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THE USE OF EDUCATIONAL TECHNOLOGIES IN THE WORK OF A SCHOOL
PSYCHOLOGIST
Tu emu a o a Aziza Begibae na
Assis an , Depa men o Pedagogy and Psychology,
Ka akalpak S a e Uni e si y named a e Be dakh, Republic o Ka akalpaks an.
[email p o ec ed]
Fa ida Xudaya o na
S uden o Ka akalpak S a e Uni e si y.
Allambe geno a Fa ida
S uden o Ka akalpak S a e Uni e si y.
Ku anboye a Maloxa
S uden o Ka akalpak S a e Uni e si y.
h ps://doi.o g/10.5281/zenodo.17698212
Abs ac . This s udy analyzes he impac o school psychologis s on he social adap a ion
o s uden s based on he esul s o he analysis in p ac ical expe ience. The main con en o social
adap a ion, he main psychological obs acles ha child en ace, and he main asks o he school
psychologis in o e coming hem a e p esen ed. Also, he p ocesses o using e ec i e me hods o
o ming a heal hy psychological balance in he school en i onmen based on diagnos ic,
co ec ion, p e en i e and consul ing ac i i ies in psychological aining echnologies a e shown.
The main goal is o ensu e he success ul adap a ion o s uden s o social li e h ough
psychological aining conduc ed in collabo a ion wi h pa en s and eache s.
Keywo ds: School psychologis , p ac icing psychologis , aining me hods, psychologis -
aine , psychological app oaches, psychodiagnos ics, psychoco ec ion, s ess.
MAKTAB PSIXOLOGINING FAOLIYATIDA TRENING TEXNOLOGIYALARINI
QO’LLASH
Anno a siya. Ushbu adqiqo da mak ab psixologining amaliy aj ibasida ahliliy
na ijala ga ko’ a, o‘qu chila ij imoiy moslashu iga ko‘ sa adigan a’si i ahlil e ilgan. Ij imoiy
moslashu ning asosiy mazmuni, bolala da uch aydigan asosiy psixologik o‘siqla a ula ni
ba a a e ishdagi hola ida mak ab psixologining asosiy azi ala i haqidagi ma’lumo la kel i ib
o’ iladi. Shuningdek, psixologik ening exnologiyala ida diagnos ika, ko eksiya, p o ilak ika a
maslaha be ish aoliya la i asosida mak ab muhi ida sog‘lom psixologik mu ozana ya a ishning
sama ali usulla ini qo’llash ja ayonla i ko‘ sa ib be ilgan. O a-ona a o‘qi u chila bilan
hamko likda olib bo iladigan psixologik eningla o qali o‘qu chila ning ij imoiy hayo ga
mu a aqiya li moslashu i a’minlanishi asosiy maqsad si a ida qa aladi.
Kali so’zla : Mak ab psixologi, amaliyo chi psixolog, ening me odla i, psixolog- ene ,
psixologik yondashu la , psixodiagnos ika, psixoko eksiya, s ess.
INTRODUCTION
A school psychologis , e en i he is on an equal oo ing wi h he pa icipan s in any
educa ional echnology aining, is an in luen ial pe son o hem. Since aine s a e usually people
wi h psychological knowledge, pa icipan s ha e high espec o such people. Tha is why in
many ainings he e is a epe i ion, accu a e assimila ion o he aine 's ac ions and beha io .
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So, no only he wo ds and ad ice o he aine , bu also all his ac ions a ec he
pa icipan s o he g oup. The e o e, he aine mus be ca e ul abou his beha io so ha his
ac ions ha he does no like, ha a e biased owa ds socie y, a e no abso bed by he pa icipan s
o , con e sely, do no ange hem. Today, issues ela ed o psychology in educa ion a e becoming
inc easingly ele an , which c ea es he basis o quali a i ely changing and imp o ing he
educa ional en i onmen , as well as o de eloping in e pe sonal ela ionships be ween
pa icipan s in he educa ional p ocess, including he ac i i ies o school psychologis s. Since he
wo k o a psychologis is mainly aimed a sol ing speci ic p oblems ha s uden s, hei pa en s o
eache s sol e, he main goal o psychological se ices is o ensu e he men al heal h o he
socializing indi idual, suppo his educa ional in e es s, iden i y his indi iduali y and elimina e
a ious di icul ies in his de elopmen .
The sys ema ic na u e o he psychologis 's wo k is ensu ed in he ollowing ways. Fi s ,
he psychologis sees he s uden 's pe sonali y as a complex sys em mani es ed in a ious
di ec ions ( om he in e nal ac i i ies o he indi idual o his pa icipa ion in he ac i i ies o
a ious g oups ha ha e a ce ain in luence on him). Secondly, he me hodological ools used by
psychological se ice wo ke s a e also subjec o he logic o a sys ema ic app oach and a e aimed
a iden i ying all aspec s and quali ies o he s uden and helping him de elop. In gene al, i is
necessa y o ca y ou diagnos ic, consul a ion and co ec ional wo k wi h s uden s a i e
impo an s ages. Child en a e helped by a school psychologis in many ways. Child en o
di e en ages wo k wi h hem om he day hey en e school un il hey g adua e.
A school psychologis helps s uden s adap o he school en i onmen , sol es
communica ion p oblems, helps o e come s ess, anxie y and eme ging con lic s. He also
iden i ies lea ning di icul ies and emo ional s a e. In o de o inc ease he psychological sa e y
and well-being o s uden s, i is ecommended o in oduce an in eg a ed in o ma ion sys em in o
he ac i i ies o school psychologis s. Agains he backg ound o psychological and social
p oblems aced by s uden s in mode n condi ions, he ole o a school psychologis in ensu ing a
sa e and com o able educa ional en i onmen is becoming inc easingly impo an . In ecen yea s,
he e has been an inc ease in complain s o emo ional exhaus ion (s ess), bullying, anxie y among
child en and adolescen s, and a dec ease in he le el o us be ween amily and school. In his
ega d, school psychologis s a e in i ed o in oduce a comp ehensi e sys em o inno a ions
aimed a inc easing he e ec i eness o psychological suppo o s uden s.
In a psychological app oach, i is p ecisely h ough he s udy o he ac i i y-based
pe sonali y ha i becomes possible o deeply unde s and he social adap a ion o he child.
Bojo ich in e p e s he child as an "ac i e social being". Tha is, he child is looking o his place
in socie y, seeks meaning, s i es o sel - ealiza ion. The e o e, social adap a ion is no a simple
"adap a ion", bu he esul o he child's conscious choice, emo ional eac ion and pu pose ul
ac ion. Based on his heo e ical iew, he school psychologis mus : wo k no only wi h ex e nal
beha io , bu also wi h i s in e nal causes, iden i y he child's mo i a ion sys em, unde s and how
he child pe cei es each social si ua ion, and c ea e a o able condi ions o he s uden 's pe sonal
de elopmen . Thus, Bojo ic's app oach p esen s he school psychologis as a " o me , no an
adap o ", ha is, a specialis who consciously manages he pe sonali y.
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The school psychologis also wo ks in collabo a ion wi h eache s and pa en s. Because he
oo o a child's p oblems o en lies in imbalances in he amily o class oom en i onmen .
The e o e, he psychologis also ies o a m he school eam wi h psychological cul u e.
The ole o he school psychologis in he social adap a ion o s uden s in he mode n
educa ion sys em is o pa icula impo ance.
Analyses show ha psychosocial p oblems encoun e ed by s uden s - shyness, low social
ac i i y, di icul ies in making iends, i no iden i ied in a imely manne , can nega i ely a ec
hei pe sonal de elopmen . The e o e, he school psychologis wo ks as an impo an specialis in
unde s anding he emo ional s a e o s uden s, helping hem adap o he social en i onmen , and
c ea ing a heal hy psychological clima e in he class oom. Based on he analysis o scien i ic
sou ces and p ac ical expe ience, i can be said ha he school psychological se ice should
pe o m no only p oblem-sol ing, bu also p e en i e and de elopmen al asks. Each child needs
an indi idual app oach, speci ic psychological suppo . The s uden 's inding his place in social
li e, his o ma ion as a pe son and his success ul in eg a ion in he u u e a e la gely ela ed o he
ac i i ies o he school psychologis . Thus, he school psychologis is an impo an pe son who
guides he s uden 's pe sonal g ow h, imp o es he social en i onmen , and ensu es psychological
s abili y in educa ion.
The school psychologis , in u n:
• Psychological se ice should be based on a se o me hods and echniques aimed a
s udying he social p ocess o each indi idual's ac i i y.
• Psychological se ice includes a numbe o s udies ela ed o he s udy o he dynamics o
he hie a chical sys em o he indi idual's ela ionship wi h himsel , wi h o he s, and his ac i i y in
he p ocess o ac i i y, and o he p epa a ion o he basis o he c ea ion o a social psychological
en i onmen based on his sys em.
• Analysis o socially signi ican indica o s ela ed o he p ocess o psychological se ice
can be ca ied ou on he basis o s udying he indi idual di e ences inhe en in he ac i i y o
each indi idual, he indi idual s yle and he social en i onmen .
• The p oblem o s udying he p ocess o psychological se ice as a means o social
psychological p o ec ion is one o he mos u gen p oblems o social psychology oday, and in
sol ing his p oblem i is necessa y o ely on ce ain psychological p inciples.
The psychologis , elying on his p o essional knowledge o human beha io and men al
ac i i y, age- ela ed pa e ns o men al de elopmen , hei in e ac ion wi h s uden s and adul s,
pee s, and he ea u es o he o ganiza ion o he educa ional p ocess, p o ides he child wi h he
oppo uni y o ake an indi idual app oach, iden i ies his abili ies and iden i ies possible causes,
me hods o psychological and pedagogical co ec ion. Thus, psychological se ice allows you o
inc ease he p oduc i i y o educa ional wo k a school, o o m a c ea i ely ac i e pe sonali y.
Psychological se ice can be iewed om h ee pe spec i es: scien i ic, p opaganda and
p ac ical. The uni y o scien i ic, p opaganda and p ac ical iews cons i u es he subjec o
psychological se ice. The scien i ic pe spec i e in ol es he de elopmen o me hodological
p oblems o psychological se ice.
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Conclusion
In conclusion, i can be said ha he school psychological se ice consis s o conduc ing
scien i ic esea ch on he de elopmen and heo e ical subs an ia ion o psychodiagnos ic,
psychoco ec ional and de elopmen al me hods o wo k. The p opaganda pe spec i e in ol es he
use o psychological knowledge by public educa ion wo ke s. The main d i ing o ces in his
di ec ion a e pedagogues, me hodologis s and didac ics. The p ac ical pe spec i e is implemen ed
by school psychologis s. Thei ask is o de e mine he eadiness o child en o school educa ion,
acili a e he educa ional ac i i ies o s uden s, comp ehensi ely de elop he s uden 's pe sonali y,
iden i y and de elop he abili ies and inclina ions o s uden s, conduc p o essional and
p o essional in e iews wi h s uden s, conduc consul ing wo k, and wo k wi h a ious "di icul "
child en.
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