The “Psychology Weeks” as an Effective Tool for Psychological Education of Participants in Educational Relations: Methodology and Organization

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Abstract

In the article actualizes the issue of improving the psychological literacy of participants in educational relations. Psychological education and prevention are seen as one of the effective tools in solving this problem. In this context, modern approaches to the implementation of these activities in psychological science and practice are revealed, among which the format of conducting the “Psychology Weeks” in educational organizations is particularly highlighted. The Great Psychological Game is considered as a form of realization of the “Psychology Week”. The article describes the practice of organizing and holding the All-Russian “Psychology Week”, implemented over the past few years on the initiative of the Ministry of Education of the Russian Federation. A comprehensive system of methodological and informational support for the “Psychology Week” is presented. The content and effectiveness of thematic events held within the framework of the “Psychology Week” are analyzed, as well as the coverage of the target audience of educational organizations of the subjects of the Russian Federation.

General Information

Keywords: “Psychology Week”, educational organization, students, participants in educational relations, methodological recommendations, monitoring, big psychological game

Journal rubric: Axiological and Personality-Oriented Basis of Cooperation and Interaction of Educational Environment Subjects

Article type: review article

DOI: https://doi.org/10.17759/bppe.2024210111

Received: 15.01.2024

Accepted:

For citation: Ulyanina O.A., Yurchuk O.L., Nikiforova E.A., Okonovenko D.V. The “Psychology Weeks” as an Effective Tool for Psychological Education of Participants in Educational Relations: Methodology and Organization [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2024. Vol. 21, no. 1, pp. 135–147. DOI: 10.17759/bppe.2024210111. (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, Corresponding member of the RAE, Chief Researcher of the Research Center, Academy of Management of the Ministry of Internal Affairs of Russia; Professor of Faculty of Social Sciences, School of Psychology at National Research University “Higher School of Economics”, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9300-4825, e-mail: ulyaninaoa@mgppu.ru

Olga L. Yurchuk, PhD in Psychology, Head of the Department of Scientific and Methodological Support, 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/0009-0004-3221-2945, e-mail: yurchukol@mgppu.ru

Ekaterina A. Nikiforova, Lead Analyst of the Department of Scientific and Methodological Support 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/0000-0003-0488-6497, e-mail: k.Nikiforova.2014@yandex.ru

Dmitrii V. Okonovenko, Lead Analyst, Department of Digital Transformation of the Psychological Service 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 and education (MSUPE), Moscow, Russia, ORCID: https://orcid.org/0009-0006-6332-5832, e-mail: ranger87@mail.ru

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