School psychologist - the main areas of activity. School psychologist

Glukhova Elena Anatolievna

We will know!

Who is a "psychologist"?

Quite often you can hear: “Ah, a psychologist, is he the one that treats psychos?”, “What other psychologist !? My child is healthy, it’s you who don’t know how to handle him! Such a reaction to the mention of the profession of a psychologist is still very common even among educated people. This is mainly due to the fact that psychologists are confused with doctors, and they believe that going to a psychologist means admitting one's own mental illness (disease). In fact, a psychologist is a specialist with a higher liberal education in the field of psychology, who works with healthy people experiencing certain difficulties at a particular moment in their lives.

How is a psychologist different from a psychiatrist?

Many do not distinguish a psychologist from a psychiatrist. But there are differences, and significant ones. A psychiatrist is a person with a higher medical education, a doctor whose duties include helping a person, primarily through drug treatment. The psychologist does not treat anyone, he has no right to do so. The psychologist helps with a word, analysis of situations. Unlike a psychiatrist, a psychologist works only with mentally healthy people who need support.

What does a school psychologist do?

The work of a school psychologist can be divided into the following areas:

1. Psychological diagnostics consists in conducting frontal (group) and individual examinations of students using special techniques. Diagnostics is carried out at the preliminary request of teachers or parents, as well as at the initiative of a psychologist for research or preventive purposes. The psychodiagnostic direction includes: identifying the causes of poor progress, analyzing problems of personal development, assessing the development of cognitive processes and abilities, analyzing the current physical and mental state of students, career guidance, analyzing interpersonal relationships among students, analyzing family and parent-child relationships.

2. Psychological counseling is work at the specific request of parents, teachers, students.

3. Correctional and developmental work is carried out in the form of individual or group sessions, during which the psychologist tries to correct undesirable features mental development child. These classes can be aimed both at the development of cognitive processes (memory, attention, thinking), and at solving problems in the emotional-volitional sphere, in the sphere of communication and problems of self-esteem of students.

4. Psychological education is to acquaint teachers and parents with the basic laws and conditions for the favorable mental development of the child. It is carried out in the course of counseling, speeches at pedagogical councils and parent meetings.

5. Methodological work (professional development, self-education, work with analytical and reporting documentation).

What questions should you ask a school psychologist?

It makes sense to contact a psychologist (both a school psychologist and any counseling psychologist) with a specific request about the child's systematically recurring (typical) difficulties. At the same time, it is desirable to clearly articulate what the difficulties are, for example:

1. "Stupor" when called to the board, inability to answer a lesson well learned at home, failures on control tests with good performance of the same tasks at home.

2. The child systematically violates the rules of behavior, although he knows them.

3. The child has difficulties in communicating with peers or a teacher (conflicts), etc.

4. It is advisable to bring at least a few children's works to an appointment with a psychologist (pictures in different periods life, products of creativity, school notebooks).

ATTENTION!!!

A psychologist cannot correct violations of children's activity for parents (bypassing parents and teachers). Only parents and teachers themselves can make adjustments to their own behavior and interaction with the child. Therefore, everything will work out only if they are ready to do it and make every effort to change actions and attitudes. Everything depends on you!

In what cases can a psychologist refuse psychological counseling?

The psychologist should refuse counseling if:

There is even the slightest doubt about the adequacy of the client;

From the first meeting does not find a common language with the client;

The client does not adhere to the scheme of correctional work proposed by the psychologist;

Have a family, close or friendly relationship with the client;

The client addresses a question or problem that is not psychological in nature and for which the psychologist does not consider himself competent.

What else do you need to know about a school psychologist?

1. The psychologist does not solve your problems for you, does not "write out a prescription." He explains the situation and together with you looks for possible solutions to the problem. Only parents, teachers and other adults close to the child can change the situation of a child's development!!!

2. As a rule, what at first seems to parents to be an exclusively “school” problem of the child is actually the result of either family problems or problems that have migrated from earlier stages of the child’s development. In such cases, the psychologist works not only and not so much with the child himself, but with the parent-child pair.

3. When working with a psychologist, you and your child do not take the passive position of “patients”, but the position of active, interested accomplices.

4. The psychologist maintains confidentiality, he does not disclose information received from you or from the child.

5. Having studied the information received, the psychologist can give recommendations to the teacher on how to work more effectively with your child.

The role of the school psychologist is to create conditions for the child’s productive movement along the paths that he himself has chosen (in accordance with or in opposition to) the requirements of the school and family, to constructively resolve the inevitable conflicts that arise as a result of this choice. The activity of a psychologist is largely determined by the social, family, and pedagogical system in which the child actually resides (the real social environment of the child). The activities of a psychologist at school include an analysis of the school environment together with the teaching staff, development opportunities and requirements for the student, determining the criteria for the effectiveness of training and development; development and implementation of activities, forms and methods that are considered as conditions for successful learning and development, bringing these conditions into a permanent system.

Accompaniment - a system of professional activities of a psychologist to create socio-psychological conditions for successful learning and development of a child:

following the natural development of the child (unconditional value inner world each child)
creation of conditions for independent creative development;
secondary psychological support in relation to the environment of the child's life (not an active directed impact on social conditions and the education system);
is carried out by pedagogical means, through a teacher and traditional forms of education and upbringing.

The ideas of psychological support for a child at school include the following areas:

Systematic monitoring of the psychological and pedagogical status of the child and the dynamics of his development (accumulation of information related to the characteristics of the child, his problems and difficulties).
Creation of psychological and pedagogical conditions for the development of the personality of the child and his successful education:
- individual and group psychological development programs that create conditions for the successful development of the child, and the necessary prerequisite is the flexibility of the program and the teacher.
Creation of psychological and pedagogical conditions for helping problem children, development and implementation of a system of compensatory measures.

Areas of activity of a psychologist at school with children:

I. Applied diagnostics. Often, the school administration and teachers have the idea that the work of a psychologist with a child includes only testing, while diagnostics is an applied form of activity of a school psychologist. There are several problems associated with the diagnostic work of a psychologist at school: what to do with test results, how to bring methods in line with specific educational problems. Diagnostic methods should also be developing, used as developing.

The conditions for diagnosing children at school require the procedure to be cost-effective, which should be short so as not to tire the child and not take a lot of time from schoolwork, should be multifunctional, at the same time serving as a means of diagnosis and development of mental functions, to give as much information as possible about the state and prospects for the development of the child. The results of diagnostics should make it possible to judge the causes of the child's difficulties and create conditions for overcoming them, to predict the characteristics of the child's development, while most methods only allow us to state the presence of something.

Diagnostic goals:

drawing up a socio-psychological portrait of a student;
identifying ways to help "difficult" students;
choice of means and forms of psychological support;

There are three types of applied psychodiagnostics in school conditions:

diagnostic minimum.
differentiation of norm and pathology (intelligence),
in-depth psychodiagnostics of personality "on request" (individual).

The diagnostic minimum allows you to separate "problem" children (grades 1, 3-5, 8, 10-11), to conduct longitudinal studies of the development of children. The diagnostic minimum is carried out as a planned event and is mainly based on expert surveys of teachers and parents, and minimally affects children. The objectives of the diagnostic examination of children:

a) Identification of children with a low level of development for whom it is impossible to organize education in a standard school.
b) Identification of children in need of special psychological and pedagogical or social assistance, children with partial impairment of cognitive processes. For such children, it is necessary to remedial classes(pedagogical neglect, problems of social and pedagogical adaptation, violations of the emotional-volitional sphere, etc.).
c) Identification of children with special needs in order to prevent possible difficulties.

Advanced diagnostic examination includes the following areas:

differentiation of norm and pathology,
study of the features of the cognitive sphere within the framework of the age norm,
study of the zone and content of the conflict.

II. Psychocorrectional and developmental work

a) Developmental work - the creation of socio-psychological conditions for holistic psychological development (for psychologically "prosperous" schoolchildren).
b) Correctional work - solving specific problems of learning, behavior (for psychologically "unfavorable" schoolchildren).

Diagnostics carried out by a psychologist as a planned event or at the request of teachers and parents serves as the basis for determining the direction of correctional and developmental work.

Correctional and developmental work is a holistic impact on the child's personality (without "dividing" the child into various mental spheres), the process of influencing all aspects of the personality, based on

voluntary participation of the child in psycho-corrective work (parental consent for children up to grades 5-6),
taking into account the characteristics of the socio-cultural environment, individual characteristics and needs,
consistency and continuity of forms and methods of work.

Developmental work - focused on the cognitive, social, personal, emotional spheres of the mental life of the child.

Forms of developing work: organization of a developing environment, training, training meetings with a psychologist, psychological technologies on training sessions and out-of-school meetings; educational psychodiagnostics - self-knowledge.

c) Psychocorrective work is carried out as a group and individual work, is based on the set correctional programs designed taking into account the age and problems of children.

III. Counseling and education of schoolchildren. Enlightenment is carried out as a response to a specific request, taking into account the age needs, values, level of development, and the real group situation of schoolchildren. Counseling is mainly focused on high school students and is carried out both at the request of the student and at the request of the parents, subject to the obligatory fulfillment of the requirement of voluntariness and confidentiality. Counseling is carried out as individual work with schoolchildren and most often on the following range of issues:

difficulties in learning, communication, psychological well-being;
teaching teenagers the skills of self-knowledge and introspection;
providing psychological assistance and support to schoolchildren in difficult situations.

Occasionally, counseling begins at the initiative of a psychologist or teacher, while it is more difficult for a psychologist to get in touch with a teenager.

The position of a psychologist-teacher appeared in secondary schools about 10 years ago, but now it is already a common occurrence. Psychological services have been set up in some schools, where several psychologists work.

Let's take a closer look at the features of the activity under discussion on the example of the experience of a psychologist - Marina Mikhailovna Kravtsova, a graduate of the Faculty of Psychology of Moscow State University, who specialized in the Department of Developmental Psychology. Her responsibilities include working with students in grades 1-5, their parents and teachers. The purpose of the work is to improve the educational process. The work is built not only as a whole in order to optimize the educational process, but also taking into account the specific difficulties that arise in the learning process, the relationship in the triad "student - parent - teacher". Individual and group classes are held with schoolchildren (increasing motivation for learning activities, establishing interpersonal relationships). M. Kravtsova notes: “It is important for me that every child is comfortable at school, that he wants to go to school and does not feel lonely and unhappy. It is important that parents and teachers see his real problems, want to help him and, most importantly, understand how to do it.”

It is necessary that the child, parents and teachers are not “isolated” from each other, so that there is no confrontation between them. They should work together on the problems that arise, because only in this case the optimal solution is possible. The main task of the school psychologist is not to solve the problem for them, but to unite their efforts to solve it.

Literally in the last few years, the administration more schools understands the need for the participation of a psychologist in the school process. More and more clear concrete tasks are emerging, the solutions of which are expected from the school psychologist. In this regard, the profession of a school psychologist is becoming one of the most sought after. However, a psychologist is in demand not only at school, but also in other children's institutions (for example, in kindergartens, orphanages, early development centers, etc.), that is, wherever you need the ability to work with the triad “child - parents - teacher ( educator).

The functions of a school psychologist include: psychological diagnostics; corrective work; counseling for parents and teachers; psychological education; participation in teachers' councils and parent meetings; participation in the recruitment of first-graders; psychological prevention.

Psychological diagnostics includes frontal (group) and individual examinations of students using special techniques. Diagnostics is carried out at the preliminary request of teachers or parents, as well as at the initiative of a psychologist for research or preventive purposes.

The psychologist selects a methodology aimed at studying the abilities of interest to him, the characteristics of the child (group of students). These can be methods aimed at studying the level of development of attention, thinking, memory, emotional sphere, personality traits and relationships with others. Also, the school psychologist uses methods for studying parent-child relationships, the nature of the interaction between the teacher and the class.

The obtained data allow the psychologist to build further work: identify students of the so-called “risk group” who need remedial classes; prepare recommendations for teachers and parents on interaction with students.

Remedial classes can be individual and group. In the course of them, the psychologist tries to correct the undesirable features of the mental development of the child. These classes can be aimed both at the development of cognitive processes (memory, attention, thinking), and at solving problems in the emotional-volitional sphere, in the sphere of communication and problems of self-esteem of students.

School psychologist uses already existing training programs, and also develops them independently, taking into account the specifics of each specific case. Classes include a variety of exercises: developing, playing, drawing and other tasks - depending on the goals and age of the students.

Counseling parents and teachers is a job on a specific request. The psychologist acquaints parents or teachers with the results of the diagnosis, gives a certain forecast, warns about what difficulties the student may have in the future in learning and communication; at the same time, recommendations are jointly developed to solve emerging problems and interact with the student.

Psychological education is to acquaint teachers and parents with the basic laws and conditions for the favorable mental development of the child. It is carried out in the course of counseling, speeches at pedagogical councils and parent meetings.

In addition, at the teachers' councils, the psychologist participates in making a decision about the possibility of teaching a given child according to a specific program, about transferring a student from class to class, about the possibility of “stepping over” a child through a class (for example, a very capable or prepared student can be transferred from the first class immediately to third).

One of the tasks of a psychologist is to draw up a program interviews with prospective students, conducting that part of the interview that concerns the psychological aspects of the child's readiness for school (the level of development of arbitrariness, the presence of motivation for learning, the level of development of thinking). The psychologist also gives recommendations to parents of future first-graders.

All of the functions of a school psychologist listed above make it possible to observe the psychological conditions at school necessary for the full mental development and formation of the child's personality, that is, they serve the purposes psychological prevention.

The work of a school psychologist includes methodological part. A psychologist must constantly work with literature, including periodicals, in order to keep track of new achievements in science, deepen his theoretical knowledge, and get acquainted with new methods. Any diagnostic technique requires the ability to process and generalize the data obtained. The school psychologist tests new methods in practice and finds the most optimal methods of practical work. He tries to select literature on psychology for the school library in order to introduce psychology to teachers, parents and students. In his daily work he uses such expressive means of behavior, speech, as intonations, postures, gestures, facial expressions; guided by the rules of professional ethics, work experience of his and his colleagues.

A big problem for a school psychologist is that often the school does not allocate a separate office for him. As a result, many difficulties arise. A psychologist must keep literature somewhere, teaching aids, work papers, finally, their personal belongings. He needs a space for conversations and classes. For some classes, the room must meet certain requirements (for example, be spacious for exercise). With all this, the psychologist experiences difficulties. Usually he is allocated the room that is free at the moment, temporarily. As a result, a situation may arise when a conversation with a student is conducted in one room, and the necessary literature and methods are in another. Due to the large amount of information being processed, it would be desirable for a school psychologist to have access to a computer, which the school often cannot provide to him.

It is difficult to correlate the school schedule, the distribution of extracurricular activity of the student and psychological work with him. For example, the conversation cannot be interrupted, and at this time the student needs to go to a lesson or go to classes in the sports section.

The psychologist is most of the time in plain sight, in contact with teachers, parents or students. This is a big stress, especially if there is no separate room where you can relax. Problems arise even in order to have a snack in the middle of the working day.

Relationships with the team of the interviewed school psychologist are mostly even. It is very important that there are no conflicts in the team, the psychologist must be unbiased, he must be ready to listen to polar opinions of colleagues about each other.

The psychologist is constantly in the flow of numerous and often contradictory information in which he needs to navigate. At the same time, sometimes information about the problem may be redundant, and sometimes insufficient (for example, some teachers are afraid to let a psychologist into their lesson, believing that the psychologist will evaluate their work, and not observe the behavior of students in the lesson).

Naturally, the workplace of a school psychologist is not only at school, but also in the library and at home.

The salary, unfortunately, is low, lower than that of most teachers. The situation is complicated by the fact that the necessary literature and methodological support have to be bought with their own money.

Of course, the school psychologist must be mentally healthy. He must be hardy, withstand great physical and psychological stress. To work as a school psychologist, you need to have certain qualities, namely: the ability to listen, empathize. When working with people, it is important to clearly and clearly formulate your thoughts, to be hardworking, sociable, responsible, tactful, contact, erudite, tolerant. It is important for a psychologist to have a sense of humor, to have broad professional knowledge, and to love children. In the course of work, such qualities as the ability to communicate with different people, understand their problems and interests, analyze, find a compromise; observation and professional knowledge develop.

The profession is attractive due to the variety of emerging tasks, unconditional social significance (real help is provided to real people), the opportunity to constantly discover something new for oneself, to improve, it is full of impressions.

At the same time, the school psychologist is constantly involved in various conflict, problem situations, his position may not coincide with the position of the school administration, he has to overcome the distrust of teachers, parents, and sometimes students. Constantly have to quickly find a way out of complex ambiguous situations. Sometimes a psychologist is expected to do more than he can do.

The profession of a school psychologist can be obtained by studying at any department of the Faculty of Psychology, but for successful initial adaptation it is useful to specialize already at the university in the field of developmental psychology, educational psychology. Professional development contributes to:

attending psychological seminars and master classes, including those devoted to correctional work with children;
participation in scientific conferences and round tables devoted to the work of a psychologist in the education system;
regular visits to the library and bookstores to get acquainted with new psychological literature;
familiarization with new methods and research related to the problems of child development and learning;
postgraduate education.

Thus, the profession of a school psychologist today is necessary, in demand, interesting, but difficult.

The text was prepared by a student of the Faculty of Psychology of Moscow State University A. Kruglov based on an interview with a psychologist working at the school - M.M. Kravtsova.

Have you ever contacted a school psychologist? Probably, many parents will answer this question something like this: “Fortunately, no.” But in vain ... The position of a teacher-psychologist was included in the nomenclature of positions teaching staff quite a long time ago, about 20 years ago. Today, there is a psychologist in many schools, and in some educational institutions even created their own psychological assistance services, where both children and parents can apply free of charge. However, despite this, parents still do not understand who this school psychologist is, and they believe that they should go to him only if the child has something wrong with the psyche. We decided to debunk this myth and talk about how a school psychologist can be useful for every child.

Basic principles of work of a school psychologist

First of all, a school psychologist is a specialist who must have a higher psychological education, and for him, first of all, the rules of the Psychologist's Code of Ethics apply.

According to the code, any information about students must be kept in a safe by a school psychologist, to which only he has access, and he has no right to disclose information to third parties. An exception is information about illegal actions: if a psychologist becomes aware of a crime committed or preparation for a crime, he is obliged to report this to law enforcement agencies.

In addition, the psychologist is obliged to inform the client (in the case of a school psychologist, a student) about the results of any research that has been carried out.

Another important principle that a school psychologist should be guided by is the principle of impartiality. The task of a specialist is to listen to different, sometimes contradictory, opinions and understand them. The main advantage of this principle is that the psychologist is not interested in resolving the conflict in someone's favor - he looks at the situation from the outside and is neutral about confidential information. Psychologists undergo special training, as a result of which they are able to create an atmosphere of trust and find contact with any client, even the most difficult one.

How can a psychologist help a child?

It is worth contacting a psychologist in any situation concerning the student and his family. A school psychologist can help with career guidance issues, with solving problems in the family, in interpersonal relationships, with studies, etc. However, one should not perceive a school psychologist exclusively as a specialist who works with children's problems. His role is positive - he helps the child painlessly go through the stages of socialization and reveal his potential.

The psychologist begins to work with children even before school: he participates in the preparation of a testing program for future first-graders, can conduct interviews with them, identify the degree of readiness for school and give parents useful recommendations.

In general, the school psychologist devotes most of his working time to various kinds of diagnostics. For example, he can find out whether first-graders successfully go through the process of adaptation to school. The specialist conducts testing, the results of which are transferred to teachers and school administration, but only in the form of a general result (for example, “70% of students are successfully adapted”). Data on individual students cannot be released, and with maladjusted children, the psychologist must work personally and confidentially to deal with the problem.

Also, a psychologist can diagnose child-parent relationships, explore relationships within the class, study the characteristics of the personality of schoolchildren, their level of thinking, attention. An important component of the work of a school psychologist is career guidance diagnostics, which helps to understand the abilities of students and distribute them into specialized classes - in the humanities, in technical, in scientific and natural, etc.

Often, it is thanks to testing and research that a psychologist reveals problems both in the whole class and in specific students, which are still invisible from the outside, but which can turn into a disaster. In this case, the school psychologist must conduct remedial classes, which can be both group and individual. So, for example, if “symptoms” of bullying (bullying) are found in the class, then the psychologist must identify the victim and the instigators, conduct conversations with everyone involved in bullying, understand the reasons for such an attitude of classmates to each other, and conduct a series of group sessions aimed at for team building, and, of course, to help the victim of bullying cope with the situation.

When Should Parents See a Psychologist?

Another task of the school psychologist is counseling parents and teachers. Moreover, the questions with which adults turn to this specialist may be different, and it is not at all necessary that these will be problems. A mother can come to a psychologist to simply ask if her child has good relationships with classmates, if she has any difficulties with career guidance or adaptation (if, for example, the student was transferred to a new school), and if the parents are building relationships with the teenager correctly. If situations arise in the family that traumatize the child (divorce of parents, death of someone close, serious financial difficulties), then the mother or father can also come and tell the psychologist about them so that the specialist is aware, closely monitors the behavior of the child and was ready to support him.

If the child has become withdrawn, uncommunicative, if he does not want to go to school, or often comes home in tears, then this is also a reason to contact a school psychologist as soon as possible. In general, any pronounced changes in the child's behavior should alert the parents, and in this case it is better to ask for help from a specialist in time than to wait until the situation gets out of control and turns into a disaster. It is possible that the psychologist will not reveal any serious problems, but will tell you how to support the student and maintain a trusting relationship with him.

Often, teachers also turn to school psychologists for help in resolving conflicts with students, as well as if a student's performance has dropped sharply, and the teacher cannot understand why this happened. Then, at the request of the teacher, the psychologist conducts diagnostics and, if necessary, correction. In my practice, there was a case when a student's performance fell, with which his class teacher turned to me. And in the end, I identified suicidal tendencies in a schoolboy and worked with him for a long time in the future to eliminate this pathological condition.

In general, a school psychologist carries out activities aimed at maintaining the psychological health of schoolchildren. And if you still don’t know where the psychologist’s office is located in your school, then maybe it’s time to find out about it and get to know a specialist who is no less significant than the class teacher?

Ekaterina Safonova

Fragments of the book Mlodik I.Yu. School and how to survive in it: the view of a humanistic psychologist. - M.: Genesis, 2011.

What should be the school? What needs to be done so that students consider education an interesting and important matter, leave the school ready for adult life: self-confident, sociable, active, creative, able to protect their psychological boundaries and respect the boundaries of other people? What is special about the modern school? What can teachers and parents do to keep children interested in learning? You will find answers to these and many other questions in this book.

Psychological problems at school

Everything I know about teaching
I owe bad students.
John Hall

Not so long ago, people knew almost nothing about psychology as a science. It was believed that a Soviet citizen, and even more so a child, does not have any internal problems. If something doesn’t work out for him, his studies go wrong, his behavior changes, then this is due to laziness, promiscuity, poor education and lack of effort. The child, instead of receiving help, was subjected to evaluation and criticism. Needless to say, how ineffective such a strategy was.

Now, fortunately, many teachers and parents are ready to explain the difficulties that a child has at school by the presence of possible psychological problems. As a rule, it is. A child, like any person, strives to realize his own needs, wants to feel successful, needs security, love and recognition. But on his way there can be a variety of obstacles.

Now one of the most common problems that almost all teachers note: hyperactivity children. Indeed, this is a phenomenon of our time, the sources of which are not only psychological, but also social, political, and environmental. Let's try to consider the psychological ones, I personally had a chance to deal only with them.

First, children who are called hyperactive are very often just anxious children. Their anxiety is so high and constant that they themselves have long been unaware of what and why bothers them. Anxiety, like excessive excitement that cannot find a way out, makes them make many small movements, fuss. They fidget endlessly, drop something, break something, rustle something, tap, shake. It is difficult for them to sit still, sometimes they can jump up in the middle of the lesson. Their attention seems to be distracted. But not all of them are really unable to concentrate. Many students study well, especially in subjects that do not require accuracy, perseverance and the ability to concentrate well.

Children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) require more participation and are best served in small classes or groups where the teacher will have more possibilities give him personal attention. In addition, in a large team, such a child is very distracting to other children. On educational tasks, it can be very difficult for a teacher to maintain the concentration of a class in which there are several hyperactive students. Children who are prone to hyperactivity, but without an appropriate diagnosis, can study in any class, but on condition that the teacher does not increase their anxiety and does not constantly upset them. It is better to touch a hyperactive child, seating him in his place, than to point out a hundred times the obligation to be disciplined. It is better to let go for three minutes from the lesson to the toilet and back, or run up the stairs, than to call for attention and calmness. His poorly controlled motor excitation passes much easier when it is expressed in running, jumping, that is, in wide muscle movements, in active efforts. Therefore, a hyperactive child must move well during the break (and sometimes, if possible, during the lesson) in order to remove this disturbing excitement.

It is important to understand that hyperactive child there is no intention to demonstrate such behavior "to spite" the teacher, that the sources of his actions are not at all promiscuity or bad manners. In fact, such a student simply finds it difficult to control his own arousal and anxiety, which usually disappears by adolescence.

A hyperactive child is also hypersensitive, he perceives too many signals at the same time. His abstract appearance, the wandering gaze of many is misleading: it seems that he is absent here and now, does not listen to the lesson, is not involved in the process. Very often this is not the case at all.

I'm in an English class and I'm sitting on the last desk with a guy whose hyperactivity teachers don't even complain about anymore, it's so obvious and tiring for them. Thin, very mobile, he instantly turns the desk into a bunch. The lesson has just begun, but he is already impatient, he begins to build something out of pencils and erasers. It seems that he is very passionate about this, but when the teacher asks him a question, he answers without hesitation, correctly and quickly.

At the call of the teacher to open workbooks, he only after a few minutes begins to look for what he needs. Break everything on his desk, he doesn't notice how the notebook falls. Leaning over to the neighbor's desk, he looks for her there, to the indignation of the girls sitting in front, then suddenly jumps up and rushes to his shelf, receiving a strict reprimand from the teacher. When he runs back, he still finds a fallen notebook. During all this time, the teacher gives the task, which, as it seemed, the boy did not hear, because he was fascinated by the search. But, it turns out that he understood everything, because he quickly begins to write in a notebook, inserting the necessary English verbs. Having completed this in six seconds, he begins to play something on the desk, while the rest of the children are diligently and intently doing the exercise in complete silence, broken only by his endless bustle.

Next comes the oral test of the exercise, the children take turns reading sentences with inserted words. At this time, something constantly falls on the boy, is under the desk, then attached somewhere ... He does not follow the check at all and skips his turn. The teacher calls him by name, but my hero does not know what sentence to read. Neighbors tell him, he answers easily and correctly. And then he again plunges into his incredible construction of pencils and pens. It seems that his brain and body cannot stand rest, he just needs to engage in several processes at the same time, at the same time it is very tiring for him. And soon, in the strongest impatience, he jumps up from his seat:

- May I go out?

- No, there are only five minutes until the end of the lesson, sit down.

He sits down, but now he is definitely not here, because the desk is shaking, and he is simply not able to hear and write down his homework, he is frankly tormented frankly, it seems that he is counting the minutes until the bell rings. With the first trills, he breaks off and runs around the corridor like a catechumen throughout the whole change.

It is not so easy to cope with a child's hyperactivity even for a good psychologist, not like a teacher. Psychologists often work with the problems of anxiety and self-esteem of such a child, teach him to listen, better understand and control the signals of his body. They do a lot with fine motor skills, which often lag behind the rest of development, but by working on which the child learns better to control his gross motor skills, that is, his larger movements. Hyperactive children are often gifted, capable and talented. They have a lively mind, they quickly process the information received, easily absorb new things. But in school (especially elementary school), such a child will be in a deliberately losing position due to difficulties in calligraphy, accuracy and obedience.

Hyperactive children are often helped by all kinds of modeling with clay and plasticine, playing with water, pebbles, sticks and other things. natural material, all types of physical activity, but not sports, because it is important for them to make any muscle movement, and not just the right one. The development of the body and the ability to throw out excess excitement allow such a child to gradually enter his own boundaries, from which he always wanted to jump out before.

It has been noticed that hyperactive children absolutely need space for such a vain manifestation of themselves. If at home it is strictly forbidden, through constant pulling or other educational measures, to behave in this way, then they will be much more hyperactive at school. Conversely, if the school is strict with them, they will become extremely active at home. Therefore, parents and teachers should keep in mind that these children will still find a way out for their motor excitement and anxiety.

Another equally common modern school problem - unwillingness to learn or lack of motivation, as psychologists say. This, as a rule, matures in secondary school and reaches its apogee by the beginning of the senior school, then gradually, with the realization of the connection between the quality of knowledge and the picture of one's own future, it subsides.

The unwillingness of the child to learn, as a rule, is completely unrelated to the fact that he is “bad”. Each of these children has their own reasons for not wanting to learn. For example, early love, which takes all the attention and energy to experiences or dreams. It can also be problems in the family: conflicts, the imminent divorce of parents, the illness or death of loved ones, difficulties in relations with a brother or sister, the birth of a new child. Perhaps failures with friends, inadequate behavior of others, due to their personal or family crisis, are to blame. All this can take the energy and attention of the child. Since many troubles can turn out to be protracted, or half-concealed, and therefore impossible to constructively resolve, over time they devastate the child, lead to learning failures, as a result, even greater depression appears, and the circle closes. It is often difficult for parents to take responsibility for unresolved problems at home, and they take it out on the child, accusing him of laziness and unwillingness to learn, which, as a rule, only worsen the situation.

Perhaps the child does not want to learn and out of a sense of protest about how he is taught, who teaches him. He may unconsciously resist parents who force him to study, and because of poor grades he is limited in some way (they do not let him go for a walk, do not buy what they promised, deprive him of holidays, trips, meetings and entertainment). Parents and teachers often do not understand that even if there are compulsory universal education, knowledge can be obtained only voluntarily. As the proverb says, you can lead a horse to water, but you can't make him drink. You can learn by force, but you can learn only if you want to. Pressure and punishment in this matter are much less effective than interesting and exciting training. Although, of course, it is easier to press and punish.

Another reason for the lack of motivation to acquire knowledge is low self-esteem of students. Constant criticism and fixation on failures does not help everyone move forward, learn effectively and grow. Too many people (depending on the psychotype and character) are deprived of energy by failures. Constant non-compliance with someone's requirements gives rise to total self-doubt, disbelief in own forces, the inability to discover in oneself the resources, abilities and desire to achieve success. Such children can easily “give up” and come to terms with the stigma of a passive and incapable “C” student, whose motivation, of course, will be buried under the weight of failures, other people’s negative assessments and their own helplessness to change something. At the same time, it is quite obvious that there are no hopeless or absolutely hopeless children, everyone has their own resource, their own talent and a huge, but sometimes carefully concealed, need to be noticed.

Another reason children don't want to learn is the way they learn. Passive types of learning, when a student can only be a recipient, a listener, absorbing a certain amount of information, and then presenting it (not always learned) in test papers, reduce the child's own learning motivation. Lessons devoid of at least a fraction of interactivity are practically doomed to the passivity and lack of involvement of the majority of students. Information that has not become knowledge is forgotten within a few hours. Knowledge gained without involvement and interest is forgotten within a few weeks or months. Education that does not give the opportunity for personal participation, does not arouse personal interest, is doomed to meaninglessness and soon oblivion.

Most children find it difficult to have an equally keen interest in all school subjects. There are individual inclinations and predilections. Perhaps parents and teachers should not persist in the fact that the child joyfully, with great enthusiasm and, most importantly, success, studies, for example, the Russian language, although he has technical inclinations. Or, by all means, I got "five" in mathematics, being carried away by drawing and modeling.

A psychologist, together with a teacher and a parent, can help such an unmotivated student find his interest, deal with family difficulties, increase his self-esteem, resolve difficulties in relationships with others, become aware of his own resistance, discover talents, and begin to enjoy learning at school.

Another problem that seriously complicates the life of almost any teacher is misbehavior of students. Many teachers complain about rudeness, rudeness, provocations, disruption of lessons. This is especially true in grades 7-9 and, of course, also has several reasons and reasons.

We talked about one of them - the inevitable, during the passage of the teenage crisis, the tendency to separate from the entire adult world, accompanied by manifestations of various forms of aggression. Teachers often take the students' hostile attacks very personally and, as they say, "close to the heart." Most of the teenage "frills" are aimed at the adult world as a whole, and are not aimed at a specific person.

Sometimes sudden comments in the lesson cause in the class a violent and not always necessary reaction for the teacher. This is a manifestation of the demonstrativeness of a teenager, the need to be in the center of attention all the time, which is explained by the characterological features of the child, which at a certain age have become accentuations (that is, very pronounced personality traits). And again, the behavior of such a demonstrative teenager is by no means aimed at destroying the authority of the teacher and is motivated not by the desire to offend or humiliate him, but by the need to satisfy his own need for attention. In such situations, they act differently: you can strictly put in place, ridiculing his desire to be an “upstart”, or vice versa, with humor, understanding, use the demonstrativeness of the student in peaceful purposes: in performances, projects, performances, shows. Satisfying the need to be the center of attention will interfere much less in the lesson.

Again, if in a family with strict upbringing demonstrativeness of such a child will be “in the pen”, then the school will become the very place where this quality of character will inevitably manifest itself.

In some cases, the school is the place where the child realizes the accumulated aggression. As a rule, everyone: teachers, classmates, and the teenager himself - suffer from such unfair behavior. It can be quite difficult to figure this out if the child does not want to trust one of the adults, which happens infrequently, since aggression is an indicator of fear and distrust.

Sometimes a teacher is faced with an aggressive outburst in the classroom due to their own injustice, disrespect, incorrect comments addressed to students. The teacher, absorbed in the content of the lesson, and not noticing the processes taking place in the class (boredom, showdown, enthusiasm for a topic that is not related to the subject), will also not avoid an aggressive attack: for ignoring the needs of the class.

Children, as a rule, also test new teachers with a simple provocation for the stability of psychological boundaries. And it’s not at all because they are embittered “fiends of hell”, they need to understand who is in front of them and navigate in a situation of uncertainty. A teacher who reacts sharply to provocations with shouting, insults, insults will be subjected to aggression again and again until he can, with dignity and respect for himself and children, defend his borders.

As a rule, it is difficult for a teacher to help a teenager deal with inappropriate behavior, since he himself becomes a participant in what is happening. The resentment or anger of an adult prevents him from discovering and eliminating the causes of aggression. It is much easier for a psychologist to do this, since, firstly, he was not included in the incident, and secondly, he knows about the peculiarities and complexity of the personality of a teenager. The psychologist is able to build a non-judgmental, equal contact that will help the child to better understand the origins of his hostility, learn to control his own behavior and express his anger in acceptable circumstances and in an adequate form.

The problem for teachers can be strong emotional manifestations children: tears, fights, tantrums, fears. Often educators experience great confusion when confronted with similar situations. In each case, there is, as a rule, its own background. Often only the tip of the iceberg is seen. Without knowing everything that is hidden under water, it is easy to make a mistake. In any case, without finding out all the causes of the incident, it is better to avoid any conclusions and assessments. This can hurt the student because of injustice, worsen his condition, deepen his psychological trauma.

The reason for this behavior may be wide range events: from purely personal and very dramatic, to illusory, taking place only in the children's imagination. In order for these reasons to be voiced and eliminated, the child sometimes lacks trust and a sense of security.

If the teacher does not have trusting relationship with a student who finds himself in a difficult situation, it is worth entrusting him to that adult, communication with whom is most beneficial. A psychologist can also be such a person, because he does not participate in the teacher-student relationship, but, as a rule, he has important information about this child, knows how to establish contact, inspire confidence and get out of a difficult situation.

Another set of problems: learning difficulties. Failure of individual children to meet requirements school curriculum can also be caused by various reasons: physiological, medical, social, psychological.

A student may have, for example, an individual pace of perception and processing of information. Often, inevitable at school, the average pace can make it difficult for children to meet general requirements systems. Guys with a phlegmatic temperament, for example, do everything slowly but thoroughly. Melancholic people sometimes fall behind because they are focused on their experiences and trying to do everything “super-excellent”. For choleric people, the pace may seem too slow, they inevitably begin to be distracted, wanting to save themselves from boredom, interfering with the rest of the children. Perhaps only sanguine people are most adapted to the average pace, provided that today is not the day of their energy decline. Changes in the weather, the quality of food, rest and sleep, physical well-being and past illnesses can also greatly affect a child's ability to comprehend material or respond to tests.

Some children are unable to concentrate in large classes. Some are knocked out of a state of psychological stability by the constant change of teachers, frequent changes in the schedule, continuous innovation and changes in requirements.

To psychological reasons also include: difficulties in communication, difficult family situation, low self-esteem and lack of faith in oneself, high anxiety, strong dependence on external assessments, fear of possible mistakes, fear of losing the respect and love of parents or other significant adults. To neuropsychological: underdevelopment of certain areas of the brain and, as a result, a lag in the normal development of mental functions: attention, logic, perception, memory, imagination.

A school with a personal, personal approach to learning is able to organize assistance to a child with learning difficulties: conduct consultations and classes with certain specialists, vary the composition and number of students in the class, dividing them into mini-groups of a certain level, conduct, if necessary, individual sessions. All these activities provide an opportunity to cope with the tasks of the educational process, without feeling like a loser and an outsider, unable to follow everyone.

Psychologist at school

Psychology has a long past
but short story.
Herman Ebbinghaus

Psychology, as a helping profession, has long accompanied social life in many developed countries. In Russia, after a long break of seventy years, it has again become not only a subject of scientific interest, but also a separate service sector, capable of professionally and purposefully performing both diagnostic and psychotherapeutic functions. For a long time the work of psychologists at the school, as best they could, was carried out by teachers, doctors and administration. Many of them were rescued by intuition, universal wisdom, a great desire to help. Therefore, students, most often, were not left without participation and support. But in school life there have always been and will be certain problems and difficulties that are almost impossible to resolve without a professional psychologist.

Psychological assistance, as a service, had no place in the Soviet authoritarian state. The ideology, which considered a person not as a separate person with his own rights, characteristics, views of the world, but as a cog for certain functions of the state, did not need specialists and was afraid of them. Of all methods, theories and practical approaches, which have been used in the West for many years, only one was implemented in Russia: an activity approach aimed at treating any disorders and dysfunctions with work. Everything that was not corrected by labor, or did not fit into the ideological framework, was declared laziness, promiscuity, or the object of psychiatric treatment.

Gradually, the questions of the formation of a person's personality, morality, morality and value ideas became independent and very personal. And then psychology as a science was able to continue to study personality and its manifestations widely, not limited to the activity approach, but as a service sector began to help people understand their own values, solve issues of their individual, unique being.

At the beginning of his journey through Russia, practical psychology was mystified, it was given, in my opinion, a shade of almost secret knowledge, capable of penetrating into the depths of the human soul in some special ways and exerting a dark or light effect on it. A psychologist was equated with a shaman or an esoteric, a magician, capable of mysterious manipulations to solve all problems and cope with the difficulties of life. Psychology seemed like an unknown land where anything could grow. And, perhaps, that is why she inspired such different feelings: from awe and unlimited faith in her abilities to distrust and declaring all psychologists sectarians and charlatans.

Now, in my opinion, psychology is gradually freeing itself from its mystical trail and becoming what it is called to be: a field of knowledge and a service sector, it inspires confidence and opens up opportunities to use scientific knowledge and methods in search of a better life.

Gradually, even at school, the psychologist ceased to be an unusual figure, a fashionable, piquant condiment for the learning process, as it had been a few years ago. He became what he should be: a professional providing services in accordance with the needs of this school.

From the experience of colleagues in different educational institutions, I know that these requests can be very diverse: conducting universal testing, sometimes with unclear goals, compiling reports that help maintain the status of a single leader or institution, individual and group work with students, helping parents, training for teachers. In any case, a psychologist who comes to work at a school must understand what his activity is aimed at and meet the tasks set.

Some young psychologists come to school and immediately try to subordinate the established system to their psychological goals. Often their undertakings do not find the support of the administration and fail, which is quite natural. The school as a system and its individual parts are clients, objects of psychological services. If it is possible to clearly and accurately determine the needs of the customer, and this is, as a rule, the school administration or representatives of the teaching staff, then the psychologist has the opportunity to decide whether he can and wants to perform the proposed work.

Sometimes representatives of the school system cannot articulate their order clearly. Sometimes they don’t know what result can be obtained from the work of a psychological service, they don’t want to sort it out in an elementary way, they trust the psychologist to choose for himself where to apply his knowledge and skills. In this case, the school psychologist has to independently outline the terms of reference and responsibilities. With which most successfully cope. But, nevertheless, it seems very important to me that periodic, or better, constant feedback from the administration and agreement on the further direction of joint work.

Beginning psychologists like to go to work in schools, but to realize oneself here is not an easy task at all. A young specialist, as a rule, comes to a team where more than mature people occupying a completely different professional niche. Teachers who have briefly studied psychology find it difficult, and for some impossible, to give a newly minted colleague the right to take an expert position in their specialty. Willy-nilly, such teachers begin to compete with psychologists not only on general order, but also on highly specialized topics, the study of which psychologists spend more than one year.

Another problem is that most psychologists do not teach lessons, and this activity is the main one at school. Many educators believe that a psychologist who is not involved in the educational process does not deserve encouragement, because he only engages in "nonsense talk." And this, of course, is unfair. First, the psychologist should not engage in training, if there is no special need for it, since the mixing of roles most often has a negative effect on building good psychotherapeutic, helping relationships. And secondly, verbal communication, in common parlance, conversation, is the main method of work of a psychologist, not counting games and art therapy methods (drawing, modeling, origami, etc.).

The next problem may be differences in professional position. The teaching system, adopted almost everywhere, still recognizes as effective unequal "I-Him" relationships, where there is an expert position of the teacher and an attentive position of the student. This type of relationship always builds a significant distance, it may not cause the most positive feelings for someone who is “from below”. And the “I-Thou” connection between the psychologist and those who turned to him for help is built on equality, mutual active participation and sharing of responsibility. Such equal relationships often evoke a positive response in children, a desire to communicate, gratitude, and sometimes affection. Often this gives rise to jealousy and suspicion of the teaching staff. Only a truly true Teacher succeeds in an equal position, which guarantees not only the constant interest of students in his subject, but also human closeness, deep respect, recognition.

Another difficulty arises from setting different goals. Dedicated to assisting the school and meeting its learning needs, a psychological service is often expected to provide immediate results or a final solution to all pending problems. But the psychologist works in a system where there are a lot of basic and additional variables (if you can call teachers, parents and other school employees that way). Very often, the efforts of one specialist or even the entire service cannot be crowned with success, since the participation of all parts of the system is required. Parent's reluctance to change own life or the inability of the teacher to look at the problem of the child from a different angle can lead to the fact that the work of the psychologist will be ineffective.

For one child, a simple conversation or an opportunity to pour out accumulated feelings is enough; for another, it will take more than one year of weekly classes involving people from the system. Each problem is individual and does not accept standard solutions no matter how obvious they may seem at first glance.

But all of the above issues become easily resolved if the psychologist and school representatives are in constant contact. If a psychologist is able to explain the specifics of his work, talk about its opportunities, difficulties and prospects, and teachers and administration are able to hear, take into account and establish interaction, then together they will be able to work on common goals, and to do their job not only effectively, but also with pleasure, allowing students to receive not only education, but in a certain sense, care and participation.

What can a psychologist at school

The true price of help is always found
in direct proportion to
how it is provided.
Samuel Johnson

The activities of a psychologist in a school can be determined and limited only by his capabilities and the needs of a given educational institution.

One extremely rarely requested job is to track processes, with the ability to see and fix failures and problems that can occur in any system, including school ones. Such activity of a psychologist as an organizational consultant allows to bring the system into a harmonious balance and, conversely, to set it in the right direction in the implementation of urgent and necessary changes. Organizational consulting, as a way of working, requires a great motivation, personal maturity and the ability to change from the headmaster, starting, as a rule, with himself.

The most popular practice of using psychology in school has become testing. For reasons unknown to me, it is often for the administration the only indicator of the work done by the psychologist or is necessary only for reporting. Testing very often deprives a specialist of the opportunity to do much more useful things: individual psychotherapy or correction with children, counseling, and training. And if testing, especially group testing, is the only area of work, then it can do much more harm than good: often children do not want to communicate with psychologists later, rightly not wanting to be tested again.

In group testing, the basic rules of communication with the client are often violated. After it, the children are not given feedback. The child gives the psychologist very personal information, but at the same time does not have the opportunity to find out why he did it, what are the results, and how he will react to it. school system. Individual testing with subsequent feedback allows the student to learn something new about himself, to better understand himself, to identify points of his growth or the need for certain changes. He does not have, as after group testing, the feeling of wasted effort and time. In addition, from adequate feedback, the student creates a feeling of greater trust and support.

Another rule often violated by psychologists when testing at school is confidentiality. Despite the fact that the psychologist is focused on the goals of the school as an organization, he does not have the right to provide teachers or administration with all the information received from the student, but only that which relates to his teaching activities and only in the form of conclusions, generalizations, recommendations.

I was a witness to the indignant story of one mother about how at the parents' meeting the class teacher (!) publicly discussed the test drawings of the family made by some students. Moreover, this was accompanied by condemnation, making negative assessments of the parents and the requirement to "immediately improve." Such a blatant violation of confidentiality by a psychologist and the inability to explain the necessary rules to the teacher, of course, did much more harm than good to all participants in the process.

It is important for a psychologist to understand the differences between tests that describe some kind of trend in the whole class and individual test items in which the child reveals important subconscious information often hidden from himself. Collective indicators and trends may be of interest to the school administration or the class teacher for any correction together with a psychologist. Individual information should be used extremely carefully, only by the psychologist leading the child and exclusively to help him cope with life's difficulties that have arisen.

Individual prolonged or single work with a child- Another important, in my opinion, direction in the school. One-time work, as a rule, is situational: a sudden conflict, stress, misunderstanding, failure can be resolved in the course of one meeting with a psychologist. In this case, there is no need, and no opportunity to obtain prior permission from the parents. The situation often requires immediate intervention, and debriefing does not always lead to a deep and lengthy analysis that requires the involvement of the family or school.

Long-term work with a child usually presupposes the consent of the parents or people replacing them, for whom it is important to know about the direction of psychological activity and, if possible, support the changes taking place with their offspring. Or, on the contrary, refuse help, not wanting to bring your family system into inevitable movement and transform it. Prolonged classes with a child are also impossible without the consent and support of the class teacher or curator, who are able to provide the student with time and space for such communication with a specialist, and skillfully monitor further changes in the child's behavior.

Consulting- also a common form of work of a psychologist at school. It involves one-time or few meetings with the child's parents or teachers about the existing difficulties. In this case, the psychologist has the right to some expert opinion. His task is to listen to the story of a parent or teacher, consider the current situation, express his opinion on this matter, issue recommendations or outline measures to help the child. When counseling, it is important to remember that the search for a solution can only begin when all parties have spoken out, they are heard, feelings are expressed and understood. Then the chances for making a joint and most correct decision will be maximum. When counseling, you should also keep confidentiality in mind and do not take the information received beyond the meeting place.

The holding of trainings- an important and necessary form of work of a psychologist at school. Trainings can be either thematic, aimed at resolving difficulties in the classroom, or regular, aiming to develop certain psychological skills: effective communication, increasing the level of tolerance, strengthening leadership qualities, developing creativity, and so on. For teenagers, trainings or group work are absolutely necessary, since they, as a rule, help to solve the problems of their own crisis: the search for the “I”, establishing relationships with the outside world and understanding the origins of their own aggression, anxiety, fears.

Another area of such activity is vocational guidance. The game training form allows children to better understand their abilities, inclinations, talents. Gives you the opportunity to "try on" yourself different professions and bring the future closer to you.

The next type of training work is preventive. Having learned necessary information about alcoholism, drug addiction, smoking, AIDS, many children not only think about these phenomena and their consequences, but also try to explore their own tendencies to this kind of addiction and the possibilities for eliminating their root cause.

Seminars, lectures, psychological groups for teachers, curators, class teachers can also provide information and psychological help, but their organization is impossible without the support and explicit desire of the category of school employees for whom classes are held. Despite the fact that many teachers are subject to emotional burnout and need the support of a specialist, the school staff often treats such events with obvious distrust and without much enthusiasm. It seems to teachers that such work not only takes up their personal time, but it is also unsafe, since it requires self-disclosure and immersion in oneself, and this is sometimes fraught with complication of relationships in the team. In addition, the psychologist leading such seminars should be an authoritative and trustworthy figure for them.

Obviously, topics for classes in such groups and seminars are proposed by customers, and if they are not announced in advance, then they arise directly in the process of work. The psychologist should be as correct as possible, helping the group members to open up, to know themselves, not to forget about security issues during such events and to maintain confidentiality.

Information events for parents, involve the participation of a psychologist in parent meetings, holding special clubs, seminars, discussions. Parents are not required to know the specifics of the child's psychology in different ages, the features of the formation of his self-esteem or the stages of overcoming the teenage crisis, but they sometimes have a desire to learn about these phenomena when raising their own children.

As a rule, a parent involved in the life of his own child has a lot of questions for a psychologist, sometimes there is a need to discuss something, complain or be proud, ask for advice. The school psychologist is in a non-judgmental position, has knowledge developmental psychology and its components, so it can be very useful to the parent. Feeling that own child and he himself is not indifferent to the school, the parent is more willing and free to build relationships with the educational system, cooperates with teachers. The school also feels the parent's interest, his support and active participation in the educational fate of the child. This allows teaching staff effectively build and implement the learning process for each individual student.

Psychology lessons will certainly be different from normal activities. It is completely pointless to carry them out in the usual passive format. Acceptable games for junior and early high school, trainings and seminars for teenagers and high school students. As already mentioned, it is undesirable for a psychologist to teach psychology and simultaneously carry out psychocorrection or psychotherapy in the same class. Although sometimes this is not possible due to the lack of specialists.

Scientific work psychologist at school is not only possible, but also important. Analysis, research, identification of patterns is most often carried out using standard or specially designed tests for a particular topic. During scientific testing, all the rules of communication with the client must also be observed: an explanation of the goals and objectives of these events, personal information about their results in accordance with the desire of the student. Scientific details should not overshadow the personality and uniqueness of each individual child in the process of dialogue with him.

Participation in community projects no less important for a psychologist, because it helps to better navigate school life, allows you to see both children and teachers in a different, non-educational environment, and also makes it possible to appear in new role. In addition, a psychologist can bring fresh ideas into the usual course of events, diversify them, and supplement them with something of his own.

Organization of own projects. In some schools, psychologists have the opportunity to carry out thematic field trips aimed at solving various psychological and general educational problems. Someone organizes psychological camps, someone spends weeks of psychology in their schools, arranges special theatrical performances. With the trust and support of the administration, a clearly set goal and well-thought-out tasks, with a formed and cohesive team, such events bring not only a lot of pleasure to the participants, but also a lot of benefits, since creativity to solving very complex problems.

Summing up, I will say that the work of a psychologist in a school can be an exciting and rewarding activity, provided that there are clearly built relationships with the administration and teaching staff, while realizing their place in the team as an auxiliary service, with constant professional and personal growth and development.

Work practical psychologist requires constant professional development: attending seminars and conferences, mutual enrichment of specialists, studying new literature, personal development, participation as a client in various thematic trainings, groups, programs. All this is important to take into account the school administration, if it wants to have a good professional on its staff, and not treat such events as insignificant or optional.