Analysis of educational psychologists’ perceptions about psychological service in the educational system of the Krasnoyarsk region

Statement of the problem and the purpose of the article. The article reveals the features of educational psychologists’ perceptions about the features of their activities and the development of psychological services. Educational psychologists are direct participants in the building and development of the psychological service. It is on their ideas, among other things, that the priority areas and the effectiveness of its development depend. The theoretical and methodological basis of the study included the analysis and generalization of the concepts and models of the psychological service by I.V. Dubrovina, V.E. Pakhalyana, L.M. Fridman, A.A. Reana, M.R. Bityanova; approaches to the arrangement of activities for the provision of psychological and pedagogical assistance to students in psychological services by V.V. Rubtsov, E.I. Metelkova; works of foreign psychologists A. Wallon, K. Reynolds, R.A. Say and others. In addition, we relied on the research by A.N. Leontiev, A.G. Asmolova, A.A. Oboznov about the influence of a social situation, surrounding reality on the attitude of a person to the world, to activity. Accordingly, changing life, changing the social situation presupposes both a change in a person through the acceptance of new conditions, and their integration. Research results. In the course of the study, a survey was conducted among educational psychologists in organizations of preschool and general education. A total of 113 people took part in the study. The survey included both a study of the attitude to their current activities, the necessary changes to improve it, and ideas about the psychological service as a whole, its tasks, content, and directions of development. According to the results of a survey of educational psychologists, it was revealed that despite the recognition of the need and importance of the psychological service, the tasks of which are to provide qualified assistance, counseling and education, and create a safe psychological environment, the psychological service includes mainly escort specialists, assigning traditional functions to them. The complex tasks of the service and the coordination of specialists are not defined; in the currently implemented job functions, psychologists are not a priority Conclusion. It is concluded that it is necessary to build and develop a psychological service in the education system of the region, taking into account the need to change approaches to its activities, targets, available resources, and opportunities for interaction.