Meet the school psychologist:
Inna Oleksandrivna Makeeva.
The harmonious development of a child is
not only intellectual development,
but also physical development,
emotional, personal.
Trust box (write a letter to the school psychologist).
The work of a school psychologist consists in finding the optimal way of interaction between the child, his family, and all participants in the pedagogical process. Its purpose is to help the child adapt to the requirements and rules of the school, and teachers to create conditions for successful learning and development of the child, a certain comfortable internal environment. Psychological support of education and upbringing is built based on the characteristics of the educational institution, the contingent of students, traditions and creative potential of the teaching staff, on the choice of an individual "route" of support, that is, programs aimed not only at solving problems and complications, but also at preventing them.
Taking into account all the listed factors, it should be noted that in our gymnasium psychological work is divided into three areas according to its focus:
• work with students;
• work with the teaching staff;
• work with parents.
According to their structure, all directions contain almost the same types of work.
I. Work with students.
It consists of preventive, diagnostic and corrective and developmental activities.
Preventive activities include:
• conducting preventive lectures on various topics, including prevention of smoking, alcoholism and drug addiction, prevention of violent behavior, etc.;
• familiarization with statistical data on the proposed topics, creation of own statistics (for the collegium);
• conducting interactive classes, games, round tables, debates;
• watching video materials to prevent addictive behavior.
Diagnostic work includes:
• research on psychological adaptation of 5th and 10th grade students;
• study of the student's cognitive sphere (attention, memory, thinking);
• research of professional abilities and inclinations of high school students;
• study of the peculiarities of the student's emotional sphere and his personality as a whole;
• study of the motivational sphere and orientation of the student's personality;
• research of interpersonal relations and relationships in the team and family.
At the same time, many psychological methods are used with constant updating of the methodological arsenal. So, for example, the developed detailed four-stage program of career guidance research for high school students includes 7 diagnostic games and 10 diagnostic methods (4 basic and 6 additional). For this diagnostic program, career guidance training and an educational career guidance program have been developed, which would cover all parallel gymnasiums from the 5th to the 11th grades.
Special attention is paid to the study of the personal sphere and, first of all, psychophysiological indicators. For this purpose, in addition to standard psychodiagnostic methods, the gymnasium uses the psychophysiological equipment complex "Kist", which determines the speed of reaction, lability of the nervous system, certain abilities or, better said, predispositions of each child.
Correctional and development work is mainly carried out on an individual request (individual need). In the 5th-6th grades (1st-2nd gymnasium), work in groups prevails within the framework of eidetics classes, the task of which is the development of memory based on image, imagination. The developed cycle of classes is designed for 34 weeks and is held 1 or 2 times a week. Classes on the development of logical and creative thinking are held for all age groups. In addition, a more voluminous course of developing classes for intensive perception of information is currently being developed.
Consultative, educational, educational activities include a large number of introductory conversations, meetings with interesting people, representatives of social services, public and youth organizations. This also includes watching video materials, creating your own scripts and films on various current topics. Among such topics, one can mention the topic of the general district program for high school students, introduced by the Center for Family and Women's Affairs of the Desnyan District and designed for three years: "Preparation of youth for family life, preservation of general and reproductive health, family upbringing." Consulting is conducted on issues of adaptation to new learning conditions, components of success of a modern young person, motivation and effectiveness of training.
II. Work with the teaching staff:
It includes the study of the teacher's personal sphere, interpersonal relationships (relationships in the teaching staff), factors that contribute to or hinder the teacher's development, reveal the style of communication with students, etc.
In addition, the teaching staff should always be aware of the latest psychological innovations, starting from the optimization of interpersonal communication, and ending with the peculiarities of the behavior of people prone to additive behavior.
At this point, we widely use psychological trainings, art therapy classes for teachers with the purpose of relaxation, as well as stimulation of their creative potential.
III. Work with parents:
In the same way as the areas of work with students and teachers, work with parents is carried out in as many ways as possible: these include educational speeches at parent meetings, and the development of booklets on current issues (covering problems and providing advice); studying interpersonal relationships (child - parents, parents - parents, parents - teachers, teachers - students) and studying "satisfaction" or "dissatisfaction" with the work of the school on the part of parents. We work with parents both in groups and individually.
VI. Educational activity of a psychologist.
Preparation for various contests, competitions, various gatherings, meetings of the "Club of Young Psychologists", students' writing of papers for the competition of the Small Academy of Sciences.
Analytical work consists in summarizing all existing data for each class and each student. On the basis of these data, conclusions and certain recommendations are made for students, their parents, and teachers regarding the solution of the identified problems. Recommendations can be universal (the same for each student and for each class), or they can be individual. The recommendations make it possible to apply an individual approach for everyone, especially for those who fall into the created file of children of the "risk group". It is possible to predict and describe certain variants of the behavior of individual students in various educational or critical, stressful situations.
The systematic complex work of psychologists, curators, teachers, parents, aimed at children, gives positive results.
So, for the sake of clarity, you can compare the general data on the diagnosis of the level of anxiety according to the Spielberger method among the students of the "primary" classes of the collegium over the past years. This technique provides certain data about the student's personality, allows you to make the first "anxious" list of the class, demonstrates the process of adaptation to each new environment. According to the results of this diagnosis, certain recommendations were given to all subjects of the educational process, which were taken into account. The psychologist carried out some corrective and, at the same time, educational work, and, most importantly, most of the recommendations remained in force for the next 5th graders of the gymnasium, which possibly reduced the situational anxiety of the newcomers, and thereby facilitated their adaptation to new learning conditions.
The accumulated experience of implementing various forms of interaction by students, teachers and parents allows us to assert that each of them individually allows us to achieve the set goals. However, the complex use of all these forms provides much more tangible, helps to solve narrow problems, allows to build an individual psychological and pedagogical approach for each child.