The Impact of Transitions to Distance and Full-Time Education during a Pandemic on the Psychological Condition of College Students

The work is aimed at analyzing the psychological state in the students of the college of music in connection with several transitions to full-time and distance learning during the COVID-19 pandemic during the 2020-2021 academic year. The study involved 95 students who applied for individual psychological help from a teacher-psychologist of the school. A total of 302 psychological consultations were conducted during the academic year. Within the framework of this study, it is assumed that the tense epidemiological situation and constant changes in the training format can worsen the psychological state of students. The analysis of the number of consultations in each month of the academic year was carried out and these data were compared with the transition to a particular form of education. The most popular topics of psychological consultations in each month of the academic year are also identified.

The Role of Student Support in the Implementation of the Russian-Finnish Program “Skilful Class”

The article is devoted to the consideration of the role of student support in the adaptation of the Finn-ish short-term program of skills formation “Skilful Class” on the territory of Russia. The program is realizing in Russian educational organizations within the framework of joint projects of Moscow State University of Psychology & Education and Helsinki Brief Therapy Institute. The implementation of projects is realizing with the accompaniment of student-mentors, whose participation, presumably, has a positive effect on the effectiveness of the “Skilful Class” program. The article considers the in-teraction between children and student-mentors from the point of view of their generational commu-nity, as well as the creation of a supportive community in the process of skill formation. Information about the methodological basis of the program is given and the 15-step algorithm of its action is de-scribed, with the rationale for the participation of student-mentors in its implementation. A number of psychological problems for the prevention of which the program is used by foreign and Russian specialists are indicated.

Training of Teachers-Psychologists for the Competition of Professional Skills within the Framework of the Professional Development Program

The work reflects the practical experience of training teachers-psychologists for the participation in competitions of professional skills. The organizational and methodological, theoretical and methodological aspects of the training for future competitors are presented. The goals, objectives, planned learning outcomes of the trainees of the additional professional advanced training program on the topic: “Organization the activity of the participant in the professional competition “Teacher-psychologist of Kuban” are reflected. The main content components of the program and profession-al competencies that must be acquired or developed by students as a result of training are de-scribed.

Methodical Principles of Designing Competitive Correctional and Developmental Classes

The article discusses the methodological principles, on the basis of which the teacher-psychologist designs the lessons of the correctional and developmental orientation: the unity of diagnosis and correction, the orientation of development towards the realization of the psychophysical resources of the personality; the principle of normative development; the activity principle of the formation of students’ competencies; the principle of a reflexive approach to teaching; the principle of interaction and communication in joint activities; the principle of the unity of the tasks of development, correction and education; the principle of attracting psychologically significant subjects of educational relations to the solution of correctional and developmental problems. It is substantiated that the work of a teach-er-psychologist in the paradigm of the methodology of correctional and developmental activity in-creases the relevance and significance of the author’s project submitted to the test “Protection of the implemented psychological and pedagogical practice” of the All-Russian Professional Skill Contest “Teacher-Psychologist of Russia”.

The Professional Interaction of the Teacher-Psychologists with Teachers at School

The article is dedicated to issues and organization of professional interaction of teacher-psychologists with the teaching staff at school. Today this type of psychological service becomes urgent because of the increasing of public expectations from the teacher. Effectivity is reached by organizing professional interaction between the psychologist and the teacher. There are causes and reasons for the professional interaction being less effective, and such reasons are connected to personal and professional incompetence of both the teacher, and the psychologist. The article sug-gests possible amendments to psychological activities in accordance with findings of the mod-ern studies on professional and personal resources of the teacher. These studies focus on professional and intrinsic motivation of the teacher, his pedagogical centering, personality and emotional intelligence. The ability of the psychologists to utilize this information for proactive psychological training, counselling and practice will enforce professional and personal resources of the teacher.

The Psychological Aspect of the Phenomenon “Personal Results of Education”

The article discusses the actual problem of education as a factor in the social formation of the student’s personality, the development of his spiritual and moral culture. In the context of problems of upbringing, the phenomenon of “personal-educational results”, formulated in the standards of school education, is considered — the qualities of the student’s personality, which should be formed in the learning process and which should form the basis of the psychological culture of his personality. The article analyzes the psychological and pedagogical conditions of modern school education, necessary to achieve “personal educational results”, from the point of view of their compliance with the essence of the educational process itself — the unity and interdependence of the processes of teaching and upbringing of students. Attention is focused on the creation of a cultural and educational environment at school as the basis of the social situation of the cultural development of students, as well as on the phenomenon of “culture of interpersonal interaction of subjects of the educational process”, which plays a significant role in the implementation of such an environment.

Rehabilitation Program “Circle of Community” in the Prevention of Deviant Behavior in Adolescents in the Center for the Promotion of Family Education

The article is devoted to the discussion of the rehabilitation program “Community Circle” and its ap-plication for the pupils of the Centers for the Promotion of Family Education. The specified program is based on a system of theoretical representations of the concept of the Rehabilitation Approach, as well as procedures and techniques used in a situation of crime, conflict, in circumstances of growing misunderstanding, alienation and tension in relations between people. The Community Circle pro-gram is a special form of organizing a dialogue that contributes to the resolution of conflict situations in an atmosphere of support and respect for the personality of the adolescents in a difficult life situa-tion, with the direct participation of all interested adults involved in his upbringing and development.

The Relationship of Adolescents’ Perception of the Style of Parental Education with a Tendency to Deviant Behavior

The article is devoted to the description of the results of an empirical study, the purpose of which was to identify the relationship between the characteristics of the propensity of adolescents to devi-ant behavior and their perception of parenting styles. The largest number of variants of connections with the perception of the style of parental education was obtained with the scale “aggression and violence”. The higher the indicators of the test of the propensity to deviant behavior on the scale of “aggression and violence”, the more often he evaluates the parenting style in his family as “hypoprotection”, “indulgence” or vice versa “ignoring the needs of the child”, believes that parents show “in-sufficient requirements-duties and requirements-prohibitions”, show “unstable parenting style”, have “undeveloped parental feelings” and “preference for childish qualities in a teenager”.

The Research of the Level of Social and Communicative Development of Preschoolers (the Effectiveness of the Program “The Power of Folk Game” (Folkskills))

The game is considered as a professional correctional and preventive resource in working with de-viant behavior of children and adolescents. One of the reasons for the deviant behavior of preschool children is recognized as an insufficient level of social and communicative development. Folk game has features that affect the parameters of social and communicative development of children (the ability to follow the rules, adequately evaluate themselves, and establish friendly relations with peers). The game program, which is attractive for children, proposed in the study, includes a variety of games with strict rules, which, however, provide great opportunities for improvisation and the manifestation of children’s individuality. Psychological diagnostics of the parameters of social and communicative development experimentally showed the effectiveness of the program. The socio-metric status at-risk kids has also increased. Aggressive manifestations in behavior have significant-ly decreased, indicators of the emotional and volitional sphere have improved.

Competitions of Professional Skills as a Factor in the Development of Professional Competencies and Increasing the Motivation to Master the New Requirements of the Professional Standard “Teacher-Psychologist (Psychologist in the Field of Education)”

The article is devoted to the issues of improving the professional competencies of teachers-psychologists through the organization of their participation in regional competitions of professional skills. The article describes the experience of organizing professional skills competitions for specialists of psychological and pedagogical support in the Kaluga region. Consistent changes in the organizational and progressive changes of the regional competition of professional skills among teachers of the Kaluga region “I found my vocation in pedagogy...” are reflected. The expediency of approving and holding the regional contest “Mastery without Borders” is analyzed. The competition is held in order to identify talented teachers working with children with disabilities, to encourage the best teachers, to increase their status and prestige, to spread the experience of working with children with disabilities. Examples of competitive tasks are given. The positive dynamics of the development of professional competencies, increased motivation for creative professional activity, mastering the requirements of the professional standard “Teacher-psychologist (psychologist in the field of education)” among the contestants are reflected.