6.3. Stages of professional formation and development of a teacher-psychologist A teacher-psychologist needs to know his individual characteristics and how they manifest themselves at a certain stage of professional development. This knowledge is needed in order to assess what

Chapter 13 Mind, intelligence, competence The relationship between the concepts of “mind” and “intelligence” The study of various sources in which these concepts are discussed has made it possible to establish certain relationships between them.1. Intelligence is the mind, and the mind is the most important manifestation

CHAPTER 4 PROFESSIONAL TRAINING AND ACTIVITY OF PSYCHOLOGY AND PRACTICAL TEACHER

Recognize Their Authority and Competence Let's say you're trying to convince an uncooperative boss to change his mind on a work issue. He may think that you are challenging his authority and competence. Are you implying that he is in something

CHAPTER I. Theoretical and methodological foundations for studying the influence of reflection on overcoming the professional deformation of a teacher’s personality 1.1 the problem of professional reflection of a teacher in domestic and foreign psychology Development of professional reflection of a teacher in

6.2. Professional competence of police officers Currently being assessed law enforcement the problem of professional competence and reliability of employees comes to the fore. This problem is due to a number of factors that

Universal Competence It is impossible to predict where life's experiences will take you. Another example of how new way opens to a person only after thoroughly mastering the previous role, is the story of Alfred Kinsey, author of the acclaimed book

Competence and Experience Wisdom requires a certain amount of competence and intelligence; we need tools with which we can work, knowledge and skill. However, the source of wisdom is how we use our knowledge and competence. Without knowledge and competence

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 socially dangerous situation in need of state protection; participation in preparing schoolchildren for independent and family life and so on.

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 an educational psychologist to effectively solve problems and solve problems different levels 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. (). Inverse characteristics, 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 provide targeted psychological impact 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 one’s own practice and the degree of its integration into the educational process, determine the boundaries of one’s competence and incompetence, and make it possible to design a path of 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

Professional competencies 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 regulations 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 activities educational activities, 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. Possession of a culture of interpersonal relationships, consisting of communicative competence, the ability to organize joint activities (primarily with a social teacher) 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 the educational institution, to highlight the psychological context, i.e., to determine psychological tasks within the framework of general ones, to obtain and analyze necessary information, 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 structure psychological organization person.

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. Ability to provide advisory assistance 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 in the course of joint activities of a child (group of children) and a 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 social behavior including determining the goal and objectives of SPT, forming programs, modifying programs during implementation, the ability to stay within the framework of the goal, and 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 increase 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 to various groups of participants in the educational process (providing assistance to families 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, means 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.

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.

Target 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 task of developmental psychology - the task 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 psychological consultant, including - active listening, sensitivity to changes in client behavior, 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.

Professional competence of a teacher-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 should be the student’s doubt in the professional qualities of the teacher (at best) 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. A teacher-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 extremely important 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 technique has no restrictions for use, B - The technique can only be used by specialists with higher psychological education, C - the technique should be applied by specialist 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. At the same time, training will make it possible 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, incl. master methods based on various theories, but the knowledge gained is predominantly theoretical in nature.
Posted on ref.rf
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.

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 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 any 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 being self-focused), and for cultural, educational or social-pedagogical work, the opposite quality is often required - extroversion(outward facing), A competent specialist masters all types of activities, some at a 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 the instructions for them, ᴛ.ᴇ. 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, and therefore, using this technique, we can only say 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 usually called psychometric (the word is derived from two Latin roots: ʼʼpsycheʼʼ - soul and ʼʼmetrosʼʼ - 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, and how stable its results are when repeated. whether the result obtained during repeated testing will depend on random factors or will it show a person’s progress in developing a given 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 extremely important 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 right tone and style of conversation with a small child, and with a teacher, and with parents, and with the administration, and finds the right words in order to support , to encourage, and 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 root of competence in communication lies in social sensitivity, the general level of a person’s culture, and 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 competence in communication. At the same time, 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 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.

Professional competence of a teacher-psychologist - concept and types. Classification and features of the category “Professional competence of a teacher-psychologist” 2017, 2018.

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 do not take into account in their teaching activities psychological states 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 age characteristics 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 obligatory 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 emotional condition 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. In addition, the teacher’s pleasant demeanor facilitates quick adaptation to any environment and facilitates 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 special kind 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.