Работа социально-психологических служб в школе The work of social and psychological services at school
Шипилова Ангелина Евгеньевна
студент 4 курса
Белгородского государственного национального исследовательского университета
Россия, Белгород angelinashipilova1999@gmail.com
Shipilova Angelina Evgenievna
4th year student, Belgorod State National Research University
Russia, Belgorod angelinashipilova1999@gmail.com
Аннотация.
В статье рассматривается работа психологов и социальных педагогов на примере социально-психологической службы в образовательной организации. Выделено направление социально-психолого-педагогической деятельности, которое по своему содержанию обязывает сочетать направления и действия психологов и социальных педагогов. Статья направлена на анализ современного состояния и проблем развития психологических служб в системе образования. Освещаются цели социально-психологической службы, задачи и проблемы в ее работе. Описаны основные проблемы, препятствующие эффективному развитию социально-психологических служб. Отмечается необходимость трансформации ранее существовавших представлений об организации социально-психологической поддержки в образовательных организациях. Раскрываются особенности психологической поддержки учащихся, учителей и родителей. Отражены основные направления работы психологов в образовательной организации по вопросам консультирования, помощи и сопровождения всех участников образовательного процесса.
Annotation.
The article examines the work of psychologists and social educators using the example of a socio-psychological service in an educational organization. An area of social-psychological-pedagogical activity has been identified, which in its content obliges to combine the directions and actions of psychologists and social educators. The article is aimed at analyzing the current state and problems of developing psychological services in the education system. The goals of the socio-psychological service, tasks and problems in its work are highlighted. The main problems that hinder the effective development of socio-psychological services are described. The need to transform previously existing ideas about the organization of socio-psychological support in educational organizations is noted. The features of psychological support for students, teachers, and parents are revealed. The main directions of work of psychologists in an educational organization on issues of consultation, assistance and support to all participants in the educational process are reflected.
Ключевые слова: социально-психологическая служба, социально-психологическая служба в образовании, социально-психологическое сопровождение, деятельность психолога, деятельность социального педагога.
Key words : socio- psychological service , socio- psychological service in education , socio- psychological support , activities of a psychologist, activities of a social teacher._
The socio-psychological education service is one of the components of an integral education system. The goal of the socio-psychological service is the psychological and social protection of the child, providing him with psychological and social assistance, the ability to organize his education, his rehabilitation and adaptation in society [7].
Psychological health allows an individual to become self-sufficient if in his behavior and relationships he is increasingly oriented towards internal conscious self-guidelines [8, p.539]. The task of psychologists, social educators, and parents is to help a child, in accordance with his age, master the means of self-acceptance and self-development in the context of humanistic interaction with the people around him and in the conditions of the cultural, social, economic and environmental realities of the surrounding world.
The activity of a psychologist is to work with children's groups to develop constructive interaction skills, develop cognitive processes, intuition, and confidence; carry out correction of school anxiety and failure. The main sphere of
activity of a social teacher is society (the sphere of the person's immediate environment and the sphere of human relations). In this case, the priority is the sphere of relations in the family and its immediate environment, at the place of residence. A social teacher, in accordance with his professional purpose, strives to prevent the problem as much as possible, to promptly identify and eliminate the causes that give rise to it, to provide preventive prevention of various kinds of negative phenomena (moral, physical, social, etc.) and deviations in behavior.
The main interaction between a social teacher and a psychologist within the service is in the following areas: prevention of crime, neglect, homelessness of students, drug prevention , education, work with "difficult" children. A social educator provides information and legal assistance to students, parents and teachers. The psychologist provides assistance in counseling students, parents and teachers on the psychological characteristics of students of various age categories.
A teacher-psychologist accompanies educational activities and monitors, using methods and diagnostics, the psycho-emotional state of students and class groups, and if problems are identified, he refers parents and children to specialized specialists, for example: a psychotherapist, a psychiatrist, a speech therapist, a defectologist, a social teacher, who in turn builds interaction between the family and the guardianship and trusteeship authorities, the CDN, internal affairs bodies, the court, and the prosecutor's office. First of all, the psychologist and social teacher are coordinators who monitor the situation around students. In working with teachers, the socio-psychological service acts as an informant and carrier of knowledge about what personal characteristics a particular child has, what pedagogical approaches, in this regard, it is best to use it in order to build a correct educational process.
The main problem in the work of the socio-psychological service is the lack of understanding of the participants in the pedagogical process about the role of the educational psychologist and social teacher in school. That is why most teachers, parents and students have rigid and not always adequate stereotypical ideas about the activities of social and psychological services.
The work of the socio-psychological service has a very wide range of areas of work in the absence of clear, established algorithms for its organization within the school [9]. Hence the need arises to reach a large number of students from different target groups (normal group, group of children with learning difficulties, children at risk) with several specialists at once to provide socio-psychological support for students.
Let us consider the effectiveness of socio-psychological support for students using the example of a city secondary school.
The purpose of the experimental work was to substantiate and experimentally test the effectiveness of the socio-psychological service.
All workers of the socio-psychological service took part in the experimental work: the head of the socio-psychological service, 3 educational psychologists, a social teacher, a speech therapist, 2 defectologists, a teacher-mentor.
The first stage is observation of the work of the socio-psychological service, analysis of the forms and methods of work of the socio-psychological service.
After analyzing the work of the socio-psychological service, the following difficulties emerged:
1. The need to reach a large number of students from different target groups (normal group, group of children with learning difficulties, children at risk) with several specialists at once to provide socio-psychological support for students.
2. Weak organization of the activities of social educators and psychologists, as well as a lack of communication between specialists and subject teachers.
The second stage of the experiment was to determine the demand and effectiveness of the activities of specialists in supporting students using an anonymous survey of high school students and their parents. 11th grades took part in the
survey - 48 students and parents of students in grades 1 to 11, three representatives from each parallel - 33 people. The questionnaire "Satisfaction with the work of socio-psychological services" was developed in two versions.
As a result of the survey, it was revealed that students and parents have little information about the activities of the socio-psychological service, the work of psychologists and social educators. This is confirmed by the answers:
• 19% of students do not know where the social and psychological service is located in their school
• 9% of students do not know that a social teacher works at their school;
• 57% do not know how an educational psychologist and social pedagogue can help;
• 62% do not seek help from a psychologist because they are afraid that the information will be known to teachers, parents and classmates;
• 73% of students do not believe that an educational psychologist or social pedagogue can help them.
The parent survey had the following results:
• 93% of parents know that the school employs an educational psychologist and a social pedagogue;
• 37% of respondents do not seek help from a psychologist because they are afraid that the information will be known to teachers;
• 43% do not believe that an educational psychologist or social pedagogue can help them;
• 8% believe that schools do not need psychologists and social educators
• 68% of parents think that they can cope with their children's problems on their own.
The results of the survey confirmed the presence of the identified difficulties at the first stage of the experiment. It became clear that the workers of the socio-psychological service were not able to reach all target groups of students, and not all areas of activity of the socio-psychological service are currently being implemented in practice. Social and psychological support has not been fully implemented.
Recommendations for improving the work of social and psychological services at school
In the course of our research, a number of problems in the work of socio-psychological services were identified. The service's activities are based on social and psychological support for students of all target groups. The socio-psychological service provides the necessary psychological support to all participants in the educational process.
Consultations for students in schools most often take place in the format of a personal meeting with a psychologist or social educator. When accompanying a large number of students in an educational institution, new forms of counseling should be considered:
• Written appeals to the social and psychological service, via email indicated on the school website. This will not only help to reach more students, but will give teenagers the opportunity to anonymously write about their problem and receive help from a specialist within a few hours; if the situation requires an additional meeting, then service workers can offer and set a date and time for consultation. This will also provide an opportunity for parents with busy work schedules to consult remotely on a number of issues.
• A single working telephone number for the socio-psychological service.
• Stand for responses to anonymous messages - a communication system for quick response to requests for help and anonymous requests.
• Group socio-psychological counseling helps to reach each target group and improve interpersonal relationships in a small or large group, for example, reducing conflict, increasing cohesion or increasing openness to people.
In order to increase the efficiency of the socio-psychological service, accompanied by students, it is necessary to use a card of socio-psychological support of the student, which is filled out at a certain interval (at the end of primary education, basic and general education) [3]. The socio-psychological support card must reflect information about the
student's family, the child's social status, family characteristics, psychological and pedagogical characteristics of the child, correctional and developmental classes and activities conducted.
For high-quality implementation of social and pedagogical support, it is best to develop a single online form (Google Sheets ) for individual cards where psychologists, social educators and teachers will be able to enter not only general information about students, but also the work that was carried out with them; such information will make it possible to providing better and faster assistance. This card will help any employee from the socio-psychological service to find out current information about the child and quickly and timely provide assistance in current situations.
Psychologists and social educators conduct monitoring throughout the year that helps determine the psychological climate of the class and identify risk factors for possible involvement in addictive behavior associated with a lack of resources for the psychological stability of the individual. Monitoring takes a lot of time and it takes several weeks for all classes to complete the monitoring.
Today there are many online tools that will help you conduct online tests or online surveys (Google Forms , Yandex Forms ) and reach students of all grades in a short period of time.
Also, in order to realize the goals and objectives of socio-psychological support, it is necessary to update and purchase new diagnostic tools for the provision of high-quality psychological services and create a bank of psychodiagnostic, psychocorrectional and other techniques recommended for use within the framework of socio-psychological services.
Thus, the main goal of the activities of socio-psychological service workers is to provide socio-psychological support for the child, which can be considered as support for the development of the child himself and support for the relationship between the child and the society in which he lives. The socio-psychological service shows that the effective work of a psychologist and social teacher is possible only in conditions of complete interaction of these specialties in a managed educational organization [3].
The use of new forms of work using information technology will improve the work of the socio-psychological service and help service specialists to cover all participants in the educational process in full and build a correct understanding of the activities of the service among all participants in the educational process.
The creation of a socio-psychological service in educational institutions may differ in different functional definitions and directions, but all of them will be united by common target objectives of the education system. This requires a regulatory framework that records all the actions of service employees. The reporting documentation is based on the principle of the effectiveness of the activities of these specialists (reducing complaints in the education system, identifying gifted children and working with them to support them, reducing "underachieving" students).
Список используемой литературы:
1. Baeva, I.A., Volkova E.N. , Laktionova E.B. Psychological safety of the educational environment: personality development / Ed. I.A. Baeva. M.: Publishing house "Nestor-history", 2011. 272 p.
2. Baltes , P.B. All-age approach in developmental psychology: a study of the dynamics of ups and downs throughout life // Psychological Journal. 1994. T. 15. No. 1. P. 60-80.
3. Burtseva, I.I. Social-psychological service in the municipal education system // Psychological science and education. 2008. Volume 13. No. 2. pp. 105-112.
4. Vygotsky, L.S. Development of higher mental functions. M.: Publishing house of the Academy of Sciences of the RSFSR, 1960. 500 p.
5. Dubrovina, I.V. Background to the development of school psychological services (to the 110th anniversary of the Psychological Institute of the Russian Academy of Education) // Bulletin of practical psychology of education. 2022. T. 19. No. 1. P. 18-32 .
6. Zabrodin, Yu.M., Metelkova E.I. , Rubtsov V.V. Concept and organizational-structural models of psychological education service // Psychological and pedagogical research. 2016. T. 8. No. 3. P. 1-15.
7. Nevodova , D.P. Analysis of the model for managing the educational process in a correctional primary school // Implementation of educational functions of a modern primary school. 2019.
8. Obukhov, A.S. Psychology of children of primary school age / A.S. Obukhov. - M.: Yurayt , 2016.
9. Sulima, L.O. Methodological recommendations on the organization and content of activities of municipal and school psychological and pedagogical services / L.O. Sulima. - Kazan, 2015.
10. Khukhlaeva , O. V. Psychological service in education. School psychologist: textbook for universities / O. V. Khukhlaeva . - M.: Yurait , 2023.