Psychological knowledge as knowledge about the spiritual world of a person can have not only scientific sources. It is no coincidence that the words "psychology" and "psychological" are very often found in everyday life and in art.

It is possible to single out at least two important types of psychological knowledge - worldly and practical psychology, which differ from scientific ones in the methods of obtaining knowledge and criteria for its truth, as well as in the features of constructing and substantiating their provisions.

Everyday psychology is psychological knowledge that is accumulated and used by a person in everyday life. They are usually specific and are formed in a person in the course of his individual life as a result of observations, self-observations and reflections.

People differ in terms of psychological vigilance and worldly wisdom. Some are very perceptive, capable of easily capturing the mood, intentions or character traits of a person by the expression of their eyes, face, gestures, posture, movements, habits. Others do not have such abilities, are less sensitive to understanding the behavior, the internal state of another person.

The source of everyday psychology is not only a person's own experience, but also the people with whom he directly comes into contact. The content of everyday psychology is embodied in folk rituals, traditions, beliefs, in proverbs and sayings, in aphorisms of folk wisdom, in fairy tales and songs. This knowledge is passed from mouth to mouth, recorded, reflecting centuries of everyday experience. Many proverbs and sayings have a direct or indirect psychological content: “There are devils in the still waters”, “It lays softly, but it’s hard to sleep”, “A frightened crow and a bush is afraid”, “Praise, honor and glory and a fool loves”, “Seven times measure - cut once", "Repetition is the mother of learning". Rich psychological experience is accumulated in fairy tales.

The main criterion for the truth of the knowledge of everyday psychology is their plausibility and obvious usefulness in everyday life situations. The peculiarities of this knowledge are concreteness and practicality. They always characterize the behavior, thoughts and feelings of people in specific, albeit typical, situations. In knowledge of this type, the inaccuracy of the concepts used is manifested. Everyday terms are usually vague and ambiguous. Our language contains a large number of words denoting psychic facts and phenomena. By the way, many of these words are similar to similar terms of scientific psychology, but are less accurate in use.

Practical psychology. Its main goal is psychological help to people. Practical psychology is partly an art, partly based on applied psychology as a system of practically oriented scientific knowledge. The work of practical psychologists is aimed at finding ways and developing methods of psychological assistance to people in solving their life or professional problems. The methods of practical psychology are aimed not at studying, but precisely at psychological help. This is its fundamental difference from scientific psychology (fundamental or applied). The main methods of practical psychology most often include psychodiagnostics, psychotherapy and psychocorrection, psychological counseling, developing psychological work.

Concreteness and practicality can be considered as features of knowledge in practical psychology. Practical psychologists work with specific cases, which are based on the formation and presentation of their professional experience and relevant psychological knowledge and skills. The results of their work are always of a certain practical value. However, practical experience does not always provide sufficient evidence for certain psychological ideas. This is the weakness of the methods of proof used in practical psychology, in contrast to scientific.

Psychological knowledge obtained as a result of practical work experience is generalized and systematized, which becomes the basis for the formation of the corresponding concept of practical psychological work. Such a generalized concept describes the features and problems of people of a certain type and ways of psychological assistance to them.

Another feature of practical psychology is integrity in the description of a person. Therefore, a practicing psychologist uses a combination of various methods that have developed in different schools and areas of practical psychology. In practical psychology, the influence of the personality of a psychologist on the process and results of work is significant. Therefore, it is often found that the method used by the practicing psychologist does not work when it is used by other colleagues. In practical psychology, the personality of the psychologist is an integral part of the method.

Practical psychologists show a great desire to popularize psychological knowledge, they are able to clearly and easily present the material based on examples from their professional experience. Therefore, many popular books on psychology are written by psychotherapists. The abundance of recommendations, specific examples, individual cases from professional practice attracts the attention of readers.

Psychological knowledge traditionally appears in three hypostases: (1). knowledge of psychological concepts and theories; (2). knowledge of facts and patterns discovered by other researchers and described by them in the literature; (3). psychological knowledge about a particular person. Let's look at these sections in turn.

The first section could be called theoretical. However, we can hardly talk about a single international or even a single Russian psychological terminology. Knowledge of psychological concepts can be compared with knowledge of languages ​​- native and foreign. The native language will be the terminology adopted in the psychological school in which this psychologist was formed, foreign - all the rest. This does not relieve a psychologist who claims to have a certain level of education from the need to know foreign languages. Knowledge of psychological concepts implies terminological multilingualism, that is, active knowledge of at least the main terminological languages. Knowledge of psychological concepts is the ability to give them different definitions and to analyze the consequences arising from these different definitions. Such consequences are the definitions of other psychological concepts associated with the originally defined concept.

One of the ways to overcome this contradiction was to remove psychology from its own subject, when the psychologist pretended that he himself was not subjectively involved in the process of psychological examination or that his personal participation did not introduce any changes in the results of the examination (or introduces minimal distortions that can be make appropriate adjustments later).

Turning now to such a variety of psychological knowledge as patterns revealed in experiments, we must first of all pay attention to the fact that many of them were obtained in an artificial vacuum of a psychological experiment that violates the real conditions of mental life and human interaction. In essence, knowledge of other people's experimental results and regularities revealed by other researchers is knowledge of other people's interpretations of what was declared by these researchers to be an experimental fact.

We come to the conclusion that psychological knowledge is knowledge that generalizes knowledge about specific people. The path of psychological knowledge is the path of comprehending one person at first, revealing the patterns inherent in this one person. The next step is to study the other person and establish the laws of mental life inherent in him. If some of the identified individual patterns coincide, we can already talk about a more general pattern. Thus, the unit of psychological research is not some separate indicator or particular characteristic, but an individual pattern of mental life.

A social worker acquires psychological knowledge from a variety of sources, such as general, which are available to him for a long period of time, and private when information about a particular psychological phenomenon or event can be obtained on specific details or within a short period of time.

Common sources are conditionally divided into four large groups ( Nemov R.S., 1998).

First source, a person encounters him in childhood, these are the people around him: mother, father, relatives, people replacing them. They psychologically assess the child, characterize his behavior. The child takes these assessments on faith, refers them to himself; as a result, he develops a certain self-esteem, which, in fact, is an assessment formed in him by other people. The psychological characteristics that a person gives to other people are formed on the basis of what he himself sees, communicating with them and studying the reviews of others about them. Correlating his own impressions with the assessments of others, a person forms images of these people.

Second source psychological knowledge are practical affairs and products of human activity. Evaluating them, comparing the results of one's own activity and the activity of others, a person forms an idea of ​​his own qualities, abilities and capabilities. He develops a self-assessment of knowledge, skills, business, strong-willed and other personal qualities. Comparing someone else's achievements with their own successes and failures, a person forms images of other people.

third source Psychological self-knowledge and knowledge of other people can be served by various kinds of tests and critical life situations, when a person most clearly shows his characteristics. Tests, additionally used in other cases, provide the most reliable and accurate information about a person. They are often the only source of knowledge about such psychological properties of people that cannot be observed and evaluated directly.

Fourth source psychological knowledge - works of science, literature and art. An invaluable source, one might say, a textbook of the psychological knowledge of people, are the works of great writers, connoisseurs of human souls: these are Shakespeare, Chekhov, Dostoevsky, Tolstoy, Stendhal, Balzac, etc.

Naturally, the psychological knowledge of another person is not limited to global sources. More private , but quite substantive sources for replenishing the psychological knowledge of a social worker about a person can be the following.

1. Handshake , which can be very informative, especially its intensity and duration:

 too short, sluggish handshake of very dry hands- indifference;

 prolonged handshake and wet hands- strong excitement;

 a slightly drawn-out handshake along with a smile - friendliness;

 palm turned down, - desire to dominate;

 palm up- submissive handshake, transfer of initiative to another;

 partner's hands remain in the same position - respect;

 straight, not bent, hand - a reminder of inequality;

 fingertip shaking- maintaining distance;

 glove gesture- Honesty partner, he can be trusted.

2. body constitution , wherein:

 fragile physique, tall stature, flat chest, narrow shoulders, long and thin legs (leptosomatic) - indicate a tendency to fluctuate emotions, stubbornness, inflexibility, isolation, difficulty in adapting to others (schizothymic);

 pronounced adipose tissue, obese constitution, medium or small stature, large belly, round head on a short neck (picnic) - these signs indicate emotional swings between joy and sadness, ease in contacts with people, realism in views (cyclothymic);

 well-developed muscles, strong physique, high or medium height, broad shoulders, narrow hips (athletic) - all this is evidence of a calm disposition, low impressionability, restraint of gestures and facial expressions, low flexibility of thinking, often pettiness (ixotimic).

3. Individuality (graphology) of handwriting , it can be used to judge the individual characteristics of a person. In this case, the following regularities are distinguished ( Shchegolev I., 2007. S. 12–13):

 Handwriting is characterized by the degree of geometric consistency of writing. We are talking about the alignment of lines, lines and fields, the size of the intervals between words and lines, the same pressure. The degree of consistency of the letter depends on the will of the person, the reserves of his internal energy, the ability to work hard, the balance of character.

 Any exaggeration in handwriting indicates the desire of the author of the letter to stand out, draw attention to himself, compensate for the lack of desired qualities.

 The ornate handwriting speaks of complacency, boastfulness, narrow-mindedness, deliberate behavior.

 Wavy lines in the letter and in the signature are inherent in people who are quirky, cunning, able to adapt.

 The abundance of angular lines in the letter indicates firmness, perseverance, conflict.

 The rounded lines in the letter are characteristic of peaceful people who smooth out conflicts and are able to maintain good relations.

4. Features of the face (physiognomic data) can also say a lot about a person. For example, American psychologists J. Glive and E. Clery, after a five-year study of character traits in 10 thousand dossiers, showed:

 dark-eyed children are more viable and initiative;

 dark blue eyes in adults are a sign of perseverance and a tendency to sentimentality; besides, these people are capricious;

 people with dark gray eyes are stubborn and bold, quick-tempered and vindictive, jealous, but monogamous;

 brown-eyed are cheerful, witty, quick-tempered, amorous, but fickle in everything;

 light brown eyes indicate shyness, a tendency to solitude;

 blue-eyed - romantics, truthful, but ambitious and selfish;

 green and gray-green eyes - people with a strong will, constant, purposeful, but tough and intractable.

5. Mimic expressions carry more than 70% of the information about what a person experiences. It has been established that a complete message is assimilated by a person through facial expressions and gestures by 55%, through intonation - by 38%, and through words - only by 7%. For example, a look might be:

 businesslike, when it is fixed in the forehead area of ​​​​the interlocutor, this implies the creation of a serious atmosphere of business partnership;

 secular, when the gaze falls below the level of the eyes of the interlocutor (to the level of the lips) - this contributes to the creation of an atmosphere of secular easy communication;

 intimate, when the gaze is directed below the face - to other parts of the body up to chest level; such a look indicates a greater interest in each other in communication.

6.Gestures can be classified into the following types Nirenberg J., Calero G., 1990):

 evaluation gestures- scratching the chin; stretching the index finger along the cheek; getting up and walking, etc.;

 confidence gestures- connection of fingers in the dome of the pyramid; rocking in a chair;

 gestures of nervousness and uncertainty- intertwined fingers; pinching of the palm; tapping on the table with fingers; touching the back of a chair before sitting on it, etc.;

 self-control gestures- hands are wound behind the back, while one squeezes the other; the posture of a person sitting on a chair and clutching the armrest with his hands, etc.;

 waiting gestures- rubbing of the palms; slowly wiping wet palms on a cloth;

 negative gestures- folded hands on the chest; body tilted back; crossed arms; touching the tip of the nose, etc.;

 location gestures- putting a hand to the chest; intermittent touch to the interlocutor, etc.;

 dominance gestures- gestures associated with showing thumbs, sharp swings from top to bottom, etc .;

 gestures of insincerity- “covering the mouth with the hand”; “touching the nose”, as a more subtle form of covering the mouth, speaking either of a lie or doubt about something; turning the body away from the interlocutor; "running glance", etc.

But this list is far from exhaustive. Literally every detail associated with a person gives information about a person. Psychologically informative are such factors as: a person’s age, last name, first name, patronymic, date of birth, clothing features, accessories, manner of smiling and laughing, speech features, etc. Noteworthy are the nuances in changing a person's behavior in comparison with the general context of interaction with him.

1.4. Psychology of social work:

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SUMMARY OF LECTURES ON THE DISCIPLINE "INTRODUCTION TO THE PROFESSION"

1. Main sources of psychological knowledge

Folk wisdom, philosophy, art, religion as the main sources of psychological knowledge.

Psychology as an independent science appeared relatively recently: the “year of birth” of psychology is considered to be 1879, when the German psychologist Wilhelm Wundt opened the world's first experimental psychology laboratory in Leipzig.

The term "psychology" (literally translated from Greek - the science of the soul: psyche - soul, logos - teaching) appeared in scientific use a little earlier - according to various historical data, it was independently "invented" by the philosopher Goclenius and colleague of M. Luther F. Melanchthon. In its current meaning, the word "psychology" was first used by the German philosopher Christian Wolff in 1732.

Despite a short history, psychology has a very long history, since at all times a person has been interested in his own nature, inner world, the causes of behavior and actions. During the history of mankind, facts and judgments have been accumulated that are directly related to human psychology, and not only in the field of scientific knowledge.

In addition to scientific psychology, there are several other areas within which there is psychological knowledge:

• worldly wisdom (in other words, common sense);
• philosophy;
• art;
• religion and other types of secret knowledge (mysticism, magic, astrology, etc.).

The types of psychological knowledge that exist in these areas differ from each other by methods of obtaining, methods of expression and justification, and criteria of truth.

Psychological knowledge accumulated by mankind in the form worldly wisdom, are connected, first of all, with interaction with other people, with an understanding of oneself and another, with an explanation of the psychological causes of behavior and actions.

The source of worldly psychological knowledge is the observation of the behavior of other people, as well as the exchange of the results of these observations and their joint discussion. Worldly knowledge is expressed in the form of proverbs, sayings, found in fairy tales, songs, rituals.

The criterion of the truth of the psychological knowledge of common sense lies in their plausibility and practical usefulness. That is why they differ in practicality, visibility. On the other hand, everyday psychological knowledge is intuitive in nature, it is fragmentary and unsystematic, inaccurate and contradictory: in any culture there are proverbs that have the exact opposite meaning (“You can’t pull a fish out of a pond without labor” and “Work is not a wolf, you can’t go into the forest run away”, etc.). Such inaccuracy and inconsistency is most likely associated with a variety of everyday situations, the results of observations of which are reflected in this knowledge - in one situation one thing is useful and true, in another - something completely opposite.

Philosophy as an area within which there is a special type of psychological knowledge, also from ancient times addressed the problems of human nature, the driving forces of his behavior and actions. However, the psychological knowledge (knowledge about the soul) accumulated by philosophy is fundamentally different from worldly psychology.

Philosophers, thinking about the structure of the world, put forward different views on nature, the place of man in the world, knowledge and other issues. Speaking of the human soul, they expounded their psychological ideas. Of course, every famous philosopher had his own worldview, different from the views of other philosophers. Therefore, philosophical and psychological knowledge is systematic, but has a speculative character, i.e. based on the philosophical concept of the structure of the world, and not on the facts of objective reality. The criterion of the truth of philosophical and psychological knowledge is the degree of their consistency with the general concept of a given philosopher.

The first philosophical and psychological concepts appeared as early as the 6th-5th centuries. BC. in the teachings of the ancient Greek philosophers of the Miletus school (Thales, Anaximander, Anaximenes), the first independent psychological work is Aristotle's treatise On the Soul. Later, philosophical and psychological views were expressed by St. Augustine, Thomas Aquinas, Francis Bacon, Rene Descartes, Benedict Spinoza, John Locke and many other famous philosophers.

Art(fiction, music, painting and other types of fine arts, theater, cinema) as a source of psychological knowledge also has an ancient history. At all times, writers, artists, composers with great skill described human characters, actions, relationships, individuality and life path in their works.

The most important place in the description of the psychology of people, problems and situations belongs to fiction, since it is in the text that the psychological knowledge of art is best expressed. Many great writers - L.N. Tolstoy, F.M. Dostoevsky, A.P. Chekhov - we call psychologists, recognizing in them experts in human destinies.

However, the psychological knowledge that exists within the framework of art is also fundamentally different from scientific psychological knowledge: first of all, they are figurative in nature, based on the emotional experiences of the author and reader. In works of art, even fictional, but single and specific characters and events are presented. That is why this knowledge is fragmentary and descriptive; art does not solve the problem of explaining events or actions, they are only described in a form accessible to direct experience. In addition, in the psychological ideas of art, the author's position and the author's attitude to certain characters, situations, events are very clearly manifested; science is guided not by subjective opinions, but by objective facts.

What is the criterion for the truth of the psychological knowledge of art? In other words, how can one determine how well a writer or artist portrays his characters, their life problems and situations?

The main answer to this question is the reaction of the reader, listener, viewer - if the image created by the author inspires confidence, is remembered, becomes recognizable, this is the main criterion for its truth.

A special place in the problem of the correlation of various types and forms of psychological knowledge is occupied by the question of their relationship with irrational, religious, or, as they say, parapsycholo­ logical(“pair” from lat. - “nearby”) knowledge. This special place is due to the fact that very often in ordinary consciousness these forms of knowledge are identified, and the psychologist appears as a "magician and psychic who sees a person through and through."

Meanwhile, irrational psychological knowledge has little in common with the knowledge of a professional psychologist. Irrational knowledge cannot be explained with the help of objective methods accepted in science, moreover, they do not need such an explanation - they are based on the belief and experience by a believer of his own involvement in invisible higher powers. Any irrational psychological knowledge, especially religious knowledge, is based on a certain symbol of faith - initial dogmas, or statements, the truth of which is not only taken for granted, but in no case should anyone dispute it; while any scientific knowledge always remains open to verification and refutation.

Of such properties of irrational psychological knowledge as subjectivity, orientation towards faith and experience, known uncertainty (for example, predictions or horoscopes can be interpreted in different ways, so they often “come true”), but at the same time, the statement of the integrity of the world and man, the interconnectedness of everything with everything, the criterion of their truth also follows. Irrational knowledge is recognized as reliable if it is consistent with the basic postulates that are taken for granted, and if a person experiences a deep inner conviction of their truth.

Thus, all types and forms of psychological knowledge that exist within the framework of worldly wisdom, philosophy, art, religion and other types of secret knowledge differ significantly from scientific psychological knowledge that underlies the profession of a psychologist.

The science is a sphere of human activity, the result of which is new knowledge about reality that meets the criterion of truth. Psychological knowledge that exists within the framework of science is characterized by completeness, reliability and systematicity. Scientific knowledge is based on the facts of objective reality, as well as on the scientific method, which allows these facts to be collected, processed and systematized, and then based on them, reliable conclusions can be drawn.

The results of scientific activity can be the following:

• description of reality (what phenomena and in what situations are observed, what properties they have);
• explanation of processes and phenomena (i.e. search for their causes);
• prediction of processes and phenomena (i.e. forecasting the development of events based on knowledge of their main characteristics and the causes of possible and most probable changes);
• the discovery of laws that theoretically explain reality.

Scientific knowledge is based on facts, while they are formulated in a generalized form and always remain open for further study, clarification or even refutation.

1. test questions

1. Scientific and everyday psychology.
2. Psychological representations of everyday experience.
3. Psychological ideas in philosophy.
4. Psychology in art.
5. Psychology and religion.

2. Psychology as a science

The place of psychology in the system of sciences. Psychology as the science of man. Ideas about the subject of psychology as a science. The evolution of ideas about the subject of psychology. Pre-scientific and scientific stages in the development of psychology. Fundamental and applied psychology as directions of scientific psychology. Methods of psychology.

In the modern system of sciences, psychology takes its place among the humanities - the sciences of man and his activities (history, philology, sociology). Psychology is most closely connected with these sciences, and one of the indicators of such a close connection is the existence of interdisciplinary scientific areas - historical psychology, social psychology, psycholinguistics, etc.

At the same time, psychology maintains links with the natural sciences - anatomy, physiology, anthropology, evolutionary biology. The need for such connections is dictated by the fact that any mental phenomenon has its own material basis - anatomical structures and physiological processes, the processes of development of the psyche in the course of evolution. Within the framework of the links between psychology and the sciences of the natural cycle, there are such scientific areas as psychophysiology, neuropsychology, and theories of the development of the psyche in phylogenesis.

Historically, psychology originated in the depths of philosophy (see the previous chapter), so it continues to maintain links with this "parent" science. These connections are expressed in the fact that any psychological theory has a philosophical and methodological basis, which formulates a view of the nature of man, his place in the world and possible directions for the study of mental phenomena in line with these philosophical positions.

Nevertheless, maintaining links with the listed sciences, psychology has its own subject, different from the subjects of "neighboring" disciplines.

Psychology is the science of the patterns of development and functioning of the psyche as a special form of life. In psychology, the statement of the eminent psychologist Hermann Ebbinghaus that "psychology has a short history and a very long prehistory" is firmly rooted. This aphorism contains the idea of ​​two stages in the development of psychology - pre-scientific, when psychology was not yet an independent science and developed within the framework of philosophy (“prehistory”), and scientific, when psychology turned into an independent science (“history”).

Throughout the history of psychology, ideas about its subject have changed three times.

Almost the entire pre-scientific stage is associated with the study of the soul as a subject of psychology. Philosophers put forward ideas about the nature and characteristics of the soul, based on theoretical reasoning, argued with each other, substantiating their views.

Only in the 19th century With the advent of the first psychological laboratories, the abstract category of the soul was replaced by quite concrete phenomena of consciousness. Psychologists began to study attention, memory, emotions and feelings, thinking. The ideas that they expressed lost their speculative nature and began to be supported by the objective facts and laws established by them.

And finally, in the XX century. the subject of psychology was human behavior, which can be observed from the outside.

Scientific psychology is aimed at understanding the psychology of people by scientific methods, the production of psychological knowledge. Its main task is to come to an understanding of general patterns on the basis of individual facts (i.e., a scientific psychologist in his activity thinks by induction - from the particular to the general).

What scientific methods does psychology use?

There are several classifications of methods of psychology that are studied within the framework of other academic disciplines (general psychology, psychological workshop, experimental psychology). For the first acquaintance with the methods of psychology, we list the most common of them.

The oldest of the methods of psychology is the method observations. It is used as a scientific method of collecting information: observing the behavior of a patient in natural conditions, the behavior of an individual and a group in a real social environment, the behavior of children in the process of real learning activities, the development of mental functions in natural conditions.

The other method is the method conversations- is used in psychology as a dialogue between two people, during which one person (researcher) reveals the psychological characteristics of another (subject, client). The specificity of the conversation lies in the fact that it exists only in psychology, since in other sciences a dialogue between the researcher and the object of research is impossible. The conversation is used to collect primary information about the subject, at the last stage in the form of an interview about how the subject felt during the study, or as an independent research method.

An important method of psychology is the method testing. When using it, the researcher offers the subject standardized questions and tasks (tests) that have a certain scale of values. The goal of the researcher in this case is to measure individual differences (features of temperament, character traits, abilities, intelligence level, etc.).

Document analysis method, or archival the method consists in the fact that the psychologist studies the psychological characteristics of a person not “face to face”, but on the basis of any texts, drawings and other products of human activity.

Experiment- the most complex of all methods of psychology, because in the experiment the researcher organizes in a certain way the situation in which the subject is located, and registers his behavior in various conditions of this situation (for example, measures labor productivity at various noise levels). The experiment allows you to get very high-quality information about what is the cause of certain behavioral features of the subject. Of course, the experimenter must ensure that the experiment does not harm the subject.

All of these methods allow you to obtain reliable and objective scientific knowledge. Scientific psychology, in turn, is divided into fundamental and applied.

Fundamental psychology studies mental phenomena characteristic of a person (or animals) as a whole, general psychological patterns that take place in all spheres of mental life.

Applied psychology studies general psychological problems characteristic of specific areas of professional activity of people. Applied psychological research is carried out, so to speak, “on order”. What underlies student achievement and how can it be improved? What factors affect labor productivity? What should be done so that pilots do not make mistakes during flights? How should a sales manager behave so that customers buy goods from him? It is these questions that arise in the course of the activities of people, groups and organizations that are answered by applied psychological research.

test questions

1. The place of psychology in the system of sciences.
2. Interdisciplinary connections of psychology.
3. Goals and objectives of scientific psychology.
4. Ideas about the subject of psychology.
5. Methods of psychology.

3. PracticalPhysical and Applied Psychology

Characteristics and differences between practical and applied psychology. The main tasks to be solved within the framework of practical and applied psychology. Applied psychology as a branch of scientific psychology. Specificity of the problems solved in applied psychological research. The ratio of applied psychology and various areas and spheres of activity of the individual, groups and society as a whole. Correlation of practical and scientific psychology. Fields of activity of a practical psychologist and the main directions of practical psychology. Positions of a practicing psychologist: expert, consultant, teacher (Yu.M. Zhukov).

Applied psychology should be distinguished from psychology practical. Applied psychology is associated with the conduct of psychological research, the results of which are then used in practice. The difference between applied research and fundamental research is that the focus of applied psychology is on the daily professional activities of people, while fundamental psychology is “science for science” (how does human memory work, what is the process of communication, how does thinking work when solving various problems, etc.). Of course, the results of fundamental research, as well as applied research, can be successfully used in practice, but practical benefits are not the main thing for a fundamentally oriented research psychologist. It is much more important for him to obtain the most complete new information about the problem under study.

With all the differences, fundamental and applied psychology are brought together by the fact that their goal is to obtain psychological knowledge. The application of this knowledge is engaged in practical psychology.

Practical psychology is the provision of psychological assistance to specific people or groups of people, the application of psychological knowledge in each specific case.

The main tasks of the activity of practical psychologists:

1. identification of the psychological characteristics of a particular person, group;
2. identification of psychological causes that cause difficulties in their daily life;
3. providing psychological assistance in overcoming these difficulties, in solving various psychological problems by the client;
4. assistance to state, public, educational, business organizations in the effective use of the psychological factor in solving practical problems;
5. socio-psychological support of work and life of clients;
6. propaganda of psychological knowledge and improvement of the psychological culture of people;
7. optimization of the system of psychological work and improvement of one's own professional competence.

The main activities in practical psychology – This psychological assessment, psychoprophylaxis, psychological­ some counseling, psychological education, correction­ developmental work, psychotherapy.

Psychological assessment- this is a science and practice associated with the development of various methods for recognizing the individual psychological characteristics of a person and the formulation of a psychological diagnosis using these methods.

The corresponding professional specialization could be called as follows: a psychologist-diagnostician or a psychologist-expert. The main task of a psychologist is to assess the development of any psychological qualities in a particular person, to make a diagnosis of his mental development, i.e. conduct psychodiagnostics.

Currently, psychodiagnostics is defined as the activity of a psychologist aimed at quantitative (measurement) and qualitative assessment of mental functions and psychological characteristics of a person. Psychodiagnostics is carried out on the basis of objective indicators of activity (real or simulated in an experiment, test) or subjective indicators (information reported about oneself by a person).

A practical psychologist is usually not involved in the creation of new psychodiagnostic methods, he is a user of methods developed by researchers. A practical psychologist with the help of psychodiagnostics solves the following main tasks:

1. establishes the presence of a particular psychological property or behavior in a person;
2. determines the degree of development of this property, its expression in certain quantitative and qualitative indicators;
3. describes the diagnosed psychological and behavioral characteristics of a person in cases where this is necessary;
4. compares the degree of development of the studied properties in different people.

The vast majority of psychodiagnostic methods can be divided into two groups: expert (clinical) and standardisi­ roved (test). For evaluation, the psychologist-diagnostician uses professional psychological observations, conversations, psychological tests. In the course of observation or conversation, the psychologist states the presence or absence of certain psychological qualities, emotional reactions, behavioral manifestations and their compliance with the standards accumulated in professional psychology.

A test in psychodiagnostics is a series of the same type of standardized short tasks (tests) to which the subject is subjected - the carrier of the intended quality. In psychological testing, test questionnaires, projective tests and tests that require the performance of any practical tasks can be used.

The work of a psychodiagnostic imposes a number of important requirements on him. The simplest and most obvious are the ability to win over people and a thorough knowledge of the psychodiagnostic methods used and the conditions for their application.

Psychoprophylaxis implies work to prevent maladjustment (violations of the process of adaptation to the environment) of the organization's personnel or children in an educational institution, educational activities, the creation of a favorable psychological climate in the institution, the implementation of measures to prevent and relieve psychological overload of people, etc.

The tasks of the psychologist's activity in line with psychoprophylaxis should be defined as follows:

1. work on the adaptation of the organization's personnel (especially beginners and young professionals) to the conditions of professional activity in the conditions of this particular organization;
2. creation of special programs (in particular, training programs) for working with different categories of personnel and individual employees;
3. creation of conditions conducive to the prevention of maladjustment when changing jobs, positions, professions;
4. carrying out various types of work to create a favorable psychological climate in the institution;
5. implementation of measures to prevent and relieve psychological overload of personnel, etc.

Psychological counseling. This type of activity of a practical psychologist is used in various areas of life and professional activities of people: in education, in solving problems of health and personal life, industrial production, business, etc. Psychological counseling is one of the most important areas of professional activity of a practical psychologist.

main task psychological counseling can be defined as follows: to create conditions under which the client will be able to look at his life difficulties from the outside, realize unconstructive ways of behavior and building relationships and find adequate actions that allow him to gain new emotional and personal experience.

main goal at the same time, one should consider psychological assistance to a person in becoming a productive person with a high level of self-awareness, capable of implementing his own, independently chosen life strategy, ready to take responsibility for his own destiny. Counseling aims to help people achieve a sense of well-being, relieve stress, resolve life crises, increase their ability to find a way out of difficult situations and make decisions for themselves.

Counseling can be classified in different ways:

• by theoretical orientation (psychoanalytic, behavioral, humanistic, gestalt counseling, etc.);
• by the age of the client (children, adolescents, adult counseling, etc.);
• by spatial organization (contact, or face-to-face, i.e. face-to-face conversation, and distant, or correspondence, which, in turn, is divided into telephone, written, electronic - via the Internet);
• by the number of clients (individual or group);
• on psychological issues (consulting on communication problems, on problems in the emotional sphere, on personal problems, etc.);
• by application area (school, professional, family and matrimonial, business consulting, etc.).

The main method of counseling is interview– it is a conversation structured in a certain way. During the consultation process, a practical psychologist provides psychological assistance, helping the client to look from different angles at the difficulties that he met, and at the ways of acting in the situation that he encountered. A psychologist helps a person overcome psychological barriers, encourages the development of certain qualities in himself.

Psychological education. The most important task of psychological education – expansion of psychological knowledge and improvement of psychological culture. Such knowledge is especially necessary for specialists who, in their professional activities, constantly come into contact with people: managers, teachers, doctors, cultural workers, service and trade workers, advertising workers, and businessmen. For many people, psychological knowledge is useful only as a basis for self-development and self-regulation of their personality, for improving interpersonal relationships, for example, for schoolchildren, parents, pensioners.

In the process of psychological education, the psychologist in a popular science form acquaints clients with the basics of psychology, the results of the latest psychological research, forms their need for psychological knowledge and the desire to use it in life and practice. At the same time, the most important requirements for psychological education should be clarity, accessibility of the presentation of information, and its practical orientation. Professional jargon and excessive use of technical terms should be avoided.

For psychological education, lectures, conversations, seminars, exhibitions of psychological literature, information stands, viewing and discussion of feature films and videos, psychological analysis of the behavior of characters can be used. At the same time, it is important to take into account that seminars and practical exercises are more useful for the formation of skills. A psychologist can help individual specialists in the selection of psychological literature for self-education. Formation of the desire to acquire psychological knowledge and the desire to use them in life and practice – the most important basis of psychological education.

Corrective and developmental work. Psychocorrection is carried out if, as a result of psychodiagnostics or counseling, deviations from the norm in the behavior or mental development of a person are revealed.

Correctional work – this is the impact of a psychologist on certain mental functions, qualities or forms of behavior of a person, aimed at overcoming this deviation. This influence is always carried out on the basis of the idea of ​​the age norm of mental development (for example, the norm in the development of cognitive, emotional, volitional processes, the norm of behavior and personal qualities). Based on this, the psychologist builds a program of correctional work.

Psychocorrectional work is carried out in two main forms - group and individual. The program of psychocorrection is compiled, as a rule, on the basis of the results of a psychodiagnostic examination and is based on the methodological principles that a practical psychologist adheres to.

Corrective classes are carried out individually or in a group for a long time. The purpose of such classes can be, for example, overcoming a lack of attention, helping to overcome difficulties in mental development, correcting inadequate emotional reactions to certain events, strengthening self-control, developing emotional self-control, correcting personal qualities, forms of behavior, norms of human social interaction. Since deviations from the psychological norm can be combined with serious deviations in mental health and in the field of social behavior, a practical psychologist should build his corrective work in close cooperation with a neuropsychologist, psychiatrist, and social pedagogue. The immediate reason for the organization of correctional work is usually difficulties in educational activities, behavioral disorders and maladjustment of the student, problems in professional or daily activities, in the emotional and volitional experiences of an adult.

Group psychocorrection can be aimed at the development of communication skills, at the formation of the ability to analyze the behavior and conditions of other people, the ability to adequately perceive oneself and others. At the same time, the norms of interpersonal interaction are corrected, the ability to respond flexibly to the situation develops, to quickly reorganize in different conditions and different groups.

The implementation of psychocorrectional work can take place in three key positions:

1. "Do as I do!" (the psychologist takes responsibility and offers a rather rigid scheme of work);
2. "Let's do it together!" (the psychologist shares responsibility with the client);
3. "Choose from these ways yourself!" (the client is invited to take responsibility for himself).

Various types of intellectual training, methods of teaching self-regulation, socio-psychological training, role-playing games, group discussions are used as methods of psycho-correction.

The same methods of practical psychological work can be used in developmental classes. Unlike correctional, developmental work is aimed at further development of a person's qualities, abilities, and skills. In practice, there is often no strict separation of correctional and developmental classes, since the boundaries of the norm in mental development are not clear enough, due to a theoretical concept or a specific methodology, therefore, this type of work is often preferred to be called correctional and developmental.

Psychotherapy as part of the activities of a practical psychologist, it is aimed at helping the client in a productive change of personality in cases of serious psychological problems that are not manifestations of mental illness.

In recent years, clinically oriented psychotherapy, aimed primarily at alleviating or eliminating existing symptoms, and personality-oriented psychotherapy, which seeks to help a person change his attitude to the social environment and to his own personality, are conditionally distinguished.

We are talking, first of all, about the fact that psychological methods and means are used during its implementation (and not pharmacological, for example). In addition, patients are people with various mental disorders, and specialists are people who have professional training, among other things, in the field of basic psychology and medicine. In clinically oriented psychotherapy, methods such as hypnosis, autogenic training, various types of suggestion and self-hypnosis are traditionally used. In person-centered psychotherapy, one can find a huge variety of methods and techniques based on the conceptual models of many schools and currents.

We can talk about the presence of a key and leading idea: the desire to help the development of the individual by removing restrictions, prohibitions, complexes, releasing its potential; this is the idea of ​​change, transformation of the human self in a dynamically changing world.

Non-medical psychotherapy is understood as "the provision of psychological assistance to healthy people (clients) in situations of various kinds of psychological difficulties, as well as in case of a need to improve the quality of one's own life." The task is not to remove or alleviate the symptoms of the disease, but to create conditions for the optimal functioning of the personality and its development, in particular, in order to improve relationships with other people.

In non-medical psychotherapy, the following can be distinguished: general tasks:

1. study of the psychological problems of the client and assistance in solving them;
2. improving subjective well-being and strengthening mental health;
3. study of psychological patterns, mechanisms and effective ways of interpersonal interaction to create the basis for more effective and harmonious communication with people;
4. development of self-awareness and self-examination of clients to correct or prevent emotional disturbances based on internal and behavioral changes;
5. promoting the process of personal development, the realization of creative potential, the achievement of an optimal level of life and a sense of happiness and success.

A practical psychologist in real professional activity can perform both all of the listed types of work, and specialize in any particular form. At the same time, it is important to know that each of these types of practical psychological activity has significant specifics, and a particular psychologist, depending on personal qualities and professional training, can more successfully cope with one of them. In addition, it is important for a practical psychologist to single out the most pressing problems in accordance with the tasks set by the customer, and concentrate efforts on solving them.

The main figures of practical psychological work are customer, customer and psychologist.

Customer turns to a psychologist, formulates an order for psychological work to solve a psychological problem or provide psychological assistance, and upon completion of the work pays for it. The customers of psychological work can be heads of enterprises and organizations, families, a specific person.

Customer- this is a person or group of people with whom the psychologist works directly, providing them with psychological assistance. The clients of a practicing psychologist can be any groups (family, school class, student group, department or other division of an enterprise or organization), individuals (adults or children).

The customer and the client can be different people: the customer is the head of the enterprise, the client is his employees; the customer is a parent, the client is a child, etc.

In the practice of individual counseling, the customer and the client coincide in one person, since the client himself seeks psychological help and pays for the work of a psychologist himself.

Analyzing the activities of a practicing psychologist, Yu.M. Zhukov identified three positions, based on which he can work:

Psychologist-expert acts as a carrier of professional psychological knowledge and experience. He applies this knowledge and experience in order to evaluate the results of the client's activities from the standpoint of psychology (to draw up an expert opinion). The activity of an expert is related to the evaluation of any events, actions, programs, plans or product samples that have been committed or developed by the time the evaluation (expertise) is carried out. Thus, the expert begins to act after the customer has completed his work.

Psychologist-teacher transfers the special psychological knowledge necessary for people to effectively carry out their future activities. A practical psychologist in the position of a teacher does not just present the information necessary for the client, he actively introduces clients to psychological knowledge in the form of trainings, business games, i.e. uses active learning methods. The psychologist-teacher works before the client begins his activity (first the client studies, and then uses the acquired knowledge and skills in practice).

Psychologist-consultant- this is a special position, since the psychologist provides psychological assistance, accompanying the client's activities. The psychologist is included in the process of performing the client's activities and provides him with the knowledge and experience he needs at the moment, at this stage of activity.

test questions

1. Specificity of applied psychology.
2. Goals and objectives of practical psychology.
3. The activity of a psychologist as an expert.
4. Activities of a counseling psychologist.
5. Psychologist in the field of psychological education.

4. Branches of psychology

Branch structure of scientific, practical and applied psychology. Psychophysiology. General psychology. Social psychology. Age psychology and developmental psychology. Clinical psychology. Pedagogical psychology. Labor psychology and engineering psychology. Psychology of management. Legal psychology.

4.1. Branches of fundamental psychology

General psychology studies the general properties and patterns of functioning of the psyche of an adult, general patterns of cognitive, emotional processes, as well as the processes of regulation of activity, mental states of a person.

Often, as a separate branch of fundamental psychology, personality psychology, which is engaged in the study of socially determined qualities of a person, general patterns of character, motivation, self-awareness of a person.

Differential psychology (or psychology of the individual­ dual­ differences) studies the individual psychological characteristics of people, their temperament, character, abilities, personality traits.

Psychophysiology studies the relationship of mental phenomena with the work of the body, with the activity of the nervous system. Of particular scientific interest in psychophysiology is the study of the physiological mechanisms of brain activity, as a result of which mental processes, states, and properties of a person arise.

Neuropsychology engaged in the study of the anatomical and physiological foundations of higher mental functions. Neuropsychologists study the neural processes in the human brain that underlie perception, memory, imagination, thinking, attention, and emotions.

Social psychology studies mental phenomena that arise in the process of people interacting with each other, people understanding each other, interpersonal relationships and the impact of people on each other.

Developmental psychology (or developmental psychology) studies the general patterns of development of various mental processes and qualities of a person's personality. In developmental psychology, child psychology, adolescent psychology, youth psychology, adult psychology, and gerontopsychology (the psychology of old age) are distinguished.

As a separate branch of scientific psychology, developmental psychology (or special psychology), which studies the psychological problems associated with deviations from normal development. The psychology of abnormal development includes several sections. Oligophrenopsychology studies the pathology of mental development associated with congenital defects of the brain. Deaf psychology studies the developmental psychology of a child with severe hearing impairments. Tiflopsychology studies the developmental psychology of visually impaired and blind children. Pathopsychology studies painful changes in the psyche, patterns of disturbance of mental activity and personality traits in mental illness.

Zoopsychology studies the psyche of animals, congenital and acquired forms of their behavior. Comparative psychology deals with the comparison of the psyche of animals and humans.

4.2. Branches of applied psychology

Pedagogical psychology studies the laws of education and upbringing of a person. The sections of pedagogical psychology include the psychology of education and upbringing, the psychology of the teacher, as well as the psychology of educational work with abnormal children. In pedagogical psychology, the problems of managing the process of acquiring knowledge, techniques and skills of intellectual activity are considered, the psychological factors that affect the success of the learning process, the formation of thinking in students are clarified, the problems of the relationship of students with each other, as well as with teachers and parents, are studied individually-psychological differences in students, features of educational work with children with deviations in mental development.

medical psychology studies the psychological aspects of the doctor's activity and the behavior of the patient, the mental manifestations of diseases; the role of the psyche in the occurrence and course of diseases; the role of the psyche in their treatment, as well as in the prevention of disease and health promotion.

legal psychology deals with the application of psychological knowledge to the judicial and correctional fields of activity. It is subdivided into forensic, criminological and penitentiary (or correctional) psychology.

Economic psychology studies issues related to economic relations between people. Specialists in economic psychology explore the problems of the market, supply and demand, and the psychology of advertising. An important place in economic psychology is occupied by the psychology of trade, which studies the psychological problems of interaction between the seller and the buyer, customer service.

Psychology of management studies the psychological aspects of managerial activity, relationships in the organization, provides psychological support for business.

Political psychology studies the psychological foundations of political processes taking place in society. Important problems include: the psychology of propaganda and agitation, the problems of the image of a political figure and power, the study of mass socio-psychological processes.

Psychology of religion studies the psychological problems of religious consciousness, ideas and feelings of believers.

Sports Psychology examines the psychological characteristics of the personality and activities of athletes, the conditions and means of an effective training process, as well as psychological problems associated with competitions.

Labor psychology- this is knowledge about the psychological characteristics of human labor activity, the psychological foundations of the scientific organization of labor (NOT). The task of specialists in labor psychology is to study the psychological characteristics of people in connection with their professional activities, the patterns of formation of labor skills and abilities, and to elucidate the influence of the production environment on the state and efficiency of human activity.

Labor psychology includes a number of branches of psychological knowledge: engineering psychology, aviation psychology, space psychology, military psychology.

test questions

1. General psychology.
2. Social Psychology.
3. Age psychology and developmental psychology.
4. Pedagogical psychology.
5. Clinical psychology.
6. Labor psychology and engineering psychology.

5. Psychology as a profession

The concept and structure of the profession (E.A. Klimov). The specifics of educational and professional training of psychologists. The role of the disciplines of the natural science cycle (mathematics, anatomy, physiology, etc.) in the development of a professional psychologist. Humanitarian disciplines (philosophy, cultural studies, logic, etc.) in the structure of the professional training of a psychologist. Types of professional activity of a psychologist (consulting, working with a group, psychodiagnostics, education, research work). Features of the personality of a psychologist. Psychologists as a professional community.

In order to better understand the essence of the profession, it is useful to recall the definition that the well-known Russian psychologist S.M. Bogoslovsky gave at the beginning of the century: existence, ... and is recognized as a profession by the personal self-consciousness of a given person.

In general, the concept of "profession" includes the following characteristics:

• a limited type of work, which for a psychologist inevitably involves cooperation with related specialists;
• work requiring special training and constant retraining;
• work performed for remuneration;
• socially useful work;
• work that gives a person a certain status in society.

In addition to the concept of "profession", there are other close concepts: specialty, position, occupation. In particular, the concept of "specialty" is a more specific area of ​​application of one's forces. For example, in the profession of a psychologist, specialties can be: “social psychology”, “clinical psychology”, etc. An even more specific concept is “position” or “labor post”, which involves working in a particular institution and performing specific functions. The concept of "occupation", on the contrary, is a fairly broad entity, which includes both the profession, and specialties, and specific positions. For example, we can say that these specialists deal with issues of school career guidance, which involves consideration of the problems of the age-related and psychological development of adolescents, and the problems of child-parent relationships, and general problems of the socialization of the individual, and related issues of understanding the socio-economic characteristics of society (in which they are going to self-determine), and issues related to developmental disabilities, etc.

In the process of professional training of psychologists, students study various academic disciplines, which, according to the State Educational Standard, are combined into several blocks.

First block - general humanitarian and social economy­ scientific disciplines. This block includes academic subjects that are taught to psychology students as well as students of other specialties: foreign language, Russian language and culture of speech, national history, cultural studies, political science, law, pedagogy, sociology, philosophy, economics. The knowledge that psychology students receive in the study of these disciplines is not used directly in their future professional activities, but lays the foundations of higher education, forms the humanitarian culture of a specialist psychologist, his worldview.

Second block of academic disciplines - general mathematical and natural science disciplines. This includes both subjects that are studied by students of all specialties: mathematics, the concepts of modern natural science (CSE), and disciplines that are studied only by psychologists: computer science and computers in psychology, anthropology, anatomy of the central nervous system, physiology of the central nervous system, physiology of the higher nervous system activities and sensory systems. And if mathematics and CSE perform the same function of forming the worldview of a specialist with higher education as the disciplines of the general humanitarian and socio-economic cycle, then anthropology, anatomy and physiology give the future psychologist an idea of ​​the material base of the psyche, of the biological structures and processes underlying mental phenomena.

The third a block of disciplines studied in the process of professional training of psychologists - general professional dissertation­ cip­ lines, i.e. a fairly long list of subjects that are studied only by psychologists and lay the foundation for professional psychological knowledge. Let us give the names of these disciplines and briefly characterize them.

Introduction to the profession introduces future psychologists to the main directions and principles of work of a professional psychologist.

General psychology taught for two years (four semesters), and it includes four parts:

• introduction to general psychology, where students study the general provisions of psychology as a science, ideas about its subject and methods, and also get acquainted with various scientific schools that exist in psychology;
• psychology of sensation, perception, attention and memory;
• psychology of thinking and speech;
• psychology of emotions and will.

experimental psychology It is necessary for students to learn how to competently plan and conduct psychological research.

General psychological workshop- this is the first practical discipline that is taught in parallel with general psychology, introducing students to the psychological methods and experiments that they study in the course of general psychology.

History of psychology is studied in the 4th year and allows you to systematize all the theoretical knowledge of students in a chronological sequence.

Animal psychology and comparative psychology gives students knowledge about how the psyche of animals differs from the human, in addition, how the behavior of animals at various stages of development of the psyche differs (protozoa, fish, birds, mammals, great apes).

Psychogenetics forms students' ideas about which psychological properties are innate and which are acquired in the process of life.

Psychology of Personality introduces students to general ideas about personality in various theoretical areas of psychology.

Psychodiagnostics teaches students methods, procedures and means of determining certain personality traits (intelligence, personality traits, behavioral characteristics, etc.)

Methodological foundations of psychology introduce students to the philosophical foundations of psychological research and scientific areas.

Mathematical Methods in Psychology teach students how to mathematically process data obtained as a result of psychological research.

Developmental and Developmental Psychology introduces the ideas of various psychological trends, the process and mechanisms of mental development, as well as the features of mental processes, conditions and properties characteristic of children of different ages, adults and the elderly.

Pedagogical psychology gives students an idea of ​​the psychological aspects of education and upbringing, as well as the professional activities of a teacher.

Social Psychology forms students' ideas about the peculiarities of human behavior among other people, about the psychological characteristics of groups in which people unite.

Labor psychology It is necessary for students to know and understand the psychological characteristics of the labor process, various areas of professional activity, professions and specialties.

Clinical psychology gives knowledge about what psychological characteristics are characteristic of people with various mental and somatic (“bodily”) diseases.

Special psychology introduces students to the patterns of abnormal development of the psyche: how the psyche develops in deaf and hard of hearing, blind and visually impaired, deaf-blind people, children with organic lesions of the nervous system and mental retardation.

Psychophysiology forms ideas about what physiological processes underlie the activity of the psyche and its manifestations.

Methods of teaching psychology is necessary for future psychologists, because upon graduation they will receive the qualification of a psychologist and teacher of psychology and must know the ways and means of teaching this discipline.

Fourth block is disciplines of specialization, which may differ depending on which narrow specialization the student-psychologist chooses, i.e. what exactly he will specialize in, what he will be interested in, knowledge and skills of which branch of psychology he will receive. In each of the specializations, the disciplines of specialization (special courses) are unique.

There are three types of psychology profession.

• psychologist-scientist, whose main activity is scientific research aimed at searching for new psychological knowledge (explanation, proof and prediction of psychological phenomena, the study of psychological patterns);
• practicing psychologist, whose main activity is the use of psychological knowledge to solve practical problems (psychological diagnostics and counseling, correctional and developmental work, psychological prevention);
• psychology teacher, whose main activity is psychological education and training (transfer of psychological knowledge).

The most important quality of a psychologist's activity is professional competence. It includes: professional knowledge, skills, abilities and abilities.

Among the characteristics of professional competence also include a range of professional opportunities, perfect mastery of the tools, techniques and technologies of professional activity. The professional competence of a psychologist is manifested in the creative nature of his activity, in the active search for innovative approaches and innovative technologies, personal initiative and professional communication skills.

Professional skills determine the success of the practical activity of a psychologist, his ability to apply psychological knowledge to the performance of his duties: specific actions, techniques, psychological techniques.

Professional skills are well-established, easily and confidently performed professional actions that allow a psychologist to effectively perform work. The more experience, the more professional skills a specialist acquires. Consider the basic requirements for the preparedness of a psychologist in the disciplines that are necessary for his successful professional activity.

In the field of psychology, a specialist should:

• understand the goals, methodology and methods of professional activity of a psychologist;
• own the tools, methods of organizing and conducting psychological research;
• understand the specifics of the subject of psychology, its relationship with other disciplines; know the main branches of psychology and the possibilities of applying psychological knowledge in various areas of life;
• know the history of development and modern problems of psychological science;
• know the patterns of evolution of the psyche of animals, the similarity and qualitative difference between the psyche of animals and humans; phylogenesis and ontogeny of the human psyche;
• understand the brain mechanisms of mental processes and states;
• to know the nature of human activity, the functions of the psyche in human life;
• know the patterns of formation and functioning of his motivational sphere;
• know the psychological patterns of cognitive processes (sensations, perception, memory, imagination, thinking, speech);
• know the mechanisms of attention, emotional phenomena, the processes of volitional regulation;
• have a concept of personality and individuality, the structure of personality and the driving forces of its development;
• know the psychological patterns of communication and interaction of people in groups, intergroup relations;
• know the patterns of human mental development at each age level;
• know the basic laws of the psychology of education;
• know the criteria for the norm and pathology of mental processes, states, human activities, ways and means of compensation and restoration of the norm;
• have an idea about the psychological problems of human labor activity;
• know the main areas and activities of a psychologist;
• know the basics of psychodiagnostics and psychological counseling;
• know the basics of psychotherapy, correctional and developmental work of a psychologist;
• own methods of psychological education and teaching psychology.

In addition, for successful work, a psychologist must constantly improve the level of his professional competence, participate in advanced training courses, specialized seminars on certain problems of psychology. Self-analysis of work experience and self-improvement of professional skills help the psychologist to achieve better results in their work.

For successful work in the field of psychology, appropriate abilities are needed: spontaneous curiosity, the ability to deal with the solution of the same problem for a long time, a relatively high degree of development of memory, creative thinking, fantasy and observation.

To coordinate their activities, psychologists create professional public organizations.

The following main goals of the association of psychologists in public organizations can be distinguished:

• exchange of scientific information and practical experience;
• regulation of norms and standards of professional activity;
• advanced training of professional psychologists;
• regulation of the status and norms of professional relations between psychologists and employers.

For example, the Russian Psychological Society in its Charter defines the main goals, objectives of activities and functions as follows. Here is the relevant fragment of the Charter.

Goals, tasks and functions of the Society

1. The main objectives of the RPO:

• promoting the development of psychological science, practice and education; involvement of scientists and specialists in the field of psychology in solving urgent scientific and practical problems in the interests of the whole society;
• consolidation of forces and creation of conditions for the most complete realization of the creative potential of professional psychologists in Russia;
• ensuring professional and social protection of psychologists;
• assistance to the comprehensive cultural development of Russia.

2. Tasks of the RPO:

2.1. Tasks focused mainly on the needs of the people, the country:

• all-round assistance in the dissemination and development of psychological literacy and culture of the country's population, taking into account its regional and national characteristics;
• promotion of the achievements of psychological science, active participation in the dissemination and popularization of modern psychological knowledge and psychological techniques, in particular techniques of self-regulation and self-education;
• assistance in raising the level and quality of psychological training of non-psychologists employed in the field of work with people (public administration, management of labor collectives, general and vocational education, education, health care, designing the environment for people, technology);
• facilitating the delivery of psychological information to interested consumers, as well as the proactive implementation of the achievements of psychology, unknown to potential consumers, into practice;
• assistance to the processes of improving the systems of training and retraining of professional personnel of all directions and levels;
• facilitating the processes of coordinating the real needs of the country, research in the field of psychology and the implementation of their results in public practice.

2.2. Tasks focused mainly on the needs of the existence and development of the community of professional psychologists:

• assistance to projects, programs, developments, activities aimed at increasing the level of conceptual ordering of psychological knowledge, at improving methods, methodological tools, practical psychological techniques, work procedures for psychologists-researchers and practitioners;
• promotion of work to improve the information support of psychologists, the exchange of experience in research and practical activities, the development of progressive forms of work;
• promotion of work to improve the professional culture and qualifications of psychologists; strengthening the interdisciplinary links of psychology with other branches of science and practice;
• coordination of the activities of the country's psychologists in order to rationally distribute the efforts of specialists in the most important areas of science and practice;
• providing members of the Society with information, theoretical and methodological assistance in raising the level of professional training;
• analysis and optimization of intraprofessional conflicts in our community, protection of professional, value, social, financial and other legitimate interests of psychologists in the country;
• the inclusion of Russian psychology in the system of the international psychological community in order to mutually enrich experience and progressive development of domestic science.

3. In accordance with the specified tasks, the Company:

• carries out scientific, educational, publishing, pedagogical and other activities that do not contradict the current legislation;
• organizes and conducts congresses, conferences and meetings of the RPS, symposiums, readings, discussions on the most pressing problems of psychology;
• establishes independently or jointly with Russian and foreign partners enterprises, business partnerships and companies (including research and scientific and practical centers, advanced training courses, schools, colleges, universities and other educational institutions, funds);
• carries out production and economic activities and creates, in order to fulfill the statutory tasks, enterprises, business partnerships and companies;
• provides members of the RPO with information about the scientific and organizational activities of psychologists in Russia and abroad;
• organizes the publication of scientific, scientific-practical and popular science works on psychology, focused on different age-sex, national, regional, professional groups of the population;
• participates in the scientific support of international, national and regional projects and programs;
• conducts public examination of scientific and practical psychological methods, programs and projects;
• participates in the improvement of the systems of training and retraining of psychologists in the country;
• promotes the employment of professional psychologists, participates in the assessment of their professional level (category);
• takes part in peacekeeping activities when necessary;
• nominate candidates for full members and corresponding members of the Russian Academy of Sciences and branch academies in the prescribed manner;
• participates in the formation of bodies of state power and administration by nominating candidates for deputies of the Federal legislative bodies, in the case and in the manner established by law;
• supports and develops the creative initiative of the members of the Society; establishes personal scholarships and awards within the framework of the Society;
• presents works on psychology for the award of prizes and distinctions in the prescribed manner;
• in the interests of the development of domestic and world psychology, carries out international contacts, participates in the work of foreign national and international psychological congresses, conferences, symposiums; is included in the implementation of international projects and programs; organizes the exchange of interns and specialists.

There are other associations of psychologists in Russia, for example, the International Academy of Psychological Sciences, the International Academy of Acmeological Sciences, the Psychophysiological Association, the Association of Humanistic Psychology, there are also international psychological societies and associations.

All psychological societies and associations hold regular meetings, symposiums, congresses, and conferences. At such meetings, psychologists discuss the results of their scientific research, exchange practical experience, and resolve organizational issues. Proceedings of these events are often published in collections of abstracts issued by their organizers before or after the conference. Individual speeches may be published in magazines.

Each society or association usually publishes regular newsletters, magazines. In Russia, information about the life of the psychological community can be obtained from reports in the journals "Problems of Psychology" and "Psychological Journal", in the "Psychological Information Bulletin" published by the Institute of Psychology of the Russian Academy of Sciences, in the "Psychological Newspaper" published by IMATON.

In addition to scientific and practical conferences, various training seminars, trainings, courses in certain topical areas of psychology are held to improve skills and exchange experience. The participation of psychologists in events of this kind is necessary to deepen their knowledge and skills, to expand their practical experience. To assess the level of professional qualifications of specialist psychologists, expert commissions are created in the relevant departments.

Professional qualification characterizes the competence of a psychologist, his preparedness and experience, and therefore is a subject for assessing the quality of professional activity.

In the field of scientific work and pedagogical activity, the professional qualifications of psychologists are reflected in the system of academic degrees (candidate and doctor of psychological sciences) and academic titles (associate professor and professor).

The scientific degrees of scientific workers in the field of psychology are the degrees of candidate and doctor of psychological sciences. The Ph.D. degree is awarded to a psychologist who has successfully passed the relevant candidate's examinations, prepared and defended a Ph.D. thesis in the dissertation council. A dissertation for the degree of candidate of psychological sciences is a scientific qualification work that contains a solution to a problem that is essential for the corresponding branch of psychological knowledge.

The degree of Doctor of Psychology is awarded to a scientist who has prepared and defended a doctoral dissertation in the dissertation council. The dissertation for the degree of Doctor of Psychology is a scientific qualification work in which the author, on the basis of the research performed, has developed theoretical provisions, the totality of which can be qualified as a new major scientific achievement in the field of psychology or a solution to a major scientific problem.

The academic title of Associate Professor is awarded to a psychologist who, as a rule, has a PhD in Psychology and who has shown appropriate qualifications in scientific and pedagogical activities. The academic title of professor is awarded to a psychologist who, as a rule, has a doctorate in psychology and has shown the appropriate scientific and pedagogical qualifications.

The professional qualification of a practical psychologist is assessed by qualification categories, which are assigned to him by expert commissions consisting of the most authoritative and competent specialists. In the field of practical psychology, the system for assessing the level of professional qualifications includes the third, second, first and highest qualification categories. They are assigned depending on the experience of the psychologist, whether he has the necessary professional knowledge and possession of professional skills. The legal status of a practical psychologist is determined by the relevant ministries and departments authorized to resolve this issue.

The high level of qualification of a psychologist in the field of scientific and pedagogical activity and practical psychology determines a wide range of opportunities for his professional activity and a higher level of material remuneration.

test questions

1. The specifics of the professional training of a psychologist.
2. Knowledge necessary for a psychologist.
3. Natural science disciplines in the professional training of a psychologist.
4. Humanitarian disciplines in the professional training of a psychologist.
5. The personality of a psychologist.
6. Professional community of psychologists.

6. Etcprofessional ethics of a psychologist

Ethical standards for the work of a psychologist. Ethical principles and rules of professional activity of a psychologist. The principle of competence of a psychologist. The principle of no harm to the subject. The principle of objectivity of the psychologist. The principle of respect for the client. The principle of confidentiality of the activities of a psychologist. The principle of informed consent.

The activities of any professional group develop their own norms, rules of professional conduct, which together form professional ethics.

The professional activity of a psychologist is work with the inner world of a person, with a human personality. And this object of work requires compliance with special principles and rules of ethics. Psychology has at its disposal such tools, the use of which requires special care. Consider the most important principles of the professional ethics of a psychologist.

6.1. The principle of professional competence

It is important for a psychologist to know his rights and obligations, opportunities and limitations. He must be clearly aware of his professional capabilities and act only within the level of professional preparedness. When applying a psychodiagnostic technique, a correctional, developing, consulting program, a psychologist must know their theoretical foundations and master the technology of their implementation well.

To organize a holistic and competent psychological assistance, he must be able to establish contacts and work together with colleagues and representatives of related specialties - psychiatrists, psychotherapists, psychoneurologists, neuropsychologists. For a qualified psychologist, the answer to the client: “No, I do not work on these issues, you better turn to another specialist,” is not an indicator of his professional incompetence. Only an insufficiently qualified psychologist works without restrictions, takes on any problem without the necessary preparation, is ready to answer any questions. The principle of professional competence requires a psychologist to take on only those issues on which he is professionally aware and for the solution of which he owns practical methods of work. In this regard, the psychologist must notify the customer about his real possibilities in the field of the questions posed, about the limits of his competence. When solving psychological problems, the psychologist relies on the analysis of scientific data and practical experience. The results of the study are formulated in terms and concepts accepted in psychological science and practical psychology. Conclusions should be based on the registered primary materials, their correct processing, interpretation and the positive opinion of competent colleagues.

The psychologist formulates conclusions and recommendations to the customer, communicates psychological information to the client in an adequate form and in a language that is understandable to him. At the same time, he strives to avoid professional jargon and excessive use of technical terms.

6.2. The principle of no harm to man

The psychologist carries out his activities based primarily on the interests of the customer. However, one should adhere to the principle of no harm to any person, one way or another included in the study or practical work. It is important to keep in mind the irreversibility of many mental processes. Therefore, the main ethical principle of a psychologist - "do no harm", formulated by Hippocrates in relation to medical ethics, is of exceptional importance in the work of a psychologist. The process and results of the psychologist's activity should not harm the health, condition, social status, and interests of a person.

The psychologist must use the safest and most acceptable methods, techniques, work technologies; take special care that the client is not harmed by people who are aware of the results; prevent misbehavior by the customer. To do this, the psychologist formulates his recommendations, organizes the storage, use and publication of the research results in such a way that they are applied only within the framework of the tasks set by the customer.

If the client (subject) is sick, then the use of research methods or practical psychological work is permissible only with the permission of the doctor or with the consent of other persons representing the interests of the client. A psychologist can perform psychotherapeutic care with a patient only in coordination with the attending physician and with specialization in medical psychology.

6.3. The principle of scientific validity and objectivity

The psychologist can apply only valid and reliable methods and means. It is necessary to use methods that are adequate to the goals and conditions of the study, age, gender, education, condition of the subject. Methods should be standardized, normalized, reliable, valid, adapted. The psychologist must apply methods of data processing and interpretation that have received scientific recognition. The results of the work should not depend on the personal qualities and personal sympathies of the psychologist. The results obtained must always be scientifically substantiated, verified and comprehensively weighed. The psychologist is guided only by the interests of the case.

A psychologist should not allow a biased attitude towards any person. It is necessary to take an objective position that does not depend on the subjective opinion or requirements of third parties. It is unacceptable to formulate conclusions and perform psychological work based on the subjective impression of the subject, his legal or social status, positive or negative attitude of the customer towards the subject. In his work, it is important for a psychologist to distinguish between the sphere of personal professional life. He should not transfer his personal relationships and problems to professional activities. A close personal relationship between psychologist and client is undesirable. It is important that the psychologist can maintain the objective and detached attitude necessary to deal effectively with the client's problems.

6.4. The principle of respect for the client

The psychologist must respect the dignity of the subject or client and be honest in dealing with him. In the process of psychological work, he should strive to maintain the client's feelings of sympathy and trust, satisfaction from communicating with the psychologist.

When conducting a study, it is necessary to report on its purpose (in a fairly general and accessible form), to warn the subject in a timely manner about how the information received will be used.

The optimal style of relationship between a practical psychologist and a client is interaction on an equal footing. The client should feel like a full partner of the psychologist. It is important for a practical psychologist to avoid evaluative statements about the actions of the client and refrain from direct advice to him, since in this case he takes responsibility for his fate and personality. For the development of a person, it is necessary that he be aware of and show personal responsibility for the decisions he makes. An unqualified psychologist is prone to stereotyped assessments of client actions and a stereotypical style of responding to client situations.

During educational work during lectures, seminars, a psychologist should not show a sense of superiority, edification, directive tone and behavior. The assistance of a psychologist to the customer should be advisory, unobtrusive, be as delicate and respectful as possible.

The accumulation of psychological knowledge took place in various sciences and spheres of human activity - wherever knowledge about the spiritual world and people's behavior was needed. According to some authors, the word "psychology" appeared in literature in the 16th century, according to others - in the 18th. Historians differ on how the word "psychology" originated. Literally translated from Greek, it means "the doctrine of the soul" or "the science of the soul" - the corresponding Greek roots are psyche (soul) and logos (science, teaching). Both in worldly psychology and in art the word "soul" is used more often, the word "psychology" is used less frequently. And, conversely, in science, the concept of "soul" is now used relatively rarely; the concept of "psyche" is considered more scientific.

Psychological knowledge as knowledge about the spiritual world of a person can have different sources. It is no coincidence that the words "psychology" and "psychological" can be found not only in scientific psychology, but also in everyday life and in art.

There are at least five main types of psychological knowledge:

1) worldly psychology,

2) art,

3) scientific psychology,

4) practical psychology,

5) parapsychology.

Everyday psychology

In our everyday life, we often use the words "psychology", "psychologist", "psychological", not always thinking about their content. "This person is a good psychologist," we say about someone who knows how to establish contact with people. "He has such a psychology," we sometimes say, trying to explain the interests, inclinations and actions of a person, characterizing the characteristics of his personality. Sometimes you can hear a phrase like "Well, he's just crazy," meaning the emotional characterization of another person as inferior or sick.

Psychological knowledge of this kind was accumulated and used by man in everyday life in the course of historical development. Knowledge about people is usually specific and is formed by each person individually. Their reliability is tested on personal experience, and they are applied when interacting with other people. This knowledge is usually called worldly psychology. They begin with an attempt to explain a particular act of a person by the peculiarities of his inner world. For this, his various actions are compared and conclusions are drawn about the typical properties of his soul. This knowledge makes it possible to characterize it. Thus, everyday psychology moves from observation and an attempt to explain a specific act to a generalized understanding of a person. The desire to better understand the inner world of people encourages us to compare their actions and come to general conclusions. Generalized knowledge of everyday psychology is being formed. They are expressed in proverbs and sayings, in traditions, in knowledge that is passed from mouth to mouth. Writers reflect this worldly wisdom.

The main criterion for the truth of the knowledge of everyday psychology is the recognition of other people. If people see confirmation of certain worldly psychological principles in everyday life and feel their practical benefits, then these principles are considered true and are transmitted from person to person, from generation to generation. In essence, everyday psychology is a generalization of everyday psychological knowledge. The peculiarities of this knowledge are concreteness, practicality, accessibility of presentation, fragmentation and inaccuracy of the concepts used, reliance on life experience and common sense.

Psychological knowledge in art

The most important source of psychological knowledge is works of art. This knowledge is figurative. Good psychologists, according to the German philosopher Wilhelm Dilthey (1833-1911), are writers, historians, and actors. He desired the appearance of a psychology capable of catching in the network of its descriptions what is contained in the works of poets and writers more than in the then existing teachings about the soul. Writers and poets in plots, images, actions of heroes try to reflect the typical features of the inner world (psychology) of people. "What an artist, and what a psychologist!" - said George Sand about Leo Tolstoy, referring to his ability to convey in works of art the subtlest movements of the human soul. At the same time, creative individuals use their observations, reflections, as well as the wisdom of worldly psychology.

Artists in picturesque, graphic works also reflect the inner world of a person. And here it is important not only "what" is depicted, but also "how" it is done. In music, the inner world of a person is reflected in sounds. Images of various kinds and types created in works of art allow a person to better understand his inner world and the souls of other people. The main criterion for the truth of psychological knowledge in art is the recognition of images, the recognition of the reader, viewer, listener. If they find in a work of art, in one image or another, a reflection of the typical features of the inner world of a person, then this psychological knowledge is considered correct. Features of such knowledge are concreteness, figurativeness, emotionality, fragmentation. But through them a person sees typicality. The use of concepts is uncharacteristic. However, the psychological knowledge reflected in the literature is of great value. Therefore, professional psychologists have always turned to this source ( Sirotkina, 1998).

When it comes to everyday psychology or the reflection of the psychology of people in art, the word "psychologist" is used metaphorically (for example, in relation to L.N. Tolstoy, F.M. Dostoevsky, etc.).

In the strict sense of the word, a psychologist is a person who is professionally engaged in this science in theoretical and practical terms, provides practical assistance to people in various life situations.

Scientific psychology

The third source of psychological knowledge is science. For many centuries, scientific and psychological knowledge has been developed within the framework of philosophy, medicine, pedagogy and other sciences. In the second half of the 19th century, psychology became an independent science and accumulated a huge amount of knowledge during the 20th century. Scientific psychology is aimed at searching for the patterns of mental phenomena, uses the methods of science, which are characterized by objectivity and give greater reliability of the knowledge obtained. To describe the mental world of a person, scientists use abstract scientific categories, such as, for example, activity, individual, personality, communication, abilities ... Scientific and psychological knowledge is characterized by rationalism and intellectualism; the lack of concreteness and the lack of integrity in the description of mental phenomena are the two main difficulties in the way of their practical application. Features of scientific and psychological knowledge - their generalization, systematic, evidence-based, reliance on scientific facts and concepts. At the same time, this knowledge is presented in the specific language of scientific psychology, understandable only to professional psychologists, but not always practical and accessible in presentation for an unprepared user. Therefore, science often cannot satisfy people's need for psychological knowledge for everyday practical needs. Scientific psychology is often called academic. There is also a special direction of scientific psychology - applied psychology, which studies the ways of applying (applying) scientific and psychological knowledge to solve practical problems.

Practical psychology

The fourth source of psychological knowledge is practical psychology. Its tasks include finding ways and developing methods of psychological assistance to people. Practical psychology studies not the general patterns of mental phenomena, but individuality, the specific circumstances of a person's life and ways of interacting with him. The criterion for the reliability of knowledge is the practical experience and efficiency of the specialist. Psychological knowledge obtained as a result of practical work experience is generalized and systematized, and a concept is formed on its basis. Such a generalized concept describes the features and problems of people of a certain type and ways of psychological assistance to them. A practical psychologist in his work always relies on some concept and applies it taking into account a specific situation. The features of knowledge in practical psychology can be considered integrity, a combination of generalization and specificity, practicality, and reliance on the experience of specialists. At the same time, practical experience does not always provide sufficient evidence for certain ideas. Unlike theoretical scientists, practical psychologists show a greater desire to popularize psychological knowledge, they are able to clearly and easily describe them. Therefore, most of the popular books on psychology are written by psychotherapists. The abundance of recommendations makes them especially attractive.

Parapsychology

The fifth source of psychological knowledge is called parapsychology, which belongs to the type of esoteric knowledge. "Esoteric knowledge" literally means knowledge available only to initiates, to a special circle of the elect. Esoteric includes extrasensory knowledge, clairvoyance, telepathy, palmistry, yoga methods, astrology. The totality of esoteric knowledge concerning the world of mental phenomena is often called parapsychology. The mystery of the methods of obtaining them, the lack of the possibility of explanation on the basis of traditional scientific principles are characteristic of such knowledge. The methods of proving the truth of such knowledge are specific and not systematic enough. Credibility is the main criterion of truth. The features of this knowledge are: the integrity of the worldview, the combination of concreteness and uncertainty, the practicality of conclusions, reliance on secret knowledge. Scientific verification of the reliability of esoteric psychological knowledge can significantly supplement information about the mental world of a person. In particular, as Professor V.N. Druzhinin, horoscopes may contain important psychological information ( Druzhinin, 1995).

For many decades, parapsychology was not recognized by academic psychologists as worthy of attention or even mention; it was simply denied the right to be called a science. The community of parapsychologists was isolated from the community of psychologists. In the last two or three decades, this situation has begun to change markedly ( Godefroy, 1996; Gittelson, 1997; Ritzl, 1999). Today, the number of scientists who fundamentally deny the reality of parapsychological phenomena is not so large, and the materials of parapsychological research have even begun to fall into academic psychology courses (cited in: Leontiev, 1995, p. 170-172).

Sometimes esoteric psychology, which includes mystical, philosophical approaches to man, implemented in the works of A. Bailey, E. Blavatsky, R. Steiner, is considered as the most important area of ​​psychology and psychotherapy ( Spirkina, 1994, p.127). Transpersonal psychology of S. Grof, from our point of view, can also be ranked in this area.

So, the types of psychological knowledge are quite diverse. The use of the word "psychologist" is also varied.

But only people who have received a special education in the field of scientific and practical psychology can be called professional psychologists.

In addition, knowledge of everyday psychology, the use of psychological knowledge reflected in works of art, as well as in parapsychology, can enrich the professional experience of a psychologist.

Literature

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