The professional duties of a teacher-psychologist (hereinafter – TP) include the following key forms of psychological work: informing, prevention, evaluation, correction and support. The significance of each of the mentioned varieties depends on the problem being solved by the TP, and on the specifics of the organization in which he works. From our point of view, the professional activity of TP as a representative of supporting professions should be considered as one of the most complex and multi-tasking types of socially useful activity. Vocation to this work is a complex phenomenon, expressed in a number of individual characteristics, intellectual and emotional readiness to perform the functions of TP. A competent analysis of the component composition and content specifics of professional evolution (primarily at an early stage) provides for its correlation with various components of general competence and professional activity, mainly with professionally significant properties that are the basis of any existing profession, representing both the requirements imposed on it and indicators of the formation of the effectiveness of professional evolution at an early stage. As a member of the supporting professions, the training of the TP should use innovative training technologies, which we believe also contribute to improving the level of professional training.
The expediency of successful preparation of future TP is due to the demands of modern Russian society, associated with sharp changes in all spheres of public life, which provoked the intensification of negative processes: deterioration of the criminal situation, rising unemployment, increased numbers of people taking drugs, the growth of administrative indifference to the education of full citizen (physically healthy, mentally stable, decent and happy).