The psychological safety of the educational environment is an important concept, which has recently been actively studied at all levels. It is of great importance for ensuring a complete educational process. So it is not surprising that a large number of researchers are closely involved in this problem. Many of them make a significant contribution to its study.
Concept and characteristics
By the psychological safety of the educational environment, most researchers understand the protection of a person from the effects of adverse factors when he is in an educational institution. This is currently an extremely important and acute problem.
The psychological security of the educational environment can only be discussed if it is able to ensure the safety of the psyche of the subjects of the pedagogical process. And also if there are high indices of their protection from psychological violence and satisfaction.
In accordance with the concept of long-term socio-economic development of Russia for the period until 2020, one of the key results of the transition to an innovative socially-oriented type of economic development is the development of education. It should be focused on the formation of a socially responsible and creative personality, as well as human potential for the citizen. The development of such a person becomes possible only in an educational environment that meets all the safety criteria for physical and mental health, well-being of all its participants.
If we take into account the fact that in a modern educational organization, the environment is an open system in which all trends and patterns of life are reflected without exception, it should be recognized that all the problems characteristic of modern Russian society are observed in it.
This leads to situations that violate the safety of the educational environment, limit the needs and rights of students. If we single out the main social problems that still remain relevant for our society, the processes of personality formation are of particular danger. They affect the younger generation, having a direct impact on the relationship between adolescents. The state through which the educational space is characterized is fixed, first of all, through the relations of its participants.
Among the main characteristics of the psychological safety of the educational environment, several factors are immediately distinguished:
- lack of psychological violence between participants;
- meeting the needs for personal-confidential communication between all participants in the educational process;
- creating a comfortable psychological atmosphere in the team;
- the formation of conditions conducive to strengthening and maintaining the mental health of individuals;
- preventive measures to prevent threats that may impede the sustainable and productive development of the individual;
- ensuring the developing nature of the educational process, contributing to the functioning of all its subjects.
Threats
Currently, violations in this area are receiving increased attention. As a rule, psychological security in the educational environment cannot be achieved due to threats that can conditionally be divided into two groups. These are internal and external threats.
Internal (or intra-school) threats to the psychological safety of the educational environment may be due to the child’s clumsy relationship with their peers, classmates. There are many reasons for this, starting with a negative socio-psychological climate in the team, ending with direct conflicts between students.
Customs and traditions also pose a danger. They can be dangerous for the student’s life (teenage violence, individual characteristics of students, inadequate attitude to what is happening on the part of school staff and teachers). In the latter case, we can talk about public humiliation, extortion, disrespectful attitude, manifestation of rudeness, sexual harassment.
External threats, as a rule, are technogenic, social, natural or epidemiological in nature.
The need for diagnostic psychological safety of the educational environment, the scientific and pedagogical community came only at the end of the XX century. This was immediately reflected in the work of many researchers. Assessment of the psychological safety of the educational environment is an important condition for the subsequent substantiation of the program of psychological support for all subjects of the process. Especially subject to the introduction of new and modern educational standards.
Currently, various types of monitoring are used to diagnose the psychological safety of the educational environment. Here are the most common ones:
- informational (aimed at tracking the object of research, dissemination and accumulation of information about it);
- basic (involves the identification of existing patterns in educational processes);
- problematic (helps diagnose emerging difficulties, risks of psychological safety of the educational environment, determine the degree of their danger);
- managerial (with its help, an assessment is made of the effectiveness and consequences of the effects of decisions made).
Methodologies
There are diagnostic tools that are used for this purpose. With its help, a set of techniques has been developed for assessing the psychological safety of the educational environment.
And Baeva Irina Alexandrovna did this - a corresponding member of the Russian Academy of Education, professor, doctor of psychological sciences, which today is considered one of the largest experts in this field. She currently teaches at the Herzen Russian State Pedagogical University. Note that this assessment is based on potential threats and fundamental characteristics.
The methods of psychological safety of Baeva's educational environment are modern diagnostic tools that meet the required quality indicators. Many are based on self-esteem. This allows us to attract almost all participants in the educational process as experts. They themselves can assess the psychological safety of the educational environment in their institution.
These are teachers, psychologists, students, social educators, parents and administration. The above methods of psychological safety of Baeva's educational environment contribute to a comprehensive and holistic analysis of the problem under study. In this case, the leading role in summarizing the results of the study is assigned to the psychologist.
To assess the psychological safety of the educational environment according to Baeva, it is required to diagnose six groups of participants in the educational process:
- Among students should identify the presence of interpersonal conflicts and signs of violence in the relationship between peers themselves, teachers and parents. Of great importance for the psychological safety of the educational environment of the school is meeting the needs of a teenager in a trusting relationship, his ability to minimize risks and build safe relationships. It also evaluates the indicators of the psychological health of the child, his emotional well-being. The status in the team, the psychological atmosphere in the classroom are assessed, the personal resources of the minor are established, which can be used for changes and self-development. To do this, questionnaires are conducted “Teacher through the eyes of the student”, surveys, for example, “How are you?”, “Diagnostics of the psychological safety of the educational environment of the school”, “Attitude to the educational institution”. The drawing techniques “Man in the Rain”, “What do I like at school?”, “Family Drawing” also help to identify problems. The behavior of the student should be observed in different situations, assess the psychological atmosphere in the team.
- Among parents, facts of interpersonal conflicts and violence are established, as well as their satisfaction with the state of affairs in the educational institution. To do this, a test survey of a genitive attitude to the psychological safety of the environment of an educational organization is conducted, a questionnaire for measuring parental attitudes.
- The psychological atmosphere in the teaching staff is being studied. The ability of a specific teacher to regulate and anticipate risks, to manage them, and their attitude to students is assessed. It is important to identify the presence of professional deformation in the teacher, to prevent emotional burnout. To do this, apply the methodology "Risk Perception Assessment", conduct a survey "Psychological climate in the teaching staff", a test "Do you know how to lead a healthy lifestyle and work productively?"
- Through social educators, an assessment of the immediate social environment of the student is carried out to identify threats of a social type. Parent addiction and alcoholism, conflicts between them, facts of domestic violence. Microgroups are studied, with the help of which the student’s involvement in extremist and criminal groups, destructive religious sects is assessed. To do this, conversations are held with the student himself and significant people in his environment, they monitor his reaction, analyze specific documents (doctors' opinions, characteristics, acts of examination of living conditions).
- It is important to evaluate the style of pedagogical leadership of the administration of an educational institution. Their ability to anticipate and manage risks and dangers, to manage them. The methods of psychological and pedagogical examination of the educational environment are applied, the test "Team management style" is carried out.
- With the help of educational psychologists, threats are identified, the satisfaction index of all participants in the educational process, and the development of the psychological assistance system are assessed. The attitude of schoolchildren, parents and teachers to the educational environment is assessed.
This is an action plan to ensure the psychological safety of the educational environment. It allows you to explore the underlying characteristics and existing risks. It is important that the psychological safety of the educational environment is determined by the student’s protection from any manifestation of psychological violence.
Psychological health
Psychological health is one of the fundamental factors that has an impact on human development. Only under the condition of inner calm, is he able to adequately fulfill social, age and cultural roles, to develop throughout his life.
At school, it is important to create comfortable conditions for the psychological safety of the educational environment, so that students and teachers have the opportunity to satisfy their basic needs. This will allow you to feel protected, develop mental health. One of the most important conditions for a mentally healthy person is precisely safety within the educational environment.
The main threat in this case is an obstacle to self-actualization. Also, a threat is the non-recognition of the reference importance of the educational environment by its direct participants. The consequence of this is the intention to leave her or deny existing norms and values.
The threats to psychological safety include the lack of satisfaction with the basic characteristics of the educational process, as it contains the basic conditions and opportunities for personal development. The empirical manifestations of these problems can be emotional conflicts.
Preventative measures
Most of these problems can be avoided with the help of effective preventive measures. They are able to prevent the development of crisis situations, create a creative and supportive atmosphere in the school.
The psychological safety plan of the educational environment should include a set of measures aimed at minimizing the risk of developing crisis situations, maintaining people's health, and weakening the development of post-traumatic stress disorders.
These actions should include training personnel of the educational organization and teachers, involving other services, determining the work schedule of anti-crisis teams, identifying potentially dangerous situations associated with behavioral and emotional problems that can become vulnerability factors.
The main goals of preventing the psychological safety of the educational environment should be to identify weaknesses that can lead to the formation of post-traumatic stress disorders, increase the overall effectiveness of the anti-crisis team.
Friendly climate
One of the main recommendations for ensuring the psychological safety of the educational environment is the need to create a favorable climate in the school. It is worthwhile to understand that some children can study in any environment, while others need help in resolving conflict situations.
Practice proves that educational organizations with an effective preventive system, which focuses on the behavior and training of students, provide a sense of responsibility and safety among students. The main component of such a system is the creation of a friendly team with a sense of mutual support. It is important to teach adolescents behavioral and communication skills, to be able to behave correctly in problematic and difficult situations.
In this case, the emphasis is on the positive experience that students can get in educational and interpersonal interaction. It is important to include trainings on creative approaches to resolving all kinds of conflicts in programs to create a welcoming climate in an educational institution. In the same way that children learn to write and read, they must learn to communicate with adults and peers, and be able to solve interpersonal conflicts by peaceful means.
It is important to create a working model of the psychological security of the educational environment in which it will be organized both in special classes aimed at developing social skills, and on special topics included in a number of educational subjects that will be aimed at resolving conflicts subject to respect for the position of another person.
In special classes, teachers should consider issues of communication efficiency, adolescents' ability to cope with their negative emotions, express their own feelings, develop self-regulation and self-control skills, manage their behavior, resolve conflicts, accept and understand cultural and individual differences. In this case, it is preferable to use all kinds of interactive forms of training. It can be role-playing games, group discussions, educational classes, trainings.
In the framework of measures to ensure the psychological safety of the educational environment, it is important to create a friendly climate both at the level of the physical and social environment. The physical environment implies the organization of material and technical space, and the social environment includes generally accepted rules and norms that are developed in parental, student and pedagogical groups. Among effective disciplinary systems, there are simple and positive rules that help to understand how to behave in a given situation. They should be easy to remember, consistent with basic social skills.
The degree of implementation of such a program in the school depends on its support. Often, additional psychological training is required for teachers. Existing methods make it possible to determine the group emotional state, which is reflected in the relationships that have developed in the team, the nature of business cooperation, and attitudes to significant phenomena in life.
If an unsatisfactory climate is formed in the school, this is reflected in all its participants, who begin to experience a sense of anxiety, depression, decreased working capacity, and the emotional connection between the students is lost. All this clearly demonstrates the need for activities aimed at improving emotional contacts, enhancing team spirit.
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However, in some situations, urgent and immediate intervention is required. It is necessary if the student has a clear and detailed plan on how to inflict harm on himself and others, especially if there is a history of aggressive behavior or attempts to carry out such threats in the past. Urgent measures should also be taken if it becomes known that a teenager has weapons that he threatens to use.
In these situations, the head of the educational institution should be immediately informed of what is happening, and guardians and parents, relevant services and law enforcement agencies should also be informed. The response to such situations should be consistent with generally accepted school policies and legislation.
When introducing the school, parents, and community with disturbing behavioral signs, it is important to understand what kind of reaction students can show in this situation. The administration and educators must be sure that their anxiety about the minor will be supported. To do this, you need to have professionals who can, if necessary, give advice on how to help such students. It should act in accordance with the plan, providing individual assistance.
One of the central points is the understanding of the role of the family in the emotional, social, psychological well-being of the student and his performance. Therefore, it should be included as actively as possible in creating a safe educational environment. With its help, it is often possible to compile the most complete picture of the child, to identify its strengths and weaknesses.
Early intervention is inadequate for 5-10 percent of adolescents experiencing serious behavioral and emotional problems. Special work is required with them. Its form and intensity directly depend on the severity, nature and frequency of manifestation of a particular problem.
Psychological trauma
All participants in the educational process should have a clear idea of ​​how to act in case of psychological trauma in a teenager. A reaction to an injury can occur immediately or several weeks after the incident. This may be a loss of confidence in adults, a fear of a repetition of a negative event, a fear that someone from close or dear people may suffer.
A shock wave of injury often leads to unexpected reactions. It can be helplessness, distrust, despair, horror, isolation. Emergencies often occur completely suddenly, leaving the child no time for emotional and physical preparation for what happened. The tools that helped him cope with domestic difficulties in this situation are ineffective.
In young children, after a traumatic event, there may be a change in sleep and diet, inexplicable pain, hyperactivity, disobedience, speech disorders, suspension, aggression. The child often talks about the traumatic event over and over again, reliving it.
At the age of 5 to 11 years, an additional isolation may appear, fear of school, difficulty concentrating, break with old friends. Complaints of pain and poor health may appear.
In adolescence, the risk of resorting to non-adaptive forms of solving stressful situations is increased - these are drugs and alcohol. In these situations, it is important to respect the student’s need to be alone when he does not want to communicate. If he cannot sit still, he should be given the opportunity to move, and when he cannot control emotions and fears, help him express his feelings.
Working with experiences and creating the safest atmosphere possible will help in expressing emotions and feelings, understanding that all feelings have a right to exist, including pain, guilt, fear and loneliness. It is necessary to discuss with children what is bothering them, to track how this affects the child’s emotional behavior, to use the techniques of auto-training and relaxation, to remember the high efficiency of active listening, trying first of all to understand the minor, and not to understand himself. Patient listening to a child is often the most important thing.
Action plan
It is important to develop and implement a plan to ensure the psychological safety of the educational environment. It should include regulatory measures aimed at preventing crisis situations. It is important to monitor the activities of the school, which should include the creation of a database of adolescents at risk, self-examination of the school environment to ensure maximum comfort and safety, diagnosing relationships within the school team, keeping a register of crisis cases, and analyzing them.
It is necessary to include work with students and their parents in the plan of psychological safety of the educational environment. For younger schoolchildren, this may be the role-playing game “I want to be friends”, for older children - school hours devoted to how to report a crisis or conflict.
The opening of the “Children and Parents: Together Together” family club will benefit from consultations of a psychologist on the relationship between children and parents, and counseling adults on how to protect the rights and interests of their children.