing up, together with teachers, recommendations on the psychological and pedagogical correction of a student’s difficulties for teachers, parents and other persons related to the child’s upbringing;

6) correctional work in special groups;

7) psychological education of teachers and parents with the help

lectures and other forms of work.

Currently, there is a fairly large arsenal of techniques aimed at both determining the condition and shaping various aspects of the child’s mental development. These are Wechsler, Raven, Eysenck tests, diagnostic tests of cognitive abilities, various projective and personality techniques.

1.2. Problems of younger schoolchildren.

Problems or difficulties associated with the very fact of entering school usually include:

1) difficulties associated with the new daily routine. They are most significant for children who did not attend preschool institutions. And the point is not that it is difficult for such children to get up on time, but that they often experience a lag in the development of the level of voluntary regulation of behavior and organization;

2) difficulties in adapting the child to the classroom group. In this case, they are most pronounced in those children who did not have sufficient experience of being in children's groups;

3) difficulties localized in the area of ​​relationships with the teacher;

4) difficulties caused by changes in the child’s home situation.

And although by the beginning of school age teachers and parents specifically

When preparing a child, the above difficulties sometimes reach such severity that the question arises about the need for psychological correction.

1.3. Forms of pedagogical neglect and school maladjustment.

Most often, a school psychologist is approached with problems of psychological neglect and psychogenic school maladaptation (hereinafter referred to as PSD), which are caused by the child’s personality characteristics and are characterized by inconsistencies in development:

1) unproductive activities and relationships;

2) characteristics of behavior, expressed in the reaction of compensation and replacement of one’s failure in activities and relationships with others, the reaction of leaving care, the presence of an unfavorable situation in the family, etc.

3) the dominant emotional state of the child, disorganizing him and making him pedagogically “difficult.”

Pedagogical neglect and school maladaptation can appear in various forms and have various causes and consequences.

Classification of cases of appeal from teachers and parents

Children of primary school age see a psychologist.

1. Lack of formation of educational elements and skills

Activities.

The primary consequence is a decrease in academic performance and the parents' request to the psychologist is formulated in these terms. The reason for the undeveloped skills of educational activities can be both individual characteristics of the child’s level of intellectual development, as well as pedagogical neglect, inattentive attitude of parents and teachers to how children master the techniques of educational activities.

2. Low motivation for learning, focus on others,

Non-school activities.

The parents' request in this case sounds something like this: there is no interest in studying, he should play and play, he started school with interest, and now...

The initial reason may be, for example, the desire of parents to “infantilize” the child, to consider him “small”. It is necessary to distinguish between primary and secondary unformed learning activities, since the secondary occurs as a result of the destruction of learning motivation

under the influence of unfavorable factors.

External symptoms of a lack of educational motivation are similar to the symptoms of undeveloped skills in educational activities: indiscipline, educational lag, irresponsibility, but, as a rule, against the background of a fairly high level of cognitive abilities.

3. Inability to voluntarily regulate behavior,

Attention, difficulties in learning activities.

Manifests itself in disorganization, inattention, dependence on adults, and control. The reason for the insufficient level of arbitrariness of a child’s behavior in the absence of primary violations is most often sought in the characteristics of family upbringing: this is either condoning hyperprotection (permissiveness, lack of restrictions and norms), or dominant hyperprotection (full control of the child’s actions by an adult).

4. Difficulties in adapting to the pace of school life.

Most often this happens in children with minimal brain dysfunction, in somatically weakened children. However, the latter does not constitute the cause of maladjustment.

The reason may lie in the peculiarities of family upbringing, in the “greenhouse” living conditions of the child. Children’s “tempo” adaptation manifests itself in different ways: in long (until late evenings and at the expense of outings) preparation of lessons, sometimes in chronic lateness to school, often in the child’s fatigue at the end of the school day, to the point that parents “cut short” time for the child. working week.

Of course, cases of teachers and parents turning to a psychologist are much more varied in content and are by no means limited to problems of school failure.

1.4. Child examination scheme.

In all cases, the scheme for examining a child is based on the existing classifications of low-achieving students and on the basis of taking into account hypotheses about the causes of psychogenic school maladjustment.

It includes the following.

1) It is checked whether cognitive processes are impaired (memory, attention, level of development of speech, motor skills). Methods for diagnosing intelligence by Talyzina, Amthauer, Wechsler, and various methods for diagnosing cognitive abilities can be used.

2) The child’s learning ability, the maturity of the elements of educational activity, the internal plan of action, and the voluntary regulation of behavior are checked.

Various techniques are used to diagnose the level of development of perception, imagination, memory, thinking, and attention. The relationship between the level of theoretical generalization and practical actions, the degree of independence, and sensitivity to help from adults are clarified.

The study of a student’s intellectual capabilities allows one to reveal his current and potential capabilities and carry out psychocorrectional work.

3) The characteristics of the child’s educational motivation, level of aspirations, and interests are analyzed.

Indirect methods for diagnosing learning motivation are used: observation method, free conversation with the student, conversation with parents and teachers. Direct methods: conversation-interview, “Lesson ladder” methods, essay on the topic “My life at school.” Projective techniques: drawing, creating a weekly schedule (S.Ya. Rubinstein), Matyukhina’s technique, Etkind’s color relationship test, Luscher’s test.

To study the self-esteem of a junior schoolchild, you can use A.I. Lipkina’s “Three Assessments” technique.

4) The child’s learning skills are checked, his notebooks are looked through, tests are made for reading, writing, and problem solving. The psychologist can obtain this information from teachers based on the results of control sections.

5) The emotional component of academic failure is revealed:

How does a child react to bad grades?

What type of feedback does he receive from adults?

What ways does a child have to compensate for educational failures?

If possible, the entire system of interpersonal relationships of the child is restored.

6) Typical types of parental assistance to the child in educational activities are revealed:

Who works with him, how much, what techniques he uses;

The style of family education in general, the role of the second parent (in addition to the one who applied for consultation) is analyzed.

7) The background of the person being consulted is studied:

A detailed medical history is collected, cases of contacting a doctor, diagnosis, how long and what was treated;

It turns out what parents themselves attribute their child’s poor performance to;

What was the immediate reason for contacting a psychologist, how long ago and who made the decision about the need for psychological consultation.

Psychological correction is a set of methods aimed at developing and stimulating the child’s potential.

The system of correctional classes includes developmental exercises and their complexes, which have a specific focus, depending on the nature of the identified psychological difficulties of the student.

2.1. Organizing and conducting developmental classes.

Any developmental lesson can be carried out in two different ways.

Option 1. The lesson lasts 20 minutes;

5 - 7 minutes - discussion of the sample problem, dacha

Instructions;

10 minutes - children’s independent work;

3 - 5 minutes - checking answers to tasks.

Option 2. This option is longer, when a small correction program is used, made up of a series of exercises.

Classes can be conducted either individually or in a group, depending on the difficulties the children have.

Special time is allocated for classes. An effective frequency of exercise is 2 - 3 times a week. When working with children, it is necessary to remember that learning is carried out in a playful way, interesting, exciting, without causing fatigue.

2.2. Conditions for the effectiveness of corrective action

When conducting classes.

Children need an atmosphere of goodwill and unconditional acceptance, which contributes to the formation of a positive self-concept in the child. A child who is convinced that everything is fine with him is not inclined to downplay his potential and willingly takes part in classes.

It is necessary to set realistic goals for the child that require certain efforts on his part, but do not exceed the child’s actual capabilities in order to avoid increased anxiety and decreased self-esteem. During classes, it is necessary to encourage children, aim for success, and instill confidence in their abilities.

The goal should be set in such a way as to motivate the child to achieve it. Subsequent classes should be structured in such a way that they are realistic in relation to previous results. The goal should be such that success is possible and can be further reinforced. This helps the child perceive himself as more successful.

Evaluation of the results of classes should be based on comparison with previous results, and not on the basis of “standards”, or comparison of weak and strong children. It is advisable for students to be encouraged to fill out individual cards in which they will mark progress in their achievements, no matter how small it is.

Children's mistakes should not cause frustration and irritation. The purpose of developmental classes is not to practice any skill or ability, but to involve children in independent search activities. Therefore, children’s mistakes are a consequence of the search for a solution, and not an indicator of insufficient development of a skill.

Systematic classes with children contribute to the development of their cognitive interests, form the child’s desire to think and search, and induce a feeling of confidence in their abilities and in the capabilities of their intellect.

During classes, the child develops developed forms of self-awareness and self-control, the fear of making wrong steps disappears, anxiety and unreasonable worry decrease.

2.3. Approximate scheme for conducting a correctional lesson

For the development of intellectual abilities.

Conducting any lesson on developing the intellectual abilities of younger schoolchildren can have several stages.

1) Before the start of the lesson, a specific goal is set, problems are selected, their solutions are analyzed, forms, stimulus material, etc. are prepared.

2) At the beginning of the lesson, sample tasks similar to those that will be offered to the children during the lesson are shown.

3) Based on the material of the sample problem, a collective discussion (with the active participation of children) of the content and search for an answer is carried out. It is important that as a result of discussing the solution, children clearly understand how to solve problems, what needs to be found and how it can be done.

The special, decisive role of such a discussion is that during it, children receive means of managing the search for a solution, learn to analyze problems and control their mental activity.

4) Independent work of children is organized based on the material of the sample problems. Such work promotes children’s ability to use the tools they learned during the discussion when analyzing problems and finding solutions.

5) A collective check of answers to problems is carried out. Depending on the availability of time, the check can be carried out briefly, indicating the correct answers, or in detail. In the latter case, the psychologist examines incorrect decisions, which is useful for all children: both those who made a mistake and those who decided correctly, since in this case the children are once again shown the techniques of analyzing and solving tasks. Conditions arise for the normalization of self-esteem in children.

2.4. Development exercise sets

Cognitive abilities.

A set of exercises to develop attention.

Attention is understood as the direction and concentration of mental activity on a specific object. During educational activities, the properties of attention and its arbitrariness develop, the volume of attention, its stability and a number of other features increase.

The development of the properties and types of attention of a primary school student significantly depends on the significance, emotionality, and interest in the educational material.

Attention indicators increase significantly in role-playing games.

The development of attention is closely interconnected with the development of will and arbitrariness of behavior, the ability to control it.

Tasks to develop stability of attention and

Observation.

Exercise 1: “Follow the direction.”

Solving this type of task places increased demands on the stability of attention when perceiving complex objects (various confused lines, paths, labyrinths, etc.). What's distracting here are the intersection points. It is in such places that the child’s attention can

"jump" to an intersecting or another line.

This type of problem can be solved at two levels:

1) using a pointer;

2) without a pointer (with the eyes).

The second level is much more difficult, and can often be started only after training with a pointer.

Exercise 2: "Compare two pictures."

In the tasks of this series, the child is presented with two drawings: he must determine what is missing, or what new has appeared in the second drawing.

This type of task diagnoses attention and short-term memory in the comparative perception of two sets of objects, and the ability to plan one’s actions. If a child finds it difficult to complete this type of task, the psychologist explains what needs to be selected first in the first sketch.

one object, and then check if it is on another.

Exercise 3: "Adding pictures."

The child is offered drawings in which any part is missing. The subject looks carefully at the picture and says what exactly is missing from it.

The exercise develops visual observation and the ability to identify changed signs.

Exercise 4: "Proofreading".

Students are asked to cross out one of the frequently occurring letters in a column of any text, such as “o” or “e,” as quickly and accurately as possible. Success is assessed by completion time and the number of completed

mistakes made.

To train switching and distribution of attention, the task can be changed; Cross out one letter with a vertical line, the other with a horizontal line.

The task can be made more difficult.

Exercise 5: "Observation."

Children are asked to describe in detail from memory what they have seen many times: the schoolyard, the path from home to school, etc. Someone describes it out loud, and the rest complement it. Attention and visual memory are trained.

A set of exercises to develop analytical skills

Perceptions.

The ability to analyze is manifested in the ability to highlight different aspects of a phenomenon, to isolate different features, certain elements, etc. in an object. The ability to mentally dissect a perceived object into parts in accordance with the instructions received.

Exercise 6: "Searching for duplicate drawings."

Each task of this type contains several images of the same object. One drawing is the main one (it stands out). The child is asked to carefully examine the drawings and determine which of them repeats the main one.

Solving this type of task helps to overcome excessive impulsiveness when perceiving various objects and the ability to make quick, thoughtless decisions. Reasonability develops.

Exercise 7: "Where are two identical?"

This exercise is more difficult, since it does not have the original reference drawing. Each problem contains six images of the same object. Two of them are the same. The child needs to find this pair.

In the process of solving tasks 6.7, the psychologist finds out whether the child is characterized by increased impulsiveness. To be able to consciously perform any action, you can invite the child to pronounce the way to solve the problem. If the child answers incorrectly and very quickly, almost without thinking,

he belongs to the group of impulsive children. It happens that a child answers incorrectly, despite the length of time it takes to make a decision. This indicates insufficient stability of his visual memory (the image is not retained until the comparison process is completed).

Both increased impulsiveness and instability of visual memory are overcome in the same way:

1) element-by-element comparisons of the main image with

Others;

2) performing actions out loud.

It happens that children solve tasks like 6.7 correctly, but very slowly. The reasons for this may be different: an inert type of GNI, excessive caution associated with uncertainty in one’s abilities.

For slow children, it is advisable to standardize the time required to solve a task; filling out the so-called “table of achievements”.

For insecure children, emotional support is needed, reinforcement with words “right”, “well done”, etc.

Exercise 8: "Searching for a simple figure."

On a separate card, children are offered an image of a simple figure. Then other cards with images of figures are distributed, in which this simple figure is included one or many times. Children look for it in the spatial image and size that are given in the sample.

To complete the task, this figure must be constantly held in front of your mind's eye, which is hampered by the perception of other figures and lines included in the ornament. This requires a certain “noise immunity” of visual memory. If your child has difficulty working, you can equip him with a pencil to make searching easier.

Exercise 9: "Mysterious pictures."

Children are offered special pictures to determine what is depicted on them and in what quantity.

Solving this type of task requires fluency, mobility of perception processes, and the ability to analyze complex interweavings of lines.

A set of exercises for spatial imagination

And spatial thinking.

Both of these processes function in interaction, but in some cases spatial imagination plays a major role, in others - thinking.

Exercise 10: “How many cubes are there?”

The point of tasks of this type is to, based on logical thinking, imagine how many invisible cubes there are in the depicted figure (you can use Koos cubes).

When helping your child, advise counting in separate rows: horizontal and vertical.

Exercise 11: "How many cubes are missing."

Psychologically close to exercise 10.

The child is presented with a picture with a figure drawn on it, made up of a certain number of cubes. Other cards show the same figure, but with several dice removed. The child needs to count how many cubes are missing.

Exercise 12: “Imagine what will happen.”

Designed to train spatial imagination (the ability to operate in the mind with images of 2- and 3-dimensional objects).

The child is offered a paper napkin folded in four (i.e., in half twice). After the napkin was folded, a figured cutout was made in it. It is necessary to imagine the appearance of an unfolded napkin (search among ready-made answers).

You can use various games like “Collecting pictures from puzzles”, various scans, boxes, etc.

A set of inference exercises

Comparisons of objects and events.

These are tasks from 13-22. What they have in common is that the child is offered cards with groups of objects, geometric shapes, and various situations depicted on them. In this case, the goal is to analyze them according to a certain criterion specified in the instructions.

Tasks of type 13-19 have a common goal: highlighting an essential feature of an object.

Exercise 13: "Pair to pair."

The type of connection between given objects is established, pairing is made. It is difficult to determine a pair, since there are objects united with a given object by other connections (development of concepts about a functional pair).

Exercise 14: "Pick a Pair."

Psychologically close to exercise 13.

A pair is selected for one item highlighted on the card.

All items are somehow related to the main one, but only one of them can be used together with the highlighted one.

Exercise 15: "Opposites in pictures."

Selecting from the proposed items the opposite of their intended purpose. The ability to identify essential features, primarily functional, in the presented objects is required.

Exercise 16: “The fifth is extra.”

Isolating the essential properties of the objects depicted on the card. Generalization of objects that have the same property.

There are 5 objects drawn on the cards: 4 are similar, and one is different from the others. Find him.

Exercise 17: "Composing a quartet."

Psychologically similar to exercise 16. The criterion by which objects are grouped is established. Then, among other objects, the child looks for the one that corresponds to the highlighted feature.

The difficulties that children encounter in solving such problems are associated with ignorance of the objects depicted in the pictures. This is due to the poverty of his life ideas.

Exercise 18: "Development of events."

Drawings are used depicting episodes of one event, which are presented to the child randomly. Determine where events begin and how they develop further.

Solving this type of problem requires the child to understand real life events and connect individual episodes. And then - the ability to logically analyze them. To activate the child’s memory, you can invite him to talk about the event without relying on pictures.

Exercise 19: "Arrangement of illustrations for fairy tales."

Drawings for a specific fairy tale are offered, arranged inconsistently. The child must remember the fairy tale and arrange the episodes correctly (completing the task requires knowledge of the fairy tale).

The task differs from the previous one in that the episodes do not strictly follow one another, but represent isolated fragments of a fairy tale. Therefore, the task activates not only the child’s thinking, but also the child’s memory.

Exercise 20: "Anagrams in pictures."

The exercise is intended for children who can read.

Anagram is a game with letters, the formation of different words from the same letters (summer - body, cube - beech, etc.). This exercise is especially useful when mastering sound-letter analysis of words, because the solution process requires the child to analyze each word letter by letter, followed by pairwise comparison of all words.

Exercise 21: "What figure is next."

The card shows two rows of figures. In the first, the figures are arranged in a certain sequence. If the child understands the meaning of this sequence, then he selects a figure from the second row that can continue the top row.

The ability to analyze changes in component elements during the transition from figure to figure and to highlight the pattern of change is developed.

Exercise 22: "How to fill the gap?"

These are tasks for spatial imagination, analysis and synthesis.

You can ask the child to explain how he completes the tasks. Help with leading questions. Exercises from the Raven test are used.

A set of exercises for formation

Moral qualities of the individual.

The purpose of such exercises is to diagnose and correct the child’s moral beliefs and social maturity.

Exercise 23: “What to do?”

Tasks of this type are projective. When solving them, the child projects himself, his personality, his attitudes onto one or another moral conflict.

Cards with drawings from children's lives are offered. Various options for unfolding the event are presented.

Even if the child gives a positive answer from the point of view of moral standards, still sort out the other options with him, giving them appropriate assessments. Such an analysis leads the child to the ability to independently make moral choices and decisions.

Exercise 24: "Reasoning".

The child is asked questions like “What needs to be done?” The degree to which the child accepts responsibility is assessed.

A psychologist, working with a child, analyzes his emotional reactions, pace of work, vocabulary, monosyllabic or verbose speech, tendency to excessive detail, and life experience. All this

is essential when drawing up a correction program.

Various diagnostic techniques, proprietary complexes and programs of domestic and foreign psychologists can serve as materials for drawing up plans and programs for correctional classes.

In constructing classes, the principle of gradual complication of the material and the feasibility of classes for a given age is used.

In general, when implementing a particular correction program, it is necessary that:

Solving tasks attracted children and maintained their interest in classes;

The tasks should be feasible for children, not too easy so as to arouse the desire to solve them, and not too difficult so that, although they initially attract attention and interest, they do not disappoint due to the inability to solve them. Performing the exercises involves some mental stress in the process of finding a solution and satisfaction when finding it.

2.5. Sample summary of one correctional lesson

The parents' request to the psychologist sounded like this: he remembers poorly, cannot reproduce what he has just learned, does not remember the multiplication tables, spends a lot of time on lessons.

A psychological examination of student Andrei T. was conducted using the Wechsler intellectual scale. With a fairly high intellectual potential, the level of voluntary concentration of attention and weak short-term memory turned out to be reduced.

An individual correction program was drawn up on the basis of existing learning difficulties and the forms of their manifestation, taking into account the child’s potential capabilities.

The following exercises were used in the correctional lesson:

1) Exercise "Points".

Goal: training attention span, memory.

For training, sets of 8 cards are used, on which from 2 to 9 dots are located. The child is required to do so within 1 second. look at one of the proposed squares and notice how many points there are on it and their location. Then, on a separate sheet of paper, on a similar square, the student marks the remembered points. The result is assessed by

number of correctly reproduced points.

In the process of further training, the cards change and rotate around their axis to change the location of points in space.

If a child, for example, reproduced six dots correctly, but can no longer reproduce seven, then his attention span is equal to 6 conventional units. units at a norm of 7 _+ .2 conv. units

2) Exercise “Follow the direction.”

Goal: training concentration and stability of attention, concentration.

The student is offered forms with mixed lines drawn on them, which are numbered on the left and right. The child's task is to trace each line from left to right and determine the number of the beginning and end of each line. Follow the lines with your eyes.

When determining the quality of the exercise performed, the time it takes to complete one table and the number of errors are taken into account.

With further training, the tables become denser with a large number of lines, and the drawing becomes more complex.

3) Exercise "Proofreading".

Goal: training stability of attention and observation.

The student is asked to cross out any frequently occurring letter in a column of any text, such as “o” or “e,” as quickly and accurately as possible.

Success is assessed by the completion time and the number of errors made.

To train the distribution and switching of attention, the task becomes more complicated: one letter is crossed out with a vertical line, the other with a horizontal line. There may be other complication options.

4) Exercise "Visualization".

Goal: visual memory training.

To memorize most short numbers and formulas, it is enough to focus on their mental visual image.

Instructions to the student:

1. Pause, mentally reproduce the image of the memorized number.

2. Imagine that it is lit with yellow neon numbers against the background of a black sky (etc. images).

3. Make this inscription blink in your imagination for at least 15 seconds.

4. Repeat out loud.

Such exercises train various properties of attention and memory. Motivation to achieve results increases, the child learns new ways of perception, control, attention, learns to organize material when memorizing, and then retrieve it from memory, new ones are formed

thinking strategies.

LITERATURE

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5. Druzhinin V.N. Psychodiagnostics of general abilities. - M., 1996.

6. Elfimova N.E. Diagnosis and correction of learning motivation in preschoolers and primary schoolchildren. - M.: MSU, 1991.

7. Zach A. Methods for developing intellectual abilities in children. - M., 1996.

8. Measuring the intelligence of children. A manual for practicing psychologists, edited by Gilbukh Yu.Z. - Kyiv, 1992.

9. Lapp D. Improving memory at any age. - M., 1993.

10. Lloyd L. School magic. - St. Petersburg, 1994.

11. Mazo G.E. Psychological workshop. - Minsk, 1991.

12. Matyukhina M.V. Motivation for teaching of younger schoolchildren. - M., 1984.

13. Ovcharova R.V. School psychologist's reference book. - M., 1993.

14. Workshop on experimental and applied psychology. - L.: Leningrad State University, 1990.

15. Progressive matrices by J. Raven. - St. Petersburg: SPGU, 1994.

16. Psychological counseling at school. Comp. Kopteva N.V. -Perm, 1993.

17. Psychodiagnostic work in elementary school. Comp. Arkhipova I.A. - St. Petersburg: RGPU, 1994.

18. Workbook of a school psychologist. Ed. Dubrovina I.V. - M., 1991.

19. Development of intelligence in children. Gilbukh Yu.Z. - Kyiv, 1994.

20. Rogov E.I. Handbook for a practical psychologist in education. - M., 1995.

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The place of psychological services in the primary school system within the framework of the second generation Federal State Educational Standard

The article presents a model of the work of a primary school teacher-psychologist in various areas in accordance with the federal state standard of the second generation. The role of the psychologist in expert activities, in the formation of a safe psychological space in the educational environment, as well as the psychologist’s ability to create conditions for the formation of sustainable cognitive interest among primary school students are shown. The article reveals the “underwater part” of a psychologist’s work, hidden from view due to its specifics, and therefore may be of interest not only to psychologists, but also to heads of educational institutions, as well as parents.

The role and place of psychological services in the education system has been discussed more than once on the pages of numerous public pages and magazines. But, nevertheless, the topic does not exhaust its novelty and relevance. And, first of all, due to the fact that the tasks of the psychological service are constantly changing with changes in the requests of subjects of the educational process, parents, schoolchildren and teachers. In addition, the specifics of the educational institution, which determines the implementation of the main mission, leaves an imprint on goal setting. This article presents an option for organizing the work of a teacher-psychologist in seven main areas: advisory direction, education, individual correctional and developmental work, group correctional and developmental work, project, expert and scientific-methodological. The representation of different areas in work with teachers, students and their parents varies depending on the goals and objectives set. Therefore, the main emphasis in the article is on goal setting based on the modern request of participants in the educational process. The question of how to structure your activities so that the sometimes conflicting expectations of parents, students and teachers are formed into a holistic, functionally effective organized action worries many professionals from year to year, striving to increase the effectiveness of their activities. In conditions when the work of a psychologist, due to its specific nature, is hidden for many, and the idea of ​​it is formed “by word of mouth” through word of mouth, there is an urgent need and necessity to reveal, as far as possible, the “underwater part of the iceberg”, the system of work hidden from view , but being the foundation and guarantor of the psychological well-being of the educational environment. The answers to these and other questions determine the content of the presented article. The structure and sequence are determined by the age characteristics and psychological needs of children of a particular age, starting with the diagnosis of psychological readiness for school education, ending with the expert diagnosis of the personal competence of a primary school graduate.
Issues of psychological readiness for schooling are the most worrying, especially for parents of those children who plan to receive education in gymnasiums and lyceums. The question of so-called “admission” is interpreted in different ways and is often very far-fetched. First, psychological testing to determine the child’s readiness for school is carried out at the request of the parent. Second, psychological testing data cannot be disclosed without appropriate consent. Third, diagnostic results cannot be an argument for admitting or not admitting a child to school. Why do psychologists still recommend going through this stage? Firstly, to assess the level of the child’s actual development, his ability to voluntarily control his attention in accordance with the task, the level of development of thinking and speech. Secondly, in order to prevent possible difficulties associated with adaptation to school, as well as to outline the direction in the child’s development, be it motivational development, development of the emotional and sensory sphere, speech, thinking. Thirdly, the data obtained allow the parent to expand their ideas about the child and wisely choose an educational path. Why is it most valuable to diagnose psychological readiness by a school psychologist? First, the psychologist assigned to the school is familiar with the specifics of the educational institution and the educational program. Thus, he has the opportunity to correlate the individual psychological characteristics of a particular child with these conditions and determine the opportunities for the child’s development. Secondly, going through the diagnostic stage, the child in a “safe” trusting environment becomes familiar with the content of the first tasks with a feeling of “success”, regardless of the level of their resolution. Third, a psychologist can prevent the difficulties that may arise at the stage of adaptation to given educational conditions and give specific practical recommendations.
At the stage of diagnosing readiness for school, the most common violations are the child’s “motivational unreadiness” for learning. The child wants to go to school because he wants to be “good” for his parents, who expect success from him. A child may well justify the wishes of his parents, but feel inner emptiness. He may not meet the expectations of his parents, in which case the child may develop “low self-esteem” and feel “bad”. Thus, the immutable rule of upbringing is violated: “A child cannot be “bad” or “good”; there can only be good or bad actions.” As a rule, such children study well, regardless of how they evaluate themselves, but they suffer deeply, because they snatch from reality either only their achievements or only their failures. In the structure of educational activity there is no lively cognitive interest, no sparkle in the eyes from knowledge and creativity, the child wants to meet the requirements placed on him and is often alienated from his own feelings and experiences. Such children most often need psychological help and support.
The second category of children with developmental disorders are children with mental retardation. In the case of mental retardation, spatial representations are often impaired, the child is poorly oriented in indicating the location of objects in space, the basic processes of thinking (analysis, synthesis, analogy, deduction, induction) are poorly developed, the child has difficulty retaining a holistic visual image in perception. Such a child needs special educational conditions, psychological and speech therapy support and work with defectologists and special education teachers.
The third group of children has uneven, heterochronic mental development. In this case, one can find high indicators of intellectual development, but low indicators of emotional and volitional development, when empathy, voluntary regulation of emotional states, the ability to empathize, understand the feelings of others, acting in accordance with the feelings of others are difficult. According to observations, these are often children who did not attend kindergarten, children whose parents in the preschool period prioritized the development of the child’s intellectual functions, the formation of ideas, knowledge about the world, but did not pay due attention to emotional and communicative development. At school, such children experience maladaptation, such children do not know how to make friends, are extremely “competitive”, and are very sensitive to failures to the point of despair. At school, children seem to make up for the period of preschool childhood, developing communication skills, and in comparison with other children in the emotional-volitional sphere they have a clear developmental delay.
And another most common group of children is children with impaired inadequate self-esteem. These are children with high or low self-esteem. These are the so-called “praised” children who need approval. The problem of low self-esteem has been replicated by psychologists as having a negative impact on psychological health, but it is worth understanding that “inflated” and “low” self-esteem are sides of the same coin. In such a child, the idea of ​​himself as “good” or “bad” depends on the environment, he relies on assessment from the outside, rather than, when faced with the results of his behavior, he forms his behavior, character and personality himself, based on developed self-regulation. That is, both “good” and “bad” are observed in an “overwhelmed” child, while a child with low self-esteem often does not believe in his ability to achieve success, he pays attention to his negative sides and manifestations, and evaluates positive qualities lower than those of others . This occurs due to the fact that the child attributes some of his merits to other people. A “good” child with high self-esteem, on the contrary, evaluates his achievements highly, even the smallest, and notices negative manifestations of character in others. Most often, a person moves from a feeling of superiority to a feeling of insignificance as quickly as a clock pendulum from one side to the other. The only way for such a child to exist is to compare himself with others. “Invaded” children who come to school most often have difficulty adapting. Because teachers are aimed at “adequately” assessing the student’s knowledge and personal competence. The child perceives this as a “blow” and his self-esteem begins to decline and becomes “low.” Or, being in a frustrating situation, the child tries to achieve success by any means and rigidly perceives any success as a “saving stick” so as not to drown in the sea of ​​his own failures. By the age of seven, a child is already able to generalize his negative and positive experiences and self-esteem becomes the basis for personality development, either this is a shaky foundation, and the building falls apart under the force of the wind, or it is very strong. That is, the teacher has the power to correct self-esteem, but only in conditions of joint cooperation with parents and a psychologist.
To summarize the first part of the article, we can draw the following conclusion:
First, psychological diagnostics of the degree of readiness for school is necessary for parents in order to: correlate the level of current development of the child with the specifics of the educational institution, assess the possibilities of successful learning in the given educational conditions, identify and prevent possible problems and difficulties in the child’s development in order to correct them in a timely manner.
Secondly, among the most “problem” children at the time of entering school we can distinguish: “externally motivated” children, children with unformed cognitive motivation; children with a high level of intellectual development and a low level of development of the emotional-volitional sphere; children with mental retardation who need special educational conditions and support from a defectologist, speech therapist and special psychologist; “over-praised” children, children who do not know how to cope with failures with unstable self-esteem.
Third, diagnostics of the level of psychological readiness for school may not coincide with the level of pedagogical diagnostics of the level of ideas and knowledge, since capable children are not always psychologically mature children ready to learn; Psychologically mature children are not always savvy in terms of knowledge, skills and abilities.
Fourth, the need for psychological diagnostics of preschool children at the time of transition to school is necessary, but cannot be used as an argument for admission or not admission to an educational institution, and is in the nature of an independent examination of the level of psychological development and its compliance with the specifics of the educational program.
The peculiarity of psychological support for younger schoolchildren lies in the formation of personal properties and qualities necessary for successful learning at school. According to the Federal State Educational Standard, these are communicative properties, regulatory, personal and cognitive. Communicative properties include a certain level of communicative maturity, in particular the ability to put oneself in the place of the interlocutor, the ability to distinguish between the feelings and emotions of the interlocutor and coordinate actions in accordance with them. The regulatory component of a schoolchild’s personal competence is manifested in the child’s ability to organize educational activities, to gather at the right moment, concentrate efforts, attention and, conversely, relax, the ability to switch from physical activity to mental activity, the ability to obey authority and regulate one’s emotional state. This category of personal abilities includes the ability to organize time, create a daily routine, and distribute efforts. The personal component is manifested in developed responsible behavior, the ability to experience failures and the ability to achieve success associated with planning one’s activities, goal setting, and the ability to evaluate the result independently, based on the criteria presented by the teacher or one’s own. The cognitive component of universal educational activities is associated with the level of cognitive development, the development of basic thinking operations, the level of abstraction and the development of voluntary attention.
Through the formation of these components, we can talk about the student’s personal competence and the maturity of educational activities and the student’s maturity. The maturity of these skills makes it possible to guarantee the sustainability of educational activity and cognitive interest in the personality structure of a schoolchild - teenager, when study takes second place, inferior in importance to communication with peers.
Psychological support in this sense for students, parents and teachers is also necessary and, above all, in the following forms of work. With children, these are classes with a psychologist as part of extracurricular activities in accordance with the new Federal State Educational Standards.
The purpose of these classes is formulated based on the individual psychological conditions of the participants. During classes, the psychologist draws up an individual psychological portrait of the student and draws up an individual program of psychological support. Classes are conducted in small groups of 10-12 people and are voluntary, based on natural interest in the course. All individual psychological support programs in this course can be divided into groups, the basis for division of which is the type of problem, its presence or absence.
If the child develops within the normal range, then the classes offer exercises for creativity, the development of intellectual functions, high levels of abstraction when operating with cognitive units, and creative abilities.
Among the most common problems among younger schoolchildren, emotional and affective disorders should be noted, when the child is not able to control his emotions, is often impulsive, hyperactive (not to be confused with attention deficit disorder), children’s attention is often fine, moreover, the level of development of spatial and visual-figurative thinking, basic operations are often quite high. In this case, the child is offered a correction program consisting of several stages: 1) providing opportunities to react to suppressed emotions in the sand (sand therapy); 2) learning ways to identify and recognize basic emotions; 3) training in ways to manage emotional states.
The general program of extracurricular activities includes a separate block “Teaching methods of diaphragmatic breathing, emotional release and relaxation”, where children learn to control the cartoon “Butterfly” using breathing (Amalteya “Wave” method), children learn to use humor for relaxation, the method of pleasant memories. This type of exercise allows children to practice skills for getting rid of psychological stress and stress. As a result of the classes, significant improvements are observed, children become less aggressive, impulsive, able to regulate their emotions within the framework of age characteristics and norms, identify shades and possible transitions of emotional states.
Extracurricular activities in psychology contain developmental potential for cooperation and the formation of communication skills and empathy. Classes include group tasks for cooperation and interaction, development of leadership and cooperation skills. The preferred form for solving these problems is sand therapy. Group work of children within the space of sand, group goal setting, planning and results enable children to realize the individual potential of interaction and cooperation, creating conditions for the manifestation of empathy. The most optimal, easy, exciting form of working with children on the sand allows you to develop and improve relationships between children in an adapted and environmentally friendly manner.
In order to recognize feelings and emotions, methods of fairy tale therapy and art therapy are often used. When, through analyzing psychological fairy tales, composing fairy tales, and drawing based on fairy tales, children learn not only to recognize and designate their feelings and emotions, but also to express, actualize, and discover them in a new way, realizing their creative abilities.
The development of a schoolchild’s cognitive competence and basic mental functions is a separate task, which is devoted to the main block of games and exercises. Koos cubes, Raven matrices, Schulte tables, puzzles, and exciting tasks allow you to develop spatial, visual-figurative thinking, teach methods of abstraction, basic logical operations, develop voluntary attention and expand its volume. Children spend a long time solving exciting problems and puzzles with pleasure. During these exercises, you can notice significant changes in the development of cognitive functions, attention, memory, and thinking. Speech development is helped by retelling a fairy tale, telling a plot in the sand, expressing the feelings and emotions of characters through the use of new words and expressions. The wealth of modern methodological material allows you to expand your vocabulary and lexical meaning of many words in an interesting and easy way through proverbs and sayings. An extensive supply of teaching materials with illustrative and demonstrative material and didactic aids allows you to diversify the forms of work with children.
Thus, the extracurricular activities of a psychologist not only in accordance with the Federal State Educational Standard, but also meaningfully solve the main tasks of developing and shaping the student’s personal competence, develop communication skills and teach emotional self-regulation skills, develop valuable skills to interact and collaborate as they solve joint problems. Filling with innovative methods makes the lesson exciting and interesting in the context of play, creative self-expression, and solving semantic and logical puzzles.
One of the groups of children most in need of psychological support, and when working with whom one can encounter the maximum number of conflicting expectations, are children with problems in learning and upbringing. The eternally painful Russian question, who is to blame, makes minds wander in search of the “guilty” one, the parent has little choice, claims are made to the teacher and the child, the teacher often makes claims to the parent and child. The child often cannot cope with the burden of guilt, suffers neuropsychic overstrain and academic performance decreases completely. Such parents come to consultation with a sincere desire to influence the teacher through a psychologist and send the child for psychological correction. Parents are sure that the psychologist has a “magic wand” and one appeal and request is enough, that the problem has been solved once and for all, and if the psychologist does not have a “magic wand”, then the psychologist is “bad”. To sort out thoughts and determine the responsibility of everyone in solving this problem, to convey the need for maximum participation and interest of the three parties in the solution is the main task of a psychologist. The second stage in working with this category of children is search and diagnostic activity, when the problem area is diagnosed and causes of a psychological or pedagogical nature are identified. Next comes the development of a plan of specific actions, an individual program of correction and development, including basic recommendations for the teacher and parent. Thus, individual lessons with a “problem” child in a zone of mutual cooperation between a psychologist, parent and teacher make it possible to solve temporary difficulties.
Another area of ​​work that allows us to form an adequate idea of ​​the child is education and consultation of parents of gifted children. Despite the fact that gifted children often find self-expression and self-realization in project and research activities, as well as in the Olympiad movement, parents “wait” for relaxations in terms of fulfilling mandatory standards, realizing that the child does not reach the “best” level. And thus, they do not help the child cope with emerging difficulties, do not contribute to the formation of adequate self-esteem, but seek to realize their own ambitions and perfectionism. It is advisable to familiarize parents of such children with such concepts as “general early childhood giftedness,” which is temporary, and “special childhood giftedness,” which requires the creation of special educational conditions. Separation and diagnosis of these phenomena allows parents to take a sober look at their children; moreover, parents begin to understand and realize the harmfulness of realizing their ambitions through children. Parents stop praising their children beyond the assessment of their abilities, and become those who are able to support the child when he encounters difficulties, and rejoice at the successes of his child.
A special category of children in need of attention are first-graders and fourth-graders. First grade is not only adaptive for children, but also for parents and teachers. The anxiety of all three subjects of the educational process in the first grade increases and sometimes goes off scale, turning into a destructive channel. A psychologist can help channel fears into creativity and develop ways for the teacher to interact with each individual individually, since parents of first-graders have the most frequent requests.
In the first grade, the psychologist most often meets much more often in group classes, where he talks about possible fears and experiences through a fairy tale, metaphor, parable and, thus, helps to make friends; by creating a gaming environment, an atmosphere of cooperation and goodwill is created, the fear of making a mistake disappears, children become spontaneous and relaxed. In addition, a psychologist can observe children and detect those difficulties that are “visible” in the child’s behavior. Next, an in-depth diagnosis takes place, allowing you to create an individual psychological profile of the child and track the steps in the child’s development throughout the year. Such information about the child allows you to individualize training and education. A meeting is held with the parents of first-graders, the main goal of which is to formulate the parents’ ideas about the extent to which a parent can contribute to a better adaptation of the child to school and the formation of the “internal position of the student.”
Fourth grade is graduation, a subject of concern for teachers and parents. Assessment and reflection of what has been achieved, final papers, analysis of the effectiveness of educational activities by the teacher. The psychologist plays an important role in this and, above all, as an expert in the development of personal competence of a primary school graduate. A portrait of a fourth-grader who has stable cognitive motivation, is able to take the position of “the other” during a dialogue, conveys his point of view, is able to set research tasks for himself, draw up an action plan, evaluate the effectiveness of his project, is able to cope with difficulties, has creative creative thinking, - that ideal of a student, a graduate of an elementary school according to the Federal State Educational Standard. Personal competence can only be assessed by a psychologist who selects different diagnostic methods, from observation, expert interviews, to methods of psychological testing and questionnaires.
In all elementary school classes, a group meeting with a psychologist, mini-groups or the whole class for the purpose of development, correction, education, consultation occurs twice a month. The content and scope of these meetings with the class and students is decided in the course of joint activity and interaction, and allows you to be in close cooperation and contact with all participants in the educational process and set yourself the most pressing tasks, determine priority areas in psychological support of the educational process.
Thus, summing up the second part of the article, devoted to working with teachers, parents and children of primary school, we can draw the following conclusion:
1. Working with children who have difficulties in communication and education is the highest priority and labor-intensive, reflecting the degree of cooperation of all subjects of the educational process in solving problems of children, parents and teachers. It is this work that reflects the plasticity of the educational system and its potential for development.
2. Advisory and educational work with parents of gifted children allows us to form adequate ideas about the child and create conditions for cooperation between teachers and parents for the successful development of children with different types of giftedness.
3. Psychological support, diagnostics, counseling, developmental and correctional classes with children in grades 1 and 4 are most necessary as an expert assessing the starting level and level of a primary school graduate, assessing the degree of development of a student’s personal competence. It also allows you to significantly reduce the anxiety of children, parents and teachers of primary and graduate classes.
4. meetings of the psychologist with the class and teachers up to 2 times a month allow for close cooperation and contact, setting the most pressing tasks in the psychological support of primary school children.
To summarize what has been written, I would like to note the place and importance of the psychologist in the system of primary general education. Firstly, when diagnosing the degree of readiness of a child to study at school as an independent expert, when assessing the child’s abilities and the possibilities of the educational environment for the development of a particular child. Secondly, the extracurricular activities of a psychologist make it possible to develop the communication skills necessary for successful learning, the ability to regulate emotional states and form responsible behavior, as well as the ability to cooperate and jointly solve problems, develop creativity and creative thinking. Thirdly, the most important thing is to work with children who have difficulties in learning and development, when diagnosing the nature of the disorders makes it possible to outline a plan of joint action to solve existing problems. Fourthly, psychological support for the first grades, in-depth initial diagnostics and assistance with adaptation helps to relieve a number of educational difficulties and problems that constantly arise during training. Psychological examination of the level of development of personal competence of a primary school graduate allows us to assess the quality and compliance with federal state educational standards and is an integral part of the duties of a primary school teacher-psychologist.
Education in primary school, first of all, pursues the goal of forming the most stable structure of cognitive motives, on which the child’s success at subsequent stages of education depends. Timely psychological support in the areas presented in these forms makes it possible to do this most fully, with a large coverage of participants

"Psychologist? No, he's not a wizard
Not a miracle worker, not an athlete,
Not a life problem solver,
And he is not a super-human.
He breathes the same way, loves the same way,
And he feels the same way as everyone else.
He does not accomplish great destinies,
He doesn't know everything about you.
Your memory, thinking, temperament, speech can measure yours.
He can only fix it a little,
But he is unable to save.
guide of your soul,
He's just a hint, not an answer,
Road sign, limiter
Your mistakes, friend, your victories.
Desiring harmony in the soul,
He won’t create it for you,
Helping with advice in life,
She won’t live for you.
Psychologist? No, he's not a wizard
Not a charlatan, not a sorcerer,
He is not a saint, not a serious sinner,
He is a man among men."

Parents of elementary school students are being consulted
on Tuesdays and Wednesdays from 14:00 to 16:00.
Contact us at any time if you have psychological problems!

Methods for determining a child’s comfort and difficulties at school

Practical advice for parents on adapting first-graders

Some advice for fifth graders

Order of the Department and Youth Policy of the Khanty-Mansiysk Autonomous Okrug - Ugra dated 04.05. 2016 No. 703"On the organization of psychological, pedagogical, medical and social assistance to students experiencing difficulties in mastering basic general education programs, development and social adaptation, as well as in the implementation of adapted general education programs in educational organizations of the Khanty-Mansiysk Autonomous Okrug-Ugra"

The procedure for psychological, pedagogical, speech therapy and social support for students of MBOU "Secondary School No. 6" named after. A. I. Gordienko, experiencing difficulties in mastering basic general education programs, their development and social adaptation

Consent of parents (legal representatives) for psychological support of the student MBOU "Secondary School No. 6" named after. A.I. Gordienko

The book, which continues the “Practical Psychology in Education” series, outlines the system of work of a school psychologist with children 7-10 years old.
Specific diagnostic, correctional, developmental and advisory methods and technologies are provided. The author's approach to organizing the work of a psychologist during the academic year, based on the idea of ​​psychological and pedagogical support, is proposed.
The authors structured the book in such a way that psychologists could use it as a practical guide for organizing work with children, their parents and teachers.

CHAPTER 1. CONTENT AND ORGANIZATION OF SUPPORTING ACTIVITIES

The complexity and significance of the period associated with a child’s adaptation at school has been said and written in the domestic psychological and pedagogical literature convincingly and sufficiently (Dubrovina I.V., Ovcharova R.V., Gutkina N.I., etc.). It is in these first months that those systems of the child’s relationship with the world and himself begin to form, those stable forms of relationships with peers and adults and basic educational attitudes that will significantly determine the future success of his school education, the effectiveness of his communication style, and the possibilities of personal self-realization in school environment.
What main path will the student’s development take in the coming years, will the social and intellectual foundation for further successful learning be laid during the adaptation period, or will the child, upon entering school, find himself in a foreign, incomprehensible - and therefore hostile - school world, in depends largely on the professional and personal maturity of adults: parents, teachers, educators, school psychologists.

INTRODUCTION
SECTION I. PSYCHOLOGICAL
SUPPORTING CHILDREN AT THE STAGE OF ADMISSION AND ADAPTATION TO SCHOOL
CHAPTER I. CONTENTS AND ORGANIZATION
ACCOMPANYING ACTIVITIES
CHAPTER 2. A CHILD'S ADMISSION TO SCHOOL
2.1 Contents of psychological and pedagogical diagnostics
2.2. Contents of advisory and educational work with parents
2.3. Contents of consultative work with teachers
Chapter 3. Primary adaptation of a child at school
3.1. Consulting and education for teachers
3 2. Counseling and education of parents
3.3. Psychological developmental work at the stage of primary adaptation of first-graders
Chapter 4. School difficulties during the adaptation period
4.1. psychological and pedagogical diagnostics of school difficulties of first-graders
4.2. Psychocorrectional work with schoolchildren experiencing difficulties in learning and behavior
4.3. Program to help children with personality and behavioral problems
4.4. Methodological work of teachers with first-graders experiencing difficulties in learning and behavior
4.5. Psychological counseling for parents of first-graders
SECTION 2. PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT IN 2-3 GRADES OF PRIMARY SCHOOL: DEVELOPMENT OF COGNITIVE CAPABILITIES
JUNIOR SCHOOL CHILDREN
CHAPTER I. PSYCHOLOGICAL AND PEDAGOGICAL
OPPORTUNITIES FOR JUNIOR SCHOOL CHILDREN AND
SUPPORT TASKS
CHAPTER 2. PSYCHOLOGICAL DIAGNOSTICS OF THE LEVEL OF DEVELOPMENT AND FEATURES OF COGNITIVE ACTIVITY OF JUNIOR SCHOOLCHILDREN
2.1. Level of development and features of attention
2.2. Level of development and characteristics of memory
2.3. Level of development and features
logical thinking
2.4. Pedagogical diagnostics of the characteristics of students’ cognitive activity in the educational process
2.5. “Assembling a holistic characteristic” of the cognitive sphere of a second-grader based on the results of psychological and pedagogical diagnostics
Chapter 3. organization and content
SUPPORTING ACTIVITIES OF TEACHERS AND PSYCHOLOGISTS
SECTION 3. PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR JUNIOR SCHOOLCHILDREN ON THE EVE OF TRANSITION TO SECONDARY ELEMENT
CHAPTER I. THE PROBLEM OF PSYCHOLOGICAL READINESS FOR STUDYING IN SECONDARY ELEMENT
CHAPTER 2. PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS OF SCHOOLCHILDREN'S READINESS TO TRANSITION TO SECONDARY ELEMENT
CHAPTER 3 PEDAGOGICAL AND PSYCHOLOGICAL SUPPORTING ACTIVITIES IN THE SECOND HALF OF THE 3RD GRADE
SECTION 4. METHOD OF EXPERT ASSESSMENT AS A TECHNOLOGY FOR WORKING WITH TEACHERS
LITERATURE
APPENDICES TO SECTION I
APPENDICES TO SECTION 2
APPENDICES TO SECTION 3

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Now, almost every school has a position of a child psychologist. But not all parents understand what exactly a psychologist should do in elementary school. This is not surprising, because before this profession was not very common in our country. The work of a psychologist has become popular only in the last decade. Therefore, when sending their child to school, many people wonder how exactly a psychologist can help him? And in general, is there a need for this? In fact, the work of a psychologist in elementary school is very important. After all, going to first grade is a big stress for children. A child who is accustomed to a certain group and schedule may not immediately adapt to the school schedule, learn to communicate with the team, and so on. That is why work at school becomes the most responsible for a psychologist.

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Photo gallery: Psychologist's work in elementary school

Problem Definition

In order to understand what the work of psychologists in primary schools is, it is necessary to determine exactly what functions a psychologist performs and in what cases he can help. To do this, let's talk about what kind of stress children are exposed to at school. The modern educational process initially gives a lot of workload. Class work and homework have become more difficult. Therefore, in elementary school, it is often difficult for children to remember all the necessary amount of knowledge. Because of this, their stress dissipates and complexes begin to appear. Moreover, if the teacher working with the class chooses the wrong teaching model: he constantly praises the best, and at the same time always scolds the worst. In this case, a kind of division into “classes” begins in the teams, which, ultimately, can develop into oppression. In addition, modern children have very large access to information. The Internet makes it possible to learn almost everything. However, such an amount of information can bring not only benefit, but also harm, especially to a fragile child’s mind. The work of a psychologist at school is to help children adapt, understand the new information they receive and, ultimately, develop into a normal, adequately developed personality.

In elementary school, a psychologist is obliged to closely monitor children in order to prevent withdrawal from reality or nervous breakdowns. And this, by the way, happens much more often than we might think. It’s just that parents don’t always notice it, attributing it to absent-mindedness and overwork. But a psychologist must promptly identify the first symptoms of such psychological breakdowns and do everything so that the child does not feel at school as if in hard labor.

Games and training for children

Most often, children who have problems in the family, introverted children and children with unstable psyches have problems with adaptation and psychological stability. The psychologist needs to pay attention to such schoolchildren first of all. For this purpose, psychological diagnostics are carried out on all junior high school students. With the help of tests that are played out so that the child becomes interested and responds, the psychologist determines which children need psychological work. In order to help the child, the school psychologist can organize special groups for communication. They include children who have an unstable psyche or problems communicating with classmates.

Also, from time to time, such groups of children may be joined by children who have developed a so-called situational emotional disorder. In such groups, psychologists conduct various trainings, which are presented in the form of various games. With the help of exercises, a psychologist can determine the psychological capabilities of each child, so that he can then have an idea in which direction to work with him. After this, children are taught to communicate with each other based on respect for the interlocutor. If a child is withdrawn, he develops empathy with the help of special training and games that help him relax and establish contact with other group members. Also, withdrawn children are often uncommunicative. For them, child psychologists also have sets of exercises that help them learn to express thoughts easily and simply, communicate freely with other children, and be able to listen.

Despite the fact that child psychologists have to work with children, they use many techniques that are also used for adults. But, of course, with some changes. A child psychologist teaches a child to independently identify a problem, place emphasis, look for solutions and draw conclusions. When the work takes place in a group, the children all think together about the problems of their comrades and offer their own options for resolving them. And the psychologist, in turn, explains what can be done, what cannot be done and why. School psychologists often communicate with children on topics that they do not talk about with teachers. These include relationships with parents, relationships with classmates, behavior in stressful situations, school curriculum, workload and much more. When working with children correctly, they quickly begin to calmly discuss such things with a psychologist, share their experiences and thoughts. Based on this, the psychologist can determine what exactly influenced the child’s mental stability and develop an individual assistance program.

Main goals

One of the main tasks of a psychologist is the ability to be sincerely interested in a child’s problems. Children sense falsehood very well and begin to close down when they realize that their problems, in fact, do not concern anyone. But if a psychologist works competently, very soon his labors bear fruit. Children become more resistant to stress, are able to analyze various situations and people’s behavior, make decisions, and independently draw the right conclusions. The children with whom the psychologist works gradually begin to consciously choose those patterns of behavior that can least harm others. Therefore, we can conclude that the position of a school psychologist is necessary because it helps children adapt to adult life.