To date, psychodiagnostics is involved in solving a wide range of problems

Development activity
Features of diagnostic work in practical psychology
intellect.
The competence and duties of a psychologist include identifying the
characteristics of a child’s mental development, the formation of certain
psychological neoplasms, the correspondence of the level of development of
skills, knowledge, skills, personal and interpersonal characteristics to age
guidelines, the requirements of society, etc. Therefore, it is psychodiagnostics,
as an activity to identify the psychological causes of problems, difficulties in the
education and upbringing of individual children, by determining the characteristics
of the development of their interests, abilities, the formation of personal
formations, is the focus of SPPS education and has its own specifics. The task
of psychodiagnostics is to provide information about the individual mental
characteristics of children, which would be useful to them and those who
work with them - teachers, educators, parents.
It is important to note that psychological correction is carried out in cases
where deviations and disorders are not the result of an organic lesion of the
central nervous system or mental illness.
Diagnostic activity
Psychodiagnostics in the system of SPPS education has its own
fundamental features. 1. The difference between research psychodiagnostics
and scientific and practical is that the task of the first is to establish certain
patterns of mental development, and the second is to answer a specific
question, to identify the cause of a specific mental phenomenon. At the same
time, the diagnosis of the causes is not an end in itself, it is always subordinated
to the main task - the development of recommendations for the development of
certain abilities of the child, overcoming difficulties and developmental disorders.
2. Psychodiagnostics in an educational institution is closely related to
pedagogical issues. Defining psychodiagnostics as psychological and
pedagogical, its main tasks are distinguished:
5. Developing activity - involves the active influence of a psychologist on
the formation of the personality of a child, parent, teacher, determined by the
orientation of the SPPS to ensure that development meets age standards, help
teaching staff in individualizing the education and upbringing of children,
developing their abilities.
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a certain sequence or stages of the implementation of diagnostic-developing,
diagnostic-correctional activities.
-comparative analysis of the developmental effect of various systems of
education and training in order to develop recommendations for improving their
developmental function.
1) study of a practical request;
Stages of implementation of diagnostic-developing, diagnostic-
correctional activities
The psychologist not only makes a diagnosis and develops a program for
the further development of certain aspects of the personality, the student's
abilities, but also monitors the implementation of the recommendations given by
him and, to a large extent, carries out part of the corrective and developmental
work himself. In diagnostics, it is necessary to be able to isolate a psychological
problem, ask the right question, obtain the necessary information from the
immediate environment and the children themselves, analyze this information
and formulate a conclusion. Based on the information provided, it can be assumed
4) choice of research method;
– monitoring the dynamics of the mental development of children studying
and raising in an educational institution, and correcting development in order to
create optimal opportunities and conditions for development for weak and strong
students, pulling them to a higher level, as well as establishing the right direction
for the development of children who show special abilities;
3) putting forward hypotheses about the causes of the observed phenomena;
A scientific analysis of the problems and a generalization of the work
experience of practical psychologists shows that within the framework of the
SPPS education, we cannot talk separately about diagnostics, separately about
development or correction. Here there should be a unity of diagnostic-correctional,
diagnostic-developing directions of work.
6) the formulation of a psychological diagnosis, which must necessarily
contain a forecast of the further development of the child, and
2) the formulation of the psychological problem;
3. The specifics of psychodiagnostics also lies in the fact that we cannot
accept it in the traditional sense as "a discipline about methods for classifying
and ranking people according to psychological and psychophysiological
characteristics." A practical psychologist is faced with the task of studying how a