There are points of view according to which the success of work practical psychologist is determined, first of all, by the system of psychotechniques used. In other words, the prevailing role is given to psychological and psychotherapeutic (as well as psychocorrectional and psychodiagnostic) tools, while the personal characteristics of the psychologist are considered something secondary.

A similar position is inherent theoretical concepts who consider psychological assistance as the influence of a psychologist on a client.

The humanistic position is that the developmental and healing effect arises as a result of creating an atmosphere of empathy, sincerity, self-disclosure and a special warm relationship between the psychologist and clients. It is impossible to forcefully lead to happiness; it is impossible to carry out personal development from the outside in relation to the individual. Therefore, it is necessary for the psychologist to have such personal characteristics, which would allow him to take care of creating the most favorable conditions for the development of self-awareness and the implementation of personal changes.

A practical psychologist, he works primarily with his personality. The main tool of a psychologist’s work is his personality. There is no psychologist without knowledge and professional skills, but in what form and how effectively this knowledge will reach his clients or participants in his trainings determines his personality. The best minds have been reminded more than once: it is not the method that educates, but the personality.

Summarizing numerous studies of professionally important personality traits of psychotherapists and psychologists (A. Kosevska, 1990; S. Kratochvil, 1973; M. Lieberman, 1966; K. Rogers, 1954; Slawson, 1962; Yalom, 1973, etc.), we can highlight the following personality traits, desirable for a practical psychologist:

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

Openness to others own views and judgment, flexibility and tolerance;

Empathy, receptivity, ability to create an atmosphere of emotional comfort;

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

Enthusiasm and optimism, faith in the abilities of group members to change and develop;

Balance, tolerance to frustration and uncertainty, high level self-regulation;

Self-confidence, positive self-attitude, adequate self-esteem, awareness of one’s own conflict areas, needs, motives;

Rich imagination, intuition;

High level of intelligence.

No one has yet managed to create an algorithm for educating the soul. Probably because it is different for each soul, because everyone’s soul develops in its own special way. So, psychology is not a science? Science, of course, because it is capable of studying general patterns, mechanisms and manifestations of the psyche. But where psychology comes into contact with a living concrete soul, there it turns from science into art. And for art, as you know, the main rule is the priority of exceptions.

Does this mean that there are no algorithms in art? Of course it doesn't mean that. When solving any particular problem - within the framework of his global super task - an artist, like a psychologist, uses certain means and techniques, which are well-known algorithms.

One might go out on a limb and suggest that the creation of a work of art or scientific discovery- this is the result of a new combination of known algorithms, multiplied by unexpected changes in the structure of some algorithm.

The same thing happens in practical psychology. This explains the specifics of the work of a practical psychologist: he must master a significant number of different algorithms (methods, techniques) and be able to combine these algorithms in a wide variety of options depending on the circumstances of his activity (customer’s request, characteristics of clients, nature and depth of psychological problems, the latest political news, wind direction, after all). But this is not enough. If we agree that the activity of a practical psychologist is akin to art, then it turns out that creativity is simply his professional duty. Therefore, the psychologist must be ready at any moment to forget the usual algorithm and improvise, juggling techniques, modifying exercises along the way and inventing new ones.

This level of professionalism is achieved only on the basis of experience and an inherent ability to create. In order to “play” techniques and exercises masterfully, you need to very deeply understand their meaning, feel them, that is, go through a moment of experience in each of them. Then each psychological technique will not be a dry algorithm, a scheme of actions, step by step plan, but by living the experience, not only for the client, but also for the presenter. By living the technique or exercise used with the client, the psychologist each time gains new experience. This is not a paradox: psychological techniques and exercises have an amazing property that distinguishes them from other “methods of structuring time,” as E. Berne would say, the repetition of which brings nothing but boredom. Their content is at any moment ready to show off a new, previously unseen precious facet, to turn into an unexpected side. You can use the same exercise dozens of times in different groups or with different clients, even without modernizing it, and discover new meanings in it - these magnificent pearls for decorating the personality.

The inexhaustibility of the content of psychological techniques and exercises is precisely the platform for launching the creative fireworks of a practical psychologist. Then a certain insight occurs, and a creatively applied technique produces a completely different effect than was previously planned, but an even more grandiose effect. And the psychologist feels wings behind his shoulders, sees the effectiveness of his work and realizes that he can make a new entry in his diary under the modest heading of “methodological findings.”

But to do this, you need to thoroughly master the already created algorithms, understand at least part of the hidden meanings in them, work them out, and see in practice how they work in your hands. And then - create! Use the tool you receive to achieve your goals, keeping in mind the main principle: DO NO HARM!

Professional abilities of a psychologist. Personal qualities of a psychologist-researcher. Personal qualities of a practical psychologist. Personal qualities of a psychology teacher. The desire for self-improvement as a quality of a psychologist. Intelligence as a possible reference point professional development psychologist. Contraindications for professional psychology.

Personality orientation- a set of stable motives, views, beliefs, needs and aspirations that orient a person towards certain behavior and activity, achieving relatively complex life goals.

Orientation is a complex personal formation that determines all individual behavior, attitude towards oneself and others.

There is a distinction between general personality orientation and professional orientation.

The main purpose of the professional activity of a qualified psychologist is to help people.

2. Professional abilities of a psychologist

spontaneous curiosity;

the ability to spend a long time solving the same problem;

a relatively high degree of scientific talent, which involves the development of memory, creative thinking, imagination and observation.

K.A.Rumil

3. Personal qualities of a research psychologist

) enthusiasm for the work and its tasks;

2) diligence - the ability and inclination to work long and diligently;

3) discipline;

4) the ability to criticize and self-criticize;

5) impartiality;

6) ability to get along with people.

K.A.Rumil

4. Personal qualities of a practical psychologist

communication skills (the ability to understand other people, enter into dialogue, etc.);

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

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

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

authenticity (Greek authentikys - genuine) behavior, that is, the ability to present genuine emotions and experiences to the group;

enthusiasm (Greek ενθουσιασμός, ενθουσίασις - “inspiration”, “delight”, “inspiration”) and optimism (from Latin optimus - best), faith in the abilities of group members to change and develop;

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

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

rich imagination, intuition;

high level of intelligence.

Frustration(Latin frustratio - “deception”, “failure”, “vain expectation”, “disorder of plans”) - a mental state that arises in a situation of real or perceived impossibility of satisfying certain needs

Vachkova I.V., Grinshpun I.B., Pryazhnikov N.S.

5. Personal qualities of a psychology teacher

patience;

curiosity;

communication skills;

moral qualities.

6. The desire for self-improvement as a quality of a psychologist

Self improvement- this is a process of conscious development, controlled by the personality itself, in which, for the subjective purposes and interests of the personality itself, its qualities and abilities are purposefully formed and developed.

The professional and personal development of a psychologist continues throughout his professional life.

7. Intelligence as a possible guideline for the professional development of a psychologist

Intelligent person combines a good education and education with an active moral position, that is, he is not indifferent to what is happening in society and throughout the world

Intelligence (intelligentia, intellegentia - understanding, cognitive power, knowledge) is a certain moral position, it is opposition to everything inhumane, it is indifference to everything that happens in society. As the famous philosopher A.F. wrote Losev, “if an intellectual is not a critically thinking social activist, then such an intellectual is stupid, does not know how to show his intelligence, i.e. ceases to be an intellectual.”

But if a person with developed morality does not have an education and is simply ill-mannered, then it is also difficult to call him an intellectual. Intelligence is a developed sense of duty to one’s people, to society.

8. Contraindications for professional psychology

Hatred of people or misanthropy (Greek misanthropía, from miséo - I hate and ánthropos - man).

Frank mental illness.

Inability to build relationships with people on a mutually respectful basis.

Laziness in learning and professional self-development.

Test No. 5

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

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

Who is a client, customer, user?

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

Professional and ethical principles of a psychologist

Requirements for the personality of a practical psychologist

What are contraindications for working as a psychologist?

Typology of creative professionals

Ethical temptations of practical psychology

Gosstandart requirements for the professional preparedness of a specialist

Compose verbal portrait yourself as a practical psychologist, using the acquired knowledge

psychological assistance client practical psychologist

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

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

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

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

Psychological assistance can be classified according to different indicators:

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

) by direction: straight - not directed mediocre on the client, on his request for help; responsive - a response to the current situation and requests from people around the client; proactive - in response to a predicted unfavorable situation for a person. Often found in family services.

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

) on the performance of functions by a psychologist: diagnostic - making a psychological diagnosis, drawing up a psychological portrait of an individual; control room - sending to the right specialist: psychotherapist, psychiatrist, etc., information room - collecting information about the client, his family, surrounding people, social conditions; correctional; consultation tive; therapeutic;

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

) according to the intervention of a psychologist: directive - indicating, giving advice on how to live, non-directive - following the client. Psychological assistance may include: psychodiagnostics (communication of objective psychological information to the client; the psychologist is responsible for the accuracy and form of the message), psychological correction(organized influence on the client in order to change the indicators of his activity and compliance with the age norm mental development; is being developed individual program), psychological counseling (help for mental normal people to achieve the goals of personal development) and psychotherapy (the active influence of the psychotherapist on the client’s personality with the aim of restoring or reconstructing the mental reality of the individual).

3. Who is a client, customer, user?

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

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

The customer is a person who turns to a psychologist for psychological information (about himself, his organization or other people); a person who communicates psychological information without seeing his role and without considering himself responsible for its origin.

The user is a person who is informed of the content of psychological information and its purpose, as well as the criteria for assessing the content of this information from the customer’s point of view.

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

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

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

Ethical tasks - “good - bad” to show the limitations of the rating scale.

Moral tasks - “good - evil” to demonstrate the conventionality of good and evil, the non-identity of their criteria for different people.

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

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

5. Professional and ethical principles of a psychologist

Ethics - a set of norms of behavior, morality of any kind public group.

Professional and ethical standards are the requirements for the level of professional qualifications of a psychologist, the implementation of specific tasks in his activities. moral standards behavior in relationships with colleagues, scientific community, and with subjects (clients). Conventionally, two main levels of ethical principles can be distinguished:

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

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

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

The principle of non-harm: the process and result of the psychologist’s activities should not cause harm to health, condition, social status, human interests; responsibility for the results and consequences of their implementation in the client’s life.

Principle professional competence: the psychologist’s awareness of the limits of his competence, solving only those issues on which he is professionally knowledgeable and proficient practical methods work, is endowed with the appropriate rights and powers to carry out psycho-corrective or other influences.

Principle of objectivity: non-admission prejudice to the client (subject) and carrying out actions psychological nature(choice of work methods, processing and interpretation of results, formulation of conclusions) that contradict scientific data.

The principle of respect for the client: showing honesty in communication with the client, developing and maintaining a feeling of sympathy and trust in the client, satisfaction from communication with the psychologist, building relationships “as equals,” avoiding evaluative statements and direct advice to the client.

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

6. Requirements for the personality of a practical psychologist

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

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

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

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

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

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

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

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

rich imagination, intuition;

high level of intelligence.

7. What are contraindications for working as a psychologist?

Such contraindications for a psychologist may be:

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

Frank mental illness. It is clear that a mentally ill “psychologist” may simply turn out to be dangerous for his clients, especially when he works with children and adolescents. Let us note that the schoolchildren themselves, answering the question “with which psychologist, with what negative qualities Would you like to deal?”, in most cases, characteristics such as “inability to communicate” and “mental illness” were identified.

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

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

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

8. Typology of creative professionals

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

For example, within social psychology We can distinguish specialists in interethnic relations, in the psychology of communication, in the psychology of the work collective, in political psychology, etc.

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

We can identify psychologists who solve certain problems and specialize primarily in certain types of psychological counseling (personal counseling, family counseling, counseling on child development, career counseling, organizational counseling, etc.).

One can also identify psychologists who specialize more in psychodiagnostics or psychocorrection, the formation of certain qualities or the creation of a developmental environment, or psychologists who specialize in the design of certain methods of work, etc. One can identify psychologists who specialize in certain groups of methods (or simply on individual methods of work, for example, on techniques such as the “Luscher Color Test” or the “Rorschach Spot” technique...). Formal typologies include one that identifies psychological “teachers” (teachers, scientific supervisors etc.), “bosses” and “administrators” different levels, on the one hand, and also subordinate psychologists or student psychologists (followers), on the other hand.

At the same time, we can also single out the so-called “free artists” who were able to formally provide themselves with the opportunity to do their favorite thing (to highlight and consider only those problems that they consider important and necessary), without being too dependent in their work on various “bosses” and generally recognized scientific “leaders”. This is probably one of the higher manifestations"fulfilled career" of a psychologist.

9. Ethical temptations of practical psychology

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

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

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

. The “temptation” of following “methodological fashions”, when a psychologist, acquiring and mastering the next newfangled technique, seems to assert himself among his colleagues (or among impressionable clients), as if declaring that “I am on top”, “I use the very best working methods"...

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

The problem of close relationships between a psychologist and a client. The easiest way is to pretend that this problem is far-fetched and that you simply should not allow any relationships outside of professional activities.

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

The problem of an “uninteresting” and “boring” client, unfortunately, also occurs quite often.

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

The problem of a client’s “late insight” is expressed in the fact that a person turns to a psychologist for help in the hope of realizing how successfully or unsuccessfully his life (or part of his life) was lived. Let us note that the very fact of an appeal on such a question already indicates some internal doubt of the client that his life has “taken place.”

. The “epiphany” of the psychologist himself, when he “suddenly” realizes that his profession is “stupid”, that he is doing “nothing for anyone” necessary things to do", etc. On the one hand, dissatisfaction with oneself and one’s work is a sign of a creative, demanding, reflective subject of labor. But, on the other hand, such “reflection” can lead to the collapse of one’s own work, affect the well-being of clients and even lead to the destruction of the personality of the psychologist himself.

Lack of faith in the client’s ability to resolve his psychological problem himself. This, as it were, “justifies” the unacceptable tendency of the psychologist to openly manipulate the client’s consciousness, turning him into a “passive object” of his influences, and solve his life’s psychological problems instead.

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

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

The country's current lack of development of ideals of personal and professional self-determination.

The problem of the “shoemaker without boots” is that many psychologists have many of their own psychological problems. And then the question arises: do they have the right to help other people without fully understanding their problems themselves?

Finally, we can identify the problem of the inevitability of professional “secrets” of a practicing psychologist from clients, from the administration, and even from his colleagues. If you tell a client about all the nuances of your work, then he still won’t understand much, and it’s unlikely that it will be possible to give him a short course on psychology. In addition, telling some impressionable clients about the results of the study, about your assessment of the client’s real life situation, etc., may simply cause grief, disappointment in one’s ability to change the situation, or even just shock, from which it will be difficult for the client to recover.

10. Gosstandart requirements for the professional preparedness of a specialist

As stated in Gosstandart, the object of professional activity of a specialist is mental processes, properties and states of a person, the subject is their manifestations in various areas of human activity ity, interpersonal and social interactions, methods and forms of their organization and changes during transportation action from outside. In accordance with the acquired knowledge, skills and abilities, the specialist is ready to participate in the shenia complex tasks in the system of national economy, education, health care, management, social assistance to the population and can carry out the following types of professional activities:

diagnostic and correctional;

expert and advisory;

educational;

scientific research;

cultural and educational.

Specific Content vocational training a specialist is determined by the educational program of a higher educational institution and must include theoretical training, laboratory workshops and internships. The total classroom load for a full-time psychology student should be 9,250 hours. Students should know what Gosstandart requires: the volume of student classroom work at full-time training should not exceed the average for the period theoretical training 32 hours a week. This means that with a five-day school week, it is impossible to avoid at least one day with four “pairs”.

In case of full-time and part-time (evening) training, the volume of classroom training must be at least 10 hours per week. At by correspondence The student must be provided with the opportunity to study with a teacher for at least 160 hours per year. If a student receives a psychological education through part-time (evening) or correspondence department, then he must be ready to study not for five, but for six years.

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

Gosstandart puts forward the following requirements for the professional preparedness of a specialist “at the end”:

based on accumulated theoretical knowledge, research skills and information go search to be able to navigate modern scientific concepts, correctly pose and solve problems investigative and practical problems;

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

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

After completing the training, the student must pass the final state certification of a specialist, which includes a final qualifying work and State exam, which allows us to identify theoretical preparation for solving professional problems.

Graduation qualifying work represents a complete development, including the results of empirical or theoretical research, or a justified project of a correctional, training or diagnostic methodology. The work should present a balanced representation theoretical basis and research, practical or methodological work performed. The thesis must demonstrate a high level of the level of professional erudition of the graduate, his methodological and methodological preparedness, possession of skills and abilities of professional activity.

11. Make a verbal portrait of yourself as a practical psychologist, using the knowledge you have acquired

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

humanistic orientation of the individual. I must be a friendly, self-possessed, sensitive, sincere, friendly, open, optimistic person in relation to children and adults.

specific professional orientation - interest in a person, his inner world as a subject of knowledge and transformation. I must have a positive perception of myself and others, calm, confident in my humanistic aspirations, capable, of course, of having a positive attitude towards those whom I help.

flexible "I am concept". I should not have stereotypes in the system of interpersonal relationships.

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

psychological observation. Since the activity of a psychologist presents high requirements to perception and attention. Developed psychological observation is especially necessary for more accurately identifying and describing the individual psychological characteristics and abilities of people.

I must have special psychological observation, i.e. the ability to see the defining qualities of a person, character traits, temperament, will, based on seemingly insignificant, at first glance, little noticeable phenomena and signs, to understand a person’s condition by subtle changes in behavior; notice symptoms of trouble; quickly discover the strongest and weakest aspects of an individual, determine his status in the group. That is, to be a highly qualified psychologist with the ability to obtain diverse and deep information about psychological qualities personality in a fairly short period through direct contact with a person.

criticality social thinking, professional reflection.

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

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

This is my ideal portrait of a practical psychologist.

Tags: Basic requirements for the personality of a practical psychologist. Ethical aspects of the activities of a practical psychologist Test

General idea of ​​personality development in the profession

1. The problem of the “specialist model” and the individual style of activity of a psychologist

The very idea of ​​a “specialist model,” especially when applied to such a creative and complex profession as a psychologist, sometimes raises doubts. Usually the rationale is approximately the following: it is impossible to squeeze into the “model” all the characteristics of professional activity (along with the need to improvise in work), and it is also impossible to identify a generally accepted, standard-example “profile of personal and professional qualities of a specialist”, under which one could “adapt "future psychologists. Most likely, such a profile should include qualities such as “kindness”, “communication skills”, “love for people (or children)”, “decency”, etc. But, as you know, some (if not many) famous psychologists had quarrelsome and even scandalous character (for example, 3. Freud) and were far from being a model of “external beneficence and decency,” representing only an example of internal decency and scientific integrity. But how to accurately determine exactly inner virtues professional and even correlate them with the requirements of the “professional profile of a specialist”?

And yet, in order to at least In order to roughly imagine what a psychologist should be like, turning to the “specialist model” often turns out to be useful.

Markova Aelita Kapitonovna- doctor psychological sciences, professor, specialist in the field of psychology of professionalism, teacher psychology, motivation of educational activities.

Famous psychologist A. K. Markova highlights the following main components of the specialist model:

1) professiogram, that is, a description of the psychologist’s activities; 2) professional and job requirements (minimum necessary knowledge and skills in performing certain professional tasks); 3) qualification profile (knowledge and skills of the employee in accordance with the tariff grades of remuneration). Particularly important for psychological understanding of the basic requirements for a psychologist is a description of the psychologist’s activity itself, as well as a description of activities in various psychological specialties (Markova, 1996. - P. 22).

A.K. Markova also identifies: 1) the model of an already existing (working, ready-made) specialist and 2) the model of specialist training (based on an analysis of the educational activities of future specialists and their orientation towards the model of a ready-made specialist). When describing the model of a ready-made specialist, the following are distinguished: a model of the specialist’s activity, as well as a model of the specialist’s personality. When describing the specialist training model, the requirements for different educational and age groups of students or retraining students are considered, and their life and professional experience is also taken into account (ibid., pp. 20-21).

One of the most acute problems when drawing up a “model of a specialist”, it is necessary to highlight a “model of a specialist’s personality”. Traditionally, psychologists use tests to identify the most pronounced personal qualities of successfully working specialists according to various scales and parameters and, thus, it seems that a “personal profile of a specialist” is obtained. But how to measure the ability to create in points, which in itself crosses out all norms and standardized assessments? How to measure love for people, decency, professional and human conscience? But all this is often more important components of a psychologist’s professional success than his knowledge and mastery of techniques.

To somehow get out of deadlock, experts sometimes go “by contradiction”, trying to highlight obvious contraindications for working as a psychologist. Such contraindications for a psychologist may be:

1. Hatred of people, the desire to “revenge” them for unknown reasons..., unfortunately. There are such embittered people who themselves need psychological help, and it is better not to let them near people. It is even more scary when such “misanthropes” manage to obtain diplomas of higher psychological education and engage in psychological practice.

2. Frank mental illness. It is clear that a mentally ill “psychologist” simply may turn out to be dangerous for his clients, especially when he works with children and adolescents. Note that the schoolchildren themselves, answering the question “which psychologist, with what negative qualities would you not want deal?”, in most cases, characteristics such as “inability to communicate” and “mental illness” were identified.

3. Inability to communicate, inability to build relationships with people on a mutually respectful basis. When conducting various “interviews” with applicants entering psychological faculties, one immediately notices those who behave arrogantly and defiantly, and most importantly, constantly interrupt the interlocutor, trying to emphasize their superiority. In relation to the future work of a psychologist, this is not just tactlessness or bad manners, it is an obstacle to building a truly dialogical interaction with a client (or with colleagues), it is the basis for future manipulation of the client’s consciousness, which for a psychologist should be considered a terrible “professional sin.”

4. In relation to a future psychology student, one can also identify such undesirable qualities as “laziness”, lack of initiative, as well as a passive attitude that teachers “should” constantly intrigue and entertain students in their classes. At the same time, students can only evaluate which teacher managed to “capture” them more, who is “more or less charming” and with which teacher they are “generally more interesting.” One can imagine such a psychology student if he were to attend a lecture by those teachers who, being recognized authorities in their field of psychology, never “flirt” with students and do not even strive to “please” them... However, the teacher is a professional - especially a psychology teacher - must be able to communicate with students, but this should not be confused with simplification and populism.

There are quite a few models of professional activity of a practical psychologist. (G. S. Abramova, 1994; N. S. Pryazhnikov, 1996; V. Yu. Menovshchikov, 1998, etc.). In most cases, we are talking about models that describe only one of the areas of work of a psychologist (consultant, diagnostician, therapist). The set of characteristics of a qualified practical psychologist in comparison with an unqualified one, regardless of the specific type of professional activity, is presented in the following model (E. Allen, 1987; G. S. Abramova, 1994).

Table 5 Model of activity of a practical psychologist according to Allen - Abramova

Basic qualities of a psychologist

Qualified

Unskilled

/. Goals of psychological assistance

Orients the client towards his goals, offering him the maximum possible number of behavior options; Sees his task in expanding the client's capabilities.

Pursues his own goals, uses the client to realize his own inclinations, demonstrate his exclusivity or solve his own problems.

2. Responses and reactions in professional situations

Gives a variety of verbal and nonverbal feedback; avoiding value judgments, gives cons- manual reverse connection. *

Demonstrates a typical, formulaic communication style and gives stereotypical assessments.

3. Worldview (concept) of a practical psychologist

Understands the complexity of studying human individuality and the impact on it, realizes the impossibility of its multidimensional description within the framework of one concept and therefore strives to use many concepts in the work.

Does not have a clear concept or has one, the content and origin of which is not reflected and is not clearly understood.

Basic qualities of a psychologist

Qualified

Unskilled

4. Cultural productivity of a practical psychologist

Capable of developing a variety of ideas and behaviors both within his own culture and within other cultures, which allows him to join the client’s world and gain understanding life path, different from your own.

He acts only within the framework of his own culture, which he understands only through the content of his self-concept (often inadequate).

5. Privacy

Clearly reflects the content of the psychological information received and knows how to keep professional secrets.

Violates confidentiality rules and is prone to disseminating confidential information.

6. Limitations in the activities of a practical psychologist

Realistically assesses his capabilities and limits of competence, and is ready to cooperate with representatives of related professions and colleagues.

Works without restrictions, takes on any problem, does not want to work with other professionals, considers all his actions to be correct.

7. Interpersonal influence in the work of a practical psychologist

Realizes and records the mutual influence of him and the client, constantly reflects his feelings, thoughts, desires; takes into account the results of interpersonal influence.

Does not understand, accept or take into account interpersonal influence in interactions with the client.

8. Human dignity

Respect for the client's dignity is an axiom. In particular, it ensures the adequacy of the psychological vocabulary used for the client.

May demonstrate a disrespectful or even insulting attitude towards the client, attaches over-importance to his profession, takes a position “from above”, uses pseudoscientific jargon, overloading his speech with special terminology.

9. Generalized theory

Actively reflects on the content of the generalized theory, constantly masters new theories and approaches; sometimes capable of developing his own concept of psychological assistance, open to the perception of alternative points of view.

Attached to one approach, critically evaluates other possible points of view, accepts the approach known to him as the only correct one; does not adopt a generalized theory as a personal way of thinking.

When considering the basic requirements (and contraindications) for a professional psychologist, one should also remember the inevitable formation of individual work style, which is difficult to fit into any generally accepted standards and profiles. General logic The formation of an individual style of professional activity of a psychologist involves the following important points:

1. First, the psychologist relies on his existing abilities and skills, gradually adapting them to solve his professional problems.

3. Finally, a complex interconnected system of available adapted and but out professionally in important qualities. V.S. Merlin called such a system of qualities a “symptom complex” and noted: “An individual style of activity should be understood not as a set of individual properties, but as an expedient system of interrelated actions* with the help of which a certain result is achieved.

Individual actions form an integral system precisely due to the expedient nature of their connection.” (Merlin, 1986.-S. 166-167).

Please note that for the full formation of a specialist psychologist, the most important role is also played by orientation towards some goal (or even an idea), which mobilizes various knowledge and skills, acquiring

Merlin Wolf Solomonovich(1892-1982) - Doctor of Psychology, professor, one of the leading experts in the field of personality psychology. Founder of the Perm School of Psychologists.

acquired both during university studies and gradually accumulated experience of independent practical work. The saddest thing here is the absence of such an idea, which does not allow you to put things in order in your existing knowledge and skills, does not allow you to generalize your experience, leaving it at the level of “garbage”, that is, at the level of an unsystematized “heap” of individual ideas not connected by a common idea. impressions, knowledge, skills, etc.

We can identify the main stages in the formation of an individual style of activity of a psychologist:

1. At the first stage, it is important to master professional activities according to already proven schemes and procedures, that is, learn to work “as expected.” This is what guarantees the successful completion of assigned tasks. On at this stage It is possible to distinguish the following substages:

1.1. General orientation in a given activity, when a novice worker “in general” already knows (or imagines) how to work, but cannot yet perform the work itself as a whole.

1.2. Mastering individual actions and operations, as well as practicing individual procedures, techniques and work methods.

1.3. Finally, mastering the activity as a whole (according to a normatively approved, “correct” model).

2. At the second stage, a more experienced specialist (who has learned to perform individual tasks and even mastered certain types professional activity in general) can afford some deviation from normatively approved work patterns. Here we can distinguish approximately the following substages: 2.L The emergence of a general idea of ​​​​working in a new way,

in your own way (at least a rough idea of ​​how you can successfully perform a professional task differently than is usually done). "

2.2. Trying and mastering individual actions in a new way.

2.3. Gradual design and development of all activities in a new way, that is, the formation of your own, individual style of professional activity.

The most important thing when developing an individual work style- do not rush and always have a secured “rear” in the form of previously mastered activities according to a normatively approved model, guaranteeing the successful completion of work in the event of unsuccessful experimentation when developing new methods of activity.

Observations of students and already working specialists allow us to highlight one interesting pattern. Typically, students and aspiring psychologists seeking to improve their readiness for future professional activities more attention devote themselves to developing their knowledge and, if possible, skills.

Adults who are already working psychologists, as they develop professionally, are also concerned about their development in work, and gradually switch from knowledge and skills to the value-semantic aspects of their activities. They are increasingly asking themselves the question of the meaning of their “stay in psychology”, what they can give to psychology, and how much it can enrich them as individuals. In this regard, the question arises: is it worth rushing things and posing such value-semantic questions to students and beginning psychologists, or is it better to wait until they themselves are “ripe” for such questions? We believe that here, too, any standard approaches are unacceptable, since all specialists and all student psychologists are different, and the periods of “maturation” are also different for everyone. And for someone, such “maturation” may not occur at all, although he can quite effectively fulfill his professional duties and even consider himself a mature psychologist... Is it worth disappointing such specialist psychologists, especially since they even benefit others.

The only problem is that the more important result professional work is the development of the personality of the professionals themselves, and this development is associated, first of all, with the development of the value-semantic sphere of the individual. It is not for nothing that A.K. Markova, highlighting the levels of professionalism, calls the “level of superprofessionalism” as the highest level, where the main stage is “the stage of creative self-design of oneself as a professional personality.” It is at this stage that a person truly reaches his “acme”, that is, the pinnacle of professional development (Markova, 1996. - P. 52).

2. "Crises of disappointment"

and main stages of development

professional psychologist

Contrary to popular belief, psychologists approach crises not just with “understanding,” but also with “respect.” The famous statement of L. S. Vygotsky that “if there were no crises, they would have to be invented on purpose, otherwise the development of

personality of the child” refers not only to developmental psychology, but also to the psychology of becoming a professional.

At the same time, crises have two main possible “outcomes”:

1) a crisis can contribute to personal development;

2) a crisis can lead to personal degradation, when a person cannot come to terms with his internal contradictions and these contradictions literally “corrode” a person from the inside (and if external unfavorable circumstances are added to this, then the crisis can generally end sadly).

Thus, the main thing is to learn how to identify crises in time and manage them.

The crisis itself is a kind of “chance” for a person to become better, and for a professional to move to the next stage of his development, because it is not without reason that each subsequent stage of development must be “suffered” (or “deserved”) by a person. And vice versa, if a person somehow (“undeservedly”) finds himself at a subsequent stage of his development, then he usually has to pay for this both himself and the people around him (relatives, colleagues or clients). In relation to professional development, a witty remark can be made:

B. P. Zinchenko: “Each stage must exhaust itself, then it will provide favorable conditions for the transition to a new stage and will remain for life. The classic stupidity of an official is explained by gaming dystrophy in childhood.” (V. P. Zinchenko, 1995. -

For the future psychologist, the problem is to skillfully use the energy of his crisis(crisis of educational and professional development) and direct it in a constructive direction. Perhaps the development of such a skill is for a psychology student an even more important result of studying at the psychology department than all the knowledge and other skills taken together. Although formally the learning result is expressed in

Zinchenko Vladimir Petrovich- Doctor of Psychology, professor, academician of the Russian Academy of Education, author of more than 300 scientific papers. One of the leading experts in the field of theory and methodology, developmental psychology, psychology of cognitive processes, engineering psychology.

exam grades, tests, protected coursework and theses and we, of course, do not argue with this...

An even more interesting option for considering the crisis of professional development is not just “using” the energy of the crisis, but also constantly searching for complex problems that need to be solved somehow, that is, a kind of construction, design, planning of crises, or, to put it differently, “building” for oneself “chances” of professional development, and not just “waiting” for these “chances”. As you know, a creative person is precisely characterized by constant restlessness, when he is constantly looking for more and more new (more and more interesting) problems and, by solving them, he truly realizes and develops his creative potential. But are all psychology students ready for such educational and professional creativity? And if not, then do you need to deceive yourself and, thus, significantly complicate your life? But this is the beauty of studying at a higher educational institution: the student himself must make a decision regarding overcoming or not overcoming the next crisis, as well as regarding the search for more and more new problems for himself...

The crises themselves professional development can also be seen as constant “disappointments” (“crises of disappointment”) in various aspects of their studies and future work. But the most painful “disappointment” is disappointment in oneself, the student’s uncertainty that he has chosen the right profession, that he will become a real professional, etc. In essence, this is the same “chance” for the personal development of a future specialist who and must be used for real.

As noted by a variety of professional development researchers (E.F. Zeer, B. Livehud, G. Sheehy etc.), it is the change in the “I-concept”, the change (or restructuring) of the hierarchy of life and professional values ​​that underlies many crises of professional development. But how difficult it is to reconsider those values ​​and meanings that just recently seemed so “important” and “solid”, although almost everyone young man(and young specialist) in that

or otherwise have to do this painful work.

Often young professionals desperately resist the prospect of changing an already established view of the world, to your profession and, most importantly, to yourself, to your place in this world and in this profession. The best remedy The defense against such a prospect is disappointment not in oneself, but in the world around us, including disappointment in one’s profession and in one’s educational institution (in one’s “alma mater”). Conventionally, we can distinguish approximately the following options for “disappointment defenses”:

1. Disappointment in his once beloved teachers (at some stage the student suddenly “finds out” for himself that the teacher is also an ordinary person, with regular dialing weaknesses and shortcomings). Although in the first years of study, many students see (really want to see) a model of excellence and an example to follow.

2. Disappointment in the subject being studied (in individual psychological disciplines or in all psychology at once). Suddenly the student “realizes” for himself that the psychology with which he became acquainted with popular books or television shows, in fact, turns out to be not so “fascinating and entertaining” and generally “boring”.

3. Disappointment in his educational institution, when a student suddenly “finds out” that in other institutions the teachers are better (“more respectable” and “more interesting”), and the libraries are better, and social and cultural life is organized more interestingly, and sports competitions, and internships abroad, and KVN, and girls-boys are prettier, etc. In his own way, a student may turn out to be right, but, as you know, “it’s good where we are not.” And the student’s creative position could manifest itself in the fact that some problems, for example, related to the organization of leisure and “entertainment,” can be solved with the student’s own efforts.

4. Disappointment in the prospects for your future work. The student suddenly realized that, most likely, he would not be able to get a “good” and “profitable” job in his specialty, or that he would have to be content with very little earnings for a long time, because, as we know, psychologists do not earn much, especially in a market economy.

In this regard, it is appropriate to cite the statement of one foreign economist and sociologist, Ludwig von Mises, who, discussing the values ​​and advantages of a market economy, frankly explains: “If you prefer the satisfaction of poetry or philosophy to the wealth that you could achieve by selling clothes or practicing professional boxing, that is your right. But then, naturally, you will not earn as much as the one who serves the majority will earn, because this is the law of economic democracy of the market.” (Ludwig von Mises, 1993. - P. 174). But since psychology, like philosophy and poetry, relates to creative (and even noble) activities, this statement by Ludwig von Mises is quite applicable to the work of many psychologists. Although, of course, it’s offensive to earn little, and if a psychologist is offended about this, then everything is fine with his self-esteem. Well, if the dignity of a psychology student or young specialist tells him that money is still more important, then he can think about professional boxing, and about selling clothes, and about other “lucrative” activities (according to L. von Mises).

Based on observations of students and already working specialists, we can roughly identify the following: stages of professional development of psychologists:

1. Enthusiastic-romantic, when the psychologist has simply not yet “grown up” to serious “disappointments.” This is a wonderful and even necessary stage for subsequent development - it is a kind of “base”, an emotional “rear” that creates a special, unforgettable “atmosphere” of the first acquaintance with psychology. And “atmospheres” in our lives, as you know, are worth a lot...

2. The stage of self-affirmation, when you quickly want to “learn something like this” or master some “exotic technique”. This is also a very important and necessary stage - this is the basis for future professional pride and self-esteem.

3. The first disappointments, and then there will be subsequent ones, which has already been written about a lot above. These are the most critical stages. Because the main question is being resolved here: will the psychology student learn to overcome these “crises of disappointment” or will they simply “break” him. Let us recall that the most important condition for overcoming such crises is the search for new personal meanings V

training and subsequent work. Let us also note that these meanings can only be found independently, because only then can they become “personal”.

4. Beginning to independently solve some psychological problems (theoretical or practical) using already known technologies and methods. This stage ends with the gradual accumulation of negative experience in using these technologies and attempts to work somehow differently (the beginning of real professional creativity and the formation of one’s own individual style of activity).

5. First serious attempts to work in a new way. Often these attempts also end in “disappointment in oneself” and the desire to still bring one’s ideas to perfection.

Often at this stage an interesting “epiphany” occurs: the student suddenly “understands” (finally) that for creative work and improvisation in your work turns out to be necessary good knowledge psychological theory and methodology...

6. Appeal to theoretical and methodological foundations psychology, that is, to everything that, at the stage of studying at a university, usually causes outright “allergy” in many students.

7. Improvisation and professional creativity already on the basis of an updated theoretical and methodological base, where theory and practice, science and art are organically combined.

Naturally, not all psychologists go through the “full cycle” of such development; many simply “get stuck” at some stages, that is, they simply stop in their professional development.

For example, a psychologist is “stuck” in an enthusiastic-romantic stage (in a sense, one can even envy such psychologists, since they see everything in a “rosy light” and... no “disappointments”).

Such psychologists may even be of some benefit: they will everywhere affirm faith in the “omnipotence” of psychological science and practice. With such psychologists, various clients, customers and even those psychologists who painfully overcome their crises of professional development feel at ease and confidently, since an enthusiastic romantic mood is, first of all, a mood of optimism and lightness, which many so lack (including and serious professional psychologists).

In no case should one blame such psychologists who are “stuck” in their development: this means that they have discovered for themselves a certain meaning in their work and they simply have no need to look for any more complex and risky meanings. Perhaps over time they will continue their creative search, or maybe they won’t continue - it’s their right to choose!

Finally, we can outline another possible line of professional development for psychologists. The main thing here is a gradual change in the main emphasis on certain subjects of one’s activity. Conventionally, we can distinguish the following main stages in shifting the main emphasis in the search for the main subject of one’s activity:

1. Initially, this is an orientation towards the existing traditional problems of psychology (for theoretical psychologists) or towards the problems of the clients of psychological services served. The main thing here is to show your ability to solve these problems and, thus, prove your “usefulness” to others. Usually here the main attention is paid to the knowledge of various psychological “realities”, often understood as “objective realities”, that is, independent of the subjective and worldview position of the psychologist himself. At this stage of his development, the psychologist does not like to talk about morality and professional conscience or understands this conscience too simplistically (“do no harm!”, “do not offend the client,” “do not manipulate objective facts,” etc.).

2. Gradually the understanding comes that the effectiveness of research or the effectiveness of practical assistance largely depends on research methods. At this stage, the main attention gradually shifts from psychological realities (from research objects and clients) to the methods themselves. At the same time, the psychologist is increasingly thinking not just about finding and using methods, but also about their modification and even about their independent design. Here the principle is mastered: what are the methods, so are the results. As a result, everything is focused on solving problems (research or practical), that is, on the interests of the same client, but the main emphasis still changes. Moreover, at this stage the psychologist begins to understand that

the results themselves (“truth”) also largely depend on the methods used, that is psychological reality no longer appears purely “objective” and independent of anything.

3. At the third stage, the psychologist gradually “dares” to rely more and more on his own intuition in his work. And on one’s ideological (moral) position, which becomes more important than even research methods or methods of practical assistance to the client. It is not for nothing that E. A. Klimov wrote that a technique is “a set of external means of professional activity of a psychologist..., supplemented by the professional skill of the one who applies this technique” (see. Klimov E. A., 1998. - pp. 207-208). But in addition to the traditionally understood “professional skill,” an important role is played by the general cultural level and the moral position of the professional, which is especially important in humanitarian professions, which also includes psychology. At this stage, the psychologist thinks more and more about his personality, about how his personality influences the effectiveness of his work and how work affects the very development of his personality. At the same time, more and more professionals are beginning to worry about the meaning of their professional activities, especially since it is the meaning that is the core of personal and professional development.

4. Finally, the psychologist thinks more and more about his “mission”, his “destination” and “calling”. Not only specific methods of work, but also all professional activities are considered only as “means” for the implementation of this “mission”. Here the professional actually outgrows the traditional framework of his profession and strives not only to solve some specific problems, but also to make his own contribution to universal human culture. This is how he begins to relate to his specific work with specific clients, considering even the most

“small” and “insignificant” deeds as a contribution to social progress and cultural development. As V. E. Chudnovsky writes, “the problem of the meaning of life is, first of all, a problem

Chudnovsky Vilen Emmanuilovich- Doctor of Psychology, professor, specialist in the field of psychology of spiritual and moral development of the individual.

"quality" of life, not its scale" (V. E. Chudnovsky 1997.-S. 103).

The identified stages of development of a professional psychologist to some extent correlate with the stages of development of intrascientific reflection: from ontologism, focused on the knowledge of objective truth - to epistemology, focused on knowledge of the means of cognition - to methodologism, already focused on production (and even “industry”) ") of these funds (see Zinchenko, Smirnov, 1983. - pp. 11-12). There is probably something in common in the development of a particular professional and in the development of a particular science (or scientific direction).

The professional and personal in the activities of a psychologist are very often closely interconnected. The profession leaves an imprint on the lifestyle and personality of the psychologist, and personal characteristics are reflected in the preferred field and types psychological activity. Moreover, in fact, the personality of a practical psychologist is an instrument of his work and sometimes plays a more important role. significant role than psychotherapeutic techniques.

It's hard to be in personally one, but in professional activities completely different. Therefore, personal qualities form an important foundation professional success psychologist.

What personal qualities encourage people to study psychology? V.M. Bekhterev is credited with the phrase: “Psychologists are psychic, neurologists are nervous.” There are plenty of examples of this kind: myopics study vision, social psychopaths study the moral regulation of behavior, people who have been married several times study the psychology of marriage and family, and failed poets study the psychology of creativity. On the one hand, it seems that there are examples of this. Charles Dalton discovered the phenomenon of color blindness - the inability to distinguish between red and green colors (color blindness). At the same time, he himself had this defect. S. Freud, according to the recollections of people close to him, was a sexual neurotic. On the other hand, F. Galton, who dealt with the problem of abilities, was a genius, and the level of intelligence of Piaget “himself” was exceptionally high. The choice of one or another area of ​​psychology may be determined, according to V.N. Druzhinin, either “excess” or “inadequacy” of any “ mental quality"in humans. Perhaps the feeling of maladjustment, the feeling of being different from other people, is what motivates a person to study psychology. As was shown by A. Adler, the inferiority complex is a source of activity in many areas of human creativity.

Practical psychology requires much more professionally specific qualities from a psychologist. According to N.A. Aminova and M.V. Molokanov, the following were characteristic of a psychologist with a practical orientation:

• - expressed readiness for contacts;
• - general intelligence;
• - ability to maintain contacts, that is, resistance to stress in the communication process;
• - the ability to control one’s behavior, that is, to maintain emotional composure in the process of communication;
• - attraction (attractiveness);
• - emotional contagion;
• - empathy;
• - self-reliance in decision making.

Professionally important personal qualities of a practical psychologist:

• · goodwill,
• · responsibility,
• · optimism,
• · organization,
• · curiosity,
• · observation,
• · persistence,
• · patience,
• · attractiveness,
• · sociability,
• · attentiveness,
• · self-control,
• · tactfulness,
• · sensitivity,
• · politeness,
• · humanity,
• · responsiveness,
• · objectivity,
• · intelligence,
• · dynamism,
• · flexibility of behavior,
• · high level of general and social intelligence,
• · reflection,
• · sensitivity,
• · listening skills,
• · creativity,
• · skillful use of non-verbal means of communication,
• · openness,
• · naturalness and sincerity in emotional manifestations,
• · resistance to stress.

Of great importance for a practical psychologist are the communicative qualities of his personality: the ability to understand other people and psychologically correctly influence them. A psychologist must be able to work with people, understand characters, and have not only psychological knowledge, but also psychological intuition. The communicative qualities of a psychologist that are important for his professional activity can be considered attractiveness, sociability, tact, politeness, the ability to listen and understand another person. In general, the complex of these qualities is often called “communication talent.” The structure of “communication talent” includes 5 blocks of personality traits:

• 1) the ability to fully and correctly perceive an object, observation, quick orientation in a situation;
• 2) the ability to understand the internal properties and characteristics of an object, penetration into its spiritual world, psychological intuition based on deep general erudition and humanistic orientation;
• 3) the ability to empathize, empathy, compassion, kindness and respect for a person, willingness to help;
• 4) the ability for introspection, interest in one’s own personality and the personality of other people;
• 5) the ability to manage oneself and the communication process, the ability to be attentive, the ability to listen, tactfulness, the ability to establish contact, inspire trust, and have a sense of humor.

The importance of having these abilities suggests that professional activity practical psychologist is inherently interaction.