Bibliografie tematiche / Professional psychologist

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Letteratura scientifica selezionata sul tema "Professional psychologist"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 8 febbraio 2022

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Articoli di riviste sul tema "Professional psychologist"

1

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

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Abstract (sommario):
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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2

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, n. 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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3

BOSNIUK, Valerii, Iryna OSTOPOLETS, Nataliia SVITLYCHNA, Oksana MIROSHNICHENKO, Tetiana TSIPAN e Serhii KUBITSKYI. "Social Content of Psychological Specialists’ Professional Activity". Postmodern Openings 12, n. 1 (19 marzo 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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4

Zhigitbekova, B. D. "FEATURES OF PROFESSIONAL QUALITIES OF A PSYCHOLOGIST". BULLETIN Series Psychology 63, n. 2 (20 maggio 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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5

Oltarzhevskaya, L. E., A. V. Krivenko e 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, n. 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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6

Stella, Silvia, Ivan Fossati, Elena Vegni e 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, n. 1 (giugno 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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7

Yessimgaliyeva, Т. М. "SOME PROBLEMS OF FORMATION THE PROFESSIONAL COMPETENCE OF FUTURE TEACHERS-PSYCHOLOGISTS". BULLETIN Series of Pedagogical Sciences 65, n. 1 (30 marzo 2020): 151–55. http://dx.doi.org/10.51889/2020-1.1728-5496.27.

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Abstract (sommario):
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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8

Kozlova, N. V., T. V. Rogacheva, T. E. Levickaya, E. A. Tsehmeistruk e D. G. Nazmetdinova. "Clinical Psychologist in the System of Complex Rehabilitation". Bulletin of Kemerovo State University 22, n. 1 (31 marzo 2020): 131–38. http://dx.doi.org/10.21603/2078-8975-2020-22-1-131-138.

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Abstract (sommario):
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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9

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, n. 2 (46) (2021): 28–32. http://dx.doi.org/10.17721/1728-2217.2021.46.28-32.

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Abstract (sommario):
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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10

Vasyagina, N. N., S. A. Minyurova e 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, n. 3 (2017): 48–60. http://dx.doi.org/10.17759/psyedu.2017090306.

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Abstract (sommario):
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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Più fonti

Tesi sul tema "Professional psychologist"

1

Hahn, Cassidy Elizabeth J. "Religion and spirituality in professional psychologist training a survey of interns /". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4502.

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Thesis (Ph. D.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains ix, 103 p. Includes abstract. Includes bibliographical references (p. 86-93).
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2

Riha, Anna. "'Being a professional chameleon' : working with children as a counselling psychologist". Thesis, University of Roehampton, 2011. https://pure.roehampton.ac.uk/portal/en/studentthesis/being-a-professional-chameleon(98045c2a-da75-4225-96b4-5e09951983d9).html.

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Abstract (sommario):
Children's well-being is an extremely relevant topic at the moment both culturally and politically. Counselling psychologists complete training that includes a diversity of clinical and research approaches though these focus mainly on adults and neglect children. This study aimed to explore the construction of counselling psychologists' experiences of, and perceived contribution to, working with children. Charmaz's (2006) social constructivist version of the original grounded theory method was employed. Purposive sampling was used to recruit participants from the British Psychological Society's website. Participants also self-selected for the study. Eleven individuals who were chartered counselling psychologists and had experience of working with children therapeutically were interviewed. Intensive interviewing was employed and the interviews were audio-taped with a typed transcript of each produced. Data analysis revealed a central concept which the researcher termed 'Being a Professional Chameleon', which gained expression through the subcategories of 'Adapting to Working with Children', 'Professional Selves' and 'Training and Competency of Working with Children'. The findings are discussed in relation to related literature, counselling psychology training and career paths. Implications for the counselling psychology profession are discussed, including suggestions for future research and clinical practice.
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3

Williams, Michael Ray. "Navigating Conflicts Between Religious and Professional Values: Psychologists' Experiences". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6933.

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The issue of psychotherapists' values in psychotherapy has become increasingly challenging as philosophers have questioned the viability of concepts such as objectivity and relativism. Historically, psychotherapists have relied on notions such as bracketing or suspending their own values to avoid the moral and ethical implications that such values might be active in psychotherapy. Acknowledging that psychotherapists' values are active in psychotherapy raises a host of important issues, including how to appropriately navigate value conflicts. This study explored the experience of psychotherapists as they navigate conflicts between their religious and professional values. Qualitative interviews with eight religiously committed psychologists were transcribed and analyzed using Collaborative Hermeneutic Interpretation. Major themes and findings include: the possibility that one can be a religiously committed psychologist; that research topics are informed by religious values; the strengthening of personal values through conflict; there are a variety of values gained from religious affiliation; feeling out of place in religious and professional communities; having religious and philosophical issues broadened and deepened in complexity; knowing when to defend values and worldview; having quality research and reputation as a defense; and positive and negative experiences with supervisors. Participants also discussed what was helpful in preparing them for value conflicts and the preparation they wished they would have received. The findings in this study emphasize the importance of the supervisory relationship and the impact that supervisors can have on trainees as they work through value conflicts. Training programs are also recommended to provide trainees guidance that will help prepare them to navigate potential value conflicts over the course of their professional development.
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4

Puchalska, Sylvia. "The mother and the child clinical psychologist : a discursive analysis of professional conversations". Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/7761.

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Aim: Motherhood is placed under a lens by society: mothers are expected to fit within narrowly defined characteristics which dictate who mothers should be and how they should act. Although there are numbers of articles that explore this issue, little attention has been paid to how health professionals, and clinical psychologists in particular, position themselves in relation to societal ideas about motherhood. The research aims to define the discursive resources used by Clinical Psychologists (CPs) to construct the shapes and identities of motherhood, and to explore how these resources were deployed. Method: A discourse analysis approach is employed. Data came from 3 focus group interviews (N=9), which were set up in order to explore motherhood and mothers. Participants were all qualified CPs working within Child and Adolescent Mental Health Services (CAMHS) in the UK. The research is positioned within a social constructionist frame and takes a critical realist position. The analysis includes elements of both discursive psychology and critical discourse analysis, filtered through a postmodern feminist lens. Findings: A number of discursive practices and identity positions around womanhood and motherhood were highlighted and a set of interlinked dilemmas emerged for women around how to be a woman and how to be a mother. A further dilemma emerged for CPs which encompassed how they worked with women, and what positions they took when doing so. Womanhood and motherhood appeared to be troubled, which had the potential to oppress mothers attending CAMHS. Female CPs were included within this trouble, however, which created interesting juxtapositions within the deployment of discursive resources. Finally, some positive discursive practices were identified which highlighted acceptance and tolerance of pluralities of being a woman and being a mother. Implications: Reflection, deconstruction and an opening up of the debate were seen to be useful devices in helping psychologists to expose potentially oppressive practices. Politicisation of psychology was also explored.
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5

Cenesiz, Gaye Zeynep. "The Professional And Social Roles Of Clinical Psychologists In Turkey". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609096/index.pdf.

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The purpose of this thesis is to examine how the professional and social roles of clinical psychologists are described in Turkey, how clinical psychologists evaluate these roles, and which factors are affecting the role definitions. It was hypothesized that there would be differences between the role definitions of the public, the role definitions of the other professions working with psychologists and the role definitions of psychologists themselves. Also, it was expected that the public would not differentiate the professions &lsquo
psychologist&rsquo
, &lsquo
clinical psychologist&rsquo
, and &lsquo
psychiatrist&rsquo
. Participants were 27 professions working with psychologists, 27 psychologists, and 105 citizens from Ankara, istanbul, Mugla, and Aydin. The data were gathered by administering 3 versions of Perceptions about Psychologists Questionnaires developed by the writer. Content Analyses were done to examine the data. The results indicated that although public had a general idea about the role definitions of clinical psychologists, it was also unable to differentiate the three relate professions. The results also summarized how clinical psychologists were understood in Turkey, and showed the factors related to the comprehension process. The findings, and their implications with suggestions for future research and practice, were discussed in the light of relevant literature.
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6

Loibner, Natalie. "How trainees experience the process of becoming a counselling psychologist with reference to anxiety : a phenomenological investigation". Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-trainees-experience-the-process-of-becoming-a-counselling-psychologist-with-reference-to-anxiety(b0027fc0-b748-4d92-8232-2eb8bc27103c).html.

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Abstract (sommario):
Previous studies have suggested that becoming a counsellor takes place according to stages and that development can be explained through the achievement of specified tasks. The professional training process is also understood to give rise to considerable anxiety with this traditionally conceptualised as a predominately negative experience hindering the learning process. The aims of the current study were: 1) to understand and identify how counselling psychology trainees make sense of and experience their development in becoming counselling psychologists, 2) to understand how anxiety is implicated in trainees’ growth and development into becoming counselling psychologists, and 3) through the application of an empirical existential phenomenological framework to promote an alternative perspective to the dominant medical model in relation to anxiety and the meaning attached to this experience in the process of becoming a counselling psychologist. Five trainee counselling psychologists and two recently qualified counselling psychologists were interviewed for this research project. The phenomenological analysis identified situated structural descriptions with the themes from these individual accounts forming the basis of a general structural description of the phenomenon of anxiety in becoming a counselling psychologist. By means of this existential phenomenological analysis, the multiple meanings attached to the experience of becoming with reference to anxiety were investigated. Two important findings emerged namely; 1) anxiety was not a negative, debilitating process for the trainees and 2) that counselling psychology’s pluralist theoretical affiliations whilst anxiety provoking contributed to the depth of transformation experienced by trainees. By adopting a pluralistic stance ambiguity was found to be prevalent in the experience of anxiety; this opened up the possibilities for becoming for this group of trainees. Therefore a non
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7

O'Grady, Ryan. "Effectiveness of professional learning communities for related services personnel| Nebraska school psychologist perceptions on utilizing learning communities". Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589849.

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Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School psychologists often have multiple schools to serve in rural and urban settings and, at times, have to serve schools in isolation away from other school psychologists. School psychologists need opportunities to engage in meaningful professional development and have the opportunity for collegiality and collaboration with other school psychologists. This study investigated the effectiveness of school psychology learning communities as a way to provide professional development, collegiality, and collaboration school psychologists need to contribute to the education environment.

A qualitative case study design was utilized in this study. Data sources from interviews, observations, and documents chronicled the perceived impact of utilizing professional learning communities for school psychologists as a method of professional development in a seven-district special education cooperative in the Midwest.

The findings of the study uncovered that the learning community produced an increase in knowledge and skills for school psychologists. It also provided a forum to study and find consistency in services school psychologists provide to schools. Data also showed that school psychologists felt that the goal setting process within the group served as a guide to identify continued professional develop needs. In addition, data revealed that school psychologists felt that collaboration within the learning community had an impact on student achievement and that the learning community increased job satisfaction of school psychologists.

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8

Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.

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The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.
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9

Eaton, Andrew David. "The role of the educational psychologist in promoting effective multi-agency collaborations". Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110333.

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Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data for intervention materials to be used in the second stage. This is achieved by comparing the purposes and practices of each group at different systemic levels. This stage of the study also provides baseline questionnaire data for the second stage of the study. Consideration is given to the sources of conflict within each group, the strategies used to resolve these conflicts and the levels of hierarchical and systemic thinking within the participating multi-agency groups. The resulting analysis is found to fit well within the EMMA model and the distinctiveness of each of the systemic levels as well as their interdependence is discussed. Suggestions are made for improved multi-agency practices and new directions for the educational psychologist in facilitating improved practice are explored. Paper II Abstract In the first phase of this two-stage study, self-organised learning principles were proposed as a useful knowledge base upon which to draw when facilitating change in multi-agency groups. In this second phase, this hypothesis is put to the test. Data from the first phase is used in combination with wider research findings to design feedback materials for participating groups. Evidence gathered from ensuing meeting transcripts, interviews and questionnaire data is compared with baseline data gathered in the first phase to assess the impact of this intervention on group functioning. Evidence is presented of improved clarity of purpose, improved group functioning and early signs of improved outcomes, though results are highly variable between groups. Different levels of group functioning were found to be inter-dependent, lending support to an eco-systemic model of multi-agency working. Trait-based models of leadership and conflict resolution are challenged. It is argued that improving outcomes for young people is dependent upon the healthy functioning of multi-agency groups and that investing resources in reflective learning in multi-agency groups is a worthwhile step towards securing better outcomes for young people.
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10

Duncan, Amy Crystal. "Intra and interpersonal factors in the use of personal therapy by trainee clinical psychologists". Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/7621.

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The purpose of personal therapy for psychologists can be understood as a method of personal and professional development (PPD) and/or in terms of help-seeking. This study aims to consider differences in the use of personal therapy among trainee clinical psychologists. It used a cross-sectional, survey design and invited all British trainees to participate. 437 trainees (25% response rate) completed measures on intrapersonal and interpersonal variables, and answered several factual questions pertaining to demographics and clinically relevant experiences. Several trainees reported experiencing childhood abuse. A large proportion had experienced therapy prior to training. These issues were explored. Discriminant analyses demonstrated that attitude to therapy for PPD and psychological flexibility were important predictors of use of personal therapy, as was emotional neglect in childhood. The potential link between difficult early experience and ability to manage internal experience was considered. Therapeutic orientation of trainee, year of training and course support were also important factors in differentiating between groups. Implications for training and PPD were discussed in terms of suggestions for courses and trainees.
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Più fonti

Libri sul tema "Professional psychologist"

1

Cynthia, Harbeck, a cura di. The pediatric psychologist: Issues in professional development and practice. Champaign, Ill: Research Press, 1988.

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2

The psychologist as expert witness. 2a ed. New York: J. Wiley & Sons, 1998.

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Morgan, Elizabeth M. You've earned your doctorate in psychology, now what?: Securing a job as an academic or professional psychologist. Washington, DC: American Psychological Association, 2012.

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Trinidad, Vasquez Melba Jean, a cura di. Ethics in psychotherapy and counseling: A practical guide. 4a ed. Hoboken, N.J: Wiley, 2011.

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Alper, Gümüş Mustafa, a cura di. Psikolojik danışmada etik ve hukuk. İstanbul: Vedat Kitapçılık, 2010.

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Golding, Laura, e Ian Gray, a cura di. Continuing Professional Development for Clinical Psychologists. Malden, MA, USA: Blackwell Publishing Ltd, 2006. http://dx.doi.org/10.1002/9780470754900.

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Colorado. Department of Regulatory Agencies. Office of Policy and Research. Division of Registrations, Mental Health Section: Board of Psychologist Examiners, Board of Social Work Examiners, Board of Marriage & Family Therapist Examiners, Board of Licensed Professional Counselor Examiners, Sate Grievance Board, Addiction Counselors Program. Denver, Colo: Colorado Dept. of Regulatory Agencies, Office of Policy and Research, 2003.

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Trinidad, Vasquez Melba Jean, a cura di. Ethics in psychotherapy and counseling: A practical guide. 2a ed. San Francisco: Jossey-Bass Publishers, 1998.

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Brad, Johnson W., a cura di. Ethics desk reference for psychologists. Washington, DC: American Psychological Association, 2008.

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American Psychological Association. Ethical principles of psychologists and Code of conduct. [Washington, D.C.]: American Psychological Association, 1992.

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Più fonti

Capitoli di libri sul tema "Professional psychologist"

1

Francis, Ronald D. "Professional and Ethical Standards". In Becoming a Psychologist, 97–150. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-05105-9_5.

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Smucker Barnwell, Sara, Russell McCann e Stephen McCutcheon. "Competence of the psychologist." In A telepsychology casebook: Using technology ethically and effectively in your professional practice., 7–26. Washington: American Psychological Association, 2018. http://dx.doi.org/10.1037/0000046-002.

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Fischetti, Barbara A. "Managing Your Professional Practice as a School Psychologist". In A Practical Guide to Building Professional Competencies in School Psychology, 51–67. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6257-7_4.

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Chung, Y. Barry. "My Journey as a Chinese Immigrant Counseling Psychologist". In Journeys to Professional Excellence: Stories of Courage, Innovation, and Risk-Taking in the Lives of Noted Psychologists and Counselors, 109–20. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2018. http://dx.doi.org/10.4135/9781071800669.n9.

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Strickland, Ted. "Moving psychology toward (self) recognition as a public resource: The views of a Congressman psychologist." In Psychology and public policy: Balancing public service and professional need., 369–89. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10194-002.

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Marsella, Anthony J. "Travels With a Contrarian Person, Psychologist, Activist: Becoming “Radicalized” by Injustice, Violence, and Stasis". In Journeys to Professional Excellence: Stories of Courage, Innovation, and Risk-Taking in the Lives of Noted Psychologists and Counselors, 49–64. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2018. http://dx.doi.org/10.4135/9781071800669.n5.

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van Spaendonck, K. P. M., e S. J. van Luijk. "Professioneel gedrag". In Medische psychologie, 219–26. Houten: Bohn Stafleu van Loghum, 2006. http://dx.doi.org/10.1007/978-90-313-7033-7_23.

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Obermann, Christof, e Marc Solga. "Psychologie der Interviewführung". In Jobinterviews professionell führen, 65–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-18714-9_5.

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Heineman, M. J., M. Fabriek, S. J. van Luijk e R. L. Hulsman. "23 Professioneel gedrag". In Medische psychologie, 235–45. Houten: Bohn Stafleu van Loghum, 2010. http://dx.doi.org/10.1007/978-90-313-7820-3_23.

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Lunt, Ingrid. "European Federation of Professional Psychologists' Associations." In Encyclopedia of Psychology, Vol. 3., 274–76. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-099.

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Atti di convegni sul tema "Professional psychologist"

1

Timofeeva, Tatiana, e Lyudmila Solyankina. "The Manifestation of the Psychologist's Professional Identity in the Characteristics of the Communicative and Gendered 'Me'". In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-48.

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Abstract (sommario):
This article represents an analysis of professional identity of the psychologist in conjunction with with the features of their communicative and gender ‘Me’. The work of the psychologist is seen in different systems: person-person, person-group, person-society. Difficulties associated with the need to build quality person-centred communication, but at the same time maintain the boundaries of professional care, are described. In this case, communication competence can be considered not only as criterion of rendering efficient help to a client, but as a condition for forming professional identity of the psychologist. This paper presents the results of an empirical study of the identity of psychologists using the techniques of T. Kun, T. McPartland ‘Who am I’ (in versions by T.V. Rumyantseva, I. S. Kletsina, N.L. Ivanova). The processing of the results included quantitative and qualitative analysis. The analysis of the data revealed the components of identity that may hinder the formation of a stable professional identity. It has been shown that psychologists are primarily oriented towards constructing identity through personal dispositions; the communicative component of their identity is linked to their professional image. A poorly expressed necessity in communication, or domination of negative characteristics in describing one’s own communication skills is reflected in the psychologist’s lack of professional identity. When a professional identity is formed, the aspects of gender identity become blurred and professional characteristics that are the professionally important qualities of psychologists begin to dominate in personality descriptions. The connection between the formation of the psychologist’s professional identity and the peculiarities of their communicative and gendered ‘Me’ is shown. The individual’s acceptance of professionally important qualities (as a positively formed communicative identity component and gender-neutral characteristics) allows the psychologist to build a sustainable positive professional identity.
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Гиниятова, Зульфия Мухтаровна, Елена Васильевна Сафронова e Евгения Габтальнуровна Итева. "STUDY OF EMOTIONAL BURNOUT IN PROFESSIONAL ACTIVITY OF PSYCHOLOGIST". In Высокие технологии и инновации в науке: сборник избранных статей Международной научной конференции (Санкт-Петербург, Ноябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/vt188.2020.70.99.018.

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Статья посвящена исследованию эмоционального выгорания в профессиональной деятельности психолога. Представлены результаты эмпирического исследования эмоционального выгорания психологов. The article is devoted to the study of emotional burnout in the professional activity of a psychologist. Results of empirical study of emotional burnout of psychologists are presented.
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Perelygina, Elena, Olga Zotova e Sergey Mostikov. "Migrants' Perceptions of Psychological Support". In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-43.

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An increase in a number of migrants intensifies the need for professional psychological support and counseling for the latter in order to facilitate their social-psychological adaptation. In order to organise the psychotherapeutic process effectively and provide quality services, it is necessary to pay special attention to clients’ expectations and perceptions of psychological help. Unfortunately, this issue is currently underrepresented in domestic psychological research. The success of the psychologist’s work largely depends on a clear understanding of the ethnicity, the uniqueness of each ethnic group and the appropriately chosen methods. This paper presents the results of a survey of counselling psychologists with experience of working with migrants from post Soviet countries as well as the results of a comparative analysis of the perceptions of the psychologist’s work with representatives of the dominant ethnic group and migrants. The study objective: explore perceptions of the work of a counselling psychologist among migrants and members of the dominant ethnic group. Respondents’ answers were processed using expert assessments. The study was participated by three groups: 20 psychologists (of the dominant ethnic group); 20 migrants, and 20 citizens of the Russian Federation without psychological education. The dominant attitude in the minds of many respondents is that psychotherapy is useless, ‘a person should cope on their own, telling a psychologist about their problems is a sign of weakness’. At the same time, most of the interviewees note that they (their families) have psychological problems, however, they are not prepared to work on solving them. It is worth highlighting the particular importance of psychological education and public enlightenment in order to develop a more adequate image of the psychologist and a clear understanding of the specifics of psychological counselling.
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Erina, Inobat. "Professional Development Of A Psychologist As The Basis Of His Professional Competence". In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.120.

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Solyankina, Lyudmila E., e Tatyana S. Timofeeva. "A Becoming of the Psychologist Professional Identity in a Transitive Society". In Wellbeing and Security in the Face of Social Transformations. Liberal Arts University – University for Humanities, 2019. http://dx.doi.org/10.35853/lau.ws.2019.sp19.

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Pitanova, M. E. "Professional Sensitivity In The Work Of A Psychologist In Educational Sphere". In International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.03.159.

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Volkova, T., G. Kravchenko e E. Petukhova. "The image of a professional psychologist in the context of professional identity of students from Russia and Kazakhstan". In Proceedings of the International Conference on Sustainable Development of Cross-Border Regions: Economic, Social and Security Challenges (ICSDCBR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsdcbr-19.2019.137.

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Galkina, Ekaterina. "Psychological barriers of the initial stage of professional activity of the self–employed". In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-20.

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The problem of the study is that it is not sufficiently studied what psychological barriers people face at the initial stage of professional activity as self-employed. The aim of the study is to study the features of psychological barriers at the initial stage of professional activity of self-employed people. Research hypothesis: at the initial stage of professional activity as self-employed people face psychological barriers in the organizational and creative areas of entrepreneurial activity. The problem of psychological barriers was considered in their works by S. Rubinstein, N. Podymov, I. Pavlov, R. Shakurov and others. The article formulates particular definitions of the main concepts. Methodology: analysis of an individual case using interviews with processing in the framework of interpretive phenomenology. Respondent: female, 34 years old, self-employed as a psychologist for 1 year. Results: psychological barrier of accepting financial responsibility, barrier of adherence to a certain professional culture, barrier of competence in the profession. Certain psychological barriers can arise in connection with certain underlying medical conditions. The conclusions are that psychological barriers are a complex mental education, can be overcome in stages, and motivation of the subject is important for overcoming barriers.
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ZHilkibaeva, F. A., e N. V. Kozlovskaya. "Representations of the professional activity and personality of a psychologist-practitioner at university students". In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-10.

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Komarova, Emiliya, Karina Gaidar, Olga Poluhina e Elena Mescheryakova. "Blended Learning Technology as a Means of Forming a Professional-Personal Position of a Bachelor Psychologist". In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1149.

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