Journal sections
Archive and statistics
Log in

Печатный вестник PRINTED
Издательство МГОУ Publishing house the

Our address: 105005, Moscow, Radio street,10a, office 98.

+7 (495) 780-09-42 add. 1740,
+7 (495) 723-56-31


Work schedule: Monday to Thursday from 10-00 to 17-30,

Friday from 10:00 to 16-00,

lunch break from 13:00 to 14-00.



BK Facebook Telegram Twitter Instagram

Bulletin of the MRSU / Section "Psychology" / 2021 № 3.


I.N. Popova

SUPERVISION METHOD IN WORKING WITH TEACHERS SUPPORTING CHILDREN IN HARD LIFE SITUATION. In: Bulletin of the Moscow Region State University (electronic journal), 2021, no. 3.


UDC Index: 378

Date of publication: 12.09.2021

The full text of the article

Downloads count Downloads count: 4


Aim. Analysis of the features of the implementation of the supervision method in the process of training teachers whose professional activities include organizing pedagogical support for children in difficult life situations.
Methodology. The article deals with the organization of professional support for teachers working with children in difficult situations in educational organizations of general and additional education. The main method of research is the method of supervision, based on Carl Rogers methodology of client-centered therapy.
Results. The model of using the supervision method in working with teachers engaged in professional activities with children of vulnerable groups has been tested as part of the research work on creating conditions for professional support of teachers focused on working with children in difficult life situations. The use of the supervision method makes it possible to prevent emotional burnout in teachers, as well as to choose optimal ways to solve professional problems in the working conditions of the supervisory group, including the mode of remote interaction.
Research implications. The results of the study contribute to the development of various formats of training teachers to work with children of vulnerable groups. The structure of the group supervision session based on Karl Rogers client-centered therapy methodology can be used for teachers and specialists of helping professions (social educators, practical psychologists), taking into account the specifics of their professional activities in providing pedagogical support to children in difficult life situations.

Key words

pedagogical support for children in difficult situations, the method of supervision, professional support for teachers, prevention of emotional burnout in teachers

List of references

1. Vasil’eva V. S., Nikolaeva I. I. [Features of the social and pedagogical work of a teacher-psychologist with children at risk]. In: Mezhdunarodnyi zhurnal prikladnykh i fundamental’nykh issledovanii [International journal of applied and fundamental research], 2016, no. 12-6, pp. 1023–1026.
2. Vaulina T. A. [Supervision: The Experience of American Psychology]. In: Sibirskii psikhologicheskii zhurnal [Siberian journal of psychology], 2008, no. 30, pp. 44–46.
3. Vodop’yanova N. E., Starchenkova E. S. Sindrom vygoraniya: diagnostika i profilaktika [Burnout syndrome: diagnosis and prevention]. St. Petersburg, Piter Publ., 2008. 201 p.
4. Volobueva T. B. [Supervision in continuing education: a regional model]. In: Nauchnoe obespechenie sistemy povysheniya kvalifikatsii kadrov [Scientific support of a system of advanced training], 2017, no. 3, pp. 21–28.
5. Voronina L. V., Moiseeva L. V. [Supervision as a leading method of scientific management in the preparation of graduate students]. In: Pedagogicheskoe obrazovanie v Rossii [Pedagogical Education in Russia], 2014, no. 12, pp. 36–40.
6. Gur’yanova M. P., Dement’eva L. A. [Comprehensive analysis of school social teachers activities to prevent aggressive manifestations of children in the educational environment]. In: Sotsial’naya pedagogika [Social pedagogy], 2020, no. 2, pp. 83–95.
7. Degterev V. A., Larionova I. A. [Supervision as a Means of Practical Professional Training of Social Work Specialists: Foreign Experience]. In: Vestnik sotsial’no-gumanitarnogo obrazovaniya i nauki [Bulletin of social and humanitarian education and science], 2018, no. 2, pp. 5–9.
8. Zalevskii G. V. [Supervision: foundations of classification, concepts, models. Message 3]. In: Sibirskii psikhologicheskii zhurnal [Siberian journal of psychology], 2000, no. 13, pp. 94–99.
9. Katrin T. Yu. [Supervision as prevention of professional burnout in the practice of social psychologists]. In: Psikhologiya i psikhoterapiya sem’i [Family psychology and psychotherapy], 2018, no. 2, pp. 70–76.
10. Kulakov S. A. Superviziya v psikhoterapii: uchebnoe posobie dlya supervizorov i psikhoterapevtov [Supervision in psychotherapy: a textbook for supervisors and psychotherapists]. St. Petersburg, S. P. Semyonov medical center “Vita” Publ., 2004. 126 p.
11. Ovsyannikova G. V. [Socio-pedagogical technologies for the work of a social teacher with children of the “risk group“]. In: Sovremennaya obrazovatel’naya sreda: teoriya i praktika : materialy konferentsyi, Cheboksary, 28 noyabrya 2018 g. [Modern educational environment: theory and practice: Proceedings of the conference, Cheboksary, 28 November, 2018]. Cheboksary, Scientific Cooperation Center “Interactive Plus“ Publ., 2018, pp. 113–117.
12. Ponomarenko M. A. [Pedagogical supervision: the genesis of the concept and essence]. In: Pis’ma v Emissiya.Offlain [Letters to Emission.Offline], 2012, no 8. Available at: (accessed: 09.09.2017).
13. Hawkins P., Shohet R. Superviziya. Individual’nyi, gruppovoi i organizatsionnyi podkhody [Supervision. Individual, group and organizational approach]. St. Petersburg, Rech’ Publ., 2002. 352 p.
14. Tsinchenko G. M. [The well-being of children in the context of the new social studies in Western countries]. In: Vestnik Permskogo gosudarstvennogo tekhnicheskogo universiteta. Sotsial’no-ekonomicheskie nauki [PNRPU sociology and economics bulletin], 2017, no. 1, pp. 76–88. DOI: 10.15593/2224-9354/2017.1.6
15. Shchukina Yu. V. [Actual problems of supervisory practice]. In: Nauchno-prakticheskie i prikladnye aspekty deyatel’nosti Tsentra ekstrennoi psikhologicheskoi pomoshchi IEP MGPPU [Scientific, practical and applied aspects of the activities of the Center for Emergency Psychological Aid of the IEP MGPPU]. Moscow, Ekon-Inform Publ., 2011, pp. 178–202.
16. Yakovlev E. V., Yakovleva N. O. [Supervision as a pedagogical phenomenon]. In: Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta [Herald of Chelyabinsk state pedagogical university], 2015, no. 10, pp. 9–13.
17. Bernard J. M., Goodyear R. K. Fundamentals of clinical supervision. Harlow, Pearson, 2014. 359 p.
18. Christine J. Yeh, Tai Chang, Lillian Chiang, Christopher M. Drost, Dorota Spelliscy, Robert T. Carter, Yaowen Chang. Development, content, process and outcome of an online peer supervision group for counselor trainees. In: Computers in Human Behavior, 2008, no. 24, pp. 2889–2903. DOI: 10.1016/j.chb.2008.04.010
19. Falender C. A., Shafranske E. P. Clinical supervision: a competency based approach. Washington, American Psychological Association, 2004. 336 p.
20. Gottschalk G. M. Soziale Pдdagogik. Systematische Kategorien eines historischen Begriffs. In: Konrad F.-M. Sozialpдdagogik im Wandel. Historische Skizzen. Mьnster, Waxmann Verlag GmbH, 2005, pp. 35–54.
21. Hess K. D., Hess A. K., Hess T. H. Psychotherapy Supervision: Theory, Research and Practice. Hoboken, Wiley, 2008. 648 p.
22. O’Hare W., Mather M., Dupuis G. Analyzing State Differences in Child Well-Being. In: Child Indicators Research, 2013, no. 6, pp. 401–431. DOI: 10.1007/s12187-012-9173-3
23. Rogers С. Client-centered therapy. Boston, Houghton-Mifflin, 1951. 572 p.
24. Rogers C. The necessary and sufficient conditions of therapeutic personality change. In: Psychotherapy: Theory, Research, Practice, Training, 2007, vol. 44 (3), рp. 240–248. DOI: 10.1037/0033-3204.44.3.240

Лицензия Creative Commons