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THE USE OF EDUCATIONAL TECHNOLOGIES IN THE WORK OF A SCHOOL
PSYCHOLOGIST
Turemuratova Aziza Begibaevna
Assistant, Department of Pedagogy and Psychology, Karakalpak State University named after
Berdakh, Republic of Karakalpakstan:
azizaturemuratova85@gmail.com
Kalilaeva Ziyra
Student of Karakalpak State University.
Xojanova Gulayim
Student of Karakalpak State University.
Mustapaev Ramiyza
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.17618433
Abstract.
The main purpose of this study is to provide theoretical coverage of the role of
psychological training technologies in the activities of school psychologists, types of
psychological training and mechanisms for their effective application based on psychological
analysis. Also, the psychological and methodological foundations of the introduction of
psychological methods and trainings into school practice for the development of psychological
services in the educational process in schools are systematically discussed in the study. The use of
psychological interviewing technologies in the activities of school psychologists in the
organization of psychological training is one of the most effective means of developing students'
worldview.
Keywords:
Psychological research, school psychologist, psychological interview,
education, upbringing, psychological preparation, psychological method.
MAKTAB PSIXOLOGI ISH JARAYONIDA TRENING TEXNOLOGIYALARINING
QO’LLANILISHI
Annotatsiya.
Mazkur tadqiqotning asosiy maqsadi shundan iboratki, maktab psixologlari
ish jarayonida psixologik treninglarni tashkil qilish bo’yicha texnologiyalarining o‘rni, psixologik
trening turlari va ularni samarali qo‘llashning psixologik tahlillarga asoslangan mexanizmlarini
nazariy jihatdan yoritishdan iborat bo’ladi. Shuningdek, maktablarda tadqiqotda ta’lim
jarayonida psixologik xizmatni rivojlantirish bo’yicha psixologik metodlarni, treninglarni maktab
amaliyotiga joriy etishning psixologik va metodik asoslari tizimli muhokama qilinadi. Psixologik
treningni tashkillashtirishda psixologik suhbatlarni amalga oshirish texnologiyalarining maktab
psixologlari ishida qo‘llanilishi o‘quvchilarning dunyoqarashini rivojlantirishning eng samarali
vositalaridan biri sifatida qaraladi.
Kalit so’zlar:
Psixologik tadqiqotlar, maktab psixologi, psixologik suhbat, ta’lim, tarbiya,
psixologik trening, psixologik metod.
Introduction
One of the main tasks facing the modern education system is to ensure the psychological
health of students, prepare them for social life and support the process of their formation as
individuals. In this regard, the scope of activities of the school psychologist is expanding.
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In particular, the use of educational technologies is recognized as one of the important
areas that increase the effectiveness of psychological services. Today, rapid changes in society,
social competition, the growth of communicative culture, and the abundance of information flow
require students to have a high level of flexibility, self-control, and social competence.
Therefore, the formation of such skills in students as mental stability, self-awareness,
positive thinking, stress management, and building relationships in a team is one of the main tasks
of the school psychologist. In this process, psychological training technologies serve as an
effective tool that ensures the psychological development of students, stimulates personal growth,
and develops communicative skills. Educational technologies are one of the modern innovative
directions of pedagogical and psychological activity. They allow activating the student's
personality, independently solving problems, openly expressing their opinions, and facilitating the
processes of social adaptation. Therefore, in the work practice of school psychologists, it is
necessary to widely use training in various areas: communication training, stress management
training, teaching empathy and emotional competencies, training aimed at developing social
adaptation, professional orientation, self-assessment, motivation. The results of the study can
serve as a practical guide for school psychologists, social pedagogues, class leaders, as well as
students studying psychology. The theoretical recommendations outlined in the study help to
organize classes taking into account the individual characteristics of the student's age. Teaching
technologies are important not only for individual development, but also for creating a healthy
psychological environment in the school community. Therefore, they should be considered an
integral part of the work of school psychologists. A school psychologist is a specialist who works
with students, teachers and parents in an educational institution and is responsible for supporting
the psychological development, adaptation and socialization of the individual. His activities
include not only diagnostics and counseling, but also preventive, corrective and developmental
work. Diagnostic work consists in identifying the personal characteristics of students, their
temperament, interests, motivation, and stress level.
Psychological preparation penetrates into various areas of social practice to solve the
problem of achieving healthy relationships between people. Its diagnostic analysis,
psychocorrection capabilities have an effective impact on the activities of employees: specialists,
psychologists, teachers, psychotherapists, heads of enterprises and organizations, entrepreneurs.
After all, in times of crisis, the upbringing of young people who are modern, thoughtful,
broad-minded, and who influence the social environment through rational thinking in various
situations poses a high task for the sciences of psychology. After all, the subject of psychological
training in our national psychology is the most effective and modern solution. Consultation
(advice) - providing psychological assistance to students, parents and teachers. School
psychologists spend most of the day with teachers and students. Teachers and students can be
considered their clients as school psychologists, usually they have a supporting role in the
educational environment. In a world where innovative approaches are constantly being used, ways
are being sought to strengthen education and upbringing so that students can acquire the necessary
knowledge. This must be done on the basis of professional and scientific facts and knowledge.
Since then, the role of school psychologists in the educational environment and the
formation of the profession have changed significantly.
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As the role of the school psychologist continues to change, there may be a gap between
teachers' perceptions of the role of the school psychologist and how psychological services can be
provided to ensure a less restrictive environment for each student. According to Turemuratova and
her colleagues, being an effective school psychologist is key when it comes to changing the school
system. The roles and responsibilities of school psychologists are very diverse, as psychologists
work in primary, secondary, and urban and rural settings. They address the problems and
difficulties of students;
Collaborate with other professionals, parents of students, and support teachers in
improving outcomes. We are now in a time when a lot can change in a short period of time.
School psychologists are specialists who must monitor changes and innovations, educate
school teachers through meetings, collaboration, training and other forms of interpreting these
innovations. But innovation is another way of doing something, and it is also a good way.
Educational innovation occurs in a specific teaching and learning environment,
improvement is the implementation of standard practices or the introduction of new practices,
thereby achieving higher educational results. Correctional and developmental work - eliminating
problems faced by students, conducting training on personal development. Preventive work -
preventing conflicts, stress, aggression, learning difficulties. Psychological and educational work -
increasing psychological culture, creating a healthy social environment. These areas of activity of
a school psychologist are closely interconnected, each of which allows the use of educational
technologies. Especially in the process of development and prevention, teaching plays an
important role. Innovative education does not tolerate stereotypes, but requires transparency in
relation to innovations, new methods, forms and tools that help develop the creative abilities of
students, its role in communicating with the most creative students. Innovation should be seen as a
necessary and positive tool for change. Every human action requires constant innovation and
sustainability. Positive development innovations, as new positive and healthy development
strategies, are used in all forms of education, departments and extracurricular activities to achieve
positive, healthy development and success in all segments of education and development, in the
field of cognitive, emotional, social, character, creative, etc. Schoolchildren are at different stages
of psychological development. Their personal growth, social adaptation and emotional stability
largely depend on their interaction with the environment. Therefore, educational technologies are
very important for a school psychologist as a means of socio-psychological adaptation of students,
stimulating positive changes. The work of a school psychologist is not limited to students. Parents
and teachers, as important subjects of the educational environment, can also improve their
pedagogical activities through the use of psychological training. A school psychologist uses
various forms and methods in his work.
Among the most effective of them, psychological training occupies an important place.
Through educational technologies, it is possible to develop the personal qualities of
students, help them understand themselves, form social communication skills and form the ability
to find the right way out in stressful situations. With the help of educational technologies, personal
and social competencies of students increase. They can understand their own emotions, try to
understand others, and correctly fulfill social roles. Especially in adolescence, such trainings
soften students' internal conflicts, increase their level of self-acceptance, and strengthen the culture
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of communication. The use of educational technologies in the work of a school psychologist is
becoming an integral part of the educational process. Trainings ensure the personal, social, and
emotional development of students. They acquire such important skills as managing their
emotions, developing a culture of communication, teamwork, and stress resistance. The
effectiveness of educational technologies depends on the professional skills of the psychologist,
the correct choice of teaching methods, and the active participation of students.
Therefore, school psychologists should actively use modern approaches, interactive
methods, and new technologies in their activities. A school psychologist helps school teachers in
many areas. For good teaching and effective learning, it is important to introduce innovations into
the educational process. In this regard, the role of a psychologist in supporting educators in
introducing innovations into the educational process is great and inevitable. The purpose of this
study is to determine what the assistance of a school psychologist is in introducing positive
innovations into education. Within the framework of the general goal, a comparison was
conducted between teachers and psychologists in terms of the perception of the role of a
psychologist in introducing positive developmental innovations into education. Regarding the
hypothesis: Therefore, we can conclude that the alternative hypothesis is supported. The empirical
results showed that the school psychologist plays an important role in introducing innovations in
teaching, but nevertheless more psychologists need to be involved in work and school and
engaged in specific tasks, achieving results and further increasing confidence and changing
perceptions.
Conclusion
Teachers who believe that there are professional staff in schools to implement innovations
in teaching highly evaluate the role of the psychologist in introducing innovations. It was found
that the average score is higher than that of teachers who believe that there are no staff in the
teaching profession. The assessment of the role of the school psychologist in introducing
innovations is higher than that of teachers who believe that there are no staff in teaching. Teachers
who completely agree with the assessment of the role of the school psychologist in introducing
innovations in teaching have teachers who have a statistically significant difference between the
assessment of professional staff by teachers and their assessment of their role in introducing
innovations in teaching. The highest assessment of the role of the school psychologist in
introducing innovations in teaching is given to teachers who believe that there is a basis for
introducing innovations in teaching.
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