Cinemalogy as a Method of Work of an Educational Psychologist with Minors Recognized in the Case and in Accordance with the Procedure Provided for by the Criminal Procedure Legislation as Suspects, Accused, Defendants

The article is devoted to the use of the method of cinemalogy in the work of an educational psychologist with minor suspects, accused persons, defendants, recognized, in the case and under the terms set out in the criminal procedure legislation and the specifics of its application. The purpose of the study is to determine the possibilities and psychological and pedagogical conditions for using the method of cinemalogy in psychocorrection work with underage suspects, accused persons, and defendants. The following research methods were used in the article: analysis of scientific psychological and pedagogical literature, normative legal documents, study of the resources of educational Internet portals. As a result of the study, an effective method of working with underage suspects, accused persons, and defendants was identified, and the factors of the formation of criminal behavior of underage children (heredity, social environment, and intrapersonal factors) were clarified. Based on the study of the psychological characteristics of underage suspects, accused persons, and defendants, the reasons for the commission of illegal actions (the desire for self-affirmation, to gain authority among peers, imitation of authority, the desire to obtain the forbidden, forbidden) are determined. The article offers methodological recommendations for organizing training sessions with underage suspects, accused persons, and defendants. It is concluded that an important condition for the psychocorrection of these categories of minors is the work with psychoemotional states, situations that have a psychotraumatic effect on them, the correction of their thoughts and behavior. In our opinion, it is the method of cinemalogy that contributes to solving these problems, as well as changing criminal attitudes.

CONTRIBUIÇÕES DA PSICOLOGIA ESCOLAR PARA AS PRÁTICAS INCLUSIVAS

A educação inclusiva tem foco na cidadania, em que o processo amplia a participação de todos os estudantes nos estabelecimentos de ensino regular. A prática inclusiva propõe-se receber todas as pessoas, sem restrições dentro do ambiente escolar, independentemente da sua condição física e/ou psicológica, pois todos têm o direito de ter acesso ao sistema de ensino. O trabalho do psicólogo escolar é preparar os profissionais envolvidos, oferecer apoio familiar e suporte à comunidade discente. O artigo teve como objetivo apresentar as contribuições do psicólogo no processo de inclusão escolar. A metodologia utilizada foi a revisão integrativa, com base em artigos publicados entre 2009 e 2019, realizada na Biblioteca Virtual em Saúde (BVS). Assim, os resultados apontam a contribuição do psicólogo no processo de inclusão escolar e indicam as dificuldades encontradas. O psicólogo escolar atua como agente transformador que, através de seus conhecimentos, possibilita a promoção de ações interventivas de respeito às diferenças. Concluiu-se que as contribuições do psicólogo escolar no processo de inclusão dependem do seu embasamento teórico e de um ambiente escolar que permita que o profissional faça suas intervenções, buscando a valorização das potencialidades do indivíduo e a diminuição dos riscos do fracasso na escola. EDUCATIONAL PSYCHOLOGY CONTRIBUTIONS TO INCLUSIVE LEARNING ABSTRACT Inclusive education focuses on citizenship in which the process expands the participation of all students from mainstream educational institutions. Inclusive learning proposes to welcome all people, with no restrictions in the school environment, regardless of their physical and/or psychological condition, since everyone has the right to be granted access to the education system. The role of the educational psychologist is to prepare the professionals involved, and provide support for either the families or the student’s community. This paper aims at presenting the psychologist’s contributions to the inclusive learning process. It is an integrative review, based on articles published between 2009 and 2019, at the Virtual Health Library (VHL). Thus, the results validated the contribution of the psychologist to the process of inclusive learning and indicated the difficulties encountered. The educational psychologist acts as a transformative agent that, through his knowledge, promotes interventional actions regarding their differences. It was concluded that the contributions of the educational psychologist to the inclusive process depends on their theoretical background and a school environment where their interventions are warranted, pursuing the appreciation of the individual’s potential, and reducing their risk of failure at school. Descriptors: School. Inclusion. Educational Psychology.

Psychological and pedagogical basic principles of professional formation of educational psychologist

We consider the issue of personal and professional development of future educational psychologists. We present theoretical approaches of Russian and foreign scientists to the issues of the correlation of professional training and the professional development of a person. We consider the process of professional formation in general and in the psychological and pedagogical sphere of activity in particular. We focus on the federal state educational standards of higher education of the latest generation – the master’s degree in psychology and pedagogy, and on the corresponding professional standard as a normative basis for the organization of the educational process in a modern university. The expediency of modernizing the modern educational system in higher education, the reasonableness of the transition to the current competence-based approach as a methodological basis for the organization of the educational process in higher education is argued. The development of professionalism and, most importantly, socially important personal qualities is essential when organizing a developing educational space in higher education. We analyze the volume of the personal component of a specialist as an important component in the concept of professionalism. In conclusion, the expediency of taking into account the basic psychological and pedagogical conditions when designing the professional development of a future educational psychologist is proved.

Functions of educational psychologist in prevention addictions of modern youth

The article provides a socio-pedagogical analysis of the problem of adolescents' use of psychoactive substances, alcoholic beverages. Psychological and pedagogical measures aimed at preventing the use of psychoactive substances and alcoholic beverages among young people, which are recommended for use by teachers, are generalized. Psychological and pedagogical principles of organizing the pedagogical process aimed at developing a healthy personality that can learn throughout life, think critically, set goals and achieve them, work in a team, communicate in a multicultural environment, develop skills of equal communication, assertive behavior, listen to others, make decisions, defend one's own opinion, develop the ability to resist the pressure of advertising, learn to recognize the advertising strategies of tobacco and alcohol companies and define the conditions for strengthening I mental health in educational institutions. It is noted that the important priorities of the educational process in the New Ukrainian School are the formation of adolescents' practical skills of responsible behavior in relation to their lives and health, as well as the health and life of the environment and the creation of a safe environment in education. It is emphasized that the update of the existing algorithm of professional preventive and developmental activities involves: revision of the methodology of work with participants in the educational process; changing emphasis and priorities from process to result using effective methods of educational psychologist and social pedagogue. Generalized statistical and analytical data on the activities of educational and methodological centers (centers, offices, laboratories) of the psychological service in the education system indicate the provision of educational psychologists and social educators during the 2018-2019 academic years about 29, 5 million different types of psychological and socio-pedagogical assistance children, adolescents and young people invarious fields.

Role of personality of a teacher-psychologist during investigative actions

This article discusses the role of the personality of the teacher-psychologist in investigative actions. It should be noted that the investigative actions are different in content, for example: interrogation, experiment, search, identification, examination and others. In these investigative actions, the role of the teacher-psychologist is ambiguous and complex. During interrogation, the teacher-psychologist, with his presence, helps the child in the first place, so that he can calmly and truthfully answer the questions posed without fear and misunderstanding, and also helps the investigator, especially in cases where the questions are asked correctly. However, it seems that even when called to participate in the investigative action on the initiative of the investigator and helping him to establish psychological contact with the minor, the educational psychologist primarily shows concern for the interests of adolescents and not for the interests of the investigation. Consequently, while studying at a university, students, as future pedagogues- psychologists, need to master knowledge in the following subjects, juvenile pedagogy, juvenile psychology, etc. Also, during practical training, it is important to be able to use the knowledge gained in the above subjects.

Looking at Buswell's pictures

In 1935 Guy Buswell, an educational psychologist at Chicago University, published How People Look at Pictures. In it he recorded photographically the eye movements of 200 observers when looking at a wide variety of pictures. He analysed the overall distribution of fixations on pictures, compared the first few fixations on a picture to the last few, measured the durations of fixations made early in viewing and those made near the end of viewing, examined how fixation duration changed with viewing time, recorded the consistency between different observers when viewing the same picture and he looked at the influence of instructions given to observers upon their eye movements when viewing a picture. He commented on the substantial differences between individuals and noted that instructions had a dramatic effect on the pattern of eye movements. Buswell’s analysis was graphical rather than statistical. In this article Buswell’s figures are recombined and his research is placed in the context of earlier investigations of eye movements with pictures by Stratton and Judd and later ones by Yarbus.