ACTIVITY APPROACH TO DEVELOPMENT OF PSYCHOLOGICAL SERVICES WITHIN EDUCATIONAL FACILITIES Plan :

ACTIVITY APPROACH TO DEVELOPMENT OF PSYCHOLOGICAL SERVICES WITHIN EDUCATIONAL FACILITIESACTIVITY APPROACH TO DEVELOPMENT OF PSYCHOLOGICAL SERVICES WITHIN EDUCATIONAL FACILITIES

Plan:1. The reasons for carrying out the research

1.1. Effectiveness of psychological service in education due to the psychologists’ professional preparation.

1.2. Effectiveness of psychological service in education due to more efficient psychologists’ activities in an educational institution.

1.3. Implementation of the new standard of school education and changes in the work of psychological service in educational institutions.

2. The history of establishing psychological services within educational facilities of the RF, and its difference from foreign models.

General description of current state of psychological services within educational facilities (service parameters, personnel training, basic documents, goals and objectives).

3. Analysis of scheme of psychologist’s interaction with other actors within educational setting (outcome, scheme of inquiries and interaction of actors).

4. Comparison of obtained results with the results of monitoring of psychological services at Moscow and on the federal level.

5. Discussion of the results.6. The new standard of general education.7. Challenges in the work of psychological service in education.

ACTIVITY APPROACH TO DEVELOPMENT OF PSYCHOLOGICAL SERVICES WITHIN

EDUCATIONAL FACILITIES

Psychologist activity in an educational setting



PSYCHOLOGIST

NARCOLOGICAL DISPENSARY

STUDENT

PEDAGOGUES

PARENTS

ADMINISTRATION

District Educational Department,Learning and

Methodological Center

Guardianship and Custody

OTHER EDUCATIONAL

FACILITIES

COMMISSION FOR CASES OF MINORS

COURT

PSYCHOLOGICAL, MEDICAL AND

SOCIAL CENTERS (PMSC)

PHYSICIAN

Scheme of inquiries and interactions

PSYCHOLOGIST – STUDENT

Psychologist ← Student 1.Conflict with peers;2. Conflict with parents;3.Conflict with teachers.

Psychologist → Student1.By a psychologist’s personal initiative;2.By reference of parents, pedagogues, administration, otheractors.



PSYCHOLOGIST – PEDAGOGUE

Psychologist→Teacher1.Information about children;2.Information about parents (families);3.Information about achievement and behavior in a class and inextracurricular activities..

Psychologist←Teacher1.Holding a class meeting by a psychologist;2. Meetings with parent;3. Conselling a child;4.Observation of a student (group of students) during the learningactivity;5.Counselling on teachers’ personal problems;6.Counselling on the trajectories of teachers professionaldevelopment.



PSYCHOLOGIST – ADMINISTRATION

Psychologist → Administration

1.Coordination and approval of the main types of activity, job responsibilities,work plan;2.Provision of material;3. Organization of collaboration with the other specialists in case they do not

agreeto interact directly with the psychologist;4.Permission for experimental activity;5.Work schedule, salary;6.Legal support of professional activities.

Psychologist

←Administration

1.Managing conflicts (between peer children or teachers, children vs. teachers,children vs. parents);2.Increasing psychological awareness of pedagogues (pedagogical councils);3.Gathering of negative information about a child or a teacher; 4.Participation in meetings about a student;5.Data collection by a request of senior organization;6.Providing referrals or reports, on experimental activity in a school;7.Differentiation of children, measurement of developmental level of a child at

themoment of entering the school or transition to the next stage.



PSYCHOLOGIST – PARENTS

Psychologist→Parents1.To delegate part of responsibility for parents, developing andeducating the child;2.To collect information about a child;3.To develop parental awareness of basics of developmentalpsychology.

Psychologist←Parents1.Learning difficulties, discipline problems, conflicts with teachers,peers, or parents;2.Fears. Emotional problems, Aggression. Behavioral problems.3.Vocational guidance, diagnostic of learning capacities and abilities,educational patterns.



PSYCHOLOGIST – SCHOOL DOCTOR

System of inquiries and interaction with the medical staff 1.Getting information about a student’s health while completing his (her)

psychological personal record2.While preparing the documents for the Psychological-medical-pedagogical

council 3.During the preparation for preventive and educational activities such as

“Health day”



The list of documents regulating the work of a psychologist 1. Work plan;2. Consultations register;3. Weekly work schedule;4. Programs on correctional work, development, prevention;5. Confidential documents Psychological records of a child development, class psychological record (reports, conclusions, recommendations);6. Methods, toolkit;7. Yearly report;8. Statistic reference;9. Plan for speech at meeting with parents;10. Reference on each individual person or group or school facility examined;11. Register of group knowledge (within or beyond hourly work schedule).



The list of shared documents: 1.A student’s medical record2.Class records and attendance book3.A student personal file4.“Social passport” of the class5.Social and psychological reference of the class.



Profile of professional activities of a psychologist in a Moscow educational institution

The results of the monitoring of psychological services in Moscow in 2007Resulting from the quantitative research of the answers to the question about the frequency of the below-mentioned activities in the specialists’ practice the following data were gathered (the sample included > 1500 school psychologists working in Moscow).



Types of the clients NoneEngaged in this type of work…

Several times a year

Once a month or more seldom

Several times a month

Once a week Several times a week

Daily

Conflicts mediation 4% 21% 16% 10% 12% 13% 4%








Daily

Individual psychological measurement of the students

1% 8% 15% 20% 8% 40% 8%

Group psychological testing of the students

2% 15% 17% 22% 16% 14% 3%

Psychological testing of the adults

14% 19% 18% 12% 8% 5% 2%

Individual correctional and developing work with children and adolescents

3% 1% 5% 10% 16% 36% 19%






Daily

Work with emotional disturbances

3% 5% 7% 23% 19% 21% 10%

Group correctional and developing work with children (including trainings)

3% 3% 6% 9% 22% 35% 8%

Councelling of pupils 4% 4% 4% 11% 16% 27% 10%

Councelling of teachers 4% 3% 9% 18% 19% 22% 8%







Once a week

Several times a week

Daily

Councelling of parents 1% 2% 10% 20% 26% 31% 6%

Raising the level of one’s professional skills

6% 16% 15% 10% 19% 10% 4%

Reflection and analyses of one’s work

4% 7% 9% 7% 12% 16% 36%








Daily

Participation in supervision 17% 13% 10% 6% 6% 38% 4%

Organization of teamwork with teachers, administrative staff and parents

15% 30% 11% 10% 4% 2% 1%

Participation in council 3% 1% 10% 7% 3% 0% 1%








Daily

Psychological education 3% 24% 32% 24% 4% 1% 1%

Work on documentation and reports

1% 5% 8% 8% 10% 21% 37%

Planning and carrying out scientific research, preparing the research results for publication

15% 16% 4% 4% 10% 7% 9%








Daily

Group psychological prophylaxis 10% 11% 6% 12% 22% 14% 1%

Individual psychological prophylaxis

3% 14% 6% 15% 17% 22% 2%

Other 0% 4% 1% 1% 3% 7% 3%



The results of the monitoring of educational psychological services in the Russian Federation in 2008 (the sample included over 6500 school psychologists from various regions of the Russian Federation)

Type of Activity NoneSeveral times

a yearOnce a month

or more seldom


Once a week


Daily

Conflicts mediation 8,5% 30,6% 19,3% 22,0% 7,1% 9,4% 3,1%

Counselling of students 2,9% 5,7% 8,6% 21,0% 15,8% 34,1% 12,0%

Psychological testing of the students 1,7% 13,8% 14,4% 32,3% 13,7% 20,2% 3,9%

Participation in the teachers’ attestation

48,5% 40,1% 6,1% 2,3% 1,0% 1,4% 0,7%

Individual correctional and developing work 5,5% 8,5% 7,4% 14,9% 20,4% 33,0% 10,3%

Group correctional and developing work (including trainings)

3,7% 10,7% 11,4% 16,9% 21,8% 30,6% 4,8%

Participation in the teachers’ meetings

4,0% 59,5% 21,5% 7,5% 4,2% 1,6% 1,8%




a yearOnce a month

or more seldom


Once a week


Daily

Councelling of teachers and parents 1,8% 10,6% 14,1% 28,7% 14,8% 26,0% 4,0%

Participation in the working group on methodical issues 10,2% 46,0% 29,4% 9,8% 2,5% 1,3% 0,7%

Participation in extracurricular activities

8,2% 40,0% 23,7% 19,8% 4,1% 2,7% 1,5%

Participation in school council 21,0% 46,5% 22,1% 7,3% 1,5% 0,7% 0,9%

Development of individual educational trajectories 39,8% 36,1% 12,1% 7,5% 2,0% 1,8% 0,6%

Psychological education (talks, lectures, parents’ meetings)

3,9% 32,2% 32,9% 21,7% 4,5% 3,3% 1,5%




a yearOnce a month

or more seldom


Once a week


Daily

Work on documentation and reports 2,7% 15,3% 12,0% 13,0% 15,4% 20,2% 21,5%

Planning and carrying out scientific research, preparing the research results for publication

55,3% 30,9% 6,8% 3,2% 1,9% 1,3% 0,6%

Psychological monitoring 15,4% 54,9% 15,9% 8,9% 2,7% 1,6% 0,6%

Psychological expertise of educational programmes and projects

66,8% 26,9% 3,2% 1,9% 0,5% 0,5% 0,2%

Participation in an educational project 50,1% 35,3% 5,4% 3,8% 1,5% 1,7% 2,3%



The level of satisfaction with a psychologist’s activity in an educational setting and understanding of its professional

objectives

From director’s viewpoint

From pedagogue viewpoint

No understanding of a psychologist’s activity

50-70% < 50%

Level of satisfaction with a psychologist’s activity

< 30% < 50%



Hypothesis 1

The actual system of psychologist’s professional interactions with other educational environment actors is substantially different from psychologist’s and other actors points of view.

Conclusion: Subjective efficiency of psychologist’s work appears as a adjustment of psychologist’s activity towards expectations of other actors.



Ideal duties of a psychologist within educational facility as seen by psychologists themselves 1. Advocacy for children’s rights. Mediation in conflicts;2. Dealing with psychological or physical abuse;3. Establishment of innovative development of school facility;4. Transition from situational activity to systematic prevention work;5. Change of work schedule from the 2nd half of a day to working within general schedule of hours;6. Holding psychological sessions within the general schedule of hours.





Evaluation criteria of basic education program acquisition are determinative for programmed results of elementary general education, feasibility of which must be guaranteed by all institutions carrying out basic general elementary education curricula, regardless of its type, location or organizational and legal form. Programmed outcomes are indispensable component of general elementary school education curricula.

Evaluation criteria of general elementary school education program acquisition provide guidelines for evaluation of personality, meta-disciplinary and disciplinary advancements at the stage of elementary general education.

Schoolchildren’s personality advancements refer to the level of formation of elementary school graduates’ value system, which reveals their personal positions, motivation for learning activity, social attitudes, and personal traits.

Schoolchildren’s meta-disciplinary advancements refer to universal learning activities, interdisciplinary notions developed at studying several or all subjects.

Disciplinary advancements of educational activities refer to the process of acquiring new knowledge, its processing and practical application, specific for each activity. It also refers to the system of essential elements of scientific knowledge, which are the basis for modern scientific worldview .



Requirements concerning personality outcomes

Requirements concerning personality outcomes of elementary general education envisage:

•formation of basic notions of Russian civil identity, pride for one’s own Motherland, Russian nation and history, comprehension of one’s own ethnic identity;

•formation of humanistic and democratic value system;•formation of holistic, social-orientated perception of the world in its

unity and diversity of nature, cultures, nations and religions;•formation of respect towards other opinions, histories and cultures of

other nations;•mastering basic adaptation skills in dynamically changing and

developing world;•acceptance and acquisition of the social role of a student, development

of learning motivation and formation of personal meaning of learning;



•formation of basic moral values of the Russian society;•development of self-sustainability and personal responsibility for one’s

own actions basing on notions of moral norms, social equity and freedom;•formation of aesthetic needs, values and feelings on the basis of getting

acquainted with the world and national best works of literature and arts;•formation of ethic notions, benevolence, emotional and moral

sensitivity, empathy to other people’s feelings;•development of capacity to cooperate with a teacher and peers, ability

to avoid conflicts;•formation of positive attitude to safe and healthy way of life,

motivation for creative result-oriented work.



Requirements concerning meta-disciplinary outcomes

Requirements concerning meta-disciplinary outcomes of elementary general education envisage:

•ability to accept and maintain learning goal and objectives, to transmute a practical task into cognitive one without assistance;

•ability to plan, control and evaluate one’s own actions in accordance with a given task and existing conditions for its fulfillment;

•ability to understand reasons of success and problems in learning activity;

•acquiring basic forms of cognitive and personal reflection;•capacity of performing informational, cognitive and practical activity

with using various means of information and communication;



•capacity of using sign-symbolic representation of information to create models of objects and processes being studied, schemes of learning and practical tasks solving;

•skill of making comparison, analysis, generalization, basic classification by generic features, determining analogy, assigning to notions known;

•learning inter-disciplinary notions.



Requirements concerning disciplinary outcomes

Considering specific features of a particular discipline, requirements concerning disciplinary outcomes include:

•ability to adequately use verbal means for solving various communication and cognitive tasks;

•ability to use different ways of information search, handling, analyzing and interpreting in accordance with learning objective; skill of using dictionaries or reference materials for school children;

•basic awareness on the essence and particularities of objects, processes, and actual phenomena (acts of nature, social, cultural, technical and other phenomena) in accordance with subject-matter of a particular learning discipline of the education level concerned;

•familiarity with basic notions necessary for obtaining elementary education level and continuing at a further stage;



•skill of participating in learning communication, abiding by norms of speech decorums, transmitting received information in coherent narration;

•skill of dealing with study objects in accordance with subject-matter of a particular learning discipline.

Considering specific features of a particular course of study, requirements concerning disciplinary outcomes include the most obligatory requirements on subject-matter of the discipline.

Hypothesis 2

Authentic (actual) efficiency of psychologist’s activity in an educational facility comes as a consequence of his/her connection with collective distributional activity of all actors within educational environment dealing with education and development (socialization) of students.

Conclusion: The system of inquiries to a psychologist’s activity existing nowadays in educational facilities does not correspond to objectives of organizing collective distributional activity on education and development of students.



ACTIVITY APPROACH TO DEVELOPMENT OF PSYCHOLOGICAL SERVICES WITHIN EDUCATIONAL FACILITIES Plan :

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