Professions "person-to-person". Characteristics and features of “person-to-person” professions

In the age of rapidly developing technologies, there are things that remain unchanged and the most important thing is a person’s desire to know himself, his essence through the prism of relationships. The profession of psychologist helps to understand and understand many mental mechanisms, patterns and look at yourself and other people, both in some ways similar and unique.

Who is a psychologist?

Many people confuse a psychologist with a psychiatrist, and yes, these professions have common unifying points, but there are also significant differences. The profession of psychologist is a helping specialty, belonging to the category: “person - person”. A psychologist is an expert who understands the subtle mechanisms of the human soul, relationships and characteristics of the psychotype ( different types classifications) inherent in each person. Within the scope of his specialty, a psychologist is someone who:

• listens carefully and actively;
• clarifies, paraphrases;
• asks guiding questions;
• helps to identify from the “chaos” of problems the most important priority task that needs to be worked on;
• uses in its arsenal special techniques and methods that correspond to the current task and the client’s request.

What does it take to work as a psychologist?

The profession of psychologist, like any other specialty, has a number of requirements and characteristics for a person who wants to become an expert in any field of psychology. The following criteria exist:

1. Higher education in psychology at a university specializing in training psychologists.
2. Advanced training every five years is a prerequisite, but many psychologists who value their specialty study constantly.
3. Undertaking personal therapy and teaching another psychologist how to work with a psychologist. This is why there are intervisions and supervisions. A psychologist is also a person who periodically needs a look from another expert. The second point is that there are difficult cases in practice when collegial assistance helps you see what needs to be worked on in order to get out of the crisis.
4. It is advisable for a novice psychologist to gain experience for 1 to 3 years in government institutions.
5. Psychologists with extensive experience strive for independent practice; at this stage it is important to obtain a license and open their own business.

Is the profession of a psychologist in demand?

Healers of human souls – that’s what psychologists are called. The demand for the profession of psychologist is always relevant. Modern times with its oversaturation of information and constantly changing living conditions, which are influenced by: the state and the laws it undertakes, the political situation in the country and throughout the world, the media with constantly disturbing news - all this leaves an imprint on thinking and. In times of stress, friends and relatives cannot always help, but professional help can give a “second wind” to a person.

Psychologist - characteristics of the profession

There is a common misconception that a psychologist is someone who gives advice. And when coming to a consultation, a person expects that they will tell him how to live, give him a lot of tips, and his life will change, as if by magic. This is far from true. A professional psychologist, to the disappointment of many people, does not give advice. What then is the profession of a psychologist? In a professional approach to the client's problem. The characteristics of the psychologist profession suggest that the personality of a psychologist is the most important tool for successful therapy.

Qualities that a professional must have:

• integrity;
• the ability to motivate yourself and others;
• love for your profession and people;
• professional flair and intuition;
• ability to experiment;
• empathy;
• well developed figurative and ;
• ability to maintain confidentiality;
• compassion;
• honesty in emotions, actions;
• diversified development;
• reflection;
• non-judgmental acceptance;
• the elaboration of the areas within which consultation is carried out;
• ability to work with countertransferences;
• honest admission of one's incompetence in certain matters.

Psychologist - types of profession

The profession of psychologist, with all its many branches, has 3 officially recognized approaches to its activities. Psychologist - areas of profession:

1. Pedagogical activity (theoretical) – aimed at transferring knowledge about psychological science(the profession of educational psychologist is the most in demand in educational institutions)
2. Research- conducting experiments, analysis, summarizing data, statistics of psychological phenomena, dynamics of processes and their validity. Writing works and dissertations on psychology
3. Practical activities include:

• individual counseling - as a means of helping people who find themselves in difficult psychological situations;
• group trainings;
• drawing up a psychological portrait, examination.

Profession psychologist - pros and cons

A person who has chosen this specialty for himself must study the basics of the profession of psychologist and develop an understanding that in addition to the positive aspects, the profession also has “dark” sides, which often emerge unpredictably in different situations. A conscious choice in favor of psychology involves accepting the negative aspects that you will have to face and knowing how to overcome it so that the profession brings moral satisfaction.

The advantages of being a psychologist

Psychology is mainly attended by people seeking self-knowledge. It also happens that a person decides to get rid of old traumas and complexes and then help others with this. Pros and cons of the profession of psychologist:

• improving your own quality of life;
• understanding the psychological mechanisms of people’s behavior, actions, and emotions;
• recognition: whether a person is telling a lie or the truth;
• knowledge of age and gender characteristics of people;
• self-satisfaction and joy when working successfully with a client;
• constant professional growth.

The dangers of being a psychologist

Working as a psychologist does not always mean positive returns and lasting positive results. Work in government agencies with a social focus on disadvantaged families, service in hospices, orphanages is very specific, requires enormous dedication and a vision of one’s activities as a mission, but even this does not save from pain, which comes faster than in other professions. Other disadvantages of the specialty:

• not everyone can be helped;
• psychologists working in the helpline often encounter suicide and attempts to help are not always successful;
• the lives and problems of other people begin to take over more than their own;
• depression, one of the common conditions of a psychologist who has never learned to distance himself and lets everything pass through him;
• manipulative techniques create a sense of power and superiority over people.

Where can a psychologist work?

The relevance of the psychologist profession today is recognized by public and private institutions. Employers are interested in highly qualified employees, and people who turn to psychological centers need the help of specialists. How can a psychologist work, given all the versatility of the profession, because there are many applied areas for implementation - the choice depends on the desire to make a career in a certain direction.

Healthcare sector:

• medical psychologist;
• clinical psychologist;
• forensic psychologist;
• psychoanalyst;
• helpline consultant.

Education system:

• teacher-psychologist of preschool institutions;
• school psychologist;
• Methodist;
• speech pathologist;
• social teacher.

Professionogram

Instructions. Make a detailed professional chart according to the following scheme:

1. Name of profession.

2. Type of profession (see E.A. Klimov)

Types of professions - person-person, person-technology, person-sign system,

man is an artistic image, man is nature.

3. Goals (see E.A. Klimov)

Gnostic (auditor, weather forecaster, investigator).

Transformative (teacher, seamstress, cook).

Research (screenwriter, researcher, artist).

4. Means of labor (see E.A. Klimov)

§ Manual labor professions (potter, cabinetmaker).

§ Professions of machine-manual labor (weaver, driver).

§ Professions related to the use of automated systems (operator, system administrator).

§ Professions associated with the predominance of functional means of labor (scientist, psychologist).

5. Working conditions (see E.A. Klimov)

§ Professions associated with working in a microclimate close to domestic (jeweler, piano tuner).

§ Professions related to working outdoors in any weather (janitor, surveyor).

§ Professions related to work in unusual and extreme conditions(firefighter, test pilot).

§ Professions associated with work in conditions of increased responsibility for the life and health of people (doctor, teacher).

6. Dominant activities.

7. Personality type corresponding to a given profession (see J. Holland).

realistic type;

intellectual type;

social type;

conventional type;

entrepreneurial type;

artistic type. (see Appendix 1)

8. Qualities that ensure the safety and success of professional activities.

9. Qualities that hinder the effectiveness of activities and safe professional activities.

10. Areas of application of professional knowledge.

11. History of the profession.

12. Educational establishments teaching this profession

The next stage of studying the profession is drawing up a psychogram.

The psychogram examines A) tasks associated with receiving information; B) tasks related to the process of storing and processing information; C) tasks related to the transfer of processed information, etc. As well as the requirements imposed by the profession on the human psyche, on his abilities and other properties and qualities of the individual.

Requirements for sensory and perceptual properties; requirements for attentional properties; requirements for mnemonic properties; requirements for mental properties; requirements for psychomotor properties; requirements for speech and communication properties; emotional-volitional properties.

As an example, we can consider the psychograms of a marker and an air traffic controller (Appendices 2 and 3).

Annex 1:

Classification of professions by J. Holland. The author proceeds from the recognition of orientation as the most significant substructure of personality. The success of an activity is determined by such qualities as value orientations, interests, attitudes, relationships, and motives. Based on the establishment of the main components of orientation: interests and value orientations, J. Holland identifies six professionally oriented personality types. Each personality type is focused on a specific professional environment:

§ realistic type – for the creation of material things, maintenance of technological processes and technical devices,

§ intellectual – for mental work,

§ social – on interaction with the social environment,

§ conventional – for clearly structured activities,

§ entrepreneurial – for managing people and business,

§ artistic – for creativity.

The model of any personality type is constructed according to the following scheme: goals, values, interests, abilities, preferred professional roles, possible achievements and career.

Appendix 2:

PSYCHOGRAM OF THE MARKER

Modern technology mechanical engineering places high demands on the precision of processing of machine parts. But a significant part of the workpieces enters the workshops in the form of castings, forgings, and rolled products with unclean and uneven surfaces. To give the part the required shape and required size, the workpiece must be processed on lathes, milling, planing and other metal-cutting machines. During the processing process, an excess layer of metal, called allowance, is removed from the workpiece. In order to remove only the allowance from the workpiece and obtain a part of the shape and size that correspond to the drawing, the part is marked. Marking consists in the fact that on the surfaces of the workpiece, using special tools, the full-size dimensions indicated in the drawing are laid down (Fig. 3). According to marking marks, subsequent processing of the workpiece is carried out in machine shops.

Marking is one of the most critical operations. The accuracy of further processing of the part depends on its quality. Marking allows you to avoid defects, save material, speed up the technological processing of the part, and significantly increase the productivity of the pond.

Marking is a complex set of sensorimotor actions associated with solving a number of complex geometric problems, recreating the object and then transferring its contour to the surface of the workpiece. During the marking process, it is necessary to depict the part on a plane in such a way that, from the resulting flat image, the designed part can be completely identified unambiguously. The peculiarity of marking work is that the vast majority of solutions to complex problems are non-standard in nature and depend only on the experience and intuition of the marker himself. Marking operations consist of many complex manual operations that are difficult, and sometimes impossible, to mechanize. This places quite high demands on the psychomotor sphere of the marker, especially on the coordination of movements.

In the process of marking work, six stages can be distinguished, each of which makes its own specific demands on the worker’s psyche.

First stage- activity planning-includes mastering the drawing, familiarization with the workpiece, measuring the workpiece, mentally recreating the contours of the future part, choosing a base, choosing the tool necessary to mark the part. At this stage, the marker is required to carefully consider the course and sequence of work. Here there are special requirements regarding:

eye meter,

Attention (volume and switching),

Memory (especially RAM),

Spatial representations,

creative imagination,

Understanding of technical devices.

There is no force load at the first stage.

Second phase - preparatory operations, which are produced for the purpose of preparing the workpiece for marking (cleaning, painting the workpiece, etc.). These operations are the simplest, not specific to the marker. At this stage, his attention is directed mainly to the motor field (which consists of a workpiece, a brush or spray gun, measuring and working tools), and the movements and actions performed at this stage are among the simplest in tempo, trajectory, accuracy, etc. .

Third stage - drawing and measuring operations. They represent the most complex set of works, occupying a central place in marking, and placing a number of specific requirements on the human psyche. Drawing and measuring operations include: bringing the base to a plane - the marking plate; detailed alignment of the workpiece and cutting out parts from it; setting dimensions on measuring instruments and tools; geometric constructions.

Drawing and measuring operations, in addition to drawing and graphic skills, require great concentration of attention, eye, visual and tactile control, spatial concepts and constructive imagination. Great importance here has observation. Working with measuring instruments and instruments requires complex, coordinated movements, and the requirements are mainly placed not on strength, but on accuracy, dexterity, correlation and fine differentiation of movements. It often happens that a part is fixed in such a way that the marker has to measure and apply dimensions to the surface of the part while in an uncomfortable working position. In this case, you need to “grab” the size with one movement of the measuring tool and fix it on the scale. Such a complex movement is successfully carried out in combination with visual and kinesthetic control.

When planning an operation, it is not always possible to foresee the entire course of measurements and their recording, and therefore the marker needs to vary the procedure depending on the complexity of the part. This places demands on the ability to navigate a situation and on operational thinking.

The third stage, therefore, is characterized by a combination of complex sensorimotor actions and mental operations.

Fourth stage - problem solving By descriptive geometry- is one of the most responsible, since an erroneous solution to a problem leads to marriage. Spatial (volumetric) marking is carried out using the projection method. The success of this work requires the marker to have special mathematical abilities, spatial representations, active thinking (abstract-logical), constructive imagination, working memory (especially memorizing geometric shapes). The solution of problems is combined in the work of a marker with the need to apply the dimensions indicated in the drawing to the surface of the workpiece as accurately as possible. This operation places increased demands on the visual analyzer, especially on the eye function.

At this stage, it is necessary to note the important role of attention to the details of constructions and measurements. On the psychomotor side, dexterity and precision of movements are required when constructing and measuring a part.

Fifth stage - operations for applying marks and dots to the workpiece- places very high demands on accuracy and coordination of movements, because inaccurately applied risks lead to defects. The mark is applied with a special marking scriber made of high-hardness metal onto the metal surface of the workpiece. At the same time, certain requirements are imposed on the regulation of the pressure force, its direction and uniformity. Weak pressure will not provide good visibility of the risk, and too much pressure will lead to distortion of the size. The main area of ​​work at this stage is the motor field.

Sixth stage - shock operations, punching marks and dots. Kernenya marks allow you to preserve traces of markings for quite a long time. Subsequent processing of parts is carried out using cores; thus, it is very important to apply them with extreme precision, which requires strong, fast and precise movements from the marker. The blow to the center punch must be strong and accurate. These actions are highly practiced and therefore largely automated.

Based on the analysis, we can draw conclusions about the requirements of the marking profession for the individual psychological properties of the individual.

Psychomotor. The profession of a marker does not place any special demands on muscle strength, since marking operations do not involve heavy physical labor. The marker does not have to deal with heavy and large tools; when marking large parts, lifting vehicles come to his aid. To a greater extent, demands are placed on muscular endurance, i.e. the ability to perform movements (with weak and medium load) for a long time.

The profession of a marker places increased demands on the coordination of movements, on the stability of the hand and its movements, i.e. maintaining the direction of its movements without hesitation or deviation to the side. When using patterns and templates for marking, when laying down dimensions and making marking marks, movements must be clear, accurate and stable.

The productivity of a marker depends largely on the time spent on various motor actions, which must combine speed and accuracy. The marker needs accurate impact when punching and marking parts. These professional abilities are based on high development hand-eye coordination.

Psychomotor functions are highly exercised. Depending on the duration of work or training, human movements are automated, becoming more free and economical. This, however, does not exclude the need to determine the speed of mastery of motor skills (learning ability), since individual differences in the area of ​​psychomotor skills are quite large.

Sensory and perceptual properties. Vision characteristics are of key importance in the work of a marker. In the process of marking work, the marker carries out visual control over the performance of his own actions, over the readings measuring instruments. High demands are placed on the marker in the field of visual sensitivity and perception of spatial relationships (distances, sizes, shapes). The most important mental function for a marker is the eye function. An eye meter is necessary for the marker during the operations of cutting out a part from a workpiece, various measurements and applying dimensions to the workpiece, to recognize by eye small deviations in distances, angles, and shape.

No less important for the marker is observation - an active form of perception that makes special demands on attention.

Attention. The marker needs it at all stages of his work, from familiarization with a drawing or sketch to the marking of marks. An analysis of the reasons for the defects showed that about 70% of the parts that were defective due to the fault of the markers were the result of inattentive reading of the drawing or errors in measurements. It follows from this that the characteristics of attention are extremely important for successfully mastering the profession of a marker.

He needs to concentrate on a narrow area (the workpiece or part of it) to accurately perceive all the details. When reading a drawing, transferring dimensions to a workpiece, and controlling a measuring tool, concentration is required.

Simultaneous work with several objects (drawing, workpiece, measuring instruments) requires the marker to distribute attention. The profession of a marker is characterized by a rapid transition from concentrating attention on one object (drawing, sketch) to concentrating attention on another (workpiece, part, template), which requires the marker to have such a property as easy and quick switching of attention.

During the marking process, it is necessary to imagine the contours of the future part and mentally fit it into the dimensions of the workpiece. This creative work requires precise perception, observation, and attention from the marker.

Attention and observation develop as professional experience is acquired, but they also depend on the individual characteristics of the marker’s personality and on his intelligence.

Memory. Carrying out marking operations requires the marker to actively mobilize past experience and developed memory. The activities of a marker are multifaceted. It receives a variety of information about the state of several variables at once. The sources of information are simultaneously drawings, a workpiece, a part, technological instructions, readings of measuring instruments, etc. All this information must be firmly held in memory to control the sequence of solving the main problem.

In the process of his work, the marker deals with digital material (dimensions indicated in the drawing and indications of marking tools), and with geometric shapes and bodies. Therefore, the success of his work largely depends on his ability to store a significant amount of digital material in memory for a short period of time and on the ability to remember the localization of geometric objects and their shape.

Features of mental activity. The variety of operations performed by the marker requires it to active thinking for understanding tasks of varying complexity, orientation and control when solving complex mathematical and constructive problems. In the process of marking work, mental operations are combined with practical actions. The marker does not have the opportunity to see the part: he must build it in his imagination and, taking into account the features of the part, plan his work. Analysis of the characteristics of the object and process of one’s activity is combined with practical synthesis - the combination of individual actions and techniques into a single system.

At the beginning of marking, the work is characterized by a high degree of uncertainty, and therefore developed mental activity is required to solve forecast problems.

When choosing a base and transferring dimensions to the surface of a workpiece, the marker uses an inductive solution method, since often he must not only imagine the shapes of the part, but also anticipate their possible changes during processing. An abductive form of thinking is necessary for the marker due to the non-standard nature of the tasks being solved and the great uncertainty of the conditions.

Finally, only at the last stage, when the main spatial problems have been solved and all that is required is to transfer its dimensions to the surface of the workpiece, the marker turns to deduction. Thus, he moves from more complex forms of thinking at the beginning of the work to simpler ones at the end of it.

To successfully solve basic problems, a marker also needs intelligence, fast and confident counting, clarity of logical judgments, and combinatorial abilities.

Spatial imagination. This is a special form of combinatorial-perceptual activity, the success of which is the most important guarantee of the overall success of the marker’s activity, combining the requirements for perceptual and mental (combinatorial) properties.

Studying the activity of the marker allowed us to conclude that it is possible compensation some professionally significant properties by others. Not only secondary functions are compensated, but also UN functions that are essential for a given profession. Thus, shortcomings in movement correction can be compensated by a high degree of development of the eye. In turn, insufficient development of the eye is still not an obstacle to the successful implementation of marking work, provided there is high concentration and a large amount of attention. Memory deficiencies are compensated by increased stability of attention, thinking functions can be reinforced and partially replaced by well-developed memory, etc. The phenomenon of compensation must be taken into account when predicting professional suitability.

Appendix 3:

PSYCHOLOGICAL ANALYSIS OF AIR CONTROLLER ACTIVITIES

We can divide the psychological tasks solved by an air traffic controller into three large groups: A) tasks related to receiving information; B) tasks related to the process of storing and processing information; C) tasks related to the transfer of processed information.

A. Tasks related to receiving information

1. Pure sensory tasks for an air traffic controller very rarely arise. Even such, at first glance, purely sensory tasks as the task of distinguishing the colors of signal lights or the gradation of brightness of luminous points on the locator screen are included in the act of recognizing integral objects that are inextricably linked with a specific situation. Therefore, in this case it is more correct to talk about sensory-perceptual tasks.

2. Perceptual tasks are tasks of perception with the help of analyzers of integral objects and phenomena of the labor process in the totality of their individual properties and spatio-temporal characteristics. The increasing importance of these tasks in the labor process is one of the distinctive features of modern automated production and the operator activity characteristic of it.

Perceptual tasks in the activities of an air traffic controller are associated with both the visual and auditory analyzers. The task of perceiving both direct (instruction), tal and mediated by technical devices (radio telephone, internal telephone communication) speech arises before the dispatcher continuously. This task is characterized by: a) a special service language, knowledge of which is prerequisite correct reception and decoding of speech information; b) good technical equipment, almost eliminating interference and distortion of speech perceived by the dispatcher.

Visual information comes to the air traffic controller in a figurative-schematic manner<и цифровой форме. Изображения на экране обзорного локатора и на табло метеоданных требуют декодирования, однако обладают достаточ­ным размером, четкостью, контрастностью и не предъявляют повышенных требований к зрительному анализатору человека.

A unique perceptual task of an air traffic controller is the need for a visual-spatial assessment of the distance between aircraft on a surveillance locator. This is an eye task that requires appropriate skills.

3. Attentional tasks are organically connected with perceptual tasks. With the help of attention, purposeful perception of information is organized. The attentional tasks of an air traffic controller include: a) the task of maintaining stable attention on controlled objects, b) the need to timely switch attention from one object to another with “optimal speed in the required sequence, c) the distribution of attention on a number of essential elements of the working situation.

B. Tasks related to the preservation and processing of information

1. Mnemonic tasks place demands on the functioning of two types of memory: long-term and operational. Working memory is used to store newly perceived information for a relatively short time or to recall some of the information stored in long-term memory.

Information about the parameters of aircraft movement is stored in RAM, information about the parameters of the runway, airport zones, service language, job descriptions, algorithms for solving typical problems, etc. are stored in the long-term memory of the controller.

Mnemonic tasks include: a) memorization; b) preservation; c) accurate and timely reproduction; d) forgetting information that has lost its relevance.

2. Imaginative tasks, in our opinion, occupy a special place in the activities of an air traffic controller. Based on heterogeneous information, the dispatcher builds a complex, spatio-temporal, dynamic image of the air situation, guided by which he makes all decisions. Imaginative tasks include: a) creating an adequate representation based on the received encoded information, b) combining these representations into a single complex image (conceptual model), c) operating with these representations, restructuring them, allowing one to anticipate changes in the air situation.

3. Mental tasks. When an air traffic controller works in optimal mode, these tasks turn out to be less complex than in extreme mode. However, even under optimal operating conditions, these tasks are numerous and varied. The dispatcher needs to: a) identify relationships between elements of the production situation (for example, several controlled objects, weather conditions, existing restrictions and prohibitions); b) assess the air situation; c) choose one of the known algorithms that is more adequate to the air situation; d) predict changes in the air situation based on knowledge of the patterns of its dynamics; e) establish the cause of the discrepancies that have arisen between the predicted and actual situations (diagnosis); f) make the right decision in an unexpected, new situation, find the means to implement this decision and determine the necessary sequence of actions.

B. Tasks associated with the transmission of information by the air traffic controller

These are perceptual-motor and speech-motor tasks. Perceptual-motor actions are carried out by the dispatcher when dialing the aircraft number on the level board, when turning on the radio intercoms, and when adjusting the equipment (image adjustment).

Speech-motor tasks (speech transmission of messages via internal telephone, public address system, radiotelephone) are closely related to communicative tasks (adequate tone of communication, form of communication, etc.). The requirements imposed by these tasks relate not so much to the external characteristics of speech (timbre, diction, loudness), as well as to its content side (clarity of statements, conciseness, clarity of formulation).

II. Mental requirements for an air traffic controller

Based on an analysis of the psychological content of professional tasks and an experimental study of erroneous actions of air traffic controllers, we formulated the basic requirements for the psyche of air traffic controllers. To predict the quality of an air traffic controller's activity based on an assessment of his mental properties, it is necessary to distinguish between stable and dynamic characteristics, properties that can be developed or compensated, and properties that are largely determined by natural features.

To solve many professional problems, the availability of appropriate skills and abilities is of key importance.

Requirements for sensory and perceptual properties

The main parameters of human sensory are sensitivity characteristics (absolute and differential thresholds) and sensitivity, i.e., a general characteristic of the development of sensations associated with typological features. Since perceptual tasks make demands on sensory properties (it is impossible to read small text with low visual acuity), then its sensory properties are not indifferent for the dispatcher’s activities. Considering the fairly high level of visual and auditory signals received by the dispatcher, we can assume that activities in the air traffic control system do not place increased demands on the visual and auditory sensitivity of the dispatcher. It is enough to have normal, normal hearing and normal vision (in some cases, it can be corrected with glasses).

Much more important is such a characteristic as low fatigue of the visual and auditory analyzers, associated with the strength of the excitatory process and the balance of excitation and inhibition. The continuous flow of fairly intense signals, characteristic of the dispatcher’s activities, requires sensory stability from him. For the extreme mode, the speed of development of sensations underlying perception may be important. Both of these properties (sensory stability and speed of development of sensations) are difficult to train.

Solving perceptual problems of recognizing and identifying objects requires not so much innate properties as perceptual skills. The presence of perceptual standards, the experience of comparing perceived signals with “reference” memory images ensure the successful perception of “information from a plan indicator or coded speech messages.

Requirements for attentional properties.

The most important of them is the requirement for sustained attention. As research by Soviet psychologists has shown, stability of attention and vigilance directly depend on the strength of the excitatory process. Of course, the success of maintaining sustainable professional attention is influenced by such personality characteristics as responsibility and interest. Diversity of activities promotes sustainability. However, with a weak excitatory process, a decrease in the stability of attention is inevitable. Therefore, the mentioned property of the nervous system (which cannot be trained) is a direct psychological contraindication to the activities of an air traffic controller.

Distribution and switching of attention are associated with the mobility of nervous processes. The usual, average characteristics of these properties are sufficient to form attentional skills on their basis.

The air traffic controller's switching of attention occurs continuously, during busy periods of work, up to five or more times per minute. It can be situational, that is, determined primarily by the sequence of external influences, but it can also be subordinate to the internal plan of the controller, occurring according to an optimal, well-developed scheme. In this case, attention is switched to one or another object with some institution (the controller is ready to receive a message from the aircraft a few seconds before this message arrives to him). The presence of such schemes of the sequence of attention switching for typical situations (takeoff, landing , spreading two sides, etc.) represents the basis of the skill, and strong consolidation of this sequence, providing a quick, habitual, effortless switching of attention to the object that is most significant at the moment, forms the skill of switching attention .

The optimal scheme for switching attention presupposes not only the appropriate sequence of switching acts, but also the correct pace of switching attention. An excessively fast pace tires the worker. If you switch too slowly, you may miss important changes in the environment. Therefore, the rate of switching attention depends on the degree of likelihood of such changes. Assessing the degree of variability of the situation at the moment and predicting the degree of variability of the situation in the near future are developed by the dispatcher in the process of acquiring professional experience and are important components of attentional skills. The second, no less important, component is assessing the significance of various objects. Attention should be switched to more important objects more times than to less important ones.

Assessing the degree of variability of the situation, assessing the significance of various objects, as well as planning the sequence of switching acts depending on the characteristics of the air situation are mental tasks. Therefore, it is necessary to talk about the intellectual components of assessment skills.

The ability to distribute attention between several objects can be characterized in a similar way. For example, the approach controller can give a command to the board and at the same time “eavesdrop” on the circle controller’s conversations with other boards. There may also be simultaneous reception of heterogeneous information, facilitated by the use of various analyzers (visual perception of the situation on a surveillance radar and auditory perception of any messages via radiotelephone).

Uniform concentration of attention on all objects is impossible; moreover, it is not necessary, since in the process of labor the objects themselves have different meanings. Depending on the importance attached to a given object at a particular period of time, the degree of concentration of attention on this object continuously changes. And in this case, there is an assessment of the significance of the object - the intellectual component of the attentional skill.

Thus, the practical ability to distribute attention presupposes a formed scheme (or schemes) of the dynamics of the distribution of attention on various elements of the situation, depending on the stage of change in this situation. And attention distribution skills mean habitual mastery of such a scheme.

Requirements for mnemonic properties.

The requirements for the volume of long-term memory of an air traffic controller are common, but the requirements for the volume of RAM are relatively high. Research has shown that up to 140 binary units of information should be stored in the RAM of the approach controller, any portion of which can be updated at any time. The activity of an air traffic controller places high demands on the strength and accuracy of storing information: the cost of an error is too high. The requirements for memory availability have also increased.

One of the main conditions for the successful storage and processing of information by an air traffic controller is the possession of mnemonic and imaginative skills, which are so closely related that isolating memory representations and imagination representations in a single dynamic image of the air situation is difficult even for the purpose of special analysis.

Mnemonic skills are the ability to remember, save, update stored information (the ability to remember exactly what is needed at the moment), as well as the ability to filter out information that has already been used and will not be needed in the future. The skill of forgetting unnecessary data is an important means of preserving the neuropsychic health of the dispatcher.

The skill of memorizing digital material (and a significant part of the information comes to the dispatcher in digital form) presupposes the ability to comprehend digital data and translate it into visual-spatial images. Translating an image from one modality to another is an action that can be attributed more to imaginative than to mnemonic skills. Understanding a digital code and assigning it to one category or another (for example, flight number 75 320 is interpreted as the number of an Il-18 type aircraft) is both a mental and mnemonic action. Consequently, the professional mnemonic skills of an air traffic controller include not only mnemonic, but also mental and imaginative skills, i.e., skills in rearranging secondary images and assigning them to one category or another. At the same time, imaginative skills to build a spatial image of the air situation, change it taking into account incoming information and extrapolate upcoming changes in this spatio-temporal dynamic image are based on mnemonic skills. Based on all the information stored in long-term and working memory, . In the mind of the dispatcher, ideas about the position and movement of aircraft arise and these spatial images are operated, compared and evaluated. The spatial image of the air situation in the controller’s mind is a dynamic image. It creates not so much an idea of ​​the position of the aircraft, but rather an idea of ​​a change in their position, i.e., of their movement.

To solve traffic control problems, the controller must predict the future air situation. Comparison, assessment of the position of aircraft and prediction of the possible intersection of their courses also occur in a figurative form.

Requirements for imaginative properties.

In optimal mode, the work of a dispatcher does not require the considered imaginative skills in full. In an automated air traffic control system, many aircraft traffic control tasks are solved based on primary images - the perception of the situation on the radar screen. In extreme mode, the role of imagination increases, forecasting the air situation, creating a program of action in figurative form apparently acquires special importance. This assumption is subject to experimental verification. If it is confirmed, then there will be reason to consider the requirements for brightness, accuracy, and dynamism of visual-spatial images as specific to the activities of an air traffic controller.

Requirements for thinking properties.

Continuous changes in the air situation place increased demands on the speed of thought processes. A person colloquially referred to as slow-witted is unlikely to cope with the tasks of air traffic control. The speed of thought processes is associated with natural typological characteristics and cannot be changed under the influence of trevirov1KI.

The interaction of the first and second signaling systems (figurative and conceptual thinking) is of undoubted importance. Due to the importance of imaginative thinking for air traffic controllers discussed above, it is likely that a balance or predominance of imaginative thinking is preferable. However, this assumption is subject to experimental verification.

To work optimally, the analytical function of thinking (analysis, comparison, assessment of situations) is important. In extreme situations, to create a plan of action and build a new conceptual model, the synthetic function becomes of paramount importance.

It is also necessary to emphasize the special role of such a property as criticality of thinking (which underlies self-control). The most important and responsible task of an air traffic controller - decision making - arises mainly when working in extreme mode and for conclusions regarding the mental properties necessary for a successful decision, one should conduct an additional analysis of the activities of the air traffic controller in extreme situations.

To develop the right decision, not only the mental, but also the emotional and volitional properties of the individual are important. With the help of special training and optimization of methods of presenting information, it is possible to increase the efficiency of preparation for making and implementing decisions.

Requirements for psychomotor properties.

To work in optimal mode, it is not necessary that the speed and accuracy of psychomotor reactions (working with toggle switches, buttons, and other controls) exceed average values. Probably, in extreme mode, the requirements for speed and accuracy of movements increase, and the resistance of psychomotor skills to emotional influences plays a greater role.

Requirements for speech and communication properties.

A prerequisite is the absence of speech defects. Vocal cord endurance is important. There are no increased requirements for loudness or expressiveness of speech.

The ability to conduct radio communication and other official negotiations is developed in the process of professional training. The ability to clearly and concisely formulate messages and orders is a verbal and mental property that has certain natural prerequisites, however, individual differences in this regard can be significantly smoothed out under the influence of professional training.

Such communicative properties as ease of making contact and friendliness are also important.

Emotional-volitional properties.

They become of paramount importance when an air traffic controller is working in extreme conditions. Self-control, self-control, initiative, determination, and courage have a significant impact on the success of solving operational problems, especially in conditions of lack of time or incomplete information.

In optimal mode, an important emotional-volitional function is to maintain activity and ability to work in conditions of underload with information (causing boredom, drowsiness) and in conditions of developing fatigue.

Summarizing the results of the analysis, it should be noted that final conclusions about the requirements for the mental properties of an air traffic controller can only be made after additional research of his activities in extreme conditions.

Mestnikov V.G. Description of the profession of a marker. L., 1972, p. 37-48.

A controller working in an air traffic control system will be referred to as an air traffic controller. Attached is a diagram for analyzing the activities of the approach controller.

Competition for psychology departments has been at a consistently high level for many years. How not to get lost among competing applicants? How do you understand that psychology is really your calling?

Demand

Payability

Competition

Entry barrier

Prospects

Why do they go to psychologists?

Psychology seems to many to be a fascinating and interesting science, which has its advantages. Popular psychological literature sometimes presents psychology as a unique set of secrets and techniques, the knowledge of which can make a person successful and happy. And, of course, many want to influence others.

But first-year students are often unpleasantly surprised: the courses “” and “Physiology of Higher Nervous Activity” are not particularly exciting, and most importantly, these are quite difficult disciplines. Only in the 4th-5th years do future psychologists begin to have practice-oriented subjects that are more or less close in content to popular literature: “Psychological Counseling,” “Family Psychology,” etc. However, they still won’t be able to “pass” on exams. "based on everyday experience. Psychology is a serious, meaningful science. This means that if you choose this specialty in the hope of an easy study, you will inevitably be disappointed.

Another common motivation for enrolling in psychology is the desire to understand oneself.

Of course, some, having entered a university to solve their problems, later become seriously interested in psychology as a future profession. But still, if you If you realize that this motive of choice is the leading one for you, it is advisable to choose a different path.

The next popular motive is the desire to help people. And the profession of a psychologist will really provide an opportunity to realize this motive. You just need to understand: in order to provide professional psychological assistance, you have to work a lot on yourself. After all, the main tool of a consultant psychologist or psychotherapist is his own personality. Moreover, studying at a university will not be enough. A higher specialized education provides only the necessary foundation, and to become a psychotherapist (this is what specialists who professionally provide psychological assistance are called) will require additional training, which is quite lengthy and ends with a certification procedure; You will also have to learn during practice.

What qualities are needed?

There are not many qualities needed; everything else is professional skills that can be mastered with more or less difficulty. Psychologists themselves believe that professionals need interest and respect for the Person (yes, with a capital P). They are sincerely interested in how the inner world of a person works; they sincerely want to understand the intricacies of the human psyche. A kind of healthy curiosity: how does he work, man? Such interest is difficult to develop: either it is there or it is not. In other words: are you philanthropic, are you friendly?

Another important quality is tolerance. This is tolerance for the other, the different, the willingness to accept different human manifestations without aggression and irritation. This quality is, perhaps, more amenable to development, but still, if it already exists as a given, it will be easier.

The third is flexibility, openness to change. If you easily adapt to new conditions, know how to admit your mistakes and quickly change your behavior, then you have one of the professionally important qualities for a psychologist.

The future psychologist also needs sensitivity, in other words sensitivity. If you feel the mood of another person well, know how to guess his needs, feel the pain and joy of loved ones as your own, then you have another important quality. It is developable, but the initial level also matters.

Also important are the ability to clearly express one's thoughts, the ability to hear and understand others, and the ability to manage one's own emotions.

You can evaluate the presence and degree of development of all these qualities yourself (by the way, this will be another test, because a professional must know his own capabilities and limitations very well). Also ask the opinions of others or consult a psychologist for psychodiagnostics.

What do they do

Not many people are engaged in private practice in its pure form in our country. Usually these are already “promoted” professionals with a wide clientele. Sometimes students dream of opening their own psychological office after studying. Unfortunately, being unknown to anyone, they risk working at a loss. Most psychologists, if they engage in private practice, do so only in addition to activities at their main place of work.

What could it be? First of all, it is worth mentioning the field of education. Psychologists work in:

• schools;
• kindergartens;
• schools;
• educational centers.

They are mainly engaged in psychodiagnostics - determining, using special methods, the abilities and personal characteristics of students and pupils and building an individual approach to learning based on a psychological portrait. They also carry out correctional and developmental work - helping children cope with certain difficulties and develop the necessary skills and qualities. At the same time, you have to tinker with documents a lot, which often surprises beginners. Psychological characteristics, reports, processing of diagnostic data - all this makes up at least a third of real working time.

Psychologists are hired by the personnel services of organizations or, as they are otherwise called, personnel services or HR departments. As a human resources manager, a psychologist can also perform a range of tasks. He selects personnel based on an assessment of the personal and professional qualities of candidates, helps new employees adapt to the place of work, conducts educational programs and trainings, ensures competent placement of personnel based on psychodiagnostics and assessment of the psychological compatibility of specialists, and even promotes the development of management technologies. All this should ultimately increase the efficiency of the enterprise.

Psychological knowledge and skills are also in demand in advertising, politics, law, and various law enforcement agencies. Finally, a psychologist may engage in scientific and applied research in his or her field.

Cons of the profession

The main difficulty of working as a psychologist in any field is the risk of emotional burnout. After all, a psychologist, one way or another, is involved in the fate and life of every person, passes his problems through himself. This risk should not be underestimated. If you have noticed that you quickly get tired of intense communication, then imagine that it will occupy the bulk of your life as a professional responsibility.

If, after reading this article, you have only become stronger in the opinion that psychology is your thing, all that remains is to wish you good luck in comprehending the science of the human soul.

The profession of a psychologist is multifaceted. Depending on the chosen specialization and the level of professional tasks being solved, both its place in the system of professions and the requirements for a specialist change. For example, in the classification of professions according to the goals of professional activity, the profession of a research psychologist is classified as exploratory, a psychodiagnostician is classified as gnostic, and a psychologist-consultant is classified as transformative. According to working conditions, a theoretical psychologist can be classified as a profession that works in a microclimate close to that of everyday life, and an applied psychologist can be classified as a profession related to work in conditions of increased responsibility for the life and health of people. With all the variety of psychological specialties (especially for a practicing psychologist), what they all have in common is that they all:

· require highly qualified labor and lengthy training;

· belong to the group of professions “person - person”;

· the main means in them are functional means of labor;

· assume a developed level of such personal qualities as reflection, empathy, criticality and non-judgment, interest in people, etc.

A professional is a subject of professional activity who has high levels of professionalism in personality and activity, has a high professional and social status and a dynamically developing system of personal and activity normative regulation, constantly aimed at self-development and self-improvement, at personal and professional achievements that have a socially positive meaning .

Of particular importance in the profession of “psychologist” is the personality of the holder of the profession - his professionalism, activity, motivation, ability to understand another person and influence him. Therefore, the development of personality and its professionally important qualities (PIQ) is the most important condition for the success of a psychologist in his professional destiny. PVC is the psychological qualities of a person that determine productivity, quality, effectiveness and other activities. (Zeer E.F. Psychology of professions. M., 2006. P.54).

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Human activity and personality are studied by philosophy, history, pedagogy, ethics and other sciences. Psychology studies the characteristics of activity and personality, that is, the specifics of the functioning and manifestation of mental processes, states, properties, knowledge, skills, abilities, experience in solving practical problems. She also studies individual psychological qualities, special traits, general structure and uniqueness of the specialist’s personality. The methodological basis of such a study is general scientific principles about human activity, consciousness and personality. Activity is understood as a purposeful process of transforming reality, creating and approving material and spiritual values. The features of an activity are determined, as already noted, by the content of its goals, the subject at which it is directed, the means by which it is carried out, the situation, and the results.

The psychological structure of activity includes goals, motives, methods, techniques for solving certain problems, planning, decision-making, exertion of will, intellectual strength, control over the process of obtaining expected results, and evaluation of what has been done.

The functioning and manifestation of mental processes, states, properties, experience in human activity are determined not only by the tasks being solved, the situation, but also by the individual characteristics of the person himself. Human activity meets the needs of the individual, it is motivated and controlled by the mental reflection of existing objective conditions and the idea of ​​the future, in particular, the idea of ​​the result it is aimed at achieving, that is, a conscious goal; Finally, it has its own adequate regulation, which directly expresses its bias; in a word, this is the activity of an integral subject affirming his life.

The process of activity begins with setting a goal based on needs and motives (or a person’s awareness of the task assigned to him). Next comes the development of a plan, settings, decisions, models, and schemes for upcoming actions. Then the person begins to carry out objective actions, applies certain means and methods of activity, compares the progress of the process and the results obtained with the set goal, and makes adjustments.

Personality is a person as a subject of relationships and conscious activity, endowed with creative abilities. The main thing in a person is his attitude towards the world and himself, those qualities and properties that determine his social behavior.

The formation of personality is determined by the social system, education and self-education, relationships with other people, and activities.

The democratization carried out in the country, the main goal of which is the decisive renewal of all aspects of the life of society, presupposes a deep knowledge and comprehensive consideration of the characteristics of a person’s personality and consciousness, the development of his initiative, creative potential, civic and political activity.

In assessing methods for studying personality, the historical-evolutionary approach currently prevails, which sets a general strategy for highlighting questions about the relationship between the biological and the social in personality, the motivation for its development, mechanisms for regulating the social behavior of the individual, character and abilities.

Psychological disclosure of “personality-profession” connections can, to a certain extent, contribute to concretizing the understanding of personality, determining the goals and objectives of specialist training.

Any profession is a type of socially necessary, constantly performed activity based on the acquisition of knowledge, skills, abilities, and the development of a person’s personal qualities. The professional activity of specialists with higher education is the activity of intellectuals in various fields of social labor.

Within each profession there are specialties with a relatively narrow nature of professional activity. Some activities combine several specialties: production manager, school director, etc. Thanks to a wide system of vocational education and advanced training within one profession, a fairly wide choice of specialties is provided. For example, the teaching profession covers the specialization of teachers of mathematics, biology, history, chemistry, etc.

When considering the relationship between personality and profession, it is necessary to take into account the ideological, political and professional orientation of the specialist, his attitude, interest and love for the profession; worldview traits and personal attitudes; a system of goals and motives that contribute to the fulfillment of duties; spiritual, intellectual, moral and aesthetic needs, direction of development of abilities, inclinations, ideals; the totality of knowledge, skills, abilities necessary for work; attentiveness, observation, features of memory, imagination, thinking, speech; general development, erudition, culture, intelligence; professionally important character traits, abilities, level of development of cognitive psychological processes.

Therefore, studying the relationship between personality and profession means: a) identifying the requirements placed on a person by a profession; b) explore the levels of effectiveness of a specialist’s activities and come to certain conclusions about the characteristics of professionally important qualities; c) analyze the characteristics of an individual as a citizen of his country, reveal the origins of the development of certain of his universal qualities and traits, goals and motives for professional activity.

Any profession places certain demands on a person, so before shaping a student as an individual, it is necessary to create a model of a specialist. Of course, the model of an engineer will differ from the model of a teacher or doctor, but the principle of construction and structure of such models of specialists in different professions could be common. Having a model of a specialist with a certain system of characteristic properties, knowledge, skills, and abilities, you can begin to develop methods for identifying professional requirements for a specialist, and after that build a system for quantitatively assessing the degree of compliance with the requirements and qualities of a specialist.

The question also arises about the qualifications of specialists with higher education. The concept of qualification reflects the qualitative side of their training. Through this concept, the educational process is directly related to psychology and pedagogy; it serves as the basis for formulating professional and other requirements for an individual and analyzing his activities. Qualification is determined by the specialist’s place in social production, the degree of complexity and nature of his work, as well as the totality of personal capabilities and abilities to perform his duties. This totality is expressed mainly in professionally important knowledge, skills, mental processes and personality traits.

From the above, it follows that there is a need for interaction between a number of sciences in resolving the issue of a specialist’s qualifications and in studying modern requirements for his personality and activities. Here, in addition to higher education psychology, other sciences should make their contribution:

physiology and biology (when studying the characteristics of higher nervous activity of a student, specialist, their adaptation, physical qualities, loads, etc.);

personality psychology (studies the orientation of the individual, his abilities, temperament and character);

developmental psychology (studies the mental characteristics of students due to age);

philosophy (allows you to solve issues of the relationship of consciousness, personality to the external environment);

ethics (reveals the standards of behavior of a specialist, his moral qualities);

social psychology (studies the characteristics of student and department staff, etc.);

ergonomics (provides rational equipment for the workplace, etc.).

For example, ethics should help higher education take into account new phenomena and processes in relationships and community life of people, ergonomics should reveal the most favorable conditions for a specialist’s activity, labor psychology should study the factors and patterns of a specialist’s mental activity during practical work, his individual psychological characteristics that are professionally important qualities that need to be developed at a university.

The psychological uniqueness of different types of activities of specialists determines the need for professional 1 disclosure of requirements for their personality. The development of professiograms contributes to the formation of clear and unified ideas among teaching staff of universities about what a particular university should provide “at the output”, scientifically thought-out compilation of curricula. It is important to identify the typical difficulties faced by university graduates and the reasons that give rise to them.

In the book by E.S. Romanova’s “99 Popular Professions” (St. Petersburg, 2003) presents 99 professiograms of the most popular professions among modern schoolchildren. Among them are an attaché, a bartender, a radio or television presenter, an environmentalist, an image maker, a singer, a political scientist, a psychologist, a fashion model, an environmentalist, etc. The study was carried out on the basis of a survey of secondary school graduates and individual interviews with them.

Any professionogram consists of the sections described below.

1. Occupation classification card.

The most important signs of a profession from a psychological point of view are outlined here in brief form: its name; dominant way of thinking; area of ​​basic knowledge; Professional area; interpersonal interaction; dominant interest; additional interest; working conditions.

As an example, they gave a qualification card for the teaching profession.

The name of the profession is teacher.

The dominant method is adaptation-formalization of thinking.

Area of ​​basic knowledge - humanitarian, natural

No. 1 and their level of science or mathematics, statistics

(depending on specialty), level 3,

high (theoretical).

Area of ​​basic knowledge - pedagogy and psychology, level 2,

No. 2 and their level is average (practical use of knowledge).

Professional field - pedagogy.

Interpersonal mutual - frequent of the “together” type.

action

The dominant interest is social.

An additional interest is artistic.

Working conditions: indoors, mobile.

2. Dominant activities.

In the “Teacher” professiogram they are as follows:

Training in various sciences;

Explaining new material by means accessible to students of a given age and taking into account their individual characteristics;

Control over the assimilation of material;

Conducting educational work with children;

assistance in revealing the creative potential, abilities and capabilities of students;

Identifying the interests and inclinations of students for an adequate selection of programs and teaching methods;

Studying the individual characteristics of children and providing effective psychological and pedagogical influence on them;

Construction of a training program based on knowledge of general age-related patterns of child development;

Participation in the formation of the student’s personality;

Development of students' desire to master new knowledge;

Organization of extracurricular group activities, holding discussions, disputes, meetings;

Explanation of current social events and phenomena;

__________________

1 Professionography - a description of a profession or specialty, on the basis of which a professiogram is compiled, that is, a list of psychological, physiological and professional requirements for a specialist.

Participation in the development and implementation of educational and training programs;

Drawing up thematic and lesson plans;

Preparation of documentation (magazines, reports).

3. Qualities that ensure the success of professional activities.

This includes both abilities and personal qualities of a person:

Abilities: teaching; organizational, oratorical, verbal (the ability to speak clearly, clearly, expressively), communication (communication and interaction skills with people), well-developed memory, a high level of attention distribution (the ability to pay attention to several objects at the same time), mental and emotional balance, empathy ( ability to empathize).

Personal qualities, interests and inclinations - inclination to work with children; the ability to inspire interest in your idea and lead; high degree of personal responsibility; self-control and balance; tolerance, non-judgmental attitude towards people; interest and respect for the other person; desire for self-knowledge, self-development; originality, resourcefulness, versatility of interests; tact; determination; artistry; demanding of oneself and others; observation (analysis of trends in the child’s development, in the formation of his skills, the emergence of needs and interests).

4. Qualities that hinder the effectiveness of professional activity.

This group of qualities includes: disorganization; mental and emotional imbalance; aggressiveness; rigidity of thinking (inability to change ways of solving problems in accordance with changing environmental conditions); selfishness; lack of organizational skills.

5. Areas of application of professional knowledge.
Within the considered professionogram:

Educational institutions (schools, kindergartens, universities);

Social organizations (orphanages, shelters, boarding schools, children's creativity and leisure centers);

Law enforcement agencies (children's reception centers, colonies);

City and municipal educational and methodological centers, etc.

6. History of the profession.

Pedagogy, as many people probably know, translated from Greek means “child rearing,” that is, raising children, preparing them for life in society. As an established science, pedagogy deals with the disclosure of the essence, goals, objectives and patterns of education, determines the content of education and teaching methods.

The beginnings of pedagogy were laid down already in ancient times in the form of rules and instructions for adult care. children and observation of their behavior, and the pedagogical traditions that laid the foundation for the development of pedagogy as a science appeared in Ancient Greece in the 5th-4th centuries BC. The Athenian and Spartan educational systems are of particular interest.

The Athenian system of education assumed the beginning of children's education at the age of 7, when the teacher (the so-called black slave) took the child to school, where he first learned reading and arithmetic, then came the turn of literary and aesthetic education. A large role was also given to physical education (running, jumping, swimming, javelin and discus throwing).

The Spartan school focused on developing fortitude, physical endurance, and character building.

Education in the Middle Ages was mainly religious in nature.

Great contribution to the development of domestic pedagogy; contributed by L.N. Tolstoy, K.D. Ushinsky, A.S. Makarenko and many others.

7. Some professions that may suit a person with this personality type (social and artistic).

The following professions are indicated in the “Teacher” professiogram: kindergarten teacher, prosecutor, lawyer, hairdresser, arbiter (judge), children's nurse.

8. Educational institutions teaching this profession.

The teaching profession can be obtained in higher educational pedagogical institutions (middle and high school teacher) and in secondary specialized educational institutions (primary school teacher).

So, we have given a professional description of the requirements for a teacher’s personality.

Systematic psychological studies of the works of the best specialists will allow us to determine what general educational, methodological and special knowledge is. They need practical skills and abilities for successful activities in a particular field. Psychology is to find out what cognitive tasks specialists with higher education most often have to solve, and what students need to be prepared for.

To specify the goals of forming a specialist’s personality, it is necessary to draw up psychograms of 1 professions, since various specialties impose unique requirements for practical activities and the personal identity of a university graduate.

Requirements for a specialist with higher education

General and special education performs not only cultural and technical functions, but is also one of the most important factors ensuring high vitality and resilience of a person. The development of intelligence and personality, the ability to learn, and constant self-education is a huge force that preserves creative potential and increases the social value of a person.

People of different professions who successfully cope with their numerous responsibilities have not only some common, but also specific traits and qualities. To define them means to outline specific goals for the formation of a student’s personality. The general qualities necessary for any modern specialist are humanism, a sense of human dignity, discipline, courage, endurance, self-control, self-confidence, determination, organization, perseverance, initiative; various abilities - mental, physical, organizational, technical, pedagogical. This also includes creative thinking, depth and flexibility of mind, criticality, independence in judgment, etc.

A modern specialist must have thorough theoretical training, creative thinking, managerial and organizational skills, know the methods of using electronic computer technology in relation to the profile of his activity; foreign languages. He, a person of high general culture, should be distinguished by initiative and responsibility, the need for constant updating and enrichment of knowledge, the ability to make innovative decisions and actively implement them.

University students are potential organizers of production and business. Many of them will have to solve issues of organizing joint and individual work, to motivate people morally and financially, and to encourage invention and innovation. All this is no less important than production activities.

In modern conditions, the qualities of an organizer and manager are necessary in the social appearance of a highly qualified specialist. Therefore, each student must master the skills of organizational and educational activities during their studies at the university.

The most important psychological function is performed by thinking, which is closely connected with other cognitive processes - perception, attention, memory, representation, imagination, speech. Creative thinking expresses the unity of these processes in a special way, relies on them, especially on imagination, and depends on the personal properties, experience of a person, and his attitude to reality. A high level of creative thinking of a specialist is an important psychological prerequisite for the most rational and effective performance of his professional duties.

To transform society, it is necessary to search for new ways of action, modify previously learned techniques, and take into account the characteristics of a specific situation when making decisions, and this becomes possible only if a specialist strives for optimal results, is resistant to negative impressions and emotions, and maintains self-control. The moral and physical stress associated with activities in modern conditions predetermine an even greater dependence of the specialist’s work results on his responsibility, sense of duty, attitudes towards independence, level of knowledge, his skills and abilities. It is thanks to persistent motives and personal attitudes, comprehensive professional competence and readiness to work that a specialist can creatively make decisions and carry out practical actions.

1 Psychogram - characteristics of the characteristics, skills, abilities and personality traits necessary for specialists to successfully perform their duties.

The productivity of a specialist’s creative thinking increases if he, having understood the task and assessed the situation, creates a model, a kind of internal plan for practical actions. At the same time, he is somewhat distracted from the external conditions of his work, secondary information, regulating his intellectual processes.

Translating visually perceived data and information into imagined and imaginary ones allows one to analyze their significance and make various transformations in the mind. By penetrating the essence of the task, you can build an imaginary picture of upcoming actions and determine rational ways to achieve the goal.

Important characteristics of a specialist’s creative thinking are speed, flexibility, mobility of cognitive processes (perception, memory, imagination, etc.) and mental operations (analysis, synthesis, comparison, generalization, specification, etc.). It is due to them that a specialist manages to avoid stereotyped ways of achieving a goal and mechanically transferring previous experience to new situations.

Identification of the specific qualities required by a specialist depends significantly on a psychological analysis of the requirements for representatives of individual professions, which also provides information about the special (for a given specialty) requirements for the personality and activities of a university graduate.

Identification of the psychological characteristics that distinguish one specialty from another makes it possible to specifically determine the private goals of education and training of university students, to outline specific ways for them to develop the necessary knowledge, abilities, skills and professionally important mental characteristics during their studies.

Each profession synthesizes a number of activities. That is why it is extremely necessary to determine the psychological profile of graduates of certain universities. For example, all graduates should have a sense of responsibility, mobile memory, creative thinking, and attentiveness. But in different professions, the listed qualities have unique and different effects on labor results. Without knowing this, it is impossible to achieve deep purposefulness in the pedagogical process.

The psychological characteristics of the profession change depending on changes in working conditions and tasks. Its definition must precede any changes in curricula and programs. It should be emphasized that analysis of the future activities of university graduates is a necessary prerequisite for correctly solving the problem of education and training. This analysis can be carried out on the basis of a number of sciences, but psychology plays the main role. The result of such an analysis should be a professiogram of a particular profession and the corresponding requirements for a specialist, his knowledge, skills, beliefs, moral and volitional qualities.

The adequacy of the specialist’s personality to such requirements is expressed in the form of certain properties and traits: those that are in a dynamic relationship with the corresponding social and production needs of society. The need for this approach to specifying the goal of forming the personality of a specialist with higher education is associated with the acceleration of all socio-economic processes in our time, with the increasing role of scientific foresight in all spheres of social development, especially in the field of labor activity.

Thus, in higher education psychology, a correctly compiled professional profile of a certain specialist is the key to success.

During the research, the following was determined diagram of the professional profile of a university graduate, future specialist:

1) general characteristics of the specialization (socio-political and practical significance, its place in social and labor activity; connections with other specializations, options for possible positions within the specialization, typical places of work);

2) the main features of future work (characteristic external conditions and means of activity; work area, basic operations and work techniques; new forms of work in a given specialty; ergonomic and hygienic conditions, main difficulties and inconveniences; the influence of work on the human psyche and the basic requirements for it psychosensory sphere and psychomotor skills; intellectual emotional-volitional characteristics of activity; characteristic features of professional groups, teams);

3) characteristics of the specialist’s orientation (professional orientation, attitude, interest and love for the profession; the main features of worldview and personal attitudes; a system of goals and motives that contribute to the performance of official duties; the structure and content of spiritual, intellectual, moral and aesthetic needs, the direction of development of interests, inclinations, ideals);

4) general educational training and general mental development (the totality of knowledge, skills, abilities, habits necessary for work; attentiveness, observation, features of memory, imagination and thinking; intellectual abilities);

5) special qualities and abilities (character traits necessary for work; ability to perform activities in the specialty; proper level of development of cognitive mental processes: speed of information processing, etc.).

An in-depth psychological analysis will make it possible to outline the structure and features of the necessary qualities for any specialty.

Drawing up professiograms does not completely solve the issue of specifying the goals of forming a student’s personality, but it does provide a certain guideline in deciding what educational material and in what volume should become the basis for training students at a particular university.

A new methodological principle in the targeted training of specialists, in contrast to the traditional one, is now the approach to training itself: for a student already in the junior years, a specific long-term task is formulated (on the recommendation of the customer enterprise), which is several years ahead of the level of development of the enterprise. By solving it, the student works more intensely, intensively and purposefully; he develops an inner conviction in the need to master scientific courses to achieve the intended goal, and not just to pass the exam.

Preparation for the program under consideration is almost individual: when performing the target task, the student’s work is supervised by a teacher of the basic department and an engineer of the enterprise. Since the cost of training one specialist in the new education system is significantly higher, it is possible only on a cooperative and self-supporting basis of cooperation between universities and industrial enterprises.

Thus, the specific definition by each university of the goals and objectives of the formation of a specialist’s personality requires a scientifically based approach to the social functions of upbringing and education, the use of the provisions of higher education psychology and other sciences about human professional activity.

Features of student personality development

Term student-of Latin origin, translated into Russian it means “working hard, studying,” that is, mastering knowledge. A student is a representative of a specific social category of people preparing for industrial activity.

Students constitute a special group that joins the ranks of the intelligentsia. The main direction in the lives of students is study, development of their intellect, spiritual and moral growth, and mastery of a profession. The personality of a student is the personality of a young man preparing to perform highly qualified functions as a specialist in a particular field of work. During the course of training, the student must develop the necessary qualities, knowledge, skills and abilities.

As a person of a certain age and as a personality, a student can be characterized from several aspects:

1) with the social, which embodies social relations, qualities generated by the student’s belonging to a certain class, nationality, group.

The social side is manifested in the student’s personality; due to his inclusion in the social student group, his performance of the functions of a student at the university;

2) with psychological, which is the unity of mental processes, states, formations and personality traits.

The main thing here is mental properties (direction, temperament, character, abilities), on which, as already noted, the course of mental processes, the emergence and manifestation of mental states characteristic of each specific student depend;

3) with biological, which includes the type of higher nervous activity, the structure of analyzers, unconditioned reflexes, instincts, physical strength, physique, facial features, skin color, eyes, height, etc. Basically predetermined by heredity and innate inclinations, but within certain limits changing under the influence of living conditions and upbringing.

The study of the above characteristics reveals the qualities and capabilities of the student, his age and personal characteristics.

Thus, if we approach a student as a person of a certain age, then he will be characterized by the smallest values ​​of the latent period of reactions to simple, combined and verbal signals, the optimum of the absolute and differential sensitivity of the analyzers, and the greatest plasticity in the formation of complex psychomotor and other skills. In adolescence, the highest speed of RAM and switching of attention, solving verbal and logical problems, etc. is observed.

If we study the student as an individual, then the age of 18-20 years is the period of the most active development of moral and aesthetic qualities, the formation and stabilization of character and, most importantly, mastery of the full range of social roles of an adult: civil, socio-political, professional. labor, etc. This period is associated with the beginning of economic activity, by which demographers understand the inclusion of a person in independent production activities, the beginning of a work biography and the creation of his own family. The transformation of motivation, the entire system of value orientations, as well as the intensive formation of certain abilities in conjunction with professionalization, distinguish this age as the central period for the formation of a person’s character and intellect. This is the time of sports records, the beginning of artistic, technical and scientific achievements.

The development of creative abilities, intellectual and physical strength is accompanied by the flourishing of external attractiveness, but creates the illusion that this will continue “forever”, that a better life is still ahead, that everything planned can be easily achieved.

The formation of a student’s personality at a university is subject to the general laws of dialectics - this is a dialectical process of creating prerequisites for development, the process of the emergence and resolution of contradictions, the transition of the external to the internal, the process of self-movement, self-change. Sometimes there is a contradiction between the desire to master a profession, successfully complete training and the experiences caused by the volume of tasks and the complexity of responsibilities, that is, a contradiction between the attitude towards the goal of the activity and the attitude towards its process. The contradictions that cause personality changes are internal contradictions.

The degree to which a person is aware of his internal contradictions can be different, and sometimes the contradictions are not realized, as, for example, in the case of a contradiction between an unconscious attitude and a direct assessment of an object or phenomenon based on their perception.

Awareness of contradictions in the light of socially significant goals, high ideals and professional requirements is a prerequisite for students’ resolution of contradictions, which contributes to the development of their personality as future professionals. Otherwise, contradictions can lead to regression in the development of the student’s personality. It is important to take this into account in educational work and constantly take care of moral education, positive motivation for the creative intellectual activity of students, and their mood.

The development of a student’s personality and resolution of internal contradictions occurs in a number of directions. Typical ones are the following:

Professional orientation deepens, necessary abilities develop;

Mental processes, states, experiences are improved and “professionalized”;

The sense of duty, responsibility, and professional independence increase; the student’s individuality and position in life become more prominent;

The aspirations of the student’s personality in the field of their future profession are growing;

Based on the intensive assimilation of social experience and mastery of knowledge, the spiritual, political and moral stability of his personality increases;

The share of self-education and self-education of a student in the development of his personality is increasing;

The degree of professional readiness of the student for future practical work is constantly increasing.

The work shows personality development as an increasing scale and level of integration and formation of substructures and their increasingly complex synthesis. On the other hand, there is a parallel process of increasing differentiation of mental functions (development, complication, “branching” of mental processes, states, properties) with the identification of two phases of development: “frontal progress” and specialization.

The highest integration of psychological properties of a person is creativity, and the most generalized effects (and at the same time potentials) are abilities and talent. The main forms of development of a person’s mental properties are preparation, start, culmination and finish, in general, the history of his life and activities in society. The main internal factors of personality development are its motivational sphere and intellectual activity.

Staying at a university should have (and indeed does in the vast majority of cases) have a maximum positive impact on the student, ensuring that he acquires the qualities and experience he needs as a future specialist.

University students are, for the most part, highly developed people with significant intellectual and physical capabilities. The spiritual world, cognitive needs, moral character and physical qualities are a prerequisite for their further development as future specialists. Focus on the future and the desire to gain social independence accelerate students’ mastery of the profession. The combination of social, professional and cognitive motives stimulates students’ conscious attitude to learning and contributes to the development of their personality.

Self-improvement plays an important role in the development of a student’s personality. By expanding his knowledge, developing and acquiring new skills, he can internally change significantly, improve his abilities and character.