The concept of the professional standard of a psychologist and the functions of a specialist according to the document
Some professional standards are enshrined at the legislative level. This means that a person cannot work in a certain specialty if he does not meet the characteristics specified in them. This also applies to those professions in which work provides certain benefits.
The professional standard of a psychologist in education is not yet mandatory, but is only advisory for the employer. At the moment, the text of the document is open and edits, changes, and most importantly, additions can still be made there.
Although the professional standard of a psychologist is not yet considered mandatory, employers are not recommended to hire people who do not meet it, since they may turn out to be insufficiently qualified specialists. However, since the employer himself decides whether to hire a particular person, failure to comply with the professional standard is not a good enough reason for refusal of employment or dismissal.
The professional standard of a teacher-psychologist assumes that an employee working in teaching activities is obliged to provide psychological support for educational classes.
The main functions of educational psychologists include:
- Providing psychological assistance to subjects with increased needs, as well as to those individuals who experience difficulties with the perception of general educational information in ordinary conditions;
- Providing psychological support and assistance in adapting to the conditions of receiving education to persons who have become victims of illegal actions, as well as suspected and guilty subjects (both administrative and criminal liability are implied).
- Determining the level of psychological safety and convenience of the educational environment for students;
- Conducting psychological consultations for students if necessary, as well as regular trainings and personal conversations;
- Correction of deviant behavior and carrying out preventive work in this direction.
The qualification level of educational psychologists is seventh. It is understood that in order to perform such duties the subject must have a special higher education.
https://youtu.be/qj7YVuOjESw
Professional standard of educational psychologist
Maria Podlesnaya
Professional standard of educational psychologist
Podlesnaya M. A.
Maria Alexandrovna Podlesnaya/Maria Alexandrovna Podlesnaya – teacher-psychologist of the preschool educational organization MADOU “D/s No. 24 “Firebird”, Lopatino village
Abstract: the article is devoted to the analysis of the professional standard of a teacher-psychologist and the identification of the most relevant areas of his activity
Abstract: the article is devoted to the analysis of the professional standard of the teacher-psychologist and to identification of the most actual directions of his activity
Key words: professional standard of a teacher-psychologist, labor functions, labor actions, necessary knowledge, necessary skills, continuity in education, early help, personal responsibility
Keywords: professional standard of the teacher-psychologist, labor functions, labor actions, necessary knowledge, necessary skills, continuity in education, early help, personal responsibility
The professional standard “Teacher-Psychologist” (psychologist in the field of education) is a valid document throughout the Russian Federation, establishing general requirements for psychological service workers in the field of education. The standard performs a dual function: 1) the standard as a state document as a management tool - used by the employer when concluding employment contracts, developing job descriptions, conducting certification of educational psychologists, establishing a remuneration system; 2) the standard as a professional norm of activity - that is, compliance with the capabilities of modern psychological science and practice, and the tasks, problems, and needs of the modern education system.
The structure of the professional standard “Teacher-Psychologist” is clearly defined in the content, which displays: 1) general information 2) description of the labor functions included in the standard 3) characteristics of generalized labor functions 4) information about the organizations that developed the professional standard.
General information determines the activities for psychological and pedagogical support of the educational process, including differentiation by group of occupations and by classification as types of economic activity. The list “Attribution to types of economic activity” traces continuity in educational levels, which is of no small importance in all psychological and pedagogical activities. But more on that later.
The functional map of the type of professional activity includes two groups of labor functions: a) psychological and pedagogical support of the educational process in educational organizations of different levels; b) providing psychological and pedagogical assistance to persons with disabilities who experience difficulties in mastering basic general education programs, development and social adaptation.
The similarities in the labor functions of these two groups are revealed in the main areas of activity of a psychologist in the education system: - psychological diagnostics
— obtaining timely information about the individual psychological characteristics of children, the dynamics of their development process;
— psychological education
— the formation among parents, teaching staff and heads of educational institutions of the need for psychological knowledge and the desire to use it in the interests of their own development;
— psychological prevention
— ensuring conditions for the optimal transition of children to the next age level, preventing possible deviations in mental development and personality formation in the process of continuous socialization, as well as the development of specific recommendations;
— psychological counseling
— consulting on the management of teaching staff, teachers on the development, training and education of children, that is, all participants in the educational process, including parents of children, representatives of other services and government bodies;
— developmental and psychocorrectional work
— active interaction of a teacher-psychologist with children and adults, aimed at the development and formation of the personality of preschoolers, as well as participation in the development, testing and implementation of various programs [1. P. 5]. The difference determines the directions of work - the classical educational process or the provision of psychological and pedagogical assistance to persons with disabilities and minor students with deviant behavior.
The third section, “Characteristics of generalized labor functions,” includes a detailed description of labor actions, necessary skills and knowledge for each labor function of the two groups of professional activities listed above. A modern psychologist must know the regulatory framework for the activities of a teacher-psychologist in the education system, the fundamentals of developmental and educational psychology, modern theories and methods of counseling, diagnostic and correctional development work. Know modern technologies and consulting methods. Master the techniques of health-saving technologies and help improve the conditions of the adaptation process. It is necessary to master the techniques of teaching, organizing discussions, conducting training work, and interactive forms of classes. You need to be able to plan and conduct diagnostics of pupils of preschool educational institutions and various students, know methods of collecting and processing information, the results of psychological observations. Based on the diagnostic results, be able to develop appropriate recommendations and individual educational routes together with teachers, taking into account the characteristics and educational needs of a particular child. Also, in accordance with the standard, an educational psychologist must be able to assess the level of current development and deviations from the normal course of mental development of children. To do this, you need to have knowledge about the forms and signs of deviant behavior in a child. To work with children with disabilities, you need to know the methods and techniques of individual psychocorrection. It is also necessary to be able to implement individually oriented measures to reduce or eliminate deviations in the mental and personal development of children.
It would be great if an educational psychologist knows and is able to perform all the job functions listed in the standard and apply the necessary skills and knowledge in practice, relying not on the principle of “should,” but on the principle of personal responsibility. The true motivator for the activity of a person who does something according to the “should” principle is considered to be external influences - the demands of society, the state. In the profession of a psychologist, the true internal needs of the individual to become a specialist engaged in the study of manifestations, methods and forms of organization of mental phenomena of the individual in various areas of human activity in order to provide assistance, support and accompaniment are extremely important.
Returning to the first section “General Information,” which contains a list of areas of economic activity of educational psychologists in the field of education, I cannot help but draw attention to the sequence of these areas. They clearly show continuity in education, expressed in the interaction of the main tasks, content and methods of teaching and upbringing in order to create an effective educational process at adjacent stages of child development. Undoubtedly, an educational psychologist with a high level of personal responsibility must know and be able to know and be able to all of the above requirements of the standard for the effective work of his colleagues at a higher level of education. Starting from education at the preschool level, it is very important to pay attention to the ability to provide timely psychological and pedagogical early assistance. Early help is a family-oriented, comprehensive psychological, pedagogical and medical-sociological assistance to young children who have been identified with disorders in the development of various functions or deviations from them, or risks of their occurrence at an older age, and to families raising children in crisis situations [2. P. 340]. It is extremely important to actively work with parents to enrich their knowledge in the field of family psychology, developmental psychology, advise on issues of parent-child relationships, and prevent possible conflictual relationships with children. And so from step to step. The more effectively the work is carried out at each level of education, the more likely it is to expect a reduction in the occurrence of problematic situations in behavior, child development, problems in child-parent relationships and social adaptation. Thus, the educational psychologist may have more opportunities to implement developmental and educational work, but, of course, not without the help of diagnostic research.
Despite the fact that, according to the standard, an educational psychologist must be able to carry out correctional and developmental work, an ambiguous question arises. Psychocorrection is essentially the correction of disorders, designed not for the complete elimination of symptoms, but for compensation. That is, in essence, if there is a serious psychological problem or pathological changes in the psyche, an educational psychologist “should know and be able to”, even with high personal responsibility, is unlikely to cope. Firstly, because an educational psychologist does not work with pathology, and secondly, it is very difficult to solve a serious psychological problem in an educational organization. Therefore, even if the educational psychologist is very modern, and knows and can do a lot according to the Professional Standard, unfortunately, reality sometimes dictates its own rules. It is very important to be able to identify the interests, inclinations, abilities of children, as well as the prerequisites for giftedness for the subsequent mental and personal development of children and the implementation of career guidance work, which can also be traced in continuity in education.
Bibliography:
1. Veraksa A. N., Gutorova A. F. Practical psychologist in kindergarten: A manual for psychologists and teachers. — 2nd ed., rev. — M.: MOSAIC-SYNTHESIS, 2020.- 144 p. 2. From birth to school. Basic educational program of preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. — 4th ed., revised. - M.: MOSAIKA-SYNTHESIS, 2020. - 352 P. 3. PROFESSIONAL STANDARD Teacher-psychologist (psychologist in the field of education)
Internet resources:
— https://www.vashpsixolog.ru/documentation-school-psychologist/48-normative-documents-russia/2732-sootvetstvie-profstandartu-pedagog-psixolog / — Your psychologist. The work of a psychologist at school - https://olgar-psyblog.blogspot.com/2014/11/blog-post.html / Magazine “School Psychologist”, Reflections on the professional standard “Teacher-Psychologist” / - / https://www .kdelo.ru/art/385042-professionalnyy-standart-pedagoga-psihologa-18m2 / Personnel Affairs, a practical magazine on personnel work
Structure of the professional standard for a psychologist
Regarding the profession of psychologist, there are now two different professional standards. However, for both the professional standard of a psychologist-teacher and the professional standard of a psychologist in the social sphere, the structure will be the same.
The official register contains more than 966 different documents regulating different specialties, but for all, according to the order of the Ministry of Labor, the structure remains unchanged:
- General description;
- A table that contains a description of all functions included in the professional standard - a functional map;
- A more detailed description of the functions specified in the second paragraph;
- Information about the organizations that were involved in the creation of this document.
What are the requirements for the education of a social psychologist according to professional standards?
According to the professional standard, an employee with a higher education in the field can apply for the position of social psychologist.
As we know, psychology includes different areas, in each of which it is necessary to have certain, highly specialized knowledge and skills. For example, a social psychologist needs to understand the psychology of communication and interpersonal relationships, understand the mechanisms of social influence of a group on a person (and vice versa), features of social development, and have knowledge of legislation regulating the social sphere in our country.
For those who understand that the existing knowledge of specialized education is not enough, they choose to study under a professional retraining program. Professional retraining is a popular area of training because it allows you to acquire the knowledge and skills that will be directly useful in the work life of a social psychologist.
To successfully pass certification, professional standards recommend that current social psychologists regularly undergo advanced training programs.
The professional standard formulates requirements for the practical work experience of social psychologists - at least two years of experience in psychology. There is another option - volunteer work for two years. Just note that volunteer work must be related to psychology. For example, working in hospitals with children who have been undergoing treatment for a long time. Or psychological assistance to orphans in orphanages.
Persons who have or have had a criminal record are not allowed to work as a social psychologist.
Functional map of a psychologist
In the first section, called “General Information,” the main goal for educational psychologists is assistance in the perception of the educational process by students in educational organizations, as well as providing psychological assistance and assistance in development and adaptation to the following categories of citizens:
Persons with disabilities;- Students who find it difficult to master educational programs;
- Minors in general;
- Accused or suspected of committing a crime;
- Witnesses to a crime or victims.
The main goal for social psychologists is the prevention and correction of behavioral manifestations harmful to society, which can be observed both in individuals and in social groups. The main goal also includes psychological assistance to representatives of vulnerable segments of the population, as well as people who find themselves in difficult life situations. These include :
- Deviants;
- Migrants (mostly forced) and refugees;
- Subjects suffering from any addiction;
- People who have attempted suicide;
- Persons with post-traumatic stress disorder;
- Suspects of committing a crime.
The second section describes the work functions of a psychologist. In the case of an educational psychologist, two categories of functions are distinguished:
- assistance in the field of education;
- psychological and pedagogical assistance to the categories of people listed above.
For a psychologist in the social sphere, there is only one category - providing psychological services to people, regardless of their age and position in society.
Section three describes in detail the characteristics of the listed functions. For all categories the requirements are approximately the same. Thus, a higher education in the relevant field is required, as well as no criminal record. It is also advisable for a psychologist in the social sphere to take additional advanced training courses. In addition, a minimum of two years of experience in a similar position is required.
The last section does not contain any fundamentally important information - it indicates the organizations that took part in the preparation of the professional standard.
Contents of the professional standard
The professional standard of a teacher-psychologist in the field of education was approved by Order of the Ministry of Labor dated July 24, 2015 No. 514n (hereinafter referred to as the professional standard). Used in work since 01/01/2017 and includes the following main sections:
- General information: name and purpose of the activity, classifying it as a type of economic activity, group of occupations.
- Description of labor functions. In essence, this is a functional map of the type of professional activity.
- Characteristics of labor functions, including possible job titles, level of qualifications according to the professional standard of a teacher-psychologist. In addition, a decoding of each individual specific labor function is given.
- Information about the developers of the professional standard.
You can download the professional standard for a psychologist - 2020, approved by the Government of the Russian Federation, in the “Sources” section at the end of the article.
Professional standard for a medical psychologist
For a medical psychologist, as a separate specialty, there is no professional standard. However, on December 14, 2015, the Ministry of Labor of the Russian Federation approved a draft professional standard for the specialty “Specialist in Psychiatry.” This is the professional standard of a clinical psychologist.
Although this document was approved, it has not yet been included in the register of professional standards. So, not only is it not mandatory for use, but it is not even recommendatory.
The functional map of this professional standard contains only one provision - the provision of psychiatric care to patients. But it implies many functions.
This specialty has very high educational requirements. In addition to obtaining a higher education in the relevant profile, it is also necessary to undergo residency and internship in the specialty of psychiatrist. In addition, additional professional education and advanced training are required throughout the entire working life at least once every five years.
In addition to educational requirements, it is necessary to obtain a special certificate or specialist accreditation (as is the case with education in the specialty of a psychiatrist).
Main responsibilities according to the document
To implement the above functions, a psychologist employed in an educational institution must carry out the following labor actions:
- develop and implement the content of all curricula aimed at: developing schoolchildren's socialization and academic skills;
- to provide support for gifted students;
- to accompany teenagers, taking into account all the age and individual specifics of such activities.
In addition, a specialist must know the basics of psychology, its principles, understand the structure of this science and be able to use methods in practice.
Documents for download (free)
- Professional standard for educational psychologist
Labor functions of a psychologist in the social sphere according to professional standards
| Labor function | ||
| Training of interdepartmental teams to provide psychological assistance to social groups and individuals (clients) | ||
| Labor actions | Required skills | |
| Identification of interdepartmental problems in the social sphere, preparation of proposals for forming a team of specialists of various profiles to provide comprehensive psychological assistance to clients | Social psychology, small group psychology | |
| Development, together with specialists of other profiles, of interdepartmental interaction programs | Teamwork methodology | |
| Education and psychological preparation of interdepartmental team specialists | Management psychology, organizational psychology | |
| Psychological assessment of the effectiveness of the activities of interdepartmental team specialists | Regulations for interdepartmental interaction and rules for the exchange of professional information between specialists from different departments | |
| Consulting interdepartmental team specialists on providing psychological assistance to clients | Technologies for working in a team, organizing the activities of specialists from different departments | |
| Techniques for effective communication with specialists | ||
| Conflictology (types of conflicts, methods of resolution, etc.) | ||
| Labor function | ||
| Organization of monitoring of psychological safety and comfort of the population’s living environment | ||
| Labor actions | Required skills | |
| Development of programs for monitoring psychological safety and comfort of the population’s living environment | Psychology of crisis states | |
| Determination of psychological criteria for compliance of the living environment of the population with the needs and capabilities of people | Psychology of extreme situations, psychology of grief, loss, bereavement | |
| Monitoring the psychological safety and comfort of the population’s living environment and analyzing the data obtained | National, ethnocultural and religious characteristics and folk traditions of the population | |
| Identification and assessment of psychological risks, factors of social and psychological tension | Family psychology, family counseling, family crises | |
| Generalization of the data obtained and development on their basis of psychological recommendations to minimize negative phenomena | Problems of socialization, social adaptation, characteristics of the social environment | |
| Preparation of messages and publications for the media based on monitoring results | Modern directions of youth movements | |
| Evaluation of the effectiveness of work carried out based on the results of monitoring the psychological safety and comfort of the population’s living environment | Fundamentals of human and environmental safety | |
| Documentation | ||
| Labor function | ||
| Providing psychological assistance to social groups and individuals (clients) who find themselves in difficult life situations | ||
| Labor actions | Required skills | |
| Development of individual programs for psychological support of clients, including using resources from various sources | Domestic and foreign social psychology (modern trends, current problems, methods of work) | |
| Creating a team and conducting programs to activate clients’ personal resources, including on an interdepartmental basis | Psychology of dependence, addictions, deviantology | |
| Group and individual client counseling | Age-related features of personality development in different periods of life | |
| Conducting psychological trainings on the formation and development in clients of the qualities necessary for independent living and socialization | Modern directions of the youth movement (types of youth groups, their interests, activities and ways of spending free time) | |
| Assistance in creating a socio-psychological supportive environment among clients | Problems of socialization (concepts, approaches, signs of socialization disorders, consequences, types of assistance) | |
| Work on psychological education and attracting public attention to client problems | Features of personality development in an unfavorable social situation | |
| Technologies, methods and forms of providing psychological assistance for socialization disorders | ||
| Basics of psychological counseling (types, forms, methods) | ||
| Labor function | ||
| Organization of psychological support and psychological assistance to representatives of socially vulnerable segments of the population (clients) | ||
| Labor actions | Required skills | |
| Initial verification and analysis of documents indicating the presence of client problems (protocols, acts of social services, police), identification of information that requires additional verification | Training methodology | |
| Selection of a set of psychological techniques, planning and conducting client examinations | Developmental psychology, gerontology | |
| Summarizing the results of a psychological examination, assessing the psychological needs, risks and resources of clients, identifying the psychological characteristics of their social environment and living conditions | Psychology of education and pedagogy | |
| Identification of typical psychological problems of different social groups of clients | Goals, objectives and functions of social organizations | |
| Development, together with other specialists and clients, of “road maps” in order to determine life goals and objectives at specific stages of socialization, the formation of norms of social behavior, including in a multicultural environment | Psychology of refugees, migrants, marginalized people | |
| Individual or group counseling of clients on psychological problems identified in them in order to neutralize the influence of an unfavorable environment, assistance in socialization and adaptation to living conditions | Technologies for working with different social groups | |
| Conducting conversations (lectures) aimed at educating clients | ||
| Interaction with the social environment of clients in order to organize psychological support and help in solving their life problems | ||
| Preparation of materials on the provision of psychological assistance to clients and their presentation in online forums and the media | ||
| Labor function | ||
| Providing psychological assistance to employees of social sector bodies and organizations (clients) | ||
| Labor actions | Required skills | |
| Development of plans, coordination of forms and conditions for providing psychological assistance to clients | Organizational psychology (conceptual approaches, features, types, etc.) | |
| Providing individual psychological assistance to clients | Basic principles, types, strategies and tactics of negotiations | |
| Conducting trainings for clients in order to increase the efficiency of their work (team building, group cohesion training, etc.) | Basic theories of providing psychological assistance to personnel of organizations (management, organization, selection, etc.) | |
| Conducting psychological trainings aimed at expanding and strengthening clients’ internal resources | Requirements for document flow in the field of personnel management, interdepartmental interaction, provision of services in the social sphere | |
| Consulting clients on psychological aspects of career choice and support, recruitment, selection and placement of personnel, certification, work with personnel reserve | Modern standard requirements for documentation, frequency, quality and conditions for the provision of services in psychology | |
| Further training of clients on social work psychology issues | ||
| Conducting classes with clients on management, effective labor organization, and advanced training | ||
| Creation of an information resource on the psychology of the social sphere and the use of its content in activities to provide psychological assistance to clients | ||
| Labor function | ||
| Psychological support of processes related to the education and activities of foster families (clients) | ||
| Labor actions | Required skills | |
| Psychological examination (testing) of candidates and preparation of a psychological report on their ability to become surrogate parents | Legislation of the Russian Federation and international documents in the field of protection of children's rights | |
| Drawing up programs of psychological assistance to clients, taking into account the national, ethnocultural, religious characteristics of foster parents and children transferred to families | Problems of socialization at different stages of child development, socialization disorders (maladjustment, deprivation) | |
| Consulting clients on psychological problems in the functioning of foster families | Features of adaptation of orphans and children in foster families | |
| Preparing children for placement in a foster family | Psychology of education (family education, institutional education), roles and functions of parents | |
| Consulting children on psychological problems in foster families | National and regional features of life and family education (folk traditions, ethnocultural and religious features of education) | |
Organizational and methodological documentation of a teacher-psychologist of a preschool educational institution
Organizational and methodological documentation includes:
- Work plan of an educational psychologist.
- Self-education plan.
- Summer work plan.
- Cyclogram of the work of a teacher-psychologist.
- Schedule.
- Logbook for recording individual forms of work.
- Journal of group work forms
- Journal of consultations.
- Analytical report on the work done for the year.
- Analytical report on the results of adaptation to preschool education.
- Analytical report on the results of school readiness diagnostics.
- Work programs.
Organizational and methodological documentation is available in a set of documents for preschool educational institution psychologists
