Designing a safe and comfortable environment in a general education organization as a direction of professional activity of a teacher-psychologist

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Designing a safe and comfortable environment in a general education organization as a direction of professional activity of a teacher-psychologist

Naubayeva Khapiza, Torgayeva Nazerke

The article is devoted to the problems of designing a safe and comfortable environment in a general education organization as a direction of professional activity of a teacher-psychologist. The design of a safe and comfortable environment in a general education organization is a process of developing and implementing a set of conditions (psychological, pedagogical, regulatory, organizational, methodological and logistical) that ensure high quality interpersonal relations between the subjects of interaction, their psychological protection from various types of violence, support and satisfaction with educational environment and promotion of intellectual, moral, and psychophysical development of students.

Keywords: safe environment, comfortable environment, designing professional activity, a teacher psychologist, regulatory, organizational, methodological, essence, structure, components.

Проектирование безопасной и комфортной среды в общеобразовательной организации как направление профессиональной деятельности педагога-психолога

Наубаева Хаписа, Торгаева Назерке

teacher psychologist safe comfortable

Статья посвящена проблемам проектирования безопасной и комфортной среды в общеобразовательной организации как направлению профессиональной деятельности педагога- психолога. Проектирование безопасной и комфортной среды в общеобразовательной организации - это процесс разработки и реализации комплекса условий (психологических, педагогических, нормативных, организационно-методических и материально-технических), обеспечивающих высокое качество межличностных отношений между субъектами взаимодействия, их психологическую защиту от различных видов насилия, поддержку и удовлетворенность образовательной средой и содействие интеллектуальному, нравственному и психофизическому развитию учащихся.

Ключевые слова: безопасная среда, комфортная среда, проектирование профессиональной деятельности, педагог-психолог, нормативно-правовая, организационная, методическая, сущность, структура, компоненты.

In recent years, tensions and conflicts between subjects of educational relations have increased. The unfavourable economic and social situation in the country and certain regions leads to increased irritability of adults and children. The growth of aggression in real and virtual space is a threat to the psychological safety and comfort of students. Today, more than ever, the effectiveness of the prevention of violations of the psychological health of schoolchildren and the provision of conditions for successful relationships in a general educational organization depends on a teacher-psychologist.

Security issues are always relevant both at the state level and at the level of an individual organization and individual. A safe environment is considered the main condition for the survival and full-fledged existence of society and the individual. The famous American psychologist A. Maslow identified the need for security as the second most important in his hierarchy of needs. In security, he included such characteristics as a sense of security and stability, the absence of fear, anxiety and chaos; a person's need for order, law, patron [1]. The classics of psychology in their theories wrote about the importance of psychological security of the individual. E. Fromm spoke about the presence of a conflict between the need for freedom and security as an important motivational factor in the development of personality [2]. K. Horney argued that the main thing in the development of a child is the need for security, involving the love of parents and their protection from threats from the outside world [3]. Its absence, according to this well-known psychologist, forms hostility and neuroses.

One of the key roles in the issues of psychological safety of students belongs to the teacher-psychologist. If we turn to the professional standard of a teacher-psychologist (a psychologist in the field of education), then we can find a separate labor function associated with the direction under study. It involves a psychological examination (assessment) of the comfort and safety of the educational environment of educational organizations. Its contents will be discussed in more detail later.

Despite the fact that the school should be a place of safety for the child and other participants in educational relations, this is not always the case. Scientists identify various risks that exist in an educational organization. Among them are:

- organizational and pedagogical (intensification of the educational process, ineffective teaching methods, negative attitude of teachers to children);

- personal and professional (pedagogical deformations, teachers' work overload, their anxiety and fears);

- family (raising children in families with an open and hidden form of distress);

- environmental (micro and macro- environmental factors affecting the health of schoolchildren);

- informational (overload of schoolchildren with a large amount of diverse information) [4]

So, it becomes quite obvious that both children and adults need safety and comfortable conditions for high-quality education and work. In an educational organization, it is most often about psychological security. Not only teachers and schoolchildren are interested in it, but also parents. N.A. Bondarenko and colleagues conducted a study on how teachers, students and parents understand psychological safety [5]. It was revealed that for adults, psychological safety, first of all, is "harmony, comfort and the absence of stress." For schoolchildren, this is the absence of pressure, humiliation and aggression. The authors assert that all statements have a common attitude to maximizing comfort. It is summarized that genuine education is uncomfortable, which, by the way, is characteristic of the entire process of personal development. We are impressed that researchers identify the key factor of a psychologically safe environment - this is internality. It is understood as the ability to control emotional reactions, behavior and life events.

A specialist in the field of psychological security of the educational environment, I.A. Baeva, describes such an environment as a state of education free from violence, contributing to the satisfaction of needs for personal and confidential communication, assuming the referency of the environment that ensures the mental health of its participants [6]. This scientist is the founder of developments in the field of environmental safety research in a general educational organization. Modern educational psychologists use the tools developed by her for the examination of the safety and comfort of the climate at school.

I. B. Bicheva, O.M. Filatova consider a safe educational environment as a set of components that ensure the functional interrelationships of participants in the educational process, changing attitudes, subjectsubject relations, as well as ways of implementing educational and educational activities. They identify a whole complex of components of a safe educational environment. We consider these components to be exhaustive, so we will reveal them in detail:

- regulatory and legal (labor standards, safety equipment requirements, legal acts, information and visual aids);

- emotionally comfortable (positive emotions, favorable moral and psychological climate; confidential communication);

- culturally and socially oriented (moral and ethical ways of behavior, equal opportunities, social significance of everyone, interpersonal and group mutual understanding); - health-preserving

and protective (safe behavior, healthsaving technologies, resistance to bad habits, intolerance to violence);

- cognitive and creative (independence, initiative, creativity);

- procedural and technological (educational and extracurricular work, active forms and methods, personal responsibility) [7].

Thus, a safe educational environment includes a number of characteristics: material and technical, regulatory, organizational and pedagogical, and socio-psychological. Their presence in a general education organization makes it possible to optimally influence the wellbeing of all subjects of educational relations.

So, a safe and comfortable environment in a general education organization is considered by us as a uniquely organized space that excludes various forms of violence to all its subjects, is referential and provides mainly positive emotions and constructive communications. In such an environment, conditions have been created to take into account the individual and age characteristics of children, including those with developmental disabilities; teachers are satisfied with their professional activities, and parents of students are ready to cooperate with them to ensure maximum productivity of the educational process.

However, unfortunately, such an environment is not formed by itself, it needs to be designed by the efforts of many school specialists, naturally, with competent psychological and pedagogical support. The issues of designing the educational environment were of interest to many scientists: psychologists and teachers. Design as a whole is considered as the process of creating a project (prototype, prototype) of an object or a state that should be embodied in a specific real product. At the same time, pedagogical design or design in education pursues an additional goal related to the influence on its subjects, presupposes certain changes in people [8]. G.E. Muravyeva reveals the design of the educational process as a type of professional activity of a teacher, which is characterized by purposefulness and semantic fullness. Its main task is to transform (develop) the personality of students through the use of modern educational technologies that take into account the specific learning conditions and personal characteristics of students [9].

V.A. Yasvin identifies various levels of educational environment design, as well as three components (technological, social and spatial- subject). He focuses on the training of pedagogical interaction in a creative educational environment as an important condition for self-knowledge and self-development of personality [10].

V.V. Rubtsov described the design features of the developing educational environment of the school and the formation of conditions for the mental development of students in it. It is noteworthy that he distinguishes two groups of schools: oriented and non-oriented for children. In the first group of schools, comfortable conditions are created for everyone: teachers are characterized by love for children, parents strive to actively participate in school life, positive relationships are observed between children [11]. Accordingly, it is in such a school that children feel safe and comfortable.

So, we can conclude that the design process involves the development of a certain project that can be embodied in a real transformation of the personality. The main role of designing in the educational environment belongs to the creation of conditions for the harmonious development of the child's personality, therefore, psychological support of the educational process is of particular importance. The design has a clearly defined goal, stages, educational technologies and criteria for evaluating the achieved result, which can be measured by analyzing the personal changes of the child.

Accordingly, the design of a safe and comfortable environment in a general education organization is a process of developing and implementing a set of conditions (psychological, pedagogical, regulatory, organizational, methodological and logistical) that ensure high quality interpersonal relations between the subjects of interaction, their psychological protection from various types of violence, support and satisfaction with educational environment and promotion of intellectual, moral, and psychophysical development of students.

If we consider the direct content of the activity of a teacher-psychologist in designing a safe and comfortable environment in a general education organization, we can find the following content characteristics:

1. Labor actions: monitoring the

effectiveness of methods and means of educational activity; examination of programs to identify the degree of safety and comfort of the educational environment; advising teachers in choosing educational technologies and their support in project activities to improve the educational process;

2. Necessary skills: organization of educational interactions; improvement of the competence of parents, teachers and administration; development of individual routes of students and innovative programs; mastery of methods for assessing the safety and comfort of the educational environment and the technologies used.

3. In the category of necessary knowledge, not only psychological and pedagogical (diagnostic, design, interpretative), but also regulatory and legal are distinguished.

Based on the above, we concretize the tasks of a teacher-psychologist in designing activities to ensure a safe and comfortable environment in a general education organization. They assume:

- monitoring the effectiveness of methods and means of educational activity, examination of programs to identify the degree of security and com- fortability of the educational environment, including real and virtual threats;

- advising teachers on the choice of educational technologies and their support in improving the educational process, taking into account different categories of students;

- organization of constructive educational interactions (including mentoring in various forms and forms), contributing to the improvement of the psycho-emotional background within the classroom;

- improving the psychological and pedagogical competence of parents, legal representatives in the development of constructive styles of family interaction with the use of modern, including digital technologies;

- productive interaction with the teaching staff and the administration of a general education organization in order to provide comprehensive, systematic conditions for the comprehensive development of the personality of each participant in the educational process;

- application of adequate methods for assessing the safety and comfort of the educational environment and psychological and pedagogical technologies;

- cooperation with other institutions and specialists contributing to the safe development of the child's personality;

- obtaining supervision to overcome their own professional violations caused by professional activity in stressful situations.

Thus, among the subjects with whom the teacher-psychologist interacts in the design activity, five categories can be distinguished: these are directly students, their parents; teaching staff and administration, that is, colleagues (social pedagogue, tutor, teacher- librarian, deputy director of security, etc.); social partners (external agents involved in ensuring the safety of the child: employees of the guardianship service, law enforcement officers, teachers of additional education) and specialists performing supervision, that is, representatives of psychological services. The forms of work of a teacher-psychologist are: monitoring procedures, counseling, preventive work, cooperation and reflection

Список использованных источников и литературы

1. Maslow, A. Motivation and personality / A. Maslow; translated from English

- 3rd ed. - St. Petersburg: Peter, 2019. - 400 p.

2. Fromm, E. Flight from freedom. A man for himself / Erich Fromm; translated from English - Moscow: ACT: ACT MOSCOW, 2006. - 571 p.

3. Horney K. Neurosis and Human Growth: The Struggle Toward Self- Realization. N.Y.: W.W. Norton & Co, 1950. - 400 p.

4. Prokhorov, A.O. Risks of socialization and psychological safety - news of the educational environment of the school /A. O. Prokhorov, P.N. Afanasyev // Philology and culture. - 2017. - № 4 (50). - Pp. 236-243.

5. Bondarenko, N.A. How teachers, students and parents understand psychological safety / N.A. Bondarenko, S.V. Krivtsova, S.V. Sukhanova, E.P. Sukhanov // National education. - 2016. - № 9-10 (1459). - Pp. 173-184.

6. Baeva, I.A. Psychological safety of the educational environment: theoretical

foundations and technologies of creation: dis.... Doctor of Psychological Sciences: 19.00.07 / Baeva Irina Aleksandrovna. - St. Petersburg. - 2002. - 386 p.

7. Bicheva, I.B. "Safety of the educational environment" as a category of modern professional and pedagogical knowledge / I.B. Bicheva, O.M. Filatova // Bulletin of Mininsky University. - 2017. - № 1 (18). - P. 8.

8. Kolesnikova, I.A. Pedagogical design: textbook. manual for higher education. studies. institutions / I.A. Kolesnikova, M. P. Gorchakova-Sibirskaya; edited by I.A. Kolesnikova. - Moscow: Academy, 2005. - 288 p.

9. Muravyeva, G.E. Designing the educational process at school: dis.... Doctor of pedagogical Sciences: 13.00.01 / Muravyeva Galina Evgenievna. - Shuya, 2003. - 400 p.

10. Yasvin, V.A. Educational environment: from modeling to design / V.A. Yasvin. - Moscow: Sense, 2001. - 365

11. The educational environment of the school as a factor of mental development of students / Edited by V.V. Rubtsov, N. I. Polivanova. - Moscow - Obninsk: IG- SOCIN, 2007. - 288 p.

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