PSYCHODIAGNOSTIC SERVICE OF A TEACHER-PSYCHOLOGIST IN PERSONALITY FORMATION

In general, any psychodiagnostic activity within the framework of the support paradigm is an element of an integral process and acquires meaning and value only in conjunction with other elements, most often in conjunction with correctional and developmental activities.

Undoubtedly, in a certain sense, psychological work in school is a vocation, but first of all, it is the result of special, high-quality professional training. It is unlikely that both the psychologist and the school today can hope for options that are close to the ideal