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on the topic: "Professional ethics and psychology"

Professional ethics

Professional ethics is a set of rules of conduct for a certain social group, which ensures the moral nature of relationships that are conditioned or associated with professional activities.

Most often, the need to comply with the norms of professional ethics is faced by people employed in the service sector, medicine, education - in a word, wherever daily work is associated with direct contact with other people and where there are increased moral requirements.

Professional ethics originated on the basis of similar interests and cultural requirements of people united by one profession. The traditions of professional ethics develop along with the development of the profession itself, and at present the principles and norms of professional ethics can be enshrined at the legislative level or expressed through generally accepted norms of morality.

The concept of professional ethics is associated, first of all, with the characteristics of a particular profession, in relation to which this term is used. So, for example, the "Hippocratic oath" and medical secrecy are one of the elements of the professional ethics of doctors, and the impartial presentation of true facts is an element of the professional ethics of journalists.

Features of professional ethics. In any profession, honest and responsible performance of one's duties is one of the most important rules of professional ethics. However, some features of professional ethics may be unknowingly or carelessly missed by a novice specialist - then such an employee may be recognized as unsuitable for the performance of his duties.

To prevent this from happening, you should remember the basic norms and principles of professional ethics:

their work should be carried out professionally, strictly in accordance with the assigned authority;

in work one should not be guided by one's personal likes and dislikes, one should always observe objectivity;

when working with personal data of customers or other persons, companies, the strictest confidentiality should always be observed;

in their work, one should not allow the emergence of off-duty relationships with clients or colleagues, managers or subordinates;

observe the principle of collegiality and do not discuss your colleagues or subordinates in the presence of clients, partners or other persons;

it is impossible to prevent the disruption of an already accepted order by refusing it in favor of another (more profitable) order;

discrimination of clients, partners, colleagues or subordinates on the basis of gender, race, age or any other grounds is unacceptable.

Currently, professional standards are developing and improving, social relations are changing. And in this new picture of the world, the ability to respect nature and the people around is more important than ever - the main advantage of the professional ethics of representatives of any profession.

The concept of personality

Personality is a concept developed to reflect the social nature of a person, considering him as a subject of sociocultural life, defining him as a carrier of an individual principle, self-revealing in the contexts of social relations, communication and objective activity. By "personality" is meant: 1) a human individual as a subject of relations and conscious activity ("face" - in the broad sense of the word) or 2) a stable system of socially significant features that characterize an individual as a member of a particular society or community. Although these two concepts - the person as the integrity of a person (Latin persona) and the personality as his social and psychological appearance (Latin parsonalitas) - are terminologically quite distinguishable, they are sometimes used as synonyms.

professional conduct

Certain requirements are imposed on the professional behavior of a service worker. So, for example, he must be friendly and hospitable. These qualities should underlie the behavior of a hairdresser, although this is not so easy to achieve. In response to the hospitality and warm attitude, most customers behave in a similar way. They become more benevolent and trusting in relation to service personnel. In order to arouse the client's disposition, one must try to show him his sincere interest in his concerns, singling him out of the general mass of those present at the time of service. From the first minutes of staying in the hairdressing salon, the client should feel welcome. This can be evidenced even by the tone of the conversation between the hairdresser and the client. The success of the service often depends on the form in which the conversation is conducted with the client. We can say that the behavior of a service worker is in many ways similar to the game of an actor.

Professional skill allows the hairdresser to be not just a performer of his work, but also to treat it creatively. A good hairdresser is able to quickly understand the client's desire, even if the client himself does not quite clearly state his request about the nature of the haircut and hairstyle. A true hairdressing professional must be able to perform a haircut or hairstyle that meets the requirements of modern fashion, taking into account the individual characteristics of the client.

Communication ethics

Ethics of communication is a set of specific practices, norms (primarily moral), rules of communication. The ethics of communication is a sphere of ethical knowledge of both normative and theoretical nature, it accumulated human experience in the field of morality of communication. The ethics of communication includes an analysis of the problems of communication both at the level of being and at the level of due.

The ethics of communication is designed not only to conceptually explore the processes of communication, but also to teach communication, to influence the real processes of communication through the creation of new normative structures. The ethics of communication is called upon to perform many functions, among which one can single out synthesizing (ethics of communication synthesizes moral experience in the field of communication) and imperative-forming (justifies the choice of humanistic norms of morality and convinces of the need to follow them). Ethics and morality teach what is due, communication ethics teaches how to communicate and how not to communicate.

Appearance of the worker

The aesthetic culture of a hairdresser-stylist is manifested in the ability to maintain their appearance with taste and in accordance with individual characteristics and age. After all, at the first meeting, the impression about the master is created by the client by his appearance. With a positive assessment of the employee, a prerequisite arises for the client to establish good contact with him. Therefore, the profession of a hairdresser obliges him to look outwardly attractive. The appearance of the master is a kind of hallmark of a hairdresser. By his composure, smartness, accuracy, customers, as a rule, judge the level of service culture. And, of course, the sloppy appearance of the worker causes them a feeling of annoyance and irritation, and there can be no question of any trusting attitude towards him. Untidiness also negatively affects the worker himself. Because of this, he may have a bad mood, increased irritability, self-doubt, dissatisfaction with himself and the client.

To serve a client well is not only to skillfully demonstrate cutting operations and other elements of service. It is also necessary to be able to make the service process enjoyable, and this is also largely determined by the external appearance of the master. Therefore, the master must constantly monitor the aesthetics of his appearance, which also has an educational effect on the aesthetic taste of the client. The concept of "appearance" includes such components as clothes, shoes, hairstyle, cosmetics, demeanor.

What requirements, from the point of view of aesthetics, should the work clothes of the master meet? First of all, it should be easy to use, practical, meet the requirements and conditions of the customer service process. At many household service enterprises, the uniforms of the masters are unified. This distinguishes them from others, contributes to the creation of a business environment in the salon. Work clothes are part of the interior of the enterprise, so an important element of the aesthetics of clothing is its color, which should be calm, not distracting the attention of visitors from the haircut. It is advisable to choose neutral (not very bright or colorful), but not very faded tones. The beauty and elegance of uniforms cause aesthetic pleasure both for the employees themselves and for the customers. Clothing can be represented by a dressing gown, a suit, a sundress. The design and color scheme of work clothes depend on the type of enterprise and the services it provides. It should be borne in mind that the presence of a uniform in itself is not yet a culture of clothing. Masters often complement clothes with some kind of jewelry: earrings, bracelets, rings, necklaces. This, of course, enhances the aesthetic impression of clothing, but it is necessary to observe a sense of proportion.

An important aesthetic requirement for the form of clothing is its compliance with shoes. Shoes and suit should match in color, seasonality and style. Shoes should be comfortable, neither high nor low. A public service worker should always have clean hands, neatly trimmed nails, and washed hair. The daily hairstyle of the contact zone worker should be neat. It is not recommended to wear hair loose to the waist, bangs covering the eyes, etc.

Normsand the rules of modern etiquette

Everything in our life obeys certain laws and occurs according to certain rules. Our behavior and manners are also subject to a certain set of rules - etiquette. The history of etiquette reads several hundred years, but its relevance does not fade away, if a person claims the title of "personality" and "cultured person", he cannot do without knowledge of etiquette. professional business ethics conduct

Times are changing, our society is changing, but the cultural demands placed on its members remain in force. We adhere to the rules of communication at work and at home, we behave in a certain way in the theater, shops, public transport, at festive and mourning events. Knowledge of etiquette helps us receive guests, make visits, set the table, select wardrobe and much, much more. It is etiquette, the implementation of all its rules, that helps us to remain cultured people, make a good impression, make new acquaintances and develop ourselves personally.

Modern etiquette is not much different from the rules of conduct adopted in society even a hundred years ago. Although the norms of morality and morality change, they always remain relevant and significant. Politeness, courtesy, respect for each other, good manners are still the defining parameters in communication and interaction between people and even states. Etiquette determines a lot: verbal speech, non-verbalism (gestures, facial expressions, body position), clothing style, relationships with relatives, friends and strangers. Relations in business and diplomacy are also built according to certain rules.

The teaching of etiquette begins in early childhood, a baby who does not yet speak or even walk is taught to show greeting and farewell gestures, then they are taught to hold cutlery, say words of gratitude, and behave correctly in society. A set of measures that are aimed at developing a person worthy of behavior in society, we call education.

In other words, we can say that education is the inculcation of etiquette.

Nowadays, it is very popular to break various rules, even the expression “rules are made to be broken” has appeared, but in the case of etiquette, this option is not winning. Adhering to the norms of behavior defined by etiquette, it is much easier for a person to gain favor and trust in himself. That is, etiquette makes our lives much easier, especially if we talk not about a simple level of communication, but about business or politics.

Basiceetiquette requirements

Appearance. You should always dress according to the situation, clothes should be clean, neat, as stylish as possible (chosen with taste and according to the figure). Each event or event, as a rule, implies a certain form of clothing. For example, they always wear a classic suit and tie to business negotiations, the appearance at such an event in a sweater (even if it is very expensive and branded) can be regarded as disrespect for partners.

Intellectual level. The ability to keep up the conversation, find a neutral topic for conversation, the literacy of expressing one's thoughts - all this is an integral part of the culture of behavior. If difficulties arise at some moments, such a value as silence - gold is always well received.

Patience, mindfulness. No less valuable are these qualities, the ability to restrain one's emotions, express one's thoughts with restraint, and show attentiveness to the interlocutor - also the norms of etiquette.

Humor. A sense of humor is also an important feature for a cultured person. Jokes should be understandable, cultural, subtle, in no case offend anyone and not carry a dirty meaning.

If we talk about the features that have appeared in etiquette recently, and are the hallmarks of modern etiquette, then we can say about the ability to communicate on a mobile phone. Wireless cellular communication is the brainchild of our time, but the rules of behavior and manners of communication on the phone have already been introduced into etiquette.

In public places (at the theater, at the cinema, at negotiations), it is customary to turn off the phone or put it on silent mode. If the phone rings, you must immediately turn off the sound (and not show your ringtone) and, if possible, leave the room to talk.

Another innovation of our time is the Internet, the whole planet is covered with a network, millions of people communicate online every day. And the rules and norms of etiquette apply to this sphere of life.

Features of office etiquette

The concepts of official (business) etiquette include norms and customs that regulate the culture of human behavior in society.

Service (business) etiquette is a set of rules related to the ability to behave in society, external neatness, the correct construction of a conversation and correspondence, literacy and clarity of presentation of one’s thoughts, a culture of behavior at the table and in other situations of business and secular communication.

The moral meaning of etiquette is manifested, first of all, in the fact that with its help we get the opportunity to express respect for a person.

Depending on the purpose, the social affiliation of its bearers, etiquette can be defined as court, diplomatic, military, business, etc.

The general trend that characterizes modern etiquette is its democratization, getting rid of excessive complexity and pretentiousness, the desire for naturalness and reasonableness. This trend, however, does not negate all the strictness and obligatory application of etiquette, for example, in such an area as international communication, where deviation from generally accepted norms can harm both the country and its representatives.

As for business (service) etiquette, it is based on the same moral standards as secular. The Belarusian researcher I. Braim, noting the relationship between business and secular etiquette, identifies the following common moral norms for them: politeness, which is an expression of a respectful attitude towards a person.

To be polite means to wish good to a person. The essence of politeness is benevolence; correctness or the ability to keep oneself always within the bounds of decency, even in a conflict situation.

Tact - a sense of proportion, exceeding which, you can offend a person or prevent him from "saving face" in a difficult situation; - modesty - restraint in assessing one's merits, knowledge and position in society; nobility - the ability to perform disinterested acts, not to allow humiliation for the sake of material or other benefits.

Accuracy - the correspondence of the word to the deed, punctuality and responsibility in fulfilling the obligations taken in business and secular communication. (Braim I.N. Ethics of business communication).

In the international sphere, business etiquette generally follows the norms and traditions most fully expressed in diplomatic protocol and etiquette. The diplomatic protocol is understood as a set of generally accepted norms, rules and traditions observed by officials in international communication. At the same time, diplomatic etiquette, as an important part of the protocol, regulates the rules of conduct for officials during various events, including negotiations, meetings of delegations, visits, conversations, mutual introductions, receptions, etc.

Modern etiquette inherits the customs of almost all peoples from hoary antiquity to the present day. Basically, these rules of conduct are universal, since they are observed by representatives not only of a given society, but also by representatives of the most diverse socio-political systems that exist in the modern world.

Diplomatic protocol and business etiquette are of a supranational nature and, therefore, have become widespread in the field of international business communication.

Basic principles protocols comply with the moral standards of business and secular communication and include:

1) mutual courtesy;

3) ease (naturalness, looseness, but not familiarity;

4) reasonableness (rationality);

5) obligation.

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The role of a professional portrait (model) of a specialist in the educational process

General talk about the formation of the student's personality, personal growth, student-centered construction of the educational process contains a threat to remain talk until they are embodied in clear and precise provisions, fixed in the main documents on the organization of the educational process.

Professional portrait (model) of a graduate specialist - it is a clear, detailed, scientifically substantiated set of minimum merits (properties, qualities, abilities, knowledge, skills and abilities, habits, etc.) of the personality of an educated professional, which every graduate must possess. It aims to translate disputes about what to teach and how to teach on a constructive basis. A professional portrait of a graduate is the supporting structure of the entire educational process, a standard on which everything that is planned, accomplished and achieved is tried on. Such a portrait is also called a model, qualification characteristics of a graduate, qualification requirements, a pedagogically developed goal.

A professional portrait does not violate the rights and freedoms of the individual. It is only the minimum of what a graduate should have, beyond which there is an boundless sea of ​​possible individual manifestations. Education standards exist in all developed countries of the world, there are even international standards that no one abroad assesses as anti-democratic and inhumane. Moreover, strict adherence to them in our country is one of the manifestations of the integration of our education into the world, a mandatory condition for the recognition of our diplomas of education abroad.

The development of a professional portrait (model) is carried out on the basis of state qualification requirements for graduates of the appropriate level, stage of education, in areas of training and specialties, data and recommendations from psychology and pedagogy, the results of special studies of the activities of a specialist preparing in an educational institution (comparison of the professionalism of successful and unsuccessful workers ), the difficulties experienced by graduates. In other words, the model of a graduate specialist embodies the objective requirements for his preparedness, and the graduate's compliance with it is a necessary condition for his success in professional activity and life.

A well-designed professional portrait meaningfully represents unity general characteristics of a graduate that any modern educated person should have, and peculiar, necessary for a specialist in this profession, personal and professional.

Psychological model of professionalism

The model is based on general characteristics of a civilized person, its properties and qualities, discussed in Ch. 4, 5 and meeting the goals, objectives and principles of education provided for by the federal laws "On Education" and "On Higher and Postgraduate Vocational Education". They make up the first block of model characteristics, and the second - professional features.

Psychological macrostructure The second block includes:

professional orientation,

Moral and psychological readiness,

Professional and business readiness.

Professional orientation- the leading property of the personality of a professional, features of the system of his motives for the use of his strengths and abilities in his chosen profession. It is characterized by: a positive attitude towards the profession, approval of its goals and objectives, a need to devote oneself to their achievement and solution, assessment of it as the most important, corresponding to the main personal aspirations and vocation in life, individual abilities, opportunities for self-realization and self-affirmation, a balanced attitude to its difficulties .

Socio-professional views, beliefs, ideals, values represent a part and originality of the worldview, worldview and worldview of a professional. They are manifested in the graduate's understanding of the place of his profession and himself in society, the criteria for the success of the results, in the justified choice of a position in solving professional problems and problems. Their mature basis is the norms of citizenship and humanism, social justice, personal interests, combined with the desire for a better future for their country and people.

Professional Needs - the need experienced by the graduate to engage in certain professional activities, to achieve the heights of professionalism, to use only morally impeccable and legitimate ways of working, the need for a creative approach, for continuous general and professional growth.

Professional interests, attitudes, plans, relationships determine different types of stable attachment of the individual to the profession, to its specific aspects. A true professional loves his profession, is passionate about it, she uncontrollably beckons him to her, absorbs thoughts and feelings. His life plans involve devotion to her and success in her. His attitude to the environment is largely mediated by the interests associated with the profession.

professional concept as an element of professional orientation, it is a student's understanding of: a) the goals, objectives of professional activity, norms, methods and means of its implementation, conditions, difficulties and ways to overcome them (“mode of activity”); b) in what social and professional conditions, with what people you will have to work, how to build relationships, how to interact, what norms to adhere to (“the image of the environment and the team”), c) personal professional duties, rights, responsibilities (“the image of the position”).

Professional motives - specific motives that influence the choice of profession, attachment to it, attitude to the place of work, positions that influence professional decisions and actions.

A person cannot be a professional if his orientation is not developed. Studies show that it does not occur automatically in students from course to course. It is not uncommon for a part to be disappointed in their choice, for others the orientation worsens towards graduation, for others it is deformed, which then leads to abuses at work, immoral facts. The formation of a professional orientation is the core of the formation of the personality of a professional.

Need moral and psychological readiness professional is due to the fact that the solution of professional problems is always woven into a system of moral relations that cannot be violated in the name of achieving purely professional goals. There are also professions that are especially closely related to morality: teachers, pedagogue, educator, social worker, manager, lawyer, doctor, service worker, trader, etc. The goal cannot justify the use of unrighteous means - dishonesty, deceit, intimidation, rudeness, rudeness, callousness, indifference, eyewash, betrayal, venality, etc. A goal achieved in an unrighteous way is an unrighteous goal.

The moral and psychological preparedness of a professional includes:

moral knowledge and beliefs;

skills, abilities and habits of highly moral behavior at work;

professional moral and psychological attitudes and value orientations, expressing the degree of internal acceptance of moral and ethical norms (there is the ethics of a teacher, the ethics of a lawyer, the ethics of a doctor, and in general, as they often say now, professional deontology), mastering the style of communication and behavior;

especially significant professional moral and psychological qualities - diligence, conscientiousness, justice, responsibility, obedience to law, incorruptibility, devotion to professional duty, readiness for cooperation, collectivism, sociability, non-conflict, attentiveness to people, courtesy, democracy, honesty, exactingness towards oneself, healthy service ambition, etc.

Professional and business readiness as an important property of the personality of a professional also has its own structure. The most important place in it is professional excellence - professional training associated with a set of professional knowledge, skills and abilities.

Professional knowledge - information that has become the property of consciousness (including memory). Based on knowledge, a professional understands the activity, its problems, makes decisions, chooses methods of action, controls and evaluates the results. The deeper and more detailed he understands, the higher his skill, the more successful his activity. In situations of competition, confrontation, struggle, the one who knows more and understands better wins. Historical trends of change leading to the future increase the role of knowledge, its richness, complexity, depth, scientific character, fundamentality and practicality.

Professional Skill - brought to automatism a way to effectively perform some kind of professional action. Skill properties: speed, accuracy, economy (performance with the minimum possible effort and energy expenditure), mechanicalness (performance without focusing on the technique of actions), stereotyping (sameness of performance during repetitions), conservatism (difficulty of change), reliability (resistance to destructive factors - interruptions in performance, interference, negative mental states of a specialist), the success of the implementation of the relevant actions. No matter how important knowledge is, but a professional - This First of all, a person who knows how to act professionally. Relatively standard, repeatedly repeated actions by a professional are worked out to the level of skills.

Skills are automated components of professional activity. They free the mind from "rough work", from recalling various information, techniques, recommendations, what and how to do, from controlling the movements of the arms and legs, from thinking about observing the simplest rules. They allow a professional, automating performing standard actions, to simultaneously focus on what is important at the moment: observing the situation, the interlocutor, assessing them, thinking about ways to overcome difficulties, ways to achieve better results, etc. The presence of skills ensures successful actions in difficult situations, allows you to save energy, less tired.

A skill that manifests itself externally corresponds to the existing “internal scheme”, the program for its implementation (consisting of physiological and psychological connections, dynamic stereotypes). According to its features, sensory skills are distinguished (observation, inspection, checking documents, identifying the characteristics of the interlocutor, examining small details, identifying them, etc.), mental skills (working with documents, processing and filling them out, reading a map, quickly assessing the situation, making decisions, calculations, self-control, compliance with norms and regulations, planning, etc.), motor (confident performance of motor work movements, possession of a tool, manipulation of vehicle controls, etc.) and complex (communication skills, response to a dangerous situation, computer work, etc.).

Skills are simple and complex. Complex ones include simple ones as components. So, the skill of working on a computer consists of many simple ones related to the realization of its richest possibilities. High professional skill is characterized by the possession of predominantly complex skills.

Professional skill - a comprehensive way mastered by a specialist to successfully perform a complex professional action in non-standard, unusual, difficult situations. If skills provide confident and effective actions in standard, repetitive situations, then skill - in non-standard, noticeably different from each other. It combines groups of knowledge and skills with a professional's special training to use them to act in such situations. There are elements of automatism in the skill, but in general it is carried out consciously, and therefore, unlike the skill, thinking is always active in it. The skill is revealed in the correct identification of the uniqueness of a given situation by a professional who owns it, the adoption of an adequate decision, a flexible change in the order and method of action that meets its realities. Properties of skills: adequacy to the specifics of the situation, meaningfulness, flexibility, success in any changes in the situation, pace that meets its characteristics, reliability.

Distinguish between simple and complex skills. Simple - direct practical application of knowledge about what and how to do (for example, instructions for a purchased household appliance, turning on a TV, using a radiotelephone, a directory, etc.). Often such skills are the initial stage in the formation of the corresponding skill. Another thing is complex skills that include knowledge and skills, but they themselves never turn into an automatically performed skill. For example, the ability to drive a car in any traffic situation, identify the causes of equipment failure, prepare materials for a TV show, analyze market conditions, draw up a quarterly report, develop a production development plan, free hostages, conduct interrogations, conduct training sessions with staff, give lectures and many others. . Each time, performing these actions, one must think hard, search, create, and show independence. Complex professional skills are the crown of professional excellence. It is no coincidence that in Russia, genuine craftsmen have long been called craftsmen.

There is another complex and complex psychological component of professional excellence - professional and psychological readiness specialist. An educated person needs the ability to understand people, the reasons for their actions, the art of communication, working with people, providing psychological assistance or influencing them. In addition, the solution of professional problems is often associated with aggravation of conditions, increased difficulties, failures, etc. Professional and psychological readiness allows you to successfully, without loss, get out of a difficult situation. It is professionally conditioned and includes:

professional psychological knowledge: specific, practical, related to professional activity and necessary to overcome its peculiar psychological difficulties;

professional psychological skills and abilities. There are three groups of them:

a) analytical and psychological: the ability to psychologically analyze the professional situation, the situation, the problem that has arisen, the act of a person, etc.,

b) tactical and psychological (mastered methods of psychological actions included in the process of solving professional problems and increasing its success): the ability to draw up a psychological portrait of a person, psychologically competently conduct professional observation, communicate, prevent and overcome conflicts, have a legitimate psychological impact, etc.,

c) technical and psychological - the ability to use psychological means in professional work: verbal, non-verbal and behavioral (the ability to psychologically prudently choose words and build phrases, pronounce them with appropriate emotional coloring, give the right expression to the face, posture, gait, etc.) *;

* Some of the listed skills are discussed in Chap. eleven.

professionally developed cognitive and volitional qualities;

professional and psychological stability - preparedness for actions in difficult and dangerous conditions without reducing their effectiveness and quality.

Professional ability - professionally developed business qualities that affect success in mastering a profession, work results and their progressive growth. These include:

professionally developed intellectual abilities - professional thinking, sensitivity, susceptibility, attention, memory, representations, speech;

business ability - a complex of volitional and organizational qualities necessary for success in business: activity, initiative, independence, enterprise, organization, perseverance in achieving goals, planning, forethought, determination, discipline, exactingness, efficiency;

ability to act in extreme conditions - courage, courage, steadfastness, endurance, self-control, resistance to risk, physical strength and dexterity, speed of reaction, prudence, prudence, etc.

Ability to profession - a complex set of all or part of the qualities listed above, including orientation, etc. One may want to engage in a certain professional activity, have the ability to do it, but do not have, for example, the necessary moral and psychological preparedness and therefore be assessed as incapable of the profession. Sometimes the ability to the profession is determined by the absence of contraindications.

Pedagogical model of professionalism

Model macrostructure has four components corresponding to the pedagogical properties of the individual: education, training, upbringing and development. Each of them is formed by two interconnected blocks: the first - general characteristics, the second professional, specified taking into account the profile of trained specialists.

Education the general one is determined by the already mentioned federal laws. General education is at the proper level if a university graduate is able to correctly understand what is happening in the world and make a civilized choice of decisions and actions, achieve mutual understanding and cooperation with other people, take into account the diversity of worldview approaches, etc. These components of education are undoubtedly not only common, but also professional significance, because they determine the possibility and need to approach the solution of professional issues comprehensively, guided not by narrow prudence, but also by social, human expediency, to establish spirituality, intelligence, culture, the cult of reason and civilized relations in one's area of ​​work and in the environment.

Actually professional education graduate specialist is:

Breadth of professional horizons;

Understanding the need and ability to solve their specific professional problems, taking into account the interests of people;

The desire to proceed not only from momentary considerations, but also to take into account long-term professional, social, psychological, and pedagogical consequences;

The ability to value professional activity, taking into account the world-class scientific and professional achievements;

Inclination and preparedness for creative search for ways to intensify and work effectively;

Installation in solving professional problems and constant reliance on the recommendations and achievements of science, its methods, the help of scientists and scientific organizations;

Installation and habit in all contacts with other people to be guided by the recommendations of psychology and pedagogy, seek the help of specialists;

The need for continuous improvement of the level of their general and professional education.

learning - the most professionalized property of a graduate's personality. It is made up of professional knowledge, skills and abilities throughout the minimum content of the educational program, including; general humanitarian and socio-economic disciplines, general mathematical and natural science disciplines, general professional disciplines, special disciplines, specialization disciplines, additional types of training, optional disciplines, practice.

How holistic education professional training is expressed in professional skill, the macrostructure of which is shown in Fig. 8.2.

In addition to special training (knowledge, skills and abilities in general professional, special disciplines, disciplines of specialization, etc.) and professional and psychological preparedness, a modern professional also needs professional and pedagogical. It provides: own work on self-education, self-education, self-education and self-development; solving pedagogical problems when working with personnel (assistance in improving the professional skills of employees, their professional culture); professional work with citizens (for example, raising their awareness on various issues, persuading them, forming attitudes to various phenomena of life, helping them solve pedagogical problems that have arisen before them, demonstrating a personal example, etc.). Professional and pedagogical readiness allows a person to notice, understand and successfully solve pedagogical problems in his life and work, and pedagogical illiteracy is always accompanied by a bleak picture of missed opportunities and the creation of additional problems and difficulties.

In different professions, professional and pedagogical preparedness of different thoroughness, volume and content is needed (this is partly discussed in Chapter 1), but it always includes a minimum of:

General pedagogical and professional pedagogical knowledge;

Pedagogical skills and abilities: pedagogical analysis of situations and problems, making pedagogical decisions, pedagogical techniques, performing basic pedagogical actions (training, education and development, pedagogical observation, communication, influence, control, evaluation);

Organizational, pedagogical and methodological skills and abilities: defining pedagogical goals and objectives, developing an organization, plans for pedagogical work, using methods for the formation of knowledge, skills, abilities, basic intensive pedagogical technologies, conducting the main forms of organizing training and education, conducting basic types of training).

Professional and pedagogical readiness will manifest itself with full force if the professional also has pedagogically favorable personality traits (a positive attitude towards education, training, upbringing, development, attentive work with people, humanity, goodwill, justice, a culture of behavior and communication, intelligence) and he has no pedagogical contraindications (inhumanity, callousness, callousness, injustice, rudeness , authoritarianism, narcissism, non-self-criticism, undemanding to oneself).

upbringing also has blocks of general and professional characteristics. General are discussed in detail in Chap. 5 and are provided for by the pedagogical portrait-model: citizenship, humanity, democracy, respect for human rights and freedoms, diligence, legal culture, love for the environment, Motherland, family, etc. Professional upbringing is mainly expressed in the accentuated, enhanced development of individual components of the general. Such, for example, is the especially high humanitarian education of teachers, the legal education of lawyers, the military education of servicemen, etc.

An important component of the upbringing of each specialist graduate is professional culture, which can be characterized as a cultivated need for the unswerving observance of all norms of true professionalism. The basis of professional culture is professional habits. You can, for example, know the occupational safety technique, have the skills and abilities to implement it, but neglect it in everyday work. A person with a professional culture always strives to maintain order in the workplace, does not leave a working tool, documents anywhere, does not leave work and does not postpone until tomorrow the elimination of equipment malfunctions that can lead to troubles, injuries and which, in principle, can be quickly eliminated , "but there's no time today."

Development A graduate specialist, along with general ones, also has professional characteristics that largely coincide with the abilities described in the psychological model. Special importance in higher professional education is given to the development of the intellect - professional and scientific thinking.

BBK Ch 448.90

GSNTI 15.81.70

VAK code 19.00.07

Sorokoumova Svetlana Nikolaevna,

Doctor of Psychology, Professor of the Department of Pedagogy and Psychology, Nizhny Novgorod State University of Architecture and Civil Engineering; 603950, Nizhny Novgorod, st. Ilyinskaya, d. 65; e-mail: [email protected]

Isaev Vadim Pavlovich,

Postgraduate Student, Department of Pedagogy and Psychology, Nizhny Novgorod State University of Architecture and Civil Engineering; 603950, Nizhny Novgorod, st. Ilinskaya, 65; e-mail: [email protected]

KEY WORDS: socionomic professions; student; doctor; practical psychologist; moral qualities of a specialist; helping activity.

ANNOTATION. The specific features of the activities of future socionomic specialists are described. A special place is occupied by the professions of a doctor and a practical psychologist, the spiritual and moral qualities of specialists are discussed as the basis of their professional activities.

Sorokoumova Svetlana Nikolayevna,

Doctor of Psychology, Associate Professor, Professor, Chair of Pedagogy and Psychology, Nizhny Novgorod State University of Architecture and Civil Engineering, Nizhny Novgorod, Russia.

Isaev Vadim Pavlovich,

Post-graduate Student of the Chair of Pedagogy and Psychology, Nizhny Novgorod State University of Architecture and Civil Engineering, Nizhny Novgorod, Russia.

KEY WORDS: socionomic profession; a student; a doctor; a practicing psychologist; the moral quality of a specialist; helping activity.

ABSTRACT. Specific characteristics of the activity of future specialists in the socionomic sphere are described. A special place is occupied by the profession of doctor and practical psychologist; spiritual and moral qualities as the basis of their professional career are discussed.

SPECIFICITY OF PROFESSIONAL ACTIVITIES OF SPECIALISTS IN HELPING PROFESSIONS

SPECIFICITY OF PROFESSIONAL ACTIVITY OF HELPING PROFESSIONS EXPERTS

ocinomic or helping professions (from lat. - society) -

“It is important to talk about what characteristics of a person - individual, age and gender; personal; socio-psychological; the subjective attention of the researcher is drawn” (5). The author believes that “as characteristics reflecting the subject of work of representatives of socionomic professions, one can single out: elements of a person's external appearance (height, physique, posture, clothing, hairstyle); elements of expression (facial expressions, pantomime, intonation of speech); characteristics of social group membership (gender, age, one person, a permanent group of people, a team, a flow of people); personality traits (attitude towards people, general, special abilities, needs, interests); features of mental states; characteristics of cognitive and emotional-volitional processes” (5).

these are professions that involve human-to-human communication in the process of activity (for example, a salesperson, teacher, manager, lawyer, etc.).

Among the socionomic, or helping, professions, there are those that are always in demand: these are specialties with high staff turnover, difficult and stressful working conditions, etc. These include many medical specialties, especially the middle link

Nurses, paramedics and midwives. No less in demand are social workers, teachers and educators, who, unfortunately, do not have a high level of wages. Helping professions do not always fall into the category of popular and highly paid.

The specificity of socionomic professions lies in the fact that a person or a community of people here does not act as a social environment, a condition for activity, but is considered as an object and subject of activity. Analyzing the subject of labor of representatives of socionomic professions, R. D. Kaverina notes that

The following criteria also serve as criteria for classifying a profession as a socionomic group: goals of activity (for example, management, evaluation, control, education, service); means of activity (verbal, non-verbal forms of influence, indirect and direct contacts); working conditions

© Sorokoumova S. N., Isaev V. P., 2013

(technical and economic, regime-hygienic, socio-psychological), functions performed by the employee.

Socionomic professions are distinguished by the absence of strict and unified requirements for the product of labor, the very process of professional activity. At the same time, increased requirements are imposed on representatives of these professions, since other people are the object of labor. In connection with a special object of labor, specialists in socionomic professions also have corresponding functions.

R. D. Kaverina believes that “as the main and most important functions of a worker in professions of the “man-to-man” type, one should consider the assessment of the state of social objects, leadership of people, training, education, information, social, medical services for people” (5 ).

Thus, the specifics of the social object and subject of activity, as well as the difference in the functions performed by a person, allow us to say that the class of socionomic professions is heterogeneous and includes different types of professions that impose different psychological requirements on a person.

Socionomic professions also involve a special type of interaction, the so-called "helping behavior". K. Rogers calls helping relationships such relationships in which "... at least one of the parties intends to help the other side in personal growth, development, better life, in the ability to get along with others" (2).

Elements of helping activity can be included in many social situations - for example, when the head of the company takes care of his subordinates, the salesman advises the client, the passenger explains to another how to get to the place.

Lawrence M. Brammer and Ginger MacDonald distinguish between structured and unstructured helping activities. Structured activities include helping activities as a profession and volunteer work. To unstructured - friendship, family, society (for example, in the form of self-help groups) (15).

Help is universal and is present wherever people interact with each other.

A feature of socionomic professions is that "helping activity" becomes the main element of professional activity. That is, unstructured help becomes

structured (in other words, helping activity becomes a helping profession), when the subject of helping activity begins to consciously and purposefully apply special knowledge and skills.

The professions of a psychologist, manager, teacher, doctor, social worker, according to the classification of E. A. Klimov (6), belong to the group of socionomic professions, professions of the “man-to-man” type, where the leading subject of labor is another person.

We will focus on the consideration of the professional activities of specialists in socionomic professions, whose activity as a form of self-realization of the individual is conditioned by moral and ethical principles in relation to their object, that is, professions that have a deontological status.

The activity of a specialist in the socionomic profession is aimed at achieving such social ideals as well-being, health, high quality of life, personal development, education, etc.

An example of such professions are the activities of practical psychologists and medical workers. We considered it possible to consider these two specialties related to socionomic professions, in view of the fact that the object of the activity of these specialists is the person who asked for help.

Interpersonal contact in the work of a doctor and psychologist affects the most important values ​​of human existence - life, physical and mental health, human rights, therefore the personality of specialists in this profile is the most important tool of professional activity.

Relations between teacher and student, psychotherapist and client, doctor and patient contain a lot of unclassifiable and unmeasurable phenomena: empathy, personal involvement, intentions, intuition, humanity.

Most researchers of the problem of effective professional activity of specialists in socionomic professions pay attention to the presence of certain special abilities for this type of activity. General inclinations include: a positive perception of the world; altruistic orientation; desire to work with people and for people; the ability to listen and hear the interlocutor, as well as to clearly and consistently express one's thoughts; the ability to meet and communicate with new people; same-

desire and tendency to organize the activities of other people, etc.

Professionally significant qualities include: emotional stability; empathy; reflection; observation; attentiveness; speed of decision making; organizational and communication skills.

In addition to general inclinations and professionally significant qualities, for successful activity, representatives of socionomic professions must have a certain set of moral qualities. L. M. Popov distinguished those qualities that determine the direction of a person in the direction of good or evil (13). The former included humility, remorse, self-education, humanity, modesty, generosity, responsibility, honesty, etc. The latter included deceit, rudeness, selfishness, immorality, cynicism, envy, unscrupulousness, etc.

The presence of an emotional attitude can be an important condition for a successful professional process that brings satisfaction and the need for further activities.

E. P. Ermolaeva notes that “in socially significant professions, in the complex of regulatory requirements, the ethical and deontological requirements for a professional occupy a central place ...”. For socionomes, “both vowel, formalized ethical norms are important, as well as unspoken, informal ones, not fixed in documents, but really existing and presented to a professional by his environment” (4).

So, A. A. Vodyakha, exploring the value-semantic components of a doctor’s professional identity, notes that “the nature of a doctor’s professional activity is determined by the totality of his personal qualities, his value orientations and interests, which have a decisive impact on the system of relations he forms. In the process of a person's professional activity, certain values ​​are finally fixed in the structure of his individuality” (1).

It is impossible to successfully carry out professional activities in helping professions without feeling sympathy, empathy and compassion for the person who asked for help.

O. N. Dotsenko notes that “the most pronounced significance of emotional experiences that a person experiences in the process of professional activity, in the work of a doctor and teacher,. through emotional experiences, a person subjectively highlights events that

affect his value orientations and aspirations” (3).

V. V. Milakova notes that “the basic characteristic, the “foundation” of helping professions of the socionomic type is the prosocial activity of the individual, which originates in everyday, everyday life, but successfully transformed through a complex of motives into professional activity” (10).

Speaking about psychological characteristics, we can say that they are expressed in values ​​such as active life, life wisdom and experience, interesting work, constant development and creativity, and an important motive for choosing a profession will be the desire for self-improvement, self-realization, as well as the desire to achieve recognition and respect (11).

Among the motives for choosing socionomic professions, the most common are: personal inclinations, dynastic affiliation (doctors, teachers), prestige (manager, lawyer). Ideally, in the hierarchy of needs and motives of teachers, doctors, psychologists, etc., the material component recedes into the background. “The desire of representatives of helping professions to make the world “brighter and cleaner” is the most adequate motivation for work. One of the nuances is that if you add external motivation to internal motivation, then work efficiency will decrease” (7).

N.V. Kochetkov draws attention to the fact that the current economic conditions created in Russia can lead to a deterioration in the quality of the work of these specialists by increasing the number of students, patients, etc. in order to obtain material benefits.

The activity of a true professional necessarily includes "components of scientific competence and virtue" (12).

So, for a doctor, as a representative of the most humane profession, there is a certain set of moral rules, on the observance of which the success of treatment directly depends.

The spiritual and moral consciousness of the doctor increases the value of communication between the doctor and the patient and has great psychotherapeutic potential. “A moral and ethical sense of duty, a developed emotional perception, which is formed by medical ethics and aesthetics based on the principles of medical psychology, are the most important factors in the humanism of medicine. The spiritual and moral ideal in health care cultivates the doctor's emotional susceptibility, honesty and sensitivity,

without which the relationship between the doctor and the patient is impossible. The culture of feelings, empathy, fulfillment of duty - all this is the moral and aesthetic basis of the profession of a doctor" (8).

Robert Wich (1992) described four models of doctor-patient relationships: technical, paternalistic (sacred), collegial, and contractual (14). Subsequently, a fifth (contractual) model was added to them.

Paternalistic (from the Latin pater - father) is characterized by the fact that the medical staff treats patients as parents treat their children, while they take most of the responsibility;

The engineering model is characterized by the fact that some functions are identified and restored and breakdowns in the patient's body are eliminated; the interpersonal aspect is almost entirely ignored here;

The collegiate model is characterized by complete mutual trust between medical staff and patients; striving for a common goal, the doctor or nurse becomes friends with the patient;

The contract model looks like a legally formalized contract with the patient, it is this model that implies consistent respect for the patient's rights;

The contractual model is a fusion of the positive features of the two previous models. The agreement between the doctor and the patient is based on the principles of mutual consent and trust, so the doctor cannot terminate it unilaterally. This model is less formal and more human. It implies the moral cleanliness of both the patient and the doctor.

In the technical and paternalistic models, medical consciousness and activity are de-ethicized, and moral norms are deformed.

The deetization and dehumanization of the professional consciousness and activities of specialists in socionomic professions deforms their moral attitudes and prevents them from finding the right answers to moral questions. People are getting

it is more difficult to fulfill one's moral obligations towards colleagues, patients, students and their relatives.

In the context of helping activities, one often speaks of special phenomena that are characteristic only for certain professions, for example, emotional burnout. In this case, the helping profession acts as a specific type of activity, which by its very essence differs from all others.

N.V. Maryasova notes: “One of the widely discussed topics is the so-called “self-combustion” - a concept that includes a range of psychological problems in people in helping professions. Unfulfilled expectations cause a crisis, which manifests itself in two ways: the person continues to fulfill the assigned task, overcoming increasing exhaustion, or begins to act automatically, in accordance with his social role as a doctor, teacher, priest. The basis of help in such conditions is the acceptance by the person of “positive abandonment”, which corresponds to the traditional “surrender to God's will” (9).

Perhaps the principle of "surrendering oneself to God's will" is the mechanism that helps a person to quickly overcome the conflict between "real and ideal", to survive unfulfilled expectations. But, on the other hand, direct adherence to this principle can lead to the development of inaction in a person, lack of initiative. To maintain professional activity, a “golden mean” is needed, which is achievable only with the support of great spiritual and moral experience.

Thus, we understand the professional activity of specialists in socionomic professions as an activity in which professional competencies are consciously used by a specialist (in direct interaction with a person who has applied for help) in order to provide physical, social and psychological assistance to improve the quality of his life.

LITERATURE

1. Vodyakha A. A. Value-semantic components of a doctor's professional identity: auto-ref. dis. ... cand. psychol. Sciences. Khabarovsk, 2009.

2. Grishina N. V. Helping relationships: professional and existential problems // Psychological problems of personality self-realization. St. Petersburg State University, 2009.

3. Dotsenko O. N. Emotional orientation of representatives of socionomic professions with different levels of burnout: author. dis. ... cand. psychol. Sciences. M., 2008.

4. Ermolaeva E. P. Professional identity and marginalism: concept and reality // Psychological journal. 2001. V. 22. No. 4.

5. Kaverina R. D. World of profession. Man is technology. M. : Mol. guard, 1988.

6. Klimov E. A. Some psychological problems of preparing young people for work and choosing a profession // Questions of Psychology. 1985. No. 4.

7. Kochetkov NV Helping professions in new economic conditions. URL: http://scepsis.net/library/id_3322.html

8. Lisitsyn Yu. P., Izutkin A. M., Matyushin I. F. Medicine and humanism. M. : Medicine, 1984.

9. Maryasova NV Spirituality in human life: textbook. allowance. Khabarovsk: DVGUPS, 2007.

10. Milakov VV Psychological features of professional self-determination of future specialists in helping professions of socionomic type: author. dis. ... cand. psychol. Sciences. Astrakhan. 2007.

11. Murtazin I. A new turn in the “Makarov Case” // Novaya Gazeta. 2011. No. 125.

12. Regulations on the activities of Sunday schools (for children) of the Russian Orthodox Church on the territory of the Russian Federation. Department of religious education and catechesis of the Russian Orthodox Church. 2012.

13. Popov L. M. Good and evil in the ethical psychology of personality. M. : Institute of Psychology RAS, 2008.

14. Delamare le deist F., Winterton J. What are competencies? / Per. from English. Ya. Yu. Eputaev (2008). URL: http://www.hr-portal.ru/article/chto-takoe-kompetencii

15. Lawrence M. Brammer, Ginger MacDonald, Helping Relationship, The: Process and Skills, Allyn and Bacon, 1998.

The form of education is the way and nature of interaction between the teacher and students, as well as students among themselves. Historically, the forms of organization of learning were formed in the depths of the first forms of organization of the emerging human community and its educational institutions. The very first forms of organization of learning, historically established, were collective and individual, which existed in different versions until the 16th century. These forms assumed the teacher's work either with an individual student individually - at the student's home or at the teacher's home, or with a certain group of children of different ages in different location conditions. However, these forms turned out to be uneconomical and unsuitable for the system of mass education, which, under the influence of the emerging machine production in the 17th century. developed as the basis of national education systems in different countries of Europe. In the new Europe, in the conditions of the formation of nation-states, the need for mass education was rapidly growing, which led to the emergence of a new form of education - the classroom system. This system has existed until our time and remains the main form of organizing the learning process in various educational institutions.

Its main features and three most important theoretical elements were formulated and substantiated in the 17th century. the father of didactics Ya. A. Comenius.

• 1. All students filling this class should be approximately the same in age and level of preparedness.
• 2. The main form of organization is the lesson as a complete unit of time (40-45 minutes).
• 3. The entire content of education is divided into separate subjects, and the entire period of study is divided into academic years, quarters and days, including vacations, while the classes themselves are conducted according to a single plan and schedule.

The emergence of a single classroom system made a revolution in the organization of the education system, comparable in its significance to the invention of the wheel in technology, since it revealed the possibilities of organizing economical education based on the principles of universality.

To this day, disputes about the advantages and disadvantages of the class-lesson system among both theorists and practitioners of education have not subsided. The advantages and disadvantages of the class-lesson system are presented in Table. 3.5.

Table 3.5

Advantages and disadvantages of the class-lesson system

It is these shortcomings of the class-lesson system that have been the subject of criticism for several centuries and form the basis for the search for new forms of education, which began already in the 18th century. based on the development of the dignity of this system. One of the first serious successes was reached by the priest Bell and the teacher Lancaster, who, on the basis of the introduction of a new organizational form of education - group - significantly increased the advantages of the class-lesson system by resolving shortcomings. Such a resolution of shortcomings was the introduction of a group form of phased learning by a group of older junior students. Such a system made it possible for the teacher to teach up to 100 students at a time, which solved the problem of mass education at the very first level of elementary education, but lost quality at the levels of further education. Today, its echoes manifest themselves in the formation of new forms of preschool education and school education based on the organization of groups of different ages.

The next stage in the modernization of the classroom system was the creation Mannheim system, the time of birth of which is the end of the 19th - the beginning of the 20th century. Its distinctive feature was the differentiation of the class according to the composition of students, taking into account the level of individual abilities and the success of the students' educational activities. There were main classes for children with average abilities, and other classes for the incapacitated, and above all these classes there were classes for the most capable, who in the future, without any reservations, can continue their education at the next level. Despite the fair criticism associated with the isolation of students in each group and the artificial developmental delay of those children who did not fall into the elite group, the very principle of collective differentiation is still one of the forms of organization of education in the modern education system. This organizational form is present both in the form of the creation of classes and schools for the especially gifted, classes and schools with in-depth study of certain subject disciplines or scientific areas, classes and schools of general secondary education, as well as the creation of correctional classes and schools and a system of special education.

At the beginning of the XX century. a new form of organization of educational activity appeared, the author of which was a student of the American teacher and psychologist D. Dewey, Elena Parkhest, who developed and implemented a new form of education in the school of the city of Dalton - individual-group (Dalton plan). The most significant elements of education in this form of education turned out to be individualized laboratory classes, the system of which made it possible to adapt the teaching of all to the real abilities of students, accustomed them to independence, developed initiative and involved them in the search for rational teaching methods. All kinds of transformations of the individual-group form of education soon became the basis for the modernization of organizational forms of education in different countries:

• - the method of training units (the topic is taken as the basis as a training unit, and not time as a form of organization and not a lesson as a form of work);
• - team method (tasks are performed by a team of students together, not only during the lesson);
• - method of projects (the work is based on the implementation of a practical task as a completed individual or joint project);
• - a method of working in dynamic training pairs (different types of tasks are performed by pairs of students that change in composition after they are instructed by a teacher in the form of mutual learning of students).

All these forms, in their essence, remained variations of the class-lesson system, developing its advantages by resolving certain identified shortcomings.

The form is a way of organizing any process or subject. In the theory and practice of education, many different forms of education are known: full-time and correspondence, distance, school and out-of-school, individual and mass education, family education, etc.

Initially, the training was individual (the teacher taught each student separately). With the growing need for education, schools appeared for the mass education of children.

In the world, the class-lesson system of education has become the most widespread. Its invention in the 18th century made a real revolution in education, allowed one teacher to qualitatively teach a significant number of children at the same time. The idea of ​​such an organization of the educational process was first implemented by I. Sturm, and developed its theoretical foundations and embodied in mass practice by Ya.A. Comenius. Since then, attempts have been repeatedly made to modernize it (already at the end of the 18th - beginning of the 19th century, the Bell-Lancaster system appeared), but the main features of the class-lesson organization of education have survived to this day.

Signs of a class-lesson teaching system:

Class (a constant composition of students of approximately the same age and level of preparedness throughout the entire training period);

Learning planning (the class works according to a single plan);

Lesson (the educational process is carried out in the lessons - interconnected parts of the general system of education of the same duration);

Monism (at the lesson all children study one subject);

Schedule (established alternation of lessons of different subjects and breaks for rest);

Pedagogical management (the learning process is managed by the teacher);

Variability of activities (during the lesson, the teacher organizes various types of cognitive activities of students).

The main advantages of the class-lesson system are its comparative cheapness and rather high quality of results in mass practice. Advantages are achieved through a clear organization of the educational process, ensuring its orderliness and relative ease of management, thanks to the systematic and consistent teaching, the constant interaction of students with the teacher and each other in the learning process. However, the class-lesson system, in comparison with individual learning, has a number of disadvantages, for example: the teacher is forced to focus mainly on the “average” student, and the student has to work in the lesson at the same pace for everyone. This circumstance caused numerous attempts to improve it (for example, at the end of the 19th - beginning of the 20th century, the Mannheim system of education, the Dalton plan, etc.) were created, which continue in our time.

Bell-Lancaster and Mannheim systems of education, Dalton-plan training have become quite widespread in the world, and by now, along with the class-lesson system, they have become the basis for the development of new systems for organizing the educational process.