30.05.2015
ANALYTICAL REPORT
about the work of the teacher-psychologist
special class
CSU SSh №1 M.Gorky
for the 2014-2015 academic year
1. The purpose and object of the research objectives.
In the 2014-2015 school year, the aim of my work was to provide psychological and pedagogical
support of personal development of children with OBP in the educational process of a
comprehensive school. The object of the analytical report is the diagnosis, prevention, correctional
and educational activities. In this academic year, the subject of study was the analysis of the
psychological examination of a special class of students. The objectives of the work of the
psychologist in the school year were:1. Изучение психолого-педагогической ситуации в классе:
monitoring to study adaptation possibilities of schoolboys, cognitive and personality sphere
of pupils;
 group and individual diagnosis on the basis of observation;
 correctional work with children on the basis of diagnosis.
2.Vyyavlenie of the child, the development of recommendations for a differentiated approach in the
process of training and education.
3. Prevention of intellectual and emotional overload failures of students in the learning process.
2. Diagnostic direction.
In the 2014-2015 school year, our school operates a special class of children with mental
retardation, in which 7 children learn. At the age of 11 to 13 years.
View personal files of students showed that all students were transferred from boarding №4 for
children with OBP in the class of correctional - developing training based on the decision of
medical, psychological and educational commission and the statement by the parents to transfer
their child to a class of correction of secondary school. The curriculum includes an hour rhythm two
hours of rehabilitative training that is educational psychologist.
In September 2014 CSU SSh № 1 was conducted diagnosis of cognitive processes:
memory ("Remember a couple", "auditory memory", "Determination of short-term memory,"
"arbitrary visual memory"), attention ("proof-test", "Table Gorbova -Shulte "), Group intelligence
tests, questionnaires to assess the level of the school H. Luskanovoy motivation, anxiety
questionnaire Phillips test of character accentuation Shmisheka, Methods Eysensk« EPI ».
The study of readiness were identified the following results:
Surname
School
anxiety
switch
stability
auditory
arbitrary
method
motivation
attention
attention
memory
visual
«Memorizing
(level)
memory
10 words»
(level)
Alexandrova good
high
exhaustion
low
low
III
Increased
by the end
fatigue.
of the task.
exhaustion
(163,5)
attention.
Gorbunov
positive
Optimal
exhaustion
low
low
II
Good long-term
attitude
by the end
memory.
to the school,
of the task.
but the school
(152,5)
draws
extracurricular
activities
Zvenkov
low
Optimal
Best result below
low
II
norm
(197,5)
average
Zuev
positive
Optimal
179
below
norm
III
Poor memory.
attitude
average
counterinhibition
to the school,
Instability
but the school
attention.
draws
Levchenko
Sichihin
Skripkin
extracurricular
activities
negative
low
relationship
school
High
low
low
Optimal
Surname
185,5
low
norm
II
norm
183,5
178
high
below
average
low
norm
III
II
norm
norm
mental
accentuation
development
character
(level)
Alexandrova low
1,3,4,10
Gorbunov
near to the
norm
Zvenkov
low
Zuev
near to the
norm
Levchenko
near to the
norm
Sichihin
near to the
norm
Skripkin
low
Type of
temperament
Hidden
melancholy
(the result is
subject
to
doubt),
an
introvert.
excitable type
Hidden
melancholic,
introverted.
Average
Impulsive
severity
choleric, an
Stuck type.
introvert.
pedantic type
Restrained
melancholic,
introverted.
excitable type
Active
choleric, an
extrovert.
AffectiveRestrained
excitable type
melancholic,
introverted.
Average
Hidden
severity
melancholy
hyperthymic,
(the result is
anxious-fearful, subject
to
affective
and doubt),
an
exalted type
introvert.
Summing up the results of diagnostics, the following conclusions.
Compared with the results of the diagnosis carried out in September 2014, the results of the April
2015 diagnosis differ. Intellectual development is significantly increased. The level
perklyucheniya, stability of attention, visual memory arbitrary. Auditory memory has remained at
the same level.
3. Psycho work.
 Psycho work was carried out with students of special classes.
development of informative sphere. Classes are held two times a week for 30 minutes.
Classes are held on the development of thinking, attention, perception, memory, imagination
and arbitrary behavior. As a result, employment success of children in school have
improved, and I noted, and teachers improvement in behavior in the classroom, so that
children become less distracted, it was interesting to learn. I was recommended to the
parents to continue to work with children of the same areas and during the summer
holidays. With students who have found low adaptation, classes were held, mostly in group
form. Actively involve parents, how to help the child to adapt to the new conditions is
possible only together.
4. Educational and advisory work.
In the 2014-2015 academic year, I spent and educational and consulting work.
 Counseling is conducted with the following categories: teaching staff and parents. Key
questions that the staff treated: psycho-pedagogical characteristics of children, personal
difficulties, relationships with parents. Key questions that addressed parents: adaptation to
school, the child's academic performance and raise responsibility, independence and
obedience, intellectual development. To work with the parents, I will deliver a speech at
parents' meetings with the themes: "Adaptation of fifth graders," "Problems of interpersonal
relationships in adolescence." At the information booth for parents I have posted advice on
the topic "If a child is guilty" and "What to do to get your child was not aggressive." Also
during the year, I consulted with my parents on the upbringing and education of children on
the basis of the psychological examinations by their own request or on the recommendation
of teachers. For students I interviewed on the following topics: "I and the school", "How do
I cope with the emotions: conflicts with teachers and parents," "What situation at school
cause me anxiety and fear?", "Student" may "disciple" should Group counseling of students
in this year, I did not hold, and individual counseling focused mainly personal and
educational issues (relationships with teachers, classmates and friends, and their parents).
5. Conclusions and recommendations.
I believe that I have all planned for 2014-2015 academic year activities (surveys,
presentations, consultations) have been met. However, revealed the following: the lack of interest of
teachers and parents, the lack of interaction between teachers, parents and psychologists. In this
regard, I would like to recommend the following:
1. The pupils leaders - to increase the number of classroom activities aimed at forming a
united team of students closer to the team, to attract parents of students to work with children.
2. The subject teachers working in special classes - to coordinate its work with pupils with
their class teachers, parents.
3. Parents - show increased interest in the education of their children, their success in their studies
and school life.
4. The educational psychologist of the school - improve the work aimed at the coordination
of joint efforts of all participants in the educational process - the students, the class teacher, subject
teachers and parents (holding joint training, the development of individual recommendations, etc.);
continue practicing skills group correctional and development work and to continue to work with
groups; develop criteria for evaluating the effectiveness of its activities in key areas and to adapt
existing programs.
Teacher-psychologist
Rozhko О.А.