Рассматриваются вопросы определения принципов построения карьеры педагоги-ческого работника, включая ее основные ступени, связи между занятием соответ-ствующей должности и требуемой для этого квалификацией с точки зрения Про-фессионального стандарта педагога. Представлен подробный анализ вопросов разделения уровней педагогической деятельности, отраженных в отечественном и зарубежном опыте. Рассматриваются результаты экспертной работы по установ-лению соответствия содержания профессионального стандарта уровням квалифи-кации. Сформулированы рекомендации к разработке отраслевой рамки квалифи-кации, ориентированные на требования дифференциации уровней квалификации в соответствии с содержанием профессионального стандарта педагога.Ключевые слова: профессиональный стандарт, дифференцированные уровни ква-лификации, квалификационные категории, профессиональная карьера педагога.

The article presents the data on the nature of changes in public requests of the population for distance psychological assistance during the pandemia and self-isolation period (January to May 2020). The empirical material was the data of the Children’s Confidential Helpline of the FSBEI of Higher Education of the Moscow State University of Psychology & Education, which is connected to the unified all-Russian number of the Children’s Helpline 8-800-2000-122 and provides psychological assistance to teenagers and their parents (mainly living in Moscow). On the basis of the analysis of 17449 calls in January-May 2020, and comparison of the data for the similar periods in 2010-2019, it has been revealed that the quantity of requests increased in January by 38,02%, in February by 49,0%, in March by 43,06%, in April by 13,26%, in May by 14,56%. The increase in the number of calls is due to the information requests in connection with the pandemic and self-isolation, while the share of psychological consultations decreased from March to April. In some months, the structure of the content of psychological consultations has slightly changed towards the increase of proportion of consultations associated with child-parent conflicts, health problems, children’s social adaptation, antivitality feelings and suicidal behavior, as well as alcohol consumption and smoking. The number of requests from teenagers decreased in April and May 2020 by more than 50%. The data obtained may serve to assess the population’s need for psychological assistance in conditions of limitations associated with a pandemia, and may indicate a possible reduction in the availability of psychological assistance for children during a period of self-isolation.

The article describes a training model and support of specialists of child's helpline in the supplementary education system, delivered from 2011 to 2019 in the Moscow State University of Psychology and Education. In total, more than 900 specialists from 8 federal districts of the Russian Federation attended the program. The model includes 5 levels of supplementary vocational training (advanced training) of specialists executing the distance psychological counseling for children, their parents and teachers. The key element of the model is examined - professional post-training support (supervisor support) after the main stage of training. Statistical data on calls to the children's helpline for the period 2010-2018 at the Center for Emergency Psychological Assistance of the Moscow State University of Psychology and Education is included as well as the key categories of problems (inquiries) of child helpline users.

The article presents the results of a study of the training problems of educational psychologists aimed to prevent suicidal behavior of adolescents and youths. The data were obtained on the basis of a survey of psychologists and experts. The areas of activity with the greatest difficulties are: first of all, crisis counseling for adolescentsnts and yourth at risk, seocndly, the delivery of emergency psychological assistance to subjects of the educational environment in a risk of suicide. It is demonstrated that psychologists are interested in systemic professional support; the presence of well-developed algorithms of interagency interaction; standards governing the content of activities; increasing the responsibility level (including legal) of parents to follow the recommendations of the educational psychologist. Based on the data received, the requirements for the organization and content of continuing education programs for educational psychologists on the prevention of suicidal behavior of adolescents and youth are formulated.