Development Of Psychological Services Research Articles

The role of psychology in a multi-disciplinary psychiatric inpatient setting: perspectives from the multidisciplinary team

BackgroundThe availability of consistent psychological therapy within acute inpatient psychiatric units and the integration of psychologists into multi-disciplinary inpatient teams is a newly evolving development in mental healthcare. To the authors’ knowledge, there has been no examination of the inpatient multi-disciplinary team’s (MDT) perspective on how psychology can be best integrated into the team in Lebanon. This study aims to explore the perceptions of different medical personnel working within an MDT on the role of psychologists in an acute psychiatry inpatient unit in Lebanon. It is qualitative in nature, using a semi-structured interview design. The overarching aim of this study is to assess and identify the gaps in the MDT’s insight into the various responsibilities of psychologists which may result in more efficient collaborative teamwork and hence overall patient care.ResultsFour primary themes are identified from the findings of our study. The themes highlighted the value of a multidisciplinary approach to patient care, the vital roles that psychologists play in direct clinical work and supporting other staff members, important factors related to patient-centered psychological care, limitations that exist in the inpatient unit, and suggestions for improvement.ConclusionThis study served as a baseline for more research and development of psychological services in the psychiatric inpatient units of Lebanon, emphasizing the integral role of psychology in patient care.

РЕСУРСЫ И ПЕРСПЕКТИВЫ РАЗВИТИЯ ПСИХОЛОГИЧЕСКОЙ СЛУЖБЫ В СИСТЕМЕ ОБРАЗОВАНИЯ КРАСНОЯРСКОГО КРАЯ (ПО ДАННЫМ МУНИЦИПАЛЬНЫХ ОРГАНОВ УПРАВЛЕНИЯ ОБРАЗОВАНИЕМ)

Statement of the problem. The article captures the relevance of improving psychological support of educational activity. It is possible to build an updated model of psychological service if we understand existing backlogs and deficits, resources and priorities of the educational system in the region. The purpose of the article is to describe the views of regional educational authorities on the aforementioned topics. The theoretical and methodological basis of the study is research on the development of psychological service as one of the components of an integral education system (by I.V. Dubrovina), technological concept of school psychological service (by M.R. Bityanova), our approach to the organization providing psychological and pedagogical assistance to students in psychological services (by V.V. Rubtsov and Ye.I. Metelkova) and the system of psychological support of an educational process (by L.K. Selyavina and S.B. Malykh). During the research, a survey of specialists of regional educational authorities, who curate all problems of psychological services’ development, was held. There were 61 participants in total. The survey included both quantitative indicators of the availability and variability of psychological support, and ideas about the tasks, content and management mechanisms for the psychological services’ development. Research results. Relevant quantitative data of organizations and specialists of regional psychological services was collected. We looked into existing problems of deficit of working teachers/psychologists: they are mainly caused by a low level of proficiency in working with exceptional children groups and a low level of paperwork handling. For psychological services to develop effectively, changes in the system are expected: educational authorities need to change the specialists’ growth system, and to be oriented towards practical teaching of psychologists and organizational/regulatory activities regarding their work. Conclusion. We concluded that it is necessary to restructure the system of psychological support, taking into account the target guidelines for activities, available resources, and opportunities for interaction.

Psychological service of the university: a range of problems and directions of development

The article considers the topical and important issue of modern higher education: problems and development of psychological services at the university. The practice of working as psychologists-consultants at the university shows the current need to discuss this issue. Students who have come from schools and colleges are used to seeing psychologists among their “helpers” to solve psychological problems, problems in communicating with peers and teachers. In addition, the students, especially undergraduates, being experiencing the impact of the environment, need support from the psychological service. The authors substantiate the need for further development of the psychological service of a higher educational institution, identify a range of problems relevant to the psychological services of universities. The functional purpose of the psychological service of the university is determined. Its purpose and objectives are indicated, and proposals on ways to improve the organisation development of psychological services in higher educational institutions are given.

Организация и развитие психологической службы в системе профессионального образования Томской области на период до 2025 года

The program-project “Organization and development of psychological services in the system of professional education of the Tomsk region for the period up to 2025” promotes the organization, systematization and development of the activities of psychological services in the system of profession-al education in the Tomsk region. In the system of professional education of the Tomsk region today, the activities of social and psychological services, mediation services, reconciliation services, psychological support services and others, which include a fairly narrow circle of specialists (education-al psychologists, social educators). The program-project is being implemented in the following areas: psychological, social, educational. An important advantage of the program-project is the possibility of creating a model of professional psychological and pedagogical support of participants in the educational process in professional educational organizations and its integration into the activities of psychological services of professional educational organizations of the Tomsk region.

Психологическая служба в силовых структурах: история становления, развития и современные проблемы

The purpose of this study is to analyze the formation and prerequisites for the development of psychological service in law enforcement agencies, as well as to generalize the problems that face the modern psychological service. We analyze psychological and pedagogical literature and present main stages of the development of psychological service in law enforcement agencies in Russia and abroad. We consider the works and studies of scientists who have had a significant impact, as well as contributing to the creation of psychological services in law enforcement agencies. We note the specifics of the activities of psychologists of various law enforcement agencies abroad and in Russian psychological services. We consider the current state of psychological service in law enforcement agencies, and also identify the main problems facing psychological services in the modern period, requiring the search for effective solutions. The elements that make up the success of the work of the psychological service are emphasized. The main purpose of the psychological service, its role and the dependence of the process of increasing the success of functioning are determined. The definition of a psychological service functioning in law enforcement agencies is given. The current state of the psychological service in Russia and abroad is characterized. The most important and most significant events that influenced the formation of the system of training specialists in the field of professional activity are noted. The historical method and the analysis of the literature allowed us to identify works that largely determined the directions of research, both in military and legal psychology and pedagogy, which in many ways became the basis for the creation of psychological services.

MODEL OF ESTIMATION OF PROFESSIONAL COMPETENCE AND LEVEL OF QUALIFICATION OF TEACHERS-PSYCHOLOGISTS BASED ON PROFESSIONAL STANDARD "TEACHER-PSYCHOLOGIST (PSYCHOLOGIST IN SPHERE OF EDUCATION)"

Introduction. The article tackles the main components of the model of assessment of professional competences and skill level of psychologists in education, taking into consideration professional standard requirements. It is shown that the activity of the psychologist in an education system (educational psychologist) is currently undergoing essential transformations. It is determined by need to increase its quality in the educational environment of a new type. The considerable demand for psychological services in an education system is caused, first of all, by increasing attention to the development of intellectual and personal potential of younger generation reflected in modern educational standards and the Education law. According to it, the requirements to qualification and professional competences of a psychologist are increasing that allows carrying out labor functions effectively according to the professional standards. Development of uniform system of a professional certification of educational psychologists acts as an important stage of implementation of the professional standard of the educational psychologist. Methods and materials. Research methods: theoretical analysis, generalization, systematization, classification. Research materials: The standard and legal documents regulating work of the psychologist, the professional Educational psychologist standard adopted by the Order of the Ministry of Labour and Social Protection of the Russian Federation of July 24, 2015 of N 514 N. Results. The model of certification of educational psychologists constructed on the basis of the professional standard "The Educational Psychologist (the Psychologist in Education)", including the purposes, tasks, the principles of carrying out certification, the system of criteria and indicators of assessment of professional competences is presented in the article. The criteria system includes the invariant (obligatory) and variable criteria considering specifics of activity of the expert in the educational organization and distinctive features of the contingent of students. The content of criteria reflects the main types of psychoprophylaxis in the educational organization (psychological diagnostics, psychological consultation, psychological correction, and psychological education) and also ethical and standard legal support of activity of the educational psychologist. Compliance to the criteria is estimated concretized indicators are used to assess the compliance with the criteria allowing to provide quantitative and qualitative assessment of the professional competences providing proper performance by the educational psychologist of his duties. Discussion and conclusions. The developed criteria system of certification of educational psychologists meets the requirements of the professional standard and corresponds to target reference points of preventive model of psychological service in education. At the same time, further development and deployment of system of certification of educational psychologists assumes the solution of the prospective tasks connected with specification of functional structure of activity of the educational psychologist, improvement of mechanisms of certification, definition of the directions of development of psychological service of education in general.

Defining the needs in a contemporary correctional environment: The contribution of psychology

Prompted by a return of interest in rehabilitation in correctional settings and a consequent expansion of psychological resources, an investigation was undertaken into specific service needs as defined by a cross section of correctional services staff and key stake‐holders. Structured interviews were conducted to determine both the general issues and priorities in correctional services as well as to ask specifically what should be priorities in the development of psychological services. The results suggested that, in general, there was support for a programmatic approach to rehabilitation and for case management Psychological services were valued and seen to extend beyond just the provision of assessment, harm prevention and clinical services. The development of psychological services, in the opinion of the respondents, should focus on overcoming the lack of psychologists, their provision of a role model, undertaking evaluation and training other staff. This view was consistent with the generally identified need for better communication and more training.

Psychological care for cancer patients and their families

There has been an increasing literature over the last decade indicating that people with cancer suffer significant psychological morbidity and that for a substantial minority this may be unremitting. Much of this morbidity is treatable through formal psychological techniques, or can be significantly pre-empted where good psychological support systems are in place. This paper describes some of the psychological sequelae, the themes and problems which tend to underlie the observed distress, and introduces some methods which can be used to help patients and their families. The need-for good communication skills is highlighted. Further development of psychological services for people being treated for cancer is indicated in order to provide more comprehensive cancer care and to satisfy patients' demands for a more caring approach to treatment.

Educational psychology in England and Wales

This paper describes the work of educational psychologists in England and Wales, within the context of the educational system in this part of the United Kingdom. The school system and its relationship to local national control is discussed. The development of psychological services is considered from their origin in 1913 to the present day, and data are given concerning the demographic aspects of the profession and current patterns of training. Current major contributions of educational psychologists are reviewed in a context of change consequent upon development from within the profession and that forced upon the profession by recent legislation, in particular the 1981 Education Act which, for the first time, gives educational psychologists a statuary role, in the assessment of children's special educational needs.

Trends in development of psychological services in the school

Trends in development of psychological services in the school