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Journal articles on the topic 'Competentie (psychologie)'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Yessimgaliyeva, Т. М. "SOME PROBLEMS OF FORMATION THE PROFESSIONAL COMPETENCE OF FUTURE TEACHERS-PSYCHOLOGISTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 151–55. http://dx.doi.org/10.51889/2020-1.1728-5496.27.

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This article is devoted to the formation of professional competence in future teachers-psychologists. The problem of training a competent specialist teacher-psychologist is relevant in modern society. The success of the work of the teacher-psychologist depends, first of all, on the high level of development of his personality, his ability to empathize with others, through the ability to productive behavior in difficult situations. The article also provides the opinion of the scientist V.I.Dolgova, which considers emotional stability as a key competence of a teacher-psychologist, since this com

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Petrovic, Jelica, and Marija Zotovic. "Group acceptance and emotional competence of preadolescent children." Psihologija 40, no. 3 (2007): 431–45. http://dx.doi.org/10.2298/psi0703431p.

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This study examines contribution of emotional competence on socially competent behavior of preadolescents. The following emotional competencies were registered in 397 children: emotion recognition, emotional regulation, empathy and style of coping with aversive emotions. Discriminant analysis was conducted in order to identify emotional competencies that differentiate among the groups of participants with different levels of social preference. The data showed that groups of popular children, rejected children, and children of average sociometric status significantly differ with respect to thei

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Zhigitbekova, B. D., and G. Arhodzhatva. "THEORETICAL PROBLEM OF STUDYING THE PROFESSIONAL QUALITIES OF SCHOOL PSYCHOLOGISTS." BULLETIN Series Psychology 65, no. 4 (2020): 208–13. http://dx.doi.org/10.51889/2020-4.1728-7847.37.

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A competent, qualified psychologist becomes in the process of education and formation of professionally important qualities and, observing the moral and ethical standards of behavior when working with clients, which have been developed by psychological practice. Professionally important qualities (PVK) are individual qualities of the subject of activity that affect the effectiveness of the activity and the success of its development. The professional competence of a psychologist, their compliance with moral and ethical norms of behavior in professional activity is one of the indicators of prof

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Degtyarev, A. V., and D. I. Degtyareva. "On the issue of forming personal competencies of future legal psychologists." Psychology and Law 7, no. 4 (2017): 92–105. http://dx.doi.org/10.17759/psylaw.2017070408.

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The article deals with the problem of personality development of a student-psychologist within the framework of a competence approach. The competence approach, in general terms, is based on the notion that a student must master a certain set of special competencies that include the knowledge, skills, skills and personal qualities necessary for further professional activities. In other words, in the process of training, the future specialist must master a unique set of professional and personal competencies, corresponding to his individual characteristics. However, most often in the educational

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Krumina, Aira Aija, and Ivans Jānis Mihailovs. "THE PEDAGOGICAL COMPONENT OF THE HEALTH PSYCHOLOGIST COMPETENCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 108. http://dx.doi.org/10.17770/sie2017vol2.2431.

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Pedagogical competence is an important integral component of health psychologist competence. The development of this component is implemented during two study courses in the Riga Stradiņš University, providing possibility for master programme „Health psychology” students to elaborate and pilot informal educational programs, trying to select and structure health psychology materials in accordance with the principles and requirements of pedagogy.  The article analyze and evaluate the development of some transversal competencies and future skills of health psychologist’ during the pra

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Oltarzhevskaya, L. E., A. V. Krivenko та R. A. Kurbanov. "Assessment of the Professional Competencies of Pedagogue-Psychologists on the Basis of the Professional Standard «Pedagogue-Psychologist (Educational Psychologist)» as a Modern Tool for Human Resources Management of the СРЕА". Psychological-Educational Studies 9, № 3 (2017): 71–82. http://dx.doi.org/10.17759/psyedu.2017090308.

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The results of monitoring the evaluation and self-assessment of the competencies of the pedagogue-psychologist according to the content of the labor functions of the professional standard "Pedagogue-psychologist (educational psychologist)" are given. 340 pedagogues-psychologists participated in the monitoring, working in the City Center of Psychological and Educational Assistance. The toolkit consisted of: a self-assessment questionnaire of professional competencies, a test task for psychological knowledge, a colloquium based on a semi-structured interview with pedagogues-psychologists on thei

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Goldberg, Robert W. "Competently Evaluating Competencies." Journal of Personality Assessment 51, no. 3 (1987): 480–82. http://dx.doi.org/10.1207/s15327752jpa5103_14.

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Dombek, Svetlana, and Natalia Lebedeva. "PROFESSIONAL CAREER SUPPORT TEACHER-PSYCHOLOGIST." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 67–77. http://dx.doi.org/10.17770/sie2021vol4.6233.

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The article deals with the problem of professional development of a psychologist's career in education. The authors of the article clarify the concept of «professional career»; identify the necessary and sufficient organizational and managerial conditions for supporting the professional career of a teacher-psychologist; conclude that the development of auto psychological competence in teachers-psychologists at the stage of professional adaptation is relevant.Analysis of the results of the study showed that young educational psychologists are focused on professional self-development, but they n

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Shempeleva, N. I., and I. V. Pestova. "Preventive Competence of a Teacher-Psychologist as a Factor of his Professional Development." Вестник практической психологии образования 17, no. 3 (2020): 58–67. http://dx.doi.org/10.17759/bppe.2020170305.

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The article describes the system of formation of professional competencies of specialists who carry out their work in the field of prevention of social risks of minors. The components of this system and pedagogical conditions for the formation of preventive competence are also described. The need to develop competencies in the field of preventive activities is associated with the contradictions between the need for objects of preventive work and the availability of professional capabilities of specialists. These contradictions were identified in the course of specially conducted opinion polls.

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Watt, Helen M. G., John Ehrich, Sandra E. Stewart, et al. "Development of the Psychologist and Counsellor Self-Efficacy Scale." Higher Education, Skills and Work-Based Learning 9, no. 3 (2019): 485–509. http://dx.doi.org/10.1108/heswbl-07-2018-0069.

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Purpose The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors. Design/methodology/approach An initial opportune sample of postgraduate psychology and counselling students (n=199) completed a ten-minute self-report survey. A subsequent independent sample (n=213) was recruited for cross-validation. Findings A series of exploratory analyses, consolidated through confirmatory factor analyses an

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Mak, Anita S., and Tamara L. Shaw. "Perceptions of Intercultural Social Challenges: Towards Culturally Competent Counselling Practice." Journal of Psychologists and Counsellors in Schools 25, no. 2 (2015): 183–99. http://dx.doi.org/10.1017/jgc.2015.13.

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Increasing ethnic and cultural diversity worldwide and especially in Australia requires that psychologists and counsellors cultivate the knowhow to interact and work effectively with clients and stakeholders in cross-cultural contexts. This study aimed to identify and compare themes regarding challenging intercultural social scenarios experienced by supervising, practising and intern psychologists. Transcripts from five focus groups were open-coded on four occasions and the final themes compared with the EXCELL (Excellence in Cultural Experiential Learning and Leadership) program's six key soc

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Barinova, L. "PSYCHOLOGICAL COMPETENCE IN THE STRUCTURE OF PERSONALITY OF A MILITARY PSYCHOLOGIST." Ukrainian Psychological Journal, no. 1 (11) (2019): 38–49. http://dx.doi.org/10.17721/upj.2019.1(11).3.

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The article analyzes of the results of an empirical research on psychological competence of military psychologists. The current state of military psychology requires innovative approaches to studies of personalities of not only military personnel, but also military psychologists, who perform an important social and professional function. The article shows that psychological competence plays an important role in professional development and practical work effectiveness of military psychologists counselling military personnel in various situations of combat and service task execution. A psycholo

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Egorova, M. A. "On the Training in the Conditions of Application of Professional Standards in the Field of Education (on the Example of Educational Psychologist)." Psychological-Educational Studies 9, no. 3 (2017): 30–38. http://dx.doi.org/10.17759/psyedu.2017090304.

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The article presents a modern approach to the design of the basic educational program for the training of a pedagogue-psychologist, the purpose and objectives of which are set by the professional standard “Pedagogue-psychologist (educational psychologist)”. The structure of the basic educational program of bachelor and master's levels is designed according to the modular principle, and the key mechanism for achieving educational results - professional competences - is networking with partner organizations (schools, kindergartens, psychological and medico-social centers). The main criteria of n

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Acharya, J. "Professional competence of sport psychologist." British Journal of Sports Medicine 44, Suppl_1 (2010): i53—i54. http://dx.doi.org/10.1136/bjsm.2010.078725.179.

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Manashova, G. N. "PEDAGOGICAL SYSTEM OF TRAINING OF FUTURE EDUCATIONAL PSYCHOLOGISTS ON THE BASIS OF PRACTICE-ORIENTED TRAINING." BULLETIN Series of Pedagogical Sciences 65, no. 1 (2020): 141–46. http://dx.doi.org/10.51889/2020-1.1728-5496.25.

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The author substantiates the development of the pedagogical system on the basis of system, competence and personal-activity approaches. The author carried out a theoretical analysis of the concept of "pedagogical system", disclosed in detail the components of the pedagogical system: motivational (personal); cognitive (theoretical); technological (practical) and reflective (evaluative). The article reveals the pedagogical conditions that contribute to the optimal organization of training of the future teacher-psychologist to professional activity on the basis of practice-oriented training. The

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Roe, Robert A. "What Makes a Competent Psychologist?" European Psychologist 7, no. 3 (2002): 192–202. http://dx.doi.org/10.1027//1016-9040.7.3.192.

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In developing European standards for the psychological profession, two main approaches to the definition of professional competence have been proposed. One focuses on the roles and functions psychologists should be able to perform (output model), the other on the educational curricula that should be followed in order to become a psychologist (input model). This article starts with a discussion of both approaches, which leads to the conclusion that neither of them offers a sufficient base for setting adequate professional standards. Next a comprehensive model of occupational competence is prese

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van Aken, Marcel A. G. "The development of general competence and domain‐specific competencies." European Journal of Personality 6, no. 4 (1992): 267–82. http://dx.doi.org/10.1002/per.2410060403.

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The development of competence was studied in a longitudinal sample of 98 children, with measurement points when the children were 7, 10, and 12 years old. Competence was defined in terms of adequate adaptation to developmental tasks, both on a general and on a domain‐specijic level. The general form of competence was measured by ego‐resiliency, reflecting fexibility and ability to solve developmental problems Domain‐specific competencies were measured by school achievement and social preference. The results showed that ego‐resiliency was related to the two domain‐specific competencies, althoug

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Yurkov, A. "TECHNOLOGY FOR DEVELOPMENT AND SUBSTANTIATION OF THE SEMANTIC COMPONENT OF THE PROFESSIONAL PROFILE OF ANOFFICER-PSYCHOLOGIST OF THE ARMED FORCES OF UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 2 (46) (2021): 28–32. http://dx.doi.org/10.17721/1728-2217.2021.46.28-32.

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The professional profile of an officer-psychologist of the Armed Forces of Ukraine clearly defines the activities of specialist, the dominate type of activities in his work, and qualities that ensure the successful performing of duties. The professional profile of an officer-psychologist of the Armed Forces of Ukraine generally answers the following questions: what activity is analyzed and what is the subject and purpose of this activity, what are the criteria for assessing the effectiveness of professional activities; what are the factors that affect the psyche of military specialist; what ar

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Lichtenberg, James W., Sanford M. Portnoy, Muriel J. Bebeau, et al. "Challenges to the assessment of competence and competencies." Professional Psychology: Research and Practice 38, no. 5 (2007): 474–78. http://dx.doi.org/10.1037/0735-7028.38.5.474.

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Giorgi, Kelly. "Multicultural Competence In School: Mental Health Providers In A Diverse Society." Interdisciplinary Journal of Advances in Research in Education 2, no. 1 (2019): 1–8. http://dx.doi.org/10.55138/sq104284gkf.

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This paper explores the concept of multicultural competence as it relates to mental health professionals within the educational system. Brief definitions of prejudice, discrimination, and multicultural competence are put forth. Specifically, this paper describes the importance of cultural competency of school psychologists and their role in working with individuals and their families. As the United States grows into a more culturally diverse nation, it is imperative that school mental health professionals demonstrate multicultural competency across all areas of their work including assessment,

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Oh, DongWon, Elinor A. Buck, and Alexander Todorov. "Revealing Hidden Gender Biases in Competence Impressions of Faces." Psychological Science 30, no. 1 (2018): 65–79. http://dx.doi.org/10.1177/0956797618813092.

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Competence impressions from faces affect important decisions, such as hiring and voting. Here, using data-driven computational models, we identified the components of the competence stereotype. Faces manipulated by a competence model varied in attractiveness (Experiment 1a). However, faces could be manipulated on perceived competence controlling for attractiveness (Experiment 1b); moreover, faces perceived as more competent but not attractive were also perceived as more confident and masculine, suggesting a bias to perceive male faces as more competent than female faces (Experiment 2). Corresp

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Gavrilyushkina, O. P., M. A. Egorova, A. V. Zakharova, and Y. A. Kostenkova. "Educational Psychologist Training for Special and Developmental Teaching as Professional Activity." Psychological-Educational Studies 7, no. 4 (2015): 12–21. http://dx.doi.org/10.17759/psyedu.2015070402.

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The article presents the experience of designing the educational module "Special and Developmental Teaching" of School Psychology Master’s program. The modular-sized program includes practical training and research activity in each module in a networking, it complies with Federal State Educational Standard and professional teaching and educational psychology standarts. Practice-oriented education Master’s training model based on the activity and competence approaches is productive. We have shown the advantages of networking and the need to divert more resources towards practical training and t

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Meglich, Patricia, Sean Valentine, and Dale Eesley. "Perceptions of supervisor competence, perceived employee mobility, and abusive supervision." Personnel Review 48, no. 3 (2019): 691–706. http://dx.doi.org/10.1108/pr-08-2017-0239.

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Purpose In response to the call for deeper investigation of abusive supervision (Martinko et al., 2013), the purpose of this paper is to examine perceived supervisor competence and perceived employee mobility (an individual’s perception of his/her ability to obtain new employment) to better understand contextual and individual factors that potentially influence the degree of harmful supervisory behaviors experienced by employees. Design/methodology/approach Responses from 749 survey participants were analyzed to determine the impact of perceived supervisor competence and perceived employee mob

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Khalimova, Mashraboy. "Psychological aspects of students social responsibility development in the higher education system." Общество и инновации 2, no. 6/S (2021): 194–99. http://dx.doi.org/10.47689/2181-1415-vol2-iss6/s-pp194-199.

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The article deals with the issues of social responsibility in the professional activity of a psychologist. The work of a psychologist, adherence to ethical principles is considered as a necessary component of the responsible behavior of a psychologist. The modern psychologist must have high intellectual knowledge. In the current socio-economic context, educational institutions are interpreted as focused on the development of independence, social responsibility, mobility and competence in the process of training future specialists.

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Vandiver, Trish. "Children's Social Competence, Academic Competence, and Aggressiveness as Related to Ability to Make Judgments of Fairness." Psychological Reports 89, no. 1 (2001): 111–21. http://dx.doi.org/10.2466/pr0.2001.89.1.111.

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The relationship of 102 fifth and sixth graders' judgments of fairness with their academic and social competence and aggressiveness was studied. Children were given self-report and peer-nomination inventories measuring academic competence, social competence, and aggressiveness at a single point in time at the public school they attended. These measures were related to children's prediction of fairness on a distributive justice measure. Children who saw themselves as academically and socially competent scored higher on the distributive justice measure. Children whose peers saw them as less acad

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Boyatzis, Richard E. "Rendering unto competence the things that are competent." American Psychologist 49, no. 1 (1994): 64–66. http://dx.doi.org/10.1037/0003-066x.49.1.64.b.

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Klyueva, T. N., and N. V. Iiyukhina. "Development and Implementation of Programs of Additional Vocational Education According to the Requirements of the Professional Standard "Pedagogue-Psychologist (Educational Psychologist)" (the Samara Region Experience)." Psychological-Educational Studies 9, no. 3 (2017): 61–70. http://dx.doi.org/10.17759/psyedu.2017090307.

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The experience of the Samara region in the development and implementation of programs for additional vocational education in accordance with the requirements of the professional standard "Pedagogue-psychologist (educational psychologist)" is described. The course of implementation of the federal state educational standard of higher education in the direction of training 44.03.02 Psychological and pedagogical education (bachelor's level) is analyzed according to the requirements for the development of professional competencies among university graduates. The problem of compliance of these requi

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Et al., Dustnazar Omonovich Khimmataliev. "“FORMATION OF DIDACTIC COMPETENCE OF STUDENTS AS A PEDAGOGICAL PROBLEM”." Psychology and Education Journal 58, no. 1 (2021): 5363–73. http://dx.doi.org/10.17762/pae.v58i1.2138.

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The article deals with the competence approach in preparing students for professional activity, professional competence, its manifestation, the introduction of a specialist with professional competence, the system of professional education, the essence of the concepts of "competence", "professional competence", approaches of pedagogical scientists, basic competencies, their summary description, the main differences between traditional vocational education and competency-based vocational education, didactic competence, its content, the formation of didactic competence of students as a pedagogic

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Макова, М. И. "Медиакомпетентность как актуальное требование к подготовке современного педагога-психолога". ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 70, № 5 (2021): 132–36. http://dx.doi.org/10.18411/lj-02-2021-190.

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The analysis of the current state of education in Russia and abroad shows that the activity of a teacher-psychologist increasingly includes the use of media as a professional tool, a means of achieving educational goals. In this regard, there is a need to form the media competence of a teacher-psychologist, as indicated by a number of researchers (A. A. Kuznetsova, S. A. Beshenkova, L. V. Galygina, S. Grigorieva, A. Lesnevsky, E. A. Rakitina, E. V. Lunev, K. Fomichev and others. According to many scientists, A. A. Andreeva, Yu. S. Branovsky, K. Kolina, A. Mogilev, E. A. Rakitina, E. Polat, O.

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Spruill, Jean, Ronald H. Rozensky, Tommy T. Stigall, Melba Vasquez, Rosie Phillips Bingham, and Cindy De Vaney Olvey. "Becoming a competent clinician: Basic competencies in intervention." Journal of Clinical Psychology 60, no. 7 (2004): 741–54. http://dx.doi.org/10.1002/jclp.20011.

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Kulkarni, Dr Gayatri. "Review Paper On Competencies Essential For Project Manager." Psychology and Education Journal 58, no. 1 (2021): 2502–14. http://dx.doi.org/10.17762/pae.v58i1.1126.

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Competency is a term widely used in the IT industry. Competency is defined as “ an underlying characteristic of a person which results in effective and /or superior performance in a job” (Boyatzis R. , 1982)In order to be successful in a business market, project-based organizations should be successful in theirprojects.(Ghasem Omidvar F. J., 2011). One of the factors that influence project success is the employment of competent project managers. (Ghasem Omidvar, 2011).Crawford (2000) also reiterates the point that a competent project manager is a factor that affects project success. The object

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Cartei, Valentina, Jane Oakhill, Alan Garnham, Robin Banerjee, and David Reby. "Voice Cues Influence Children’s Assessment of Adults’ Occupational Competence." Journal of Nonverbal Behavior 45, no. 2 (2021): 281–96. http://dx.doi.org/10.1007/s10919-020-00354-y.

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AbstractThe adult voice is a strong bio-social marker for masculinity and femininity. In this study we investigated whether children make gender stereotypical judgments about adults’ occupational competence on the basis of their voice. Forty-eight 8- to 10- year olds were asked to rate the competence of adult voices that varied in vocal masculinity (by artificially manipulating voice pitch) and were randomly paired with 9 occupations (3 stereotypically male, 3 female, 3 gender-neutral). In line with gender stereotypes, children rated men as more competent for the male occupations and women as

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Castellano Pérez, José Luis. "Competencias interculturales en Servicios de Orientación para el desarrollo de la carrera." REOP - Revista Española de Orientación y Psicopedagogía 16, no. 1 (2014): 13. http://dx.doi.org/10.5944/reop.vol.16.num.1.2005.11360.

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RESUMENSe presenta un modelo de análisis de competencias interculturales en el área de conocimiento de la orientación adaptado a los servicios de orientación en universidades a distancia europeas. Tanto servicios como profesionales trabajando en ellos son foco del análisis. En primer lugar, se procede a un acercamiento al concepto de competencia. En segundo lugar, se comenta lo que desde el contexto norteamericano se ha hecho en orientación para el desarrollo de la carrera y se comenta el estado actualde la investigación en orientación intercultural. A continuación se presenta un modelo de com

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Festa, Candice C., Carolyn McNamara Barry, Martin F. Sherman, and Rachel L. Grover. "Quality of College Students' Same-Sex Friendships as a Function of Personality and Interpersonal Competence." Psychological Reports 110, no. 1 (2012): 283–96. http://dx.doi.org/10.2466/04.09.10.21.pr0.110.1.283-296.

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The aim of the current study was to investigate personality traits and interpersonal competencies as predictors of the quality of same-sex friendships in young adulthood. Undergraduate students ( N = 176), who attended a mid-Atlantic U.S., medium-sized university, completed self-report surveys on their personality, interpersonal competence, and friendship quality. Sex, class status, extraversion, agreeableness, and interpersonal competencies were associated with higher friendship quality, but only the interpersonal competence of self-disclosure significantly predicted friendship quality after

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Berg, Lisbet. "Competent consumers? Consumer competence profiles in Norway." International Journal of Consumer Studies 31, no. 4 (2007): 418–27. http://dx.doi.org/10.1111/j.1470-6431.2007.00588.x.

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Maloku, Elda, Osman Jasarevic, and Ahmet Maloku. "Assistance of the psychologist expert in the justice bodies to protect minors in Kosovo." EUREKA: Social and Humanities, no. 2 (April 5, 2021): 52–60. http://dx.doi.org/10.21303/2504-5571.2021.001649.

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This paper reviews the assistance of a psychologist expert in the justice bodies to protect minors in Kosovo. Research data on the study of normative acts (laws and international acts) regarding the role of the expert psychologist have been analyzed since from September 1999 until 2019. The purpose of this study is to assess the role of an expert psychologist, conforming to national and international legal norms in the protection of minors at the police, prosecution and court organs, where the analysis of these legal norms has been used over the years. In the case of looking at the protection

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Dudina, O. V. "Formation of digital competence of future teachers-psychologists." Vestnik of Samara University. History, pedagogics, philology 28, no. 3 (2022): 82–87. http://dx.doi.org/10.18287/2542-0445-2022-28-3-82-87.

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The relevance of the article is due to the changes taking place today in the world community. Today we are no longer talking about a post-industrial, but about a data-centric world in which data itself, its collection, storage and further application come out on top. Therefore, the presence of digital competence is a necessary element of human existence in the modern information space. This article analyzes the works of authors developing the problem of competence of educational workers in a digital society. The author considers the concept of digital consumption in the process of application

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PETROSYAN, Ruzanna, Sona MAKICHYAN, and Lida ARAMYAN. "ROLE AND VALUE OF COMMUNICATIVE COMPETENCE OF FUTURE MILITARY PSYCHOLOGIST DURING PROFESSIONAL DEVELOPMENT." Main Issues Of Pedagogy And Psychology 17, no. 1 (2020): 83–89. http://dx.doi.org/10.24234/miopap.v17i1.367.

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The psychological problem of the formation of communication competence of a military psychologist is conditioned by the unity of the problems faced by our army and the educational programs. It focuses on the process of formation and development of communication skills of the future military psychologist in the field of professional communication, in which the emphasis is on the direction of the future specialist in communication. Based on the results of the research, it is proposed to ensure the principle of uniformity of joint activities in the curricula and the introduction of training and i

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Varni, James W., Lori Ann Rubenfeld, Darlene Talbot, and Yoshio Setoguchi. "Family Functioning, Temperament, and Psychologic Adaptation in Children With Congenital or Acquired Limb Deficiencies." Pediatrics 84, no. 2 (1989): 323–30. http://dx.doi.org/10.1542/peds.84.2.323.

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Family functioning and child temperament variables were investigated as predictors of psychologic and social adaptation in 42 children with congenital or acquired limb deficiencies. Higher psychologic and social adaptation were seen when there was more family cohesion and moral-religious emphasis and organization, in combination with less family conflict. With regard to child temperament, more emotionality predicted greater internalizing and externalizing behavior problems and less social competence. In addition to the main effects of the family functioning and child temperament predictor vari

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Baron, Ihil S., Melania Melania, and Hellya Agustina. "The Role of Psychological Testing As an Effort to Improve Employee Competency." GATR Journal of Management and Marketing Review 5, no. 1 (2020): 1–15. http://dx.doi.org/10.35609/jmmr.2020.5.1(1).

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Objective - Psychological testing and assessment is used to obtain suitable candidates with the ability to achieve the needs of organisations. The purpose of this qualitative study is to evaluate the results of psychological testing as an effort to improve employee competency. Methodology/Technique - This study examines 175 samples from psychological testing reports by psychologists in providing competencies assessments of each potential employee applying for the position of customer service and teller in a State-owned Bank in the Kalimantan area. Findings - The results show that to obtain com

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Durbrow, Eric H., Liane F. Pen, Ann Masten, Art Sesma, and Ian Williamson. "Mothers’ conceptions of child competence in contexts of poverty: The Philippines, St Vincent, and the United States." International Journal of Behavioral Development 25, no. 5 (2001): 438–43. http://dx.doi.org/10.1080/016502501316934860.

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To explore mothers’ conceptions of child competence in three contexts of poverty, 58 mothers in a Filipino village, a Caribbean village, and an inner-city American homeless shelter described competent children in their communities. Interview responses addressed several questions. First, do mothers in these diverse settings share similar criteria in evaluating children? As expected, all three groups of mothers described competent children as well-behaved and obedient, satisfactory students, helpful in the family, and friendly with peers. Second, are adolescents less likely than younger children

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Garcia, Gabriela L., and Laurie Stevahn. "Situational Awareness and Interpersonal Competence as Evaluator Competencies." American Journal of Evaluation 41, no. 1 (2019): 107–24. http://dx.doi.org/10.1177/1098214018814941.

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This article reports research that examined the meaning of two broad evaluator competency domains. The first is situational awareness (SA) that focuses on understanding the unique contexts of evaluations and their users/stakeholders. The second is interpersonal competence (IC) that focuses on social skills needed for constructive interactions in conducting program evaluations. This research employed a qualitative design in which 13 experienced and skilled evaluators, purposively sought from varied professional contexts, participated in semistructured interviews that elicited thick descriptive

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Draganova, O. A. "Remote Format: Restrictions or Possibilities? (On the Specifics of the Online Professional Contest “Teacher-Psychologist of Russia”)." Вестник практической психологии образования 18, no. 2 (2021): 42–51. http://dx.doi.org/10.17759/bppe.2021180205.

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The article considers the main areas of activity of a teacher-psychologist according to the current needs of the environment and society. The emphasis is placed on the remote mode of providing psychological and pedagogical assistance to recipients of services. One of the forms of improving the competencies and revealing the creative potential of teachers-psychologists is the Professional Skill Contest “Teacher-Psychologist of Russia”. Through the evaluation criteria, a list of regulatory documents regulating the activities of a teacher-psychologist is presented. In the form of figures, electro

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Lolenko, Kateryna. "Professional brand of a psychologist: essence, stages and conditions of development." Організаційна психологія Економічна психологія 2, no. 26 (2022): 91–98. http://dx.doi.org/10.31108/2.2022.2.26.10.

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Introduction. Today, the profession of psychologist has become more important than ever. During the war, human mind suffers significant damage, which strengthens the individuals' need for professional psychological help. It is important for psychologists to consciously develop their professional brand, correctly and openly state their knowledge and area of competence, so that people could find their psychologist and receive timely help. Understanding the essence of a psychologist's brand and the stages of its development can help make psychologist brand development very effective. Aim. Based o

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Волченко, Євген, та Михайло Хатіпов. "Розвиток конфліктологічної компетеності фахівців медичної галузі з позиції соціальної психології". Теоретичні і прикладні проблеми психології, № 2(55) (2021): 123–33. http://dx.doi.org/10.33216/2219-2654-2021-55-2-123-133.

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У статті показано, що конфліктологічна компетентність фахівця медичної галузі є особливим видом компетентності, яка забезпечує розпізнавання, ефективну поведінку і оптимальне розвʼязання професійних конфліктів в медичній сфері. Конфліктологічна компетентність фахівця медичної галузі істотно відрізняється від конфліктної компетентності, сформованої на основі загального досвіду соціального життя. Конфліктологічна компетентність фахівця медичної галузі характеризується освоєнням і доступністю просоціальних стратегій поведінки, які спрямовані на оптимальне розвʼязання професійного конфлікту. Конфл

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Binggeli, Steve, Franciska Krings, and Sabine Sczesny. "Stereotype Content Associated with Immigrant Groups in Switzerland." Swiss Journal of Psychology 73, no. 3 (2014): 123–33. http://dx.doi.org/10.1024/1421-0185/a000133.

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This research examines stereotypes associated with immigrant groups in Switzerland. In line with the stereotype content model, we expected immigrant groups to be perceived differentially on the dimensions of warmth and competence as a function of their national origin. Second, we expected the stereotype content to be predominantly mixed, that is, groups are either perceived as warmer than competent or as colder than competent. Third, we expected stereotype contents to correlate with their sociostructural precursors, namely, competition and status. The results supported our hypotheses: The nine

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Gusakova, Marina. "Effect of explicit and implicit components of psychologists’ mental experience on their parental competence." Journal of Education, Health and Sport 11, no. 11 (2021): 25–36. http://dx.doi.org/10.12775/jehs.2021.11.11.002.

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The purpose of this research was to determine the effect of various components of psychologists’ mental experience (ME) on their parental competence (PC) when dealing with children of primary school age. We have distinguished three factors – professional attitude, professional competence and professional learning, dividing each into a number of components relating to explicit and implicit experience. For instance, explicit representation of professional attitude in terms of communication with children is a psychologist’s self-assessment scale, and implicit representation is a degree of opennes

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Bartram, Dave, and Robert A. Roe. "Definition and Assessment of Competences in the Context of the European Diploma in Psychology." European Psychologist 10, no. 2 (2005): 93–102. http://dx.doi.org/10.1027/1016-9040.10.2.93.

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Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psy

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Keogh, Barbara K., Jaana Juvonen, and Lucinda P. Bernheimer. "Assessing children's competence: Mothers' and teachers' ratings of competent behavior." Psychological Assessment: A Journal of Consulting and Clinical Psychology 1, no. 3 (1989): 224–29. http://dx.doi.org/10.1037/1040-3590.1.3.224.

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Phillips, Deborah A. "Socialization of Perceived Academic Competence among Highly Competent Children." Child Development 58, no. 5 (1987): 1308. http://dx.doi.org/10.2307/1130623.

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