Job responsibilities of a teacher psychologist in an educational institution. Job description

Job and functional responsibilities of a teacher-psychologist educational institution

Despite the fact that in educational institutions Since the post of psychologist was introduced in 1988, there are still no well-established ideas about the content and forms of his professional activity. As a result, the subjects of the educational process often make demands on it that are not characteristic of its role. So, for example, the administration often offers the psychologist a class guide, and sometimes teaching. academic disciplines(especially when the psychologist also has a pedagogical education), seeks to control his activities in detail, requires a report on the results of diagnostics and counseling. The teacher expects from the psychologist support in the implementation of his usual style of pedagogical communication and help in manipulating students and their parents. In turn, parents hope that the psychologist will protect their child from “school negativity” and at the same time authoritatively confirm the “correctness” of family education. Children, if the psychologist manages to establish a trusting relationship with them, look for an older comrade and protector in him. It is easy to see that in many respects the listed expectations are contradictory.

The teacher-psychologist of an educational institution is an independent specialist and an equal member of the pedagogical team, responsible for that side of the pedagogical process, which, apart from him, no one can professionally provide, namely, for the mental development and psychological health of children and schoolchildren. It should be noted that, being an equal member of the team, the educational psychologist in an educational institution occupies a certain place in the entire educational process.

In various educational institutions, the teacher-psychologist is assigned different tasks, which depend not only on the type and type of this institution, but also on the requests of the administration for the role of a specialist in a particular educational institution.

The most pressing problems faced by a teacher-psychologist are: the difficulty of determining one's role in this institution, the problem of taking a worthy place in the educational process, the difficulty of determining one's duties that do not run counter to the general concept of an educational institution.

The main activities of a practical educational psychologist are: psychological education, psychological prevention, psychological counseling and psychodiagnostics, psychocorrection and development. All these types of work in practice exist only in unity, in interaction. In any particular situation, each of the types of work can come to the fore, depending on the problem that the psychologist is solving, and on the specifics or profile of the institution where he works. In general, specialists carry out professional activities aimed at preserving the mental, somatic and social well-being of children, their optimal personal development and social adaptation, promote the protection of individual rights in accordance with the Convention on the Protection of the Rights of the Child, take measures to provide different kind psychological help.

In the various literature published at the present time, consideration of a number of organizational problems that are crucial for the adaptation of a practical psychologist in conditions of educational institution and thus all his subsequent work. How a psychologist can build relationships with the teaching staff and administration, students and their parents depends on his real status in an educational institution and, accordingly, the conditions future work specialist.

The boundaries of his functional duties in practice turn out to be quite flexible and extend from the roles of "eternal duty officer", "social activist", "messenger on small assignments", etc. to "an expert on the most important issues of education and upbringing". It is also important that a specialist cannot always determine the official and functional responsibilities of his professional activity.

Unfortunately, the existing legal norms do not clearly define the duties of a teacher-psychologist in an educational institution. So, in the requirements for tariff and qualification characteristics for positions (Appendix 2 to the order of the Ministry of Education of Russia and the State Committee for Higher Education of Russia dated August 31, 1995 No. 463/1268), three sections are included: “Job Responsibilities”, “Must Know” and “Requirements for qualifications for pay grades."

The section "Job Responsibilities" contains the main functions that can be entrusted in whole or in part to the employee holding this position, are the basis for the development of job descriptions in the field, fixing the duties, rights and responsibilities of the employee, approved by the heads of the institution in agreement with the relevant trade union committees. Job responsibilities of an educational psychologist include:

implementation of professional activities aimed at maintaining the mental, somatic and social well-being of students (pupils) in the process of education and training in institutions;
promoting the protection of the rights of the individual in accordance with the Convention on the Protection of the Rights of the Child;
promoting harmonization social sphere institutions and implementation of preventive measures to prevent the occurrence of social maladaptation;
identification of factors hindering the development of the personality of students (pupils) and taking measures to provide various types of psychological assistance (psycho-correctional, rehabilitation and advisory);
assistance to students (pupils), parents (persons replacing them), teaching staff in solving specific problems;
conducting psychological diagnostics of various profiles and purposes;
drawing up psychological and pedagogical conclusions based on materials research work for the purpose of guiding the teaching staff, as well as parents (persons replacing them) in the problems of personal and social development of students (pupils);
maintaining documentation in the prescribed form and using it for its intended purpose;
participation in the planning and development of developmental and correctional programs of educational activities, taking into account the individual gender and age characteristics of the personality of students (pupils), promoting the development of their readiness for orientation in various situations of life and professional self-determination;
providing psychological support to creatively gifted students (pupils), promoting their development and search; determination of the degree of deviations (mental, physiological, emotional) in the development of students (pupils), as well as various types of social development disorders and conducts their psychological and pedagogical correction;
the formation of the psychological culture of students (pupils), teaching staff and parents (persons replacing them), including the culture of sexual education;
advising employees of an educational institution on the development of this institution, the practical application of psychology focused on improving the socio-psychological competence of students (pupils), teachers, parents (persons replacing them).

The “Must Know” section contains the basic requirements for an employee with regard to special knowledge, as well as knowledge of legislative acts, regulations, instructions, other governing and regulatory documents, methods and means that an employee must be able to apply when performing official duties. So a teacher-psychologist (8-14 categories) should know: the Constitution of the Russian Federation; laws of the Russian Federation, decisions of the Government of the Russian Federation and federal bodies management of education on education; Declaration of human rights and freedoms; the Convention on the Rights of the Child; normative documents regulating issues of labor protection, health care, career guidance, employment of students (pupils) and their social protection; general psychology, educational psychology and general pedagogy, personality psychology and differential psychology, child and developmental psychology, social psychology, medical psychology, child neuropsychology, pathopsychology, psychosomatics; fundamentals of defectology, psychotherapy, sexology, psychohygiene, career guidance, vocational studies and labor psychology, psychodiagnostics, psychological counseling and psychoprophylaxis; methods of active learning, socio-psychological training of communication; modern methods individual and group professional consultation, diagnosis and correction of normal and abnormal development of the child; rules and regulations of labor protection, safety and fire protection.

As we can see, these sections are general, not filled with specific content. The teacher-psychologist needs to rethink and structure the entire array of practical problems, determine the priority areas of his activity, and fill them with specific content.

It should be noted that the double subordination of a teacher-psychologist (the head of the institution for administrative issues and the methodological center for professional issues) introduces some confusion into the organization of the specialist's professional activities. It is well-composed functional duties that will help the teacher-psychologist to coordinate his position with the requests of the administration in resolving professional issues; develop common ideas about the function of a psychologist in an educational institution; predict real performance.

The functional responsibilities of a specialist are drawn up taking into account the general job responsibilities approved in the tariff and qualification characteristics and areas of activity, as part of the work of the psychological service of an educational institution, taking into account the requests of the administration of the educational institution.

So, for example, a teacher-psychologist can indicate in his functional duties such areas of work as:

Conducts psychological diagnostics various profiles and purposes (in order to determine the structure of the personality, the level of development of the child's intellect, the characteristics of his neuropsychic sphere, professional abilities, emotional relationships in the family). Determines the degree of deviations (mental, physical, emotional) in the development of students. Identifies factors hindering the development of personality.
Offers a program of psychological and pedagogical assistance, taking into account the data of a diagnostic examination. Draws up a psychological report and conducts consultations on the materials of a diagnostic examination in order to guide the student, parents (or persons replacing them), the school (teacher, school psychologist) and specialists in psychological and pedagogical correction.
Carries out corrective work on an individual and group basis on the basis of a psychological conclusion and in accordance with the possibilities of the age and intellectual development of a particular child.
Promotes the development of a positive self-concept of the child, his sense of confidence, the adequacy of self-esteem, the ability to navigate in various life situations, communication skills
Carries out correction of deviations in personality development on the basis of a psychological conclusion and in accordance with the possibilities of age and personal characteristics of a particular student, correction of the emotional state; eliminates the consequences of the influence of negative past experience; builds communication skills.
Carries out preventive measures to prevent social maladaptation. Provides consultative assistance to parents in creating an environment that develops in the student the features of an active, independent and responsible personality, in choosing such an educational route and microenvironment of communication to which he could successfully adapt. It helps to effectively and consistently organize the process of social adaptation.
Conducts psychological work on professional orientation of students.
Maintains working documentation in the prescribed form.
Participates in the work of the psychological and pedagogical council of the center
Etc.

Functional duties are approved by the head of the educational institution and signed by the teacher-psychologist.

1. General provisions

1.1. This job description for a teacher-psychologist in a preschool educational institution (kindergarten) was developed in accordance with the Federal State Educational Standard preschool education, approved by the Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155; on the basis of the Unified Qualification Directory for the positions of managers, specialists and employees, section " Qualification characteristics of the positions of educators”, approved by the Order of the Ministry of Health and Social Development No. 761n dated August 26, 2010, as amended on May 31, 2011; in accordance with Federal Law No. 273 of December 29, 2012 " About education in Russian Federation » as amended on December 27, 2019, the Labor Code of the Russian Federation and other regulations governing labor relations between an employee and an employer.

1.2. The teacher-psychologist belongs to the category of pedagogical workers, is appointed and dismissed by the head of the preschool educational institution in the manner prescribed by the legislation of the Russian Federation.

1.3. Persons with higher education are appointed to the post of educational psychologist. professional education or secondary vocational education in the direction of training " pedagogy and psychology"without presenting requirements for work experience or higher vocational education or secondary vocational education and additional vocational education in the field of training" pedagogy and psychology with no requirement for work experience.

1.4. In the process of work, the teacher-psychologist is guided by the legislation and other regulatory legal acts of the Russian Federation, state authorities of the constituent entities of the Russian Federation, the requirements of the Federal State Educational Standard of DO and recommendations for their application, tools.

Also, the teacher-psychologist is guided by this job description of the teacher-psychologist of the preschool educational institution in accordance with the Federal State Educational Standard, the Charter kindergarten, collective agreement, internal labor regulations, employment contract, rules and regulations of labor protection and fire safety, orders of the head and other local regulations of a preschool educational institution.

1.5. The teacher-psychologist of a preschool educational institution, when performing duties, must know:

the most important directions of development of the educational system of the Russian Federation;
laws and other regulatory legal acts regulating the educational activities of a preschool educational institution;
Declaration of human rights and freedoms;
the Convention on the Rights of the Child;
Federal Law No. 124-FZ dated July 24, 1998, as amended on June 29, 2013 " On the basic guarantees of the rights of the child in the Russian Federation";
normative documents regulating issues of labor protection, healthcare, employment of children and their social protection;
general psychology, educational psychology, general pedagogy, personality psychology and differential psychology, child and developmental psychology, social psychology, medical psychology, child neuropsychology, pathopsychology, psychosomatics;
fundamentals of defectology, psychotherapy, psychodiagnostics, psychohygiene, psychological counseling and psychological prevention;
the latest methods for diagnosing and correcting the normal and abnormal development of a child;
methods of active learning, socio-psychological training of communication;
methods, techniques and ways of working with children with handicapped health;
methods and techniques of application educational technologies, including remote ones;
topical pedagogical technologies productive, differentiated, developmental learning, the implementation of a competency-based approach;
the basics of working with a personal computer, printer, e-mail and browsers, a text editor and presentations, multimedia equipment;
methods of persuasion, substantiation of one's position, establishing contact with children of different ages, their parents (legal representatives), work colleagues;
methods for identifying the causes of conflict situations, their prevention and resolution;
internal labor regulations of the preschool educational institution, the procedure for evacuation during emergency in an institution;
Also, the psychologist must know his job description as a teacher-psychologist in kindergarten, the rules of labor protection and fire safety, the procedure for actions in the event of a fire and evacuation.

1.6. The teacher-psychologist works according to the schedule approved by the head of the preschool educational institution, with a load of 36 hours per week at one rate. Of these, 18 hours a week are allocated for diagnostic, as well as correctional and developmental pedagogical work with pupils, expert and advisory work with teachers and parents (legal representatives) on the development, education and upbringing of children in kindergarten, for participation in the work of psychological - medical and pedagogical commission of preschool educational institution; the remaining 18 hours a week, he prepares for work with pupils, processes, analyzes and summarizes the results obtained, prepares for expert and advisory work with teachers and parents of children, carries out organizational and methodological activities, participates in methodological associations, and maintains documentation.

2. Job responsibilities

The educator-psychologist must perform the following job responsibilities:

2.1. Carry out their professional activities aimed at preserving the psychological, somatic and social well-being of children in the process of education and training in kindergarten, at creating psychologically comfortable conditions for the development of the child's personality in the course of upbringing, education, socialization in the context of the implementation of the Federal State Educational Standard.

2.2. To take part in the admission of children to educational institutions in order to timely identify psychological problems, develop a program together with the educator.

2.3. According to the annual work plan of the children's educational institution, independently plan their work for a year, half a year and monthly (in agreement with the leadership of the psychological service and subsequent approval by the head of the preschool educational institution).

2.4. Promote the protection of the rights of the individual in accordance with the Convention on the Rights of the Child.

2.5. To help harmonize the social sphere of the kindergarten and carry out preventive measures to prevent the occurrence of social disadaptation.

2.6. Identify factors that hinder the development of the personality of children and take measures to provide them with various types of psychological assistance (psycho-correctional, rehabilitation, counseling).

2.7. Provide advisory assistance to pupils, their parents (legal representatives), the teaching staff in solving certain problems.

2.8. To carry out psychological diagnostics using the latest educational technologies, including information and digital educational resources.

2.9. Perform diagnostic, psycho-corrective rehabilitation, advisory work, taking into account achievements in the field of pedagogical and psychological sciences, developmental psychology, as well as the latest information technology.

2.10. Draw up psychological and pedagogical conclusions in order to guide the teaching staff, as well as parents (legal representatives) in the problems of personal and social development of pupils.

2.11. Take part in the planning and development of documentation in the framework of the implementation of the Federal State Educational Standard, developmental and correctional programs of educational activities, taking into account the individual and gender and age characteristics of pupils, in ensuring the appropriate level of training of children, in accordance with federal state educational requirements.

2.12. To provide psychological support to creatively talented pupils, to assist their development and organization of a developing environment.

2.13. To identify in children the degree of disorders (mental, physiological, emotional) in development, as well as different kind deviations of social development and carry out their psychological and pedagogical correction.

2.15. To form the psychological culture of children, teachers and parents, to help improve the socio-psychological literacy of teachers, parents (legal representatives).

2.16. Conduct consultations of employees of a children's educational institution on the development of pupils, practical use psychology for solving pedagogical problems, increasing the socio-psychological competence of teachers, parents (legal representatives).

2.17. To assess the effectiveness of the educational activities of teachers, taking into account the development of children, using computer technologies in their work, including text editors and spreadsheets.

2.18. To carry out psychological diagnostics of various profiles and purposes, dynamics and analysis of data according to the work plan, requests from the administration, teachers and parents and within the framework of the consultative process:

determine the level of mental development of pupils and their readiness to study at an educational institution;
observe and conduct individual work with children during the period of their adaptation to kindergarten;
identify the degree of developmental disorders (mental, physiological, emotional) in pupils, as well as various deviations in social development, and carry out their psychological and pedagogical correction;
carry out differential diagnostics of deviations in the intellectual and personal development of children with mental retardation (at the request of specialists of the relevant profile);
individually examine children at the request of parents (legal representatives) and pedagogical workers.

2.19. Develop and use: correctional-developing (tested and author's) programs and technologies.

2.20. Conduct special developmental and remedial classes with pupils on cognitive and emotional-personal development based on diagnostic indications, incl. in groups of a compensating type; trainings for teachers and parents (legal representatives).

2.21. Maintain the required reporting and accounting documentation in a special form and use it for its intended purpose:

cards of psychological examination of children;
annual work plan;
conclusions based on the results of psychological examinations;
journal of consultations with parents (persons replacing them);
journal of consultations with pedagogical workers;
cards of psychological, medical and social assistance to pupils;
journal of correctional work (reflects the course of correctional training);
program of corrective and developmental measures;
analytical reports (analysis of work for the year).

2.22. Participate in meetings of the teachers' council, the psychological, medical and pedagogical commission of the children's preschool, other forms of methodological work, in the preparation and conduct of parent meetings, recreational, educational events, participate in seminars, round tables and conferences on the implementation of the Federal State Educational Standard.

2.23. Ensure the protection of the life and health of children during the educational process.

2.24. In cases that are not within professional competence, refer children for consultation to medical, psychological, medical and pedagogical centers.

2.25. The teacher-psychologist who implements the educational program of the preschool educational institution must confidently possess the basic knowledge necessary to create the conditions for the development of children, indicated in the Federal State Educational Standard.

2.26. Comply with professional ethics, maintain professional secrecy based on the principle of confidentiality, not disseminate information obtained as a result of consultative and diagnostic work if familiarization is not required to solve certain problems and may harm the child or those around him.

2.27. Comply with the ethical standards of the psychologist and the ethical standards of behavior in the educational institution, at home and in public places;

2.28. Comply with the requirements of the job description of a teacher-psychologist in a preschool educational institution according to the Federal State Educational Standard, follow the rules of labor protection and fire safety.

3. Rights

The teacher-psychologist has the right:

3.1. To participate in the management of the preschool educational institution within its competence and in the manner established by the Charter of the preschool educational institution.

3.2. Free choice and application of teaching and upbringing methods, teaching aids and materials according to the educational program.

3.3. Within the framework of their competence and in the manner prescribed by the Charter of the Institution, to be in classes conducted by other teachers.

3.4. Protect your professional honor and dignity.

3.5. To get acquainted with complaints and other documents containing an assessment of his work, to give explanations on them.

3.6. To protect their interests on their own or with the help of a representative in the event of a disciplinary or official investigation related to a violation of professional ethics.

3.7. To non-disclosure of a disciplinary (official) investigation, except as otherwise provided by law.

3.8. Submit proposals for improving the work of the Institution for consideration by the head of the preschool educational institution.

3.9. To receive from the kindergarten employees the information necessary for the implementation of their activities, from the administration of the kindergarten - to assist in the performance of their duties.

3.10. Participate in parent meetings of pupils, in recreational, educational and other activities provided for by the educational program of the preschool educational institution;

3.11. To receive reliable information from the head of the preschool educational institution about the conditions and labor protection at the workplace.

3.12. To improve their professional qualifications, undergo an assessment of knowledge.

4. Responsibility

4.1. The teacher-psychologist is personally responsible for non-execution or violation without good reason of the Charter, the job description of the psychologist of the preschool educational institution and the Internal Labor Regulations, the legal orders of the head of the kindergarten, other local regulations, job duties established by the job description.

4.2. For the use, including a single one, of methods of education associated with psychological or physical violence against a child, a teacher-psychologist is dismissed from his position in accordance with the labor legislation of the Russian Federation and the Law " About education».

4.3. For any violation of the rules of fire safety, labor protection, sanitary and hygienic norms and rules, a teacher-psychologist is brought to administrative responsibility in the manner and in the cases established by the administrative legislation of the Russian Federation.

4.4. For the guilty infliction of damage to a preschool educational institution or participants in the educational process related to the execution (non-performance) of their job description as a teacher-psychologist in kindergarten, the employee shall be liable in the manner and within the limits provided for by the labor legislation of the Russian Federation.

4.5. A teacher-psychologist bears civil liability for causing moral damage to participants in the educational process, actions that violate personal non-property rights, as well as in cases provided for by the civil legislation of the Russian Federation.

5. Relationships. Relations by position

Educational psychologist:

5.1. Performs work in the mode of fulfilling the volume of the norm established for him in accordance with the schedule, participation in mandatory planned activities and self-planning of activities for which production norms are not established.

5.2. During a time that does not coincide with vacation, the administration of the preschool educational institution may be involved in pedagogical, methodological or organizational work within the established working hours.

5.3. Receives information of a regulatory, legal, organizational and methodological nature from the leadership of the kindergarten, gets acquainted with the relevant documents against receipt.

5.4. Reports to the head of the preschool educational institution and the head of the psychological service of the educational authorities.

5.5. Receives organizational and methodological information from the leadership of the psychological service of education management.

5.6. Acts in close contact with educators, parents (legal representatives), exchanges information on issues within its competence, with the administration and teaching staff of the kindergarten.

5.7. Provides information to the head of the preschool educational institution, the head of the PS and to higher professional structures about the occurrence of difficulties in working with parents (legal representatives) and trade union organizations.

6. The procedure for approving and changing the job description

6.1. Amendments and additions to the current job description are made in the same manner in which the job description is adopted.

6.2. Job description comes into force from the moment of its approval and is valid until it is replaced by a new job description.

Job description
Educational psychologist

Job descriptions taking into account professional standards 2016-2017

Sample job description for a teacher-psychologist

A sample job description was drawn up taking into account the professional standard Teacher-psychologist (psychologist in the field of education)

1. General Provisions

1.1. The teacher-psychologist belongs to the category of specialists and directly reports to [name of the position of the head].

1.2. A person who has higher education in specialized areas, without presenting requirements for work experience.

1.3. For the position of a teacher-psychologist in accordance with the requirements of Art. 331 of the Labor Code of the Russian Federation a person is appointed:

Not deprived of the right to practice pedagogical activity in accordance with a court verdict that has entered into legal force;

Having no or no criminal record, not being or not being prosecuted (with the exception of persons whose criminal prosecution has been terminated on rehabilitating grounds) for crimes against life and health, freedom, honor and dignity of a person (with the exception of illegal placement in a psychiatric hospital , libel and insults), sexual inviolability and sexual freedom of the individual, against the family and minors, public health and public morality, the foundations of the constitutional order and state security, as well as against public security;

Does not have an unexpunged or outstanding conviction for intentional grave and especially grave crimes;

Not recognized as incompetent in accordance with the procedure established by federal law;

Not having diseases provided for by the list approved by the federal body executive power that performs the functions of generating public policy and legal regulation in the field of healthcare.

1.4. A teacher-psychologist is appointed to a position and dismissed from it by order of [position name].

1.5. The educational psychologist must know:

Methodology of psychological and pedagogical science, the basics of developmental and educational psychology, methods used in pedagogy and psychology;

Methodological foundations for organizing and conducting monitoring of personal and meta-subject results of mastering the main general education program students at all levels of general education;

Methods of psychological and pedagogical diagnostics used in monitoring the assessment of the quality of results and the content of the educational process;

Theory and methods of organizing psychological research;

Theories and methods of educational psychology, history and theories of the organization of the educational process;

Methods of statistical analysis of psychological research data;

Methods for verifying the results of the study;

Methods of interpretation and presentation of research results;

Methodological foundations for designing an educational environment, the foundations of psychodidactics;

Methods of organizational and methodological support of the main general educational programs;

Procedures and methods for interpreting and presenting the results of a psychological and pedagogical examination;

Psychological methods for assessing the parameters of the educational environment, including the comfort and psychological safety of the educational environment;

Modern theories and methods of counseling;

Techniques for organizing joint and individual activities of students in accordance with the age norms of their development;

Ethical standards for organizing and conducting advisory work;

Modern theories, directions and practices of correctional and developmental work;

Modern techniques and methods of correctional and developmental work and psychological assistance;

Patterns of development of various categories of students, including those with special educational needs;

Standard methods and technologies that allow solving correctional and developmental tasks, including in cooperation with other specialists (teachers-defectologists, speech therapists);

Patterns of group dynamics, methods, techniques for conducting group correctional and developmental work;

Methods and methods for evaluating the effectiveness and improving correctional and developmental work;

Theory, methodology of psychodiagnostics, classification of psychodiagnostic methods, their capabilities and limitations, requirements for them;

Methods and technologies that allow solving diagnostic and developmental problems;

Methods of collecting, processing information, results of psychological observations and diagnostics;

Methods of mathematical processing of the results of psychological diagnostics;

Methods for interpreting and presenting the results of a psychodiagnostic examination;

Psychology of personality and social psychology of small groups;

Tasks and principles of psychological education in an educational organization, taking into account the educational needs and individual capabilities of students;

Forms and directions, techniques and methods of psychological education, taking into account the educational needs and individual capabilities of students;

Fundamentals of pedagogy, forms and methods of teaching adult participants in the educational process working with various categories of students;

Patterns and age norms of mental, personal and individual development at different age stages, ways of adaptation and manifestation of maladaptive behavior of children, adolescents and youth to the conditions of educational organizations;

Signs and forms of maladaptive conditions in children, adolescents and youth;

Modern theories of formation and maintenance of a favorable socio-psychological climate in the team, technologies and methods for designing a safe and comfortable educational environment;

Techniques for organizing joint and individual activities of students in accordance with the age characteristics of their development;

Theories and methods for preventing "professional burnout" of specialists, the causes of occurrence, methods for preventing and removing the psychological overload of the teaching staff;

Fundamentals of age physiology and hygiene of students, ensuring their safety in the educational process;

Preventive methods of working with students of the "risk group" (from dysfunctional families in a state of post-traumatic stress disorder, caught in a difficult life situation, prone to suicide and other forms of auto-aggression);

professional ethics;

International norms and treaties in the field of the rights of the child and the education of children;

Labor legislation of the Russian Federation, legislation of the Russian Federation in the field of education and the rights of the child;

Normative legal acts concerning the organization and implementation of professional activities;

Federal state educational standards of general education;

History and theory of designing educational systems;

Internal labor regulations;

Rules for labor protection, safety and fire protection.

2. Job responsibilities

The educational psychologist has the following job responsibilities:

2.1. Formation and implementation of plans for developing work with students, taking into account their individual psychological characteristics.

2.2. Development of programs for the development of universal educational activities, programs for the education and socialization of students, pupils, correctional programs.

2.4. Development together with the teacher of individual curricula students, taking into account their psychological characteristics.

2.5. Development and implementation of monitoring of the personal and meta-subject component of the results of mastering the main general educational program established by federal state educational standards.

2.6. Registration and maintenance of documentation (work plans, protocols, journals, psychological conclusions and reports).

2.7. Psychological monitoring and analysis of the effectiveness of the use of methods and means of educational activities.

2.8. Psychological examination of educational organization development programs in order to determine the degree of safety and comfort of the educational environment.

2.9. Consulting teachers and teachers of educational organizations when choosing educational technologies, taking into account the individual psychological characteristics and educational needs of students.

2.10. Providing psychological support to teachers and lecturers in project activities to improve the educational process.

2.11. Maintenance of professional documentation (work plans, protocols, journals, psychological conclusions and reports).

2.12. Counseling students on the problems of self-knowledge, professional self-determination, personal problems, issues of relationships in the team and other issues.

2.13. Advising the administration, teachers, teachers and other employees of educational organizations on the problems of relationships in the workforce and other professional issues.

2.14. Advising teachers and teachers on the development and implementation of individual programs for building an individual educational route, taking into account the characteristics and educational needs of a particular student.

2.15. Advising parents (legal representatives) on problems of relationships with students, their development, professional self-determination and other issues.

2.16. Consulting the administration of an educational organization, teachers, teachers, parents (legal representatives) on the psychological problems of teaching, educating and developing students.

2.17. Maintenance of professional documentation (work plans, protocols, journals, psychological conclusions and reports).

2.18. Development and implementation of plans for conducting correctional and developmental classes for children and students aimed at developing the intellectual, emotional and volitional spheres, cognitive processes, relieving anxiety, solving problems in the field of communication, overcoming problems in communication and behavior.

2.19. Organization and joint implementation by teachers, teachers-defectologists, teachers-speech therapists, social teachers of psychological and pedagogical correction of deficiencies identified in the mental development of children and students, violations of socialization and adaptation.

2.20. Formation and implementation of plans to create an educational environment for students with special educational needs, including gifted students.

2.21. Designing individual educational routes for students in cooperation with teachers.

2.22. Maintenance of professional documentation (work plans, protocols, journals, psychological conclusions and reports).

2.23. Psychological diagnostics using modern educational technologies, including educational information resources.

2.24. Screening examinations (monitoring) in order to analyze the dynamics of mental development, identify persons in need of psychological assistance.

2.25. Drawing up psychological and pedagogical conclusions based on the results of a diagnostic examination in order to guide teachers, teachers, the administration of educational organizations and parents (legal representatives) in the problems of personal and social development of students.

2.26. Determination of the degree of violations in the mental, personal and social development of children and students, participation in the work of psychological, medical and pedagogical commissions and councils.

2.27. The study of interests, inclinations, abilities of children and students, the prerequisites for giftedness.

2.28. Implementation of a set of diagnostic measures to study abilities, inclinations, orientation and motivation, personal, characterological and other characteristics in accordance with the federal state educational standards of general education of the appropriate level in order to assist in career guidance.

2.29. Maintenance of professional documentation (work plans, protocols, journals, psychological conclusions and reports).

2.30. Familiarization of teachers, teachers and administration of educational organizations with modern research in the field of psychology of preschool, primary school, adolescence, youth.

2.31. Informing the subjects of the educational process about the forms and results of their professional activities.

2.32. Familiarization of teachers, teachers, administration of educational organizations and parents (legal representatives) with the basic conditions for the mental development of the child (within the framework of counseling, pedagogical councils).

2.33. Familiarization of teachers, teachers and administration of educational organizations with modern research in the field of prevention of social adaptation.

2.34. Educational work with parents (legal representatives) to accept the characteristics of behavior, worldview, interests and inclinations, including the giftedness of the child.

2.35. Informing about the factors hindering the development of the personality of children, pupils and students, about measures to provide them with various types of psychological assistance.

2.36. Maintenance of professional documentation (work plans, protocols, journals, psychological conclusions and reports).

2.37. Identification of conditions that adversely affect the development of the personality of students.

2.38. Development of psychological recommendations for designing an educational environment that is comfortable and safe for the personal development of a student at each age stage, for the timely prevention of violations in the development and formation of the personality, its affective, intellectual and volitional spheres.

2.39. Planning and implementation, together with the teacher, of preventive measures to prevent the occurrence of social disadaptation, addictions and behavioral deviations.

2.40. Explaining to the subjects of the educational process the need to use health-saving technologies, assessing the results of their application.

2.41. Development of recommendations for the subjects of the educational process on the issues of psychological readiness and adaptation to new educational conditions (admission to a preschool educational organization, the beginning of training, the transition to new level education, into a new educational organization).

2.43. Maintenance of professional documentation (work plans, protocols, journals, psychological conclusions and reports).

3. Worker's rights

The teacher-psychologist has the right:

3.1. Get acquainted with the draft decisions of the management regarding its activities.

3.2. Submit proposals for the management to improve the work related to the responsibilities provided for in this job description.

3.3. Inform the immediate supervisor of all shortcomings in the work of the organization identified in the course of the performance of their duties and make proposals for their elimination.

3.4. Request personally or on behalf of the immediate supervisor from the heads of departments and other specialists information and documents necessary for the performance of their duties.

3.5. Involve specialists from all (individual) structural divisions in solving the tasks assigned to him (if it is provided for by the regulations on structural divisions, if not, with the permission of the head of the organization).

3.6. Require the management of the organization to assist in the performance of their duties and rights.

3.7. [Indicate other rights provided for by the labor legislation of the Russian Federation].

4. Responsibility of the employee

The educational psychologist is responsible for:

4.1. For non-fulfillment, improper fulfillment of the duties stipulated by this instruction, within the limits determined by the labor legislation of the Russian Federation.

4.2. For offenses committed in the course of carrying out their activities - within the limits determined by the administrative, criminal and civil legislation of the Russian Federation.

4.3. For causing material damage - within the limits determined by the labor, criminal and civil legislation of the Russian Federation.

4.4 ……… (other liability provisions)

5. Final provisions

5.1. This job description was developed on the basis of the Professional Standard "Teacher-psychologist (psychologist in the field of education)", approved by the Order of the Ministry of Labor and Social Protection of the Russian Federation of July 24, 2015 N 514n, taking into account ……… (details of the organization's local regulations)

5.2. Familiarization of the employee with this job description is carried out upon employment (before signing the employment contract).

The fact that the employee is familiarized with this job description is confirmed by ……… (signature on the familiarization sheet, which is an integral part of this instruction (in the journal of familiarization with job descriptions); in a copy of the job description kept by the employer; otherwise)

5.3. ……… (other final provisions).

We bring to your attention a typical example of a job description for a psychologist teacher, a sample of 2019/2020. should include the following sections: general position, duties of a psychologist teacher, rights of a psychologist teacher, responsibility of a psychologist teacher.

Job description of a psychologist teacher belongs to the section Qualification characteristics of the positions of educators".

The job description of a teacher psychologist should reflect the following points:

Job responsibilities of a teacher psychologist

1) Job responsibilities. Carries out professional activities aimed at maintaining the mental, somatic and social well-being of students, pupils in the process of education and training in educational institutions. Promotes the protection of individual rights in accordance with the Convention on the Rights of the Child. Contributes to the harmonization of the social sphere of the educational institution and carries out preventive measures to prevent the occurrence of social maladaptation. Determines the factors hindering the development of the personality of students and pupils and takes measures to provide them with various types of psychological assistance (psycho-correctional, rehabilitation, advisory). Provides advisory assistance to students, pupils, their parents (persons replacing them), the teaching staff in solving specific problems. Conducts psychological diagnostics; using modern educational technologies, including information and digital educational resources. Carries out diagnostic, psycho-correctional rehabilitation, advisory work, based on achievements in the field of pedagogical and psychological sciences, developmental psychology and school hygiene, as well as modern information technologies. Draws up psychological and pedagogical conclusions based on research papers in order to guide the teaching staff, as well as parents (persons replacing them) in the problems of personal and social development of students and pupils. Maintains documentation in the prescribed form, using it for its intended purpose. Participates in the planning and development of developmental and correctional programs of educational activities, taking into account the individual and gender and age characteristics of students, pupils, in ensuring the level of training of students, pupils that meets the requirements of the federal state educational standard, federal state educational requirements. It contributes to the development of students' readiness for orientation in various situations of life and professional self-determination. Provides psychological support to creatively gifted students, pupils, promotes their development and organization of a developing environment. Determines the degree of developmental disorders (mental, physiological, emotional) in students, pupils, as well as various types of social development disorders and conducts their psychological and pedagogical correction. Participates in the formation of the psychological culture of students, pupils, teachers and parents (persons replacing them), including the culture of sexual education. Advises employees of an educational institution on the development of students, pupils, the practical application of psychology for solving pedagogical problems, improving the socio-psychological competence of students, pupils, teachers, parents (persons replacing them). Analyzes the achievement and confirmation by students of the levels of development and education (educational qualifications). Evaluates the effectiveness of the educational activities of teachers and teaching staff, taking into account the development of the personality of students, using computer technology, incl. text editors and spreadsheets in their activities. Participates in the work of pedagogical, methodological councils, other forms of methodological work, in the preparation and conduct of parent meetings, recreational, educational and other activities provided for by the educational program, in the organization and conduct of methodological and advisory assistance to parents (persons replacing them). Ensures the protection of life and health of students, pupils during the educational process. Follows the rules on labor protection and fire safety.

The psychologist should know

2) The teacher psychologist in the performance of his duties must know: priority directions for the development of the educational system of the Russian Federation; laws and other normative legal acts regulating educational activities; Declaration of human rights and freedoms; the Convention on the Rights of the Child; regulatory documents regulating issues of labor protection, health care, career guidance, employment of students, pupils and their social protection; general psychology; pedagogical psychology, general pedagogy, personality psychology and differential psychology, child and developmental psychology, social psychology, medical psychology, child neuropsychology, pathopsychology, psychosomatics; fundamentals of defectology, psychotherapy, sexology, psychohygiene, career guidance, vocational studies and labor psychology, psychodiagnostics, psychological counseling and psychoprophylaxis; methods of active learning, socio-psychological training of communication; modern methods of individual and group professional consultation, diagnosis and correction of normal and abnormal development of the child; methods and techniques of working with students, pupils with disabilities; methods and ways of using educational technologies, including remote ones; modern pedagogical technologies for productive, differentiated, developmental learning, the implementation of a competency-based approach; the basics of working with a personal computer, e-mail and browsers, multimedia equipment; methods of persuasion, argumentation of one's position, establishing contacts with students, pupils different ages, their parents (persons replacing them), work colleagues; technologies for diagnosing the causes of conflict situations, their prevention and resolution; internal labor regulations of the educational institution; rules on labor protection and fire safety.

Requirements for the qualification of a teacher psychologist

3) Qualification requirements. Higher vocational education or secondary vocational education in the field of study "Pedagogy and Psychology" without presenting requirements for work experience, or higher vocational education or secondary vocational education and additional vocational education in the field of study "Pedagogy and Psychology" without presenting requirements for work experience.

Job description of a psychologist teacher - sample 2019/2020. The duties of a psychologist teacher, the rights of a psychologist teacher, the responsibility of a psychologist teacher.

Despite the fact that the post of psychologist was introduced in educational institutions in 1988, there are still no well-established ideas about the content and forms of his professional activity. As a result, the subjects of the educational process often make demands on it that are not characteristic of its role. So, for example, the administration often offers the psychologist a class guide, and sometimes the teaching of academic disciplines (especially when the psychologist also has a pedagogical education), seeks to control his activities in detail, and requires a report on the results of diagnostics and counseling. The teacher expects from the psychologist support in the implementation of his usual style of pedagogical communication and help in manipulating students and their parents. In turn, parents hope that the psychologist will protect their child from “school negativity” and at the same time authoritatively confirm the “correctness” of family education. Children, if the psychologist manages to establish a trusting relationship with them, look for an older comrade and protector in him. It is easy to see that in many respects the listed expectations are contradictory.

The main activities of a practical educational psychologist are: psychological education, psychological prevention, psychological counseling and psychodiagnostics, psychocorrection and development. All these types of work in practice exist only in unity, in interaction. In any particular situation, each of the types of work can come to the fore, depending on the problem that the psychologist is solving, and on the specifics or profile of the institution where he works. In general, specialists carry out professional activities aimed at preserving the mental, somatic and social well-being of children, their optimal personal development and social adaptation, contribute to the protection of individual rights in accordance with the Convention on the Protection of the Rights of the Child, and take measures to provide various types of psychological assistance.

In the various literature published at the present time, consideration of a number of organizational problems is practically omitted, which are of decisive importance for the adaptation of a practical psychologist in the conditions of an educational institution and, thereby, all his subsequent work. How a psychologist can build relationships with the teaching staff and administration, students and their parents depends on his real status in an educational institution and, accordingly, the conditions for the future work of a specialist.

implementation of professional activities aimed at maintaining the mental, somatic and social well-being of students (pupils) in the process of education and training in institutions;
promoting the protection of the rights of the individual in accordance with the Convention on the Protection of the Rights of the Child;
promoting the harmonization of the social sphere of the institution and the implementation of preventive measures to prevent the occurrence of social maladaptation;
identification of factors hindering the development of the personality of students (pupils) and taking measures to provide various types of psychological assistance (psycho-correctional, rehabilitation and advisory);
assistance to students (pupils), parents (persons replacing them), teaching staff in solving specific problems;
conducting psychological diagnostics of various profiles and purposes;
drawing up psychological and pedagogical conclusions based on research papers in order to guide the teaching staff, as well as parents (persons replacing them) in the problems of personal and social development of students (pupils);
maintaining documentation in the prescribed form and using it for its intended purpose;
participation in the planning and development of developmental and correctional programs of educational activities, taking into account the individual gender and age characteristics of the personality of students (pupils), promoting the development of their readiness for orientation in various situations of life and professional self-determination;
providing psychological support to creatively gifted students (pupils), promoting their development and search; determination of the degree of deviations (mental, physiological, emotional) in the development of students (pupils), as well as various types of social development disorders and conducts their psychological and pedagogical correction;
the formation of the psychological culture of students (pupils), teachers and parents (persons replacing them), including the culture of sexual education;
advising employees of an educational institution on the development of this institution, the practical application of psychology focused on improving the socio-psychological competence of students (pupils), teachers, parents (persons replacing them).

The “Must Know” section contains the basic requirements for an employee with regard to special knowledge, as well as knowledge of legislative acts, regulations, instructions, other governing and regulatory documents, methods and means that an employee must be able to apply in the performance of job duties. So a teacher-psychologist (8-14 categories) should know: the Constitution of the Russian Federation; laws of the Russian Federation, decisions of the Government of the Russian Federation and federal educational authorities on education issues; Declaration of human rights and freedoms; the Convention on the Rights of the Child; normative documents regulating issues of labor protection, health care, career guidance, employment of students (pupils) and their social protection; general psychology, educational psychology and general pedagogy, personality psychology and differential psychology, child and developmental psychology, social psychology, medical psychology, child neuropsychology, pathopsychology, psychosomatics; fundamentals of defectology, psychotherapy, sexology, psychohygiene, career guidance, vocational studies and labor psychology, psychodiagnostics, psychological counseling and psychoprophylaxis; methods of active learning, socio-psychological training of communication; modern methods of individual and group professional consultation, diagnosis and correction of normal and abnormal development of the child; rules and regulations of labor protection, safety and fire protection.

So, for example, a teacher-psychologist can indicate in his functional duties such areas of work as:

Conducts psychological diagnostics of various profiles and purposes (in order to determine the structure of the personality, the level of development of the child's intellect, the characteristics of his neuropsychic sphere, professional abilities, emotional relationships in the family). Determines the degree of deviations (mental, physical, emotional) in the development of students. Identifies factors hindering the development of personality.
Offers a program of psychological and pedagogical assistance, taking into account the data of a diagnostic examination. Draws up a psychological report and conducts consultations on the materials of a diagnostic examination in order to guide the student, parents (or persons replacing them), the school (teacher, school psychologist) and specialists in psychological and pedagogical correction.
Carries out corrective work on an individual and group basis on the basis of a psychological conclusion and in accordance with the possibilities of the age and intellectual development of a particular child.
Promotes the development of a positive self-concept of the child, his sense of confidence, the adequacy of self-esteem, the ability to navigate in various life situations, communication skills
Carries out correction of deviations in personality development on the basis of a psychological conclusion and in accordance with the possibilities of age and personal characteristics of a particular student, correction of the emotional state; eliminates the consequences of the influence of negative past experience; builds communication skills.
Carries out preventive measures to prevent social maladaptation. Provides consultative assistance to parents in creating an environment that develops in the student the features of an active, independent and responsible personality, in choosing such an educational route and microenvironment of communication to which he could successfully adapt. It helps to effectively and consistently organize the process of social adaptation.
Conducts psychological work on professional orientation of students.
Maintains working documentation in the prescribed form.
Participates in the work of the psychological and pedagogical council of the center
Etc.

Functional duties are approved by the head of the educational institution and signed by the teacher-psychologist.

Tariff and qualification characteristics (requirements) for the positions of employees of educational institutions, volumetric indicators for correlating educational institutions to groups for the remuneration of managers