Monitoring of psychological services at school. "psychological monitoring in the context of the implementation of federal state standards." Approbation of the model and justification of the method

Psychological monitoring

a system of constant (continuous) tracking using a variety of means of psychological measurement and process assessment personal development student (child), creation of a bank of psychological data for each student (child), on the basis of which it is possible to predict the further course of mental development and success of activities.

In the very general view Monitoring means observing, assessing and predicting the state of a system ( environment, educational process, mechanical system). Its main features are: a) systemic nature, b) recording of real current characteristics of an object and c) extension in time. Thus, monitoring is essentially synonymous with the concepts “systematic observation”, “operational observation”.

Psychological monitoring in the field of education involves obtaining information about the student that lies in the area of internal, hidden, and relates to those features of the student’s mental organization that affect the success of his mastering the content of education. Its receipt is an integral part of the information support of the educational process, with the help of which indicators of developmental characteristics are monitored: a) in the cognitive sphere of the child (perception, memory, attention, thinking, speech, imagination), b) in the sphere educational activities(the ability to focus on a model, the ability to act according to a rule, the ability to focus on a system of requirements, the ability to accept a learning task, the ability to plan one’s actions, the ability to control and evaluate one’s work); c) in the motivational sphere; d) in the emotional-volitional sphere (level of anxiety, activity, arbitrariness, aggressiveness, satisfaction with various aspects of the educational process, etc.); e) in the personal sphere (self-esteem, need for achievement, level of communication, value orientations, level of aspirations, character traits, accentuations, etc.).

The main goals of psychological monitoring are:

1. Preservation mental and psychological health schoolchildren through timely diagnosis of difficulties arising in the learning process.

2. Control over the course of mental development to prevent and overcome existing or possible deviations in the development of the student.

3. Creation optimal conditions schooling for each child, ensuring the effective development of his personality.

4. Early intervention implying the identification of minimal deviations when maladaptive mechanisms have not yet been formed.

5. Priority supporting preventive measures for children with minimal deviations in psychological development.

6. Continuity in the organizational system of psychological and pedagogical support for successful learning in primary school, as well as its correspondence to the stages of mental development of schoolchildren.

7. Active inclusion psychologist into the educational process, allowing for prompt interaction with students at the level of their subjective problems.

8. Humanization educational environment, in which an attitude towards the child as an individual must be formed.

9. Competence specialists participating in the psychological monitoring program. It is important that specialists are oriented in all areas of possible child disorders, and also have knowledge of the mental adaptation and maladaptation of a schoolchild.

10. Creation of a complete system studying the child as a developing personality in the educational system, designing the individual psychological and pedagogical trajectory of the student (child).

Psychological diagnostics occupies a central place in the organization of psychological monitoring. However, psychological monitoring cannot be reduced only to psychodiagnostics. Systematicity, continuity, frequency and integrity of the activities that form the psychological monitoring program imply an effective set of psychological means and technologies, implemented in a certain sequence, filled with strictly selected content and allowing flexible and effective receipt of psychological information.

The basis for creating a psychological monitoring program at school are the general theoretical principles of the activities of specialists, aimed not at selecting children, but at monitoring the progress of their mental development, which were put forward by D. B. Elkonin. He believed that such work should, first of all, correspond to the age group being addressed and contain its main age characteristics, since everyone age period characterized by a very specific social situation of development.

From this point of view, psychological monitoring in school should take into account the presence of several transition periods, during which the number of risk factors for violations increases significantly: the moment the child enters school(pre-education and adaptation to school), the time of his transition from primary to secondary education and the period of adaptation to new requirements, the beginning of the period of personal (7th grade) and professional (9th grade) self-determination. During these periods, the most important forms of deviations usually clearly manifest themselves, such as:

1) school failure, based primarily on underdevelopment cognitive activity or unpreparedness to change the leading type of activity, the impossibility of its formation due to various developmental defects;

2) school indiscipline, reflecting inadequate ways of a child’s compensatory response to certain difficulties in school life.

Solving the problems of psychological monitoring is also complex in nature and involves the joint participation of specialists and the cooperation of their activities. School administration (director) coordinates and directs the psychological monitoring program, taking into account the specifics of the educational institution and the main objectives of school education. Methodist coordinates curriculum and educational programs with the conditions, opportunities and characteristics of the psychological development of schoolchildren at the level of specific classes. Classroom teacher actively interacts with schoolchildren in the educational process and monitors the characteristics of each child’s educational activities, emerging learning difficulties or symptoms of dysfunctional child development. School teachers adapt educational programs, curricula and their pedagogical activity taking into account the specifics of the class and psychological characteristics children. Psychologist develops and implements a psychological monitoring program based on school requirements, typical difficulties, arising in the educational process, and patterns of mental development of schoolchildren at a given age stage. Medical worker monitors the health status of students and promptly identifies a “risk group” - children for whom gentle learning conditions should be created. Valeologist ensures compliance with the conditions for maintaining the physical and psychological health of children during the learning process. Speech therapist works to eliminate various deficiencies in the development of a student’s speech as one of the main areas of mental development that ensures the success of learning. Social teacher promptly informs about the child’s living conditions and various changes in his social development situation. defectologist gives a conclusion about the nature of the deviations that have arisen in the development of schoolchildren as reversible ( psychological nature), and irreversible (organic origin), determines the degree of this deviation and the need for medical care.

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IN last years, despite the unfavorable socio-economic situation in the country, there has been a positive trend in changing society's attitude towards people with disabilities. Changing attitudes towards people with special needs is associated with the degree of public awareness about the problems of people with disabilities, as well as with the development of universal human values, mercy, and humanism; with the transition from state-centric to child-centric educational policy, with the displacement of the communist paradigm in humanistic pedagogy. Due to the change in attitude

The following social groups were selected as the object of the study:

Adolescents and young adults suffering from cerebral
paralysis (group I);

Specialists (II group);

Common people (III group), namely: youth (citizens
under the age of 30); intelligentsia (people with higher education
development); pensioners (persons of retirement age).

Each of these groups can be considered as a part of society and as a kind of unified whole, consisting of individual representatives. Consequently, each group can be characterized by numerous external and internal connections, of which we took into account only the most important ones.

The integrity of the groups was determined by their significance (role assigned) for this study:

Youth and pensioners, representatives of the new and old
generation, living and living under different societies
military management (totalitarian and democratic);

Specialists are the people most informed about the
problems of disabled people, knowing the state of affairs from the inside;

The intelligentsia is the most educated part of society
va, reflecting the vector of changes in attitude towards integra
tion of disabled people in society.

To the first group included students in grades 9-11 of a boarding school for children with consequences of polio and cerebral palsy; disabled people who already have general (full), general special or higher education, living in St. Petersburg. A total of 100 people were interviewed. The age range of respondents was from 15 to 20 years.

Second group included people related by the nature of their activities to disabled people with support. It was compiled by teachers, educators, medical and social workers of the relevant educational institutions, employees of psychological, medical and pedagogical centers, representatives public organizations, providing assistance and support to disabled children and their parents, evening students of the Institute of Special Pedagogy and Psychology International University family and child named after Raoul Wallenberg. The group size is 180 people.

B third group included representatives of five public and seven private organizations and enterprises of various forms of ownership, students of ten educational institutions of various profiles, non-working pensioners, people with different levels of material income.

Quantitatively, the group of ordinary people looks like this:

Youth - 130 people;

Intellectuals - 100 people;

Pensioners - 170 people.

Research procedure

Conducting a monitoring study within even one city on the problem of social integration of people with disabilities is an expensive and time-consuming procedure. In this regard, the study was conducted selectively. A sample study can also provide a true picture of the results if certain population sampling requirements are met.

The main criteria for the correctness of sampling in a study are: random selection of respondents; formation of groups in accordance with the general age and sex structure of the population.

The basis of the study was questionnaires developed by L.M. Shipitsyna. The questions proposed in the questionnaires were designed to satisfy the following basic requirements:

1. Unambiguous wording and meaning of questions.

2. Absence of terms and assessments that are unclear to the respondent
and units of measurement.

3. Limiting the number of answer options to a question (not
more than five).

4. Balance of rating scales. (No offsets
to the positive or negative pole of the scale.)

5. Elimination of excessive interrogation memory requirements
desired.

Chapter XII. Socialization of children with musculoskeletal disorders

§ 3. Attitudes of different sectors of society towards the integration of people with disabilities

The survey of disabled people with special needs was carried out by the organizer in the form of individual interviews. An individual approach was used to eliminate the influence of respondents on each other. The opinions of representatives of other groups were revealed in the process of individual and group questioning.

The purpose of questionnaires 1(see Appendix 1) is an assessment of society's awareness of people with disabilities. The questionnaire includes a question about the sufficiency of coverage of the problems of disabled people in media mass media(mass media) followed by clarification of sources of information, where the opportunity to choose from the listed sources and the ability to indicate another answer option is provided. The qualitative question about the existence in Russia of laws protecting the rights of people with disabilities, services and organizations that provide them with assistance and support is specified by asking to list well-known organizations.

The survey questions are informative and allow you to find out the respondent’s awareness, opinion and preferred sources of information.

Questionnaire 2(Appendix 2) allows you to assess society's attitude towards people with disabilities. The interviewee is asked to express his attitude towards people with various types health problems, note positive and negative qualities disabled people, determine the position on the issue of pedagogical integration of disabled children. The second part of the questionnaire allows us to identify the respondent’s readiness for social integration with people with disabilities, offering various situations social relations; ascertains opinions about the need for benefits and state program employment of disabled people.

Questions 2 and 3, asking to name the positive and negative qualities of people with disabilities, allow us to find out possible reasons one or another attitude towards people with disabilities.

Questions 4-6 allow us to determine the place in society that the respondent assigns to people with disabilities. These questions carry a fairly high degree of social pressure; they can be considered the main part of the questionnaire. Listed

The questions make it possible to assess the respondent’s level of readiness for integration with people with disabilities. If, for example, the respondent believes that disabled children should be educated only in special institutions and at the same time “allows” a disabled person to be nothing more than a housemate, then the degree of his readiness for integration is extremely low.

In general, questionnaire 2 is based on the use of direct questions, since they are psychologically neutral to the personality of the respondent.

Questionnaire 3(Appendix 3) is intended for people with disabilities themselves. They are asked to qualitatively evaluate the attitude towards themselves from society, their lives and the lives of healthy people. The questionnaire allows you to draw conclusions about the difficulties of communication and psychological stability when contacting parents, teachers, educators, friends and strangers. This also includes questions about the importance of education in the life of the respondent, about readiness for integration, about employment - as the most important element of social rehabilitation. The questionnaire ends with an assessment of the level of anxiety about one’s future life and work, indicating the reasons for anxiety.

Identification of communication difficulties allows us to draw conclusions about the degree of socialization of adolescents suffering from cerebral palsy and their social circle. The absence of difficulties in communication does not always indicate a high level of socialization, since with a narrow circle of friends there are often no difficulties either. The relationship between question 5, which determines the frequency of conflicts, and question 4 is obvious. Based on the totality of answers to these questions, one can judge the emotional stability of the respondents.

Question 6 about the importance of education shows the respondent’s view of the world and a sense of one’s position in it. The seventh question determines the readiness of children with cerebral palsy to study together with healthy children.

The final questions of the questionnaire - 9 and 10 - allow you to assess the level of anxiety. Significant are the reasons for uncertainty in the future, which the respondent is asked to indicate.

Psychological monitoring is a system of constant monitoring through psychological diagnostics of the student’s personal development process, creating a bank of psychological data for each student, designing the student’s individual psychological and pedagogical trajectory.

Psychological monitoring implements the following tasks:

obtaining the most complete psychological information characterizing the educational process at the educational institution;
providing this information in the most convenient form to users of different levels;
structuring a system of psychological and pedagogical correctional measures.

The work of the psychological service of the educational institution in the psychological monitoring mode is carried out in the following areas:

psychological diagnostics -> analysis of results-> recommendations, consultation->corrective measures-> psychological diagnostics-> analysis of results-> recommendations, consultation->corrective measures, etc.

Psychological monitoring is a complex technology that combines diagnosis, consultation, and correction into a single effective system of psychological means, implemented in a certain sequence, filled with strictly selected content and allowing flexible and effective psychological support of the educational process to achieve the desired goal.

With the help of psychological monitoring, the procedural side of learning and, above all, the qualitative characteristics of the perception and assimilation of knowledge by students are assessed. Consequently, as an indicator of performance, we consider the dynamics of the child’s psychological development (that is, the emergence and development of mental new formations - cognitive motivation, expansion of the zone of proximal development, subjective position in activity, voluntariness, etc.).

With the help of psychological monitoring, the following psychological criteria and indicators of the effectiveness of the educational process at school are monitored:

the child’s cognitive sphere (perception, memory, attention, thinking) and the dynamics of its development, the maturity of educational activities;
motivational sphere and dynamics of its development;
the emotional-volitional sphere (level of anxiety, activity) and the dynamics of its development, the influence of the emotional state on the learning process, satisfaction with various aspects of the educational process;
personal sphere (self-esteem, need for achievement, level of communication, value orientations) and the dynamics of its development.

Frequency of psychological diagnostics at various stages of education:

1. Diagnostics of the cognitive sphere of students. In accordance with the specifics of qualitative changes in the mental development of schoolchildren and the patterns of development of educational activities, special “indicative” stages of school education can be identified. Psychological diagnostics carried out at these stages reveal qualitative changes and determine general trends in mental development and the formation of educational activities in schoolchildren, i.e. most reliably represents the results of the educational process from the point of view of the student’s overall education.

Stage 1 -admission to school . Objectives of the stage: identify the background level mental development and the formation of prerequisites for participation in educational activities.

Stage 2- teaching in the first grade. Objectives of the stage: ensuring adaptation to school, identifying a group of children experiencing various difficulties in learning, behavior and well-being in school situations, providing them with the necessary assistance.

Stage 3- teaching in second and third grades primary school. Objectives of the stage: identifying the characteristics and level of development of various aspects of cognitive activity of younger schoolchildren to build effective learning and create conditions for the development of the student.

Stage 4 – transition from primary to secondary school. Objectives: to identify changes in the mental development of schoolchildren, to determine the general trend of such development, to predict the degree of success of students’ adaptation to studying in secondary school; identify students who need correction of mental development.

Stage 5- secondary school education. Objectives: study and monitor the level of schoolchildren’s learning and the development of mental abilities.

Stage 6– intellectual and cognitive self-determination. Objectives: to determine the mental “profile” and study the quality and level of mastery of basic academic subjects by students; identify the level of development of theoretical and practical intelligence; prioritize the development of humanitarian, mathematical and technical abilities; measure the development of various functions of intelligence.

Stage 7 – final. Objectives: study general level mental development and formation of educational activities among high school graduates, analyze the quality of mastery of concepts and logical operations based on the material of the main academic disciplines, assess the ability for visual and figurative thinking, and also obtain a characteristic of the general education of students.

2. Diagnostics of the motivational sphere of students. Academic motivation manifests itself differently in different age groups of schoolchildren. To understand the specifics of motives among schoolchildren of different ages, it is necessary to correlate them with the characteristics of each age as a whole. It is customary to distinguish three periods: primary school age (7-10 years old, students primary classes), average school age, or teenage (10-15 years old, students in grades 5-9), high school age, or age early youth(15-17 years old, students in grades 10-11). Educational motivation will have its own characteristics for these ages.

To trace the dynamics of the development of educational motivation, it is necessary to study it at the following “control” points of age:

before entering 1st grade;
upon completion of 1st grade;
upon completion of primary school or during entry into 5th grade;
during the period of study in the 7th grade;
upon completion of 9th grade;
upon completion of 11th grade.

3. Diagnostics of the emotional-volitional and personal sphere. Since the characteristics of the child’s emotional-volitional and personal sphere influence the level of adaptation and the child’s learning process at school to a fairly high degree, it is therefore especially advisable to study it during “critical” age-related adaptation periods:

admission to the first grade and the period of study in the first grade;
the period of transition from primary to secondary and education in the 5th grade;
period of study in the 10th grade.

To implement the assigned tasks, we use specially selected tools, which are selected according to the following main criteria:

validity in relation to measured indicators; psychodiagnostic techniques should be aimed specifically at measuring specified parameters;
standardization of research procedures; the selected psychodiagnostic methods must include in their content unified procedures for conducting, processing and interpreting the data obtained, since there is a need to compare the results;
comparability of test indicators of methods used at different stages of a student’s development; it is necessary to use psychodiagnostic methods that give comparable indicators, but taking into account the age aspect;
efficiency; Due to the workload of psychologists, a package of methods is needed that requires minimal time, organizational and material costs, but at the same time provides the most complete information about all aspects of the processes being diagnosed.

For example, when conducting psychological screening diagnostics (as part of psychological monitoring) with students during the adaptation periods of schooling (grades 1, 5 and 10), the following psychodiagnostic tools are used:

	Diagnosed parameters	Diagnostic tools
First year students
	Level of development of any sphere
	Level of formation of prerequisites for educational activities	Methodology of D. B. Elkonin “Graphic dictation”
	Degree of independence in educational activities	Methodology D.B. Elkonina “Graphic dictation”
	Level of development of visual perception and memory	Methodology “Clown”, Methodology “House”
	Level of development of auditory perception and memory	Methodology “House Heel”, Methodology “Weather Pictures”
	Level of mental performance, pace of mental activity	Methodology “Corrective test”
		Questionnaire N.G. Luskanova, Projective technique “What I like at school”
	School anxiety level	Projective technique for diagnosing school anxiety A.M. Parishioners, Projective technique “School of Animals”
	The nature of maladaptive disorders	Questionnaire on maladaptation L.M. Kovalenko, N.N. Tarasenko
5th grade students
	IQ level
	Level of formation of educational activities	Group Intelligence Test (GIT)
	Level and nature of school anxiety	Phillips School Anxiety Test
	Level of formation of educational motivation	Methodology for studying learning motivation among 5th grade students M.I. Lukyanova, N.V. Kalinina
10th grade students
	Level of anxiety (school, self-esteem, interpersonal)	Parishioner Anxiety Scale
	Level of aggressiveness	Bassa-Darki Questionnaire
	Level of formation of adequate self-esteem	Dembo-Rubinstein technique
	Level of formation of educational motivation	Methodology for studying the motivation of learning among high school students M.I. Lukyanova, N.V. Kalinina
	Features of character accentuation	Šmishek Questionnaire

Comprehensive, comprehensive psychological and pedagogical study of the process of personal development of students (children) through psychological diagnostics (psychodiagnostic examinations), including

cognitive sphere;
emotional-volitional sphere;
motivational sphere;
behavioral sphere;
personal characteristics and character traits;

is carried out together with a systematic study of the personal development of the student (child) using the method of expert observation (teachers, parents).

As a result of the parallel use of two areas of activity (psychologist – psychodiagnostic examination, teacher – expert observation method), we obtain two series of data reflecting the same phenomena, which significantly expands the possibilities of interpreting the results. So, if, according to the teacher’s assessments, the child is not sufficiently successful in learning, but at the same time copes well with tasks intelligence tests, this indicates that the child’s potential capabilities are not fully used. Diagnostics of the personal sphere allows you to clarify the reasons for the current situation and correctly determine the direction of correction.

Psychological support of a student in the psychological monitoring mode makes it possible to:

determine the student’s relative place in the class and parallels;
rank students (classes) according to a given parameter;
identify groups of students with high and low scores;
track the dynamics of changes in results from year to year;
compare groups (classes, parallels) according to specified parameters;
obtain a comparative assessment of the quality of teachers' work.

The final result of psychological diagnostics is provided at various levels:

Level 1 – information for the student. The interpretation is presented in a positive way and informs students about the characteristics of their thinking, attention, memory, motivation, etc. These results serve as the basis for the formation of student reflection (especially in high school), and individual work of a psychologist or teacher with a student can begin with their discussion.

Level 2 – information for teachers. Here the information is presented in the most detailed form. Depending on the current goals of the educational process, the teacher can obtain information about an individual student, an entire class or a parallel. The results are presented in tables, graphs, and histograms. This comprehensive information allows not only to assess the student’s current capabilities, but also to promptly identify emerging violations.

Level 3 – information for management (school administration, district and city education departments). The information is presented in the most generalized results, so that on their basis it is possible to form a holistic picture of the quality of the educational process.

Systematic tracking of results from year to year allows you to see the dynamics of changes in the personal characteristics of a student (child), analyze the correspondence of achievements to planned results, leads to an understanding of the patterns of age-related development, and allows you to predict the expected state educational system, helps to evaluate the success of the corrective measures taken.

As part of psychological monitoring, psychological support for pre-profile and specialized training, gifted children and children with a high level of intellectual development, students studying in classes of correctional and developmental education.

Working with these classes in psychological monitoring mode allows you to:

systematic diagnosis of children's development in these classes;
monitor the effectiveness of children's education according to the programs of the KRO classes;
develop special individual-oriented correctional and developmental programs, individual educational routes.

Working with gifted children in psychological monitoring mode allows you to solve problems such as:

development of individual educational routes;
formation of adequate self-esteem;
protection and strengthening of physical and psychological health;
prevention of neuroses;
preventing isolation of gifted children in a peer group;
development of psychological and pedagogical competence of teachers and parents of gifted children.

In grades 5-11, computer diagnostics of students is carried out in two areas: intelligence and personality.

The Intelligence test consists of six subtests, which were aimed at:

ü Detection of reaction

ü Determining the level of attention:

ü Identification of memory level (verbal, non-verbal);

ü Demonstrating the ability to establish analogies;

ü Identifying the maturity of such operational aspects of thinking as logical classifications;

ü Finding the rule for constructing a number series

Analysis of the results allows us to characterize students in relation to the most and least mastered concepts and the level of development of mental processes in dynamics. The Personality test is aimed at identifying:

ü The presence and nature of educational motivation;

ü Stable emotional state (level of anxiety);

ü Level of self-esteem;

ü Self-attitude (Positive Self-Concept)

ü Relationships with peers (sociometry)

ü Relationships with teachers

The diagnostic results allow class teachers and subject teachers to carry out individual and group work with students.

Diagnostic work continues on the formation of components of educational activity of children studying in the RO system of D.B. Elkonin - V.V. Davydov: primary classes, 5th grade, 6th grade, 8th grade. In general, the level of formation of educational activity for the majority of students is normal.

Indicators:

· Type of motivation for learning activities (internal motives for learning predominate - 53%);

· There is a high level of development of cognitive interest and educational activity (74%)

· Features of goal setting: high degree coincidence of the students’ actual goal with the goal set by the teacher (48%)

· Insufficient level of assessment of control actions (32%)

· Insufficient level of students’ abilities to meaningfully assess their capabilities and independently solve new ones learning objectives (31%)

Ongoing diagnostics of students' intellectual development:

· Average level of empirical generalization;

· High level of meaningful generalization of grammatical material;

· A fairly high level of meaningful generalization of mathematical material;

· High level of intellectual reflection;

· Quite a high level of verbal and non-verbal intelligence.

Features of the development of student groups were diagnosed:

· High level of team cohesion;

· The direct role of joint learning activities in interpersonal relationships;

· Individual psychological characteristics of students (self-confidence, fairly high emotional stability, low level of aggressiveness in relationships with peers and adults, lack of demonstrative behavior, absence of communication difficulties).

The level of skills of students was diagnosed:

· Spelling skill;

· Grammar skills;

· Level of mathematical skills:

· Computing Skill

In grades 5–10, learning motives are studied, their relationship with the level of aspirations, the levels of leading motives, levels of educational motivation, and levels of personal and situational anxiety are identified.

Diagnostics of the need-emotional sphere of students is carried out to identify the emotional state of students at school, disorders in the affective-emotional sphere of children.

The sociometric method is used to study the structure of emotional relationships in groups, to obtain adequate ideas of group members about their position in the emotional structure of the class, to identify reference persons of the class who have value attractiveness and psychological influence in the class. The self-esteem and level of aspirations of schoolchildren in educational activities, the value potential of students, and the life and moral attitudes of schoolchildren are studied.

As part of pre-vocational education (8th and 9th grades), students' intellectual sphere is examined, the students' abilities and aptitudes for a certain type of profession are determined, and the creative abilities of the children are studied. For 9th grade students, complete psychological and pedagogical characteristics (“portfolio” of the student) are compiled, which allows students to make an informed choice of profile.

The essence and tasks of socio-psychological monitoring. Effective crime prevention can be carried out solely on the basis of an adequate prognostic assessment of trends in changes in its state and causal complex. Let us note the fact that in modern criminological literature, crime forecasting is defined as a probable judgment based on analysis and calculation data about options for the future state of crime, taking into account the implementation of proposed measures to combat it and prevent crime. A comprehensive forecast is needed in the fight against crime, which should cover trends: a) social processes that directly affect crime; b) fighting crime; c) crime itself as a phenomenon capable of self-change.

Let us note the fact that in modern literature a complex of initial grounds for criminological forecasting has been formed:

Crime is considered as a phenomenon secondary to other social phenomena, which can act as both its causes and factors that reduce its level;

Crime forecast is primarily an assessment of trends, which is always probabilistic in nature. Prerequisite This assessment (and at the same time a limitation) is an assumption about the stability of the trend in the dynamics and structure of crime that emerged in the past;

There is no linear cause-and-effect relationship between crime and its factors, and changes in crime may lag when changes occur social conditions, acting as factors of its growth or decline. This is due to the inertia of social processes - the accumulation of potential for change.

Criminological forecasting based on these provisions can be carried out with relatively high stability of the living conditions of society or trends in their change, as well as with the presence of the necessary information base, including data on a wide range of social phenomena. In the absence of these conditions, predicting crime for a certain period becomes almost impossible. On modern stage It is extremely important to constantly monitor the crime situation - monitoring.

To develop a monitoring methodology, the fundamental position will be that crime factors differ in the degree of immediacy and intensity of its causal influence on crime. Among them there are internal causes, which are phenomena of individual and public consciousness, i.e. spiritual essence of society and the individual.

Internal factors are formed and change their content and intensity under the influence of the conditions of social existence. These conditions can be considered as external factors of crime that influence changes in internal ones.

Among them we can distinguish factors of the first and second orders. External factors of the first order are more direct in their influence on internal (spiritual) ones. These include the information flow created by the media, organized through education, upbringing, or developing spontaneously. This flow forms the value-normative sphere of consciousness of members of society, mediates their perception and assessment of events in social life. An example of second-order factors is the use of criminal legal measures to combat crime. These measures directly provide exclusively private warning, while general warning provides indirectly information reaching members of society about the exposure and punishment of criminals.

Methodologically, it is important to take into account the fact that the determinants of crime can change under the influence of their own driving forces. It seems that crime, reaching a certain relatively high level, carries within itself the mechanism of “expanded reproduction” and is able to maintain a growth trend due to internal factors in the absence of significant changes in external ones. The phenomenon of self-determination is due to:

The expanding criminogenic influence of persons committing crimes on the rest of society;

The formation of offending traditions among certain social groups;

The emergence of organized criminal communities that support illegal activities and counteract law enforcement activities of the state;

Reduced indicators for ensuring the inevitability of liability.

Criminological monitoring should be carried out as a systematic study and assessment of internal - socio-psychological prerequisites for crime and trends in their change in correlation with the analysis of social conditions that are the most significant external factors and influence the formation of internal preconditions for crime.

The procedure for conducting socio-psychological monitoring. The scheme of socio-psychological monitoring of crime, according to the logic of its tasks and capabilities, includes the following components.

Initially, those properties of social consciousness and legal psychology are studied, which act as internal factors in the emergence and

development of trends in the deterioration of the state of law and order. Based on the results of their analysis, conclusions are drawn about the internal preconditions for changes in crime in society (in a specific region, community of people) at the current time.

Next, a criminogenetic analysis of the socio-psychological preconditions of crime is carried out, aimed at identifying the conditions of social existence and social influences that determine criminogenically significant changes in public consciousness and legal psychology. The establishment of these factors serves as the basis for taking measures to eliminate them or neutralize their negative impact.

Socio-psychological monitoring focuses on different social subjects (territorial communities of the population, groups of organizations, social groups) and in relation to various areas of legally significant behavior correlated with criminal law prohibition. It is extremely important to include the following among the main areas: 1) the area of ensuring the satisfaction of human material needs (this area covers mercenary crimes); 2) the sphere of interaction of a person with other people in connection with the satisfaction of their needs and interests (this sphere covers violent criminal acts). Other areas of legally significant behavior determine specific areas of monitoring. These include, for example, the sphere of interaction of citizens with the state and its bodies, the sphere of fulfilling military duty, the sphere of leisure and consumption, etc.

Socio-psychological monitoring in relation to society or certain communities of people involves the study of public legal consciousness and the distribution of individual legal positions of members of society, their ideas about the acceptability in society of committing illegal acts, subjective perception of the influence of society on its members: criminogenic (“society supports criminal behavior”). , anti-criminogenic (“society prevents criminal attacks”) and contradictory (“society both promotes and prevents criminal acts”) It is necessary to distinguish between types of positions according to their different psychological characteristics.

The first feature is the attitude towards a criminal act as a way of satisfying a need (resolving a problem situation):

1) determination to lead a criminal lifestyle and willingness to search for or create opportunities for its resocialization;

2) the acceptability of crimes exclusively when favorable opportunities arise for him or as part of a reference group (the swaying influence of significant persons) in the absence of one’s own desire to proactively search for or create such opportunities;

3) the permissibility of crimes only if it is impossible to legally satisfy a vital need (resolution of an acute problem situation);

4) complete unacceptability of using crimes even under compelling circumstances.

The second feature of an individual legal position, significant for criminological monitoring, expresses the degree to which an individual accepts a legitimate way to satisfy a need or resolve a problem situation:

1) unconditional acceptance of only the lawful method and the determination to constantly use it;

2) the acceptability of a legitimate method and the determination to use it are combined with dissatisfaction with its effectiveness;

3) a contradictory attitude towards a legal method and a lack of determination to use it, along with a lack of determination to abandon it;

4) a certain rejection of the legal method with the determination to refuse to use it.

The third feature of the legal position of the individual will be in relation to the fulfillment of the public duty of participation in the fight against crime. It is based on the individual’s attitude towards other people’s use of illegal methods of action, which can be: solidary (justifying, loyal); contradictory (containing elements of both justification and condemnation) depending on the motives for committing illegal actions, the object of the attack, etc.; indifferent (vague, unclear, unformed); moderately negative (expressing regret that people commit criminal acts); acutely negative (condemning illegal actions)

The individual’s positions in relation to participation in the fight against crime, fulfillment of public and civic duty in these activities can be differentiated as follows:

1) position of principled non-participation;

2) position of participation when personal interests or interests of close people are affected;

3) a position of selective participation depending on who will be the victim (whether he deserves sympathy) or the criminal (whether there is a threat of revenge from the criminal, etc.);

4) the position of mandatory participation in any case.

The above differentiation of the main aspects of an individual’s legal position can be used as a basis for developing a methodology for studying their distribution in society (community) when carrying out socio-psychological monitoring of the preconditions of crime.

A psychological study of the reflection in individual and public consciousness of the social acceptability of committing an unlawful act showed the greatest significance of the following social ideas:

About the distribution in society, the reference social environment or among representatives of the social group to which the subject considers himself to be, of the legal positions indicated in their typology above;

About the favorable or unfavorable consequences for those who use an illegal method of satisfying needs (resolving problem situations);

About social response to the commission of a certain type of illegal act and the likelihood of negative consequences (legal or non-legal);

On the possibility and favorability of using a legal method to ensure that needs are met or problem situations are resolved;

About the social response (attitude of the immediate environment) to the subject’s use of an exclusively lawful method of action to satisfy a need (resolve a problem situation), i.e. to the principled non-use of illegal methods.

O.E. Khabarova
Institute for Educational Development
Yaroslavl

Formulation of the problem. Each case of school maladjustment is unique and requires specialists to undergo a lengthy and thorough diagnostic procedure. In the diagnostic procedure, the main attention is paid to the assessment of individual psychophysical and personal properties, and the primary environment of the child, in relation to which he showed maladaptive behavior, is not subjected to thorough examination. Corrective procedures are also always aimed at the maladjusted individual and rarely at the environment in which the phenomenon of maladjustment was generated: it is initially assumed that it (the environment) is always normative.

Currently virtually absent methodological techniques and means that make it possible to quantitatively express those environmental elements and factors that caused protest on the part of the child and made it impossible for him to develop appropriate methods of behavior adequate for a given environment. The lack of diagnostic tools for identifying quantitative indicators of the environment of a maladjusted child does not allow us to effectively work with it - to carry out its redesign.

Specialists in the field of correctional pedagogy, when a child returns to the mass environment after a system of correctional measures, can only recommend that “successor” teachers follow certain instructions in relation to their “former” disadaptive, but do not have the opportunity to monitor the implementation of their recommendations and coordinate actions specialists in the mass educational environment. The consequence of this state of affairs is most often the child’s reproduction of maladaptive behavior and the reduction to zero of all the efforts of correctional teachers. Working on the problem of maladjustment, we tried to fundamentally change the methodological position and analyze this phenomenon not through the prism of the individual characteristics of a socially maladjusted child, but through the parameters of the educational environment in which he is located. In this case, it is necessary to answer the following questions: what is the environment in which the facts of maladjustment arose?; in which environments are there more of them, and in which are there less?; Are there environments that do not give rise to maladaptation for any correlation of individual characteristics of the subjects interacting in them?

Taking the educational environment as the object of analysis, where the phenomenon of maladaptation first manifests itself, becoming a fact, and for the first time appears to the consciousness of researchers, teachers, parents and the child himself, we received an expansion of the problem field, which caused the need for new methods of work. At the same time, the need arose to introduce new working concepts that describe the maladaptive’s environment.

In search of a method adequate in complexity to the new object of analysis, we came up with a model of a computer system for monitoring the educational environment, which allows us to track the movement of each child in the educational space.

It turned out to be possible to create a more effective system of psychological support for children with school maladjustment through the use of an automated information system of socio-psychological monitoring (SPM), focused primarily on diagnosing the educational environment. The system of socio-psychological monitoring involves the observation of “child-educational environment” objects of any number and characteristics.

The basic method in the SPM is the screening method “Sociometry: Monitoring”, specially created for mass monitoring tasks. In software systems, systems for monitoring the interaction of participants in educational practice are represented by a set of parameters, among which the most important place is given to the indicator of the success of the process of socialization of students on the so-called “adaptation-maladaptation” scale. At the same time, the phenomenon of school maladaptation (SD) is considered as one of the states of the system of relations “student - educational environment”.

In conditions of dynamic socio-pedagogical monitoring, the interactions of participants in the educational environment are presented through graphical visualization tools built into software. This allows you to observe on the monitor screen the activity patterns of all subjects of the educational process without exception: both adults and children. The model of each subject of the educational process is specified by a set of parameters that reflect the extent of his involvement in real relationships. The software and methodological tools and mathematical and statistical apparatus developed for monitoring tasks make it possible to model and observe, using cognitive interactive computer graphics, the processes of socialization simultaneously of each and every participant in the educational process, to model the entire continuum of real individual manifestations of school adaptation.

Sociometry as a research method is a tool for the socio-psychological study of small groups. The object of research in sociometry is social group, and the subject is the structure and dynamics of interpersonal relationships/interactions in a group. In the proposed approach to the development of the sociometric method, the statistical analysis of mutual assessments of dyad partners is fundamentally new. This allowed us to reach a new level of graphic representation and high-quality interpretation.

When developing the "Sociometry: Monitoring" method, we introduced a special object - a "dyad", which arises in the presence of a reciprocal relationship between two subjects participating in the educational activities of such a social organization as a "class". For the tasks of socio-psychological monitoring, a dyad formed by two students from the same class is considered, and two of its characteristics are taken - counter-evaluations of subjective images currently formed by each of the participants in the dyad, on a certain numerical scale - a series of integers in the interval [-3 ,+3].

The “Sociometry -: Monitoring” method uses a system of measuring tools organized hierarchically: sociometric linear scale, sociometric plane, sociometric space, sociometric time scale.

The sociometric scale developed for monitoring purposes has the following form:

Sociometric card.

3 - this person is a close friend to me;

2 - I often communicate with this person, but he is not a close friend, he is a good acquaintance;

1 - I hardly communicate with this person, but I somehow like him;

0 - this person is outside my field of vision, he is indifferent to me;

1 - I communicate with this person, but rarely, he is somewhat unpleasant to me;

2 - I try to avoid frequent contacts with this person, it’s quite difficult for me to communicate with him, it’s unpleasant;

3 - this person is extremely unpleasant to me, I would like to be in different classes (groups) with him.

This scale allows you to measure two different, but related characteristics in one object at once, since it combines two subscales: the scale of integers (0,1,2,3) and the scale of signs (+,-).

For the first sociometric sign, the scale of integers is valid according to absolute value from 0 to 3; for the second sign - the scale of signs "+, -".

First sign- frequency of communicative contact - can take one of four values, which corresponds to the emotional and meaningful depth of contact:

0 - no contacts, no emotional involvement;

1 - low level of frequency of contacts, weak emotional involvement;

2 - average level frequency of contacts, average level of emotional involvement;

3 - high level of frequency of contacts, strong emotional involvement;

Second sign- focus on contact - can take two meanings: "+" - positive focus on contact; "-" - negative direction towards contact.

The sequential combination of each value of one scale with each value of another scale allows you to create a new scale - a series of integers in the interval [-3, +3]. This new scale allows you to measure two characteristics of one socio-psychological phenomenon at once - the direction of an individual’s social feeling and its severity (intensity) in conventional units. For example, an individual’s choice of a value on a scale of +3 means that he has a positive orientation toward contact with a partner and a high level of emotional involvement in him, and choosing a value of -3 means he has a negative orientation toward contact, also with a high level of emotional involvement in it.

Each student in the class, using the scale values, measures the degree of their closeness with their class partners. The totality of all measurements made by an individual demonstrates the boundaries of his individual social space in a given social volume (“class”).

Currently, a system of sociometric indicators has been developed, which can be used both in the study of characteristics social structures classes in the system secondary schools, and in preschool institutions:

1) The SP parameter is an indicator of the measure of social recognition of an individual by a given group as a whole;

2) The SA parameter is an indicator of the measure of an individual’s social activity in relation to a given group;

3) Parameter SA is an indicator of the variability of the SA trait, reflecting the measure of differentiation in an individual’s assessment of the group;

4) Parameter SP is an indicator of the variability of the SP characteristic, reflecting the measure of differentiation in the group’s assessment of an individual.

The above system of indicators makes it possible to quite effectively study and describe the processes of formation of social structures in student groups and identify specific formations in them that provide and reproduce the “living tissue” of the phenomena of school maladjustment.

The use of the “Sociometry: Monitoring” method in the work of a school psychologist makes it possible to strengthen the involvement of this specialist in the activities of the teaching staff and move to new stage work planning. Obtaining a picture of the state by analyzing sociometric information social system class/school, a psychologist can make the most effective use of his available arsenal of tools with the prospect of a systematic and purposeful unfolding of his work with the object over time. The ability to set up an observation system in monitoring mode creates the necessary feedback for prompt adjustment of the specific action plan. In the work of a psychologist there arise real conditions interaction with all participants pedagogical situation. In this case, the environment that gave rise to the phenomena of school maladjustment is subject to correction. The method allows us to observe not only the individual routes of socialization of students, but also the state of class groups as a whole. This provides the opportunity for in-depth work by a psychologist with class teachers.

Approbation of the model and justification of the method

The method was tested in one of the large districts of Yaroslavl. The total number of all institutionalized children in the region is 264OO; number educational institutions all types - 75. The task was to ensure that the computer monitoring system being created would make it possible to “see” through the monitor screen the state of the entire educational space of the district through the prism of indicators of the psychosomatic, social and educational development of a particular child,

located in the field of the educational system, and if signs of maladjustment appear, make prompt adjustments to the activities of the specialists serving him.

Significant indicators:

socio-demographic data on children’s families,

indicators of social adaptation of children in the student environment,

indicators of activity (educational) adaptation,

indicators related to the characteristics of the educational environment itself.

Practical results of the system:

Educational leaders have a real opportunity to reach complex species designing an educational environment based on accurate data on the composition and characteristics of the child population, information on the resource base of specific educational institutions, educational complexes, etc., both for the purpose of timely prevention of maladjustment and for solving other complex social problems.

An example of analysis based on socio-psychological monitoring. When comparing data obtained during socio-psychological monitoring and data from commissions on juvenile affairs, a clear relationship between certain sociometric indicators and the type of antisocial behavior of children was established. In most cases, the phenomena of school maladaptation were observed long before this phenomenon moved from hidden to an objective social fact. In most cases, phenomena of extremely maladaptive behavior occurred where the activities of class teachers were most unsuccessful, and sometimes even anti-pedagogical. Thanks to the monitoring system, the following data has been established:

1. children who have been brought before the juvenile commission for various cases have sociometric profiles corresponding to the type of offense. This makes it possible to develop decisive rules by which it is possible to identify children who are at early stages of development of maladaptation;

2. there is a connection between the type of “rules of conduct” established at school and the nature of antisocial behavior of children in a given school. For example, some schools most often report cases of theft to the juvenile affairs commission, others report destruction of buildings and petty hooliganism on the street, others report severe beatings of peers, etc. Consequently, school maladaptation cannot be attributed only to the child; part of the blame must also be taken by the teachers who created such “rules” that inevitably give rise to maladaptive and antisocial behavior, preferably in such forms;

3. The socio-psychological monitoring system allows you to track the impact of intra-family conflicts on the formation of maladaptive behavior in a child and predict the type of future manifestation of maladaptation (aggressive behavior, para-autistic behavior with avoidance of communication and study, auto-aggression, etc.). As a rule, parents believe that their children's success in school does not depend on problems in their parents' relationships;

Monitoring data convincingly shows that maladjusted children wait long and patiently and forgive adults and their more fortunate peers for their hardships of being in a mass school that is not focused on working with individuality. As a rule, one can observe complete openness and maximum readiness of antisocial children for the desired positive contact, which most often cannot take place. Data from socio-psychological monitoring show that painstaking and targeted work with the adult contingent of the educational environment is required on the part of management structures, school inspectorates and professional specialists of the Centers for Socio-Psychological Rehabilitation. Currently, the School is reliably protected from attributing the phenomena of school disadaptation to its own pedagogical failure. This is helped by a system of sanctions (entries in diaries, calling parents, IPC, analysis at teacher councils), as well as a system of measures on the part of commissions on juvenile affairs, which actually state “asociality” as a label and relieve the school of responsibility for what happened.