home
about the project
Medical news
For authors
Licensed books on medicine
Next >>

INTRODUCTION

Today, one of the most sought-after professions is the profession of a psychologist. Currently, more than 150 universities in the country are training relevant specialists. The existing experience of their preparation in higher education convincingly proves that the image of the future graduate profession should be the same object of formation as professional knowledge, skills, and ways of thinking. In connection with this state educational standard, it is envisaged to study in universities a special educational discipline - "Introduction to the profession."

The purposeful formation of understanding by future specialists of the value priorities of professional activity largely contributes to their achievement of professional independence based on a meaningful and interested attitude to the results of their work. The increased attention to the problem of independent and effective functioning of man in the conditions of military activity is also characteristic of the current stage of development of the Armed Forces of Russia. Strengthening the moral and psychological state and psychological stability of personnel, increasing their readiness and ability to perform tasks in any situation are carried out within the framework of the general strategic line of the state for the professionalization of army structures. Ensuring the professionalization of military personnel, in turn, implies the need for scientifically based psychological support for this process.

One of the directions in the implementation of this requirement is the introduction of psychologist positions in the troops, carried out as part of the reorganization of the entire system of education and training of personnel since the beginning of the 1990s. At present, certain experience in the work of psychologists has been accumulated; the search for optimal ways and methods for their selection, preparation and use continues. A positive step is the process of gradual registration of the main structural units of the psychological service, which creates the possibility of expanding the professional interaction of both psychologists themselves and their professional support.

At the same time, the process of psychologists entering a new position and fulfilling their professional duties is actually quite complicated, and sometimes ineffective. As studies of the professional development of psychologists show, the effectiveness of this process depends on a number of conditions and factors that make up the social situation of professional development.

The success of professional formation and the fulfillment of functional duties is largely determined by the degree to which the psychologist is included in such a structure of professional and active relations and relationships, the interaction with the subjects of which at each of the stages of formation contributes to the formation of his very ability to be a full-fledged subject of various types of professional activity. This (integral) ability to be a subject of activity, or the professional subjectivity of a specialist, is associated primarily with his ability to independently set goals and regulate professional activities on the basis of internal criteria of effectiveness and expediency, planning and implementation of professional self-development.

At the same time, the lack of a clear idea of ​​the specifics of the psychologist’s professional activity among officials, the insufficient conformity of organizational structures to the needs of their professional growth, make it difficult to develop an optimal model for the psychologist’s functioning in the system of professional-activity and service interaction with other subjects of psychological work. In addition, the vagueness, and in some cases the lack of clear criteria for assessing the professionalism of the psychologist and the subject line of his activities with the activities of other specialists, complicates the processes of his professional identification and self-determination, which serve as a necessary basis for the professional development of the psychologist.

The need to comprehensively ensure the conditions for the purposeful formation and development of professional subjectivity of a specialist is also due to the very nature of the profession of psychologist. His activity is very specific by the nature of the conjugation of psychological, ethical, legal and other aspects of the information used, which is related to its main subject - the mental reality of people. In this regard, an important task is the formation by psychologists of an adequate understanding of the need, possibility and measure of their professional intervention in the personal life of another person. The solution of this problem only within the framework of the formation of professionalism and professional competence seems to be not quite sufficient.

Mastering the socially determined standards of the profession is a necessary but not sufficient condition for achieving truly independent, creative and proactive implementation of professional activities. The fact is that professionalism always involves a certain limitation of the development of the personality of a psychologist in the range of tasks that are solved in the process of a particular type of activity. At the same time, in his professional practice, situations are quite frequent that require a transition from role-based relations to personal-semantic ones. Most often this happens when a problem-conflict situation arises before the psychologist, which cannot be overcome with the help of previously learned stereotypes of social behavior. In this case, he is required to be able to navigate in a complex system of values ​​and meaning-forming motives. It is in such a situation of free choice that the personality of the psychologist is particularly vividly manifested as a subject of activity.

In this regard, the period coinciding with the beginning of independent activity after graduation, when the type and nature of its interaction with other subjects, is significant, is indicative.
The relatively structured (in terms of the purposeful and controlled nature of mastering the standards of the profession) educational environment of the university is replaced by a situation in which the number of acts of independent functional self-determination of a psychologist increases sharply, associated with problematic situations in his work. In the face of a shortage of the psychologist’s external prolonged professional orientation in the norms of the profession, the requirements for his personal and professional potential, the ability on the basis of in-depth self-knowledge, correlation of his personal qualities with the requirements of the humanistic paradigm, to provide an adequate choice of the method and measure of professional intervention in the life of another person increase.

Thus, given the current requirements for the level of professionalism of military personnel, the formation of future specialists with an adequate idea of ​​the content and characteristics of the chosen profession is a prerequisite for their successful professional development. An important role in solving this problem belongs to the course "Introduction to the profession."

In its theoretical foundations, this course goes back to the psychology of labor, profession, didactics of higher education. One of the first books on professional development - “Guidance on the choice of profession” - was published in France in 1849. Further scientific research in this area contributed to the development of activities aimed at building a typology of professions, clarifying the requirements of each of them for professionally important qualities of a person, and assisting in the selection of a particular specialty. Currently, the following areas are distinguished in the study of specialist professionalization.

In line with the first direction, the problems of the development of man as a subject of activity are investigated: the age-related patterns of human formation are studied; the role of abilities, interests, psychological and physiological characteristics of a person in the process of choosing a profession and mastering a specialty in a university; ways and means of forming informational formations, motivation, skills and abilities, individual style of activity, problems of professional self-determination.

The second direction combines psychological research that reveals the objective side of specific professions and specialties: their typology, content and structure, role in the life of society; requirements for specialists, success criteria for their activities.

The third area is the study of the conditions that accompany the process of professionalization, the study of the problems of a specialist entering the professional environment and the professional community; factors affecting the success of professional activities and contributing to the effectiveness of social forms of regulation of the process of professionalization of a specialist.

The need for a comprehensive analysis of these problems led to the structure of this training course, which involves the study of three main sections:

Section I. Psychology as a science.

Section II. Psychology as a professional activity.

Section III. Psychology of mastering the professional activities of a psychologist.

Psychology appears to students as scientific knowledge created and developed by the forces of scientific researchers, and as a specific field of activity of practical psychologists. In this regard, the discipline "Introduction to the profession" is designed to familiarize cadets with the content and specifics of their chosen professional activities.

In the course of mastering the course, in addition to acquaintance with psychology as a system of scientific knowledge and practical methods of its use, the cadet must be aware of: 1) the ways and means of entering this system as an active subject; 2) ways and means of "penetration" of this system into each specialist. The goal of such a psychology entry for cadets is to learn to turn the impersonal knowledge of academic disciplines into personally significant factors of their formation as a subject of activity.

As a result of studying the discipline "Introduction to the profession", students should:

a) have an idea:

- about the main stages and patterns of development of professionalism of a psychologist;

- On the content of professional requirements for the personality of the psychologist.

b) know:

- subject, methods and main categories of psychological science;

- leading principles, forms, means and methods of activity of practical psychologists;

- The basic requirements for the process of training psychologists at a university;

- the functions of psychology and the scope of application of psychological knowledge in various fields of life;

- key tasks and functional purpose of military psychologists;

c) be able to:

- practically use the knowledge gained in psychology in the context of educational activities, organize their educational activities taking into account psychological patterns;

- use the basic methods of self-diagnosis of professionalism and its dynamics in the learning process;

- own techniques for assessing the level of development of their abilities;

- use psychological literature, materials of specific psychological research.

Teaching of the discipline is carried out in close interconnection with general professional disciplines. At the same time, the role of psychological knowledge in the implementation of future activities and in the educational process is revealed. In order for cadets to fully understand the specifics and methods of psychological work, in the course of studying the discipline it is planned to attract specialists from among military psychologists, representatives of the psychological service of the Armed Forces of the Russian Federation.

The authors hope that the presented manual will be a tangible help for students in the practical development of their future professional activities.
Next >>
= Skip to textbook content =

INTRODUCTION

  1. Abstract. Methods of drug administration, 2010
    Subcutaneous administration Intramuscular administration Intravenous administration Intraosseous administration Intraperitoneal administration Intrathoracic and intrapulmonary administration of drugs Autohemotherapy Bloodletting Intratracheal administration Scarring and drug administration
  2. Administration Methods
    AEROSOL INHALATION Endobronchial administration usually results in a high local concentration of the drug without systemic side effects. Examples are bronchodilator P-agonists, inhaled corticosteroids, and pentamidine. However, some inhaled solutions reaching the lung parenchyma are quickly absorbed by the large surface of the capillary bed (e.g.
  3. Intratracheal administration
    In clinical practice for lung diseases, medicinal substances are administered intratracheally using a probe. Before administration, the probe is disinfected and lubricated with petroleum jelly. For large animals, the probe is inserted through the nasal cavity to the pharynx and in between the swallowing movements it is further advanced. With the correct insertion of the probe into the trachea, the animal develops a cough that soon disappears. To
  4. INTRODUCTION
    The International Statistical Classification of Diseases (ICD) is the main tool for statistical development of information on public health and the activities of health facilities. It provides methodological unity and comparability of the results of a study of the incidence of the population, causes of death, and reasons for contacting medical institutions, both within the country and between countries.
  5. INTRODUCTION OF FEEDING
    The timely introduction of correctly selected foods for complementary foods contributes to improving health, improving nutritional status and physical development of infants and young children during the period of accelerated growth, and therefore should be the focus of the health system. Throughout the period of complementary feeding, breast milk should remain the main type of milk,
  6. Intradermal vaccine
    The intradermal administration of the vaccine for therapeutic purposes is used by cadets in the treatment of patients with toxoplasmosis or brucellosis. In the treatment room of the treatment department, the cadet should independently administer toxoplasmin toxoplasmosis patients intradermally under the supervision of a teacher (intern). Previously, he makes dilutions of the vaccine 10, 100, 1000, 10 000 times and produces a titration test for
  7. Introduction
    Iron deficiency is one of the most common malnutrition in the world and, according to experts, affects more than three billion people. In terms of severity, it ranges from depletion of iron reserves, which does not cause any decrease in physiological activity, to iron deficiency anemia and can affect the mental development and development of motor skills. Special
  8. INTRODUCTION AND REMOVAL OF IUDS.
    Since the methods of administration for different types of IUDs are different from each other, you should get acquainted each time and follow the instructions for the technique of introducing IUDs. The following IUD instructions apply to all types of intrauterine devices. 1. Explain to the patient what the procedure for administering the IUD is. 2. Conduct a thorough gynecological (bimanual) examination for
  9. Routes of administration of drugs
    The choice of the route of administration of drugs depends on the severity of the patient’s condition, the necessary duration of their continuous administration, the nature of the disease, the age of the patient and the manual capabilities of medical personnel. According to the speed of reaching a peak concentration of drugs in the bloodstream, the following routes of drug administration are distinguished: ¦ intra-arterial; ¦ intravenous; ¦ intratracheal; ¦ sublingual (in
  10. I. INTRODUCTION
    Before the introduction of aseptic and antiseptic methods, postoperative mortality reached 80%: patients died from purulent, putrefactive and gangrenous processes. The nature of rotting and fermentation, discovered in 1863 by Louis Pasteur, became an incentive for the development of microbiology and practical surgery, and it has been argued that microorganisms are also the cause of many wound complications. In this essay will be
  11. Intraosseous injections
    They are shown in the following cases: in the presence of injured large veins, intoxication, disorders of the gastrointestinal tract; small animals - with a small diameter of veins; with prolonged drip infusions; in shock, when the veins are in a collapsed state; pigs - if intravenous infusion is difficult. For intraosseous injections, strong needles are used. In the olives of these needles
  12. Introduction
    I would advise you to skip this introduction - it is much more complicated than other sections and can create a misconception about the book. I decided to include it in order to show some readers why our traditional way of thinking is wonderful, but still inadequate. The rear wheels of the car can be excellent, but they themselves are inferior. Having developed one aspect of thinking, we are proud of it and
  13. Subcutaneous administration
    In the treatment of animals, parenteral administration of liquid dosage forms into the body is widely used, that is, bypassing the digestive canal. For these purposes, injection needles, syringes, special devices, various devices are used, strictly observing the rules of asepsis and antiseptics. At the place chosen for the injection, the hair is cut off, the skin is cleaned with alcohol or twice moistened with alcohol
  14. Intraperitoneal administration
    Solutions of medicinal mixtures for calves up to 3 days are injected into the area of ​​the hungry fossa on both sides, from 3-5 days - only on the right side. The injection site is in the middle of the line connecting the ileal tubercle with the last rib, 6-8 cm below the transverse processes of the lumbar vertebrae, depending on the age and size of the calf. The injection site is cut and treated with tincture of iodine. For
  15. INTRODUCTION
    Relevance. The concepts of “personality orientation”, introduced into scientific use by C. L. Rubinstein, was developed, first of all, in distinguishing various types of orientation. In particular, in the psychological literature personal, collectivist, business (B. Bass, V. Smekal and M. Kucher, M.S. Neymark), humanistic, selfish, depressive, suicidal (D. I.
  16. Introduction
    In strengthening health, increasing efficiency and preventing colds, hardening is a good help. It is important to begin hardening of the body in childhood, when thermoregulation is in the process of formation, and mechanisms of immunobiological protection develop. For complete hardening, it is necessary to use a set of hardening procedures, observing the principles
  17. INTRODUCTION
    The training course “Age Psychology” has been introduced into the curricula of all faculties of pedagogical universities in connection with the transition to multi-level student education, with the new requirements of the State standard of higher professional education in the framework of advanced training and retraining of practical workers in faculties of advanced training of educational workers. In the study guide
  18. Introduction
    At present, the regulatory and methodological base for the protection of atmospheric air continues to develop on the basis of the research and methodological activities of the Research Institute of Atmosphere on the justification and development of methodological aspects of the protection of atmospheric air. This applies to a wide range of issues: inventory procedures for emissions of harmful substances into the air using both
Medical portal "MedguideBook" © 2014-2019
info@medicine-guidebook.com