Keyword: «interaction program»

The article examines the problem of interaction between a psychologist and parents of children with mental retardation in the context of the modern education and social assistance system. Based on the identified difficulties and needs of families, a psychological support program was developed and tested, aimed at forming a partnership between specialists and parents. The theoretical foundations, research methods, program structure and the results of its implementation are presented. Based on the results of testing, positive dynamics were revealed: increased parental confidence, improved understanding of the child's characteristics, increased motivation for cooperation.

The relevance of the research is determined by the need to strengthen the upbringing function of an educational organization in the context of the implementation of the Strategy for the Development of Education in the Russian Federation. The cooperation of education subjects generates a demand for practice-oriented forms of work with parents, especially at the stage of primary school age, which is characterized by the crisis of 7 years and adaptation to learning activities. Traditional educational formats (lectures, meetings) often do not satisfy the request of modern parents for dialogue and practical assistance, which makes the design of a pedagogical club especially relevant. The aim of the study is to justify the diagnosis of parental requests as a methodological basis for the development of a school pedagogical club program and to describe the testing of the model based on the material of a specific educational organization. The methodological basis is formed by the theories of the systemic activity-based approach, which define the development of a child through joint activity with an adult; concepts of partnership between family and schools; as well as approaches of subject-subject interaction and andragogy focused on taking into account the needs of parents as equal participants in educational relations. The theoretical base is supplemented by analysis of normative and scientific-methodological literature, generalization of domestic and foreign practices of working with the family. Empirical methods include a questioning of parents (N = 67 people) in nine positions, and pedagogical observation during the work of the Our Child club (Secondary School No. 29 named after I. N. Zikeev in Kursk). The diagnostics revealed priority topics: age and psychological characteristics of the primary school student (75%), methods of correcting behavioral difficulties (68%) and effective educational technologies (60%). Preferred work formats: trainings (85%), group discussions (78%) and case method (72%). Based on the data obtained, a thematic meeting plan, a feedback system, and a club organization model were developed, including conceptual, substantive, methodological, and analytical components. The developed model is based on the principles of voluntariness, confidentiality and flexible response to requests from participants. The feedback system, implemented through questionnaires and reflective sheets, ensured the prompt adjustment of the program. The theoretical significance lies in clarifying the concept of a "pedagogical club" as a form of psychological and pedagogical support for a family based on the actual needs of parents. The practical significance lies in the possibility of using the proposed tools and thematic plan by educational psychologists and classroom teachers to design programs for working with parents of primary school students.