Psychological service of the university: main objectives and directions of functioning

The relevance of research. Many universities in Russia have not yet formed in their structure interdisciplinary academic systems to support the educational process, do not pose and do not solve the problem of building and developing interprofessional communications between service units in situations of macro-social crises and emergencies that fill the modern life of educational subjects, and pose new challenges and the tasks of psychological and other types of assistance from academic services. Research problem. The psychological service of the university often takes on all the problems existing for subjects and stakeholders of education (including medical, social, legal, educational, etc.): such a strategy of activity is of a protective nature of “half measures” that interferes with the search and implementation of effective approaches to solving problems... Therefore, it is extremely important to determine what academic psychological support services for the educational process should and should not do. Understanding the limitations of the current capabilities of the service, its specialists need to be aware of the prospects and those options for assistance that the service could perform, helping to make the educational environment of the university as harmonious and appropriate to the needs of educational entities as possible, not only to prevent and resolve problems and violations of their development, but to set goals self-improvement, develop both in stable and crisis periods. The aim of the research is to study the main tasks and directions of work of modern psychological services of institutions of higher professional education. Procedure and Methods. Research methods - theoretical analysis and synthesis of the problems of leading tasks and areas of work of modern psychological services of institutions of higher professional education. Results. Modern academic support services for the educational process include in their work a whole range of tasks, however, in practice, in many cases, some of the tasks remain unsolved, the available methodological and theoretical resources are unclaimed. Conclusion. Prospects for researching the problem are related to the possibilities, limitations, directions and technologies of anti-crisis assistance: assistance in situations of intrapersonal and microsocial and macrosocial crises. Recommendations for improving the work of modern academic services for psychological support of education include, as the leading concepts, “anti-crisis”, “interdisciplinary”, “aimed at improving” the subjects of education.