THE USE OF EDUCATIONAL TECHNOLOGIES IN THE WORK OF A SCHOOL PSYCHOLOGIST

Noyabr, 2025-Yil 253 THE USE OF EDUCATIONAL TECHNOLOGIES IN THE WORK OF A SCHOOL PSYCHOLOGIST Turemuratova Aziza Begibaevna Assistant, Department of Pedagogy and Psychology, Karakalpak State University named after Berdakh, Republic of Karakalpakstan. [email protected] Farida Xudayarovna Student of Karakalpak State University. Allambergenova Farida Student of Karakalpak State University. Kuranboyeva Maloxat Student of Karakalpak State University. https://doi.org/10.5281/zenodo.17698212 Abstract. This study analyzes the impact of school psychologists on the social adaptation of students based on the results of the analysis in practical experience. The main content of social adaptation, the main psychological obstacles that children face, and the main tasks of the school psychologist in overcoming them are presented. Also, the processes of using effective methods of forming a healthy psychological balance in the school environment based on diagnostic, correction, preventive and consulting activities in psychological training technologies are shown. The main goal is to ensure the successful adaptation of students to social life through psychological training conducted in collaboration with parents and teachers. Keywords: School psychologist, practicing psychologist, training methods, psychologisttrainer, psychological approaches, psychodiagnostics, psychocorrection, stress. MAKTAB PSIXOLOGINING FAOLIYATIDA TRENING TEXNOLOGIYALARINI QO’LLASH Annotatsiya. Ushbu tadqiqotda maktab psixologining amaliy tajribasida tahliliy natijalarga ko’ra, o‘quvchilar ijtimoiy moslashuviga ko‘rsatadigan ta’siri tahlil etilgan. Ijtimoiy moslashuvning asosiy mazmuni, bolalarda uchraydigan asosiy psixologik to‘siqlar va ularni bartaraf etishdagi holatida maktab psixologining asosiy vazifalari haqidagi ma’lumotlar keltirib o’tiladi. Shuningdek, psixologik trening texnologiyalarida diagnostika, korreksiya, profilaktika va maslahat berish faoliyatlari asosida maktab muhitida sog‘lom psixologik muvozanat yaratishning samarali usullarini qo’llash jarayonlari ko‘rsatib berilgan. Ota-ona va o‘qituvchilar bilan hamkorlikda olib boriladigan psixologik treninglar orqali o‘quvchilarning ijtimoiy hayotga muvaffaqiyatli moslashuvi ta’minlanishi asosiy maqsad sifatida qaraladi. Kalit so’zlar: Maktab psixologi, amaliyotchi psixolog, trening metodlari, psixolog-trener, psixologik yondashuvlar, psixodiagnostika, psixokorreksiya, stress. INTRODUCTION A school psychologist, even if he is on an equal footing with the participants in any educational technology training, is an influential person for them. Since trainers are usually people with psychological knowledge, participants have high respect for such people. That is why in many trainings there is a repetition, accurate assimilation of the trainer's actions and behavior. Noyabr, 2025-Yil 254 So, not only the words and advice of the trainer, but also all his actions affect the participants of the group. Therefore, the trainer must be careful about his behavior so that his actions that he does not like, that are biased towards society, are not absorbed by the participants or, conversely, do not anger them. Today, issues related to psychology in education are becoming increasingly relevant, which creates the basis for qualitatively changing and improving the educational environment, as well as for developing interpersonal relationships between participants in the educational process, including the activities of school psychologists. Since the work of a psychologist is mainly aimed at solving specific problems that students, their parents or teachers solve, the main goal of psychological services is to ensure the mental health of the socializing individual, support his educational interests, identify his individuality and eliminate various difficulties in his development. The systematic nature of the psychologist's work is ensured in the following ways. First, the psychologist sees the student's personality as a complex system manifested in various directions (from the internal activities of the individual to his participation in the activities of various groups that have a certain influence on him). Secondly, the methodological tools used by psychological service workers are also subject to the logic of a systematic approach and are aimed at identifying all aspects and qualities of the student and helping him develop. In general, it is necessary to carry out diagnostic, consultation and correctional work with students at five important stages. Children are helped by a school psychologist in many ways. Children of different ages work with them from the day they enter school until they graduate. A school psychologist helps students adapt to the school environment, solves communication problems, helps overcome stress, anxiety and emerging conflicts. He also identifies learning difficulties and emotional state. In order to increase the psychological safety and well-being of students, it is recommended to introduce an integrated information system into the activities of school psychologists. Against the background of psychological and social problems faced by students in modern conditions, the role of a school psychologist in ensuring a safe and comfortable educational environment is becoming increasingly important. In recent years, there has been an increase in complaints of emotional exhaustion (stress), bullying, anxiety among children and adolescents, and a decrease in the level of trust between family and school. In this regard, school psychologists are invited to introduce a comprehensive system of innovations aimed at increasing the effectiveness of psychological support for students. In a psychological approach, it is precisely through the study of the activity-based personality that it becomes possible to deeply understand the social adaptation of the child. Bojovich interprets the child as an "active social being". That is, the child is looking for his place in society, seeks meaning, strives for self-realization. Therefore, social adaptation is not a simple "adaptation", but the result of the child's conscious choice, emotional reaction and purposeful action. Based on this theoretical view, the school psychologist must: work not only with external behavior, but also with its internal causes, identify the child's motivation system, understand how the child perceives each social situation, and create favorable conditions for the student's personal development. Thus, Bojovic's approach presents the school psychologist as a "former, not an adaptor", that is, a specialist who consciously manages the personality. Noyabr, 2025-Yil 255 The school psychologist also works in collaboration with teachers and parents. Because the root of a child's problems often lies in imbalances in the family or classroom environment. Therefore, the psychologist also tries to arm the school team with psychological culture. The role of the school psychologist in the social adaptation of students in the modern education system is of particular importance. Analyses show that psychosocial problems encountered by students - shyness, low social activity, difficulties in making friends, if not identified in a timely manner, can negatively affect their personal development. Therefore, the school psychologist works as an important specialist in understanding the emotional state of students, helping them adapt to the social environment, and creating a healthy psychological climate in the classroom. Based on the analysis of scientific sources and practical experience, it can be said that the school psychological service should perform not only problem-solving, but also preventive and developmental tasks. Each child needs an individual approach, specific psychological support. The student's finding his place in social life, his formation as a person and his successful integration in the future are largely related to the activities of the school psychologist. Thus, the school psychologist is an important person who guides the student's personal growth, improves the social environment, and ensures psychological stability in education. The school psychologist, in turn: • Psychological service should be based on a set of methods and techniques aimed at studying the social process of each individual's activity. • Psychological service includes a number of studies related to the study of the dynamics of the hierarchical system of the individual's relationship with himself, with others, and his activity in the process of activity, and to the preparation of the basis for the creation of a social psychological environment based on this system. • Analysis of socially significant indicators related to the process of psychological service can be carried out on the basis of studying the individual differences inherent in the activity of each individual, the individual style and the social environment. • The problem of studying the process of psychological service as a means of social psychological protection is one of the most urgent problems of social psychology today, and in solving this problem it is necessary to rely on certain psychological principles. The psychologist, relying on his professional knowledge of human behavior and mental activity, age-related patterns of mental development, their interaction with students and adults, peers, and the features of the organization of the educational process, provides the child with the opportunity to take an individual approach, identifies his abilities and identifies possible causes, methods of psychological and pedagogical correction. Thus, psychological service allows you to increase the productivity of educational work at school, to form a creatively active personality. Psychological service can be viewed from three perspectives: scientific, propaganda and practical. The unity of scientific, propaganda and practical views constitutes the subject of psychological service. The scientific perspective involves the development of methodological problems of psychological service. Noyabr, 2025-Yil 256 Conclusion In conclusion, it can be said that the school psychological service consists of conducting scientific research on the development and theoretical substantiation of psychodiagnostic, psychocorrectional and developmental methods of work. The propaganda perspective involves the use of psychological knowledge by public education workers. The main driving forces in this direction are pedagogues, methodologists and didactics. The practical perspective is implemented by school psychologists. Their task is to determine the readiness of children for school education, facilitate the educational activities of students, comprehensively develop the student's personality, identify and develop the abilities and inclinations of students, conduct professional and professional interviews with students, conduct consulting work, and work with various "difficult" children. REFERENCES 1. Turemuratova, Aziza, Rita Kurbanova, and Barno Saidboyeva. 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