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The role and task of the educational psychologist in the modern space

Revealing the role of a psychologist in society, (E.A. Klimov) its main purposes:

providing individuals, groups, collectives, communities and society as a whole with information on raising children, self-improvement, improving general and vocational education, organizing work and relationships in the labor collective, restoring, maintaining and strengthening mental health, and much more - the fields of using psychological information are how diverse are the areas of human activity;

systematic work to increase psychological literacy and psychological culture of the population. The implementation of this function is a necessary condition for the recognition of psychology in society and, therefore, the emergence of the need for psychological services even for people who do not yet have experience in using psychological information.

There are so many options for expectations that it is impossible and does not need to correspond to each and every one of them. It must be borne in mind that in addition to the subjective, there are objective requirements for the status of a psychologist. social expectations:

a) the formation of adequate social expectations of the teaching staff through its familiarization with the rights, obligations, ethics of the psychologist, the boundaries of his professional capabilities;

b) diagnostic communication with all categories of educators and pupils, which involves clarifying their psychological characteristics and identifying a request for psychological assistance;

c) cooperation and interaction with teachers on the basis of the formation of common humanistic attitudes in targeting, planning, implementing plans and programs and analyzing the results of activities.

Thus, the requirements for the personality of a psychologist are distinguished as dominants: intelligence, social stability, emotional stability and practicality.
Such personal manifestations as frustration and neurotic personality, low ego strength, inferiority or superiority complex are considered incompatible with the profession of a psychologist.

Some psychologists become methodologists and work in psychological centers, with departments (departments) of education. They are independent of the administration and the teaching staff, together with the status of a psychologist, they receive the status of a leading employee. It is precisely the latter that causes concern among school workers, who smooth out psychological problems and difficulties, trying “not to take dirty trash out of the hut.” As a rule, such specialists are mainly engaged in psychological monitoring, certification and methodological training of their colleagues, poorly knowing the technologies of professional activity of a practical psychologist. It is no coincidence that many of them, fearing disqualification, combine their main activity with work in a kindergarten or school.

Thus, the specificity of the functions of the school psychologist makes his work significant and intense, and increased demands are made on his personality. Due to high social expectations, a practical educational psychologist is obliged to constantly strive for personal and professional growth.
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The role and task of the educational psychologist in the modern space

  1. The role of psychologist in modern ob-ve
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  2. Branches of modern psychology
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  6. Sizanov AN .. Typology of errors in the activities of a teacher-psychologist, 2006
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  11. The interaction of the psychologist and teachers in educational activities
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  12. Teacher (teacher) and psychologist
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    The teacher-psychologist needs to know his individual characteristics and how they appear at a certain stage of professional development. This knowledge is needed in order to assess what strengths a person should rely on in a given period of time, what qualities need to be developed, what needs to be done to avoid overloads, including nervous ones, in work.
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    In his work, the teacher-psychologist uses a number of methods. The term "method" means a set of methods and techniques used in the work. The most used in psychology are observation, questioning, interviews, psycho-diagnostic tests (they are divided into several groups), experiment, modeling, correction and development methods (they also distinguish several groups), in pedagogy these are
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