FGOS 3 professional competence of a teacher psychologist. Competencies of educational psychologists according to the Federal State Standards for Higher Professional Education of the third generation

Information on the topic:

• In 2010, the Ministry of Education of the Russian Federation approved Federal State Educational Standards of the 3rd generation (FSES) in the direction of training 050400 “Psychological and pedagogical education”. Provisions of the standards of Federal State Educational Standard-03: in the direction of “bachelor” and in the direction of “master”.
• Article “Professional competence of a teacher-psychologist as the basis for the successful development of psychological services in the context of modernization of education” by the head of the laboratory of psychological support of the educational process of the Tambov Regional Institute for Advanced Training of Education Workers V.M. Chernysheva.
• Provisions of the Code of Ethics of the Russian Psychological Society, which reflects the key points of ethics of a professional specialist in the field of psychology, which are in demand when certifying a young psychologist.
• One of the important European documents international level, which defines the criteria of professional quality for psychologists, is the Euro Psy diploma, proposed to the European professional community of psychologists in 2005, which sets out the standards for the training of psychologists in Europe.
• International requirements to the competence of specialists - International Competence Baseline (ICB). They can be found on the official website.

The work of a psychologist, belonging to the “person-to-person” sphere, is one of the creative professions, therefore the effectiveness of this activity is difficult to unify and evaluate. The lack of standard criteria for assessing the activities of a teacher-psychologist determines the inadequacy of expectations regarding his work in an educational institution and is a problem that often leads to disappointment in this profession.

On the other hand, it is known that the work of a teacher-psychologist includes a number of components such as: diagnostic, developmental, therapeutic, correctional, advisory, as well as what relates to the analytical, control and evaluation components of professional activity. These elements are presented in the work of the psychologist in various combinations and variations. It depends on the specific request educational institution with his specific tasks, and on the individual characteristics of the psychologist, his personal qualities. The effectiveness of a specialist’s activities ultimately depends on the level of his professionalism. The latter is interpreted in different contexts. When they say “this work requires professionalism,” they mean the regulatory requirements of the profession for a person’s personality. Professionalism is a high level of readiness to perform the tasks of a given activity, which makes it possible to achieve high-quality results at lower physical and mental costs based on the rational use of skills and abilities. The concept of “competence” - the degree of compliance with the requirements of the profession - is defined as a combination of mental qualities that allows one to act independently and responsibly (effective competence), as a person’s possession of the ability and ability to perform certain job functions. Factors of competence and incompetence are: level vocational training, adaptation in the workplace, personal states, including emotional stability or instability, good or poor health, etc.

Each employee is competent to the extent that the work he performs meets the requirements for the final result of this professional activity. Assessing or measuring the end result is the only way to determine competence. It is wrong to judge competence by what goes into achieving a result, for example, by a person’s efforts. A number of authors studying the problems of professionalism use the concept of “professiogram” - analytical description person in the profession, revealing generalized normative and morphological indicators of the professional structure. The construction of a professiogram is easier to carry out where the result and composition of professional actions are strictly defined (for example, in engineering professions), but in creative professions, “with a floating result,” which includes psychological ones, it is difficult to compare evaluation criteria and activities.

IN developed countries Europe, striving to form a single educational space, the Russian term “qualification characteristics” is identical to the concept of “International Competence Requirements (ICB – International Competence Baseline)”. They present the requirements for knowledge (Knowledge), experience (Experience) and personal qualities (Personal Attitude) that form the basis of certification programs. They have adopted a three-phase system of training and issuance of professional diplomas and supplements to them (bachelor's, master's and postgraduate practical training). The same structure of higher education operates in the United States.

The third phase (postgraduate practical training) helps to increase the effectiveness of the professional activity of a young specialist and is, in our opinion, a decisive criterion for the quality of higher education. How can one find out how effectively an educational psychologist works and what evaluation criteria to apply?

Young specialists, educational psychologists, who begin independent activities after graduation, have to a large extent only theoretical training, so it is often difficult for them to avoid disappointment when, due to lack of experience, they are unable, due to lack of experience, to carry out activities that would attract recognition from others. In this situation, for faster professional development, an important point is certification, that is, official confirmation of not only knowledge, but also practical skills in specific types of activities. Receiving a certificate will indicate a fairly high special qualification of a specialist and this will be a kind of pass to the world of professionals.

Over a certain amount of time (2–3 years), a psychologist can accumulate materials that can be used to assess the level of his professional readiness to independent and productive activity, the actual level of professionalism. We believe that it is quite possible to make the collection of these materials systematic and structured, so that their assessment is more objective. A new method of certification for the primary level of readiness of a specialist educational psychologist for independent activity is an individual cumulative assessment of professional achievements. Structuring the collection of assessed material makes it possible to identify clearer criteria for assessing the professional competencies of a psychologist, which in this case is our goal.

An example of foreign experience in using a similar approach to assessing a specialist’s professionalism is the issuance of a professional career passport – “portfolio” (Portfolio/Career Passport). It is issued to graduates of universities in the United States and is an individual “portfolio” of official documents reflecting the graduate’s knowledge, skills and abilities that may be in demand in the labor market. The main purpose of a portfolio is to help graduates make the transition from study to labor activity and provide employers with information about the qualifications of young specialists. It should be especially noted that attention in the portfolio is paid to the assessment of the so-called “Employability Skills”, which are common to all professions and represent the general labor and socio-psychological characteristics of the graduate. Psychologists and university graduates must demonstrate a high level of knowledge and skills in the following competencies.

1. Diagnostic assessment of the need for psychological activity in an institution. Knowledge of group and individual diagnostic methods and the ability to competently interpret the received diagnostic materials that determine the need for certain psychological activities in an educational institution. Compliance of the setting of goals and objectives of the specialist’s activities with the needs of the institution. The ability to analyze conditions and factors in the problems being solved, draw appropriate conclusions, determine an action plan, optimize your activities, highlighting the main and secondary. Theoretically scientifically based selection of methods and programs.
2. Interpersonal communication, cooperation, deliberation, defining the boundaries of competence. Ability to establish effective relationships with teaching staff, parents, and children. Demand for psychological services among participants in the educational process. The ability to determine the boundaries of one’s competence, adequately assess opportunities and interact with specialists in related professions (defectologist, social educator, doctor, etc.).
3. Psychological and educational principles, organization of system structure psychological activity in an educational institution. Confident knowledge of the key aspects of the development of the child’s body in normal and pathological conditions, social and psychological influences on children’s behavior, understanding of learning theory and structure educational activities. Organization of systemic psychological assistance at all levels of the educational process. Competent use of applied methods and technologies in accordance with set goals and objectives.
4. Preventive and corrective interventions that help improve the psychological and social competence of children. Reasonable selection and confident use of preventive and corrective programs and technologies in accordance with the age, problem, and individual characteristics of students. Providing timely and high-quality advisory assistance to students experiencing difficulties in learning, behavior, adaptation, etc.
5. Reflection and performance assessment. Constructive attitude towards one's own activities. The ability to evaluate the effectiveness of ongoing psychological activities, mastery of statistical methods, self-analysis, and self-correction. Having a professional and personal position, a desire to grow and develop personally and professionally.
6. Knowledge of special terminology, logic, speech, formulation of recommendations. Developed speech, a high level of logical thinking, the ability to analyze and summarize information, and draw appropriate conclusions. Adequate use of special terminology, formulation of psychological recommendations in an accessible and in clear language taking into account the client's characteristics.
7. Compliance with legal and ethical principles. Knowledge and application of all necessary legal documents regulating the activities of a psychologist. Strict adherence to ethical principles in work and confidentiality in working with information. Building work on respect for the client’s personality, regardless of the client’s age, status, social status, nationality, religion and other characteristics.

These competencies represent a conglomerate of standards, requirements for the level of training of educational psychologists and the practical activities they carry out. Although they are listed separately, these competencies are closely intertwined during the professional training of a psychologist and in his practical activities.

It is assumed that educational psychologists starting their activities already have the necessary amount of knowledge in the field of modern technologies necessary for them to perform their professional duties, and are able to use modern technologies to ensure its activities and carry them out at the proper level. At the same time, for high marks in these competencies, the educational psychologist needs to have some practice and it is better if this practice takes place under the guidance of an experienced mentor-supervisor.

At the Moscow City Psychological and Pedagogical University, a system of primary advanced training for young specialists has been successfully tested. It includes three years of training in practical skills under the guidance of a mentor and a systematic approach to collecting methodological material for a young specialist’s portfolio.

The portfolio includes both formal documents (copies of a professional diploma, work book, certificates of advanced training courses, diplomas of participation in competitions, etc.), and a collection of works of a young specialist demonstrating his efforts, progress or achievements in a certain field, namely a set of cases (descriptions of work situations and their professional solutions). As illustrations, video materials on individual work activities (diagnostics, consultation, correctional and developmental classes) can be attached to the described work situations. The video materials are accompanied by comments that demonstrate the ability to analyze work and reflect facts about the effectiveness of the work being carried out.

To evaluate the presented material, criteria have been identified, evaluation sheets and evaluation rules have been created. In this regard, we are solving the problem of creating a comprehensive model of primary certification in the form of certain tasks, the solution of which will make it possible to judge the level of professional competence of a specialist. For such assessment, we propose three levels of specialist activity that determine his professional development:

1. conducting a separate psychological event (consulting session or correctional and developmental session);
2. description and analysis of a working psychological situation that is being solved by a specialist over a period of time (the situation is selected based on a real case from the specialist’s practice);
3. analysis of the organization of the system of psychological activity in an educational institution.

Let us take a closer look at these three components for assessing (examination) the activities of a teacher-psychologist.

We propose an algorithmic approach for assessing the result of a specialist solving problems presented in the form of problematic psychological situations, the content of which is short description case from the practice of an educational psychologist.

To do this, the main stages of the activity of a teacher-psychologist in the process of solving a situation are highlighted:

1. formulation of a hypothesis for solving a problem;
2. studying the problem, clarifying the hypothesis;
3. choosing a psychological assistance program;
4. implementation of a psychological assistance program;
5. reflection on the work of a specialist in the process of providing psychological assistance;
6. formulating recommendations for further work.

For each stage, the most important criteria of competence are identified, for example, the correctness of setting goals and objectives, the adequacy of the use of practical techniques, the ability to interpret received materials, highlight performance indicators, give recommendations in an accessible way, etc. The level of proficiency in terminology, completeness descriptions and its logic, the ability to generalize and draw conclusions, respect for the boundaries of competence, etc.

Identifying and formulating the problem of a work situation includes a professionally competent “translation” of the primary request into the actual content of the psychological problem and the construction of hypotheses.

Studying the problem, i.e. clarifying it using additional procedures, includes the selection of tools, to assess the adequacy of which we ask the specialist to justify the choice made, as well as describe how these methods were used (conditions, features, etc.). Also at this stage, the specialist must indicate the diagnostic results. Here attention is drawn to such a parameter as collecting information from different sources. When describing this stage, the specialist needs to summarize the data obtained and draw appropriate conclusions to justify the choice of a correctional development program. As an example of the ability to maintain professional documentation, psychological reports for 1-2 children must be attached. The problem-solving program can be short or long, depending on the problem being solved and the goals and objectives set. It can be built both on the basis of ready-made known technologies, and using proprietary techniques. If the technologies are known, then it is enough to indicate them. If the program is built for an individual case, it is necessary to describe the techniques used and justify their need. In any case, you need to submit outline plans for 1-2 typical classes and specify the conditions for their implementation.

In the process of conducting correctional and developmental classes, it is important for the educational psychologist to monitor the dynamics of the manifestation of the problem. Intermediate diagnostic procedures are possible, which need to be described and the result indicated. Based on the diagnostics, it is possible to adjust the program itself. Then these changes should be made to the description and compared with the initial goals and objectives.

The evaluation criteria also include what characterizes the final stage of a specialist’s work:

• performance indicators;
• his ability to reflect on his own activities, that is, to analyze not only the changes that occurred in the process of working with the problem, but also an internal analysis of professional activity, showing the ability to see the reasons for success and difficulties in work;
• the nature of recommendations for further constructive interaction of the social environment (teachers, parents, peers) with the child, group, class (in particular, clarity in their presentation, accessibility for use by the client, etc.).

Psychological event is presented as an illustration to the general description of a specialist’s activities in an institution to determine his professional readiness. It is advisable that the open event presented be part of working with the problem described in the “work situation”. The specialist himself determines the topic and age of the event participants. The analysis of the event and its evaluation is carried out by a methodologist or mentor who is directly present at the lesson or through video recording.

As open event may be represented:

• correctional and developmental activities with children;
• psychological consultation session;
• lesson with a group of parents and teachers.

The event plan should reflect the following points:

1. theme of the event and date of its holding;
2. the number of participants in this event;
3. goals and objectives of the event and their rationale;
4. event plan;
5. methods and techniques used in preparing and conducting the event;
6. description of results (planned or received).

In the process of reflecting on the event, it is necessary to assess the levels of competence of the young specialist in various aspects: communicative, organizational, analytical and others.

Communication skills include active listening, establishing rapport, being interested in receiving feedback and responding appropriately to it.

Organizational: ability to create motivation, interest, favorable psychological climate; the ability to navigate in time (planning and observing the length of the main stages), flexible behavior in a non-standard situation.

TO analytical skills include: the ability to critically comprehend the results of one’s activities (see advantages and disadvantages, determine their causes and outline possible ways for further work); the ability to competently, freely and clearly formulate one’s thoughts, draw conclusions and generalizations.

The use of the proposed criteria for analyzing activities when certifying young specialists shows that they experience the greatest difficulties in carrying out analytical and forecasting activities, interpreting the data received, and reflecting on their own activities (the ability to identify performance indicators, self-analysis and self-correction).

The next most difficult aspect is carrying out group correctional and developmental work, which, as a rule, is associated with insufficient skill in using practical techniques and inability to manage a children's team. There are often difficulties in conducting consultations with adults: parents and teachers, which is also explained by the lack of proper experience.

Descriptions of professional cases, lesson plans and analytical annual reports show the progress of a young specialist through the levels of professional excellence.

All teaching materials are stored in a “Portfolio” folder, which is given to the young specialist at the end of the internship. Creating this product requires a specialist to be methodical and time-consuming, but this promotes a conscious attitude towards his professional development. A young educational psychologist will feel confident much faster, since he will have evidence of his professional competence. These materials confirm the specialist’s self-image as a necessary and capable person. They show that some life plans have been successfully implemented, and there are also things worth striving for in the future. Consequently, the very fact of having such a methodological folder is an incentive for the self-development of a specialist and his professional competencies in various fields of activity. As a rule, having sufficient methodological knowledge, in this case a portfolio, a specialist can submit a request for an increase in qualification category, counting on higher wages.

Ministry of Education of the Republic of Belarus

State Educational Institution "Academy of Postgraduate Education"

Competencies of an educational psychologist

educational institutions

under the scientific editorship of the dean of the faculty of psychology, social and educational work, doctor of psychology. sciences, professor

Reviewer: Head of the Department of Social and educational work Ministry of Education of the Republic of Belarus

Keywords:

A teacher-psychologist works as part of the socio-pedagogical and psychological service of an educational institution (hereinafter referred to as SPPS). SPPS today is considered as a special formation in an educational institution that promotes a comprehensive solution modern tasks, such as ensuring the protection of the rights and legitimate interests of students, socio-pedagogical and psychological support talented schoolchildren; organization of comprehensive assistance to children in social dangerous situation in need of state protection; participation in preparing schoolchildren for independent and family life, etc.

An educational psychologist is a specialist from among teaching staff , who carries out professional activities aimed at psychological support of the educational process, personal development and ensuring successful socialization, preserving and strengthening the health of students, protecting the rights of children and adolescents, preventing deviations in their development and behavior.

The professional competence of a teacher-psychologist is a complex psychological education that includes a system of activity-role (knowledge, abilities, skills, experience) and personal (professional important qualities) characteristics.

The basis of competence is university specialization (for example, “Practical psychology in education”), which provides basic knowledge required for everyone educational psychologists. The formation and development of professional competence and competencies occurs in the processes of continuous professional education and practical activity.

The professional competence of a teacher-psychologist is manifested in activities and can be presented as an integrated structure, including (Koshel N.):

special readiness represented by special qualifications and functional literacy of a person, his personal competence, social functional literacy (result special training at the university, in the processes of postgraduate training and professional activity);

qualifications in activities as the result of mastering technologies of psychological pedagogical activity in practice and acquiring the ability to reflect it;

organizational and operational competence, the ability to transform activity based on the results of its reflexive analysis (the result of mastering the mechanisms of activity development in the process of continuous vocational education and practical activities).

Professional competence and professional competencies are complementary and interdependent concepts. Competence is both a range of responsibilities, which is determined by the job description and an area of ​​responsibility, a certain area of ​​authority in which a specialist must demonstrate certain knowledge, skills, professional abilities and professionally important personality qualities.

Professionally important qualities allow a teacher-psychologist to effectively solve problems and solve problems of varying levels of complexity and certainty in the dynamic conditions of professional activity. For successful professional activity, a teacher-psychologist requires fairly stable and adequate self-esteem, a positive outlook on the world, emotional stability, self-esteem and self-confidence (R. Kociunas), as well as stable motivation, responsibility, independence, reflexivity, the ability to analyze, etc. (). The opposite characteristics that are incompatible with the qualities of a psychologist are low ego strength, low intelligence, lack of empathy, inability to solve one’s problems, excessive inhibition, low organization, poor resistance to stress, need for care, and high anxiety. (R. Kociunas). These requirements are absolute, so they can serve as a general guideline.

The competencies proposed below allow the educational psychologist to exert a targeted psychological influence on the activities of the educational institution as a whole and the social and personal development of each student, carry out a reflective assessment of his own practice and the degree of its integration into the educational process, determine the boundaries of his competence and incompetence, and provide the opportunity to design a path professional growth taking into account qualification categories.

A competency-based approach allows you to create a unique professional path, meeting the needs of the current stage of development of an educational institution and aimed not at the process, but at the result.

COMPETENCIES OF A TEACHER-PSYCHOLOGIST

The professional competencies of an educational psychologist are based on general pedagogical competencies:

To perform professional duties in a qualified manner in an educational institution, a teacher-psychologist must possess the following general pedagogical competencies (knowledge):

1. Current state education system of the Republic of Belarus.

2. Basic regulatory documents on the organization of the educational process; principles of organizing the educational environment in an educational institution, its constituent elements, and the connections between them.

3. Essences and algorithms of pedagogical technologies and methods: differentiated learning, project method, health-saving technologies, as well as knowledge of pedagogical technologies and methods recognized as priorities for the education system of the Republic of Belarus.

4. The essence of various approaches to education: a person-oriented approach to education, a competency-oriented approach to education, a traditional approach to education, etc.

5. Features of the structure, conduct and construction of a lesson, the ability to conduct and analyze lessons, draw up educational and thematic plans and programs.

6. Knowledge of the main tasks and directions of educational and preventive work of an educational institution, the ability to design and analyze extracurricular educational activities, and provide their psychological support.

General professional (general psychological) competencies

To perform professional duties in a qualified manner, a teacher-psychologist must possess the following general professional (general psychological) competencies and competencies:

1. Possession of general and special psychological culture, including knowledge and understanding of special psychological concepts, theoretical approaches to psychological phenomena and facts, as well as the use of tools and techniques for assessment and correction, the formation of values ​​and norms governing professional activity.

2. The ability to plan, design, model, predict one’s own activities, taking into account the tasks facing the education system, educational institution, as well as taking into account the current social situation.

3. Possessing a culture of interpersonal relationships, consisting of communicative competence, the ability to organize joint activities (primarily with social educator) and participate in it, establish and develop productive relationships with members of the teaching staff, administration, children and parents.

4. The ability to plan and facilitate the resolution of problem situations related to children, teachers, parents (school and out-of-school environment).

5. Possessing developed skills in consulting with students, teachers and families.

6. Possession of the skills and abilities of educational work, consisting in effective use and presenting information, bringing it to a level of understanding for various audiences.

7. Possession of diagnostic and reflective skills (the ability to analyze the results of one’s own activities and the activities of colleagues, the results of feedback from students and colleagues, the conditions for achieving a goal, etc.).

Special competencies of educational psychologists include :

Psychodiagnostic competencies

These special competencies make it possible to implement such an area of ​​work of a teacher-psychologist as psychological and pedagogical diagnostics.

Target psychological and pedagogical diagnostics in an educational institution - assessment of the individual psychological properties of students’ personality and the characteristics of the development of teams for the organization of subsequent correctional, developmental, and preventive work.

Methods used: psychological tests, projective techniques, questionnaires, observation, psychological conversation(interview).

1. The ability, based on the tasks solved by an educational institution, to highlight the psychological context, i.e., to define psychological tasks within the framework of general ones, to obtain and analyze the necessary information, to formulate general conclusions that have a practical orientation.

2. The ability to solve psychodiagnostic problems in accordance with the work plan of the educational institution, the requests of participants in the educational process, the needs of organizing individual correctional work (formulation of tasks and hypotheses of psychodiagnostic research, selection and justification of a package of psychodiagnostic methods; organization and conduct of research, statistical processing and interpretation of results) .

3. The ability to develop scientifically based and specific recommendations based on the results of psychodiagnostic studies and convey them to respondents in accessible language.

1. The ability, based on the tasks solved by an educational institution, to highlight the psychological context, i.e., to define psychological tasks within the framework of general ones, to obtain and analyze the necessary information, to formulate conclusions and recommendations that have a practical orientation.

2. The ability to solve psychodiagnostic problems in accordance with the work plan of the educational institution, the requests of participants in the educational process, the needs of organizing individual correctional work (formulation of tasks and hypotheses of psychodiagnostic research, selection and justification of a package of psychodiagnostic methods; organization and conduct of research, statistical processing and interpretation of results) .

3. The ability to use observation as one of the most important psychodiagnostic methods in education (set observation tasks, create a scientifically based observation scheme, analyze and interpret observed phenomena).

4. The ability to develop scientifically based and specific recommendations based on the results of psychodiagnostic studies and convey them to respondents in accessible language.

5. Ability to forecast prospects mental development based on analysis of survey results.

6. The ability to provide advisory assistance to class teachers, subject teachers on the organization of psychological and pedagogical diagnostics, evaluation of results, compliance with psychological and pedagogical recommendations, etc.

7. Ability to develop and test new diagnostic methods and programs.

8. The ability to analyze the received empirical material in the context of general psychological patterns and the structure of human psychological organization.

1. The ability, based on the tasks solved by an educational institution, to highlight the psychological context, i.e., to define psychological tasks within the framework of general ones, to obtain and analyze the necessary information, and to formulate conclusions that have a practical orientation.

2. The ability to solve psychodiagnostic problems in accordance with the work plan of the educational institution, the requests of participants in the educational process, the needs of organizing individual correctional work (formulation of tasks and hypotheses of psychodiagnostic research, selection and justification of a package of psychodiagnostic methods; organization and conduct of research, statistical processing and interpretation of results) .

3. The ability to use observation as one of the most important psychodiagnostic methods in education (set observation tasks, create a scientifically based observation scheme, analyze and interpret observed phenomena).

5. The ability to provide advisory assistance to class teachers, subject teachers on the organization of psychodiagnostic work, evaluation of its results, compliance with psychological and pedagogical recommendations, etc.

6. Ability to develop and test new diagnostic methods and programs.

7. Ability to organize and conduct research activities using experimental psychology methods

8. The ability to analyze the received empirical material in the context of general psychological patterns and the structure of human psychological organization;

9. The ability to predict the prospects for mental development based on analysis of examination results

Psychocorrectional and developmental competencies

These special competencies make it possible to implement such areas of work as psychological correction and developmental work for a teacher-psychologist. .

Target correctional work– correction (adjustment) of personality characteristics and behavior of participants in the educational process, which lead to psychological problems.

Target development work- assistance in solving current problems of development of a particular child, a group of children of a certain age and stage of collective development during joint activities child (group of children) and psychologist.

Forms and methods used: individual work, group work, psychological and pedagogical consultation, psychological classes.

1. Ability to define specific goals and objectives psychological correction And psychological development.

2. Ability to conduct individual correctional work with students on regulation of emotional state.

3. The ability to use ready-made correctional and developmental methods and programs.

4. The ability to conduct classes with training elements, including determining the purpose and objectives of the lesson, and reflecting on the results.

5. The ability to develop readiness to choose a profession (conduct an initial diagnosis of professional intentions, make recommendations based on the results of the diagnosis).

2. The ability to set specific, consistent and feasible tasks for psychological correction and developmental work, draw up programs, modify programs during implementation, and reflect on the results.

3. The ability to conduct individual correctional work with students on regulating the emotional state, rehabilitation of the self and the picture of the world, including with children under state protection, in a socially dangerous situation, deprived, gifted, etc.

4. The ability to conduct classes with elements of socio-psychological training, determine the goal and objectives of the lesson, formulate a program, modify the program during implementation, the ability to stay within the goal, reflect on the results of the lesson.

5. The ability to develop readiness to choose a profession (conduct an initial diagnosis of professional intentions, draw up recommendations based on the results of the diagnosis, conduct career guidance classes).

6. Ability to use ready-made correctional and developmental methods and programs.

1. The ability to modify an existing request into a psychological task and determine one’s own responsibility.

2. The ability to set specific, consistent and feasible tasks for psychological correction and psychological development, develop programs, modify programs during implementation, and reflect on the results.

3. The ability to conduct individual correctional work with students, including children under state protection, in a socially dangerous situation, deprived, gifted, etc. to correct (adjust) the student’s personality and behavior that lead to psychological problems.

5. The ability to develop readiness to choose a profession (conduct an initial diagnosis of career intentions, draw up recommendations based on the results of the diagnosis, conduct career guidance classes, develop goal-setting skills, and develop a time perspective).

6. Ability to develop and implement new correctional and developmental methods and programs.

1. The ability to modify an existing request into a psychological task and determine one’s own responsibility.

2. The ability to set specific, consistent and feasible tasks for psychological correction and psychological development, develop programs, modify programs during implementation, and reflect on the results.

3. The ability to draw up programs and conduct individual correctional work with students, including children under state protection, in a socially dangerous situation, deprived, gifted, etc. to correct (adjust) the characteristics of the student’s personality and behavior, which lead to psychological problems.

4. The ability to conduct socio-psychological training as a method of correction and development of social behavior, including determining the goal and objectives of SPT, forming programs, modifying programs during implementation, the ability to stay within the goal, reflecting on the results of SPT.

5. The ability to develop readiness to choose a profession, promote the formation of personal and professional identity.

6. Ability to develop and implement new correctional and developmental methods and programs

Psychoprophylactic competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as psychological prevention and psychological education.

The purpose of psychological prevention– implementation of measures aimed at timely prevention of possible violations in the formation and development of the personality of participants in the educational process and interpersonal relationships, assistance in maintaining and strengthening the condition peace of mind students and teachers;

The purpose of psychological education– implementation of activities aimed at disseminating psychological knowledge, increasing the level of awareness of participants in the educational process about psychology and the possibilities of psychological assistance in order to improve the level of their psychological culture and quality of personal life.

Forms and methods used: lectures, conversations, interactive forms of work (business games, debates, discussions, etc.), promotions, theme evenings, KVNs, clubs, etc., as well as forms of visual education, use of Internet resources, websites of educational institutions .

2. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the diagnostic results and the characteristics of the social stage being experienced.

3. The ability to implement value-based activities for specific groups of students, teachers, and parents.

4. Ability to broadcast psychological information using traditional forms, transfer psychological knowledge and skills at an accessible level various groups participants in the educational process (providing assistance to the family, in effectively raising children, creating a favorable psychological climate in groups and teams, etc.).

5. The ability to use various information channels to disseminate psychological knowledge, including wall printing, mass media, communication on the Internet, etc.

1. The ability to organize mass psychoprophylactic work at the primary level, aimed at preventing any possible trouble and ensuring the safety of the mental and psychological health of all children developing in a certain educational environment.

2. The ability to organize psychoprophylactic work at the secondary level, aimed at timely and effective prevention of possible adverse consequences of “crises” in the development of a child.

3. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the diagnostic results and the characteristics of the social stage being experienced.

4. The ability to implement value-based activities for specific groups of students, teachers, parents and analyze effectiveness.

5. The ability to transmit psychological information using traditional and interactive forms, to transfer psychological knowledge and skills at an accessible level to various groups of participants in the educational process (promoting adaptation and preventing maladjustment, providing assistance to families in the effective upbringing of children, creating a favorable psychological climate in groups and teams and so on.).

6. The ability to use various information channels to disseminate psychological knowledge, including wall printing, the media, communication on the Internet, etc.

1. The ability to organize mass psychoprophylactic work at the primary level, aimed at preventing any possible trouble and ensuring the safety of the mental and psychological health of all children developing in a certain educational environment.

7. The ability to use various information channels to disseminate psychological knowledge, including wall printing, the media, communication on the Internet, etc.

1. The ability to organize mass psychoprophylactic work at the primary level, aimed at preventing any possible trouble and ensuring the safety of the mental and psychological health of all children developing in a certain educational environment.

2. The ability to organize psychoprophylactic work at the secondary level, aimed at timely and effective prevention of possible adverse consequences of “crises” in the development of the child and changes in the social situation.

3. The ability to organize tertiary psychoprophylactic work aimed at preventing possible adverse consequences of the child’s individual special development.

4. The ability to identify relevant topics in preventive and educational work for specific groups of students, teachers, parents, depending on the diagnostic results and the characteristics of the social stage being experienced.

5. The ability to implement value-based activities for specific groups of students, teachers, parents and analyze effectiveness.

6. The ability to transmit psychological information using traditional and interactive forms, transfer psychological knowledge and skills at an accessible level to various groups of participants in the educational process (promoting adaptation and preventing maladjustment, providing assistance to families in the effective upbringing of children, creating a favorable psychological climate in groups and teams and so on.).

7. The ability to create and use various information channels for the dissemination of psychological knowledge, including wall printing, mass media, communication on the Internet, etc.

Advisory competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as psychological and psychological-pedagogical counseling.

Purpose of psychological counseling− implementation of activities aimed at assisting a participant in the educational process (or group) in resolving psychological problems, including making decisions regarding professional activities.

The purpose of psychological and pedagogical consultation(synonym: developmental psychological counseling) – organization of individual psychological counseling on issues of mental development, education and upbringing of children and adolescents. Psychological and pedagogical counseling is aimed at the practical solution of the most important problem developmental psychology- tasks of systematic monitoring of the progress of children’s mental development in order to optimize and correct it.

Methods used: rational and explanatory conversation.

1. Ability to conduct psychological and pedagogical consultations.

2. Ability to provide consultation based on diagnostic results.

3. The ability to resolve conflicts in a children's team.

4. Possession of the skills of a consulting psychologist, including active listening, sensitivity to changes in client behavior, and the ability to give feedback and so on.

1. Ability to conduct individual and group psychological and pedagogical consultations.

2. The ability to conduct individual psychological consultations.

4. Ability to resolve conflicts in children's and teaching teams.

1. Ability to conduct individual and group psychological and pedagogical consultations.

2. Ability to conduct individual psychological consultations.

3. Ability to provide consultation based on diagnostic results.

4. Ability to resolve conflicts in children’s and teaching teams;

5. The ability to provide extreme psychological assistance.

6. Possession of developed skills as a psychological consultant, including active listening, sensitivity to changes in client behavior, the ability to give feedback, etc.

7. Possession of supervisory skills.

Methodological competencies

These special competencies make it possible to implement such areas of work of a teacher-psychologist as methodological activities.

Target methodological work educational psychologist - organization of activities aimed at improving the qualifications and professional skills of members of the teaching staff and based on achievements psychological science and practice, diagnostic data .

Forms and methods used: accumulation and systematization of psychological and pedagogical literature, teaching materials, individual and group consultations on professional issues.

1. The ability to select psychological methods, techniques, tools for educational programs and plans.

1. Ability to implement psychological examination preparation, adoption and implementation of management decisions.

2. The ability to assess and monitor the socio-psychological climate of classroom groups and the staff of an educational institution.

3. The ability to provide psychological support in the process of organizing effective management communication.

4. The ability to provide psychological assistance in shaping the image of an educational institution.

5. Ability to work with personnel, in competition commissions, job interviews and during certification of teaching staff.

References:

1. Winter culture and social and professional competence of a person // Higher education Today. – 2005. – No. 11. – p. 14-20.

2. Kociunas R. Fundamentals of psychological counseling / R. Kociunas. – M.: Academic project, 1999. − 240 p.

3. Koshel competence as a basic category of postgraduate education // Adukatsiya i vyhavanne. − 2005. − No. 9, p.8-15.

Competence (or competency) literally translated from Latin means “relating, corresponding.”

Usually this term refers to the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of an educational psychologist (Section 4.3 of this chapter will be devoted to a detailed analysis of professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving this to more qualified specialists. For example, not a single teacher would think of performing an operation if a child has an attack of appendicitis, but for some reason some teachers consider themselves entitled to diagnose the student’s abilities, his level mental development without taking any measurements. Thus, they act unprofessionally and violate the boundaries of their competence. The result of such unprofessional judgments may be the student’s doubts about professional qualities teacher (in the best case) or his lack of confidence in his own abilities, decreased self-esteem (in more serious cases).

How can the professional competence of a teacher-psychologist be demonstrated?

1. An educational psychologist has the right to use only tests that correspond to the level of his qualifications. If the technique requires a higher level of qualification, then it is necessary to replace the test with one that is easier to process or pass special training. The instructions for some methods (mostly Western) indicate the requirements for the user; A - the technique has no restrictions for use, B - The technique can only be used by specialists with higher psychological education, C - The technique can be applied by psychologists subject to additional training.

To conduct, process and interpret the results of some techniques (for example, projective ones), even a higher psychological education is not enough. To correctly administer most personality and intelligence tests, one or two practice tests during college are not enough. Long-term (at least several weeks or months) training in their interpretation and careful adherence to the conditions are required.

In the process of training under the guidance of a person who has been skillfully using the methodology for several years, one can learn to avoid subjectivity in assessment, relate the results obtained to the theoretical concepts adhered to by the developer, and interpret the results as objectively as possible. In addition, training will provide the opportunity to extract as much information as possible from the results of the technique.

2. Exactly the same requirement applies to consulting work. An educational psychologist does not have the right to use advisory approaches and techniques if he or she is not sufficiently skilled in them. There are several theoretical approaches to consultation. Achieving results depends on how professionally the psychologist applies the theory and techniques developed on its basis in his work.

When studying at a university, students receive knowledge sufficient to independently carry out all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, including mastering methods based on various theories, but the knowledge gained is predominantly theoretical in nature. It takes time to adapt existing knowledge to the practice of working in a specific school, with specific groups of students. A novice psychologist usually spends two to three years on such adaptation. Only after this can we talk about the primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or regularly engaging in reflection.

3. Competence will also be demonstrated if the educational psychologist refuses to conduct research or consulting in an area of ​​psychology that has not been sufficiently studied by him. Psychology is very vast; it is impossible to know all branches of it equally well. Just as in education, it is rare that a teacher can teach physics and literature equally well. It's the same in psychology. A person specializing, for example, in the field of career guidance, may have little understanding of medical or forensic psychology, a professional in the field social psychology may have poor knowledge of pathopsychology, etc. A teacher-psychologist who is able to admit that he is not an expert in this or that field has genuine pedagogical tact and in no case should be embarrassed by his ignorance.

The main areas of work of an educational psychologist have been described above. Let us remind you that among them there are correctional, developmental, socio-pedagogical, managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual correctional or developmental work is better done introverts(people characterized by being self-focused), and for cultural, educational or social-pedagogical work, the opposite quality is often required - extroversion(outward facing), a competent specialist is proficient in all types of activities, some in high level, others – at a lower level. The professionalism of a teacher-psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that an educational psychologist will use psychodiagnostic techniques or advisory techniques only after a preliminary check. Not all methods “measure” exactly what is indicated in their instructions, i.e. it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure a child's knowledge of school subjects, therefore, using this technique, we can only say at what level the child has mastered school curriculum, not what his level of intelligence is.

Not all methods and tests are psychometrically tested. In order to prove that the technique measures exactly this quality (for example, IQ, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: “psyche” - soul and “metros” - to measure). Psychometric testing shows how stable the results of the technique are to the influence of extraneous factors (for example, how much the result of a test for diagnosing attention depends on a person’s fatigue at the time of testing), how accurate the measurements are, for which groups of people the technique is intended, how stable its results are when repeated, will the result obtained during repeated testing depend on random factors or will it show a person’s progress in developing this quality, and a number of other indicators. Since these measurements are complex and require large quantity subjects and for a long time, not all teachers conduct them. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or such guidance is missing, it is advisable to replace the methodology with another, more reliable one, or conduct the test yourself.

The same applies to consulting techniques and methods that help solve the problem facing a psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of work methods and techniques, it is necessary to conduct a preliminary test of them (on yourself, friends, familiar children, etc.).

5. Another result of adhering to this principle is that the educational psychologist has no fear of making a mistake and quickly corrects the mistakes made. All people make mistakes, even professionally competent ones. But a good specialist differs from a bad one in that, firstly, he notices his mistakes faster, since he uses reflection more often in his work, and, secondly, he will not persist in his mistake and will find ways to correct it, even if this threatens at some point with a decrease in his authority.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates various communication situations, chooses the desired tone and style of conversation with a small child, with a teacher, with parents, and with the administration, finds the right words both in order to support, encourage, and in order to scold or explain something. His focus is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by an educational psychologist due to the fact that he knows his own characteristics, is confident in himself and is able to quickly understand communication partners - their manner of conversation, characteristics of temperament and character, communication style, which helps him find convincing arguments for them . The basis of communication competence is social sensitivity, general level human culture, knowledge of ideological and moral rules and patterns public life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form sustainable moral standards behavior and attitude towards the world and people, i.e. true competence in communication. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore find solutions to them. mutual language, observing the norms of behavior. An educational psychologist must be aware of modern ideological trends and the moral code of the society in which he lives, and about world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students when solving ideological issues and thereby gain lasting authority and respect With their sides. Social life includes not only the structure of national and local (regional, city) authorities, although the teacher-psychologist’s knowledge of their foundations is also important, but also the features of relationships in various social strata and groups (in production teams, families, between relatives, friends, service sector, leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also provide significant assistance.

Both general and communicative competence can increase with the accumulation of experience and can decrease if a person has stopped in his development and uses only previously accumulated knowledge and ideas.

4.2. Professional competence
educational psychologist

Competence (or competency) literally translated from Latin means “relating, corresponding.” Usually this term refers to the terms of reference of a person or institution (TSB, vol. 22, p. 292). The principle of professional competence is one of the main ethical principles of the work of an educational psychologist (Section 4.3 of this chapter will be devoted to a detailed analysis of professional psychological ethics). It is understood that the specialist is aware of the degree of his competence and the limited means of studying the student and influencing him. He does not interfere in those areas in which he has insufficient knowledge, leaving this to more qualified specialists. For example, no teacher would think of performing an operation if a child has an attack of appendicitis, but for some reason some teachers consider themselves entitled to diagnose a student’s abilities and level of mental development without taking any measurements. Thus, they act unprofessionally and violate the boundaries of their competence. The result of such unprofessional judgments can be a student’s doubt about the teacher’s professional qualities (in the best case) or his lack of confidence in his own abilities, a decrease in self-esteem (in more serious cases).

How can the professional competence of a teacher-psychologist be demonstrated?

1. An educational psychologist has the right to use only tests that correspond to the level of his qualifications. If the technique requires a higher level of qualification, then it is necessary to replace the test with one that is easier to process or undergo special training. The instructions for some methods (mostly Western) indicate the requirements for the user: A - the method has no restrictions for use, B - the method can only be used by specialists with higher psychological education, C - the method can be

applied by psychologists subject to additional training.

To conduct, process and interpret the results of some techniques (for example, projective ones), even a higher psychological education is not enough. To correctly administer most personality and intelligence tests, one or two practice tests during college are not enough. Long-term (at least several weeks or months) training in their interpretation and careful adherence to the conditions are required.

In the process of training under the guidance of a person who has been skillfully using the methodology for several years, one can learn to avoid subjectivity in assessment, relate the results obtained to the theoretical concepts adhered to by the developer, and interpret the results as objectively as possible. In addition, training will provide the opportunity to extract as much information as possible from the results of the technique.

2. Exactly the same requirement applies to consulting work. An educational psychologist does not have the right to use advisory approaches and techniques if he or she is not sufficiently skilled in them. There are several theoretical approaches to consultation. Achieving results depends on how professionally the psychologist applies the theory and techniques developed on its basis in his work.

When studying at a university, students receive knowledge sufficient to independently carry out all types of activities of a teacher-psychologist: diagnostics, training, individual and group counseling, including mastering methods based on various theories, but the knowledge gained is predominantly theoretical in nature. It takes time to adapt existing knowledge to the practice of working in a specific school, with specific groups of students. A novice psychologist usually spends two to three years on such adaptation. Only after this can we talk about primary professional experience. This process can be accelerated, for example, by constantly working with a mentor, observing the work of more experienced colleagues, or regularly engaging in reflection.

They say that the advisory work of an educational psychologist is never based on one theoretical approach. Indeed, in counseling, most psychologists are eclectic. But even with an eclectic approach, a professionally competent specialist will differ significantly from an incompetent one. The first will select the most effective methods for working on a specific case, i.e. those that give the most reliable result at a minimum cost. The second one will choose to work what he knows best or what he remembered first.

3. Competence will also be demonstrated if the educational psychologist refuses to conduct research or consultation in an area of ​​psychology that has not been sufficiently studied by him. Psychology is very vast; it is impossible to know all branches of it equally well. Just as in education, it is rare that a teacher can teach physics and literature equally well. It's the same in psychology. A person specializing, for example, in the field of career guidance, may have little understanding of medical or forensic psychology, a professional in the field of social psychology may have little knowledge of pathopsychology, etc. An educational psychologist who is able to admit that he is not an expert in this or that field has genuine pedagogical tact and should under no circumstances be ashamed of his ignorance.

The main areas of work of an educational psychologist have been described above. Let us remind you that among them there are correctional, developmental, socio-pedagogical, managerial, and a number of others. Sometimes they require completely different personality traits from a person. For example, it has been proven that long-term individual correctional or developmental work is better done introverts (people characterized by a focus on themselves), and for cultural-educational or social-pedagogical work the opposite quality is often required - extroversion (outward facing). A competent specialist is proficient in all types of activities, some at a high level, others at a lower level. The professionalism of an educational psychologist also lies in the fact that he knows his strengths, but refuses to perform types of work in which he does not feel fully competent (or performs them only after appropriate training).

4. The principle of competence assumes that an educational psychologist will use psychodiagnostic techniques or advisory techniques only after a preliminary check. Not all methods “measure” exactly what is indicated in their instructions, i.e. it is possible that the result will be false. For example, many of the so-called intelligence tests actually measure a child's level of knowledge in school subjects, so using such a technique can only tell at what level the child has mastered the school curriculum, and not what his level of intelligence is.

Not all methods and tests are psychometrically tested. In order to prove that the technique measures exactly this quality (for example, IQ, long-term memory, temperament, etc.), a special, lengthy and complex test is carried out. It is called psychometric (the word is derived from two Latin roots: “psyche” - soul and “metros” - to measure). Psychometric testing shows how stable the results of the technique are to the influence of extraneous factors (for example, how much the result of a test for diagnosing attention depends on a person’s fatigue at the time of testing), how accurate the measurements are, for which groups of people the technique is intended, how stable its results are when repeated, will the result obtained during repeated testing depend on random factors or will it show a person’s progress in developing this quality, and a number of other indicators. Since these measurements are complex and require a large number of subjects and a long time, not all teachers carry them out. If the manual for the methodology that the educational psychologist is going to use does not indicate the results of a psychometric test, or such guidance is missing, it is advisable to replace the methodology with another, more reliable one, or conduct the test yourself.

The same applies to consulting techniques and methods that help solve the problem facing a psychologist in one case, and lead him to failure in another. In order to avoid mistakes and failures associated with the incorrect use of work methods and techniques, it is necessary to conduct a preliminary test of them (on yourself, friends, familiar children, etc.).

5. Another result of adhering to this principle is the absence of fear in the educational psychologist of making a mistake and the quick correction of mistakes made. All people make mistakes, even professionally competent ones. But a good specialist differs from a bad one in that, firstly, he notices his mistakes faster, since he uses reflection more often in his work, and, secondly, he will not persist in his mistake and will find ways to correct it, even if this threatens at some point with a decrease in his authority.

6. In addition to general competence, socio-psychological competence, or competence in communication, is also important in the work of a teacher-psychologist. It manifests itself in the fact that a specialist psychologist quickly navigates various communication situations, chooses the right tone and style of conversation with a small child, a teacher, parents, and administration, finds the right words to support and encourage , and in order to scold or explain something. His focus is based on knowledge, intuition and experience. The ability to equally successfully interact with others is acquired by an educational psychologist due to the fact that he knows his own characteristics, is confident in himself and is able to quickly understand communication partners - their manner of conversation, characteristics of temperament and character, communication style, which helps him find convincing arguments for them . The basis of competence in communication is social sensitivity, the general level of a person’s culture, his knowledge of the ideological and moral rules and patterns of social life.

Knowledge of the world cultural heritage (literature, painting, music) helps to form stable moral standards of behavior and attitude towards the world and people, i.e. true communication competence. In addition, this knowledge helps to quickly understand the individual characteristics of students, and therefore find a common language with them, observing norms of behavior. An educational psychologist must be aware of modern ideological trends and the moral code of the society in which he lives, and about world ideologies. In this case, he will be able not only to reasonably decide for himself which ideological and moral principles to adhere to, but also to advise students when deciding

them worldview issues and thereby gain lasting authority and respect on their part. Social life includes not only the structure of national and local (regional, city) authorities, although the teacher’s knowledge of their fundamentals is also important, but also the characteristics of relationships in various social strata and groups (in production teams, families, between relatives, friends, in the service sector , leisure, etc.). A specialist who understands the structure of formal and the intricacies of informal relationships can also provide significant assistance.

Both general and communicative competence can increase with experience and can decrease if a person has stopped in his development and uses only previously accumulated knowledge and ideas.

The professional competence of a teacher is determined by a complex set of skills - he must master his subject perfectly and improve his knowledge and skills at the level of the latest scientific achievements.

There is a huge amount of research on the problem of psychological and pedagogical competence of teachers, for example, in the works of psychologists B. G. Ananyev, K. K. Platonov, S. L. Rubinshtein, the basics of the psychological and pedagogical competence of a teacher are revealed in detail, and the research of V. S. Avanesov revealed various methods and means of diagnosing the level of professional competence of a teacher.

Despite the variety of existing research in this area, there is still a problem of existence in the education system low level psychological competence of teachers who, in their teaching activities, do not take into account the psychological states of students, their unique behavior, motives for learning and interpersonal relationships in the team, which gives rise to negative phenomena in the education system.

Therefore, the need to increase the level of professionalism of educators and develop their psychological competence is sufficient actual problem. This problem can be successfully solved if we identify psychological and pedagogical conditions that contribute to increasing the level of psychological competence of the teacher.

The professionalism of a teacher includes a whole system of personal and professional standards that guide the teacher towards the effective performance of his teaching activities.

A significant component of a professional teacher is his pedagogical and psychological competence. The activity of a teacher belongs to the “person-to-person” type and special meaning in its effective implementation belongs to the psychological competence of the teacher, which presupposes knowledge of the age characteristics of schoolchildren, methods of effective interaction, patterns of student behavior, etc. The teacher must be psychologically educated and have knowledge about the age-related psychological characteristics of students, because he deals with professional activity directly related to children. Besides. The teacher must have psychological competence, that is, he must be able to effectively use psychological education in practice.

Conditions for the formation and development of a teacher’s psychological competence

We believe that in order to increase the level of psychological competence, the teacher needs to know the conditions that contribute to the development and formation of the level of development of psychological and pedagogical competence.

In increasing the level of psychological competence of a teacher, self-education and the help of a psychologist in difficult situations play a huge role.

In addition, the study and analysis of theoretical and methodological material in this area allowed us to identify and formulate the main conditions for the formation and development of a teacher’s psychological competence:

1. Pedagogical tact- this is the mandatory observance by the teacher of the principle of moderation in communicating with children in educational activities, which implies respect for students, attentiveness and trust, reasonableness in the requirements for completing educational tasks, and much more.

2. The ability to find the right approach to students and know their individual and psychological-age characteristics.

3. Ability and desire to work with children.

4. Interest in results of their professional activities.

5. When planning and organizing the educational process take into account the level of motivation of students and the completeness of their knowledge of the educational material.

6. The teacher must have the skills and abilities of organizational abilities.

7. Master your speech- it should be simple, clear and convincing in communication with students.

8. Be able to manage the mental state of students in the classroom. To do this, it is necessary to create a comfortable learning environment in the classroom and be able to see and distinguish mental condition children.

9. “Empathy” of the teacher, that is, the ability to feel the emotional state of the student, be able to empathize and respond to the child’s problem. The main thing here for the teacher is to understand the child’s condition and look at the situation from his position in order to find ways to solve the child’s problem.

And we would also like to especially mention such an important condition as teacher's ability to cooperate. That is, to increase the level of psychological competence of a teacher, it is necessary to be able to formulate one’s point of view, and to hear and listen to others. In addition, the ability to cooperate also lies in resolving disagreements using logical argumentation, without transferring disagreements into the plane of personal relationships.

It is also important teacher's external attractiveness, that is, the ability to win over students appearance and manner of behavior, because students receive information not only from the teacher’s speech, but also visually - they pay attention to the expression of feelings in the teacher’s facial and pantomimic movements. Besides, pleasant manners The teacher’s behavior contributes to rapid adaptation to any environment and simplifies the establishment of communication connections, which increases the level of impact on students.

We believe that compliance with the above conditions helps to increase the level of psychological competence of the teacher.

A highly competent teacher is a teacher with a special kind of worldview, capable of constructing predictive models of behavior, able to accept and assimilate the requirements of modern social reality, as well as reflect on the development of social reality. The psychological competence of a teacher lies in the ability to realize the level of one’s own activity, one’s abilities, to know ways of professional self-improvement, to be able to see the reasons for shortcomings in one’s work, in oneself, and to desire self-improvement.

If the teacher makes it a rule to take into account and apply all the above conditions, then we believe that the teacher’s psychological competence will be formed quickly enough and it will be easier for him in his professional activities.

The identified and formulated conditions for increasing the level of psychological competence of a teacher can be applied by teachers and psychologists in their professional activities.

Bibliography

1. Lukyanova N.I. Psychological and pedagogical competence of the teacher. Developmental diagnostics. M., 2004.
2. Lazarenko L.A. Psychological competence of a teacher as a factor of professionalization // Modern high-tech technologies. - 2008. - No. 1 - P. 67-68
3. Zimnyaya I.A. Key competencies as a result-target basis of a competency-based approach in education. Author's version. - M.: Research Center for Problems of Quality of Training of Specialists, 2004. - 27 p.
4. Terpigoreva S.V. Practical seminars for teachers / Psychological competence of educators. Issue 2. Publishing house: Uchitel, 2011. - 143 p.

Photo: Galina Voronko.