Social Content of Psychological Specialists’ Professional Activity

Abstract

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.

Formation of the Readiness of Future Educational Psychologists for the Organization of Psychodiagnostic Activities

“…e first approach to the structure of readiness consists in a simple listing of its constituent properties: (i) A positive attitude towards activity, a tendency to engage in it, turning into enthusiasm, a number of characterological traits and stable intellectual feelings, the presence of mental functions necessary for the performance of activities, a certain fund of knowledge and skills, skills in the relevant field, and professional abilities [28] (ii) Awareness of their belonging to a certain professional community (iii) Knowledge, opinion about the degree of their compliance with professional standards, about their place in the system of professional roles (iv) Knowledge of a person about the degree of his recognition in the professional field (v) Knowledge of your strengths and weaknesses, likely zones of success and failure; idea of oneself and one's work in the future [29] (vi) Volitional qualities, the necessary direction of intellectual processes, specialized observation, the optimal level of sthenic emotions, flexible thinking, and the ability to self-regulation (vii) Professional identity, value orientations, professionally important personality traits and professional competence, and awareness of the prestige of the profession [30] is approach allows us to consider readiness as a manifestation of individual and personal qualities corresponding to the nature of the forthcoming activity, but it causes difficulties in presenting readiness as an integral phenomenon.…”

Innovation of the Educational Process in Early Childhood Education Institutions

“…The formation and influence of a positive learning environment in the educational sphere and its consequences on the main participants of the process (Stepanenko, Ohrimenko, Shaforost, Pasichnyk, & Pochynok, 2022). Study of the social content of the professional activity of psychologists in the educational process (Bosniuk, Ostopolets, Svitlychna, Miroshnichenko, Tsipan, & Kubitskyi, 2021). A system of formation and its diagnosis at all levels of innovative and entrepreneurial competence for future managers of education in the conditions of the knowledge economy has been developed (Bazeliuk, Kubitskyi, Rudyk, Ryabova, & Novak, 2021).…”