General education school of Zhanayessil village of the Department of Education for the Tselinograd District of the Administration of Education of Akmola Region Municipal State Institution, Kazakhstan

scientific journal of the modern education & research institute • The Kingdom of Belgium

eXPerience and Best Practices in the Professional actiVitY of an educational PsYcholoGist of a rural school under conditions of distance learninG

Bilous oxana nurullovna (pgyurza@mail.ru)

General education school of Zhanayessil village of the Department of education for the tselinograd District of the administration of education of akmola region Municipal State institution, Kazakhstan

abstract

This article addresses the experience of practical work of an educational psychologist of a rural school amidst the pandemic, the accumulated methodological methods under the conditions when the work is arranged for distance learning of pupils.

Keywords: practical methods, work rationalization methods, psychological health.

The practical activity of an educational psychologist in an ordinary educational institution has its own characteristics, an educational psychologist must be proficient in all areas of work of a specialist with the specified profile. If psychologists in private practice work with a specific age or quality group, for example, a child psychologist, a family psychologist; have a profile direction, for example, counseling psychologists, psychologists working with addictions and their prevention, specialists providing psychotherapeutic services, performing remedial activities, career counselors, etc., then an educational psychologist in an educational institution combines all the above skills in his/her activities, organizes and implements professional activities cumulatively [1, p. 4-21]. Accordingly, the knowledge, skills and abilities of a specialist who is a psychologist in an educational institution must correspond with the mission entrusted to him/her. Working in a traditional format, relying on the basic classical methods of work, the activity of an educational psychologist is clearly structured, systematic and rationally verified through years of practice. However, due to the changes occurred as a result of the global pandemic, the work of a psychologist in the education sector, as well as in all spheres of life in general, has undergone a number of changes requiring adaptation within a short period of time, finding the optimal way out of the situation, mutually beneficial to all categories of participants of the teaching and educational process, i.e. administration, teachers, students, parents and psychologists themselves, as well as specialists of assisting professions working in an educational institution [3, p. 757].The question of the problem magnitude may reasonably arise. The indisputable fact is that a person’s reaction cannot be predicted when he/she faces previously unexplored things, and can be unpredictable from indifference, a lack of interest to anger, fear or panic. And if megalopolises, cities are more attractive in terms of availability of specialists, clubs, facilities of all kinds, ensuring the maintenance of psychological health, then among rural residents, often, psychological health, a psychologist, a «helpline» is associated primarily with an educational psychologist in a school whose work you are familiar with personally or indirectly through a child attending school [2, p. 158]. It became especially true in the face of a tough lockdown that lasted quite a long time. The realities of life have developed in such a way that it was required to mobilize forces within the shortest possible time and rationally distribute the coverage of all categories of participants in the teaching and educational process. The capabilities of the Internet have become a powerful aid – from promising methods worked out in distance learning conditions, i.e. thematic videos «Children recommend

to children ...» where relevant issues are considered on behalf of children and adolescents, such videos become viral, the audience reach is maximum. Students on their own work out part of the video material under a given topic, the psychologist edits, supplements with material and as a result, distributes the video material in groups and communities of students, organizes and receives feedback. [4, p. 690] In the work with students who are graduates, special attention was paid to the vocational guidance activities in the form of virtual tours to universities with an online flash mob launched after them, with recommendations provided in the form of links to the personal pages of students significantly expanding the audience who received a thematic tour. Videoconferences – zoom, question-and-answer sessions, individual counseling via videoconference – aroused the keen interest of students. Interaction with the parental community, administration and teachers in the conditions of distance learning is also implemented to a greater extent through the school website, the page in the system «Kundelik», interaction in social networks, personally and in a group, a thematic selection of statuses, publications of the psychologist’s personal accounts. It is necessary to note the actual benefits of traditional forms of work that could be implemented in the context of distance learning, i.e. distribution of memos and recommendations, author’s methodological manuals for parents, compilation of special literature for independent study, links to video materials in accordance with a personal request. The implementation of planned activities of an educational psychologist in an educational institution has a primary task – to assist in the preservation and maintenance of the psychological health of all categories of participants in the teaching and educational process. Besides the ability to mobilize promptly in the dynamically changing conditions of life is one of the criteria for the professionalism of any specialist.

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