Approximate distribution of the working time of a teacher-psychologist (per month). Working hours (the norm of hours of pedagogical work for the wage rate) of pedagogical workers - Rossiyskaya Gazeta
For educational psychologists, a 36-hour working time is established ( Clause 1 of the Appendix to the Decree of the Government of the Russian Federation “On the duration of working hours (norm of hours of pedagogical work for the wage rate) of pedagogical workers of educational institutions”). At the same time, no time ratios have been determined for the execution of certain types of work within their limits. official duties.
Each educational institution, taking into account the specifics of its activities, has the right to independently determine the mode of fulfillment of the duties assigned to the teacher-psychologist, including the duration of work directly with students and pupils ( Regulations on the peculiarities of the working hours and rest time of pedagogical and other employees of the educational institution, approved by the order of the Ministry of Education and Science of Russia, hereinafter referred to as the Regulations))
So, the working hours of teachers - psychologists within the 36-hour working week are regulated by the Internal Labor Regulations of the educational institution, taking into account:
Performing individual and group advisory work with participants in the educational process within at least half of the weekly duration of their working time;
Preparation for individual and group advisory work, processing, analysis and generalization of the results obtained, filling out reporting documentation, as well as improving one's qualifications. The performance of this work by educational psychologists can be carried out both directly in the educational institution, and beyond (clause 8.1 of the Regulations).
The internal labor regulations, which, among other things, determine the working hours of employees, are approved by the employer, taking into account the opinion of the representative body of employees of the institution ( Art. 190 of the Labor Code of the Russian Federation). At the local level, the interests of workers who are members of the trade union, and in collective bargaining (including the adoption of internal labor regulations), the interests of all workers, regardless of their membership in the trade union, are represented by the elected body of the primary trade union organization
Additional paid work
The duties of a teacher-psychologist do not include teaching in the subjects provided for by the curriculum of the educational institution, including in the disciplines of the psychological and pedagogical profile, as well as correcting deficiencies in the physical or mental development of students and pupils.
At the same time, this does not mean that the specified work cannot be carried out by educational psychologists for additional payment, which in the same general education institution, institution of additional education for children is not a part-time job ( sub. "E" paragraph 2 of the resolution of the Ministry of Labor of Russia "On the features of part-time work of pedagogical, medical, pharmaceutical workers and cultural workers).
Such pedagogical work is allowed during the main working hours with the consent of the employer.
However, if work in the position of a teacher-psychologist is performed in addition to the main job (for example, as a deputy director of a school, a senior educator of a preschool educational institution), then such work is a part-time job, can only be performed outside the main working hours and on the basis of another employment contract.
Vacation duration
The duration of the annual extended paid leave of teachers - psychologists, depending on the type or type of educational institution, can be 42 or 56 calendar days ( Decree of the Government of the Russian Federation);
Vacation of teachers - psychologists with a duration of 56 calendar days is provided for:
in educational institutions, general education schools- boarding schools, educational institutions for orphans and children left without parental care, including in which there are groups for children up to school age;
Special (correctional) educational institutions for students (pupils) with developmental disabilities;
preschool educational institution for pupils with developmental disabilities;
Health-improving educational institutions of a sanatorium type for children in need of long-term treatment;
Special educational and educational institutions of open and closed type;
OU for children of preschool and primary school age;
OU for children in need of psychological, pedagogical and medical and social assistance;
Interschool educational complexes, training and production workshops;
Institutions of primary and secondary vocational education;
Institutions of higher professional education and additional professional education (advanced training) of specialists;
Psychological services of the education system;
Institutions of health care and social services.
In preschool educational institutions (including in preschool institutions that have separate groups of pupils with speech impairment or with other disabilities), in institutions of additional education for children, in educational, educational, methodological, methodological rooms (centers), leave of teachers-psychologists is granted duration 42 calendar days.
Early retirement pension
At present, the bodies providing pensions, when assigning an early labor pension in connection with pedagogical activity, are guided by the procedure and conditions determined by the decree of the Government of the Russian Federation ( “On the list of jobs, professions, positions, specialties and institutions, taking into account which an old-age labor pension is early assigned in accordance with Article 27 of the Federal Law “On labor pensions in Russian Federation»).
Despite the fact that the position of "teacher-psychologist" is included in the List approved by the said resolution, the periods of work in this position in the length of service, giving the right to early retirement, are included only in cases where educational psychologists work in institutions provided for in paragraph 1 of Art. 11 Rules approved by the same resolution.
It has been established that work in the position of "teacher-psychologist" is counted in the length of service in educational institutions for orphans and children left without parental care, special (correctional) educational institutions for students (pupils) with developmental disabilities, special educational and educational institutions of open and closed type, educational institutions for children in need of psychological and pedagogical and medical and social assistance, and in social service institutions (clauses 1.3, 1.5, 1.6,1.11, 1.13 of the section "Name of institutions" of the List).
Working hours in other institutions for children, for example, in general education institutions, preschool institutions, institutions of additional education for children and some others. Not named in paragraph 11 of the Rules, the length of service for the appointment of an early labor pension in connection with pedagogical activity during periods of work in the position of "teacher-psychologist" is not included. Such a restriction can be considered a violation of the principle of fairness and equality in pension law, which can be challenged in court.
In accordance with Article 333 of the Labor Code of the Russian Federation (Collected Legislation of the Russian Federation, 2002, N 1, Art. 3; 2004, N 35, Art. 3607; 2006, N 27, Art. 2878; 2008, N 30, Art. 3616 ) and clause 5.2.78 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of May 15, 2010 N 337 (Sobraniye Zakonodatelstva Rossiyskoy Federatsii, 2010, N 21, Art. 2603; N 26, Art. 3350) , I order:
1. Establish for pedagogical workers, depending on the position and (or) specialty, taking into account the characteristics of their work, the duration of working hours (the norm of hours of pedagogical work for the rate wages) according to the appendix to this order.
2. This order comes into force from the date of entry into force of the decree of the Government of the Russian Federation on recognizing as invalid the decree of the Government of the Russian Federation of April 3, 2003 N 191 "On the duration of working hours (norm of hours of pedagogical work for the wage rate) of pedagogical workers" (Sobraniye zakonodatelstva Rossiyskoy Federatsii, 2003, No. 14, Art. 1289; 2005, No. 7, Art. 560; 2007, No. 24, Art. 2928; 2008, No. 34, Art. 3926).
Minister A. Fursenko
Appendix
Working hours (norm of hours of pedagogical work for the wage rate) of pedagogical workers
The length of working time (norm of hours of pedagogical work for the wage rate) for teaching staff is established on the basis of a reduced working time of no more than 36 hours per week.
Pedagogical workers, depending on the position and (or) specialty, taking into account the characteristics of their work, are established:
1. Working hours:
36 hours a week:
employees from among the teaching staff of educational institutions of higher professional education and educational institutions of additional professional education (advanced training) of specialists;
senior educators of preschool educational institutions, educational institutions of additional education for children and orphanages;
teachers-psychologists, social teachers, teachers-organizers, masters of industrial training, senior counselors, labor instructors;
methodologists, senior methodologists of educational institutions;
tutors of educational institutions (with the exception of tutors employed in the field of higher and additional professional education);
heads of physical education of educational institutions implementing educational programs of primary vocational and secondary vocational education;
teachers-organizers of the basics of life safety, pre-conscription training;
instructors-methodologists, senior instructors-methodologists of educational institutions of additional education for children of a sports profile;
30 hours a week - for senior educators of educational institutions (except for preschool educational institutions and educational institutions of additional education for children).
2. Norm of hours of teaching work for the wage rate (normalized part of pedagogical work):
18 hours a week:
teachers of grades 1-11 (12) of educational institutions implementing general educational programs (including special (correctional) educational programs for students, pupils with disabilities);
teachers of educational institutions that implement educational programs of secondary vocational education of a pedagogical orientation (with the exception of teachers of such educational institutions who have a norm of teaching hours for a salary rate of 720 hours per year);
teachers of special disciplines 1-11 (12) classes of musical, artistic educational institutions;
teachers of grades 3-5 of schools of general musical, artistic, choreographic education with a 5-year period of study, grades 5-7 of art schools with a 7-year period of study (children's music, art, choreography and other schools), grades 1-4 of children's art schools and schools of general art education with a 4-year term of study;
teachers of additional education, senior teachers of additional education;
trainers-teachers, senior trainers-teachers of educational institutions of additional education for children of a sports profile;
foreign language teachers of preschool educational institutions;
speech therapists of health and social care institutions;
24 hours a week - teachers of grades 1-2 of schools of general musical, artistic, choreographic education with a 5-year term of study, grades 1-4 of children's music, art, choreographic schools and art schools with a 7-year term of study;
720 hours per year - for teachers of educational institutions implementing educational programs of primary vocational and secondary vocational education.
3. The norm of hours of pedagogical work for the wage rate:
20 hours a week - teachers-defectologists, teachers-speech therapists, speech therapists;
24 hours a week - music directors and accompanists;
25 hours a week - for educators working directly in groups with students (pupils, children) with disabilities;
30 hours a week:
physical education instructors;
educators in boarding schools, orphanages, after-school groups, boarding schools at general educational institutions (boarding schools), special educational institutions for children and adolescents with deviant behavior, preschool educational institutions (groups) for children with tuberculosis intoxication, healthcare and social service institutions;
36 hours a week - to educators in preschool educational institutions, preschool groups of general educational institutions and educational institutions for children of preschool and primary school age, in educational institutions of additional education for children, in dormitories of educational institutions implementing educational programs of primary vocational and secondary vocational education, other institutions and organizations.
Notes.
1. The duration of working hours of pedagogical workers includes teaching (educational) work, educational, as well as other pedagogical work, provided for by qualification characteristics for positions and features of the working hours and rest time of pedagogical and other employees of educational institutions, approved in the prescribed manner.
2. The norm of hours of pedagogical and (or) teaching work for the wage rate of pedagogical workers is established in astronomical hours. For teachers, professors, teachers of additional education, senior teachers of additional education, trainers-teachers, senior trainers-teachers, the norm of hours of teaching work for the wage rate includes the lessons (classes) they conduct, regardless of their duration, and short breaks (changes) between them.
3. For teaching (pedagogical) work performed with the consent of pedagogical workers in excess of the established norm of hours for the wage rate, additional payment is made in accordance with the received wage rate in a single amount.
4. Teachers who cannot be provided with an academic load in the amount corresponding to the norm of teaching hours for the wage rate per week are guaranteed payment of the wage rate in full, provided that they are supplemented to the established norm of hours by other pedagogical work in the following cases:
teachers of grades 1-4 when transferring teaching lessons of a foreign language, music, fine arts and physical culture specialist teachers;
teachers of grades 1-4 of rural general educational institutions with their native (non-Russian) language of instruction, who do not have sufficient training to conduct Russian language lessons;
teachers of the Russian language in rural primary general education schools with their native (non-Russian) language of instruction;
teachers of physical culture of rural general educational institutions, teachers of a foreign language of general educational institutions located in the villages of logging and rafting enterprises and chemical forestry enterprises.
5. Teachers, as well as teachers of educational institutions that implement educational programs of secondary vocational education of a pedagogical orientation (with the exception of teachers of such educational institutions who have a norm of teaching hours for a salary rate of 720 hours per year), who, for reasons beyond their control, during the academic year, the study load is reduced in comparison with the study load established at the beginning of the school year, until the end of the school year, and also during vacation time that does not coincide with the annual main extended paid leave, the following is paid:
wages for the actual remaining number of teaching hours, if it exceeds the norm of teaching hours per week, established for the wage rate;
salary in the amount of the monthly rate, if the volume of the teaching load before its reduction corresponded to the norm of teaching hours per week, established for the wage rate, and if they cannot be loaded with other pedagogical work;
the salary established before the decrease in the teaching load, if it was established below the norm of teaching hours per week, established for the wage rate, and if they cannot be supplemented with other pedagogical work.
The specified pedagogical workers must be informed about the decrease in the teaching load during the academic year and about the additional workload with other pedagogical work no later than two months in advance.
6. Teachers of educational institutions that implement educational programs of primary vocational and secondary vocational education, for whom, for reasons beyond their control, during the academic year, the teaching load decreases compared to the teaching load established at the beginning of the academic year until the end of the academic year, as well as in vacation time that does not coincide with the annual main extended paid leave, wages are paid in the amount established during the billing at the beginning of the academic year.
Schedule for the 2019-2020 academic year (weekly)
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Day of the week |
Number of hours |
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Monday |
Planning and analysis of work: filling out analytical and reporting documentation. Preparation for group and individual classes, consultations with students |
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visit and psychological analysis lessons; conducting psychological monitoring and one-time psychology lessons; group developmental classes for students. |
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Self-education; preparation and processing of the results of psychological monitoring, drawing up conclusions, analytical reports on the results of diagnostics and monitoring, advanced training courses. |
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Participation in RMS, meetings, workshops, author's workshops for educational psychologists. |
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Primary diagnostic reception and consultations of students. |
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Preparation for conducting group and individual lessons, consultations with students |
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Group developmental classes for students, individual consultations for teachers, students, participation in teachers' councils, councils and workshops. |
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Filling in analytical and reporting documentation |
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Parent counseling, participation in parent-teacher conferences |
Work cycle for the 2019-2020 academic year (weekly)
Malakhova Olga Vladimirovna, teacher-psychologist (1 rate)
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Day of the week |
Number of hours |
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Monday |
methodical |
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Working with participants in the educational process: |
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methodical Working with participants will educate. process |
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Increasing personal professional qualifications, self-education, supervision, participation in methodological associations of practical psychologists. |
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Working with participants will educate. process methodical Working with participants will educate. process |
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methodical |
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Working with participants will educate. process |
Working with participants in the educational process: Individual and group preventive, diagnostic, consultative, corrective, developmental, educational, educational work with students; expert, consulting work with teachers and parents (legal representatives on issues of development, training and education in an educational institution;
Methodical work: Preparation for individual and group work with students; processing, analysis and generalization of the obtained results; preparation for expert and consulting work with teachers and parents of students; filling out analytical and reporting documentation.
AT in accordance with the recommendations of the Ministry of Education of the Russian Federation, the working time of a psychologist (in agreement with the director) is divided into attendance hours and hours that do not require attendance at school, in total amounting to a 36-hour working week. The teacher-psychologist is recommended to be present at the educational institution for at least 18 hours.
During attendance hours, the following types of work are performed: individual, group work with students, pupils, advisory work with teachers, educators and parents of students.
Activities that do not require the presence of a teacher-psychologist at the workplace - preparation for individual and group work, processing, analysis, generalization of the results of activities, interpretation of the data obtained and filling out reporting documentation, increasing the professional competence of a teacher-psychologist.
This division of activities requires clarification. The following types of work are not included here.
First, being present at school-wide events, production meetings, rulers, participation in the work of the psychological and pedagogical council, prevention council, teachers' councils, methodological associations of subject teachers.
Secondly, dispatching, organizational activities (coordination of issues, scheduling, contacts with parents of students and coordination of meeting times with them, distribution of documents and their collection from members of the teaching staff, solving organizational issues with out-of-school institutions, signing relevant agreements, etc.). In the secondary school, the amount of labor costs may be a little less, but for a correctional school this is an acute problem.
Thirdly, the development, repair, production, preparation, packaging of stimulus material, because in our country all stimulus material is purchased or produced by the psychologist himself, there is no computer equipment in the correctional institution of the VIII type, since there is no informatics in the curriculum.
Fourthly, management of the office, maintenance of the office (renovation of the premises, decoration, purchase of stationery), clerical work (bringing documents in order, structuring materials, maintaining and repairing equipment and furniture). The psychologist’s office should be an interactive space (developing search activity), a developing space (representing “sensory stimulus material”: cubes, pyramids, split pictures, etc.), a relaxation room, a psychologist’s “office” and a workshop at the same time. Therefore, the psychologist has to turn his office into one or another space, which entails a lot of labor and time.
BUT Now a few words about the type of activity that is included in the official list. In my opinion, the term "consulting teachers" does not accurately reflect the essence of work in the school. The "consultation" of the school psychologist is woven into interaction process, communication with the teacher, can be stretched in time, when the information is provided to the teacher in a dosed manner. Therefore, the classic lengthy consultation is carried out in exceptional cases, not counting the “initial interview”, which, in fact, is also not really a consultation. When determining the types of activities of a school psychologist, it is more correct to single out “interaction with teachers”.
My suggestions for optimizing the work of a teacher-psychologist:
1. Give the psychologist the right to choose: work out 18 hours of presence or 36 hours a week. At the same time, it is not necessary to work out “hours of presence”, since processing and analysis of the results, paperwork takes more time than diagnostics, on average 1.4 times (almost everything is done manually). By the way, the indicative norms “Duration of various types of work of a practical psychologist in education”, recommended by the board of the Ministry of Education of the Russian Federation (dated March 29, 1995), do not separate the time for carrying out the work and the time for its preparation.
2. Introduce an hourly system, as in a university, that is, if you worked more in the first half of the year (if necessary), then in the second half of the year this is compensated by fewer working hours.
3. Clarify the list of types of work, taking into account the specifics of the activities of a school psychologist, in contrast to psychologists working in centers.
4. Give the psychologist the right to compile a list of documentation, break it down into forms. In the recommendations, simply indicate the list of necessary information. In the current situation, information is duplicated in different documents. After all, the school has personal files, class magazines, medical records, so it makes no sense to rewrite all this information many times.
5. Consider the importance of free interaction of a psychologist during a break with students and teachers. In order for the teacher-psychologist to be able to realize his professional functions at this time, the administration should not force him to be on duty at recess.
6. Designate a list of types of correctional and developmental classes that do not require the development of a program, for example: independent studies of students with stimulus material and equipment of a psychologist's office for own will. In addition, there comes a time when a specialist has such a good command of the material that he can very effectively apply its individual parts to another problem situation and generally work according to the situation. In this case, for example, specialists of the highest category can be exempted from writing a detailed HRH plan.
7. Officially indicate the right and opportunity to conduct diagnostics of cognitive mental processes in the first half of the day as part of the official schedule.
With Now many school psychologists have moved from their educational institutions to centers for psychological and pedagogical rehabilitation and correction. The center, in my opinion, should not only unite psychologists, but ensure the performance of functions that psychologists will perform more efficiently without being subordinate to the headmaster.
“A block (stone) is more stable, buried in sand,” the Japanese say about a large corporation that cooperates with small businesses. In our country it is a center with local psychologists. Until now, the psychologists who are on the staff of the school and the center are more like "sand surrounded by a barrier." It’s good, of course, that this “barrier” exists, it’s much worse when you work alone. Perhaps the strengthening of the significance and weight of the center should be realized not only through the coordination of plans, but also in the establishment of a quota of time (30 or 50%), which the school psychologist works out according to the plan of the center.
The center should have specialists working there permanently, and psychologists can use programs and stimulus material that are difficult for them to acquire alone, but too laborious to compose and make. The center can develop correctional and developmental programs that can be carried out in more than one institution. The city center has more opportunities to cooperate with organizations.
Removing psychologists from the subordination of school principals has its pluses and minuses.
1. Directors who do not have sufficient knowledge to manage psychologists and are aware of this will be pleased, since they do not need to understand their work plans or rely entirely on the professionalism of a psychologist.
2. It is easier for a psychologist to comply with the rules of professional ethics, in particular the rule of confidentiality, when he has the right not to disclose some of the information to the director. However, the director, in turn, seeks to own all the information, thus a contradiction or potential conflict situation arises.
3. The psychologist can, without fear, talk about the shortcomings of leadership. But most CEOs, like most people, have a hard time taking criticism or even advice. A situation in which a psychologist advises the director, and he listens, can lead to dissatisfaction among the team that the director does not lead, but obeys.
4. The opinion of a person from the outside is perceived by many members of the pedagogical team as more authoritative than that of their school colleague.
5. The level of professionalism of a psychologist will be more adequately assessed, since, taking into account the peculiarities of his functionality, a quantitative assessment cannot solidly confirm this. Decent remuneration is the most effective and reliable basis for the growth of professionalism in any field.
6. At the moment, educational psychologists have too wide a field of activity, it is very difficult for one person to cover all this, and in conditions when the administration does not understand the complexity of his work, it is especially difficult. In the new circumstances, it becomes possible to narrow the range of issues to be resolved and transfer some of the tasks to a psychologist assigned to the center.
AT In the 2008/2009 academic year, I conducted a “timekeeping of working time” - filling out a diary. Part of the information was recorded approximately, since it was not always convenient to look at the clock during communication or it was not possible to immediately record how much time was spent on a particular business. A deviation of a few minutes is not essential for understanding the overall picture. The results of the analysis of these materials are presented in the table below.
It does not indicate the time spent on scanning various methodological materials (to create an “Workstation of a school psychologist” or an educational and methodological complex in electronic form), since this was done at home and was not recorded.
The volume of a psychologist's professional workload cannot always be measured quantitatively. However, for the organization and regulation of its activities, wages such measurement necessary, and mostly carried out in the form of regulation of the duration of working hours during the day and week. Working time standards for a psychologist are set in most cases on a par with the standards of employees of the organization in which he works.
Within 40 hours of working time per week, the psychologist independently plans his work to perform job descriptions approved by the head of the educational institution on the basis of the qualification characteristics of a teacher-psychologist.
The working day schedule of a psychologist must comply with the schedule of the institution and be approved by the management of this institution.
Due to the complexity of psychological activity, the standards for the professional workload of a psychologist can be revised depending on the type of MA, the characteristics of the contingent with which the psychologist works, and other factors.
Approximate distribution of the weekly working time of a teacher-psychologist
(Working week is 40 hours)
1. Psychological education - 4-6 hours.
2. Psychodiagnostic examination and processing of materials - 6-8 hours.
3. Psycho-correctional and training sessions and preparation for them - 4-6 hours.
4. Psychological counseling and professional consultation - 4-6 hours.
5. Consultations in scientific, psychological centers, work with scientific and methodological literature, participation in seminars and methodological associations and other forms of professional development - 8 hours.
6. Other types of work provided for by the tariff and qualification characteristics - 4-6 hours.
The position of a psychologist is found in primary, basic and secondary schools in the presence of the following number of classes-sets:
- up to 11 - 0.5 rate (if there are at least 50 students),
− 12–33 – 1 bet,
− 34–44 – 1.5 stakes,
− 45–55 – 2 bets.
In vocational educational institutions:
− up to 400 students – 0.5 rate,
− over 400 – 1 bet.
In secondary specialized educational institutions:
− up to 500 students – 0.5 rate,
− over 500 – 1 bet.
To departments educational work with the youth of universities at the rate of 1 rate for every 1500 full-time students, but not less than 1 rate per university.
In all types of preschool institutions at the rate of 0.5 rate in the presence of 4 - 7 groups of children and 1 rate - more than 7 groups.
A set of psychologist's documentation.
An important component of the professional activity of a psychologist in the conditions of the educational institution is the execution of various kinds of documentation. It accompanies every area of work of a psychologist - from corrective and diagnostic to educational and preventive activities.
A set (package) of documentation of a practical psychologist of an educational institution is divided into several types: normative, special, and organizational and methodological.
Normative documents is a set of documents that define the standards and norms for the professional activities of a psychologist in the education system.
This list includes:
Law of the Republic of Belarus "On Education";
UN Convention on the Rights of the Child;
Law of the Republic of Belarus On the Rights of the Child;
Orders and resolutions of the Ministry of Education of the Republic of Belarus On the introduction of the positions of a psychologist or a teacher-psychologist in the educational institution;
Decree of the Ministry of Education of the Republic of Belarus “On approval of the regulation on the SPPS UO” (dated April 27, 2006 No. 42);
Tariff-qualification characteristics of the teacher-psychologist of the educational institution;
Order of the Ministry of Education of the Republic of Belarus "On approval of the regulation on the office of the psychological service of the educational institution" dated 13.08.1998 No. 496;
Order of the Ministry of Education of the Republic of Belarus “On improving the activities of educational psychologists and the psychological service of the education system” dated 13.08.1998 No. 497;
Instructional letters and orders of the Ministry of Education of the Republic of Belarus.
This is the normative base for the professional activity of a psychologist, it is subject to timely replacement when updating the content and norms of psychological work in the field of education in the Republic of Belarus.
When registering a specialist on the basis of an agreement or contract, a psychologist and administration educational institution stipulate the issues of official duties, time schedule and wages in separate paragraphs. In this case, the contract is included in the list of regulatory documents.
Special documentation – special kind documentation that provides the content and procedural aspects of professional activity.
The set of special documentation includes:
Individual psychodiagnostic materials that are stored until the release of students from the educational institution;
Reports and analytical materials on the results of psychodiagnostic studies, the implementation of psychological support programs and plans to provide assistance to specific categories of students, pupils, parents.
In other words, this ( in italics classified information)
- psychological conclusions;
- correction cards;
- protocols for diagnostic examinations, remedial classes, conversations, interviews, etc.
Maps (stories) of mental development;
Psychological characteristics;
Extracts from psychological conclusions and maps of development.
Organizational and methodological documentation. The purpose of maintaining this documentation is the organization, planning and methodological support of the professional activities of a psychologist.
The organizational and methodological documentation includes:
the work schedule of the psychologist, approved by the head of the educational institution;
schedule of individual consultations for children, parents and teachers;
work plan for the year, month, week (daily);
analytical report on the work for the previous year;
reports and information on the implementation of other work plans;
register of individual consultations for children, parents, teachers;
work log;
cabinet passport listing equipment, games, diagnostic techniques, literature, educational and visual aids, etc.
Assignments on the topic 3.
Exercise 1. Analyze a set of psychologist's documentation. In workbooks, fix the form of journaling, the main areas of work of the psychologist (based on the analysis of the work schedule), the structure of the reports.
Topic 4. Qualification requirements and criteria for evaluating the activities of psychologists.
Qualification requirements in the activity of a psychologist.
The fulfillment of professional duties by a psychologist requires an adequate level of competence, which is based on the formation of professionally necessary knowledge and skills, based on the experience of successfully applying this knowledge and skills in various problematic situations of professional psychological work.
The professionally necessary knowledge and skills for a psychologist include not only a wide range of theoretical concepts and approaches, professional diagnostic tools, psychological techniques and methods of working with people, but also the orientation of a psychologist in the norms and regulations of his professional activity, functional duties and rights in the workplace.
Qualification requirements in the field of psychological professions are developed on the basis of a scientific study of professions, systemic ideas about the professional activity of a person as a whole. Requirements for the personality of a psychologist are reflected in the professiogram of this profession. A. K. Markova defines a professiogram as scientifically based norms and requirements of the profession for various types professional activity and personality traits of a specialist, which allow him to meet the requirements of the profession, to obtain the results necessary for society and at the same time create conditions for the development of the personality of the employee himself. A professiogram can be called a generalized reference model of a successful specialist.
Among the many factors that determine the success of a psychologist, one of the main places is occupied by the subjective image of the various stages and elements of professional work, which must have the properties of adequacy, completeness, and a certain degree of formation. The professiogram allows not only to highlight the professionally important qualities of a specialist in a particular field, but also acts as a model of the psychological structure of a professional’s activity, which provides a study of the level of formation of a professional, his readiness for a particular activity.
In addition to the professiogram, the requirements for the level of training of a graduate psychologist are reflected in the Educational Standard (see Educational Standard. Higher education. Second step. Specialty 1-23 01 04. Psychology. Qualification "Psychologist. Psychology teacher. OSRB 1-23 01 04-2008).