The program for the prevention of "burnout syndrome" among teachers interacting with children with disabilities.
In modern conditions of ongoing changes, implementation innovative technologies in the pedagogical process more and more high requirements are presented not only to the professional knowledge, skills and abilities of the teacher, but also to the level of his personal self-development, his psychological well-being.
Social work imposes strict requirements on the psychophysiological characteristics of a professional specialist and requires scientifically based methods of selection, adaptation of specialists in the field of social services and prevention of "burnout syndrome". Therefore, there was a need to develop a program for the prevention of "burnout syndrome" among teachers of a rehabilitation center for children and adolescents with disabilities.
Most students experience stress before the exam, being in a situation of constant fear or anxiety. What happens to them in this case?
Constant stress weakens the immune system, blood pressure rises, the large heart muscle contracts. Along with long-term memory, short-term memory also suffers, vision worsens.
Relaxation exercises can be used to “recognize”, reduce the level of tension, overcome stress, or reduce and nullify the existing one.
This training is designed for 40-45 minutes
Goal: Relieve emotional stress and anxiety among students before exams.
Target audience: for a psychologist
Educators working with children are often faced with cases of complications mental development, most of which is a deviation from the norm, and not a symptom of mental illness. Among the most common difficulties in the behavior and development of children of primary school age, hyperactivity can be distinguished.
The relevance of identifying and studying hyperactive children is due not only to the significant prevalence of such manifestations of behavior, but also, first of all, to pronounced maladjustment, which makes it difficult for these children to acquire knowledge and skills, and to establish relationships in the children's team. It is in relation to children of this developmental variant, more than any other, that the readiness of adults close to the child to understand the features of his development and create optimal conditions for education, that is, to ensure “primary prevention” of the child’s behavior and development, is necessary. The difficult situation of such a student in the classroom is determined not only by the peculiarities of his behavior and organization of activities, but also by the difficulties of learning, due to the violation of the formation of such functions as memory, visual, spatial perception, speech, motor development, as well as the ability to think logically, plan activities and self-control.
Designed remedial classes can be used as a teaching aid for working with hyperactive children to reduce the manifestations of hyperactivity.
The bank of extracurricular activities included exercises aimed at developing attention, thinking, movement coordination, relaxation, emotional and personal sphere
Target audience: for a psychologist
This questionnaire was developed by L. Yovaishi. It is very simple and easy to use. Because the interpretation of the test results is possible in the shortest possible time. That is, it refers to the express method.
I have been using this technique for a long time. While still a school psychologist. It should be noted in the work of the educator of the special school. Gives an objective assessment of the capabilities of graduates. The main thing is that the students themselves like it very much. The main advantage is conciseness and accuracy.
Target audience: for a psychologist
The art of understanding facial expressions, the ability to "read" the faces of other people is very important for any person living in our time. This skill is necessary for everyone - especially for people who plan to link their future work activity with professions in which work with people is necessary. In addition, the ability to recognize the emotions of other people is useful in any kind of interpersonal communication. It will help you better understand friends and parents (after all, it is often difficult to understand and accept that people have differences in how the same emotions are experienced and displayed on the face). It will help to guess the intentions of unfamiliar people and be more successful in intimate-personal relationships. The purpose of the lesson is to arouse in the children an interest in this topic and encourage them to independently and more fully study non-verbal communication.
Target audience: for grade 8
Purpose: the formation of the cognitive sphere in first graders.
Age: 7-8 years old
Theme: "Adventure in the world of fairy tales"! Purpose: the formation of the cognitive sphere in first graders. Tasks: 1. development of cognitive interests and outlook. 2. education of the information culture of students, attentiveness, observation, perseverance. 3. educate the skills of self-control, self-confidence, promote the consolidation of group relations. Lesson time: 45 min. equipment: interactive whiteboard, presentation, pencils, drawings - coloring Lesson type: cognitive.
Target audience: for grade 1
This lesson is designed for children 7-8 years old.
Purpose: the formation of the cognitive sphere in preschoolers.
- development of cognitive interests and horizons.
- education of information culture of students, attentiveness, observation, perseverance.
- to cultivate skills of self-control, self-confidence, to promote the consolidation of group relations.
Target audience: for grade 1
This development contains a summary of the lesson for students of the 1st grade. When conducting classes, various modern educational technologies are used: problem-based learning, collaborative learning, health-saving, reflective learning, fairy tale therapy, color therapy, music therapy; COR: a video with a physical education minute; ICT: presentation. The lesson can be used as part of a correctional and developmental adaptation program, and as an independent lesson on the proposed topic. If the working capacity of the children in the group is not very high, then the exercise with the joint drawing of the story can be excluded. The backpack coloring task can be used by a psychologist for diagnostic purposes.
Target audience: for grade 1
Relevance: Teaching a child in primary school- the first and very significant step in his school life. The further education of the child, his development as a subject of the educational process and the formation of his attitude to school largely depend on the degree of development of a new - educational - activity, the acquisition of the ability to learn.
Target audience: for a psychologist
Lecture for class teachers on the influence of color on the development of a child's personality. Skillfully, well-chosen color of the classroom, taking into account its properties, will help to achieve in it not only harmony, comfort, success, but also the preservation of the psychological health of students. Neglecting the properties of color and its psychology, you can make the room dull and inexpressive, or too colorful for daily perception, and, therefore, tiring the eyes and brain. The lecture provides examples of the combination and influence of different colors on a person. The lecture is supported by examples from the presentation.
Target audience: for the class teacher
This presentation can be used by educational psychologists in individual or group correctional and developmental classes with children preschool age. The presentation presents tasks for the development of perception, attention, memory.
Target audience: for a psychologist
The presentation "Psychological preparation for exams" takes an objective look at the exam. The children from the presentation will be able to find out what points the preparation for the exam should consist of and how to organize it correctly at each stage. What ways to deal with stress, what foods to eat. They learn about the importance of sleep and rest during the preparation period, get acquainted with techniques that mobilize intellectual capabilities. The presentation can be used by a teacher-psychologist as part of preventive work.
Target audience: for a psychologist
This development will help you to correct the behavior of children. The material was developed on the basis of Michel Borbre's book "38 Ways to Change a Child's Problem Behavior" the material may be of interest to psychologists, class teachers and parents. This presentation can be used as a teaching aid at methodological associations and parent-teacher meetings.
Target audience: for a psychologist
This methodological development is aimed at preventing parent-child conflicts, studying methods for their resolution, teaching parents one of the communication techniques that contribute to the harmonization of parent-child relationships. The main questions that the theme of the parent meeting reveals:
- Causes of occurrence conflict situations;
the ability to identify the problem (find out the reasons for the unacceptable behavior of a child or an adult) and analyze it;
search for possible ways out of the conflict situation.
The material of the methodological development is aimed at parents of teenagers aged 11-14.
As a result of the meeting, parents acquire the following skills:
- the ability to find a compromise;
the ability to apply the acquired skills, anticipating possible educational difficulties;
- application of active listening techniques in personal practice
Target audience: for a psychologist
The parent-teacher workshop contains exercises, recommendations and a presentation. It is aimed at increasing the self-confidence of parents and increasing the self-esteem of children. Helps to form a trusting and friendly relationship between parents and children. Contains information about the psychological knowledge, skills and abilities necessary for a parent to achieve success in life and the lives of children. Opens new facets of children's individuality in the eyes of parents. Helps in ensuring psychological health, prevention of suicidal manifestations among children and adolescents.
Target audience: for a psychologist
This development contributes to the creation of favorable relationships between parents and children. Describes the main reasons leading to misunderstanding between children and parents. The presentation allows you to take into account age features according to the age and needs of the child. Emphasizes the importance of trusting relationships with children. Happy family- an example for others.
Target audience: for a psychologist
Sinitsina Irina Igorevna
Educational institution: MBOU OSHI №1
Short description works: This lesson plan is aimed at elementary school students. The purpose of the lesson: regulation of the child's emotional state, conflict resolution in the "child-parent" dyad by identifying the causes of children's grievances and reducing situational anxiety, developing empathy.
Sergienko N.Yu. Zabiran S.A. Pliska A.V.
Educational institution: GOBU MO "Center for Psychological, Pedagogical, Medical and Social Assistance"
Brief job description: A program for foster parents raising adolescent children, which is aimed at developing parental competencies in raising foster children, expanding the range of effective forms of interaction between parents and adolescents, developing tolerance in parents and preventing psycho-emotional burnout.
Ignatieva Natalya Borisovna
Educational institution: BU CR "Shumerlinsky center for orphans and children left without parental care"
Brief job description: I offer you a summary of a psychological lesson with elements of training exercises "How to communicate with a child." This material will be useful to teachers and psychologists of educational institutions.
Chervyakova Kristina Sergeevna
Educational institution:
Brief job description: Being on the Internet for a teenager is not in itself considered a deviation, although the distinction between norm and pathology is a separate issue. psychological problem. In order to highlight the features of non-chemical Internet addiction in adolescence, we will define the concept of "addiction" and consider the specifics of Internet addiction and Internet communication.
Vyazankina Irina Andreevna
Educational institution: GBOU Lyceum № 1367
Brief job description: Psychological readiness for schooling is a necessary and sufficient level of a child's mental development for mastering the school curriculum in the conditions of learning in a peer group. Psychological support is special form activities of the teacher, aimed at interaction in helping the escort in the process of his personal growth, the interaction of the escort and the escort, aimed at resolving the life problems of the escort (N. L. Konovalova)
Sinitsina Irina Igorevna
Educational institution: MBOU OSHI №1
Brief job description: Author's development. Memo for teachers working with children at risk of suicide. The memo provides information on the factors in the development of suicidal behavior in children, signs of a suicidal risk in a child, as well as ways to interact with a child if a suicidal risk is suspected.
Feonycheva Ludmila Anatolyevna
Educational institution: MBDOU " Kindergarten No. 48 "Dolphin" in Dimitrovgrad, Ulyanovsk region
Brief job description: In the abstract of the lesson, all educational areas are displayed, such forms of work are used as: breathing exercises, psycho-gymnastics, didactic game, construction from non-traditional material.
SIMONOVA ELENA ANDREEVNA
Educational institution: CENTER FOR CHILDREN'S CREATIVITY №5
Brief job description: The workshop is designed for teachers and parents, since our task, in communicating with children, is not to teach them to think creatively always and everywhere, but to teach them to see situations where it is necessary creative thinking and jointly solve the problems that the child has, as well as create conditions for him that are guaranteed to lead to a situation of success. The situation of success is the leading motivation that encourages children to attend our classes and show their creative potential.
Borzenkova Olga Mikhailovna
Educational institution: MAOU "Secondary School No. 24 with UIOP"
Brief job description: The study of physical culture needs in theory and practice should be closely interconnected. You should not talk about pressing issues. At the same time, it makes no sense in practice to stagnate in one place, observing those traditions that have long lost their relevance and effectiveness. At the same time, new data must be critically evaluated, compared, and analyzed in order to provide useful, painless continuity in the course of the pedagogical process.
Chervyakova Kristina Sergeevna
Educational institution: Omsk State Pedagogical University
Brief job description: A clear understanding of the mechanisms of formation and development of virtual Internet addiction involves the study of a wide range of socio-psychological, characterological and personal characteristics of adolescents who are prone to this type of pastime. The reasons for the formation of Internet addiction addiction, as studies show, lie both in the psychological and social spheres. The psychological block of reasons that determine the enthusiasm for Internet sites and the formation of gambling addiction is associated with characterological features.
Khatkova Tamara Egorovna
Educational institution:"KGTT" BOARDING SCHOOL IMPLEMENTING ADAPTED GENERAL EDUCATIONAL PROGRAMS
Brief job description: In modern conditions of reforming the education system, the problem of the formation of communicative abilities, as well as communicative readiness for school, reaches the level of an actual socio-pedagogical problem, since the success of mastering school knowledge by children largely depends on its solution; the effectiveness of interpersonal interaction with teachers and peers, and in general - the success of school and social adaptation of children.
ANUFRIEVA VERA YURIEVNA
Educational institution: MBDOU "Kindergarten No. 16 "Ryabinushka" city of Shumerlya, Chuvash Republic
Brief job description: Pedagogical activity places high demands on the teacher. The wide range of professional duties and the range of his actions, for the competent and creative performance of which he must be prepared, determines the special importance of dialectical flexibility. scientific concepts, serving the disclosure of pedagogical problems. Some concepts related to the characteristics of the teacher's activity require deeper consideration.
This product has several versions for purchase:
- Disc means a compact disc (CD or DVD) for use on a personal personal computer (PC).
- Download version is a PC program that can be installed via the Internet immediately after payment.
This electronic manual "Diagnostic work of a psychologist at school" of the "To help the school psychologist" series is intended for educational psychologists, class teachers and teachers of educational organizations of all types, PPMS centers, it can be useful to students of higher and secondary pedagogical educational institutions, parents .
The CD contains material for the psychodiagnostics of students, OO teachers, and parents.
The manual consists of the following sections:
- "Techniques";
- "Questionnaires";
- "Tests".
The proposed methods, questionnaires and tests will help ensure successful socialization of students, cope with communication problems, form stress resistance skills, and also allow teachers to conduct classes aimed at developing attention, memory, thinking and imagination.
Minimum system requirements:
operating system - Windows XP/VISTA/7/8/8.1;
processor - Pentium-II;
RAM - 256 MB;
screen resolution - 1024x768;
CD-ROM reader - 24 CD-ROMs;
free hard disk space - 400 MB.
Detailed description
This electronic manual"Diagnostic work of a psychologist at school" series Helping the School PsychologistIt is intended for psychologists, class teachers and teachers of educational organizations of all types, PPMS centers, it can be useful for students of higher and secondary pedagogical educational institutions, parents.
V modern education It is the competence of a practical school psychologist that makes it possible to timely record qualitative changes in the psychological development of students, to know their age and individual characteristics, and on the basis of this, to help the teaching staff use the means and methods of educational work with maximum efficiency.
The CD contains material for the psychodiagnostics of students, OO teachers, and parents.
The proposed manual consists of the following sections:"Methods", "Questionnaires", "Tests".
Section "Methods" contains a variety of methods forpersonality research("G. Eysenck test", "Determination of the level of anxiety-anxiety of the individual"), studycognitive processes and level of mental development(“School Test of Mental Development (STUR)”, “Definition of Attention Sustainability”), methods for studyingcool team(“Map-scheme of the psychological and pedagogical study of the class team”, “Determining the interpersonal acceptability of class students”), as well as various other well-known methods aimed at working with families, teaching staff, individual and group research.
To the "Questionnaires" section included such a type of psychological research as questioning , which helps to identify individual psychological characteristics of a person: inclinations, interests, tastes, attitudes towards life facts and phenomena, other people, oneself. The advantage of this method is that it makes it possible to obtain mass material relatively easily and quickly. The section contains questionnaires for parents and teachers (“Pedagogical Council”, “System and structure of school management”). Of great importance are questionnaires that assess the climate in the team, as well as the success of the teacher's educational work (Questionnaire "Climate in the team" (for teachers and students); "Assessment of the success of the teacher's educational work" and many others).
Test - this is a special type of experimental study, which is a special task or a system of tasks; used in the study of abilities, the level of mental development, skills, knowledge acquisition, as well as in the study of individual characteristics of the course mental processes. The test study is characterized by a comparative simplicity of the procedure, it is short-term, carried out without complex technical devices, requires the simplest equipment. The result of the test solution allows a quantitative expression and thus opens up the possibility of mathematical processing.
Examples of such a method of psychological research as a test are presented in the section"Tests": IQ tests; assessment of visual memory, logical thinking, concentration of attention and temperament; tests of Luscher, Cattell, Sterlyau; tests individual and group and many others. others
The proposed methods, questionnaires and tests will help ensure successful socialization of students, cope with communication problems, form stress resistance skills, and also allow teachers to conduct classes aimed at developing attention, memory, thinking and imagination.
Literature
1. Definition readiness of children to study at school: diagnostic methods, recommendations for teachers and parents, developing game classes. - (From the experience of a school psychologist) / comp. E. A. Chaus, G. P. Popova. -Volgograd: Teacher, 2007.
2. Psychologist - pedagogical support for children with deviant behavior: psychological diagnostics, game technologies / ed. I. N. Khomenko. - Volgograd: Teacher, 2009.
3. Psychologicalstudent support: educational activities, games, trainings and exercises / ed. E. D. Shvab, N. P. Pudikova. - Volgograd: Teacher, 2009.
4. Psychologicalprevention and correctional and developmental classes (from work experience) / ed. E. D. Shvab. Volgograd: Teacher, 2007.
5. Psychologicalsupport for younger schoolchildren: programs, lesson notes / ed. O. N. Rudyakova. - Volgograd: Teacher, 2008.
6. Psychologicalassistance to a teenager in crisis situations: prevention, technology, counseling, classes, trainings / ed. M. Yu. Mikhailina, M. A. Pavlova . - Volgograd: Teacher, 2009.
List of literature used in the preparation of the disc materials:
1. Abramova, G. S. About a smile, the letter "I", the words "should" and "should not": materials for psycho-correctional and developmental classes with younger students. - Volgograd: VGPI im. Serafimovich, 1992.
2. Anastasi, A. Psychological testing: Book. 1. / A. Anastasi. - M.: Pedagogy, 1982. - 305 p.
3. Anufriev A. F. How to overcome difficulties in teaching children: psychodiagnostic tables; psychodiagnostic methods; correctional exercises / A. F. Anufriev, S. N. Kostromina. - 2nd ed., revised. - M. : Os-89, 1999. - 224 p.
4. Birell Weisen, R.Teaching life skills at school / R. Birell Veisen, J. Oli, V. Evans, J. Lee, B. Sprunger, D. Pelausks. - M. : Vita-Press, 1996.
5. Bityanova, M. R. Social Psychology/ M. R. Bityanova. - M., 1994.
6. Bugrimenko, E. A. Readiness of children for school. Diagnosis of mental development and correction of its unfavorable variants: methodological developments for a school psychologist. Library of developmental education / E. A. Bugrimenko, A. L. Wenger and others - Issue. 11. / - Tomsk: Peleng, 1992. - 92 p.
7. Vachkov, I. V. Group methods in the work of a school psychologist: a teaching aid / IV Vachkov. - M. : Os-89, 2002.
8. Wenger, L. A. Home School of Thinking (People's University. Faculty of Education, No. 12) / L. A. Wenger, A. L. Wenger. - M .: Knowledge, 1985. - 80 p.
9. Wenger, A. L. Guidelines for monitoring the mental development of students in the preparatory classes of schools and preparatory groups kindergartens / A. L. Wenger, M. R. Ginzburg. - M. : APN USSR, 1983. - 39 p.
10. Wenger, A. L. Scheme of individual examination of children of primary school age / A. L. Wenger, G. A. Tsukerman. - Tomsk: Peleng, 1993. - 69 p.
11. Vygotsky, L. S. Development of higher mental functions. - M., 1960.
12. Gazman, O. S. To school with a game / O. S. Gazman, N. E. Kharitonova. - M., 1991.
13. Garbuzov, V. I. Practical psychotherapy / V. I. Garbuzov. - St. Petersburg. : JSC "Sphere", 1994.
14. Gorbatenko, L. S. Parents and teachers: all about drug addiction. Effective Programs prevention, themes and materials for classroom activities / L. S. Gorbatenko. – Rostov n/a. : Phoenix, 2005. - 352 p. - (Series "Library of the student").
15. Deviant behavior of children and adolescents: problems and ways to solve them / ed. V. A. Nikitina. - M .: Soyuz, 1996.
16. Demchuk, E. V. Organization of an integrated approach in the system of prevention of drug addiction among students of educational institutions / Social and psychological support for participants in the educational process: experience, problems, prospects: mater. scientific-practical. conf. / auto-state I. N. Khomenko. - Chita: CHIPKRO, 2007. - 113 p. (pp. 99–100).
17. Children with developmental problems: research and correction: interuniversity coll. scientific works. - St. Petersburg, 1999.
18. Dubinin, N. P. Genetics, behavior, responsibility / N. P. Dubinin, I. I. Karpets, V. N. Kudryavtsev. - M., 1992.
19. Zavyalova, N. A. Getting ready for school / ed. O. G. Sverdlova. - M.: Knowledge, 1969. - 96 p.
20. Zak, A. Z. Differences in the thinking of children / A. Z. Zak. - M. : ROU, 1992. - 128 p.
21. Zakharov, A. I. Neurosis in children / A. I. Zakharov. - St. Petersburg. : Delta, 1996.
22. Zimardo, F. Shyness / F. Zimardo - M., 1991.
23. Zmanovskaya, E. V. Deviantology: the psychology of deviant behavior: textbook. allowance for students. higher textbook institutions / E. V. Zmanovskaya. - M .: Publishing Center "Academy", 2004. - 288 p.
24. Kle, M. Psychology of a teenager: psychosexual development / M. Kle. - M .: Pedagogy, 1991.
25. Kleiberg, Yu. A. Social norms and deviations / Yu. A. Kleiberg. - 2nd ed., add. - M. : Vita-Press, 1997.
26. Klyueva, N.V. Programs of socio-psychological training / N. V. Klyueva, M. A. Svistun. - Yaroslavl: Assistance, 1992.
27. Klyueva, N.V. We teach children how to communicate. Character, communication. / N. V. Klyueva, Yu. V. Kasatkina. - Yaroslavl: Academy of Development, 1997.
28. Kovaleva, A. I. Sociology of personality: norm and deviation / AI Kovaleva. - M .: Institute of Youth, 1996.
29. Kondrashenko, V. G.Deviant behavior of adolescents: socio-psychological and psychiatric aspects / VG Kondrashenko. – Minsk, 1988.
30. Konovalenko, S. V.Development of cognitive activity in children from 6 to 9 years old /S. V. Konovalenko. – M. : Gnom i D, 2000.
31. Kryazheva, N. L. Development of the emotional world of children / N. L. Kryazheva. - Yaroslavl: Academy of Development, 1997.
32. Coumarina, G. School maladjustment: signs and methods of prevention // public education. – 2000. – № 1.
33. Maksimova, N. Yu. A course of lectures on child pathopsychology: textbook. allowance / N. Yu. Maksimova. – Rostov n/a. : Phoenix, 2000. - 576 p.
34. Maksimova, N. Yu. Psychological prevention of alcoholism and drug addiction of minors: textbook. allowance / N. Yu. Maksimova. – Rostov n/a. : Phoenix, 2000. - 384 p.
35. Obozov, N. N. Interpersonal relationships/ N. N. Obozov. – L. : Leningrad State University, 1989.
36. Ovcharova, R. V. Practical psychology in elementary school / R. V. Ovcharova. - M. : TsT "Sphere", 1998. - 240 p.
37. Features mental development of children 6–7 years of age / ed. D. B. Elkonin, A. L. Venger. - M., 1988.
38. Preparation child to school. – Ed. 2nd, revised. - Tomsk: Peleng, 1994. - 206 p.
39. Psychologicaldevelopment of younger schoolchildren: an experimental psychological study / ed. V. V. Davydova. - M., 1990.
40. Psychocorrectionalwork with children: textbook. allowance / ed. I. V. Dubrovina. – M. : ACADEMA, 1999.
41. Prokhvatlin, N.V.Psychocorrectional prevention of adolescent drug addiction: a practical guide to training for school psychologists, teachers, social workers / NV Prokhvatlin. - M .: TC Sphere, 2002.
42. Working practical psychologist book: effective technology professional activity. - M. : Red Square, 1996.
43. Working book of a school psychologist / ed. I. V. Dubrovina. - M., 1991.
44. Educational and correctional programs for working with younger schoolchildren and adolescents / ed. I. V. Dubrovina. - M., Tula, 1993.
45. Development communication among preschoolers / ed. A. V. Zaporozhets, M. I. Lisina. - M., 1974.
46. Rodionov, V. A. Me and others. Social skills training. For students in grades 1–11 / V. A. Rodionov et al. - Yaroslavl: Academy of Development, 2001.
47. Royak, A. A. Psychological characteristics of the difficulties of relationships with peers in some children of preschool age // Questions of psychology. - 1974. - No. 4.
48. Leadership on the prevention of psychoactive substance abuse by minors and youth / under scientific. ed. L. M. Shipitsyna and L. S. Shpilen. - M., 2003.
49. Leadership practical psychologist: psychological programs for the development of personality in adolescence and senior school age / ed. I. V. Dubrovina. - M. : Academy, 1999.
50. Sadovnikova, I. N.Disorders of written speech and their overcoming in younger schoolchildren / I. N. Sadovnikova. - M. : VLADOS, 1997.
51. Samoukina, N.V. Games at school and at home: psychotechnical exercises and correctional programs / NV Samoukina. – M.: New school, 1993.
52. Family in psychological counseling. - M., 1989.
53. Simatova, O. B. Model of behavior in adolescents: socio-psychological support of participants in the educational process: experience, problems, prospects: mater. scientific-practical. conf. / auto-state I. N. Khomenko. - Chita: CHIPKRO, 2007. - 113 p. (pp. 93–96).
54. Simatova, O. B. Primary prevention of abuse of psychotropic substances in adolescents / O. B. Simatova. - Chita: Publishing house Zab GPU, 2005. - 152 p.
55. Simatova, O. B. Theoretical and methodological aspects of primary prevention of substance abuse in adolescents / O. B. Simatova // Psychotherapeutic techniques in the complex treatment of psychosomatic disorders: materials of the scientific and practical conference. - Chita: Search, 2006. - S. 76–82.
56. Talyzina, N. F. Workshop on educational psychology/ N. F. Talyzina. - M. : Academy, 2002. - 192 p.
57. Tikhomirova, L. F. Formation and development of the child's intellectual abilities: junior schoolchildren / L. F. Tikhomirova. - M. : Rolf, 2000. - 160 p.
58. Khomenko, I. N . The system of prevention of suicidal behavior in the work of a teacher-psychologist educational institution/ Socio-psychological support of participants in the educational process: experience, problems, prospects: mater. scientific-practical. conf. / auto-state I. N. Khomenko. - Chita: CHIPKRO, 2007. - 113 p. (pp. 88–90).
59. Zuckerman, G. A. Psychology of self-development / G. A. Tsukerman, B. M. Masterov. - M. : Interpraks, 1995.
60. Chistyakova, M. I. Psycho-gymnastics / M. I. Chistyakova. - M., 1990.
61. Elkonin, D. B. Psychology of the game / D. B. Elkonin. - M., 1978.
62. Elkonin, D. B. Selected psychological works / D. B. Elkonin. - M., 1995.
In the profession of a psychologist, there are often no ready-made answers and recipes; a specialist needs to constantly learn something new in order to help a student or teacher. Books are the best helpers. Sometimes, after reading a book by an experienced psychologist colleague, you understand how to proceed; seeing similar problems at work, you understand that you are not alone in this field and gain strength of mind. Some books are useful with an abundance of tests and exercises, some with philosophical foundations for the work of a psychologist. The following is a recommended reading list for school psychologists.
Analytical report on the work of a teacher-psychologist at secondary school No. 1
for 2013-2014 academic year
1. General tasks and directions for activities in the 2013/14 academic year
The purpose of the work of the psychological and pedagogical service is psychological support in accordance with the requirements of the state educational standard and assistance in adapting to school requirements. The main tasks assigned to the psychological service are reflected in the table.
Good afternoon, dear teachers, students and parents! "My name is Yulia Sergeevna Doronina, I am a school psychologist.
On this page you will find out what I do and in what cases you can contact me for help.
Same way at the bottom of the page you can find an appointment form.
My work schedule: Tue-Fri, from 10.00 to 16.00.
You can indicate in the form a convenient time for you, and we will definitely arrange a meeting."
Completed studies for the 2017-2018 academic year:
- City monitoring on interscholastic violence
- Carrying out diagnostics of students 1.5 to study the level of adaptation and school motivation
- Carrying out diagnostics of the structure of the intellect of students 1,2,3,4,5,6 and 8 (the formation of UUD as part of the implementation of the Federal State Educational Standard)
- Diagnostics of the readiness of 4th grade students for the transition to the secondary level
- Diagnostics of attention and memory of students in grades 2 and 3
- Diagnosis of suicidal risk 6.7 classes.
- Diagnosis of giftedness of 1st grade students
- Sociometric status of students (class passport) from grades 1-10.
Career guidance work for the 2017-2018 academic year (see page)
________________________________________________________
The main position of the psychologist is the creation of conditions for life systems and the choice of these systems for children. With the joint work of a psychologist and teachers, the child forms the conditions for creating a personal position: awareness of one's own "I", self-confidence and the ability to form one's own opinion. The school psychologist acts as an organizational link between children and teachers, as it is necessary to protect the interests and identify the abilities of schoolchildren. other participants in the educational process. A school psychologist is a kind of link between teachers, parents and children. The psychologist helps the child acquire and assimilate social experience through awareness of his behavior and building his own position - this helps the child develop a conscious perception of the world.
When should you seek the help of a psychologist?
1. Learning difficulties
Some kids don't study as well as they would like. There can be many reasons for this. For example, not a very good memory, distracted attention or lack of desire, or maybe problems with the teacher and a lack of understanding why all this is needed at all. At the consultation, we will try to determine what is the reason and how to fix it, in other words, we will try to find what and how to develop in order to learn better.
2. Relationships in the classroom
There are people who easily find contact with others, easily communicate in any, even an unfamiliar company. But there are, and there are also a lot of them, those who find it difficult to get to know each other, it is difficult to build good relationships, it is difficult to find friends and just feel easy and free in a group, for example? in class. With the help of a psychologist, you can find ways and personal resources, learn techniques for building harmonious relations with people in a variety of situations.
3. Relationship with parents
Sometimes it happens that they get lost mutual language and warm relations with our closest people - with our parents. Conflicts, quarrels, lack of understanding - such a situation in the family usually brings pain to both children and parents. Some find solutions, while others find it quite difficult. The psychologist will tell you about how to learn to build new relationships with your parents and learn to understand them, and how to make your parents understand and accept you.
4. Choice of life path
The ninth, tenth and eleventh grades are the time when many people think about their future profession and in general about how they would like to live their lives. If you are not sure? which way you want to go, there is always the option to go to a psychologist. It will help you realize your dreams, desires and goals, evaluate your resources and abilities, and understand (or come closer to understanding) in which area (areas) of life you want to be realized.
5. Self-management and self-development
Our life is so interesting and multifaceted that it constantly poses a lot of tasks for us. Many of them require remarkable efforts and the development of a wide variety of personal qualities, skills and abilities. You can develop leadership or argumentative skills, logical thinking or creativity. Improve your memory, attention, imagination. You can learn to manage your life, set goals and achieve them effectively. A psychologist is a person who owns the technology for developing certain qualities, skills and abilities and will be happy to share this technology with you.
