Resources and outlooks for development of psychological services in educational system of Krasnoyarsk krai (based on data by municipal bodies of education management)

Statement of the problem. The article captures the relevance of improving psychological support of educational activity. It is possible to build an updated model of psychological service if we understand existing backlogs and deficits, resources and priorities of the educational system in the region. The purpose of the article is to describe the views of regional educational authorities on the aforementioned topics. The theoretical and methodological basis of the study is research on the development of psychological service as one of the components of an integral education system (by I.V. Dubrovina), technological concept of school psychological service (by M.R. Bityanova), our approach to the organization providing psychological and pedagogical assistance to students in psychological services (by V.V. Rubtsov and Ye.I. Metelkova) and the system of psychological support of an educational process (by L.K. Selyavina and S.B. Malykh). During the research, a survey of specialists of regional educational authorities, who curate all problems of psychological services’ development, was held. There were 61 participants in total. The survey included both quantitative indicators of the availability and variability of psychological support, and ideas about the tasks, content and management mechanisms for the psychological services’ development. Research results. Relevant quantitative data of organizations and specialists of regional psychological services was collected. We looked into existing problems of deficit of working teachers/psychologists: they are mainly caused by a low level of proficiency in working with exceptional children groups and a low level of paperwork handling. For psychological services to develop effectively, changes in the system are expected: educational authorities need to change the specialists’ growth system, and to be oriented towards practical teaching of psychologists and organizational/ regulatory activities regarding their work. Conclusion. We concluded that it is necessary to restructure the system of psychological support, taking into account the target guidelines for activities, available resources, and opportunities for interaction.