Цифровизация профессионального взаимодействия специалистов системы психолого-педагогической помощи участникам образовательных отношений

<p><strong>Context</strong><strong> and</strong><strong> relevance</strong><strong>.</strong> According to the Standard of activity of psychological and pedagogical services in the education system of the city of Moscow and in accordance with the purpose of the Concept of the development of the system of psychological and pedagogical assistance in the field of general education and secondary vocational education in the Russian Federation for the period up to 2030, it is necessary to develop an integrated system of psychological and pedagogical assistance to participants in educational relations, especially students of target groups, allowing ensure the quality and accessibility of this assistance. <strong>Objective.</strong> To determine the effectiveness of unified approaches to the implementation of the professional activities of educational psychologists to provide assistance to students with special educational needs, to prevent negative manifestations, crisis states, and various forms of deviant behavior. <strong>Hypothesis.</strong> The introduction of unified approaches to the organization of the activities of educational psychologists, as well as the development of new ways to implement a system of preventive work in Moscow schools will ensure the positive socialization of students. <strong>Methods and </strong><strong>materials.</strong> The study involved educational psychologists from Moscow schools, using survey research methods, as well as content analysis. <strong>Results.</strong> The implementation of unified work programs for psychological and pedagogical support, the success of which is noted by 88% of the survey participants, ensures the introduction of an integrated approach to preventive work, promotes the socialization and self-realization of students in positive activities. <strong>Conclusions. </strong>Unified approaches to the implementation of the professional activities of teachers-psychologists, work in such areas as the prevention of social risks and assistance to students with special educational needs, allow us to build effective work within the framework of psychological and pedagogical support of the educational process in all educational organizations of the city of Moscow.</p>

The article examines the pressing issues of psychological support for military personnel in combat conditions, focusing on combat stress, emotional burnout, post-traumatic stress disorder (PTSD), and other psychological consequences of war. The need for comprehensive reform of the moral and psychological support (MPS) system in the Armed Forces of Ukraine (AFU) is emphasized, advocating a transition towards full-fledged psychological assistance for service members. Key challenges faced by military personnel during combat missions are analysed, along with proposed solutions The key directions for improving the system of psychological support for military personnel include the modernization of approaches to the psychological training of command staff, the implementation of digital technologies in psychological support, the expansion of information and propaganda efforts, and the development of a crisis psychological assistance network. New methods for monitoring the psycho-emotional state of military personnel using digital platforms, automated diagnostic systems, and mobile applications are suggested. The crucial role of commanders, military psychologists, and chaplains in psychological support is highlighted, stressing the need for their specialized training. Special attention is given to developing programs for psychological adaptation of service members after combat experience. The article reviews global practices in military psychological support, including cognitive-behavioral therapy, crisis intervention, and psychological preparation for extreme conditions. The study concludes that an effective psychological support system is a key factor in maintaining the combat readiness of the Ukrainian army. Recommendations are made for further research on the psychological rehabilitation of military personnel and the integration of advanced international practices into Ukraine’s military psychology framework. The necessity of creating a unified psychological support system for military personnel at all stages of service—ranging from training to demobilization and subsequent social adaptation—is substantiated.

<p><strong>Context and relevance.</strong> According to the Standard of Activity of psychological and pedagogical services in the education system of the City of Moscow, psychological and pedagogical support of the educational process is a coordinated professional activity of specialists of the psychological and pedagogical service of an educational organization aimed at preserving and strengthening the psychological health and well-being of students. One of the tools of psychological and pedagogical support is the programs of psychological and pedagogical support of various directions. Programs are developed and implemented by specialists in psychological and pedagogical support in order to develop personality, prevent and overcome difficulties in the learning process, and prevent psychological distress among students. <strong>Objective.</strong> To consider approaches to the development and implementation of psychological and pedagogical support programs, taking into account the characteristics of various target groups of students. <strong>Methods and materials.</strong> Review of regulatory documents. <strong>Results.</strong> Analysis of the components of psychological and pedagogical support of modern schools in accordance with regulatory documents. <strong>Conclusions. </strong>Targeted psychological and pedagogical support for students of certain target groups, including through the use of psychological and pedagogical support programs, allows timely identification of children in need of support and attention from teachers and specialists of the school, and provide them with the necessary psychological and pedagogical assistance in accordance with their individual characteristics and current needs.</p>

The authors analyze the components of psychological and pedagogical support for students with disabilities in an inclusive educational environment of the University using as the example the Faculty of distance learning of MSUPE. It is shown that the active model of disability aimed at fostering students’ own activity may become a basis of psychological and pedagogical support for university students with disabilities. Psychological and pedagogical support of students with disabilities includes a variety of forms (pedagogical, social, psychological support, self-support) aimed at enriching the psychological and pedagogical conditions of the educational environment through: 1) support groups organization and functioning; 2) self-support groups functioning; 3) creating an optimally accessible educational environment using distant technologies. The system of psychological and pedagogical support of students with disabilities can be built on the basis of «understanding relationships», suggesting barrier-free understanding, overcoming the stereotypes of disability and erroneous interpretations of the multidimensional world of persons having disabilities; the full participation and involvement in the experience of disability. The article provides data of empirical studies conducted by students with disabilities themselves in the framework of their master theses which allowed to detect the most problematic and resource zones in: 1) support groups (parents of students with disabilities); 2) readiness of students with disabilities to self-help, their self-activation and hardiness resources; 3) the role of inclusive distance educational environment to develop motivation and psychological well-being in all students: with and without disabilities.

The paper considers the concept of “psychological and pedagogical support of the educational process” as the scientific category, analyses its theoretical aspects, and highlights the importance of its implementation within the educational institution. The relevance of the study of the issue of psychological and pedagogical support of the educational process is caused initially by the need of the modern society for people not only having active citizenship and empathizing but also seeing far and wide, having the deep systemic knowledge and developed pro-social system of values. The psychological service of an educational organization intensifies the personal development of all participants in the educational process through the organization of psychological and pedagogical support. The author suggests considering the theoretical justification of the psychological and pedagogical support of the educational process through the revealing of the essence and the content of the concepts of “support”, “pedagogical support”, “psychological support”. The theoretical significance of the study is caused by the analysis of certain concepts as the composing, explaining and supplementing the subject under the study. The paper gives various points of view of the researchers on the content of the concept and the understanding of the process of organization of the psychological and pedagogical support of the students within the educational institution. The author pays special attention to the analysis of the concepts of “pedagogical support” and “psychological support” highlighting their independence, the necessity of differentiation, and considering them to become the most effective in case they integrate and compose the psychological and pedagogical support the independent in content and specific in implementation. On the base of the theoretical study and semantic analysis of the concept interpretations considered in the paper, the author suggests her own definition of the psychological and pedagogical support of the educational process, highlights the significance of support for personal development of the students and their effective overcoming of difficulties arising within the educational process, and emphasizes the accommodating the interests of the students and preserving the integrity of their inner world as the essential conditions for the support implementation. The author comes to the conclusion on the necessity of development of the content of the psychological and pedagogical support of the educational process taking into account the existing requirements of federal state educational standard and the society expectations.

The article analyzes the issues of organizing a system of psychological and pedagogical support in the formation of parental competence. It features the phenomenon of psychological and pedagogical support, its substantive and essential content. The authors have proved that psychological and pedagogical support acts as special conditions ensuring the effective formation of conscious parenthood. A hierarchical scheme of parental competence, including three levels, serves as a methodological basis for planning the impacts within the organization of psychological and pedagogical support. The highest level is associated with ensuring the self-determination of behavior and the formation of the value- semantic bases of parenthood. The medium level ensures the solution of problems of self-regulation through reflection and the building of social interaction in activities. The third one is responsible for the operational and executive level of activity. The substantive basis of the model of the formation of parental competence is represented by cognitive, motivational-value, operational-activity and socio-psychological components. The article also describes the structure of activity, forms, methods and technologies of realization of psychological and pedagogical support of parents. It introduces a model of psychological and pedagogical support, which is a complex process of interaction of all participants in this pr ocess.

In the article presents the results of the research on the role of training technologies in the process of modernizing the educational space in order to implement measures for the formation and effective use of human capital in times of extreme socio-demographic transformations. Human capital is one of the basic factors of economic stability, social security and demographic development in the modern world of post-industrial changes. At the same time, the process of formation of this specific asset itself is dependent on many social, economic and demographic circumstances. The complexity and multifacited nature of such a relationship dictates the importance of constantly clarifying goals and priority measures, taking into account the current situation and potential threats. The essence of human capital as an economic asset and driving force of post-industrial transformations is characterized. The priority tasks of the system of psychological and pedagogical support of the educational process have been clarified, including the place of training technologies in its structure. It provided the basis for determining the methods of obtaining empirical data and conducting a formative experiment regarding the feasibility of using training programs in the process of forming human capital in higher education institutions. According to the results of the correlation analysis, the high significance of the training work as a component of the system of psychological and pedagogical support was established. The scientific novelty of the conducted research lies in the fact that the theoretical and methodological approaches to the modernization of the educational space of Ukraine have received further development. The practical significance of the research results is determined by the possibility of applying the formulated theoretical conclusions and empirically obtained data in the process of developing and implementing programs of psychological and pedagogical support for various categories of education seekers, including lifelong education.

The research is based on the need to update the understanding of the adaptive potential of the individual at the stage of professionalization of college students. The study was conducted to analyse the dynamics of educational adaptation on the example of indicators of adaptation in the study group and adaptation to educational activities, using the methodology of T.D. Dubovitskaya and A.V. Krylova. The authors tested the assumption that the result of specially organized psychological and pedagogical support might be an increase in the indicators of educational adaptation of first-year students. The dynamics of educational adaptation was assessed by comparing the indicators of students’ adaptation to educational activities and in the study group, obtained before and after the implementation of psychological and pedagogical support aimed at strengthening the components of self-regulation, developing social communication and skills and skills of working with information. Statistical analysis using the Wilcoxon T-test was used to assess the significance of differences. As a result of the research, based on qualitative and statistical analysis, it can be concluded that as a result of psychological and pedagogical support, students have a positive dynamics of educational adaptation, in particular, indicating that the girls’ adaptation to educational activities is more successful than adaptation in a group. The practical significance of the research is to justify the applicability of the system of psychological and pedagogical support for first-year College students to maintain adaptation to the socio-cultural environment of the university by creating conditions for strengthening the subjective component of educational motivation. It contributes to a better understanding of the effectiveness of their own efforts to work with educational material; creating conditions for strengthening self-regulation skills in the course of psychological counselling of students (as a direction of psychological and pedagogical support), for developing the cognitive potential of the individual and strengthening communication skills in the course of general support. Moreover, the study confirms the possibility of using the methodology for evaluating students’ educational motivation to track its dynamics using both qualitative and quantitative indicators.

The problem of research. Today, society is aware of the need to direct the efforts of the education system to realize the personal and intellectual potential of children as the main wealth of the country and the main resource for progress in all spheres of public life. The effectiveness of solving these complex issues is largely related to the development and strengthening of the psychological service, the development of variable models of the psychological service of education, corresponding to the goals and objectives of the development of each specific region. The purpose of this article is to describe the current state and prospects for the development of psychological services in the education system of the Sverdlovsk region. Methodology and research methods. Fundamental to the study are the system-evolutionary approach and the psychological theory of activity. The research was carried out using the following methods: historiographic, comparative, systematization and conceptualization of scientific ideas, theoretical modeling. Research progress and main results. The article analyzes the infrastructure of the psychological service of education, its organizational and managerial structure and the order of activity management. Described the Service model: content and continuity of the practical activity of teachers-psychologists of educational institutions of different types and PPMS centers in the region is provided by a collection of four interrelated and complementary stages of psychological and pedagogical support that allows you to ensure the availability, quality and completeness of the psycho-pedagogical assistance for all categories of children aged 0 to 18 years, their parents (legal representatives) students, teachers and administration of educational organizations of all types and kinds, regardless of their location in the Sverdlovsk region. The data on the personnel support of the Service, data on the provision of professional retraining and advanced training of teachers in order to obtain the competencies necessary for the preservation and strengthening of psychological and mental health and development of students, providing them with psychological assistance and support, assistance in difficult life situations, in positive socialization, as well as the organization of psychological counseling. Summary. In the Sverdlovsk region there is a unique model of psychological service, which allows to solve the problem of providing psychological support to participants of the educational process, taking into account the regional specifics. Conditions of increase of efficiency of psychological support of participants of educational process will be development of infrastructure, the consortium of science and practice and unity of the regional space Service, accessibility and completeness of the range of quality of psychological and pedagogical support, psycho-pedagogical and medico-social assistance to all subjects of education; maintaining a high level of professional qualifications of teachers; the development of intra-and interagency cooperation. Recommendations. The materials of the study can be used in the preparation of students studying in psychological and pedagogical areas, in the work of specialists of the psychological service of the education system.

Введение.Приоритетным направлением исследований Российской академии образования является научное обоснование подходов к повышению качества образования учащихся. Одной из проблем качественной подготовки школьников с ограниченными возможностями здоровья к усвоению образовательной программы является организация комплексного психолого-педагогического сопровождения обучающихся с нарушениями письменной речи в условиях общеобразовательной школы. Авторами сделана попытка описать результаты комплексной работы по реализации психолого-педагогического сопровождения обучающихся с речевыми нарушениями. Исследование основано на данных, полученных в инклюзивной образовательной организации — МАОУ «Средней общеобразовательной школе № 73 г. Челябинск». Цель статьи — обосновать авторское видение реализации коррекционной работы по преодолению нарушений письменной речи у младших школьников с дизартрией через систему психолого-педагогического сопровождения в общеобразовательной организации. Материалы и методы. Для решения поставленных задач были использованы основные методы исследования: анализ литературных источников по теме исследования, изучение состояния проблемы, изучение истории развития детей, личных дел и медицинских карт, наблюдение, беседа, анкетирование, тестирование, констатирующий, контрольный, обучающий эксперименты, анализ и обобщение полученных результатов. Результаты. В результате экспериментальной работы отобраны и адаптированы экспериментальные методики для выявления нарушений письма у младших школьников с нарушениями речи. Коррекционная работа по преодолению нарушений письменной речи младших школьников проводилась посредством апробации комплекса специально отобранных упражнений на общеобразовательных занятиях, специально-организованных занятиях и во внеурочной деятельности, а также во время взаимодействия обучающихся с дисграфией с другими специалистами общеобразовательного учреждения и родителями. Обсуждение. Подчеркивается, что результаты коррекционной работы доказывают эффективность предложенных ученикам упражнений по преодолению дисграфии. Они вызвали интерес у обучающихся, активизировали познавательную активность учащихся на уроках и во внеурочной деятельности, у детей возникала заинтересованность в улучшении результатов своих письменных работ. Заключение. Делается вывод о том, что коррекционная работа по преодолению дисграфии предполагала комплексное психолого-педагогическое сопровождение с учетом индивидуальных особенностей, структуры дефекта и особенностей развития неречевых функций младших школьников. Ключевые слова: ограниченные возможности здоровья, обучающиеся с речевыми нарушениями, дисграфия, психолого-педагогическое сопровождение, инклюзивная школа, коррекционная работа, индивидуальные особенности, структура дефекта. Основные положения: – описаны методические подходы к реализации психолого-педагогического сопровождения детей с нарушениями речи в условиях общеобразовательной организации; – представлены практики реализации психолого-педагогического сопровождения обучающихся с ограниченными возможностями здоровья в условиях школы, позволяющие реализовывать основные направления оказания коррекционной помощи, основываясь на индивидуальном подходе и знании структуры дефекта. Introduction. The priority area of research at the Russian Academy of Education is the scientific justification of approaches to improving the quality of students' education. One of the problems of the quality training of schoolchildren with limited health abilities for mastering the educational program is the organization of comprehensive psychological and pedagogical support for students with written disorders in a comprehensive school. The authors attempted to describe the results of comprehensive work on the implementation of psychological and pedagogical support for students with speech impairments. The study is based on data obtained in an inclusive educational organization — Municipal Autonomous Educational Institution “Secondary school no. 73 of Chelyabinsk”. The purpose of the article: to substantiate the author’s vision of the implementation of corrective work to overcome written disorders in primary school children with dysarthria through a system of psychological and pedagogical support in a general educational organization. Materials and methods. To solve the tasks, the main research methods were used: analysis of literary sources on the research topic, studying the state of the problem, studying the development history of children, personal files and medical records, observing, talking, questioning, testing, stating, monitoring, teaching experiments, analysis and generalization the results obtained. Results. As a result of the experimental work, experimental techniques were selected and adapted to detect writing disorders in primary school children with speech disorders. Correctional work to overcome the written disorders of primary schoolchildren was carried out by testing a set of specially selected exercises in general education, specially organized classes and extracurricular activities, as well as during the interaction of students with dysgraphia with other specialists of the educational institution and parents. Discussion. It is emphasized that the results of correctional work prove the effectiveness of the exercises offered to students to overcome dysgraphia. They aroused the interest of students, intensified the cognitive activity of students in the classroom and in extracurricular activities, and children became interested in improving the results of their written work. Conclusion. It is concluded that the correctional work to overcome dysgraphia involved a comprehensive psychological and pedagogical support, taking into account individual characteristics, the structure of the defect and the developmental features of non-speech functions of younger students. Keywords: limited health opportunities, students with speech impairments, dysgraphia, psychological and pedagogical support, inclusive school, correctional work, individual characteristics, defect structure. Highlights: Methodological approaches to the implementation of psychological and pedagogical support for children with speech disorders in a general educational organization are described; Practices of the implementation of psychological and pedagogical support for students with disabilities in the school environment are presented, which allow to implement the main directions of the provision of corrective assistance based on an individual approach and knowledge of the defect structure.

The article deals with the peculiarities of psychological and pedagogical support of students with special educational needs in the conditions of higher education institution. Peculiarities of creation and functioning of the team of psychological and pedagogical support and inclusive groups as an innovative form of support of students with special educational needs are considered. The main forms and methods of teaching are determined. The regulatory legal base on this issue is analyzed. The experience of the Center for Social and Educational Integration and Inclusive Rehabilitation and Social Tourism “Without Barriers” (Faculty of Social and Psychological Education of Pavlo Tychyna Uman State Pedagogical University) on working with students with special educational needs is revealed. The main mechanisms of psychological support for students with special educational needs are identified, including psychological diagnostics, psychological counseling, psychological support, psychological education, psychotherapy, group work, pedagogical support. The results of the research are highlighted. In particular, a questionnaire was used to determine the level of students’ adaptation to the conditions of the educational process, to determine the range of problems faced by students with special educational needs. The following methods have been used: study of socio-psychological adaptation of K. Rogers - R. Diamond, “Diagnosis of communicative and organizational tendencies (COT-2)”, “Diagnosis of leadership skill” (E. Zharikov, E. Krushelnytsky), “Assessment of the level of sociability” by Riahovsky. A comparative data analysis for the last 2 years has been carried out. Particular attention has been paid to the training of students with special educational needs in terms of distance learning, which is caused by the spread of COVID-19. Generalized advice on teaching students with special educational needs within distance learning is offered, in particular, adaptation of educational material, increase of audiovisual means, psychological support of participants of educational process.KeywordInclusive groupsStudents with special educational needsCovid-19Distance learningTeam of psychological and pedagogical support

The aim of the article is to explore issues in the field of school management on the example of research carried out among teaching staff belonging to the School Team for Psychological and Pedagogical Assistance. The subject of the research are team management styles and psychosocial aspects of management important from the point of view of the effective implementation of team tasks. This article is an attempt to answer the problem questions: What styles of management of the School Team for Psychological and Pedagogical Support do the surveyed teachers prefer? In the opinion of the respondents, do the team management styles determine the effectiveness of the goals and tasks achieved? What competencies should the person managing the team have? Due to the purpose and specificity of the research, the diagnostic survey method was used, the interview as a research technique, and the tool was a categorized, open, individual interview questionnaire consisting of open and closed questions addressed to the teaching staff working within the school's Psychological and Pedagogical Support Team

The article highlights the problem of psychological support for children with special educational needs in the context of the development of inclusive preschool education and the digital transformation of the educational environment. Particular attention is given to the role of information and communication technologies as an effective tool in the process of psychological and pedagogical support for the child within inclusive educational settings. The study analyzes the potential use of information and communication technologies in the diagnostic, corrective and developmental, consultative, and communicative activities of the psychologist. It is noted that information and communication technologies promote the individualization of psychological and pedagogical interventions, the adaptation of methods to the specific needs of the child, the enhancement of motivation for interaction, the creation of a positive emotional atmosphere, and the development of a safe and supportive educational environment. The article summarizes international experience in the use of information and communication technologies in the psychological support of children with special educational needs in preschool inclusive education, highlighting their potential for developing emotional resilience, self-regulation, communication skills, and enhancing interaction among teachers, psychologists, and parents. The article describes the functional capabilities of digital platforms and resources that facilitate effective interaction among all participants in the educational process: children, parents, educators, practical psychologists, and teacher assistants. Examples of interactive platforms, diagnostic tools, educational games, and communication resources, that ensure high-quality support for children with special educational needs in preschool education institutions, are provided. The advantages of information and communication technologies are revealed in shaping individualized development pathways, ensuring the continuity of psychological and pedagogical support, and implementing an interdisciplinary approach. Attention is also paid to potential risks and limitations, including digital overload, decreased motivation for face-to-face communication, the development of dependency, and limited access to technical resources. The article concludes that the implementation of information and communication technologies in inclusive preschool education is appropriate, provided that the principles of a person-centered, ethical, and competence-based approach are observed. The recommendations for practical psychologists and preschool educators regarding the use of information and communication technologies in the psychological support of children with special educational needs in the context of inclusive preschool education have been developed. Prospects for further research include the development of author-designed psychological support programs based on information and communication technologies, the creation of national digital platforms, and the improvement of the digital competence of educational and psychological professionals.

<p>This article is a continuation of the first part of the description of the results of monitoring the functional model of psychological service in the system of general education and secondary vocational education in the Russian Federation. The article presents research materials on the staffing of psychological and pedagogical support in the education system. The monitoring was carried out using the stratification method, by allocating one subject of the Russian Federation from each Federal District for further research. The study involved 2288 respondents from 1979 organizations. According to the monitoring results, it was found that most often the psychological service includes a teacher-psychologist and a speech therapist. The traditional and situational form of mentoring is predominant, with almost half of the mentors having more than 20 years of professional experience. The degree of accessibility of supervision/intervention for teachers was also revealed (almost half of the study participants have the opportunity to participate in supervision/intervention). The motivation for the participation of teachers-psychologists in professional skills competitions is determined – the exchange of experience, professional development and improvement of professional skills. It is shown that some of the participants have access to digital platforms that allow them to carry out professional activities, but almost a third do not have suitable digital tools. The data obtained during the Monitoring regarding the staffing of psychological and pedagogical support will be used in the development of sample projects of a functional model of psychological service in the system of general education and secondary vocational education.</p>

Psychological and pedagogical support is a significant area of ​​non-drug assistance in pediatric practice. The purpose of the work: to determine the effectiveness of the activities of specialists of the psychological and pedagogical profile in pediatrics for its optimization. Materials and methods. An analysis of the federal legislative and regulatory framework regulating the activities of psychological and pedagogical specialists in pediatrics was carried out; medical and demographic indicators of the health status of the child population and the activities of medical institutions of the Russian Federation (RF) were analyzed using approved statistical forms; the results of the analysis of data from an online survey of heads of psychological and pedagogical services from ninety one medical institutions in 42 regions of the RF and 8 federal districts are summarized. Results. According to the analysis of the legislative and regulatory framework, psychological and pedagogical support is one of the areas of non-drug assistance in pediatric practice. Taking into account the results of the analysis of health indicators in children and adolescents, the priority areas of activity of psychological and pedagogical specialists are: prevention of psychophysical overload in children (including children with health problems), assistance in creating psychologically safe conditions in the family and school; formation of sustainable motivation in the family to adhere to the principles of a healthy lifestyle and an attitude towards high medical activity; increasing the responsibility of parents for the life and health of children, educating adults in matters of upbringing and care, and observing the principles of life safety; assistance to parents and teachers in creating special conditions to meet the special educational and psychological needs for children with disabilities and disabled children, their most complete social adaptation.A study of the management of the activities of psychological and pedagogical assistance specialists revealed the content of the activities of psychological and pedagogical specialists to do not fully correspond to the needs for children and pediatric practice, despite a fairly good supply of psychological and pedagogical personnel in pediatrics. Conclusion. Improving the management of the activities of psychological and pedagogical specialists consists of introducing a unified standard of care taking into account the health status in children and regulating the activities of a medical psychologist, neuropsychologist, speech pathologist, and medical speech therapist in pediatrics.