Requirements for the personality of a practical psychologist. Professional and ethical principles of a psychologist

Personal requirements practical psychologist

Summarizing numerous studies of professionally important personality traits of psychotherapists and psychologists, the following can be distinguished personality traits desirable for a practical psychologist:

* concentration on the client, desire and ability to help him;

* openness to others own views and judgment, flexibility and tolerance;

* empathy, receptivity, the ability to create an atmosphere of emotional comfort;

* authenticity of behavior, that is, the ability to present genuine emotions and experiences to the group;

* enthusiasm and optimism, faith in the ability of group members to change and develop;

* poise, tolerance for frustration and uncertainty, high level self-regulation;

*self-confidence, positive self-attitude, adequate self-esteem, awareness of their own conflict areas, needs, motives;

* rich imagination, intuition;

* high level of intelligence.

What are the contraindications for working as a psychologist?

Such contraindications for a psychologist can be:

1. Hatred for people, the desire to “revenge” them for no reason .., unfortunately. There are such embittered people who themselves need psychological help, and which themselves should not be allowed near people. It’s all the more scary when such “misanthropes” manage to get diplomas of higher psychological education and are engaged in psychological practice.

2. Outright mental illness. It is clear that a mentally ill "psychologist" can simply be dangerous for his clients, especially when he works with children and adolescents. Note that the schoolchildren themselves, answering the question, “with what psychologist, with what negative qualities Would you like to deal?”, in most cases, identified such characteristics as “inability to communicate” and “ mental illness».

3. Inability to communicate, inability to build relationships with people on a mutually respectful basis. When conducting various "interviews" with applicants for psychological faculties applicants immediately catch the eye of those who behave arrogantly and defiantly, and most importantly - constantly interrupt the interlocutor, trying to emphasize their superiority.

Applied to future work psychologist, is not just tactlessness or bad manners, it is an obstacle to building a truly dialogic interaction with a client (or with colleagues), this is the basis for future manipulation of the client’s mind, which for a psychologist should be considered as the worst “professional sin”.

4. With regard to the future psychology student, one can single out such undesirable qualities as “laziness”, lack of initiative, as well as a passive attitude that teachers “should” constantly intrigue and entertain students in their classes. At the same time, students can only evaluate which teacher managed to “captivate” them more, who is “more or less charming” and with which teacher they are “generally more interesting”.

Acquaintance with the work experience of practical psychologists is striking in the great diversity in their understanding of the meaning of their professional activities, in the forms and methods of its implementation. What is it connected with?

First, with the professional training of a practical psychologist. It is known that at present this training is not unified, its content and level differ depending on where the training takes place and who teaches psychologists. The specificity and complexity of this training lies in the fact that specialists must not only have deep knowledge psychology and related scientific disciplines, but also competently navigate in real life children brought up in preschool institutions or students in various types schools.

Secondly, with the level and focus general development psychologist, with his personal characteristics, with his involvement in modern social life, diverse culture, era, with his ability to navigate in it. Theoretical and practical thinking. The ability to remember what is needed right now, creativity, the ability to foresee, while simplicity and clarity of thought, the ability to turn complex into simple,

Thirdly, with the type of educational institution in which the psychologist works. Kindergarten, secondary general education

political Russian psychologist as a professional and as a person _________________167

school, gymnasium, special school, lyceum, Orphanage, private school, boarding school, different kind centers - have their own specifics in accordance with it impose special requirements on the activities of a practical psychologist.

Fourth (and in essence, first and foremost), with the peculiarities of the psychologist's personal life: how well is his own life- whether there is love in it, mutual understanding with close people, acceptable material security, necessary household amenities, etc. A lot is asked of a psychologist, he is responsible for a lot, but he himself is largely defenseless: society represented by the state does not provide him with worthy and necessary conditions life. This applies to both material and legal support professional in the field practical psychology education.

And yet, despite various conditions life and work, despite the individual personal characteristics of specialists, the profession of a psychologist has significant common professional and ethical values, the presence of which in the activities of a psychologist determines the level of professionalism in the analysis of the diverse experience of real practical work a specific psychologist specific location and in the context of specific life circumstances.

Professional position

A practical psychologist, by the nature of his activity, inevitably finds himself in the role of an arbitrator in resolving conflicts of other people and, to a certain extent, a corrector of their mistakes. This puts forward increased demands on his personal qualities and understanding. moral essence their professional activities.

And this essence is very simple - not to solve a problem for another person of any age, but to solve this problem together with him, strengthening his faith in his strengths, his capabilities, in himself.

The psychological education service protects and ensures the right of every born child to a full-fledged mental and spiritual development. But it protects the child not from a specific someone, but from Violations of the conditions that contribute to normal life and favorable development. The search for a guilty person or a "scapegoat" is unproductive, unethical, psychologically unjustified. Interaction Success

and cooperation largely depends on the position of the psychologist: it is not allowed to use edification in communication, instructive tone.

Any hard case in the behavior or development of the child is not a reason for the reproaches of the teacher (educator, teacher, parent), but a signal to joint work.

However, any success of an educator or teacher (and even a parent) is a reason to support him, praise him, and strengthen his faith in his ability to solve difficult problems for children.

Test No. 5

“Basic requirements for the personality of a practical psychologist. Ethical aspects of the activity of a practical psychologist "

1. Who is a practical psychologist? What is its purpose?

Who is a client, customer, user?

What types of tasks of interaction between a client and a psychologist are distinguished by G.S. Abramov?

Professional and ethical principles of a psychologist

Requirements for the personality of a practical psychologist

What are the contraindications for working as a psychologist?

Typology of creative professionals

Ethical temptations of practical psychology

Gosstandart requirements for professional qualification of a specialist

Make a verbal portrait of yourself as a practical psychologist, using the knowledge gained

psychological assistance client practical psychologist

1. Who is a practical psychologist? What is its purpose?

A practical psychologist is a specialist who provides psychological assistance (psychological services) to the population in situations requiring psychological intervention or the use of special knowledge and technologies.

The work of a practical psychologist is focused on those groups of the population that are not mentally ill people, but belong to the category of mentally normal, potentially capable of manifesting responsibility for their individuality.

The main purpose of a practical psychologist is to provide psychological assistance to a client. The main task is to evoke client experiences based on a non-judgmental attitude towards psychological information.

Psychological assistance can be classified according to different indicators:

) by the time of action: urgent - necessary in case of complex mental states, the possibility of suicide, cases of violence, etc. This most often falls within the competence of the helpline, helpline; long - useful in the event of difficult life situations, psychological crises, conflicts (psychological consultations);

) by direction: direct - directed not directly on the client, on his appeal for help; responding - response to the current situation and appeals of people from the client's environment; proactive - in response to a predicted unfavorable situation for a person. Often found in family service.

) by spatial organization: contact, when the conversation takes place face to face with the client and the psychologist; remote, which is divided into telephone and written;

) on the performance of functions by a psychologist: diagnostic - setting a psychological diagnosis, compiling psychological portrait individuality; control room - sending to the right specialist: psychotherapist, psychiatrist, etc., informational - collecting information about the client, his family, people around him, social conditions; correctional; consultation active; therapeutic;

) by the number of participants: individual (especially when for personal, social or public reasons group form does not seem to possible); group (the emphasis is on a developmental, training program or, if necessary, social support);

) on the intervention of a psychologist: directive - indicating, giving advice on how to live, non-directive - following the client Psychological assistance may include: psychological correction(organized impact on the client in order to change the indicators of his activity and in accordance with age norm mental development; being developed individual program), psychological counseling (help for mentally normal people to achieve their goals of personal development) and psychotherapy (the active influence of the psychotherapist on the personality of the client in order to restore or reconstruct the psychic reality of the personality).

3. Who is a client, customer, user?

Among those who turn to a psychologist as a specialist, certain positions of people can be distinguished: client, customer, user.

Client - a person (adult or child) who communicates psychological information, i.e., conveys to the psychologist knowledge about himself or other people, assuming or actually indicating his role in the origin of this knowledge and considering himself directly or indirectly responsible for the content of this psychological information.

Customer - a person who turns to a psychologist for psychological information (about himself, his organization or other people); a person who communicates psychological information without seeing his role and not considering himself responsible for its origin.

User - a person who is informed of the content of psychological information and its purpose, as well as the criteria for evaluating the content of this information from the customer's point of view on it.

4. What types of tasks of interaction between a client and a psychologist are distinguished by G.S. Abramov?

According to G.S. Abramova, four types of tasks of interaction between a client and a psychologist can be distinguished.

Social tasks - "right - wrong" to change the rating system, to help see your goal in a different light.

Ethical tasks - "good - bad" to show the limitations of the th evaluation scale.

Moral tasks - "good - evil" to demonstrate the conditionality of good and evil, the non-identity of their criteria for different people.

Psychological tasks - a flexible assessment system to provide psychological assistance.

The work of a practical psychologist is to get clients to reformulate the problems of the first three types into psychological problems. Only then will the practical psychologist be able to provide real help client in solving his problems.

5. Professional and ethical principles of a psychologist

Ethics - a set of norms of behavior, the morality of a social group.

Professional ethical standards are the requirements for the level professional qualifications psychologist, the realization by him in his activity of specific moral standards behavior in relationships with colleagues, scientific community, and with the subjects (clients). It is conditionally possible to distinguish two main levels of ethical principles:

1. Obvious (self-evident),and even somewhat “banal” principles, such as “don’t yell at the client”, “don’t hit the client”, “don’t spit on the client”, “don’t injure him”, etc. Such rules are taken for granted , but, unfortunately, sometimes they are violated.

2. Traditionally distinguished ethical principles.Based on the analysis and generalization of different ethical systems, the most frequently mentioned ethical principles can be distinguished:

The professional ethics of a psychologist is the implementation by a psychologist in his activity of specific moral requirements, norms of behavior both in relationships with colleagues, the scientific community, and with subjects, respondents, persons seeking psychological help.

The principle of non-infliction of harm: the process and result of the psychologist's activity should not harm the health, condition, social position, human interests; responsibility for the results and consequences of their implementation in the life of the client.

The principle of professional competence: the psychologist's awareness of the limits of his competence, the solution of only those issues on which he is professionally aware, owns practical methods work, endowed with the appropriate rights and powers to perform psycho-correctional or other influences.

The principle of objectivity: avoidance biased attitude to the client (subject) and the implementation of actions psychological nature(selection of working methods, processing and interpretation of results, formulation of conclusions) that contradict scientific data.

The principle of respect for the client: the manifestation of honesty in communicating with the client, the formation and maintenance of a client's feelings of sympathy and trust, satisfaction from communicating with a psychologist, building relationships on an equal footing, avoiding evaluative statements and direct advice to the client.

The principle of confidentiality: non-disclosure outside the agreed conditions of information obtained by a psychologist in the process of working with a client on the basis of trusting relationship so as not to compromise the client, customer, psychologist and psychological science generally.

6. Requirements for the personality of a practical psychologist

Summarizing numerous studies of professionally important personality traits of psychotherapists and psychologists, we can distinguish the following personality traits that are desirable for a practical psychologist:

concentration on the client, desire and ability to help him;

openness to views and judgments different from one's own, flexibility and tolerance;

empathy, receptivity, the ability to create an atmosphere of emotional comfort;

authenticity of behavior, that is, the ability to present genuine emotions and experiences to the group;

enthusiasm and optimism, faith in the ability of group members to change and develop;

balance, tolerance for frustration and uncertainty, a high level of self-regulation;

self-confidence, positive self-attitude, adequate self-esteem, awareness of their own conflict areas, needs, motives;

rich imagination, intuition;

high level of intelligence.

7. What are the contraindications for working as a psychologist?

Such contraindications for a psychologist can be:

Hatred for people, the desire to “revenge” is not clear to them for what .., unfortunately. There are such embittered people who themselves need psychological help, and it is better not to let them near people. It is all the more frightening when such "misanthropes" manage to get diplomas of higher psychological education and engage in psychological practice.

Outright mental illness. It is clear that a mentally ill "psychologist" can simply be dangerous for his clients, especially when he works with children and adolescents. It should be noted that the schoolchildren themselves, answering the question “what kind of psychologist, what negative qualities would you not like to deal with?”, in most cases singled out such characteristics as “inability to communicate” and “mental illness”.

Inability to communicate, inability to build relationships with people on a mutually respectful basis. When conducting various “interviews” with applicants entering the psychological faculties, those of them who behave arrogantly and defiantly, and most importantly, constantly interrupt the interlocutor, trying to emphasize their superiority, immediately catch the eye.

In relation to the future work of a psychologist, this is not just tactlessness or bad manners, this is an obstacle to building a truly dialogic interaction with a client (or with colleagues), this is the basis for future manipulation of the client’s consciousness, which for a psychologist should be considered as the worst “professional sin”.

In relation to the future student-psychologist, one can single out such undesirable qualities as “laziness”, lack of initiative, as well as a passive attitude that teachers “should” constantly intrigue and entertain students in their classes. At the same time, students can only evaluate which teacher managed to “captivate” them more, who is “more or less charming” and with which teacher they are “generally more interesting”.

8. Typology of creative professionals

The simplest typology is based on a formal distinction existing directions and specialties. Here we can distinguish: a general psychologist, social psychologist, clinical psychologist, psychologist-teacher, pathopsychologist, neuropsychologist, psychophysiologist, labor psychologist (organizational psychologist), engineering psychologist, etc. Within each specialty, specializations can be distinguished.

For example, within social psychology experts can be identified interethnic relations, in the psychology of communication, in psychology labor collective, in political psychology, etc.

As part of developmental psychology- specialists in preschool psychology, on adolescent psychology, on the development of subjects of professional activity (this is already at the junction of age and labor psychology), a specialist in deviant (deviant and delinquent) behavior of adolescents (at the junction of age, pedagogical, social and medical psychology) etc.

It is possible to single out psychologists who solve certain problems and specialize mainly in certain types of psychological counseling(personal counseling, family counseling, counseling on issues of child-age development, vocational counseling, organizational counseling, etc.).

You can also single out psychologists who specialize more in psychodiagnostics or psychocorrection, in the formation of certain qualities or in creating a developing environment, or psychologists who specialize in designing certain methods of work, etc. You can single out psychologists who specialize in individual groups methods (or simply on individual methods of work, for example, on methods like “ color test Luscher" or the technique of "Rorschach spots" ...). Formal typologies include one when psychological “teachers” (teachers, supervisors, etc.), “bosses” and “administrators” are distinguished different levels, on the one hand, and psychologists-subordinates or psychologists-students (followers), on the other hand, stand out.

At the same time, one can single out the so-called “free artists” who have managed to formally provide themselves with the opportunity to do what they love (to single out and consider only those problems that they consider important and necessary), not really depending on various “bosses” in their work. and generally recognized scientific "leaders". This is perhaps one of higher manifestations"accomplished career" of a psychologist.

9. Ethical temptations of practical psychology

The following specific problems and “temptations” can be identified in practical activities psychologist, in his relationships with clients, colleagues and administrators:

The problem (it is also “temptation”) of power over the client’s mind, when the psychologist enters into confidence in the client and literally “weaves ropes out of him”, taking the most important things for him life decisions, and even “drastically changing the client’s life” with their advice and recommendations. Unfortunately, a considerable part of clients imagine “help” from a psychologist in this way, as if shifting all responsibility for their actions onto them.

The problem of self-beautification of a psychologist at work (in front of clients and even in front of colleagues). On the one hand, a psychologist must still be able to “make an impression” on clients, otherwise it will be difficult for him to establish emotional and trusting contact with them and form respect for himself as a specialist. But, on the other hand, if you bring the “charming” of clients to the point of absurdity, then the whole work turns into a “one-actor theater”.

. The “temptation” of following “methodological fashions”, when a psychologist, acquiring and mastering another new-fangled technique, seems to assert himself among his colleagues (or among impressionable clients), as if declaring that “I am at my best”, “I use the most-most best practices work"...

The problem of paid psychological services, the problem of "money-gifts". In the very general plan the problem is that, on the one hand, many clients do not imagine a psychological “service” without payment (from the point of view of such clients, “you have to pay for everything”), and on the other hand, there is a small group of clients (usually these are people with a developed sense dignity and a high general cultural level), for whom the problems of personal development, human revelation, empathy and genuine empathy, spiritual growth and self-improvement somehow do not tie in with the idea of "payment". For a psychologist, the ethical difficulty lies in how to distinguish one from the other and how not to offend anyone at the same time, because in its own way each client is right - both the one who perceives “only a paid service”, and the one who is offended by the very fact of paying for the spiritual sphere. personality development.

The problem of the close relationship between the psychologist and the client. The easiest way is to pretend that this problem is far-fetched and you just need to avoid any relationship outside of professional activity.

. The “temptation” to work with full dedication, forgetting about your personal interests and health (“emotional burnout syndrome”).

The problem of "uninteresting" and "boring" client, unfortunately, also occurs quite often.

The problem of "early insight of the client". The essence of the problem is that building life and professional “success” is often associated with certain life compromises and even unseemly deeds.

The problem of "late insight" of the client is expressed in the fact that a person seeks help from a psychologist in the hope of realizing how successfully or unsuccessfully his life (or part of his life) was lived. Let us note that the very fact of applying for such a question already indicates some inner doubt of the client that his life has “taken place”.

. The “enlightenment” of the psychologist himself, when he “suddenly” realizes for himself that his profession is “stupid”, that he is engaged in “no one necessary things”, etc. On the one hand, dissatisfaction with oneself and one’s work is a sign of a creative, demanding, reflective subject of labor. But, on the other hand, such a "reflection" can lead to the collapse own work, affect the well-being of clients and even lead to the destruction of the personality of the psychologist himself.

Disbelief in the client's ability to solve his psychological problem on his own. This, as it were, “justifies” the unacceptable tendency of the psychologist to openly manipulate the client’s mind, turning him into a “passive object” of his influences, and instead of him solve his life psychological problems.

Work without proper theoretical and methodological training, when a psychologist takes on the solution of complex problems, but he himself has neither experience nor qualifications for this. Unfortunately, in the conditions of mass training of psychologists, when it is impossible to control the educational process, quite a lot of specialists are graduating who do not have the actual readiness to provide qualified assistance to clients and “get out” mainly with the help of their life “charm”, “ common sense” or ordinary “impudence” and “assertiveness”.

The problem of criteria for evaluating the effectiveness of psychological assistance, when it is difficult to assess whether the psychologist really did a good job. The usual reference to the fact that "the client was satisfied" is often unconvincing, since the client does not always understand the essence of the assistance provided (he is not an expert, after all).

The absence in the country at the moment of its development of the ideals of personal and professional self-determination.

The problem of the "shoemaker without boots" is that many psychologists have a lot of their own psychological problems. And then the question arises: do they have the right to help other people without having figured out their own problems to the end?

Finally, we can outline the problem of the inevitability of professional "secrets" of a practicing psychologist from clients, from the administration, and even from his colleagues. If you tell a client about all the nuances of his work, then he still won’t understand much, and it’s unlikely that he will be able to briefly read the entire course on psychology. In addition, telling some impressionable clients about the results of the study, about their assessments of the real life situation of the client, etc., can simply cause disappointment, disappointment in their ability to change the situation, or even just a shock from which it will be difficult for the client to recover.

10. Requirements of the State Standard for the professional training of a specialist

As stated in the State Standard, the object of professional activity of a specialist is mental processes, properties and states of a person, the subject is their manifestations in various areas human agent ness, interpersonal and social interactions, methods and forms of their organization and changes during action from outside. In accordance with the acquired knowledge, skills and abilities, the specialist is ready to participate in the sheniya complex tasks in the system of the national economy, education, healthcare, management, social assistance population and can the following types professional activity:

diagnostic and corrective;

expert and advisory;

teaching and educational;

research;

cultural and educational.

The specific content of the professional training of a specialist is determined educational program higher education institution and should include theoretical training, laboratory workshops and practices. The total amount of classroom workload for a full-time psychology student should be 9250 hours. Students should be aware of what Gosstandart requires: the volume of a student's classroom full-time training should not exceed the average for the period theoretical training 32 hours a week. This means that with a five-day school week, at least one day with four "pairs" cannot be avoided.

With part-time (evening) form of education, the volume of classroom lessons should be at least 10 hours a week. At in absentia the student should be provided with the opportunity to study with a teacher in the amount of at least 160 hours per year. If a student receives a psychological education on a part-time (evening) or correspondence department, then he should be ready to study not for five, but for six years.

An important part educational process is the practice of students. According to the new State Standard, practices are also distinguished: educational and familiarization - 3 weeks; pedagogical - 6 weeks; production - 6 weeks; research and qualification - 10 weeks.

Gosstandart puts forward the following requirements for the professional preparedness of a specialist "at the exit":

based on the accumulated theoretical knowledge, skills research work and information search to be able to navigate in modern scientific concepts, competently set and solve problems investigative and practical tasks;

participate in practical applied activities, master the basic methods of psychodiagnostics, psychocorrection and psychological counseling;

possess a complex of knowledge and methods of teaching psychology in higher educational institutions.

Upon completion of the course, the student must pass the final state attestation specialist, which includes the final qualifying work and State exam, allowing to reveal theoretical preparation for solving professional problems.

The final qualifying work is a completed development, including the results of an empirical or theoretical research, or a substantiated project of a corrective, training or diagnostic technique. The work should be a balanced presentation of theoretical justification and performed research, practical or methodological work. Graduate work should show a high level the vein of professional erudition of the graduate, his methodological and methodological readiness, possession of the skills and abilities of professional activity.

11. Make a verbal portrait of yourself as a practical psychologist, using the knowledge gained

My verbal portrait as a practical psychologist includes personal and professional quality, namely:

humanistic orientation of the individual. I should be a kind, self-possessed, sensitive, sincere, friendly, open, optimistic person towards children and adults.

specific professional orientation - interest in a person, his inner world as a subject of knowledge and transformation. I should positively perceive myself and others, calm, confident in my humanistic aspirations, able, of course, to have a positive attitude towards those whom I help.

flexible "I am a concept". I must not have stereotypes in the system interpersonal relationships.

I must be a person, with a pronounced motivation for improvement, self-improvement and professional growth, with the constant expansion of the range of goals and motives of professional activity, the enrichment of the "I - concept".

psychological observation. Since the activity of a psychologist presents high requirements to perception and attention. Developed psychological observation is especially needed for a more accurate selection and description of individual psychological characteristics and abilities of people.

I must have special psychological powers of observation; the ability to see the defining qualities of a person, traits of character, temperament, will, by subtle changes in behavior to understand the state of a person by seemingly insignificant, at first glance, little noticeable phenomena and signs; notice the symptoms of trouble; quickly discover the strongest and most weak sides personality, determine his status in the group. That is, to be a highly qualified psychologist with the ability to extract versatile and in-depth information about psychological qualities personality in a fairly short period with direct contact with a person.

criticality social thinking, professional reflection.

In the work of a psychologist great importance have emotional and volitional properties. Therefore, I must have endurance, self-control, initiative, courage in communication and other qualities that will help me in conflict situations, as well as in daily activities in the "optimum mode". At the same time, I must have such characteristics as: reliability, restraint, warmth, optimism, openness, ease, energy, adaptability.

In addition, as a psychologist, I must bear a personal responsibility for my judgments, assessments, recommendations, requirements and actions.

This is my ideal portrait of a practical psychologist.

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Practical psychologist as a professional and as a person

There are already many practical psychologists working in the education system, and over time there will be even more. They carry out their activities in a variety of educational institutions: in orphanages and kindergartens, in general education schools and in boarding schools, lyceums and special schools, in gymnasiums and colleges, in vocational schools and private schools; in centers: rehabilitation, correction, development, medical, psychological and pedagogical assistance, etc.

Despite the different conditions of life and work, despite the individual personal characteristics of specialists, the profession of a psychologist has significant common professional and ethical values, the presence of which in the activities of a psychologist determines the level of professionalism in the analysis of the diverse experience of the real practical work of a particular psychologist in a particular place and in the context of specific life circumstances.

Who is a practical educational psychologist as a professional and as a person?

1. Professional position

The psychological education service protects and ensures the right of every born child to a full-fledged mental and spiritual development. But it protects the child not from a specific someone, but from violations of the conditions conducive to a normal life and favorable development. The search for a guilty person or a "scapegoat" is unproductive, unethical, psychologically unjustified. The success of interaction and cooperation largely depends on the position of the psychologist: not to allow edification in communication, instructive tone.

Any difficult case in the behavior or development of the child is not a reason for reproaching the teacher (educator, teacher, parent), but a signal for joint work. However, any success of an educator or teacher (and even a parent) is a reason to support him, praise him, and strengthen his faith in his ability to solve difficult problems for children.

There is a fairy tale about a traveling frog. Remember, the swan geese were going to fly to warm countries in the fall. The frog also wanted to go there and she began to ask the birds to take her with them. They would be happy, but how to do it? And the frog came up with. “Let two birds hold a branch in their beak, and I will bite it in the middle, and we will fly.” Decided - done - flew. Birds fly over different countries, and people everywhere look and wonder: “Look, the swan geese are carrying a frog! And who came up with it? Who is the smart one who thought of this?!” The frog flies and is literally bursting with self-respect - after all, she invented it all. And she was very offended that the people down there did not know, and she could not stand it, she shouted: “I came up with this!” The twig fell out of her mouth and she flew into the swamp, never getting to warmer climes.

Psychologists are somewhat similar to this frog when we start talking out loud or to ourselves: I figured out how to work with a child, I taught the teacher (educator, parent) what to do. In this case, we lose the twig of trust, respect and hopes for the support of those people with whom we work, and we plunge into the swamp of public swagger, without reaching professional mastery and human appreciation. Hence, we ourselves have a lot of grievances, complexes, disappointments. M. M. Prishvin not accidentally noted that the greatest happiness is not to consider yourself special, but to be like all people.

2. The mind of a psychologist

Work in the system of psychological service makes very high demands on the mind of a person. Independence of thinking has always been considered one of the most important dimensions of personality. So, F.M. Dostoevsky contrasts personality and impersonality, primarily in terms of the ability or inability to think independently.

It is not enough for a practical psychologist only the natural strength of the mind - he needs large stock knowledge, as well as the height and versatile culture of thought.

Simplicity and clarity of thought, the ability to turn "complex into simple", synthetic strength of the mind, deep analysis of the situation, problems from a certain point of view, in the light of certain ideas, flexibility and freedom of mind, foresight and determination, integrity of perception and strength personality orientation, emotional richness, richness of speech and perseverance - these qualities are possessed by smart people. It is the mind that makes it possible to realize the limits of one's professional competence, encourages the desire to know oneself and other people, makes it possible to understand and respect the unique essence of each (any) person.

3. personality traits practical psychologist

Practical Educational Psychologist - amazing person, professionally distinguished by:

¦ breadth of interests and independence of views;

¦ readiness for contacts and the ability to maintain them;

¦ the ability to emotionally attract people to yourself;

¦ the desire to know oneself and others.

Joan Erickson wrote that what more people knows himself, the more tolerant he is towards others. You don't have to agree with what others do, she said, but you have to understand their motives. This attitude leads to forgiveness of what we do not approve of:

¦ the ability to maintain emotional composure when communicating;

¦ awareness of the boundaries of their professional competence;

¦ increased sense of responsibility for their actions, words;

¦ the ability to foresee what kind of consequences a particular act or behavior as a whole will entail.

Variety of forms and methods of work, constant communication with people different ages, positions, cultures, professions suggest permanent job psychologist for self-development of these and other professional and personal qualities.

In other words, the psychologist is smart, friendly and charming person working in the most complex professional field. mental psychological psychologist diagnostic

So high professional level a psychologist includes unconditional knowledge of psychology, impeccable possession of a wide variety of psychological techniques, methods, diagnostic tools, a developed mind and an extraordinary personality.

Only everything taken together allows him to correctly interpret the received diagnostic data, to draw a conclusion based on these data about invisible mental processes, states and signs, about the conditions necessary for further development child, find a common language with all participants educational space establish professional relationships with them.

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Requirements for the personality of a practical psychologist. Professional and ethical principles of a psychologist

Personal requirements practical psychologist

What are the contraindications for working as a psychologist?

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Portal for the student. Self-training

Personal requirements practical psychologist

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