Models of psychological support of education in university

Abstract

Introduction. In the article the most widely used models of academic psychological support as basic ones for many universities in the world are supposed to be a systemic nature. All these models postulate the importance of systematic, targeted and operational assistance to the subjects of education. All these models proceed from the fact that almost all students and teachers of modern universities in one way or another face many psychological problems that can adversely affect the academic performance of the former and the success of the latter. Purpose setting. The purpose of the study is to analyze the models of psychological support of the educational process as a sphere of numerous types of helping a person to a person in solving the tasks facing him of coping with crises of personal, interpersonal and educational and professional development. Methodology of the study. The research method is a theoretical analysis of common models of academic support for the psychological well-being of subjects of the educational process. Modern models are analyzed that allow purposefully and systematically (multilevel and multidimensional), promptly and effectively provide corrective and developmental psychological assistance to the subjects of the educational process. Results. Universities, as institutions of culture, its transmission and production, are important centers of life for students and teachers. They are communities with interdisciplinary systems of collaboration and support and serve to ensure that all entities are provided with the affordable, quality, ongoing care they sometimes desperately need. Comprehensive, culturally sensitive university services can help eliminate and prevent inequalities in access to education and its academic support, help to reduce the restrictions associated with receiving psychological and other services, making them part of the educational system. Ensuring the continuity of mental health services is critical to effectively meeting the wide range of needs of learners. Comprehensive mental health services are most effective when they are delivered through systemic practices: a layered and multidimensional system of the other two structures, as presented in the Positive Behavior Interventions and Supports (PBIS) programs, Intervention Response Model (RTI) and other domestic and foreign models. Conclusion. High-quality, timely and targeted aid and support for educational subjects in various types of educational and life situations can significantly improve the quality of education and, among other things, make a significant contribution to the improvement of the society as a whole. Domestic support experience needs to be enriched with elements and principles of developments and models common in the modern foreign world, including those that increase the timeliness and relevance (accessibility) and quality (intensity and effectiveness) of assistance.