Social psychology and human values.

Interest in the problem of values intensifies during critical periods in the life of society. This is also the modern era, when dynamic social transformations, global natural and man-made disasters occur, causing the search for meanings, core value bases for human existence both at the level of world civilization, Russian statehood, and at the level of self-consciousness. specific person, carrying out vital activity in a changing world. The search for value orientations is also carried out in the field of education, which responds to the challenges of our time.

Outstanding philosopher of the twentieth century. E. Fromm wrote that “self-consciousness, reason and imagination - all these new properties of a person ... require the creation of such a picture of the world and a person’s place in it, which has a clear structure and has an internal relationship ... A person needs system of coordinates, life orientations, value orientations , without which he can get lost and lose the ability to act purposefully and consistently ... The need for life coordinates also includes the need for a goal that tells him where he should go. The world for a person has a certain meaning, and the coincidence of his own picture of the world with the ideas of the people around him is for him personally a criterion of truth. E. Fromm argued that there is not a single culture that could do without such a system of value orientations, or coordinates, without fail, every individual has it. Values are assimilated by a person in the process of socialization, education, when self-consciousness, worldview, professional position and personal identity are formed.

The system of value coordinates is necessary for the implementation by the subject professional activity, especially those of its types that are directly related to man as an object of labor.

Considering that the professional activity of a psychologist, which is most directly related to a person, has become widespread in the last fifteen years, the problem of the value bases of the profession and psychological education requires more and more urgent consideration.

Values, value orientations, value coordinates are concepts widely used in social sciences. The development of the problem of values has a long tradition in philosophy; F. Brentano, M. Weber, W. Windelband, W. Wundt, Dilthey, J. Dewey, K.I. Lewis, F. Nodl, F. Taulsen, Alexius von Meynonn, M. Scheler and others, who formed the following types of value theories: naturalistic, psychologism, transcendentalism, personalistic ontologism, cultural-historical relativism and sociologism.

An analysis of the historical and philosophical literature on the problem of values shows that values throughout history have been considered as a "regulatory mechanism" of people's social life. This mechanism is a complexly organized system in which, along with values that carry out the most general, strategic regulation of behavior, there are also norms. The universal human value embodies the generic essence of man, his nature.

Philosophical literature has developed various approaches to the definition of values: value is identified with an idea that acts as an individual or social reference point; is perceived as a widespread subjective image or representation that has a human dimension, is synonymized with cultural and historical standards; associated with a type of "worthy" behavior, with a specific lifestyle. In modern axiology, a position has been established that is associated with the recognition of the existence of a value relationship in the system of object-subject relations, the meaning of an object for a subject. For example, in the studies of M.S. Kagan shows that there are no values outside of a person and society, and outside of a relationship to a person, objects in themselves are not subject to value qualification. Values are considered as a personally colored attitude of a person to the world, which has arisen on the basis of knowledge and personal experience. At the same time, the author refers only positively significant events and phenomena related to social progress to values. A.G. Zdravomyslov defines values as “interests that have become isolated in the course of history due to the division of labor in the sphere of spiritual production, the object of which are moral, moral and aesthetic norms” .

In the "Russian Encyclopedic Dictionary" values are defined as “the positive or negative significance of objects or phenomena of the surrounding world for a person, determined by their involvement in the sphere of human life. Criteria and methods for assessing this significance are expressed in normative ideas, ideals, attitudes, goals.

The psychological dictionary interprets value as a concept that characterizes the socio-historical significance for society and the personal meaning for individuals of certain phenomena of reality, noting the regulative function: "values serve as an important factor in regulating the behavior of an individual and people's relationships."

One of the grounds for considering values in Russian psychology is the orientation of the personality, which in different concepts is designated differently: as a “dynamic tendency” (S.L. Rubinshtein), “meaning-forming motive” (A.N. Leontiev), “ dominant attitude” (V.N. Myasishchev, A.V. Bratus), “the main life orientation” (B.G. Ananiev).

D.A.Leontiev, characterizing the forms of existence of values (social ideals, objectively embodied and personal values), he clarifies that social ideals and objectively embodied values are studied by philosophy and sociology, and psychology appeals to the study of personal values.

Personal values, firstly, are not limited to a given moment, a given situation, secondly, they do not attract a person to something from the inside, but attract him from the outside, and, thirdly, they are not selfish, they give an element of objectivity to assessments, since any value is experienced as something that unites me with other people. Although this objectivity is relative, after all, even the most generally accepted values, becoming part of the inner world of a particular person, are transformed and acquire their distinctive abilities in it.

YES. Leontiev describes the mechanism of transformation of social value into personal one. Any social group - from a separate family to humanity as a whole - is characterized by a focus on certain common values - ideal ideas about the good, desirable, proper, generalizing experience joint life all members of the group. By assimilating views on something as a value from others, a person lays in himself new regulators of behavior that are independent of needs. Accordingly, the mechanism for transforming a social value into a personal value is the inclusion of a person together with a group in the practical implementation of a specific value, and the feeling of this value as one's own is fundamentally important.

JOINT SOCIETY

ACTIVITIES social values

The value of education;

The value of professionalism;

The value of favorable social status;

Building value successful career etc.

Practice shows that a psychologist, working with a client, has a certain influence on him: changing his attitude to the situation, expanding his vision and understanding of himself, other people, helping to realize the possibility of implementing other models of behavior in problem situations, in addition to those that have developed in an individual client experience. The psychologist, providing a change in the consciousness and self-awareness of the client, implements a leadership position. Of course, the form of manifestation of this leadership is significantly different from leadership, manifested in the management of an organization, large and small groups, etc. The psychologist's leadership is primarily expert leadership. He knows what helps a person to find a foothold, he finds ways to provide psychological assistance to a particular client. The foregoing necessitates consideration of the essence of the concept of leadership and its various manifestations.

The word leader comes from the English lead (lead). A leader is a leader who goes ahead. The leader is a member of the group, for whom she recognizes the right to make decisions in situations that are significant for her (37).

Krichevsky R.L. characterizes the leader as a person with a high personal status, exerting a strong influence on the opinions and behavior of the people around him, members of any association, organization and performing a set of functions (38) .

Along with the concept of a leader, the concept of "leadership" is considered, which is defined as a process of social influence, in which the leader seeks the voluntary participation of subordinates in activities to achieve organizational goals (Shrishein); or as a process of influencing group activity to achieve goals (Stogdill) (38).

According to F. Fiedler, leadership is a concrete action to coordinate and manage the activities of the group.

Leadership - relations of dominance and subordination, influence and following in the system of interpersonal relations in a group (38).

Leadership can be defined as a type of managerial interaction based on the most effective combination of various sources of power for a given situation and aimed at encouraging people to achieve common goals. It follows from this definition that leadership is a function of leader, followers, and situational variables.

The phenomenon of leadership is rooted in the very nature of man and society. Phenomena, in many respects similar to leadership, are found in the environment of animals leading a collective, herd lifestyle. Here, the strongest, smartest enough, stubborn and determined individual always stands out - the leader, leading the herd (flock) in accordance with its unwritten laws, which are dictated by relationships with the environment and are biologically programmed (37).

Depending on the direction of influence To achieve the goals of the organization and the individual, leadership is divided into:

constructive (functional), i.e. contributing to the achievement of the goals of the organization;

destructive(dysfunctional) , those. formed on the basis of aspirations that are detrimental to the organization (for example, leadership formed at the enterprise by a group of thieves or bribe-takers);

neutral, those. not directly affecting the efficiency of production activities (for example, leadership in a group of amateur gardeners working in the same organization).

Of course, in real life the lines between leadership types are fluid, especially between constructive and neutral leadership. To effectively influence a psychologist on a client, it is necessary that he is both a business and emotional leader. Of course, the level of position taken by the psychologist in the system of emotional relations also affects the effectiveness of his professional relations.

Constructive leadership is acceptable for a psychologist, because the main task of a psychologist’s professional activity is to help a client solve his problem, which in turn implies the possibility and realization of the psychologist’s influence on the client, which means the manifestation of leadership: “Do not harm, but do better” (one).

In our opinion, the typology presented by E. Shane is interesting:

Leadership through dominance and power(carried out when the leader has more power and strength, i.e. this is not his personality trait, but acquired through status, position. “I am the boss, and you will do what I say”).

Manipulative leader.(Through deception, misleading. "You - to me, I - to you"). Both base instincts are exploited, like envy, self-interest, and positive qualities due to cunning (hard work, honesty, responsibility, devotion, decency). Those. a person is used to achieve the goals of the manipulator.

Charismatic leader- a bright personality who has some ideas of his own, has followers who admire him, want to imitate him, and he manages due to that. That people want to be around, to participate in the same business with an interesting person. He accepts only worship. (For example, a guru and his sect; fans and a singer). He himself chooses neither violence (as a powerful leader) nor deceit (as a manipulative leader). A charismatic leader influences people, admiration and worship.

Socially responsible leader. Says: "If not me, then who?" Charismatic - they themselves strive to be leaders, have a charming, vivid image, and this type perceives leadership as a duty, responsibility. Leadership through authority, respect and a sense of duty. People respect him, obey and trust him.

Leader teacher. He has achieved everything, remains a leader through the transfer of knowledge, experience to students, develops them. He leads by what strengthens people and therefore they voluntarily accept him as a leader.

spiritual leader. People choose him as a role model, they themselves try to be like him. The influence of such a leader lies in the fact that, inspired by the example of a spiritual leader, a person changes and develops himself. The leader purposefully does not influence people in any way. spiritual leader makes no effort, people themselves choose him as their leader.

Professional values- related to work. These are money, wealth, comfort, professional growth, helping other people, etc.
intellectual is knowledge, education, erudition, curiosity, creative thinking etc.
Physical- sports, beauty and body hygiene, health.
Spiritual
emotional
ethical- honesty, decency, justice, generosity, the ability to enjoy what you have, correctness.
aesthetic- style, fashion, external attractiveness of people, things, aesthetic taste, cleanliness, order in the house, etc.
Material- money, wealth, property, valuables, etc. etc.
Cultural- art in all its manifestations.

Patriotic -

Target:

Description:

Imagine that in a few hours, unknown forces will send you to a desert island, where you will spend the rest of your life. There is a sufficient amount of simple food and water (you will not die of hunger and thirst), a minimum of clothing and bedding (you will not freeze), necessary medicines. Unfortunately, there is no mobile connection there. You are allowed to take only seven objects with you, which can include both things and people. The condition is only those things or people that you can actually bring to the airport within a few hours (you will not be able to bring your apartment or your beloved dog)

2). The second stage of the exercise is as follows: “Everything flows, everything changes, and they decided to settle companions on your island. He also has seven objects. In total, together with yours, 14. But only seven can remain. Work is organized in pairs. Their task is to compile one of their two lists, including seven items.

why is it needed(for example, a book is for personal development, a receiver is for obtaining information about the world and other people).

Issues discussed:

Target:

Description

- Buy a newspaper, lady?

She made cocoa and toast with jam. Then she returned to the kitchen and took up the interrupted business - she sorted out the bills.

Lady, are you rich?
- Am I rich? Not! She glanced down at her tattered rug.

Then they left.
Plain blue cups and saucers... But they fit together. She peeled the potatoes and cooked mushroom sauce. Potatoes and mushroom sauce, a roof over her head, her reliable husband with a good job, children - all these things also went together.

Issues discussed:

What is this parable about?

Presenter resume: Sometimes, in pursuit of the accumulation of material wealth, a person forgets about what is truly valuable. The material is transitory. True values are associated with the spiritual orientations of a person.

Target:
Necessary materials:

If a man steals a donkey, a sheep or a slave, he is a thief and must be punished
If a son hit his father, he should cut off his hand

Presenter resume: Some values are changeable, but in general human values- goodness, justice, beauty, truth - have been and will always be.

Method "My personal coat of arms".

Content:

Exercise "Values"

Target:

Necessary materials:

Description:

family traditions

life with parents

erudition

vocational training

hobbies

entertainment

travels

personal items

personal property

financial savings

love for god

harmony of soul and psyche

internal development

victories and defeats of the spirit

ups and downs

health

sports beauty and body hygiene

Friendship, communication

social activity

status respect

confession

Presenter resume:

Reflection lessons

View document content
"Psychological lesson "Life values""

Psychological occupation"Life values"

Target: prevention of risky behavior through the formation of a system spiritual and moral landmarks.

Tasks:

formation of ideas about universal values;

creation of conditions for turning to one's own value-semantic sphere;

priority formation spiritual values over the material.

Lesson progress

Now we will conduct a game that is primarily of a meaningful nature, it will help us to reveal the topic of our lesson.

Exercise "Change places those who appreciate ..." - 4-5 min

Target: introduction to the topic, creating a working atmosphere.

Description: the chair of the leader is removed outside the circle. The leader, standing in the center of the circle, pronounces the phrase: “Those who value ... (friendship, money, freedom, power) change places. Those who believe that this statement applies to them should get up from their place and run to another vacant place. The task of the driver is to take any free place. Left without a chair becomes the new driver.

Discussion: What did you like about the exercise?

What did this exercise reveal?

Can you guess the topic of our lesson? (Values)

Before proceeding to the next exercise, as well as the disclosure of the topic of the lesson, I would very much like to read you one poem, which, in my opinion, is also very suitable for the topic of our lesson:

Throwing aside the time of everyday life,

In the night healing wilderness

I sort out the jewels

Stored at the bottom of the soul.

I don't have that many

But I don't need more.

When summarizing

They don't go down in value!

Guys, what are values? How do you understand this word?

Values- this is a person's ideas about the most important things in life; it is what gives the vector to its existence.

What values do you know? How can they be classified?

Types of values:

Professional values- Work related. These are money, wealth, comfort, professional growth, helping other people, etc.

intellectual- this is knowledge, education, erudition, curiosity, creative thinking, etc.

Physical- sports, beauty and body hygiene, health.

Spiritual- faith in God, spiritual harmony, personal development and self-improvement.

emotional- openness in communication, acceptance of people as they are.

ethical- honesty, decency, justice, generosity, the ability to enjoy what you have, correctness.

aesthetic- style, fashion, external attractiveness of people, things, aesthetic taste, cleanliness, order in the house, etc.

Material- money, wealth, property, valuables, etc. etc.

Cultural- art in all its manifestations.

Patriotic - love for the motherland, country, traditions, etc.

Exercise "Desert Island"

Target: creation of conditions for understanding that behind any act there are values professed by a person, orientations in the spectrum of possible values.

Description: The exercise is carried out in several stages.

one). At the first stage, the group members work individually. The game situation is set: Imagine that in a few hours, unknown forces will send you to a desert island, where you will spend the rest of your life. There is a sufficient amount of simple food and water (you will not die of hunger and thirst), a minimum of clothing and bedding (you will not freeze), necessary medicines. Unfortunately, there is no mobile connection there. You are allowed to take only seven objects with you, which can include both things and people. The condition is only those things or people that you can actually bring to the airport within a few hours (you will not be able to bring your apartment or your beloved dog)". The selected objects are written down on a sheet of paper.

2). The second stage of the exercise is as follows: “Everything flows, everything changes, and they decided to settle companions on your island. He also has seven objects. In total, together with yours, 14. But only seven can remain. Work is organized in pairs. Their task is to make one of their two lists, including seven items.

3). At the third stage, similar work is carried out in small groups of 5-6 people.

The groups then present their lists to the circle. The facilitator interprets what he heard from the standpoint of values: why is it needed(for example, a book is for personal development, a receiver is for obtaining information about the world and other people).

Issues discussed:

What feelings arose during the exercise?

How was the discussion in your group?

What was the most valuable thing for our group?

What was surprising and what was predictable?

Discussion - discussion of the story "Wealth"

Target: creation of conditions for the separation of material and spiritual values, awareness of the priority of the spiritual over the material

Description: A parable is offered to the attention of the group:
Behind the door stood two children, both in tattered coats, out of which they had long grown.
- Buy a newspaper, lady?
She was busy and was about to say no when she accidentally looked down and saw their sandals. Little sandals soaked in the rain.
- Come in, I'll make you some hot cocoa.
They both followed her without saying a word. Their wet sandals left footprints on the floor.
She made cocoa and toast with jam. Then she returned to the kitchen and took up the interrupted business - she sorted out the bills.
She was startled by the silence in the next room. She looked over there.
The girl held an empty cup in her hands and looked at it. The boy asked in embarrassment:
Lady, are you rich?
- Am I rich? Not! She glanced down at her tattered rug.
The girl very carefully put the cup on the saucer and said:
- Your cups fit the saucers, - and there were notes of hunger in her voice, but not the one from which the stomach hurts, but some other.
Then they left.
Plain blue cups and saucers... But they fit together. She peeled the potatoes and made the mushroom sauce. Potatoes and mushroom sauce, a roof over her head, her reliable husband with a good job, children - all these things also went together.
She cleaned the living room, but the dirty prints of the little sandals remained in her heart. She wanted to leave them there, in case she ever forgot how rich she really was.

Issues discussed:

What is this parable about?

What kinds of values can be named based on what they heard? (material, spiritual)

What do you think is more valuable? Why?

Discussion “Values different eras»

Target: awareness of the universal nature of the main value orientations
Necessary materials: information for work in small groups (photocopies of the texts below)

Laws of Hammurabi (II century BC, Common Mesopotamian kingdom)

If a man steals a donkey, a sheep or a slave, he is a thief and must be punished

If a son hit his father, he should cut off his hand

If a man did not strengthen a mound on his land, and the water broke through it, flooding the fields of his neighbors, let the culprit compensate them for their losses. If he has nothing to pay, he should sell all the property and himself, and let the neighbors divide the received silver among themselves.

If a man is in debt, his wife, son or daughter must be in bondage for three years, then they must be released.

Universal Declaration of Human Rights (Europe, 1946)

All human beings are born free and equal in their dignity and rights. They are endowed with reason and conscience and should act towards each other in a spirit of brotherhood.

Everyone has the right to life, liberty and security of person

No one shall be held in slavery or servitude

No one should be subjected to torture or inhuman, degrading punishment

All people are equal before the law and have the right without distinction, to the equal protection of the law.

Presenter resume: Some values are changeable, but universal human values - goodness, justice, beauty, truth - have always been and will always be.

Method "My personal coat of arms".

Target: develop the skills of self-knowledge, self-expression, self-presentation, Creative skills, harmonization inner peace. Optimize self-esteem.

Content: Pleasant music continues to play. Students are given blanks with blanks of coats of arms or they draw their own version. Children are invited to draw their own coat of arms. and try to depict on it your important life values(internal content of vital spheres). Children who do not want to draw for any reason are invited to use old magazines, glue and scissors to make a coat of arms using the collage technique on an already ready template. You can offer students ready-made contours of coats of arms, consisting of a shield and a ribbon, or come up with the shape of a shield yourself.

At the end of the exercise, you can invite the guys to take turns talking about their coat of arms and answering the questions: what did he depict on his coat of arms and why exactly these values are important to him.

Exercise "Values"

Target: awareness life values.

Necessary materials: background musical accompaniment.

Description: Participants are given six pieces of paper and are asked to write on each of them what is most valuable to them in life. Then, the leaflets are ranked in such a way that the highest value is on the very last leaflet. The coach suggests imagining that a terrible event happened, and that value that was written on the first piece of paper disappeared from life. The facilitator suggests crumpling and putting the leaflet aside and thinking about how life is now without it. This happens with each value in order. Each time it is suggested to pay attention to internal state after the loss of value. Then the coach announces that a miracle happened, and it became possible to return any of the values, you can choose one of the crumpled pieces of paper. So six times. Give back the papers to the participants. Then it is proposed to realize what happened, maybe add some values, see if the previous ranking order remains. The exercise is performed to calm music, great importance have the intonation and voice of the coach, the spoken text should be simple and clear.

family traditions

life with parents

its own future family

erudition

vocational training

Professional Development and growth

hobbies

entertainment

travels

personal items

personal property

financial savings

love for god

harmony of soul and psyche

internal development

victories and defeats of the spirit

ups and downs

health

sports beauty and body hygiene

Friendship, communication

social activity

status respect

confession

Presenter resume: The facilitator emphasizes how important it is to build your own hierarchy of values.

Reflection lessons. Purpose: to get feedback from students, sum up the lesson. Forms, everyone in turn says or at will: what they liked and what they didn’t.

Meanings and values in the professional activity of a psychologist. Typology of human modes

being (according to A.R. Fonarev). The concept of assistance in psychology, medicine, pedagogy, religion, jurisprudence

tions. Professional competence and its criteria. Professional competence of a psychologist in

V.N. Karandashev. A.K. Specialist Model Markova. Professional profile of a specialist. Professional job requirements. qualification profile. Model of the activity of a psychologist according to Allen - Abramova. Features of "professional burnout" in the work of a practical psychologist.

1. Meanings and values in the professional activity of a psychologist

Meaning- a reasonable connection between the value and the means (by moving towards it). "What's the point?" is the question “For what? In the name of what? For what value?

If something serves something, is a means - it is meaningful, there is a meaning in this. If something is not a means to achieve values and goals, it is meaningless, it makes no sense.

personal meaning. Meaning is always subjective in the sense that it does not exist outside the perception or relation of the subject. At the same time, the meaning of a knife can be generally understood and generally accepted (in a separate group of people at a certain point in time) (a knife as a means of cutting), and purely individual, personal (memories of a trip where you were given it).

The meaning of professional activity- these are the grounds for a person's assessment of the significance of professional activity for himself personally, that is, a person's biased personal attitude to work mediated by individual experience.

A mature personality tends to constantly seek new, deeper or more individual meanings of work.

Value - a socially approved and shared by most people idea of what is the ideal and standard of due.

Value Orientations- orientation of a person to certain values arises as a result of their preliminary positive assessment. However, one can speak of an orientation toward a particular value only when the subject has projected in his consciousness (or subconscious) the mastery of it. And this person does, taking into account not only his needs, but also his capabilities. For individual individuals, the path of formation of value orientations may not be from need to values, but directly opposite: adopting from the surrounding people a view of something as a value worthy of being guided by it in their behavior and activities, a person can thereby lay in himself the basis of a new need that he did not have before.

Value orientations in professional activity- Developed and accepted by the society the grounds for assessing the purpose of labor, its aspects, the system of spiritual values, professional mentalities, rules of professional ethics.

2. Typology of modes human being(according to A.R. Fonarev)

A. R. Fonarev, based on the methods identified by S. L. Rubinshtein life path, proposed three modes of human existence. The approach developed by A. R. Fonarev explains how individual resources of a person are used in his life and professional activity, whether their actualization leads to progressive development, stagnation or regression.

A. R. Fonarev gave the following designation of the varieties of these modes (from lat. mode- way, image, type) of human existence:

1) the mode of possession;

2) the mode of social achievements;

3) the mode of service.

Fonarev Alexander Ratmirovich Candidate of Psychological Sciences.

3. The concept of assistance in psychology, medicine, pedagogy, religion, jurisprudence

The concept of "psychological assistance" reflects a certain reality, a certain psychosocial practice, the field of activity of which is a set of questions, difficulties and problems related to the mental life of a person.

Already such a preliminary, albeit obvious, assumption requires, in turn, clarification of the boundaries of the concepts of "psyche", "mental". And here, it seems, a not unreasonable criterion can serve as a widely spread in recent decades both in domestic and foreign psychology, the idea of a person as a three-level unity: physical (body), psycho-emotional (mind) and spiritual (spirit).

Even such a schematic articulation of a person's understanding quite clearly indicates the scope of efforts reflected by the phrase "psychological assistance".

Obviously, the field of activity of the relevant specialist is a wide range of problems related specifically to the middle link of the specified trinomial: problems that reflect the features of the mental life of a person as a social being, as well as the features of the community, which reflect the psychological specificity of its functioning.

Psychological assistance is an area and method of activity designed to assist the individual and the community in solving various problems generated by the mental life of a person in society. It is clear, therefore, that understanding the problems of psychological assistance is associated with understanding the psyche as such a space (level, method) of human existence, the diversity and versatility of which determines the totality of problems in the activities of the relevant specialist: interpersonal relationships, emotional intrapersonal (both deep and situational) conflicts and experiences; problems of socialization (choosing a profession, creating a family, different forms public departures), personalization problems (age and existential), i.e. the whole spectrum of the emotional and semantic life of a person as a social being endowed with a psyche.

The development of experimental psychology, which began with the creation in 1879 of the first psychological laboratory of W. Wundt in Leipzig.

Formation of a new, humane and scientific approach to people suffering from mental illness (from F. Pinel, who in 1793 removed the chains from patients in a psychiatric hospital, to J. Charcot and P. Janet, who described this mental disorder as "hysteria", with the subsequent substantiation of the cathartic-hypnotic method of its cure by J. Breuer and Z. Freud and - in parallel with the discovery in 1905 of the pale spirochete, which directly proved the material conditionality of the defeat of mental functions - before the emergence of psychoanalysis as the forerunner of all modern scientific psychotherapy).

The development of psychological testing and the movement for mental hygiene (this direction is associated with the activities of F. Galton and F. Binet, who created the first IQ tests, L. Termen, E. Thorndike and K. Beers, who organized the Mental Hygiene Society in the USA at the beginning of the century).

The emergence in Boston in the first decade of the twentieth century (thanks to F. Parson) of counseling related to the choice of a profession and intended to help a person in choosing suitable job in the name of "useful and happy life» (Belkin G., p. 17).

The emergence and establishment in the 1940s in the United States of "non-directive psychotherapy" by C. Rogers, who introduced the philosophy of existentialism into psychotherapy, abandoned the term "patient" in favor of the term "client" and, in essence, fixed in the public mind the idea of psychological help, which it is at the present time, incorporating both counseling itself and psychotherapy.

Finally, dating back to the American traditions of Protestantism, which arose in the years preceding World War II, the institution of religious guardianship (counselors) and social workers. Being graduates of the combined faculties of philosophy and theology, as well as the faculties of sociology, these specialists were called upon to provide direct mentoring and practical assistance to people who find themselves in a difficult emotional or everyday situation.

Thus, by the 1950s, diverse trends in psychological, psychiatric, psychotherapeutic, social and religious practice led to the formation of a specific area of human activity, called “counseling” (counseling, mentoring, psychological assistance).

4. Professional competence and its criteria

Competence(from lat. competere- correspond, fit) - the ability to apply knowledge, skills, successfully act on the basis of practical experience in solving problems of a general kind, also in a certain wide area.

Professional competence - the ability to successfully act on the basis of practical experience, skills and knowledge in solving professional problems.

When determining competence, attention is paid to three aspects. The first refers to the degree of mastery of the necessary skills and abilities; the second - to legal compliance; the third - to the question of whether this or that specialist is experienced enough to engage in professional activities.

Professional competence of a psychologist characterized by the formation of a single complex of knowledge, skills, psychological positions.

5. Professional competence of a psychologist according to V.N. Karandashev

According to V.N. Karandashev, the professional competence of a psychologist includes:

professional knowledge,

professional skills,

capabilities.

6. Model of a specialist according to A.K. Markova

Specialist Model is a reflection:

volume and structure of professional and socio-psychological qualities;

knowledge, skills, in the aggregate representing his generalized characteristics as a member of society.

Distinguish:

specialist model (working, functioning);

specialist training model .

Markova Aelita Kapitonovna - Doctor of Psychology, professor, specialist in the field of psychology of professionalism, psychology of a teacher, motivation of educational activity.

The well-known psychologist A.K. Markova identifies the following main components of the specialist model:

1) a professiogram, that is, a description of the psychologist's activity itself;

2) professional and job requirements (minimum knowledge and skills required to perform certain professional tasks);

3) qualification profile (knowledge and skills of the employee in accordance with tariff categories wages).

It is especially important for a psychological understanding of the basic requirements for a psychologist to describe the activities of a psychologist, as well as a description of activities in various psychological specialties.

7. Professional profile of a specialist

Professiogram (from lat. Professio - specialty, Gramma - entry) is a system of signs describing a profession, which includes a list of norms and requirements for this profession.

A professiogram is scientifically based norms and requirements of the profession for the types of professional activities and personality traits of a specialist, which allow him to effectively fulfill the requirements of the profession, receive a product necessary for society and at the same time create conditions for the development of the personality of the employee himself.

A professiogram is a generalized reference model of a successful specialist in this field, although it is sometimes noted that the professiogram should also take into account options for performing professional activities at an "average" level.

From the professiogram, a person receives information about the objective content of labor, about the psychological qualities required of a person.

Professiogram is not tough standard scheme, but a flexible indicative basis for the development of a specialist.

The professiogram should not constrain the individual creative development of a specialist, but only give guidance on the objective requirements of the profession for a person.

The professiogram can change as the profession changes, therefore it is necessary to refer to the professiogram one way or another throughout the entire professional life of both a specialist psychologist and every working person in order to correct psychological qualities, taking into account the modern requirements of the profession

8. Professional and job requirements

Professional and job requirements- this is the minimum necessary knowledge and skills to perform certain professional tasks

9. Qualification profile

Qualification Profile- this is the knowledge and skills of the employee in accordance with the tariff categories of wages.

10. Model of the activity of a psychologist according to Allen - Abramova

11. Features of "professional burnout" in the work of a practical psychologist and their undesirable consequences

Professional burnout is a syndrome that develops against the background of chronic stress and leads to the depletion of the emotional, energetic and personal resources of a working person. Professional burnout occurs as a result of the internal accumulation of negative emotions without a corresponding "discharge" or "liberation" from them. In essence, professional burnout is distress or the third stage of the general adaptation syndrome - the stage of exhaustion (according to G. Selye).

In 1981 E. Moppoy (A. Morrow) offered a vivid emotional image, reflecting, in his opinion, the internal state of an employee experiencing the distress of professional burnout: "The smell of burning psychological wiring."

Indifference, boredom, passivity and depression (low emotional tone, feeling of depression);

Increased irritability to minor, petty events;

Frequent nervous "breakdowns" (outbursts of unmotivated anger or refusal to communicate, "withdrawal");

Constant experience of negative emotions for which there are no reasons in the external situation (feelings of guilt, resentment, suspicion, shame, constraint);

Feeling of unconscious anxiety and increased anxiety (feeling that "something is not right");

Feeling of hyper-responsibility and a constant feeling of fear that “it won’t work out” or the person “can’t cope”;

A general negative attitude towards life and professional prospects (like “No matter how hard you try, nothing will work out anyway”).

Feeling that the work is getting harder and harder and harder and harder to do;

The employee noticeably changes his working regime of the day (early comes to work and leaves late, or, conversely, comes to work late and leaves early);

Regardless of the objective need, the worker constantly takes work home, but does not do it at home;

The leader refuses to make decisions, formulating various reasons for explanations to himself and others;

Feeling worthless, disbelief in improvement, decreased enthusiasm for work, indifference to results;

Failure to perform important, priority tasks and “getting stuck” on small details, spending most of the working time in a little conscious or unconscious performance of automatic and elementary actions that do not meet official requirements;

Distance from employees and customers, increasing inadequate criticality;

Alcohol abuse, a sharp increase in cigarettes smoked per day, the use of narcotic drugs.

Any harmonious society should ideally consist of self-actualizing individuals, while harmony in society can be achieved primarily through inner harmony each of its members.

The condition for internal harmony is the development of an appropriate system of value orientations in the process of purposeful influence and learning.

Value orientation - this is the choice by a person of this type of behavior (act), which is based on certain, with one or another depth, conscious (or generally unconscious) values.

The system of value orientations, being psychological characteristic mature personality, one of the central personal formations, expresses the meaningful attitude of a person to social reality and, as such, determines the motivation of his behavior, has a significant impact on all aspects of his activity. As an element of the personality structure, value orientations characterize the internal readiness to perform certain activities to meet the needs and interests, indicate the direction of its behavior.

The content of education at present, in the context of a reassessment of values in a crisis society, should be devoted not so much to the assimilation of professional knowledge and skills, but to personal growth and development, the formation of value orientations of a self-actualizing personality. This becomes especially relevant when it comes to preparing for activities of the “man-man” type, in which the leading place should be occupied by ethical-de-ontological aspects, since for this type of profession the subject labor activity the human personality itself. Such types of professional activity are areas of existence and development of universal values. It is here that the values of altruism and creativity are realized, which give meaning to this activity.

One of clear examples such activity is the activity practical psychologist.

As the most specific characteristic of the profession of a psychologist, who must be ready to work with people who are radically different from him in terms of educational and cultural level, nationality, political and religious beliefs, etc., one can single out, in particular, the need to accept and respect a different point of view to a world different from their own, without losing their individuality.

The system of value orientations of the individual is organically included in the structure of professionally significant qualities of generalists. Yes, she takes central location in the structure of professional qualities of practical psychologists.

The system of value orientations of a psychologist undergoes a number of peculiar modifications. It is comprehended and evaluated in the process of learning, in the process of developing a personal and professional position, in the process of understanding the ethical norms of professional activity. The activity of a psychologist is a kind of social activity where generalized ideas about the value of a person are extremely concretized and personified in words and actions directed at another person. A pronounced orientation to the value of another person in the professional activity of a psychologist implies an adequate perception of his capabilities as a measure of influence on another person, based on the experience of a sense of professional duty and responsibility for their professional actions.

In the event that the value orientations of the individual do not agree well with the professional value system and ethical standards of practical psychologists, there is a serious crisis associated with disappointment in professional activities. This necessitates a detailed and deep study of the problem of harmonizing the value orientations of the individual and the professional value system of future practical psychologists.

The complication of the system of personal constructs leads, therefore, to the realization of the significance of higher values-goals - professional and personal self-realization, creativity and freedom, as well as to the choice of more adequate means to achieve them.

Described highest values occupy a leading place in the structure of professionally significant qualities of practical psychologists. Organized on the basis of the implementation of the principles of development of the highest level of the value system identified during the formative experiment, the process of psychological training creates adequate conditions for the formation of a professional system of values for a practical psychologist.

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