profedПрофессиональное образование в современном миреProfessional education in the modern world2224-1841FSEP “Publisher SB RAS”10.20913/2618-7515-2023-2-19profed-1095Research ArticleПСИХОЛОГИЯPSYCHOLOGYАкадемические службы психологического сопровождения университетского образованияAcademic services of psychological support of university educationhttps://orcid.org/0000-0003-3249-4941АрпентьеваМ. Р.ArpentievaM. R.

Арпентьева Мариям Равильевна – доктор психологических наук, доцент, академик Международной академии образования (МАО), член-корреспондент Российской академии естествознания (РАЕ), Заслуженный работник науки и образования Российской академии естествознания, психолог-исследователь

248000, г. Калуга, ул. Достоевского, 44

 

Mariam R. Arpentieva – Doctor of Psychological Sciences, Associate Professor, Academician of the International Academy of Education (IAE), Corresponding Member of the Russian Academy of Natural History (RANH), Honored Worker of Science and Education of the Russian Academy of Natural History, Psychologist-Researcher

44 Dostoevskiy Str., Kaluga, 248000

mariam_rav@mail.ruhttps://orcid.org/0000-0001-5199-9254ТащёваА. И.TashchevaA. I.

Тащёва Анна Ивановна – кандидат психологических наук, доцент, доцент кафедры психологии личности и консультативной психологии, научный руководитель Психологической службы Академии психологии и педагогики

344056, г. Ростов-на-Дону, Днепровский пер., 116, корп. 4

Anna I. Tashcheva – Candidate of Psychological Sciences, Associate Professor, Associate Professor of the Department of Personality Psychology and Consultative Psychology, Scientific Supervisor of the Psychological Service of the Academy of Psychology and Pedagogy

116, bldg. 4 Dneprovskiy Lane, Rostov-on-Don, 344056

https://orcid.org/0000-0001-6947-5416ГридневаС. В.GridnevaS. V.

Гриднева Светлана Валерьевна – кандидат психологических наук, доцент, доцент кафедры обшей и педагогической психологии Академии психологии и педагогики

344056, г. Ростов-на-Дону, Днепровский пер., 116, корп. 4

Svetlana V. Gridneva – Candidate of Psychological Sciences, Associate Professor, Associate Professor of the Depart- ment of General and Pedagogical Psychology of the Academy of Psychology and Pedagogy

116, bldg. 4 Dneprovskiy Lane, Rostov-on-Don, 344056

gridneva-sveta@mail.ruЦентр психолого-педагогической, медицинской и социальной помощи «Содействие»РоссияCenter for Psychological, Pedagogical, Medical and Social Assistance «Sodeystviye»Russian FederationЮжный федеральный университетРоссияSouthern Federal UniversityRussian Federation202309082023132377385Copyright © Арпентьева М.Р., Тащёва А.И., Гриднева С.В., 20232023Арпентьева М.Р., Тащёва А.И., Гриднева С.В.Arpentieva M.R., Tashcheva A.I., Gridneva S.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://profed.edubiotech.ru/jour/article/view/1095

Введение. Современная университетская жизнь богата событиями и проблемами, в ней много сложностей, включая такие, как приспособление к новой среде и общий стресс студенческой/преподавательской жизни и т. д. Университетский стресс значительно снижает успеваемость и отрицательно сказывается на психологическом самочувствии студентов, преподавателей и иных членов университетского сообщества. Постановка задачи. Служба психологической поддержки университета является важной дополнительной формой социально-психологической защиты человека на учебном и/или рабочем месте. Она предназначена для того, чтобы помогать субъектам образовательного процесса преодолевать стрессы и их последствия, влияющие на образовательные отношения, причины которых как связаны, так и не связаны напрямую с этими отношениями. Цель исследования – анализ проблем и направлений работы современных академических психологических служб. Методика и методология исследования. Метод исследования – теоретический анализ психологического сопровождения образовательного процесса как сферы многочисленных видов психологической помощи человека человеку в решении стоящих перед ним задач совладания с кризисами личностного, межличностного и учебно-профессионального развития. Методология исследования – системный анализ проблем и направлений работы академической психологической службы. Результаты. В академические службы клиенты могут обратиться, чтобы получить конфиденциальные, личные и профессиональные консультации и т. д. для развития, помощь по следующим направлениям: немедленное избавление от стрессового состояния, определение стратегий преодоления текущих проблем или кризиса, изучение путей более долгосрочных решений и более масштабных перемен, разработка и осмысление следующих шагов, коррекция намеченных маршрутов и т. д., развитие компетенций самопомощи. Выводы. Современные академические службы психологического сопровождения – междисциплинарные, полиморфные, полифункциональные и политехнологические структуры, активно развивающиеся в направлении оказания помощи и поддержки самопомощи людям, имеющим разные по типу, форме, интенсивности и модусу нарушения и запросы.

Introduction. Modern university life is rich in events and problems: it has many difficulties, including such as adaptation to a new environment and the general stress of student / teaching life, etc. The university stress significantly reduces academic performance and negatively affects the psychological well-being of students, teachers and other members of the university community. Purpose setting. The psychological support service of the university is an important additional form of social and psychological protection of a person with support at the educational and / or workplace. It is designed to help the subjects of the educational process to overcome stresses and their consequences that affect educational relationships, the causes of which are both related and not directly related to these relationships. The purpose of the study is to analyze the problems and directions of work of modern academic psychological services. Methodology and methods of the study. The research method is a theoretical analysis of the psychological support of the educational process as a sphere of numerous types of psychological assistance from a person to a person in solving the tasks facing him of coping with crises of personal, interpersonal and educational and professional development. The research methodology is a systematic analysis of the problems and areas of work of the academic psychological service. Results. Academic services can be contacted by clients for getting confidential, personal and professional advice, etc. for their development, assistance in the following areas: immediate relief from stress, identifying strategies for coping with current problems or a crisis, exploring ways for longer-term solutions and larger changes, developing and thinking about next steps, correcting planned routes, etc., developing self-help competencies. Conclusion. Modern academic psychological support services are interdisciplinary, polymorphic, multifunctional and multitechnological structures that are actively developing in the direction of providing assistance and self-help support to people with disorders and requests that are very different in type, form, intensity and mode.

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The authors declare that there are no conflicts of interest present.