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Autopsychological Competence Development Technologies

Plan

1. Acmeological technologies for the development of autopsychological competence.

2. The technological module for the development of autopsychological competence.

3. Typical structure of the development module.

4. Features of the behavior of the leader of the autopsychological training group.

5. The main stages of the training.

6. The preliminary stage is the stage of preparation of autopsychological training.

7. Formation of the training group

8. Organizational matters

9. The main stage of the training

Key words: autopsychological competence, technological module, typical structure of a developing module, acmeological technology of correctional developmental training.

- autopsychological competence is the willingness and ability of a person to purposeful mental work to change personality traits and behavioral characteristics.

- technological module - algorithm for the formation of autopsychological competence of the individual

- Typical structure of a developing module - directions of development of autopsychological competence

- Acmeological technology of correctional developmental training - a focused system of professional acmeological actions, focused on a comprehensive overcoming of students' problems, restoring their personality reserves and including them in a full-fledged development process with subsequent successful adaptation in a professional environment.



Acmeological technologies for the development of autopsychological competence



Acmeological technologies are developed within the framework of the model of the subject of acmeology, which reflects the transition from the real state, quality and level of development of the individual (and her professionalism) to the future ideal. This model includes an integral characteristic of the present state and potential of the individual, algorithms and methods for its development, the image of the future state, the expectation of control mechanisms and the functioning of feedbacks. Based on these provisions, acmeological technologies are defined as methods or methods of personal-professional development to the level of a professional. Acmeological technology of correctional developmental education is a focused system of professional acmeological actions, focused on a comprehensive overcoming of students' problems, restoring their personality reserves and including them in a full-fledged development process with subsequent successful adaptation in a professional environment.



Technological module for the development of autopsychological competence



The need to develop a universal technological module for the development of autopsychological competence is based on the following provisions:

1) autopsychological competence is metacompetence, participates in the development of other types of psychological competence (communicative, socio-perceptual, socio-psychological);

2) the formation of the general autopsychological ability of a person occurs as a result of the development and accumulation of specific autopsychological abilities (skills in the field of emotional self-regulation, self-management, self-motivation, etc.);

3) autopsychological competence develops in the process of formation of acmeological self-transforming activity; the conscious formation of this activity allows you to manage the process of self-development;

4) there is an algorithm for the formation of self-transforming activities.

The development and implementation of a technological module for the formation of autopsychological competence means the following: this module can be used as a basis for developmental trainings in various areas, which will necessarily ensure the effective formation of autopsychological competence.

The algorithm for the formation of autopsychological competence includes the sequential implementation of the stages: actualization of personal and professional problems; the formation of the subject of self-transforming activity; setting an indicative basis for self-transforming actions; the formation of the operational and technical component of self-transforming activities; transition from external materialized to internal psychological actions. Based on this algorithm, a typical structure of the technological module was developed.



Typical structure of a development module



The content of training during developmental trainings should be grouped in the following main areas:

1) Formation of the subject of self-development: debugging the process of motivation and goal-setting: elaboration of goals of self-development (clarification, clarification, description of signs of achievement), specification of tasks, semantic justification of goals, planning; actualization of self-identification processes; achieving positive self-perception;

2) Increase in autosensitivity: lowering thresholds of sensitivity (absolute and differential) to one's own mental processes and emotional states, value-semantic shades, characterological manifestations, life-meaning orientations;

3) Increasing instrumental flexibility in the developed field: softening habitual stereotypical behavior scenarios, expanding the range of ready-made ideas and available techniques - an arsenal of actively used means of self-development;

4) Training in the management of mental states in the developed field: fixing states of randomness-involuntary behavior in the developed field, the formation of skills of voluntary control due to the initial exteriorization of the formed action and its further internalization into the internal plan;

5) Strengthening the overall personal potential on the basis of the developed skill: strengthening the "personal strength", centering the self as a control center for self-development, designating the prospects for further personal growth.



Features of the behavior of the leader of an autopsychological training group



The head of the APT group (leader, facilitator) can be a specialist in acmeology, developmental psychology, personality psychology, who participated in an autopsychological training as a participant and underwent appropriate targeted training.
The host is responsible for the development of the psychological climate in the group, guides the processes of group dynamics, provides each participant with equal opportunities to participate in the training. He avoids authoritarian methods of management, suppressing the initiative of participants, as far as possible he takes part in exercises, leads the group as if from the inside. The main task of the leader is to create situations that encourage participants to actively engage in self-development. However, this does not mean that the leader allows the development of events in the group to drift. He constantly monitors that the group or individual participants do not move away from the exercises, monitors the actions and statements of the group members, their mood and well-being. The leader must ensure the inclusion of each participant in the group. “Inclusion” means that each participant exhibits internal and external activity, ensuring the achievement of positive results. It is achieved by creating a corresponding motivation for each group member (the success of the training depends entirely on the presence of self-motivation). If during the lessons the participant does not have confidence in the proposed situations and exercises, or if the classes only satisfy his curiosity, the person remains a passive observer and does not receive the expected benefits from the training.

The successful performance of the functions of the facilitator is facilitated by the simultaneous combination of roles - the participant and the facilitator, as well as the ability

- to be oneself (nothing contributes to the development of the group process as a sincere expression by the host of their emotions, their attitude to the situation).

- accept the group as it is, the ability to trust the group process, treat the process that seems successful and the one that is impossible to say the same.

- maintain composure in various unexpected situations.

- empathic listening and understanding.



The main stages of the training



Carrying out autopsychological training (regardless of specific goals, tasks of the contingent) necessarily includes three main stages.

- training;

- conducting a cycle of classes;

- analysis and assessment of the training experience and its effectiveness.

Let us dwell on each of them.



Preliminary stage - preparation stage for autopsychological training



At this stage, it is necessary to draw up a training program taking into account the order (which is subject to improvement) and the specifics of the professional activities of the alleged participants in the training. According to the goal of the program of autopsychological training can be divided into two classes:

- Specialized training;

- Universal training.

The first is aimed at developing skills in a certain area of ​​self-development (for example, increasing stress resistance, tolerance to uncertainty and extremeness, managing a temporary resource, etc.).

The second involves the formation of basic skills of self-government: in the emotional sphere - the removal of muscle and mental tension, training in skills of positive self-acceptance, etc .; in the cognitive sphere - teaching methods of improving memory, concentration, attention, flexibility of thinking, creativity, speech flexibility, etc .; in the motivational-semantic sphere - teaching methods of awareness and formulation of goals, increasing the motivation of the goal, personal flexibility, etc.



Formation of a training group



The group is formed according to the principles of:

- heterogeneity: different sex, age, degree of acquaintance;

- problems (for specialized training): the selection of participants in a specialized group is carried out on the basis of preliminary testing and individual interviews during which the presence of a specific personal and professional problem and the desire to correct it are confirmed (ignorance of career growth technologies, low self-esteem, inability to work in a time-constrained environment and etc.).

- The total number of group members should not exceed 12 people.

- The facilitator should not allow people into the training group whose character traits could adversely affect other participants (neuroticism, isolation, irritability, hysteria, etc.).

- Each participant must agree to work in the training group.



Organizational matters



The group study cycle is designed for 10 - 20 academic hours, the average duration of each lesson is 3.5 - 4 hours. Between classes, short breaks are preferred (1 to 2 days).



The main stage of the training

Group work cycle

This stage involves

- implementation and further specification of the program;

- analysis of each lesson, a short record;

- designing hypotheses regarding the training participants, checking them with the "reality of the group", the primary processing of data obtained during the diagnostic methods in the group;

- the construction of appropriate strategies and tactics in relation to the group and its individual members.

The use of various methods of autopsychological training depends primarily on the objectives of the training. However, to create an atmosphere of trust, openness, and a mood for self-development in the training group (regardless of its goals and focus), it is necessary to conduct the first typical lesson (2 hours).

Summary

Acmeological technologies are defined as methods or methods of personal and professional development to the level of a professional.

The development and implementation of a technological module for the formation of autopsychological competence means the following: this module can be used as a basis for developmental trainings in various areas, which will necessarily ensure the effective formation of autopsychological competence.

The typical structure of a developing module includes the following directions: formation of a subject of self-development; increase in autosensitivity; increasing instrumental flexibility in the developed field; training in managing mental conditions in a developing field; strengthening the general personal potential on the basis of the developed skill.
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Autopsychological Competence Development Technologies

  1. Autopsychological Competence Development Technologies
    Plan 1. Acmeological technologies for the development of autopsychological competence. 2. The technological module for the development of autopsychological competence. 3. The typical structure of the development module. 4. Features of the behavior of the leader of the autopsychological training group. 5. The main stages of the training. 6. Preliminary stage - the stage of preparation of autopsychological training.
  2. Acmeological technologies for the development of autopsychological competence
    Acmeological technologies are developed within the framework of the model of the subject of acmeology, which reflects the transition from the real state, quality and level of development of the individual (and her professionalism) to the future ideal. This model includes an integral characteristic of the present state and potential of the individual, algorithms and methods of its development, the image of the future state, expectations of control mechanisms and
  3. Acmeological technologies for the productive development of autopsychological competence of civil servants
    Acmeological technologies are developed within the framework of the model of the subject of acmeology, which reflects the transition from the real state, quality and level of development of the individual (and her professionalism) to the future ideal. This model includes an integral characteristic of the present state and potential of the individual, algorithms and methods of its development, the image of the future state, expectations of control mechanisms and
  4. Technological module for the development of autopsychological competence
    The need to develop a universal technological module for the development of autopsychological competence is based on the following provisions: 1) autopsychological competence is metacompetence, participates in the development of other types of psychological competence (communicative, socio-perceptual, socio-psychological); 2) the formation of a common autopsychological
  5. Algorithm for the productive development of autopsychological competence of civil servants
    In the system of acmeological concepts, an algorithm denotes a sequence of stages, stages in the development of the quality being studied or an individual personality parameter. The algorithm ensures optimal results at various stages of development. Optimization algorithms are studied: the development of mental processes, conditions, types of professional activity (for example, managerial activity,
  6. REGULARITIES OF DEVELOPMENT OF AUTOPSYCHOLOGICAL COMPETENCE OF STAFF
    The development of autopsychological competence should follow the algorithms and patterns of human mental development: general, special and individual. The general laws of self-development reflect the universal universal laws of mental development, the particular ones reflect the specific (gender and age, social, national), the individual ones - the laws of development of a particular person, or
  7. Cognitive patterns of development of autopsychological competence
    In a series of experimental studies conducted by us together with V.V. Shadrina, we studied the interdependence of indicators of autopsychological competence in the cognitive sphere and the effectiveness of professional activity. It was revealed that the development of the cognitive abilities of leaders (various processes and mechanisms of thinking, memory, attention) of the civil service increases their autopsychological
  8. Development of conceptual ideas on the issue of autopsychological competence
    The logical and historical analysis of the development of the problem of autopsychological competence made it possible to reconstruct the main stages and directions of scientific research in this area (see Scheme 2). The first stage in the genesis of the problem of autopsychological competence of an individual is its initial formulation in the context of studying the processes of the subject and personality, self-regulation (self-management),
  9. Acmeological patterns of development of autopsychological competence
    Acmeological patterns of AK development include: differential-typological, socio-psychological, socio-perceptual, psychological and organizational-psychological patterns of development of autopsychological competence of a civil servant. During the expert work of civil servants in training groups on indicative schemes and the study of the comparative characteristics of autopsychological
  10. The interdependence between the development of autopsychological competence and the development of subjectivity, as a person’s ability to self-development
    The most general pattern of AK development reflects its influence and relationship with the development of the subject as the creator of his own activity. This relationship is expressed in the fact that, acting as the subject of the development of the experience of one’s own activity, a person improves and develops his autopsychological competence. On the other hand, AK is a necessary tool and mechanism for the formation of subjectivity.
  11. Acmeological system for the development of autopsychological competence of civil servants
    As a theoretical analysis of the problem showed, the autopsychological competence of a civil servant is a complex, multidimensional phenomenon. Its development is determined by a combination of external and internal determinants and ultimately depends on their combined implementation. The acmeological system of AK development should ensure the continuity of the AK development process, its effectiveness and
  12. Justification of the technological module for the development of autopsychological competence of civil servants
    The findings of theoretical and experimental studies indicate the need to develop a universal technological module for the development of autopsychological competence of civil servants. Modular training programs are seen today as a management development tool. Management development in contrast to management education is based on problems close to
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