CRITERIA AND DIAGNOSTIC METHODS FOR ASSESSING THE PROFESSIONAL ADAPTATION OF SCHOOL PSYCHOLOGISTS

Abstract

This article examines the criteria and diagnostic methods used to assess the professional adaptation of school psychologists. Professional adaptation is understood as the process through which a newly employed or early-career school psychologist aligns professional knowledge, practical skills, ethical standards, and workplace behavior with the demands of the school environment. The analysis shows that effective assessment requires multiple criteria, including role clarity, consultation skills, data-based decision making, emotional self-regulation, collaboration, and adherence to professional ethics. The article also highlights diagnostic methods such as observation, performance rubrics, supervision-based evaluation, self-assessment, portfolio analysis, and multi-source feedback.