Conflict situations at school and problems associated with the educational process are common phenomena. Teachers can not always solve such problems because of their workload, and parents do not have enough knowledge in the field of child psychology to competently approach the solution of the problem.
Profession Teacher-Psychologist
A psychologist is an employee of an educational institution that monitors students' social adaptation, works to correct deviant children's behavior, and takes measures to prevent psychological deviations.
The duties of a teacher-psychologist at the school include conducting personal affairs of students, monitoring children and taking measures to eliminate problem situations. The personal qualities of a psychologist play a large role in organizing his work. Mutual understanding, the ability to listen and make decisions are mandatory qualities that a teacher-psychologist should have.
The personal qualities of a psychologist must correspond to the position held. A child is more likely to make contact if the teacher-psychologist has the following qualities:
- communication skills;
- friendliness;
- justice;
- tolerance;
- modernity;
- intelligence;
- optimistic.
Not everyone will be able to become a talented specialist in this field, since the productivity of the work of a teacher-psychologist at school depends on the personal qualities of the person himself.
Job responsibilities of a teacher-psychologist
A specialist can occupy this position only if he has a higher or secondary specialized education in the field of "Pedagogy and Psychology". The federal state educational standard, or GEF, of a psychologist in school is regulated by the Ministry of Education and Science of the Russian Federation.
The functional responsibilities of a teacher-psychologist at school are not limited only to resolving conflict situations and working with problem children.
We list the main duties of a psychologist:
- Providing favorable conditions for the development, training and socialization of students.
- Identify the causes of problem situations between students.
- Providing psychological assistance to children who need it.
- Participation in the development of developmental and correctional programs.
- Educational process control.
- Advising teachers and parents on the development, socialization and adaptation of children.
- Analysis of the creative and educational achievements of children, their performance.
- Assessment of the effectiveness of teachers.
This is only a small part of the responsibilities of a teacher-psychologist. A complete list is prescribed in the job descriptions when hiring a specialist for this position.
The program of the teacher-psychologist
The work program is drawn up for one academic year in accordance with the requirements of the law "On Education". Each program is developed for a specific purpose. To achieve this goal, a list of tasks is assigned, the implementation of which leads to the desired result.
Each program has several areas of work, and the activities of the teacher-psychologist at the school are divided into the following areas: correctional development, psychological and pedagogical, analytical, counseling and education. A detailed action plan is drawn up for each category of activity. It lists the tools and methods that must be applied to achieve the goal.
The projected results of work for each category of students are indicated. The program is compiled on the basis of individual and age characteristics of students. The program should include planning work with parents of students, taking into account the individual characteristics of families, the identification of dysfunctional, single-parent families. The duty of the teacher-psychologist at school is also to monitor the upbringing of the child in the family.
Psychological education
In order for socialization and personality development to proceed harmoniously, it is necessary to create all the necessary conditions for this. In particular, take care of the formation of positive attitudes towards psychological assistance to the child from parents, teachers and the children themselves. In most cases, parents who do not have knowledge in the field of child psychology do not know how to behave when conflicts arise. Sometimes it happens that adults exacerbate the situation with their reaction or improper behavior. The responsibilities of the teacher-psychologist at the school include conducting classes on the psychological education of teachers and parents at regular intervals. If conflicts arise, the psychologist must begin individual work with the student and his parents.
Psychological diagnostics
At this stage, the psychologist diagnoses the psychological state of the students. It reveals the characteristics of the emotional state, the level of development, and in some cases the degree of social neglect or the presence of mental deviations. Diagnostic research is carried out in different variations. This can be testing, an event, a group lesson, etc. The pedagogue-psychologist processes the information received during the diagnosis and identifies a risk group. Such a group may include children who do not have friends among their peers, students who create conflict situations, children with weak emotional stability. Any deviation from the norm may be the reason for the start of individual work with the child and his parents.
Psychological correction
After identifying the problem, the behavior correction phase begins. The teacher-psychologist must prepare a program to correct the existing deviation. The activities of a specialist, teachers should be carried out in conjunction with the activities of parents. A positive result of psychological correction will be a complete correction of deviant behavior.
Deviations are corrected individually or within a group. In the 1st grade, for example, group correction is practiced, which allows children to get to know each other better and to unite in one team. An event of this orientation is held in the form of a game.
Correctional work is aimed at children who have the following deviations from normal behavior:
- hyperactivity
- aggression;
- excessive anxiety;
- excessive shyness;
- the presence of constant fear;
- attention deficit;
- bad memory;
- difficulties in mastering the material;
- difficulty thinking.
If the deviation is very acute, does not lend itself to correction, and at the same time there is a comprehensive poor performance of the child in the framework of the school curriculum, then the psychologist should raise the question of transferring the student to a specialized educational institution.
Psychological prevention
It includes a set of measures aimed at creating favorable conditions for development, social adaptation and training. The teacher-psychologist must prevent deviations or problems that may arise in the child when communicating with peers or teachers.
Preventive measures may include the following tactics of behavior:
- goodwill in communicating with children;
- learning how to behave using a personal example of an adult;
- greater interest and attention in relation to hyperactive children;
- ensuring a state of rest for children who are prone to rapid fatigue;
- gradual development of self-control skills in children.
Not only school staff, but also the parents and relatives of the child should be loyal to children. Classes on psychological prevention are held both within the classroom and between parallel classes.
Psychologist's work with students' parents
If situations occur in the child’s family that provoke any deviations, then the pedagogical psychologist must conduct a conversation with the student’s parents. Without an integrated approach, correcting deviant behavior will not work. The psychologist should pay special attention to children from disadvantaged families. Problem parents are not always ready to cooperate, therefore, it is necessary to choose the appropriate tactics of communication, to identify the arguments and prospects for effective cooperation.
The psychologist should actively interact with parents, help them resolve disputes with the child. Counseling on educational issues can occur on an individual basis, if there is such a need. The tactics of parent behavior should not differ from the behavior of teachers in school. The process of cooperation with a school psychologist should be considered by parents as an opportunity to replenish their knowledge in the field of child psychology and pedagogy. The psychologist should not load the work of parents, this can scare them away. Interest in such cooperation will quickly disappear.
Psychologist at elementary school
Starting school is a very important stage for the child and his parents. It is in school that the baby begins to actively develop and adapt in society. Relations with peers are built on the basis of a certain scheme, which is worked out by teachers and parents. Before a child enters first grade, the psychologist must determine readiness for school.
At the beginning of the education of children, the task of the psychologist will be to adapt the child among his peers and teachers. Gifted children with a high level of development need to be given special attention so that they do not lose interest in learning. Students experiencing difficulties in mastering the school curriculum need timely assistance. Tracking children's school performance is one of the responsibilities of a psychologist at school.
If the psychologist observes the inappropriate behavior of children or teachers, he should immediately respond. The activity of the teacher-psychologist in elementary school is based on the characteristics of the perception and development of children of this age. A trusting relationship of cooperation should be established between the child and the teacher.
Extracurricular activities
Extracurricular activities, depending on its specifics, may have different goals. The teacher-psychologist selects such tasks or games that can give the necessary information about the children. In this case, the goal of the event will be diagnosis, identification of problem situations in the team, monitoring the communication of children. For this purpose, team tasks are suitable. The guys will immediately identify several leaders who will lead the team.
If the children are already familiar with each other, but there are conflict situations between certain representatives of the class, then the purpose of the extra-curricular event will be team building, the formation of friendly and trusting relations between students. In this case, the parties to the conflict should be in the same team. It is necessary to create a situation that will encourage children to cooperate.
The program of the teacher-psychologist at the school should include various activities. They are held throughout the school year in all classes.
Analysis of the work of a psychologist at school
At the end of the school year, a detailed report is prepared. The analysis of the work of the teacher-psychologist at the school should include conclusions on the achievement of goals and objectives. The report lists the activities that were carried out by the psychologist, provides a list of problem children, and also describes in detail the progress of work with them. In the report, the psychologist indicates the names and surnames of the students with whom individual lessons were held.
The analysis includes the conclusion of a psychologist about the readiness of high school students to choose a profession. A list of academic performance for each class and a list of career guidance for students in grades 4 are compiled. This is done if the school provides career-oriented classes. The prospects for the development of children for the next school year are also indicated.
Finally
The productivity of the work of the teacher-psychologist is not only to reduce the occurrence of conflict situations, but also to increase academic performance among schoolchildren. This is a very important person in an educational institution.