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Journal articles on the topic 'Professional psychologist'
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1
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 need competent support for their professional career. The authors describe the experience of practical implementation of organizational and managerial conditions for supporting the professional career of a teacher-psychologist, and note the positive dynamics of the participants ' readiness to build a professional career.The article is intended for public reading, as well as for those who are interested in psychological and pedagogical research.
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Dolgoarshinnykh, N. V. "Regional Features of Introduction of the Professional Standard "The Educational Psychologist (the Psychologist in Education)" (Experience of the Moscow Region)." Psychological-Educational Studies 9, no. 3 (2017): 93–103. http://dx.doi.org/10.17759/psyedu.2017090310.
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In article the question of introduction of system of professional standards as bases of creation of National system of qualifications is considered. On the example of the professional standard "The Educational Psychologist (the Psychologist in Education)" the regional experience of introduction of professional standards based on the system of certification of pedagogical workers of the Moscow region is described. Stages of introduction of professional standards which basis the regional model is reveal. Results of information support of professional standards, materials of public and professional discussion of prospects of introduction of the professional standard "The Educational Psychologist (the Psychologist in Education)" organized among highly qualified specialists – experts in certification of educational psychologists and representatives of professional association of educational psychologists of the Moscow region (21 persons) are represented. On the basis of the specified materials conditions come to light (personnel, material) introductions of the professional standard "The Educational Psychologist (the Psychologist in Education)", are discussed new labor functions, the perspective directions of further activity are defined.
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BOSNIUK, Valerii, Iryna OSTOPOLETS, Nataliia SVITLYCHNA, Oksana MIROSHNICHENKO, Tetiana TSIPAN, and Serhii KUBITSKYI. "Social Content of Psychological Specialists’ Professional Activity." Postmodern Openings 12, no. 1 (March 19, 2021): 01–20. http://dx.doi.org/10.18662/po/12.1/242.
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The study defines two main research areas of ideas about a rescuer psychologist. The first area is devoted to the issue of creating social representations about the specialist psychologist and his/her relations with representatives of other professional groups. The other area is represented by works focused on the direct analysis of the profession of psychologist, specific peculiarities of professional activity and personal characteristics of the psychologist. It is indicated that the study of the representations about rescuer psychologist’ involves collective consciousness, and the main direction that allows to solve the reconstruction problem of idea about a rescuer psychologist in the system of categories and conceptual coordinates is psychosemantics. For this purpose, the method of associative experiment defines the basic constructs used by the population to evaluate the representation about a psychologist. The obtained words associations were used to develop a method of semantic scaling of the concept "Psychologist". The research has constructed the semantic profiles of perception of a civilian psychologist and a rescuer psychologist, their most pronounced characteristics were defined. With the help of multidimensional scaling the place of rescuer psychologist in psychosemantic space of psychologists of different kinds of activity was determined. Thus, the rescuer psychologist has the closest professional similarity with a military psychologist and forensic psychologist. According to the respondents' opinion, he/she (a rescuer psychologist) mainly provides psychological correction and rehabilitation, he/she has to work in uncomfortable and dangerous conditions, and also to deal with both individual and group psychological problems.
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Zhigitbekova, B. D. "FEATURES OF PROFESSIONAL QUALITIES OF A PSYCHOLOGIST." BULLETIN Series Psychology 63, no. 2 (May 20, 2020): 22–26. http://dx.doi.org/10.51889/2020-2.1728-7847.03.
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At the present stage, professionally important approaches of psychologists play an important role in their training in higher education institutions. The level of development of professionally important qualities is the main condition for satisfaction with your profession. Competent preparation of psychological characteristics of specialties of psychologists, drawing up a psychogram based on this characteristic implies professional training of future specialists-psychologists for their profession. Based on these opinions, in the work of a psychologist, we proceed from the most important personal qualities, such as empathy (joint impression), sociability (sociability), sense of responsibility, dependence (independence), emotional stability, ability to listen, high intelligence, creativity and reflection.
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Oltarzhevskaya, L. E., A. V. Krivenko, and 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, no. 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 their professional activities. Based on the results obtained, the psychology teachers working in the City Psychological and Pedagogical Center were divided into four groups, depending on the results of the interview and the fulfillment of the test task. In relation to psychologists who received low scores in the interview and poor test results, management decisions were proposed to develop their professional competence.
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Stella, Silvia, Ivan Fossati, Elena Vegni, and Egidio A. Moja. "Storie di pazienti oncologici che muoiono e dei curanti che li accompagnano: uno studio qualitativo sul mondo interno degli psicologi." PSICOLOGIA DELLA SALUTE, no. 1 (June 2009): 57–67. http://dx.doi.org/10.3280/pds2009-001004.
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- Literature regarding the care of terminally ill patients at the end of life underlines the difficult experience of caring both by physicians and nurses. The goal of this study is to investigate the professional experience of psychologists who deal with terminally ill patients. Two narratives about the perception of professional success and insuccess were asked to 40 psychologists who usually work with advanced cancer patients. 37 psychologists accepted to participate, the 42% gave al least one narrative. The 54.8% of the narratives was about professional success, the 45.2% was about insuccess. The narratives were examined using an hermeneutical-interpretative method, according to Grounded Theory. The narratives concerning professional insuccess pointed out feelings of isolation, fear, anxiety and helplessness. Those regarding a professional success focused on a good relationship between the psychologist, the patient and the context. Specific issues emerged from the study: questions arising from the patient's refusal of the psychological treatment, the absence of difficulty in initiating end-of-life discussions, and the lack of requirement for specific training.Key words: psychologist, professional experience, end of life, cancer patients, qualitative research.Parole chiave: psicologo, vissuto professionale, fine vita, pazienti oncologici, ricerca qualitativa.
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Yessimgaliyeva, Т. М. "SOME PROBLEMS OF FORMATION THE PROFESSIONAL COMPETENCE OF FUTURE TEACHERS-PSYCHOLOGISTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 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 competence manifests itself in all areas of professional activity of a future teacher-psychologist and is an important component in the development of their professional competence. It is also said that the profession of a teacher-psychologist is accompanied by constant psycho-emotional overload, emotional tension, emotional burnout. This requires the regulation by the teacher-psychologist of his emotional state, the presence of motivation and interest in the professional activities of the psychological and pedagogical direction.
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Kozlova, N. V., T. V. Rogacheva, T. E. Levickaya, E. A. Tsehmeistruk, and D. G. Nazmetdinova. "Clinical Psychologist in the System of Complex Rehabilitation." Bulletin of Kemerovo State University 22, no. 1 (March 31, 2020): 131–38. http://dx.doi.org/10.21603/2078-8975-2020-22-1-131-138.
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The research substantiates the role of clinical psychologists in the system of comprehensive rehabilitation within the conditions of bio-psychosocial model of rehabilitation. Practical experience and the analysis of scientific literature made it possible to describe peculiarities of modern complex rehabilitation and the problems experienced by clinical psychologists. The authors determined difficulties and characteristics of professional work of rehabilitation psychologist within modern legal terrain. One problem is the lack of professional standard for the profession of clinical psychologist. The other problem is the inconsistency in the use of terms denoting professional specifics. Тhe paper focuses on the specificity of psychodiagnostic and rehabilitative work of a psychologist in the light of changing theoretical basis of rehabilitation and the transition from the International Classification of Disability Disorders and Social Insufficiency to the International Classification of Functioning, Disability, and Health. The authors showed the discrepancy between the theoretical approaches of domestic and foreign psychology to the assessment of mental disorders. New professional tasks of the psychologist are defined taking into account multidisciplinary orientation of rehabilitation process. The paper describes the problems of professional training of clinical psychologists and specifies new educational tasks are specified proceeding from the modern approach to rehabilitation. Positive dynamics in the solution of the declared problem can be found in new legislative initiatives, development of General clinical recommendations for rehabilitation psychologists, scientific publications on psychological rehabilitation, update of educational programs for training clinical psychologists.
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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 are the special requirements for soldiers. According to the results of the questionnaire survey of experts the professionally important qualities of readiness of the officer-psychologist for professional activity in the Armed Forces were determined on the basis of the obtained and mathematically processed results of the questionnaire. The indicators of professionally important (necessary) qualities were determined, namely moral-volitional and emotional traits of an officer-psychologist of the Armed Forces of Ukraine. The competencies, that are acquired during the formation of the readiness of future psychologists for professional activity in the Armed Forces and should be formed as a result of professional training, have been developed on the basis of scientific and practical analysis. They are the following: the navigate in difficult combat situations, the ability to take optimal decisions and set tasks to subordinate units in a combat situation based on the analysis of received information, the assessment of the situation and ability to provide tactical calculations, the ability to develop and maintain combat documents and records. The professional profile of the 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 training of a modern officer-psychologist of the Armed Forces of Ukraine is aimed at ensuring the harmonious development of the personality of an officer of the Armed Forces of Ukraine, that implies the development of all potential opportunities inherent in a specialist. The military psychologist should be prepared for the practical activities as a result of mastering of professional knowledge, skills and abilities (planned result of education), theoretical competence, the formation of professional competencies of a soldier.
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Vasyagina, N. N., S. A. Minyurova, and I. V. Pestova. "Experience of Approbation and Target Reference Points of Introduction of the Professional Standard "Pedagogue-Psychologist (Educational psychologist)" in Sverdlovsk Region." Psychological-Educational Studies 9, no. 3 (2017): 48–60. http://dx.doi.org/10.17759/psyedu.2017090306.
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The experience of application of the professional standard "Pedagogue-psychologist (educational psychologist)" in the Sverdlovsk region is described. A regional model for the application of the professional standard developed on the basis of the principles of unity of centralization and decentralization, interdepartmental and network interaction developed by the authors is presented. The main forms and methods of work on the application of a professional standard in the region are disclosed; the results of the Sverdlovsk region internship site are described, including mechanisms for identifying personnel shortages and development of personalized trajectories of the professional development of psychology teachers in the region. The following are highlighted as priority areas: the development of regional normative legal acts regulating the professional activity of pedagogue-psychologists, the application of the professional standard of the pedagogue-psychologist in the formation of the personnel policy in the field of education, and the modernization of the system of vocational training and additional vocational education of psychologists.
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DeFrancesco, Charmaine, and Joseph J. Cronin. "Marketing the Sport Psychologist." Sport Psychologist 2, no. 1 (March 1988): 28–38. http://dx.doi.org/10.1123/tsp.2.1.28.
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There is a significant need for identifying marketing techniques and strategies to enhance the career opportunities of the sport psychologist. Unfortunately, few sport psychologists have the entrepreneurial skills needed to reach alternative target markets. Professional service marketing can help the sport psychologist identify and develop strategies for employment and career opportunities. This paper examines current issues concerning the sport psychology profession, the role of marketing in professional service organizations, and a six-step marketing procedure for creating a professional marketing plan for the sport psychologist. The six steps of the marketing process include (a) situational analysis, (b) identification of service availability, (c) market assessment, (d) identification of decision-making roles, (e) marketing plan, and (f) evaluation process.
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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 psychologically competent military psychologist, due to his/her personal and professional skills, is able to reduce risks to be caught up in a trouble situation for him/herself and his/her service members, and if such a situation arises, to propose intensive actions to overcome them. The author’s definition of a military psychologist’s psychological competence, considered as a personality trait, is: this competence is a holistic construct characterizing an individual’s ability to minimize problem situation severity and frequency of their occurrence for this individual and to maximize active actions aimed at life organization and such situation overcoming. The operationalization of the desired construct have lead the author to the conclusion that a military psychologist’s psychological competence is a complex personal trait consisting of four components: psychological competence in the family relations, in professional work, in the material and social area, and in the area of values. As for formal-dynamic qualities, speed and agility of a military psychologist’s nervous system serve as the basis for psychological competence formation; and on the contrary, high emotionality acts as a negative precondition for this construct development. The performed research has shown that psychological competence as a factor of military psychologist’s professional formation promotes formation of attitudes, empathy and a see through capability of empathy, but somewhat reduces the empathy role an as emotional channel.
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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 requirements with the requirements of the professional standard "Pedagogue-psychologist (educational psychologist)" and the possibility of its partial solution through the system of additional professional education are considered. The examples of specific programs for additional vocational education developed by the specialists of the State Budgetary Institution of Additional Vocational Education of the Samara Region "Regional Sociopsychological Center" and aimed at forming the missing professional competencies of pedagogical psychologists are given.
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Panteri, Maria, Juan Calmaestra, and Verónica Marín-Díaz. "Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete." Education Sciences 11, no. 8 (August 18, 2021): 439. http://dx.doi.org/10.3390/educsci11080439.
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In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.
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Pokhilyuk, F. V., and S. I. Filippchenkova. "PECULIARITIES OF PROFESSIONAL ACTIVITIES OF ORGANIZATIONAL PSYCHOLOGIST: OBJECTIVES AND PRINCIPLES OF WORK WITH PERSONNEL." Bulletin of the Tver State Technical University. Series «Social Sciences and Humanities», no. 3 (2020): 70–75. http://dx.doi.org/10.46573/2409-1391-2020-3-70-75.
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The article reveals the specifics of the professional activity of an organizational psychologist on the issues of his work with the personnel of the organization. The basic principles of the work of the organizational psychologist-consultant at the enterprise, the features of his interaction with the team and management are analyzed. The goals and objectives arising in the course of his work are substantiated, and the objects of the psychologist's activity are listed. The main difficulties arising in the interpersonal interaction of the organizational psychologist with the head and employees of the organization are analyzed.
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McPherson, F. M. "The professional psychologist in Europe." American Psychologist 41, no. 3 (1986): 302–5. http://dx.doi.org/10.1037/0003-066x.41.3.302.
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Acharya, J. "Professional competence of sport psychologist." British Journal of Sports Medicine 44, Suppl_1 (September 1, 2010): i53—i54. http://dx.doi.org/10.1136/bjsm.2010.078725.179.
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Boychenko, Inna. "THE INFLUENCE OF MENTORING ON THE PROFESSIONAL SELF-IDENTITY FORMATION OF A PSYCHOLOGIST." Problems of Psychology in the 21st Century 14, no. 2 (December 15, 2020): 93–101. http://dx.doi.org/10.33225/ppc/20.14.93.
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The purpose of the study was to determine the features of the professional self-identity in future psychologists in terms of educational and professional training. The objectives of the study were: 1) to identify theoretical approaches to the problem of professional identity and self-identity in terms of professional training; 2) to research the features of self-identity in the course of a professional choice by students-psychologists and their educational and professional adaptation. To solve the particular research problem: 1) the features of self-identity in the course of professional choice by students-psychologists and their educational-professional adaptation are defined; 2) questionnaire was developed for identification of the features of students-psychologists’ awareness of their professional choice and adaptation to professional training and the need for professionally significant qualities. To identify the features of the professional self-identity of future psychologists in the study of a number of methods were: 1) "Methods of studying professional identity (MVPI) (author LB Schneider); 2) questionnaire "Professional choice and educational-professional adaptation of future psychologists" (author IS Boychenko). 178 students of III-IV courses of the Pedagogical and Psychological Institute of the National Pedagogical University named after MP Drahomanov and 5-th courses of the psychological faculty named after T.G. Shevchenko and the Faculty of English of the National Linguistic University took part in the survey. The analysis of the conducted methods revealed that the predominant types of professional choice awareness by students-psychologists in the course of their educational and professional activity are the moratorium on professional identity, premature professional identity and diffusion of professional identity. The reasons for this state of the students may be unconscious or insufficiently conscious choice of profession by the latter as well as insufficient professional support of these students by psychologists. The acquisition of professional self-identity by future psychologists takes place: (I) in a group during the educational process (lectures, practical group classes, educational and psychological practice, attempts at one's own psychological practice), (II) individually, and (III) under the guidance of a mentor. In the course of these psychological practices, especially during their own attempts at practice, future psychologists begin to form an idea of their professional functions. This is an important prerequisite for the formation of their professional identity. According to the results of the research of the students-psychologists with achieved positive professional identity, the types of practical activities can include psychological (attempts at personal practice) and educational-psychological practice (according to the curriculum), that is mastering the profession through training in HEI and beyond, satisfaction of professional needs. The perspective of the research is the problem of conformity of the professional self-identity formation of future psychologists to the social requirements and the availability of conditions to ensure their professional development during educational activities and beyond. Keywords: future psychologist, professional self-identification, professional self-identity, professional identity
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Courtois, Christine A. "Personal and Professional Issues for the Counseling Psychologist in Private Practice." Counseling Psychologist 20, no. 1 (January 1992): 17–23. http://dx.doi.org/10.1177/0011000092201003.
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In this article, the author discusses personal and professional issues of private practice for the midcareer counseling psychologist. Independent practice is a new career setting for counseling psychologists and holds many challenges and satisfactions. It requires flexibility in orientation and professional aspects and obligations. The author uses her own experience in practice to illustrate various personal and professional considerations.
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Bolshunova, N. Y. "Sociocultural component of the modern practice of psychological assistance." Psychological-Educational Studies 6, no. 1 (2014): 220–28. http://dx.doi.org/10.17759/psyedu.2014060125.
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We consider sociocultural component of the activities of practical psychologist by analyzing the level of demand of psychological care in the population, formulate an actual professional request to the socio-cultural self-determination of psychologist, and show the problems of training psychology students at the university. The author believes that among reasons of low demand for psychologists, the most important are the mentality, traditions, culturally conditioned values, specifics of communication between people. Meanwhile, in Russian practical psychologists, the most popular are techniques designed for a different type of mentality, and even in an adapted form they often are at odds with the system of values, traditions, and the image of a man inherent in the Russian world outlook. Feeling that the techniques used by psychologists are "foreign", and resistance to feeling oneself as a client are major causes of cautious attitude of the respondents to visit to a psychologist. Adequate sociocultural self-determination of a psychologist suggests that the psychologist is working with the person, taking into account not only the uniqueness of the individual, but also his culture specific.
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Sokołowska, Ewa, and Grażyna Katra. "A new approach to the professional role of the school psychologist." Roczniki Psychologiczne 22, no. 3 (February 21, 2020): 193–211. http://dx.doi.org/10.18290/rpsych.2019.22.3-1.
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The article is an invitation to discuss the role and tasks of the psychologist in the modern school. It advances the thesis that the primary role of the psychologist is to co-create the school environment and the educational process. Being a co-creator is the essence of the presented model of the psychologist’s work in the school system. The model covers psychological activities defined as monitoring promotion prevention, and intervention. It identifies the need to continually expand the possibilities of psychological influences and to create an autonomous vision of their realization. Adopting and performing this role in the way described in the model seems to be crucial to building the professional identity of the educational psychologist—and a well-defined and clarified professional identity is the basic regulator of a person’s functioning in his/her professional role.
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Good, Glenn E. "New and Early Professionals in Counseling Psychology." Counseling Psychologist 20, no. 1 (January 1992): 5–9. http://dx.doi.org/10.1177/0011000092201001.
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The type of employment setting chosen by counseling psychologists has been in flux during recent years. This issue of The Counseling Psychologist examines the issues encountered by new and early counseling psychologists employed in five settings. The settings examined are those that counseling psychology graduate students indicate they most prefer for their initial employment. In this issue, the authors, all of whom are new and early professionals, responded to the same set of stimulus questions about the professional and personal issues they encountered. This article provides an overview of the issues faced by new and early counseling psychologists, regardless of their employment setting.
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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 network partners for the training of psychologists are described. The training module is characterized as a logically completed, relatively independent part of the educational program that forms a certain competence or group of competencies. In the curriculum the module acts as an educational unit uniting theory, practice, research work and the final modular attestation of the student. The advantages of the modular structure of the educational program, coupled with the professional standard, are presented.
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Deffenbacher, Jerry L. "Travels of a Shy Youngster to the Presidency of the American Psychological Association." Counseling Psychologist 27, no. 3 (May 1999): 408–34. http://dx.doi.org/10.1177/0011000099273006.
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This article provides the professional background of and an interview with Richard M. Suinn, only one of three minority psychologists to be elected president of the American Psychological Association (APA), and the only Asian American psychologist to be elected to this post. The interview addresses a number of factors in his personal and professional development. It then outlines perspectives on career development, mentoring, the development of young professionals, and the importance of competencies and skills versus labels in psychology. It concludes with his thoughts and feelings about running for the presidency of APA and some visions for the association.
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Roe, Robert A. "What Makes a Competent Psychologist?" European Psychologist 7, no. 3 (September 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 presented which comprises both input and output factors. It is indicated how this model can be utilized in defining competence profiles for the psychological specialties, as well as in developing and maintaining competence. Issues covered include: student selection, academic curriculum design, initial professional training, continued professional training, institutional and individual accreditation, and quality assurance.
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Chamberlain, Ronald B. "Sport Psychology in a Collegiate Athletic Department Setting." Journal of Clinical Sport Psychology 1, no. 3 (September 2007): 281–92. http://dx.doi.org/10.1123/jcsp.1.3.281.
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The author shares his experiences as a sport psychologist working for the Athletic Department at Brigham Young University. He describes both his educational background and the training experiences that prepared him for a career as a psychologist in a collegiate athletics department. The development and evolution of the sport psychologist role at Brigham Young University is also described, and a model for conceptualizing sport psychology with student-athletes is provided. The methods for delivering psychological services to student-athletes are detailed, and a typical daily, weekly, and semester schedule for a sport psychologist is presented. The author concludes by sharing what he finds challenging about working as a sport psychologist in a collegiate environment and what he has found most enjoyable about this career alternative for professional psychologists.
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Zabrodin, Yu M., and O. I. Leonova. "The organization of application of the professional standard "The Educational Psychologist (the Psychologist in Education)" in the adaptation mode." Psychological-Educational Studies 9, no. 3 (2017): 19–29. http://dx.doi.org/10.17759/psyedu.2017090303.
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This article is devoted to the application of the professional standard "Pedagogue-psychologist (educational psychologist)" in organizations in the period of 2017 - 2019. The stages of application of the professional standard "Pedagogue-psychologist (educational psychologist)", formulated in accordance with the established conditions for mandatory application of professional standards in organizations are considered. In the context of the first experience of social and professional discussion of the requirements of the professional standard "Pedagogue-psychologist (educational psychologist)", the proposals for the organization of the application of this professional standard in the adaptation mode at the level of the executive body of the subject of the Russian Federation, self-government, as well as at the level of the organization that conducts educational activities in the territory of the subject of the Russian Federation. These proposals were considered and discussed in 2017 by the experts of professional and public discussion.
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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 (December 22, 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 professional competence assessment, ensure their social adaptation, ability to self-regulation and multi-level reflection
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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 (March 30, 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 author notes the role of practice in the integral system of training future teachers-psychologists, in ensuring their professional growth. The result of the pedagogical system is a future teacher-psychologist with formed competencies of readiness for professional activity on the basis of practice-oriented training in the conditions of modernization of modern education.
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Volkova, E. N., E. N. Kosheleva, I. M. Bogdanovskaya, and V. V. Khoroshich. "MODEL OF ESTIMATION OF PROFESSIONAL COMPETENCE AND LEVEL OF QUALIFICATION OF TEACHERS-PSYCHOLOGISTS BASED ON PROFESSIONAL STANDARD "TEACHER-PSYCHOLOGIST (PSYCHOLOGIST IN SPHERE OF EDUCATION)"." Vestnik of Minin University, no. 4 (January 1, 2017): 9. http://dx.doi.org/10.26795/2307-1281-2017-4-9.
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Steć, Małgorzata. "Konstanz Method of Dilemma-Discussion (KMDD®) an its application in the process of ethical education of psychologists." Educational Psychology 57, no. 15 (June 30, 2019): 189–203. http://dx.doi.org/10.5604/01.3001.0013.2979.
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Psychologist are the representatives of a profession in which a wellbeing of a person is the paramount. Helping activity requires of psychologists to follow not only professional ethics but also moral norms. Not rarely do psychologists face the necessity to consider moral dilemmas connected with the practice of delivering psychological services. In such cases, a psychologist should be able to use not only professional knowledge, but also a moral competency allowing him or her to put in practice the assumptions of autonomous morality which is in agreement with his or her personal and professional identity. It is hard to find formal programs of stimulation of moral competence dedicated directly for psychologists. However, there is a possibility of using Konstanz Method of Dilemma-Discussion (KMDD®) in order to achieve this goal. Konstanz Method of Dilemma-Discussion developed by professor Georg Lind from the University of Konstanz – a student and a critic of L. Kohlberg – is used in many countries all over the world in order to increase the level of moral development by developing moral competency mainly in the area of education. An increasing interest of researchers in the method also results in searching for new possibilities of applications of the method. An example of such application would be an area of psychologists’ work. The article aims to promote the KMDD® method in the course of ethical and professional education and self-development of psychologists.
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Konovalova, I. V. "On the Formation of Programs of Additional Vocational Education According to the Requirements of the Professional Standard “Pedagogue-Psychologist (Educational Psychologist)”." Psychological-Educational Studies 9, no. 3 (2017): 39–47. http://dx.doi.org/10.17759/psyedu.2017090305.
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The specifics of the application of the professional standard "Pedagogue-psychologist (educational psychologist)", which sets the requirements for the qualification of specialists, in the system of additional professional education are discussed. The recommendations on the development of a personified model of additional vocational education in the form of advanced training based on technology for diagnosing the level of competencies of specialists are considered. It is emphasized that it is expedient to determine the necessity, form and direction of additional vocational education for pedagogical psychologists, taking into account the results of the analysis of the qualification requirements contained in the professional standard, the qualification characteristics of the staffing of organizations, as well as the requirements of federal state educational standards for general education. This conclusion is based on the discussion of the results of approbation of the technology of the qualification test, developed by the Moscow State University of Psychology and Education.
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Oltarzhevskaya, L. E., O. V. Egupova, A. A. Kuznetsova, A. M. Zheludova, and N. E. Malakhova. "Work Time Tracking Cyclogram as a Tool for Planning and Organizing Professional Activity for the Psychologist in the Educational Sector (Teacher-Psychologist)." Вестник практической психологии образования 17, no. 3 (2020): 87–97. http://dx.doi.org/10.17759/bppe.2020170308.
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The article is devoted to the development and implementation of a unified electronic form of the edu-cational psychologists’ time tracking weekly cyclogram in educational organizations. This work represents the experience of inter-district cooperation of seventeen educational organizations (schools) in Moscow. Each school is a large educational complex, which includes fifteen to twenty educational buildings with 1.5 to 3.5 thousand students of all education levels overall and consists of 5 to 20 specialists of the psychological and pedagogical support service. The relevance of the chosen topic comes from the need to ensure a unified approach to the provision of psychological and pedagogical assistance through the development and introduction of a unified documentation regulation and standardized calculation of specialists’ workload. The introduction of a cyclogram single form allows pedagogical psychologists to conduct self-audits of their activities in accordance with the approved professional standard “Teacher-psychologist (psychologist in the field of education)”, and administrations for monitoring the activities of Service specialists and the distribution of workload between them. The article discloses the technological component of constructing a weekly cyclogram of teachers-psychologists’ professional activity taking into account all forms of work.
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Ushkov, F. I., and O. I. Mironova. "Psychological and Social Aspects of Building Rapport of Penitentiary Psychologist and Convicted Juvenile." Psychology and Law 9, no. 3 (2019): 278–95. http://dx.doi.org/10.17759/psylaw.2019090320.
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The urgency of a study of rapport problem between a penitentiary psychologist and a juvenile convict is due to the fact that interpersonal contact has a significant impact on the success of the professional activity of a penitentiary psychologist, and helps to build trusting relationships with an adolescent. The study involved 50 psychologists in educational colonies of Russia. A specially designed questionnaire “Problem-psychological content of interpersonal contacts of a psychologist with a minor convict” was used. The study confirmed that the ability to build rapport with a minor convict depends primarily on the developed communicative and moral qualities of a psychologist. The specialists use a wide range of methods and techniques for building rapport, however, they have fragmented notion on the stages of establishing interpersonal contact, their specificity and sequence.
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Udina, T. N. "The Model of Designing an Individual Program of Professional Development of Pedagogue-Psychologists According to the Requirements of the Professional Standard (Experience of Cheboksary, Chuvash Republic)." Psychological-Educational Studies 9, no. 3 (2017): 83–92. http://dx.doi.org/10.17759/psyedu.2017090309.
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The approaches to design of individual program of professional development of Pedagogue-psychologist that were developed within the framework of the pilot site for approbation and introduction of the professional standard "Pedagogue-psychologist” in Cheboksary of the Chuvash Republic in 2015-2017 are outlined. Attention is drawn to the important role of territorial methodological services accompanying the professional development of psychology teachers in ensuring their transfer to "effective contracts". The article describes: an approximate special program for accompanying the professional development of psychological educators in accordance with the requirements of the professional standard; variants of the organization of the process of designing an individual program for the professional development of Pedagogue-psychologist; an approximate model for designing an individual program of professional development of Pedagogue-psychologist.
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Hartwig, Steve G. "Surveying Psychologists' Public Image with Drawings of a “Typical” Psychologist." South Pacific Journal of Psychology 14 (2003): 69–75. http://dx.doi.org/10.1017/s0257543400000250.
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AbstractPsychologists have traditionally surveyed their public image using structured survey methods, such as specific questions and rating scales. In an attempt to assess Australian psychology's public image using a less conventional survey approach, a representative sample of adults were asked to draw pictures of what they considered a “typical” psychologist to look like. A basic content analysis of respondents' drawings (N = 119) suggested that psychologists were predominantly perceived as male, and middle-aged or older. Further perceptions to emerge are presented and discussed, along with both methodological and professional implications of the findings.
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Zirima, Herbet, and Elliott Nkoma. "Perspectives of psychology graduates on the registration of psychologists in Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (September 29, 2018): 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.
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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists.
Key Words: Registration; Internship; Psychologist; Qualification; Board Examination
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Larson, Paul C., and Albert A. Agresti. "Counseling Psychology and Neuropsychology." Counseling Psychologist 20, no. 4 (October 1992): 549–55. http://dx.doi.org/10.1177/0011000092204001.
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This article introduces a special issue of The Counseling Psychologist on the increasing involvement of counseling psychologists in neuropsychology. The rationale for this special issue is based on the dual premises that preparing counseling psychologists in neuropsychology is consistent with the historical emphases of the specialty and that changing professional responsibilities require the acquisition of new knowledge and skills to enable counseling psychologists to continue their involvement in traditional settings and clinical activities. The experience of counseling psychologists actively involved in providing neuropsychological services within traditional counseling psychology employment settings and clinical actvities leads them to argue that to meet changing professional responsibilities and expectations counseling psychologists need to develop minimal competency in neuropsychology.
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Efimova, N. N. "Best Practices for Working with Childhood: the Experience of Psychologists in the Education System of the Chuvash Republic." Вестник практической психологии образования 16, no. 2 (2019): 20–28. http://dx.doi.org/10.17759/bppe.2019160203.
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The article provides an overview of the best and relevant teaching materials — programs, technologies, training scenarios, master classes of psychologists of the education system of the Chuvash Republic, presented on the site “Educational Psychology in Chuvashia” on the recommendation of the Board of the Chuvash regional branch of the Federation of Education Psychologists of Russia. The reasons for publishing materials on the site are mentioned — the prize in the republican competition and festivals of professional excellence, methodological developments, the successful defense of graduation certification work in refresher courses for educational psychologists at the Chuvash Republican Institute of Education, the publication of materials and their relevance. A brief description of the teaching materials is given in a certain sequence: for working with preschoolers, then with younger schoolchildren, with adolescents and young people, with parents, and teachers. The following are considered the most popular, massively used by teachers and psychologists of Chuvashia, as well as technologies and methods developed by individual specialists in professional activities. After the review part, an analysis of the presented accumulated experience in Chuvashia is given in terms of sufficiency for solving the professional tasks of the psychological education service and performing the labor functions of an educational psychologist. Key words: program, technology, method, technics, practices in the work of an educational psychologist, psychological service of the education system.
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Gilmore, Sarah, Christopher Wagstaff, and John Smith. "Sports Psychology in the English Premier League: ‘It Feels Precarious and is Precarious’." Work, Employment and Society 32, no. 2 (August 21, 2017): 426–35. http://dx.doi.org/10.1177/0950017017713933.
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This article gives a rare account of the working life of a sports psychologist in the English Premier League, the elite division in English professional football. It shows how members of emerging professions such as sports psychology are a new precariat. John is more successful than many sports psychologists, but his job security is dependent on his continued ability to navigate managerial change: using his skills as a psychologist in the defence of his own employment but simultaneously keeping the (potentially sensitive) ‘psychology’ label of the work he does hidden until circumstances are propitious.
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Andrushchenko, T. Y., G. M. Shashlova, and A. S. Shubina. "The Practice-oriented Model of «School Psychology» Master's Program." Психологическая наука и образование 20, no. 4 (2015): 31–39. http://dx.doi.org/10.17759/pse.2015200403.
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We presented the experience in the development and testing the module “Psychological diagnosis of students” of the “School psychology” master program in “Psychological and pedagogical education” training direction. We discussed contemporary contexts of design educational modules that are defined by ideas of cultural-historical approach of the scientific school of L.S. Vygotsky, educational theories and activities of developing education by D.B. Elkonin, V.V. Davydov, collectively distributed educational activity of V.V. Rubtsov. We analyzed the issue of professional competence training in educational psychologists at higher education. We presented the connection between the content of masters training and the requirements of the Professional standard “Teacher-psychologist (the psychologist in education)”. Within the context of the network of educational organizations we paid special attention to the content and organization of distributed practice as the basic condition of master’s professional competences formation and their readiness for the implementation of the working activities.
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O'Neill-Byrne, K., and Sally M. Browning. "Which patients do GPs refer to which professional." Psychiatric Bulletin 20, no. 10 (October 1996): 584–87. http://dx.doi.org/10.1192/pb.20.10.584.
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Referral rates to three groups of mental health professionals working In primary care were compared. All patients referred over an 18-month period at two health centres in an outer London borough were assessed by case-note review and data were collected on 181 consecutive referrals. In general, younger, more socially-stable patients were referred to the psychologist and older patients were seen by the CPN. The psychologist saw most new patients; patients previously seen by a psychiatrist were most likely to be referred again to a psychiatrist. Patients requesting referral to a mental health professional were most likely to be referred to the psychologist. Patients with a diagnosis of psychosis were seen mainly by the psychiatrist and the CPN; the psychiatrist saw most patients with a personality disorder. A high proportion of patients were seen for assessment only. In general, all interventions were brief. There was evidence of selection by GPs in the referral of patients to each mental health professional.
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NAGIMZHANOVA, K. M., L. BAIMANOVA, S. Sh MAGAVIN, B. Zh ADZHIBAEVA, and M. S. BETKENOVA. "BASIS OF PSYCHOLOGICAL AND PROFESSIONAL PERSONALITY DEVELOPMENT OF FUTURE EDUCATIONAL PSYCHOLOGISTS." Periódico Tchê Química 16, no. 33 (March 20, 2019): 351–68. http://dx.doi.org/10.52571/ptq.v16.n33.2019.366_periodico33_pgs_351_368.pdf.
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Changes in the system of higher professional education that are currently taking place are associated with the search and creation of psychological and pedagogical conditions for the formation of general and professional competencies that allow future specialists to realize their personal and creative potential. Therefore, the main objective of the paper was to analyze the basics of the psychological and professional personality development of future teachers-psychologists. To achieve this objective, the authors employed the analysis method, subject-activity, and personality-oriented methodological approaches. It was established that the physiological and professional development of educational psychologists, especially in the early stages, plays a decisive role in laying the foundations for the welfare of the community. It was determined that to solve psychological problems (of adults and children), practitioners require in-depth knowledge of the discipline, the application of creative skills. The becoming of a teacher-psychologist continues throughout their entire professional career. The university lays the foundation for professionally significant and personal qualities of a specialist, which subsequently ensure the professional becoming of the personality in the process of psychological and pedagogical activity. Based on the graphic data, the authors established the features of the development of the main components and their relationship in the structure of personal readiness. The presented research will contribute to the maturation of personal readiness for the professional activities of future teachers-psychologists.
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Rubtsov, V. V., Yu M. Zabrodin, and O. I. Leonova. "Approbation and Implementation of Professional Standard for Educational Psychologists (Psychologist in Education): Regional Experience." Психологическая наука и образование 23, no. 1 (2018): 82–92. http://dx.doi.org/10.17759/pse.2018230107.
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The paper focuses on the regional experience in approbation and pilot implementation of the professional standard for education psychologists (“Psychologist in Education”) and presents the outcomes of pilot studies of standard implementation carried out in twelve subjects of the Russian Federation in 2015—2017. We describe the stages of informational and analytical support of the approbation rendered in 2017 in the process of implementation of a roadmap developed by the Ministry for Education and Science of the Russian Federation. This roadmap involved a set of research and practice-oriented measures, monitoring studies etc. aimed at testing and implementing the professional standard for educational psychologists. The paper highlights the main problems concerning this new professional standard and provides some recommendations on its effective implementation in the subjects of the Russian Federation within the framework of the existing legislation.
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Korochentseva, Anna, and Nelli Khachaturyan. "Socio-psychological characteristics and nonverbal behavior of the psychologist, as components of its professional image in student representations." E3S Web of Conferences 210 (2020): 18076. http://dx.doi.org/10.1051/e3sconf/202021018076.
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Today, both in science and in everyday life, there is an increased interest in the peculiarities of the formation of the image and image of representatives of various professions. Is no exception and the profession of psychologist. The greatest interest in the consideration of such an image are not only the various socio-psychological characteristics that fill it in the views of both ordinary people and students studying in the “psychology” direction, but also visual characteristics of the image: expression, and various components of the external appearance. The study showed that students have a stable understanding of the socio-psychological characteristics, elements of non-verbal behavior and appearance of a practical psychologist. The study provides a comprehensive analysis of the ideas of psychology students about the personal characteristics of a practical psychologist, the level of development of perceptual-communicative capabilities; its non-verbal repertoire in terms of diversity, harmony, differentiation; its sensitivity to the non-verbal behavior of the other; ability to manage their nonverbal repertoire adequately for the purpose and situation of communication. The main elements of non-verbal behavior and the appearance of the appearance characteristic of a practical psychologist in the views of students-psychologists and students of other directions are highlighted, and their comparative analysis is carried out.
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Bogatyńska-Kucharska, Anna, Małgorzata Steć, Katarzyna Sikora, and Marcin Szafrański. "The amendment of the Code of Ethics for Psychologists by the Polish Psychological Association." Educational Psychology 57, no. 15 (June 30, 2019): 179–87. http://dx.doi.org/10.5604/01.3001.0013.2978.
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In December 2018, the General Assembly of PTP Delegates has accepted the new Code of Ethics of the Psychologists of the Polish Psychological Society and accepted the concept of a three-level system of ethical regulation. The proposal was supported by environmental and expert consultations. The first level is the newly adopted Code, presenting general ethical principles and the rights of clients, as well as the rights of psychologists. Regulations from this level relate to all professionals regardless of the specific areas of the professional performance, due to the fact they are all based on key values for each psychologist. Currently, work is underway to create ethical regulations from the second level, and hence individual psychological activities. The third level will include the detailed standards of psychologists’ work.
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Bogdanovich, N. V. "Analysis of the basic professional standards involving the work of psychologists in difficult and legally significant situations." Psychology and Law 6, no. 2 (2016): 1–12. http://dx.doi.org/10.17759/psylaw.2016060201.
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In this article the analysis of professional standards in terms of the scope of work of the psychologist with clients in difficult life and legal situations. The criteria of analysis chosen: reflected in professional activities, the choice of grounds for the selection of professional activities that focus on a specific Department, selection of a particular direction of activity of the psychologist (prevention, support, rehabilitation). It is shown that all five of the analyzed standards imply such a situation, but only three of them ("educational psychologist", "Psychologist in the social sphere", "Specialist in rehabilitative work in the social sphere") describe the activities of the psychologist, and the remaining ("Expert of bodies of guardianship and guardianship concerning minors" and "Specialist in working with families") are more organizational in nature. The conclusion about compliance of the training programs developed by the Department of legal psychology and law and education, the requirements of professional standards, proposed improvements in these programs.
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SENKO, MARINA A. "Professional position of a psychological faculty cadet of an FPS of Russia educational organization of higher education." Vedomosti (Knowledge) of the Penal System 231, no. 8 (2021): 57–66. http://dx.doi.org/10.51522/2307-0382-2021-231-8-57-66.
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In this article, the typology of a person's professional position is checked for basicity. The author establishes an unambiguous mutual correspondence of professional personality types according to D. Holland and the professional position typology based on the principle of semantic proximity. As a result, a new author's methodology is created for measuring the professional position of the personality of a cadet of the psychological faculty of an FPS of Russia educational organization of higher education. The research subject is a typological, system-based approach, which makes it possible to obtain measurable, orderly, complete information on the personal characteristics of the cadets’ professional position. The purpose of the study is to create a new methodology for measuring information about the professional position of an individual based on the use of a system-based typological approach. The article uses the basic method of studying the typology of the professional position of the personality of a psychological faculty student of the VILE of the FPS of Russia. The relevance of research. Professional difficulties of a practical psychologist are associated with the choice and application of specific methods in his work. In theoretical studies aimed at creation of methods, it is important to take into account the mechanism of typologizing the psychological characteristics of a person. In modern reality, practical psychologists are faced with the problem of the lack of their own methods aimed at personality research. Their development requires specific innovative technologies for creating measuring instruments that allow solving a specific diagnostic problem for a practical psychologist. The methodological basis of the research was made up of theoretical (analysis, synthesis, induction), system-structural, formallogical, empirical methods, and a statistical method for processing empirical data. The novelty of the research lies in the creation, on the basis of the system-based analysis of various personality typologies, of the author's methodology aimed at studying the characteristics of the professional position of the personality of a future psychologist of the penal system and identifying the types of professional position. The criterion validity of the author's method was confirmed using a diagnostic reference test. The types of the professional position of the personality of a psychologist of the FPS of Russia educational organizations of higher education were rechecked for completeness and orderliness. Conclusions are made about the correspondence between the characteristics of the types of the personality's professional position and the types of the professional orientation of the personality, which was established on the basis of the principle of semantic proximity. The author's created methodology for measuring the psychological characteristics of the professional position of the personality of a future psychologist will allow studying the issues of the professional position formation of a departmental psychologist. The field of application of the results of the study is not only purely scientific, but also practical. The use of this methodology will allow us to study the process of formation of a professional position in specific cadets during their training in FPS of Russia educational institutions of higher education. This kind of monitoring will contribute to the implementation of the most effective teaching and educational impact and, ultimately, the formation of the most mature professional position among cadets studying at the psychological faculty. Key words: consistency, basicity, measurability, professional types, professional position, semantic closeness.
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ЮРКОВ, Анатолій. "SUBSTANTIATION OF THE NEED TO ESTABLISH THE READINESS OF FUTURE PSYCHOLOGISTS TO TACKLE CONFLICT SITUATIONS IN THE PROFESSIONAL ACTIVITY." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 25, no. 2 (July 1, 2021): 225–35. http://dx.doi.org/10.32453/pedzbirnyk.v25i2.793.
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The article studies the theoretical review and substantiation of psychological and pedagogical aspects of the problem of establishment of the readiness of future military psychologists to tackle conflict situations in their professional activities. The conducted scientific research made it possible to reveal the main loads and specifics of the practical activities of future military psychologists during their service in military units, which, in turn, actualized the need to establish readiness among young officers even at the stages of training in higher military educational institutions.The paper analyzes the issue of “readiness for professional activity”, and shows that the space of scientific thoughts is heterogeneous and has many approaches to understanding this definition.It is identified that readiness for the future military psychologist to tackle conflict situations in professional activity is a complex characteristic of the individual, including a system of professional motives, psychological qualities, attitudes and states, subject and intellectual knowledge, skills and abilities, which together is the key to the effective performance of functional duties. The paper proposes to interpret the process “readiness of future military psychologists to resolve conflict situations in their professional activities” as a holistic training covering professional knowledge, skills, patriotic views and beliefs; professional orientation to military service; reflection of their achievements; professional self-improvement.It is found that the content of the readiness of future military psychologists to tackle conflict situations in professional activity is a set of relevant knowledge and skills, which is provided by mastering the relevant profession (professional training), acquiring professionally important personality qualities, entering professional activity after graduation from a higher military educational institution (professional adaptation) skill development in military service (professional self-improvement). Based on the best practices of the scientific community, five main components of readiness are outlined: motivational, value-oriented, communicative-informational, creative, operational-activity.
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Suprun, Daria. "Professional training of psychologists in the field of special education." International Journal of Pedagogy, Innovation and New Technologies 4, no. 2 (December 28, 2017): 90–96. http://dx.doi.org/10.5604/01.3001.0011.5918.
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The article deals with foundations of modern research in the context of special education psychologists. The problem of professional training of psychologists in the field of special education is firstly comprehensively studied on the basis of humanistic, axiological, epistemological, acmeological, systemic, contextual, integrative, activity, reflexive-activity, and personality-oriented approaches. The methodological aspects of this professional training have been developed and the training itself has been presented as a holistic systemic phenomenon in the educational space of higher pedagogical education. The essence of the training has been examined in various ways and on the basis of this training its classification characteristics, levels and systemic and structural components have been determined. This article also defines the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components. What the article aims at is to highlight and characterize the key parts of the system of the phenomenon under investigation and to describe their interactions in the functions and forms of the investigated activity. It also develops and scientifically substantiates the methodology of research of the state of formation of the components of psychologist professional training. The essence of the modern technologies in higher educational institutions is also determined. Theoretical paradigm has been scientifically substantiated, the structural and functional, organizational and didactic model of the system of psychologist professional training in the field of special education has been developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system have been highlighted. Particular attention has been paid to finding and developing the optimal set of methods of providing it, developing programs and defining the efficiency of a developed program. Finally, the article outlines prospects for further research in the context of improving professional training of psychologists in the field of special education.