PMPK serves children and teenagers from 0 to 18 years old . Their interests are best represented in the education system. The period of childhood itself is intended by nature to unfold the process of self-realization with the participation of adults – by means of education, training, and maintaining health. At this time, a certain individual image of a person, a way of life, a worldview, a style of behavior, etc., is formed, that is, something that gives a person the opportunity to most fully realize the potential inherent in him throughout his adult life.
The existence of PMPK within the education system is the most natural and justified. However, the work of the PMPK, as envisaged by the 1976 Model Regulations on the IPC, on an ad hoc basis and not on an ongoing basis, cannot currently be accepted. Under such conditions, the quality of the work of the PMPK cannot be high, in particular, due to the priority of the task of primary diagnosis over monitoring the effectiveness of the recommendations of the PMPK and monitoring the dynamics of the child’s development.
It should be noted that intradepartmental existence has its own dangers, since some PMPK begin to work for the system, and not for the child. To prevent this from happening, in this manual we are trying to understand and formulate the goal of the PMPK precisely as work for the child, and not for the education system . The education system, and, if necessary, other institutions and departments are only a means or a condition for the self-realization of the child, for his essential development. The interdisciplinary nature of the activities of the PMPK and the need for active interaction with other institutions and departments in the interests of the child do not allow the PMPK to become stagnant within the education system. By virtue of this position, the PMPK to a large extent stimulates the development of not only the education system, but also related departments.
It remains for us to argue why in the education system we have chosen such an organizational and legal form as “an educational institution for children and adolescents in need of psychological, pedagogical and medical and social assistance”, that is, the PPMS center (or its structural subdivision).
As you know, the education system includes a network of educational institutions and educational authorities (with institutions and organizations subordinate to them), as well as successive educational programs and state educational standards. Before the emergence of PPMS centers, it was possible to raise the issue of creating a PMPK as a new type of institution in the education system, but with the approval of the model regulation on PPMS centers (let’s call this provision so for brevity), the need to search for an organizational and legal form for PMPK disappeared. This model provision does not exclude, but in certain positions it presupposes the performance by PPMS centers, including the functions of PMPC. Moreover, the list of types of PPMS centers includes a center for diagnostics and counseling, which is directly aimed at realizing the goals and objectives of the PMPC. In practice, such centers operate primarily as PMPK. All details on the organization of the activities of the PMPK can be reflected in its charter. According to the Law of the Russian Federation “On Education” (Article 13, clause 2), “The charter of a civil educational institution in the part not regulated by the legislation of the Russian Federation is developed by it independently and approved by its founder.”
The founder of the PPMS-center (diagnostics and counseling), profiled to perform the functions of the PMPC, may be state authorities and local governments. In this case, we are talking about education authorities (regional and municipal levels). Regardless of whether it is possible to create a PMPK locally as an independent PPMS center (diagnostics and counseling) or as a structural unit of the PPMS center, the regulation on the PMPC must be approved by the education department of the region (republic, territory, region). We are talking about a position that reflects the work of the PMPK not only as a separate structural unit, but precisely as a three-level system of the PMPK.
The creation of the PMPK system is the most important issue of the PMPK activity at the present stage. The structural units of this system already really exist, but, unfortunately, they do not always work as a single system aimed at realizing the overall goal of the PMPK. These structural units include:
1st level – psychological-medical-pedagogical consultations (PMP-conciliums) of educational institutions;
2nd level – psychological-medical-pedagogical commissions (PMPC) of the municipal level (district, city);
3rd level – psychological, medical and pedagogical commissions of the regional level (R) PMPK: regional, regional, republican.