Research direction in the activities of the psychological service of the university. On the problem of the practice of psychological assistance at a university Introduction of a dissertation in psychology on the topic "Development of the psychological service of a pedagogical university"

Psychological research

PSYCHOLOGICAL CONSULTING IN THE SYSTEM OF PSYCHOLOGICAL ASSISTANCE SERVICE AT A UNIVERSITY

Nabatnikova L. P.,

MSPU, Moscow

The article discusses the problems of psychological counseling, its position and role in the system of psychological services of the university. The systemically determined substantive aspects of student requests are revealed, and the possibilities for a student to acquire personally significant experience in solving psychological problems through psychological counseling are outlined.

Keywords: systematic approach, system, context of the social environment, psychological assistance, psychological request.

PSYCHOLOGICAL COUNSELING IN THE SYSTEM OF THE PSYCHOLOGICAL SUPPORT SERVICE AT THE INSTITUTE OF A HIGHER EDUCATION

Nabatnikova L.P.,

MCPU, Moscow

The article describes the problems of psychological counseling, its position and a role in a system of a psychological service of a higher education. The system-conditioning substantial aspects of student’s inquiries are disclosed, the students’ possibilities in getting personal experience in a process of solving of psychological problems by means of psychological counseling are stated

Key words: systems approach, system, context of the social environment, the psychological support, psychological inquiry.

Psychological service of the university: formation and development

The systems approach proposes to study a person as an “element” of various systems in which he acquires and then expresses the properties inherent in these systems. The idea of ​​systematicity is present in the studies of V.I. Vernadsky, who defended the idea of ​​​​the need to move from a one-sided analysis of human properties to the study of the impacts of those systems in which his life is carried out. Particular importance is attached to the totality of social systemic qualities that are acquired as a result of life in society and its subsystems - family, ethnic communities, student groups, educational institutions. In the practice of psychological counseling, a systemic vision of a person opens the way to the use of adequate person-oriented technologies for providing psychological assistance.

Initially, the psychological assistance service in universities of the Russian Federation appeared in the late 70s of the last century in connection with the task of reducing the level of anxiety of students before the session. In the early 90s, the practice of individual psychological counseling emerged at universities. At Kemerovo University during the period 1992-1994, 280 1st and 2nd year students turned to a psychologist.

Based on the results of the activities of the psychological service of Kemerovo University, the conditions for its successful functioning are formulated: the need to create a unified conceptual model of the service’s activities, a unified regulatory framework; determining the role of the service in the educational system of the university; organization of a methodological center that directs, coordinates and controls the work of psychological services of the university. Support for the formation and development of a student’s personality is accepted as the main position in the activities of the service. In this regard, the position of the psychological service and its tasks are determined:

Organization of the activities of the psychological service, based on the personal development concept of education, as the most appropriate to the requirements and conditions for the effectiveness of higher education;

Creating conditions that provide psychological support for the development, self-development and self-realization of the student’s personality;

Creation of conditions conducive to optimizing the training of future specialists and citizens;

Expanding and complicating the tasks of the university psychological service.

Based on the assigned tasks, a pedagogical model of the activity of the psychological service is being developed, which includes: principles of organization and conditions of activity that ensure its effectiveness, components of the system of psychological and pedagogical support (goals, functions, stages, forms, methods, areas of activity, criteria) and their content filling.

The implementation of the psychological service model provided the following results:

Formation of an active position among university students in solving problems of personal formation and development;

Continuity and interdependence of the professional and personal potential of students at successive stages of continuous education (school, university, industrial adaptation), the organizing element of which is the university stage;

Integration of subjects of the educational environment of the university (psychologists, teachers, medical workers, etc.).

Issues of the organization and functioning of psychological services were specially developed at the Novosibirsk Electrotechnical Institute (NETI) in the 90s. A version of the service was introduced that provided for the presence of a central group of psychologists focused on promising research and the selection of practical forms of psychological assistance, along with the introduction of psychologists into the dean's offices of two faculties. Faculty psychologists liaised between the main group and the faculty. Studying the specifics of the faculty, determining the scope of the necessary intervention by psychologists, informing and consulting the dean becomes the area of ​​competence of the faculty psychologist. The results showed the effectiveness of the proposed model of psychological assistance to students. Taking into account regional characteristics and the insufficient number of professional psychologists, the psychological service is specially developing and implementing a retraining program for teachers with a penchant and interest in practical psychology. Thus, temporary teams of teachers were organized in order to implement some of the tasks of the service and under its direct leadership, ensuring the quality of psychological assistance.

Adaptation of students to the learning conditions at a technical university as a direction of activity of the psychological service is developed on the basis of studying the properties of the nervous system, intellectual, emotional and volitional characteristics of 500 1st year students and 100 expelled students. The methodological basis of the study is the principle of systematicity, which asserts the need to consider a person as a complex multi-level system. In the process of research work, factors influencing the process of adaptation of students were identified: the strength of the nervous system, the level of development of imaginative thinking, the degree of emotional stability, the sociometric position in the student group. The unfavorable combination of these factors creates significant difficulties in the adaptation of students. Based on the research, forms of work aimed at improving adaptation mechanisms have been developed:

1. Psychodiagnostic examination of 1st year students under the program of studying the characteristics that have the greatest impact on the process of adaptation to the conditions of the university.

2. Individual psychological consultations for students experiencing difficulties in the adaptation process.

3. Group psychological consultations using socio-psychological training aimed at developing communication skills and increasing the cohesion of the student group.

4. Sociometric study of the structure of student groups to identify informal leaders and rejected group members.

5. Simulation of examination situations and autogenic training for students with a low level of emotional-volitional regulation.

6. Lectures on problems of personality psychology and psychology of student groups for university teachers and curators.

The effectiveness of the psychological service was confirmed by comparing quantitative indicators of students’ adaptation to university studies in control and experimental groups. A significant influence of the applied forms of psychological assistance on the results of educational and professional activities of students has been established.

A distinctive feature of the psychological service at NETI is its focus on the results of experimental research with the aim of further applying adequate forms of psychological assistance to students.

A successful project has been proposed, in which an integrated approach to organizing the psychological service of a university has been implemented. The psychological service has the following structure:

1. Coordination and structural department for general management and methodological support of the service. The objectives of the department are to provide methodological assistance and consultation to employees, teachers, and heads of university departments.

2.Lecture and propaganda department for the formation of psychological knowledge necessary for educational, pedagogical and scientific work.

3. Department of psychological support for educational activities, communicating with the departments of psychology and pedagogy and graduating departments of all faculties of the university in order to adapt students to educational and professional activities, predict academic performance and reduce student dropout, and improve student self-government.

4. Department of work with teachers and university staff. The objectives of the department are to provide psychological support for management decisions, increase the efficiency of educational work and increase the level of psychological competence of university teachers and staff.

5. The recreational department of the psychological service provides, together with the department of physical education and the student club, a set of rehabilitation measures aimed at optimizing the functional state of the body.

The psychological service of NETI in the 90s was formed and functions as a structural unit of the rector's office and its activities are guaranteed by a fixed status and powers, high professional qualifications of full-time psychologists, as well as clear coordination with other departments of the university.

The activities of psychological services in universities in the late 90s and at the beginning of this century are aimed at developing the motivation of university students to master knowledge and profession. This area of ​​service is being developed in particular at the Nevinnomyssk Institute of Economics, Management and Law, and by 2005. becomes a priority there.

Around the same time, there is a tendency to coordinate the actions of several universities to highlight the most pressing problem of students, which requires a comprehensive analysis and organization of psychological assistance. The project “Psychological service in universities” is created by universities. Kazan, Naberezhnye Chelny and Chistopol in 2008. in order to prevent drug addiction among students and overcome social negative phenomena in the student environment.

Currently, psychological assistance is being recognized and developed in Russian universities. The goals of the psychological assistance service are gradually expanding; they are aimed at creating favorable psychological and pedagogical conditions for studying at a university; strengthening student mental health; assistance in developing the personal potential of students, providing psychological support in difficult personal situations.

The work of the psychological assistance service is actively carried out in various forms at the University. A. I. Herzen in St. Petersburg. In-person and remote counseling, psychological training, relaxation health programs, and support for the adaptation of students (including foreign students) to the conditions of study at a university are widely used. In the process of face-to-face consultations, the main problems of students were identified; self-knowledge, communication difficulties, uncertainty and conflict, emotional instability, low self-esteem, loneliness, decision making. Psychological trainings are aimed at developing the student’s personality and have the following forms: communication training, self-regulation training, conflict resolution training, as well as adaptation training in intercultural communication. Consulting on issues of professional development and career growth is an independent area. The state of the socio-psychological climate is monitored at certain intervals through student surveys. It should be noted as a feature of the use of natural therapy and equipment during the implementation of relaxation programs. Thus, the university has identified directions and found forms of work for the psychological service in accordance with the goals of creating favorable socio-psychological conditions for studying at the university; strengthening the mental health of students; revealing the personal potential and self-realization of students; providing psychological assistance in conditions of life difficulties.

Moscow State University for the Humanities has useful experience in providing psychological support to all subjects of the educational process. M.A. Sholokhov in Moscow. The service was created for distance learning students with the purpose of psychological education, preventing maladjustment, identifying difficulties at all stages of education, and promoting the development of the student’s personality.

Universities are developing concepts for psychological services.

The Siberian Academy of Finance and Banking focuses the service’s activities on coordinating scientific and practical aspects to solve the problems of creating students’ motivation for professional activities, teaching success strategies, and developing students’ communicative competence.

Abroad, at universities in Belgium, work with disabled students and their parents is a priority area of ​​activity for the psychological assistance service. Individual counseling within a specific scientific paradigm is traditionally present in German universities, ensuring a positive connection between the individual and the outside world.

Structure of the psychological service of the university, functions and tasks

In the context of economic, political and sociocultural transformations, the most in demand is the readiness of young people to integrate into the life of society as a subject who has reached professional and personal maturity and readiness to overcome the social challenges that Russia will have to endure in the era of globalization. External factors reflecting difficult economic and political conditions must be understood, structured and accepted by the young person. Based on the subjective picture of the world, one’s behavior and activities are regulated. Active creative adaptation to the environment is an effective means of helping a young person master the content and take the form of professional training at a university, maintain stability in crisis situations, and cope with various stressful life circumstances.

In the current conditions, the relevance of the formation of a new paradigm and concept of providing psychological assistance acquires important practical significance.

At the university, supporting the professional career of students and the development of human resources as the potential of the national economy are of exceptional importance. Psychological support for education is implemented through modern knowledge-intensive development technologies for student support. Psychological support performs the function of responsible introduction of the student into the social institutions of society. At the same time, integration takes place in the educational space of the university along the lines of cultural, professional and personal development.

The psychological service is an integral part of the system of psychological support of education in Moscow as a condition for the formation and development of human resources in the capital region, increasing the psychological safety of citizens, psychological training of personnel for the education system and social sphere of the city.

The Regulations on the Psychological Support Service for Students of the State Educational Institution of Higher Professional Education, Moscow State Pedagogical University, which has existed since 2009, served as the basis for organizing relevant activities on the basis of the Institute of Psychology, Sociology and Social Relations as a structural unit of the State Educational Institution of Higher Professional Education, Moscow State Pedagogical University.

All activities of the Service are aimed at providing high-quality and accessible psychological assistance to students in solving socio-psychological problems that arise during their learning process. The service is designed to ensure the prevention of mental health disorders and promote the development of the personality of students in the process of their upbringing, training and socialization.

The service combines the actions of specialists into a single system of individual dynamic support for the development of a student’s personality at all stages of his studies at the university. The activities of the Service are carried out by qualified psychologists who have the skills and motivation to work practically with students.

Psychological service is an integral education, in which E. S. Romanova identifies three aspects:

Scientific, focused on studying the patterns of mental development and personality formation in order to develop methods for the professional application of knowledge in practice;

Scientific and methodological, ensuring the processes of training and education through the participation of psychologists in the development of methodological materials;

The practical aspect aimed at working directly with clients of different ages and providing assistance in solving life problems.

The unity of the three aspects forms the subject of psychological service. In modern conditions, E. S. Romanova identifies two areas of activity of the psychological service - current and promising. The inextricable connection between the two directions is embodied in the task of providing assistance to all those in need.

The current direction is focused on solving problems that arise in the training and education of younger generations, in communication, and in the development of personality.

The promising direction is focused on the development of individuality and the formation of a person’s readiness to participate in public life and creative work. The task of forming moral values ​​comes to the fore, among which motivation for professional activity and family values ​​dominate.

The main activities of the Service include various types of psychological assistance.

Psychological assistance may include:

Psychological education (formation in students of the need for psychological knowledge in the interests of personal development and for solving professional problems);

Psychoprophylaxis (prevention of symptoms of maladjustment in students; psychodiagnostics (providing objective psychological information to a student based on a study of his cognitive processes or personal characteristics);

Psychological correction (overcoming or compensating for deviations in the student’s personal development);

Professional guidance (ensuring professional self-determination and motivational orientation of the student);

Psychological counseling (assisting a student in self-knowledge, achieving adequate self-esteem and adaptation in life conditions, forming a value-motivational sphere, overcoming crisis situations and achieving emotional stability, promoting personal growth and self-development, including individual and group consultations).

Among the various types of psychological assistance, psychological counseling is given one of the leading places.

Psychological counseling allows you to reveal the individual capabilities of the individual, ensuring creative adaptation by finding and using an effective way to resolve difficult life situations.Psychological counseling is defined as a unique research phenomenon that allows us to reveal the deep patterns of a person’s inner life and the phenomena of his interpersonal communication.The subject of psychological counseling is the current and potential properties of the student’s mental reality, which contribute to finding new opportunities to solve problems that have arisen.

The main goal of counseling is to ensure the full mental and personal development of students in accordance with individual capabilities and characteristics.

During the consultation process the following tasks must be resolved:

1. Psychological assistance to students in difficult life situations.
2. Consultative, diagnostic, psychoprophylactic assistance in an educational institution.
3. Psychological support for the professional development of a student’s personality at a university, assistance in the adaptation of first-year students, the formation of a professional orientation of students in the learning process.
4. Assistance in the formation of responsibility, communication skills, psychological readiness to make personal and social choices.
5. Assistance in maintaining a favorable socio-psychological climate in the group and solving problems of interpersonal communication.

Higher professional education, in accordance with the social needs of the time, should provide for the individual’s competence in the profession, as well as in the field of moral and family values. During the counseling process, the student acquires the necessary life competencies. Psychological counseling is focused on the student’s need for emotional support, developing the ability to overcome difficulties, and respond to life phenomena adequately and effectively.

Psychological needs of students

The problem field of psychological counseling of students reflects the requests. A request is a client’s request or complaint, containing the formulation of difficulties, the resolution of which he expects from a psychologist. Students' requests constitute the content of the work of a psychologist-consultant.

Macro level, reflecting the state of the macrosocial environment, current educational tasks, assimilation of social experience.

Meso-level, reflecting the requirements for the profession, professional suitability and professional competence.

Micro-level, combining a group of factors; age characteristics of students, phenomena of friendship and love, family, marriage and family choice.

Fig.1

Conditionality of student requests by levels of the social environment

Technologies for psychological counseling activities are developed and selected based on an analysis of life difficulties, i.e. requests with which a student turns to a psychologist-consultant.

In the practice of working with students, the following queries are encountered:

1. Development of cognitive processes. Opportunities for developing memory and attention are of interest to 1st and 2nd year students.

2. Motives for educational and professional activities and education:

2.1. Uncertainty of professional prospects and career growth.

2.2. Lack of desire to complete homework in full is a symptom of laziness.

2.3. The motives for educational and professional activities are recognized, but do not become a really active factor. Relative success in classroom classes is not supported by independent work at home.

2.4. Level of achievements in educational and professional activities of junior year students. Discrepancy between diligent students’ own expectations and the teacher’s assessment. The category of diligent students, but not achieving the desired goal.

3. About help in self-development:

3.1. Development of communication skills.

3.2. Change in self-esteem.

4. About symptom relief.

4.1. Shyness and uncertainty.

4.2. Experiences in connection with the death of parents and loved ones.

4.3. Increased anxiety due to the health status of parents.

4.4. Suspiciousness.

4.4. Irritability.

5.1. The experience of the inability to fully meet the mother’s requirements during the implementation of the family’s economic and household functions.

5.2. Parental authoritarianism combined with distrust of their daughters’ practical skills and their competence in household matters. Statements by mothers that exaggerate the failure of their daughter’s actions to the point of denying personality.

5.3. Hypercontrol of parents (mothers who raise children in single-parent families) towards adult sons. Strict regulation of behavior, time, relationships.

5.4. Chronically unfavorable family environment. The indifferent attitude of parents towards the life and education of their growing children.

5.5. Inability of parents to empathize with children. In difficult situations, students do not turn to their parents for help, preferring the support of their sisters and brothers.

6. Marriage and family relations of students:

6.1. Instability of relationships in the dyad.

6.2. The breakdown of relationships in a dyad is an acutely experienced event that blocks the motives of educational activity and leads to academic failure.

6.3. Harmonization of relationships in a young family.

6.4. Difficulties living together with the parental family.

6.5. Insufficient readiness of young people for family life.

6.6. Psychological support for divorces (senior courses).

6.7. Discrepancy between life values ​​in the dyad.

6.8. Manipulation of personality in a dyad.

6.9. Jealousy towards a partner (mostly a peer) in a dyad when living together. The problem of fidelity and maintaining constancy in relationships is a fairly common occurrence in a dyad. At the same time, girls strive to limit the sphere of interests of their partners, their communication with friends, and use control, which ultimately destroys the fragile dyad.

6.10. Raising preschool children in a young family.

7. Structuring personal time.

The structure of student requests is summarized in Table 1.

Table 1

Requests from students for psychological counseling

Name of requests	% of total
Emotional-volitional sphere
Communication
Self-esteem
Time management
Motives for educational activities
Total

All technologies of psychological counseling are mediated by the joint activities of the student and the psychologist. The dialogical form of personality existence means that competencies are acquired only through interaction, in dialogue with other people. Hence, the dialogical nature of communication, joining the student, and a non-judgmental attitude towards him determine the style of interaction at all stages of providing psychological assistance.

Psychological counseling will allow: to form students' motivation for knowledge and creativity in educational and professional activities; overcome interpersonal conflicts in the family and in student groups; to form active adaptation strategies at university and in difficult life situations; ensure professional and personal self-realization; develop the ability to empathize with other people.

Psychological counseling allows you to organize university education as an environment for the growth of a person with competencies of a broad life order.

The long-term objectives of the psychological assistance service are as follows:

Coordinating the activities of the service with the requests of faculty teachers;

Development of a program for interaction with parents and their consultation;

Development of a program to assist students in preparing for an interview with a potential employer;

Creation of special adaptation programs of psychological support for 1st year students;

Creation of programs for the development of attention and memory in students for use in group counseling;

Organization of trainings for student group leaders aimed at developing leadership qualities;

Development of distance counseling, ensuring the involvement of students in counseling;

Participation in interuniversity conferences on the problem of organization and content of the activities of the psychological assistance service.

Literature

1. Vernadsky V.I. Collection of works “On Science”. Volume 1, Dubna: “Phoenix”, 1997.

2. Nabatnikova L.P. Forming students' motivation to overcome life's difficulties through psychological counseling. Motivation in the modern world: Proceedings of the international scientific and practical conference. State Educational Institution of Higher Professional Education MGPU.- M.: MO Shchelkovo, 2011.- P. 205-208.

3. Regulations on the Psychological Support Service for Students of the State Educational Institution of Higher Professional Education in Moscow “Moscow City Pedagogical University”. - M., 2009.

4. Romanova E. S. Psychodiagnostics: Textbook. - M.: “Peter”, 2009. - 400 p.

5. Romanova E. S. Work of a psychologist on a helpline: Methodological manual. - M.: 2001.- 67 p.

6. Romanova E. S. Psychological support for students’ motivation to learn Motivation in the modern world: Proceedings of the international scientific and practical conference. State Educational Institution of Higher Professional Education MGPU. - M.: MO Shchelkovo, 2011. - P. 9-14.

Significant experience has been accumulated in providing psychological assistance to students of educational institutions in terms of psychological assistance and in the direction of psychologizing the educational process.

As scientific analysis shows, psychological service is a serious, labor-intensive process, conditioned by the relationship “subject-subject” (teacher-teacher, teacher-student, student-student, student-parent, teacher-parent) and “subject-group” (student-parent). group, teacher-group). As for the university, it is clear that personal and professional development, professional suitability, the task of providing the necessary qualities, of course, should be included in the scope of the pedagogical service. We believe that the psychological service in the educational system globally should focus on the formation of the personal and professional qualities of the future specialist with a focus on practical activities, so that the difficulties that occur in the future professional practical activity of the specialist become minimal.

The psychological service at a university should have strategic and tactical objectives, which in a concise form should be aimed at developing personal and professional qualities. The concept of “personality formation” can be interpreted in different ways, but regardless of the circumstances, in all cases it should be perceived as the formation of morality, patriotism, moral values, personal qualities such as humanism, tolerance, communication, etc. Whatever the choice of developing a specialist’s personality, it should be considered in the context of professional development. It is our deep conviction that if we try to compare the personal and professional development of a future specialist, taking into account their relationship, the formation of the personality of a professional (specialist) will be a more complex and difficult process.

Let us note that the admission of applicants is carried out in the form of so-called centralized entrance examinations, and therefore the professional preferences and professional orientation of applicants often do not correspond to the requirements and orientations of the university where they are accepted as students. It is assumed that in the process of educational work at a university with students, preferences, desires, attitudes are adjusted and carried out in accordance with the psychological qualities that are necessary for this specialist. It follows that the psychological service at a university has a primary task, which is to form the appropriate qualities, properties and predispositions of future specialists. Consequently, the psychological service at a university should initially have at least two directions: the formation of a positive attitude towards the chosen specialty and the formation of personal qualities characteristic of this specialty. The assumption that teachers, methodologists and psychologists can achieve the solution of these problems in the educational process on their own can hardly be justified, since they have their own program goals and objectives of the subject they teach.

The specialist training model is meaningless without an effective organization of psychological services. It seems to us advisable to specifically organize group interactions and relationships not only within one academic course, but also at the university as a whole, since the professional activities of specialists are based on “subject-group” relationships.

Thus, preparing a model of such a specialist, which would include both high professionalism and personality development, is one of the most important problems of the psychological service, which plays a huge role in the professional training of future specialists.

MODERNIZATION PRACTICE

E. KOPOSOV, professor, rector V. BOBYLEV, professor, first vice-rector

V. KRUCHININ, professor, head of psychological service, Nizhny Novgorod State University of Architecture and Civil Engineering

The psychological service at the university is called upon to solve the most important task of modern higher education - the formation of a socially mobile personality capable of effective activity in market conditions. It should act as a scientific, methodological and practical center that provides psychological support for the development of a student’s competitive personality in the educational environment of the university. The importance of the psychological service of a university should be assessed not only on the basis of the wide possibility of applying psychological knowledge in practice, but also from the position of obtaining new knowledge that contributes to the enrichment of psychological science.

In the process of functioning of the psychological service, solutions to theoretical and practical problems are integrated: on the one hand, the study and explanation of mental phenomena is carried out, on the other hand, personality development occurs, joint activities are optimized, etc.

The psychological service employees are leading teachers and staff of NNGASU. Nine out of thirteen people have academic degrees of candidate and doctor of science. These are highly qualified specialists in general, special, educational and developmental psychology, psychodiagnostics, conflictology and other branches of psychological science.

The main goal of the psychological service of the university is psychological support for the training and education of students.

Psychological service of the university: theory and practice

com on the principles of humanization of education.

In accordance with this, it must solve the following main tasks:

To create in students the need for training, for receiving high-quality professional education, for full spiritual development and self-affirmation (self-realization) of the individual;

Provide assistance to students in self-knowledge and in building an individual educational route;

Teach them to communicate effectively with other people and overcome life’s difficulties;

Develop a caring attitude towards your physical and mental health and the environment, etc.

Psychological support in the process of training and education of students at a university involves the creation of psychological and pedagogical conditions that contribute to their creative and professional development, the formation of a graduate’s personality capable of effective professional activity in conditions of market relations.

There are three stages in the implementation of psychological support at a university.

At the first stage - adaptation to educational activities - interests and inclinations for a particular professional activity are identified, the degree of formation of student motivation, the level of general development, the presence of special qualities, etc. In addition, assistance is provided

Modernization practice

in building an individual educational trajectory for each student.

The implementation of the second stage - specialization - involves the choice of specialization, self-realization, self-development and self-determination in educational and future professional activities.

At the third stage - professionalization - diagnostics of professionally significant qualities is carried out, assistance in the construction and implementation of personal and professional goals and prospects, development of a career growth program, development of the ability to self-government, self-regulation in educational and professional activities.

The following tasks and means are common to all stages of psychological support:

■ prevention and overcoming deviations in social and mental development;

■ prevention and resolution of conflicts;

■ formation of responsibility;

■ increasing educational and professional motivation;

■ correction and image formation, etc.

Forms and methods of working with students and university staff involve diagnostics of individual psychological characteristics, socio-psychological climate, individual and group psychological counseling, socio-psychological training (assertive behavior, personal growth, professional self-determination, socio-perceptual competence, etc. ).

The work of the psychological service is organized in the following six areas.

Psychological research. The objectives of this direction are determined by the need to conduct research on problems of psychology and pedagogy of higher education, social and pedagogical

psychology, organization of psychological services at universities and others.

Currently, it is extremely important to find ways, means and principles of the educational process that provide not only professional training in their field that meets modern requirements, but also the development of such personality qualities as initiative, independence and responsibility, a creative approach to business, flexibility of thinking, communication skills, the ability to constantly learn, the ability to develop one’s professional competence in market conditions, etc. Consequently, one of the most important research tasks of the psychological service is the development of psychodiagnostic tools for studying and developing the professional and personal qualities of students.

In addition, an urgent problem is the development of scientific and organizational foundations for consulting teaching staff and university management personnel, student selection, career guidance for applicants and students, etc.

In this regard, the leading topics of scientific research currently are:

Forming in students the skill of actively applying theoretical knowledge in practical activities;

Preparing graduates for independent professional activities;

Development of students' abilities for self-knowledge, self-development, self-actualization;

Studying the psychological characteristics of increasing the efficiency of self-organization of students' educational activities;

Analysis of the role of students’ independent work in increasing their cognitive activity;

Formation of emotional-volitional sphere (emotional stability) in students;

Development of sensorimotor culture among students;

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Creating a favorable socio-psychological climate in the student group;

Studying the effectiveness of psychological influence on self-awareness (“I-concept”) of a student’s personality in the process of educational activities, etc.

Psychodiagnostics. Psychodiagnostics is aimed at in-depth psychological and pedagogical study of students (applicants) during their studies, identifying individual characteristics, determining the causes of problems in training, education and development. Psychodiagnostics can be carried out with individual students and with student groups.

Together with specialists of the relevant profile, employees of the psychological service carry out differentiated diagnostics of various deviations in psychological development (deviant behavior: alcoholism and substance abuse, drug addiction, sexual disorders).

Development and psychocorrection. This direction involves the active influence of the psychologist on the process of creating conditions for the optimal development of the student’s personality. In the process of psychocorrectional work, psychological service specialists develop plans and programs for developmental and psychocorrectional work, taking into account the data obtained during psychodiagnostics. They are individual, specific in nature and are implemented jointly with other employees of the university, dean’s office, department, etc. Psychocorrection is carried out in the process of individual and group work, including with the participation of parents and public organizations.

Psychological consultation. When implementing this type of activity, psychological service specialists:

■ advise representatives of the university administration, teachers, parents, etc.;

■ conduct individual and group consultations with students on various problems of learning, life and professional self-determination, relationships, and self-education;

■ take part as consultants in planning the educational process of the university, institutes, faculties, departments, etc.

Psychological prevention. Psychological prevention involves working to prevent unfavorable mental and personal development of students.

To this end, psychological service employees work to prevent psychological overload and neurotic (emotional) breakdowns in students associated with the conditions of their everyday and educational activities; contribute to the creation of a favorable socio-psychological climate in the student body; strive to optimize forms of communication in the “student-student” and “student-teacher” systems; organize consultations on the prevention of conflicts of various types: “society - university”; “administration office - university staff”; “student - teacher”; “student - student”, as well as “rector’s office - dean’s office”, “dean’s office - department”, etc.; advise teachers, other university employees, as well as parents on a wide range of professional and personal problems; carry out analysis of plans for educational work, activities, etc. from the point of view of their impact on the formation of students’ personality.

Psychological education. Every person needs psychological knowledge, especially those who are involved in management, education and training.

The forms of promotion of psychological knowledge at universities are very diverse:

Seminars to improve the psychological and pedagogical knowledge of teachers;

Modernization practice

Scientific and practical conferences;

Lectures and conversations with student activists;

Conversations based on the results of a psychodiagnostic examination in study groups;

Individual consultations for teachers, students and their parents;

Special courses in psychological management, conflict management, pedagogical and business communication;

Psycho-speech training, holding “Psychologist’s Day”, publishing special bulletins and newspapers.

S. REDLIKH, professor, rector L. ARTEMOVA, associate professor V. KRUCHININ, professor Kuzbass State Pedagogical Academy

In 2002, by order of the Ministry of Education of the Russian Federation, the concept of specialized education at the senior level of general education was approved. The new concept captures the personal orientation of the educational process, which should ensure conscious professional self-determination of the graduate and the vitally necessary maturity of the person completing his education at school.

In our opinion, profiling at the senior level of a comprehensive school is possible if the teacher is prepared to work in modern conditions. One of the real experiments in this direction will be discussed in this article.

Russian education in the last decade of the 20th century. was in a state of permanent reform. At the same time, the key link of any educational system is

The management of the activities of the psychological service of the university is carried out on the basis of the “Regulations on the psychological service of NNGASU” approved by the rector.

The psychological service for students, trainees, teachers and staff operates free of charge, but those who study or work at other universities can also contact it on a contractual basis.

The administration pays great attention to the activities of the psychological service and the creation of favorable conditions for its work, because it is convinced that the presence of such a service indicates the quality of the organization of the educational process at the university.

education - the problem of teaching staff - is only mentioned in the fundamental documents. Therefore, it was and is still being resolved within various groups of the professional teaching community, so to speak, independently.

Let us note that the education system, due to its universal nature, most directly responds to changes occurring in society. In this regard, the tasks of this system also change.

One of them is the creation of conditions for students to build individual trajectories of their learning, which will, in turn, ensure the formation of an educational and professional route for a high school student in conditions of profile differentiation.

Under the educational and professional route of a high school student, we

Status and prospects for staffing specialized education for students

In Russia, the creation of psychological services in universities is in its infancy. Some examples of organizing such a service or implementing certain of its functions in Russian universities will be given below, but the main material for formulating the principles of constructing a psychological service and the requirements that it must meet is borrowed from foreign experience, primarily American. It is in the USA that psychological services in universities have become most widespread - in one form or another, they cover almost all universities and the vast majority of junior colleges. The first independent advisory center also arose there (in 1932 at the University of Minnesota) [Ukke Yu.V. - 1993].

In the most general form, the function of psychological services at a university can be defined as the organization of psychological assistance to students and teachers; analysis of the psychological climate in teams and the causes of frequently occurring (typical) difficulties (especially the reasons for students leaving the university); conducting test examinations; issuing recommendations to the university management to overcome identified deficiencies. Psychological assistance is provided through counseling (students and teachers) and vocational guidance (mainly students). The latter includes, first of all, the problems of choosing a professional career and ways of preparing for it, which, in turn, involves identifying and taking into account the individual characteristics of students [ibid].

Consulting may concern learning problems themselves (difficulties in mastering material, developing study skills, organizing educational activities, etc.) and personal problems (emotional overload, conflicts with teachers and peers, increased anxiety, phobias, love failures, etc. ). Consultants usually pay attention to other problems that may affect the psychological state of students - health, finances, housing, food, etc.

Depending on the size of the university, as well as the nature of the tasks assigned to the psychological service, its staff may include professional consultants who do not teach, or part-time workers who combine the work of a consultant with teaching courses in psychology or pedagogy. In some universities there are quite a lot of students with “borderline conditions”, for which psychiatric help is required. This makes it especially important to coordinate the work of psychological services with social and medical services. To prevent “problem students” (who often seek psychological help) from completely pushing aside their more prosperous, but in some cases also in need of psychological help, comrades from consultants, restrictions are sometimes introduced on the number of calls to psychological services for one student.

Methods of psychological counseling at a university include advice; training or special training; interpretation of the situation, problem; clarification of a thought, position, fact or emotional state; exhortation, condemnation, expression of sympathy; all types of non-directive communication; interviews, psychological testing, group discussions, etc. [Ukke Yu.V. - 1993. - S. - 205]. To a large extent, the range of problems solved by the psychological service of Western universities is close to what in our tradition is designated by the term “education.” Consultants strive to help students better understand themselves, create favorable conditions for making adequate decisions, develop value systems, promote the development of “I-concept” and readiness for collective activity. At the same time, assessments of such qualities as competence, the ability to manage one’s emotions, independence, etc. are used as parameters for the development of students [ibid. - P. 210]. For a more detailed acquaintance and use of the experience of American universities in organizing psychological services, we can recommend the following journals: “Journal of Counseling Psychology”, “Personal and Guidance Journal”, “Journal of Students”. Psychological assistance, correction of behavior and personality traits are necessary for existing psychological problems. But it is even more important to prevent their occurrence, i.e. preventive work of psychological services. For this purpose, it is desirable to carry out a comprehensive psychological examination of first-year students with the identification of areas of potential difficulties that may arise due to the personality characteristics, cognitive sphere or level of training of a particular student. At the same time, work should be carried out not only with students, but also with teachers, as well as with dean’s office employees in order to inform the latter about certain characteristics of individual students that are likely to lead to serious problems in training and education (risk group). Particular attention should be paid to the confidentiality of transmitted information. Experience of such work is available at the Moscow Institute of Steel and Alloys [Pikovsky Yu.B., Latinskaya M.V. - 1993].

Control questions

1. Would you seek advice from a psychological service if there was one at your university?

2. Do some of your colleagues need psychological services?

3. Why, from your point of view, is psychological service more developed in the USA than in our country?

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CONCLUSION

The main objective of the manual is to show from different sides, on different materials, the emerging trend in the higher education system - a shift in the center of gravity from activity-oriented pedagogy to personality-oriented pedagogy. This is not about displacing or replacing one approach with another, but about changing the specific weight, the ratio of two interrelated aspects of a unified education system.

If we convey the meaning of these scientific-like formulations in colloquial language, then we are talking about the fact that higher school is moving further and further along the path, the starting point of which can be designated as “injecting [knowledge] through the vine according to the ancient fathers” (see paragraph 1.1.2), and the final one - as a place of absolutely equal cooperation and deeply personal communication of people who are united by the desire to know the truth.

At the same time, the very understanding of truth undergoes radical changes. Classical science believed that truth was unique and absolutely independent of the nature of human activity, but non-classical natural science recognized the dependence of knowledge itself on the nature and means of activity of the knower (the subject of knowledge). It turned out that there are many truths and they cannot be “cleansed” of traces of human activity. And this “impossible” should be understood not as “not yet possible, but over time we will learn,” but as “in principle impossible,” for it is rooted in the very nature of human knowledge.

It is even more difficult for the idea that truth depends not only on the nature and means of cognitive activity, but also on the personality of the knower, which, it turns out, also cannot be taken outside the boundaries of knowledge itself [Polanyi M. - 1985]. I believe that most readers, having reflected on the statement “knowledge depends not only on the activity, but also on the personal qualities of the researcher,” will reject it. However, doubters should be reminded that the idea of ​​the dependence of knowledge on the nature of cognitive activity and its means, formulated in German classical philosophy, was rediscovered in physics only in the 20th century.

The dependence of knowledge on personality traits has long been no secret in pedagogy. Suffice it to recall the long-suffering and unsuccessful experience of disseminating “advanced pedagogical experience.” Only a small number of enthusiasts who are personally close to the innovator are able to adopt this experience.

The idea of ​​the primacy of a personality-oriented approach in pedagogy often raises the following puzzling questions.

1. The statement about the need for equal cooperation between a student and a professor blurs the line between the role of a teacher (possessing knowledge) and a student (wishing to gain this knowledge). There are, of course, qualitative differences, but they must be treated precisely as qualitative differences, without clearly transferring them to a scale of quantitative assessments such as “more - less” or “worse - better”. Cooperation between Teacher and Student is necessary for both of them. On the side of one is knowledge, experience, mastery of techniques for organizing joint activities and the responsibility to establish it. On the other side are enthusiasm, high learning ability, a large reserve of strength and, most importantly, unencumbered by stereotypes of thinking, open-mindedness (as mentioned above, N. Bohr, according to the staff of his laboratory, quite sincerely told every new graduate student that he hoped for much from him learn to).

2. Pedagogy has always declared the unity of teaching and upbringing, which is precisely achieved in the process of activity. How else can you teach something, develop knowledge, ability, skill, except by organizing and debugging the corresponding activity? And education in the narrow sense, i.e. the formation of needs, motives, values, beliefs, etc., is it possible outside of activities organized and directed by the teacher? In this regard, I consider it necessary to draw the reader’s attention to the following points.

A. The maxim is widely known that nothing can be taught, but everything can be learned, therefore learning is defined as an activity of self-change, self-development (see paragraph 2.2.2). Consequently, any student (and even more so a student) has to plan the learning activities himself, albeit with the help of the teacher, and using the tools offered by the teacher. But then it turns out that activity is not a self-sufficient principle, but depends primarily on the needs, motives, values ​​and beliefs of the student, in other words, on his personality.

B. The first thesis would not have significant significance if it were possible to show that personality changes, in turn, occur only in the process of externally organized activity. But, firstly, a personality can change itself, giving rise to new qualities (see paragraph 3.1), and secondly, external influences are not limited to those that are the results of activity. No less, if not more, influence than activity on the formation of personality is exerted by communication, which, according to most researchers, although closely related to activity, has a fundamentally different nature.

The term “communication” is not entirely adequate to describe a whole layer of processes that have a powerful influence on the individual and are of an inactive nature. V. N. Myasishchev’s term “relationship” is more adequate, if we mean, first of all, relationships between people. By the way, the socialization of a baby begins not with objective activity, but with a revival complex, when he begins to react to another person differently than to the rest of the world, i.e. begins to enter into certain relationships with him, including communication.

3. A compliant opponent may agree, even if activity and personality, activity and communication are not the same thing, but they are closely related, constantly intertwined, why contrast them to each other, emphasize their different nature. Indeed, there is a place for the concept of “personality” within the framework of the orthodox activity approach, but then the personal principle is practically reduced to the activity principle and there are no channels left for influencing the personality except activity. These channels, of course, are very important, but man does not live by activity alone.

The exaggeration of the role of the activity principle was a consequence of the socio-political and economic situation in the country, which persisted for decades. But even then, many opposed the absolutization of the principle of activity, its transformation into a paradigm of philosophical and psychological knowledge, the establishment of activity as the highest cultural model, because in this case too much has to be taken out of the equation [Ogurtsov A.P. - 1975]. Now the pendulum has swung in the other direction, and it is very important not to let it go past the golden mean again. But so far he is only approaching the point of optimal combination of personal and activity approaches. Both approaches have their strengths and weaknesses and should work where they are most effective. The primary goal of this book was to, as a very first approximation, identify the areas of “research and practical competence” of activity-based and personal approaches to solving psychological and pedagogical problems of higher education.

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