Updating of the Professional Standard “Teacher-Psychologist (Psychologist in the Field of Education)”: Meaningful Analysis

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Abstract

Modern challenges and threats, the demands of society necessitate the expansion of the range of professional competencies of a teacher-psychologist. In this regard, a discussion of the professional standard “Teacher-psychologist (psychologist in the field of education)” was organized in the expert community and a survey was conducted in which 1,616 specialists from 8 Federal Districts of the Russian Federation, as well as the Luhansk People’s Republic, Donetsk People’s Republic and Kherson Region took part. A specially developed questionnaire was used as a tool to obtain information about the need to update the standard in key areas of the psychologist’s activity in the education system. As a part of the analysis of the survey results, the level of the professional education of a teacher-psychologist is discussed; the relevance of supporting participants in educational relations in educational institutions of higher professional education is indicated; the importance of supplementing the main type of professional activity of a teacher-psychologist is considered; the importance of interdepartmental interaction in the implementation of professional activities by a teacher-psychologist is noted.

General Information

Keywords: education system, participants in educational relations, students, psychological and pedagogical support, educational psychologist, professional standard

Journal rubric: Scientific and Methodological Support for the Professional Activities of Teacher-Psychologists

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2023200307

Received: 13.06.2023

Accepted:

For citation: Ulyanina O.A., Tukfeeva Yu.V., Semenova K.G. Updating of the Professional Standard “Teacher-Psychologist (Psychologist in the Field of Education)”: Meaningful Analysis [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2023. Vol. 20, no. 3, pp. 90–101. DOI: 10.17759/bppe.2023200307. (In Russ., аbstr. in Engl.)

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Information About the Authors

Olga A. Ulyanina, Doctor of Psychology, associate Professor, Head of the Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Chief Researcher of the Research Center, Academy of Management of the Ministry of Internal Affairs of Russia, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9300-4825, e-mail: ulyaninaoa@mgppu.ru

Yulia V. Tukfeeva, PhD in Education, Head, Department of Monitoring and Coordination of the Activities of Psychological Services in the Education System, Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-7963-3684, e-mail: tukfeevayuv@mgppu.ru

Ksenia G. Semenova, Teacher-Psychologist of the Department of Monitoring and Coordination Psychological Services in the Education System of the Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3727-6014, e-mail: semenovakg@mgppu.ru

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