Pedagogical Conditions of the Psychologists’ Professional Training System Organization in the Field of Special Education

The article represents the study of the peculiarities of gender identity in adolescents with ASD. Features of gender formation in children and adolescents with autism spectrum disorders have been revealed on the basis of theoretic analysis. The results of the empirical study of gender identity in adolescents with autism spectrum disorders were presented. Self-description of adolescents with ASD can have more neutral characteristics (90%), professional roles (60%) and masculine qualities (60%). So it has been found that teenagers with autism spectrum disorders are characterized by a “non-gender-typical self-concept,” that is, family, professional and gender-defined characteristics are not determinative of them in self-description, inferior to neutral-colored qualities. Adolescent boys with autism spectrum disorders like more the masculinized picture (70%) as well as girls (66.7%), but only 40% of the adolescents were able to correctly attribute the pictures to a gender representative. 70% of adolescents attribute to a feminized image characteristics associated with high moral rating, 90% perceive a masculinized figure as weak and passive, which may indicate a specific distribution of roles and responsibilities in the adolescent family with ASD. In general, adolescents with autism spectrum disorders are characterized by a lack of understanding of the difference in genders, their behavioural patterns, the roles played by men and women in the family and society, lack of self-criticism. They also demonstrate a lack of self-identification with their biological sex. The gender identity features identified in adolescents with ASD require focused psycho-corrective work in order to broaden the adolescent's ideas about himself/herself, his or her gender, and his or her own gender characteristics; forming adequate perceptions of the family and the role functions of men and women in it; promoting the identification of the child with his or her gender.

Features of Gender Identity in Adolescents With Autistic Spectrum Disorders

Naidonova

Zetsepina

2020

Metaphor as a Method of Consultative Work of Psychologists and Social Teachers With Parents.

Krotenko

Naidionova

2020

The article presents the method of metaphors as a modern effective method that involves neurodynamic mechanisms of personal reflection on current life events. The formation, essence and functions of metaphor in psychological and pedagogical work are analyzed. The genesis of the concept "metaphor" reveals the growing dynamics of its use in the social and psychological sciences. It has been active since the mid-1970s, when metaphors became the independent subject of study. Phenomenologically, metaphor is manifested in all spheres of human activity, but the first sphere of its usage is language. Metaphorical language allows a specialist to convey relevant messages to the client in a fairly secure form and unobtrusively suggest solutions to the problem. It is due to this that it makes sense to use metaphor in consultative psychological and pedagogical work. The authors propose to regard the metaphor as a means of obtaining information about the peculiarities of the relationship in the system "parents - child". Depending on the content of the family life situation, metaphors can perform expressive, dissociative, diagnostic, explanatory functions. They are used in individual or group consultations, one can employ the following options: firstly, reading and discussing metaphors (expressed in parables, instructive stories, etc.) together with parents, which helps to establish the atmosphere of trust between a psychologist and parents, and becomes a starting point for discussion of a specific problem of child-parent relations. Second, discussing drawing with metaphors enables parents to be objectively aware of the problem and then work out possible effective behaviors and corrections. Thirdly, it is possible to work with metaphoric cards "Alphabet of parental love", "The wisest time", "All the facets of harmony", "Steps to wisdom", "Treasures of vital forces" and so on. Understanding the content of a card requires parents to think, feel and remember. In a state of reflexive calm, they can remember life situations, moments of difficulties in the relationship with their child. The article provides examples of metaphors and gives methodological commentary on the work of psychologists and social educators with them. Thus, the competent use of metaphorization in the counseling process can accompany the work of a psychologist and social educator from the moment of gathering information to the implementation of the last behavioral check of the performed intervention

Development of Professional Competence of Future Psychologists in Modern Conditions

Mikhalets

2023

The article deals with the problem of developing the professional competence of future psychologists in modern conditions of social development. An analysis of scientific-methodical and normative aspects of the development of professional competence of future psychologists in modern conditions was carried out. The concept of "professional competence" in the scientific circulation of some domestic scientists has been clarified. On the basis of the Educational and Professional Program of the first (bachelor) level of the specialty 053 Psychology, a set of professional competencies that future psychologists should master during their studies at a higher education institution is covered. The components of the professional competence of future psychologists are determined: theoretical knowledge; practical skills and abilities; personal and professionally important qualities. Ways of developing the professional competence of future psychologists in modern conditions are proposed: improvement of the content of professional training of future psychologists; introduction of innovative learning technologies, use of interactive teaching methods and techniques, unity of formal, informal and informal forms of education; organization of practical training of future psychologists; creation of a system of psychological support for the professional development of future psychologists. It was found that among the personal and professionally important qualities of future teachers are: the ability to empathize; communicativeness; stress resistance; reflexivity; interest etc. Proposed methods of increasing the effectiveness of the development of professional competence of future psychologists: traditional (lectures, seminar classes, practical classes, scientific and practical activities, practice, etc.); interactive (brainstorming, discussions, debates, analysis of professional (problem) situations, modelling, teaching others, etc.); innovative (project activities, classes using ICT, group work, soft skills development, etc.). The perspective of the research is to study ways of developing the professional competence of future psychologists during various types of practice.