Psychologist’s office

Psychological service in a linguistic lyceum school is determined by the requirement of the correct organization of the educational process. The position of a psychologist-teacher in secondary schools is a necessity that helps to build the entire educational process in the right direction. The aim of the work is to improve the educational process, to help new students adapt to the learning process. The work is built not only in general with the aim of optimizing 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 with schoolchildren are conducted (increasing motivation for learning activities, establishing interpersonal relationships). It is important that parents and teachers see the real problems of their children and students, want to help them 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 emerging problems, because only in this case an optimal solution is possible. The main task of a school psychologist is not to solve the problem for them, but to combine their efforts in finding an effective solution. The functions of a school psychologist include: psychological diagnostics; correctional work; counseling parents and teachers; psychological education; participation in pedagogical councils and parent meetings; participation in the recruitment of new students; psychological prevention.

Psychological diagnostics includes conducting frontal (group) and individual examinations of students using special techniques. Diagnostics is carried out at the prior 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 techniques 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 to study child-parent relations, the nature of teacher-class interaction.

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

Correctional classes can be individual and group. During their course, the psychologist tries to correct the undesirable features of the child’s mental development. 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 the problem of self-esteem of students.

The school psychologist uses existing training programs, and also develops them independently, taking into account the specifics of each specific case. Classes include a variety of exercises: educational, game, drawing and other tasks — depending on the goals set and the age of the students.

Counseling parents and teachers is work on a specific request. The psychologist introduces parents or teachers to the results of the diagnosis, gives a definite forecast, warns about what difficulties a student may have in the future in studying and communication; at the same time, recommendations are jointly developed for solving emerging problems and interacting with the student.

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

All of the above functions of a school psychologist allow you to observe at school the psychological conditions necessary for the full mental development and formation of the child’s personality, that is, they serve the purposes of psychological prevention.

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

The school has a separate office that functions
Tuesday, Thursday from 10:00 — 13:00
To make an appointment at another time, you need to make an appointment by phone +7 707 363 83 73
Online help is also possible.

The profession is attractive because of the variety of tasks that arise, its unconditional social significance (real help is provided to real people), the opportunity to constantly discover something new, improve, it is full of impressions.

At the same time, the school psychologist is constantly involved in various conflict, problematic 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. We 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, pedagogical psychology. Professional development contributes to:

-attending psychological seminars and master classes, including those dedicated to correctional work with children;

— participation in scientific conferences and round tables devoted to the work of a psychologist in the education system;

— regular library visits and self-education.