Volume 04 Issue 07-2024
119
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
07
P
AGES
:
119-130
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
School psychologists play an important role in the society in the psychological condition of students, in solving the
problems that arise in the educational process, and in contributing to their social and spiritual development. They help
solve students' problems through their self-control skills and professional activities in various conflict situations. Also,
the social psychological image of school psychologists is important for their effective work.
KEYWORDS
Social psychological image, self-control skills, professional activities.
INTRODUCTION
School psychologists play an important role in the
society in the psychological condition of students, in
solving the problems that arise in the educational
process, and in contributing to their social and spiritual
development. They help solve students' problems
through their self-control skills and professional
activities in various conflict situations. Also, the social
psychological image of school psychologists is
important for their effective work.
This study aims to study the image and professional
activity of school psychologists from a social
psychological point of view. Within the scope of the
study, the activity, professional knowledge and skills,
individual psychological characteristics and image of
Research Article
SOCIO-PSYCHOLOGICAL ASPECTS OF THE IMAGE AND PROFESSIONAL
ACTIVITY OF A SCHOOL PSYCHOLOGIST
Submission Date:
July 21, 2024,
Accepted Date:
July 26, 2024,
Published Date:
July 31, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue07-19
Teshaboev Inomjon Adkhamjonovich
Doctoral student of Tashkent State Pedagogical University named after Nizomi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 07-2024
120
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
07
P
AGES
:
119-130
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
school psychologists among the school community
were analyzed. This study assessed the perception of
school psychologists by students, parents, and
teachers,
their
aspirations
for
professional
development, and their performance.
In the course of the study, the perceptions of the
image and professional activity of school psychologists
are studied based on the data collected through a
social psychological questionnaire. The results of this
study help to develop recommendations aimed at
improving the professional performance of school
psychologists.
Table 1
Demographic data of the socio-psychological survey conducted among respondents (N=400)
№
Categories of respondents
Gender
Age (average)
Male (%)
Female (%)
1
School psychologists (n=100)
28
72
36
2
Teachers and school administration
(n=100)
39
61
34
3
Students (n=100)
46
54
16
4
Parents (n=100)
34
66
39
Among those who took part in the survey, the number
of women was higher. These results may indicate that
girls and mothers are more active in school surveys.
Results by age were evenly distributed in different
groups, and opinions of all age groups were taken into
account.
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Table 2
What do you think are the main tasks of a school psychologist?
№
Categories of respondents
Ps
yc
h
o
lo
gi
ca
l
co
u
n
se
lin
g (
%
)
Ps
yc
h
o
lo
gi
ca
l
d
ia
gn
o
si
s (
%
)
Ps
yc
h
o
p
ro
p
h
yl
ac
ti
c
w
o
rk
(%)
Ps
yc
h
o
lo
gi
ca
l
co
rr
ec
ti
o
n
(
%)
1
School psychologists
34,1
25,5
21,3
19,1
2
Teachers and school administration
52,3
27,2
10,3
10,2
3
Students
58,5
24,2
8,2
9,1
4
Parents
51,3
11,3
15,6
21,8
School psychologists focus most of their tasks on
psychological counseling (34.1%). This suggests that a
major part of their role is to provide advice to students
and other stakeholders. Psychological diagnosis is also
important for them (25.5%). This is another important
part of their professional duties, helping to determine
the mental state of students. Psychoprophylaxis works
make up 21.3% of their activities, which shows the
importance of measures aimed at maintaining the
mental health of students.
Psychological correction work is also an important part
of their activities (19.1%), which is aimed at helping
students and improving their mental health.
Teachers
and
school
administrators
consider
psychological counseling important (52.3%). This
indicates their need to consult with psychologists.
Diagnosis is also important for them (27.2%). This
shows their desire to use the help of psychologists in
identifying the problems of students.
Students have a high need for psychological
counseling, which indicates that they need counseling
to solve their problems (58.5%). Diagnosis is also
important to them (24.2%) because it helps them
understand their mental state.
Counseling is also the most important for parents
(51.3%), which shows that they depend on
psychologists' advice for problems with their children.
Psychological diagnosis and psychoprophylaxis are
relatively less important for them (11.3%).
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It can be seen from these data that different categories
of respondents evaluate their need for different
psychological services differently. While students and
parents consider psychological counseling to be the
most important, school psychologists and teachers
attach more importance to psychological diagnosis.
Psychoprophylaxis work is not so important for all
groups, but psychological correction work is important
for parents and school psychologists. It can also be
assumed that this information depends on the level of
awareness of the respondents.
The main task of a school psychologist is considered to
be psychological counseling, which shows the
importance of psychological counseling.
Table 3
How important is the work of a school psychologist to you?
№
Categories of respondents
V
e
ry
impo
rta
n
t
(%)
Impo
rta
n
t
(%)
N
o
t
so
impo
rta
n
t
(%)
N
o
t
impo
rta
n
t
(%)
1
School psychologists
56,1
32,3
8,4
3,2
2
Teachers and school administration
34,6
45,5
16,3
3,6
3
Students
27,4
36,1
26,7
9,8
4
Parents
33,3
41,8
17,6
7,3
88.4% of school psychologists (56.1% very important
and 32.3% important) consider psychological services
important. This shows that school psychologists
consider their tasks to be serious and value the
importance of their profession in family, social and
professional life.
Teachers and school administration representatives
also believe that psychological services are important
(79.1%: 34.6% very important and 45.5% important) and
consider psychological support important in the
educational process.
63.5% of students (27.4% very important and 36.1%
important) consider psychological services important.
This indicates that they are focused on mental health
and need psychological support.
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75.1% of parents (33.3% very important and 41.8%
important) consider psychological services important.
This shows that parents care about their children's
mental health and recognize the importance of
psychological services.
Psychological services are given great importance in all
respondent
categories.
School
psychologists,
teachers, and administrators recognize the importance
of these services, as do students and parents in helping
their children. This once again confirms the importance
of psychological services in school and family life.
Estimates of the importance of the school
psychologist's work are generally high, but among
students, there are relatively more who consider it not
very important. This may indicate that there is
insufficient information about the work of the
psychologist or that the students are not aware of this
work.
Table 4
To what extent do you think a school psychologist has the following characteristics?
№
Categories of respondents
C
o
mm
u
n
ic
ab
ili
ty
Em
o
ti
o
n
al
s
ta
b
ili
ty
Em
p
ath
y an
d
sy
mpa
th
y
K
n
o
w
le
d
ge
1
School psychologists
4,2
3,8
4,1
4,4
2
Teachers and school administration
4,2
4,0
4,3
4,1
3
Students
3,8
3,6
4,2
3,2
4
Parents
4,4
3,9
4,1
4,0
School psychologists believe that communication plays
an important role in their professional activity.
According to the data presented in the table, school
psychologists prioritized high communication skills
with a score of 4.2. They also emphasize emotional
stability (3.8 points), empathy and compassion (4.1
points) and knowledge (4.4 points), which they believe
will ensure their career success.
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According to the data presented in the table, students
considered school psychologists to have an average
level of communication skills with a score of 3.8. This is
based on their experiences in communication with
psychologists.
Students
rated
psychologists
moderately on emotional stability and high on
empathy and compassion. This shows that the school
thinks highly of psychologists' ability to understand
their emotions well.
Parents highly appreciated the communication skills of
school psychologists.
In general, according to the data in the table, different
groups highly rated the professional characteristics of
school psychologists. This confirms the effectiveness
of their professional activities and their ability to
communicate with students, teachers and parents.
Table 5
What role do you think the school psychologist plays in the school?
№
Categories of respondents
Impo
rta
n
t
(%)
Add
iti
o
n
al
(
%)
N
o
t
so
impo
rta
n
t
(%)
N
o
t
impo
rta
n
t
(%)
1
School psychologists
74,4
22,6
3
-
2
Teachers and school administration
52,2
27,9
14,4
5,5
3
Students
43,6
36,1
15,5
4,8
4
Parents
48,2
26,9
14,3
10,6
Based on the data in the table, it can be seen that the
role of school psychologists in schools is evaluated
differently by different stakeholders. These different
assessments are based on different views and
experiences of the work of psychologists. If we analyze
it from a scientific point of view:
School psychologists consider their activities very
important, because their work has a great impact on
the mental health of students and the general
environment in the school.
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Teachers and school administrations evaluate the role
of psychologists as important and extra important.
This recognizes the importance of psychologists in the
educational process. However, some of them believe
that the role of psychologists is not very important or
insignificant, which indicates the need to improve the
communication
and
cooperation
between
psychologists and teachers. Such views may indicate
that teachers do not have enough information about
the activities of psychologists and their influence on
the educational process.
Students value the role of psychologists as important
because they receive support and advice from
psychologists. However, some students believe that
the role of psychologists is not very important or
insignificant. This indicates the need to improve
communication between psychologists and students
and to provide more information about the work of
psychologists.
Parents also value the role of psychologists as
important because they recognize that psychologists
help their children's education and development.
However, some parents may consider the role of
psychologists to be insignificant or insignificant. This
shows the need to strengthen communication
between psychologists and parents. In order to
increase parents' trust in psychologists, they should be
given more information about the duties and activities
of psychologists.
The data in the table show different views and
assessments of the role of school psychologists in
schools. When psychologists value their role as very
important, other stakeholders also value their work
highly. However, there is a need to improve
cooperation and communication.
Table 6
What do you think the public image of a school psychologist is based on?
№
Categories of respondents
P
ers
o
n
al e
xperien
ce
(%
)
Opi
n
io
n
s o
f friend
s and
acq
u
ain
tances
(%)
M
ass
m
edi
a (
%)
In
te
rn
al in
fo
rm
ati
o
n
o
f
the s
ch
o
o
l (
%)
1
School psychologists
49,8
19,7
17,3
13,2
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2
Teachers and school administration
45,5
14,9
28,7
10,9
3
Students
51,2
14,4
21,2
13,2
4
Parents
35,3
15,6
35,4
13,7
School psychologists rely on personal experience as
the main source of their perceptions of self-image. It
shows the opinions they have formed about their work
and the activities they have done. A part is also based
on the opinions of friends and acquaintances. This
shows how much they pay attention to the opinions of
the people around them about psychologists. Mass
media is also an important source of image
perceptions. This shows the spread of information
about psychologists through the media. The internal
information of the school is less important.
Teachers' and administrators' perceptions of the
image of school psychologists are largely based on
personal experiences. This shows that they have
interacted with psychologists themselves and the
importance of these experiences. Mass media is also an
important source and plays a big role in spreading
information about psychologists.
Students' perceptions of the image of psychologists
are also largely based on personal experiences. This is
based on their interactions and experiences with
psychologists. Some of the respondents are based on
the opinions of friends and acquaintances. Also, the
information disseminated through the mass media
affects the students' imaginations.
Parents' perceptions of the psychologist's image are
also based on personal experiences. This is based on
their communication with psychologists through their
children. They media are also an important source.
The information in the table shows that perceptions
about the image of a school psychologist are based on
different sources. Although opinions about the image
of school psychologists are mainly based on personal
experiences, friends and acquaintances, mass media,
and internal school information also play an important
role. Such different sources are of great importance in
the formation of the image of psychologists in the
public and general perceptions about them.
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Table 7
What changes were observed in students as a result of the work of the school psychologist?
№
Categories of respondents
Co
m
m
u
n
ica
tio
n
(
%)
Em
o
ti
o
n
al stabi
lit
y (
%)
Im
p
ro
ve
m
ent
o
f
learn
in
g re
sul
ts
(%
)
Co
n
fid
ence
and
m
o
tiv
atio
n
(%
)
1
School psychologists
32,6
19,1
10,8
37,5
2
Teachers and school administration
30,9
22,6
12,3
34,2
3
Students
43,7
15,5
12,6
28,2
4
Parents
36,1
10,9
20,2
32,8
School psychologists reported that it had a great effect
on improving the level of communication among
students. Also, psychologists believe that as a result of
their work, they have improved the emotional stability
of students, increased their confidence and
motivation.
Teachers and administrators noted that the
communication skills of students improved as a result
of the work of psychologists.
Pupils highly appreciated the improvement of
communication skills as a result of psychologists'
activities. It shows that they are important to them.
According to parents, psychologists have played a
major role in improving students' confidence and
motivation.
Based on the results in the table, psychologists played
a major role in improving students' communication,
confidence and motivation. However, indicators of
emotional stability and improvement in academic
performance were rated relatively lower.
Based on the results of this socio-psychological survey,
the work efficiency of school psychologists is rated at
an average and higher level, which indicates the need
to make the work of psychologists more efficient.
As a result of the work of school psychologists,
students' communication skills and emotional stability
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have improved, which shows the positive results of the
psychologist's work.
In general, the image and professional activity of
school psychologists is relatively high, but there are
opportunities for further development in this matter.
The overall image of the school psychologist is
positively evaluated, but there are differences
between the opinions of all respondent groups. This
indicates the need to develop communicative and
collaborative strategies to improve the image of school
psychologists and promote their work more.
The study aims to assess the image and effectiveness
of school psychologists among the school community
by studying the role and professional activity of school
psychologists in society from a socio-psychological
point of view. The results of the study provided
information on how school psychologists are
perceived by students, parents, and teachers, their
aspirations for professional development, and their
work performance.
CONCLUSION
School psychologists mainly pay more attention to
psychological counseling. This service is vital to
students and other stakeholders, helping to address
mental health and educational issues.
School psychologists consider their work very
important. This shows a serious attitude towards
professional activities and their importance in family,
social and professional life. However, the need to
improve the views of the school community and
parents on the work of psychologists is also evident.
Students recognize the importance of psychological
support and improved their work by communicating
with
psychologists.
However,
some
students
underestimate the importance of psychologists
because they do not have enough information about
the work of psychologists.
Parents also value the work of psychologists highly, as
it shows that they depend on psychologists' advice for
problems related to their children.
School psychologists have qualities such as
communication, empathy and sympathy, knowledge
and emotional stability, which make their professional
activities effective.
Suggestions and recommendations:
There is a need to improve communication and
collaboration
to
develop
communicative
and
collaborative strategies and strengthen school
psychologists' public relations.
It is necessary to improve the image of school
psychologists in the society by providing more
information about the activities and social importance
of school psychologists in the media space.
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It is important to support the professional
development of school psychologists and develop
measures aimed at increasing their work efficiency.
By continuously analyzing the work of school
psychologists, it is necessary to find ways to evaluate
their work efficiency and further improve it.
The study showed the need to adopt clearly directed
and targeted measures to further improve the role of
school psychologists in society and to make their
activities more effective. By improving the social image
of school psychologists and supporting their
professional activities, it is possible to contribute to
mental health and development in the school
community and family environment.
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