Thematische Bibliographien / STUDENTS-PSYCHOLOGISTS

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „STUDENTS-PSYCHOLOGISTS“

Autor: Grafiati
Veröffentlicht am 1. Juli 2021
Zuletzt aktualisiert am 31. Mai 2022

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Zeitschriftenartikel zum Thema "STUDENTS-PSYCHOLOGISTS"

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Gallagher, James J. „Psychology, Psychologists, and Gifted Students“. Journal for the Education of the Gifted 38, Nr. 1 (10.02.2015): 6–17. http://dx.doi.org/10.1177/0162353214565548.

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Tsarkova, Olha, Olesia Prokofieva und Olha Prokofieva. „THE STUDY OF EMOTIONAL BURNOUT IN STUDENTS-PSYCHOLOGISTS AND PROFESSIONAL PSYCHOLOGISTS“. Science and Education 33, Nr. 2-3 (März 2016): 44–49. http://dx.doi.org/10.24195/2414-4665-2016-2-3-9.

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Kyrychenko, Olha. „RESEARCH OF STUDENTS-PSYCHOLOGISTS’ SELF-ESTEEM“. Science and Education 42, Nr. 5 (Mai 2016): 113–16. http://dx.doi.org/10.24195/2414-4665-2016-5-17.

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Bowers, Sommer, Jennifer Lewandowski, Todd A. Savage und Scott A. Woitaszewski. „School Psychologists’ Attitudes Toward Transgender Students“. Journal of LGBT Youth 12, Nr. 1 (02.01.2015): 1–18. http://dx.doi.org/10.1080/19361653.2014.930370.

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Karabushchenko, N. B., und M. V. Stefanishina. „PECULIARITIES OF OVERCOMING STRESS BY STUDENTS-PSYCHOLOGISTS“. Vestnik Orenburgskogo gosudarstvennogo universiteta 214, Nr. 2 (2018): 77–83. http://dx.doi.org/10.25198/1814-6457-181-77.

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Ilnytska, L. A., und I. O. Onischenko. „PSYCHOLOGICAL FEATURES OF ASSERTIVENESS OF STUDENTS-PSYCHOLOGISTS“. Habitus, Nr. 33 (2022): 92–96. http://dx.doi.org/10.32843/2663-5208.2022.33.16.

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Pelling, Nadine. „Why School Counsellors and Psychologists Should Treat Addiction Problems“. Australian Journal of Guidance and Counselling 13, Nr. 1 (Juli 2003): 77–86. http://dx.doi.org/10.1017/s1037291100004751.

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School counsellors and psychologists will encounter students affected by addiction. When this occurs many will simply refer the students to specialist services within the community. Such referrals are not always an appropriate action for many reasons. School counsellors and psychologists have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed for basic addiction treatment. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to addiction to their professional development and, when possible, address the addiction problems of their students directly. Arguments regarding why school counsellors and psychologists should treat addiction problems are given. Moreover, how school counsellors and psychologists can briefly address addiction problems is outlined. Finally, resources on addiction are provided.
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Hines, Erik M., Desiree D. Vega, Renae Mayes, Paul C. Harris und Michelle Mack. „School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings“. Journal for Multicultural Education 13, Nr. 3 (12.08.2019): 190–202. http://dx.doi.org/10.1108/jme-02-2019-0015.

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Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.
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Warner, Debra L., und John R. Bradley. „Undergraduate psychology students' views of counselors, psychiatrists, and psychologists: A challenge to academic psychologists.“ Professional Psychology: Research and Practice 22, Nr. 2 (1991): 138–40. http://dx.doi.org/10.1037/0735-7028.22.2.138.

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Semenova, L. E., und T. A. Serebriakova. „PSYCHOLOGICAL WELL-BEING OF STUDENTS-PSYCHOLOGISTS WITH DIFFERENT PERSONAL RESOURCES OF PROFESSIONALLY SIGNIFICANT CHARACTERISTICS“. Vestnik of Minin University 6, Nr. 3 (10.11.2018): 10. http://dx.doi.org/10.26795/2307-1281-2018-6-3-10.

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Introduction.This article is devoted to the problem of psychological well-being of future psychologists in the context of their personality development at the stage of University training and primary entry into the profession. The authors substantiate the need to experience the psychological well-being of the subjects of helping activities, which include professional psychologists and, accordingly, the relevance of the study of the features of the manifestation of this phenomenon during the development of students of universities the basics of psychological assistance, taking into account the severity of their professionally important personal characteristics. Special emphasis is placed on the structure of psychological well-being, represented by the six components, and on its overall level.Materials and methods. A comparative analysis of the General level and the main components of psychological well-being, as well as the degree of machiavellianism and tolerance to uncertainty among students-psychologists, practicing psychologists and students of other areas of training is carried out. Features of experience of psychological well – being by students-future psychologists with different degree of expression of tolerance to uncertainty and machiavellianism are studied.Results.The data obtained confirm the assumption that, unlike practicing psychologists and students of other areas of training for psychology students are characterized, first, lower rates, both for most of the main components, and the overall level of psychological well-being, and secondly, there is a greater tendency to deliberate manipulation of other people. At the same time, it is established that there are statistically significant differences in a number of components of psychological well – being of students-future psychologists with varying degrees of tolerance to uncertainty and machiavellianism, most of which are stated in favor of the subjects, tolerant to uncertainty and not prone to manipulation.Discussion and Conclusions. According to the results of the study identified some problem areas relating to the personal resources of students psychologists in terms of their readiness to help activities.
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Dissertationen zum Thema "STUDENTS-PSYCHOLOGISTS"

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Voigt, Lisa A. „An exploration of psychologists' public image factors influencing students' perceptions of psychologists /“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002voigtl.pdf.

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Oksentiiuk, Svitlana, und Світлана Сергіївна Оксентіюк. „Features of Learning Motivation of Students-psychologists“. Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/52231.

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The concept of motivation permeates our professional and personal lives. We usually talk about the motivation to get out of bed, do housework, write an essay, watch a movie, and, of course, the motivation to study.
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Oksentiiuk, Svetlana. „Features of Learning Motivation of Students-Psychologists“. Thesis, NAU, 2021. https://er.nau.edu.ua/handle/NAU/50087.

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In this thesis, author clarifies the motives of educational activities The results of diagnostics by the technique of “Motivation of learning in higher education” allowed to formulate the conclusion that most students of psychology who participated in the study are dominated by motives for acquiring knowledge and obtaining diploma. That is why author notes the importance of studying learning motivation in higher education.
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Vavra, Kelly R. „School violence what students disclose and how school psychologists respond /“. Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008vavrak.pdf.

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Lopes, Christopher John. „Bilingual school psychologists' practices with students with limited English proficiency /“. View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188066.

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Slonaker, Amanda R. „Neuropsychology in the schools school psychologists' current views, practices, and training with neuropsychological measures /“. Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/784.

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Hoffman, Jennifer Marie. „REFERRAL DECISIONS OF TEACHERS AND SCHOOL PSYCHOLOGISTS FOR TWICE-EXCEPTIONAL STUDENTS“. UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/28.

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The accurate and timely referral and identification of twice-exceptional students remains a challenge. In a statewide study, the referral decisions for both special education and gifted programming evaluations made by four participant groups (i.e., general education teachers, special education teachers, gifted education teachers, and school psychologists) were compared. Participants were randomly assigned to read one of three identically described students in a vignette that differed only in the presence of a diagnostic label—autism spectrum disorder (ASD), specific learning disability (SLD), or no diagnostic label. In all, special education teachers made the most special education referrals, while gifted education teachers made the most gifted programming referrals, both regardless of the diagnostic label present. The students with diagnostic labels were recommended for special education referrals significantly more than for gifted programming, while this difference was not evident in the no diagnostic label condition. Moreover, the student with the ASD label was the most likely to be referred for evaluations for both special education and gifted programming out of all three vignette conditions. Overall findings indicated the importance of considering the referral source as well as how the presence of a diagnostic label might influence educational referral decisions, particularly in how this might influence overall multidisciplinary team decisions for these unique learners.
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Murphy, Jennifer L. „School Psychologists’ Experience of Identifying Students With Specific Learning Disabilities In Urban Schools“. Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1605276941214278.

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Hollimon, Matthew T. Carney Jamie S. „Perceived competence and attitudes of counseling psychology graduate students regarding people with disabilities“. Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/FALL/Counselor_Education,_Counseling_Psychology,_and_School_Psychology/Dissertation/Hollimon_Matthew_52.pdf.

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Day, Amanda S. „Social Skills Intervention for Students with Autism Spectrum Disorders: A Survey of School Psychologists“. DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/6139.

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Social skills interventions for students with autism spectrum disorders (ASD) are needed as the number of students with ASD are increasing in educational settings. The purpose of this study was to investigate school psychologists ' perceptions on the effectiveness and generalization of social skills interventions for students with ASD. Training and confidence of providing services to students with ASD was also examined in the study. A survey was administered to a sample of school psychologists from the National Association of School Psychologists (NASP). In total, 221 responses were received and 136 of those responders indicated that they have implemented or organized a social skills intervention for a student(s) with ASD. It was found that the majority of school psychologists were implementing, organizing or recommending Social Stories and Pivotal Response Training /Direct Instruction interventions. It was also discovered that Pivotal Response Training / Direct Instruction was perceived as one of the most effective social skills interventions. Peer mediated interventions were perceived to be better at generalizing social skills interactions outside of training. School psychologists rated their confidence in providing direct/indirect social skills interventions as moderate.
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Bücher zum Thema "STUDENTS-PSYCHOLOGISTS"

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Martines, Danielle. Multicultural school psychology competencies: A practical guide. Thousand Oaks, Calif: SAGE Publications, 2008.

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Murder canyon. Austin, TX: Zumaya Enigma, 2010.

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Starting out. Boulder, CO: Scribendi Press, 1996.

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Ulyanina, Olga, Azalia Zinatullina und Elena Lyubka. Countering terrorism: psychological assistance to students and the formation of a safe type of personality. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02048-7.

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The manual describes a program of psychological support for students exposed to the ideology of terrorism or falling under the influence of this ideology. In this regard, the content of educational, psychodiagnostic, correctional and developmental stages of its implementation is revealed. The paper presents an algorithm for conducting psychological counseling with students and recommendations for parents on psychological support for children exposed to the ideology of terrorism. The practical tools described in the manual can be used in the framework of preventive and corrective work with participants in the educational process. The developed materials are addressed to education administrators, teachers, educational psychologists of educational organizations and parents.
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Lavely, Carolyn D. At-risk students and their families: What teachers, principals, counselors, psychologists & social workers can do : guidelines for school districts, schools of education, state departments of education. Holmes Beach, FL: Learning Publications, Inc., 1993.

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Ulyanina, Olga, Azalia Zinatullina und Elena Lyubka. Pupils of special educational institutions: psychological analysis of emotional and personal problems: guidelines. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02052-4.

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The paper highlights the issues of legal regulation of the activities of special educational institutions and categories of students. The authors pay special attention to the analysis of emotional and personal problems of the pupils of these institutions. The signs indicating the presence of a criminal subculture among minors are considered. The article presents recommendations for teachers-psychologists and social educators with students who have psychological problems. The publication is addressed to education administrators, social educators, teachers-psychologists of special educational institutions and parents.
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Graham, Heather. Kiss of Darkness. Toronto, Ontario: MIRA, 2006.

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Therapy. London: Headline, 2004.

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Gone: An Alex Delaware novel. New York: Ballantine Books, 2006.

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Kellerman, Jonathan. Gone: An Alex Delaware novel. New York: Random House Large Print/Ballantine Books, 2006.

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Buchteile zum Thema "STUDENTS-PSYCHOLOGISTS"

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Gallagher, James J. „Psychology, Psychologists, and Gifted Students“. In Handbook of Giftedness in Children, 1–11. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_1.

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D’Arcy, Grace, und Ilaria Mariani. „Science Gallery Dublin—Open Mind: Improving Mental Health of Young People“. In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.
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Uesaka, Yuri, Shun Saso und Takeshi Akisawa. „How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests?“ In Diagrammatic Representation and Inference, 562–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_57.

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AbstractOwing to the recent global changes in education goals, students nowadays need to achieve ‘key competencies’ in school. ‘Diagrammatic competency’ is an essential part of such competencies. To cultivate diagrammatic competency, it is necessary to evaluate teachers and students and provide feedback on the students’ degree of achieving diagrammatic competency. Regular school tests can provide useful opportunities for assessing such achievement. However, in such tests, Japanese high schools mainly focus on evaluating the understanding of learning contents rather than the development of competencies (such as diagrammatic competency). The current study was a collaboration between educational psychologists and a high school mathematics teacher. Together they modified a regular school test to incorporate tasks that require diagrammatic competency to solve them, thus enabling the assessment of such achievement. The study was conducted in an actual high school. The students’ performance was analyzed using cognitive diagnostic models [1], which statistically estimate how well students have mastered the elements of cognitive abilities and skills required to solve problems, generating ‘attribute mastery probabilities’. The attribute mastery probabilities obtained demonstrated that students’ achievement of diagrammatic competency was insufficient, indicating a need for cultivating such competency in subject learning instruction provided in schools.
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Fox, Ronald E. „Training for Prescriptive Authority for Psychologists.“ In Psychology licensure and certification: What students need to know., 155–63. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11477-014.

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Parker, Janise, und Hannah Warren. „Collaborative Efforts Between School Counselors and School Psychologists“. In Handbook for Counselors Serving Students With Gifts & Talents, 673–92. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235415-41.

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Reaves, Randolph P. „The History of Licensure of Psychologists in the United States and Canada.“ In Psychology licensure and certification: What students need to know., 17–26. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11477-002.

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Blanton, Judith S. „License Issues for Industrial/Organizational Psychologists and Other Non-Health Service Providers.“ In Psychology licensure and certification: What students need to know., 145–54. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11477-013.

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Davis, Andrew S., D. J. Bernat und Michele D. Shetter. „Neuropsychological Considerations of Adolescents and Young Adults with High-Functioning Autism Spectrum Disorder for School Psychologists“. In Postsecondary Transition for College- or Career-Bound Autistic Students, 39–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93947-2_3.

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„Professional Identification“. In Specialty Competencies in Geropsychology, herausgegeben von Victor Molinari, 3–13. Oxford University Press, 2011. http://dx.doi.org/10.1093/med:psych/9780195385670.003.0001.

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Chapter 1 discusses the history and evolution of geropsychology, including the identification of the core corpus of geropsychology knowledge, the development of training curricula, and the recruitment of new students to the field. It also covers the Omnibus Budget Reconciliation Act (OBRA), which permitted Medicare to directly compensate licensed psychologists for supplying mental health services to older patients in a variety of settings, the launch of Division 12, Section 2 (today called the Society of Clinical Geropsychology), the APA-affiliated group, Psychologists in Long Term Care (PLTC), the Committee on Aging (CONA), and the Council of Geropsychology Training Programs (CoPGTP).
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Rogers, Margaret R., und Elisabeth C. O’Bryon. „Critical Issues in Training School Psychologists to Work with Culturally and Linguistically Diverse Students“. In Handbook of Multicultural School Psychology, 379–95. Routledge, 2017. http://dx.doi.org/10.4324/9780203754948-21.

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Konferenzberichte zum Thema "STUDENTS-PSYCHOLOGISTS"

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Olennikova, Marina V. „Professional Self-Concept Of Students – Future Psychologists“. In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.97.

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Baturina, Iuliia Vsevolodovna. „Interdisciplinarity in Distance Foreign Language Learning of Master Degree Students-Psychologists“. In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99508.

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Tanaka, Hiroki, Koichiro Yoshino, Kyoshiro Sugiyama, Satoshi Nakamura und Makoto Kondo. „Multimodal interaction data between clinical psychologists and students for attentive listening modeling“. In 2016 Conference of The Oriental Chapter of International Committee for Coordination and Standardization of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2016. http://dx.doi.org/10.1109/icsda.2016.7918991.

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Okonechnikova, Lyubov, Anton Beloborodov und Olga Chalikova. „THE ACTIVE METHODS OF FORMATION OF THE EMOTIONAL INTELLIGENCE OF STUDENTS – PSYCHOLOGISTS“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0511.

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Azarko, E. M., I. V. Abakumova und I. V. Kupriyanov. „ASSESSMENT OF RESOURCE AND SELF-REGULATION OF BEHAVIOR OF STUDENTS WITH DIFFERENT SENSE-FORMING STRATEGIES DURING THE SESSION IN REMOTE FORMATBEHAVIOR“. In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.124-130.

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The study of the meaning-forming strategies of students studying the specialty "Psychology". The features of resource capacity, styles of self-regulation of behavior, emotional tone and mental activation of students with various semantic strategies during the session in a remote format were studied. In conclusion, conclusions and recommendations are presented with suggestions for using the results in the training of future psychologists.
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Vindeker, Olga S., Boris J. Berzin, Viktoriya A. Arkhipova und Nadezhda A. Korepina. „RESEARCH OF STUDENTS-PSYCHOLOGISTS’ SOCIAL MATURITY IN CONNECTION WITH MOTIVES OF PROFESSIONAL SELF-DETERMINATION“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0564.

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Травинова, Галина Николаевна. „FEATURES OF COMMUNICATIVE QUALITIES OF FIRST-YEAR STUDENTS SOCIONOMIC PROFESSIONS“. In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp291.2020.54.61.008.

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В статье рассматриваются особенности коммуникативных качеств студентов-первокурсников, обучающихся на психологическом и филологическом факультетах вуза. На основе анализа результатов проведенного эмпирического исследования выявлены общие и специфические коммуникативные качества, присущие студентам как будущим психологам-консультантам и преподавателям иностранного языка. The article explores the peculiarities of the communicative qualities of first-year students at the psychological and philological faculties of the university. Based on the results of empirical study results, revealed are the general and specific communicative qualities of the future counseling psychologists and foreign language teachers.
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Гиниятова, Зульфия Мухтаровна, und Галина Фанилевна Тулитбаева. „INTERNAL AND EXTERNAL MOTIVATION OF PROFESSIONAL ACTIVITY AMONG PSYCHOLOGY STUDENTS“. In Научные исследования в современном мире. Теория и практика: сборник избранных статей Всероссийской (национальной) научно-практической конференции (Санкт-Петербург, Октябрь 2021). Crossref, 2021. http://dx.doi.org/10.37539/nitp321.2021.75.35.003.

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Представлены данные исследования внутренней и внешней мотивации профессиональной деятельности у студентов, будущих психологов. Всего в исследовании участвовали 101 студентов (очного - 41чел., заочного - 60 чел.) первого курса факультета психологии Башкирского государственного университета. Использован следующий математический аппарат: анализ среднего арифметического и стандартного отклонения, непараметрические критерии U-Манна-Уитни и Н-Крускалла-Уоллиса. The data of the study of internal and external motivation of professional activity among students, future psychologists are presented. In total, 101 students (full-time - 41 students, part-time - 60 people) of the first year of the Faculty of Psychology of Bashkir State University participated in the study. The following mathematical apparatus was used: analysis of the arithmetic mean and standard deviation, nonparametric criteria of U-Mann-Whitney and N-Kruskall-Wallis.
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Vasikova, A. F., und A. A. Aydarova. „THE PHENOMENON OF BULLING AND CYBERBULLING IN A MODERN SCHOOL“. In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/42.

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It is not uncommon for one or more students to become objects of constant bullying by their peers. Rigidity among the younger generation is beginning to return to normal, so it is very important to recognize and eradicate cyberbullying at an early stage. The article describes the different approaches of researchers and psychologists to the study of the concept of bullying and cyberbullying. The article reveals the signs of bullying, the social structure, and an action plan for the prevention of bullying in a modern school.
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Hnida, Tetiana. „Infodemia: ways to recognize and counter information influences during a pandemic“. In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.1.

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Since the beginning of the pandemic, humanity has faced an additional threat, namely the spread of unnecessary, unreliable and harmful information, which is called infodemia. It has become one of the greatest challenges of our time therefore the heads of state, world organizations and owners of social media have stepped up to fight it. In our opinion, pedagogical workers, in particular employees of the psychological service of the education system, should join the educational and preventive work. Every user of social networks becomes a newsmaker with only an account and access to the Internet. And because students are active users of social media, the share of their participation in the dissemination and creation of false information is significant. This publication proposes a system of starting practical psychologists and social educators of educational institutions in the relevant refresher courses, which will allow them to conduct quality practical work with students and their parents. The content of training should take into account the components of the nutrient medium for information viruses, the fight against pandemic fakes, the system of forming sensational news, the features of hate speech, the formation of news literacy and others. It is also necessary to train specialists, and later each student, to recognize false, partially reliable and manipulative information. Since the main spreader of information viruses is humans, training should apply to everyone. Keywords. Infodemia, pandemic, information viruses, fake news, fake account, stress, fear, panic, manipulation, isolation, social media, marking information, factcheking, media education, course for practice psychologists and social pedagogues, practice lessons with students, information immunity, clickbait, discrimination, newsmaker, critical thinking, protection from hidden influences, media responsibility, media culture
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