Проаналізовано результати дослідження серед студентів першого - другого курсів факультету психології, спрямованого на вивчення місця й ролі психологічної служби школи (шкільного психолога) у загальному процесі освітньої соціалізації вчорашніх школярів. Отримані результати дають підстави стверджувати необхідність модернізації системи шкільної психологічної служби з урахуванням трансформаційних змін нинішнього шкільного середовища.
Проанализированы результаты исследования, проведенного среди студентовпервого - второго курсов факультета психологии, направленного на изучение места и роли психологической службы школы (школьного психолога) в общем процессе образовательной социализации вчерашних школьников. Полученные результаты дают основания утверждатьнеобходимость модернизации системы школьной психологической службы с учетом трансформационных изменений сегодняшней школьной среды.
The article presents an analysis of the research conducted among students of the faculty of psychology. The purpose isto study the place and role of the psychological service of the school (school psychologist) in the overall process of educational socialization of yesterday"s schoolchildren. The study involved 123 students. The geography of the schools where the re&spondents studied were extremely wide - from Kyiv to the small village of Novosilki (Kyiv, Poltava, Odessa, Khmelnytsky, Vinnytsia, Chernigov, Kropivnitsky, Cherkasy, Lugansk, Sumy, Belaya Tserkov, Kalush, Kremenchuk, Mariupol, Yanchenko-Podilsky, Os&trog, Pokrovsk, Hrebinka, Chervonograd, Zelenodolsk, Melnitsa-Podilsky, Terka and others). They were offered a questionnaire containing 10 questions, as well as a projective picture. The results show that the school psychologist takes most of the tim&e to test (without legalizing goals and testing results). Often meetings with a psychologist are related to the issue of professional orientation, the choice of profession, diagnosis of professional abilities. The term "consultation" is not actually &mentioned by the students. In 10.4 % of respondents, negative emotions associated with a psychologist have been preserved, in particular, it indicates unprofessional actions: violation of confidentiality, moral pressure, humiliation against classmate&s. Lack of real interaction between students and a psychologist, more often it is formal. The students noticed that the psychologist had never had contact with parents, and 5 persons received professional out-of-school psychological assistance. Among& the functions that were not specific to the psychologist was the replacement of the lessons of other teachers, the organization of holidays, or even in general. The psychologist at school has no autonomy, the subject of activity is "dissolved" in pe&dagogical activity, the functions and role that he performs negatively affects his professional identity. The obtained results give grounds to assert the necessity Modernization of the system of school psychological service taking into account transf&ormational changes in the school environment today.
