Defining the Competence of Psychologists with a View to Public Accountability *

1997 ◽  
Vol 2 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Ype H. Poortinga ◽  
Ingrid Lunt
Keyword(s):  
Scientific Knowledge ◽  
Professional Training ◽  
Professional Competence ◽  
Codes Of Ethics ◽  
The Body ◽  
The European Union ◽  
Rigorous Evaluation ◽  
Judicial Proceedings ◽  
Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

scholarly journals PROFESSIONAL COMPETENCE AS A KEY FACTOR IN IMPROVING THE QUALITY OF ENGINEERING EDUCATION

2019 ◽  
Vol 3 ◽  
pp. 253
Author(s):  
Lesia Zbaravska ◽  
Olha Chaikovska ◽  
Hutsol Taras ◽  
Sergii Slobodian ◽  
Oleksandr Dumanskyi
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Practical Training ◽  
The European Union ◽  
Horizon 2020 ◽  
University Teachers ◽  
Depth Analysis ◽  
Key Factor ◽  
Physics Course

The integration of Ukraine into the European community is impossible without changes in the education sphere. The implementation of such projects of the European Union as "Horizon 2020” provides the collaboration between experts in Agriculture and Engineering. The results of the questionnaire conducted by “Agro Survey” agency showed the lack of student’s practical knowledge in Ukrainian Engineering and Agricultural universities. It is obvious that the quality of education in Ukrainian technical universities doesn't meet the requirements of the European labour market. Getting theoretical knowledge has no value until students can apply it for practical purposes. We suggest that a subject like Physics should be practice-oriented. If the Physics course at technical universities integrates theory with practice, students will be better prepared for their future career. The purpose of the study is to define the basic principles of professional competence as the key factor for improving the quality of future engineer’s training in the process of studying Physics. To select and interpret the factual material, concepts and theories the theoretical analysis of philosophical, psychological and pedagogical literature on research was used in the paper. The pedagogical experiment was carried out on the basis of 4 universities in different regions of Ukraine and involved 159 respondents (151 students and 8 university teachers). To determine the strategies for implementation of the profession-based tasks in Physics course we carried out specially designed questionnaires for students majoring in Agrarian Engineering and university teachers. One of the necessary conditions for future engineer training is professional orientation in studying. We suppose that to consider the relationship between a comprehensive Physics course and the disciplines of professional and practical training the in-depth analysis should be performed. First of all, it will help to determine Physics knowledge, abilities and skills that should be used in student’s further professional training. Second of all, it will enable the most effective use of engineering-based tasks in Physics classes. However, knowledge of basic Engineering and General Theoretical subjects is not applied by the students of Technical High School for a long-period of university study. The results of the survey have shown that studying major subjects at a later stage doesn’t motivate students to learn Natural Science and Engineering disciplines. We can conclude that profession-based tasks in Physics class contribute to the formation of a system of natural knowledge, practical skills and abilities. They stimulate the students’ cognitive interest in Physics as a science, help to better absorb material of other disciplines, develop creative abilities and influence the formation of persistent motifs for obtaining knowledge of professional disciplines.

scholarly journals Why Psychological and Pedagogical Examinations in Disputes Concerning Child-Rearing Do Not Meet the Needs of Justice

2020 ◽  
Vol 15 (1) ◽  
pp. 6-19 ◽  
Author(s):  
E. V. Vaske ◽  
F. S. Safuanov ◽  
T. N. Sekerazh
Keyword(s):  
Professional Training ◽  
Scientific Basis ◽  
Child Rearing ◽  
Specialized Knowledge ◽  
Forensic Expertise ◽  
Civil Proceedings ◽  
Judicial Proceedings ◽  
Judicial Authority ◽  
Psychological Knowledge ◽  
Expert Practice

Basing on the compilation of expert practice and the analysis of court practice reasons for the extensive increase psychological and pedagogical examinations assigned in civil proceedings in cases concerning child-rearing are addressed. The main associated issues are the lack of the own methodology for psychological and pedagogical examinations in the judicial proceedings; resolving questions by educational and education psychologists, which are out of the scope of their specialized knowledge and competence, including those falling within the purview of the court’s exclusive com­petence; giving unreasonable advice, which violates citizens’ rights; the lack of professional compe­tence necessary to conduct forensic expertise. It is found that opinions on the results of psychological and pedagogical examinations do not meet the requirements of the law, including on account of private educational psychologists’ insufficient professional training. It is shown that the inadequacy of law regarding professional and qualification requirements to experts allows courts to treat the verification of experts’ competence uncritically. As a result, an improper subject of forensic activity is introduced to the civil proceedings, which violates citizens’ rights to justice, undermines people’s trust in the institutions of forensic expertise and judicial authority.  Given the relevance of the issue, the grounds for application of specialized psychological knowledge in the form of forensic expertise in the civil disputes involving child-rearing are presented in the article, the scope of the necessary experts’ competences is outlined as well as the requirements to their specialized professional training, since forensic examinations must be conducted on a strictly scientific basis, objec­tively and comprehensively.  

scholarly journals Conceptual grounds for administering education process in modern world

2021 ◽  
Keyword(s):  
Human Capital ◽  
Lifelong Learning ◽  
Professional Training ◽  
Professional Competence ◽  
Modern Society ◽  
Human Potential ◽  
Modern World ◽  
The European Union ◽  
Basic Competencies ◽  
High Level

The article based on the analysis of the literature, identifies the general patterns of development of lifelong learning. The need for lifelong learning is considered; basic competencies that help in this, as well as the relevance of the choice and use of these competencies in modern society. It is investigated that in the conditions of European integration of Ukraine and innovative management under the influence of social and economic transformations requirements to the quality of professional training of future experts grow. Balanced management of the modernization of higher education and the market of educational services it provides will provide a strong, high level of personal and professional competence with strong, innovative knowledge, personal and professional competence, strong human potential. The key problems of post-industrial production, the technologies of which are constantly updated, have been identified, and many specialists are forced to retrain, change qualifications or the profession in general. Therefore, lifelong learning becomes relevant, which is the basis for the self-realization of each individual, a factor in the formation of powerful human capital, a determinant of the economic prosperity of Ukraine. The fundamental principles of lifelong learning are studied. The study analyses the methodological aspects of lifelong learning, which reveal the spatial approach (which allows you to analyse the interdependent continuous, subordinate socio-political and cultural processes); multilevel approach (which analyses the relationships and interactions of the reproduction of human capital at the micro-, meso, and macro levels, taking into account global, global, regional and local factors influencing the political, economic, socio-cultural trends of intellectual society). The expediency of applying the experience of the European Union countries and, in particular, Slovakia in Ukraine to increase the efficiency of lifelong education administration is substantiated.

EUROPEAN REQUIREMENTS FOR THE CULTURE OF THE LAWYER'S PERSONALITY

2017 ◽  
Author(s):  
Liudmyla Telizhenko ◽  
◽  
Maria Sira ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Professional Culture ◽  
Moral Rights ◽  
Professional Activity ◽  
Ethical Culture ◽  
Moral Norms ◽  
Training Experience ◽  
European Standards ◽  
Psychological Knowledge

The article is devoted to the analysis of the structure and value of the professional culture of the lawyer, taking into account European standards, in particular anthropocentrism, humanism and attitude to person as the highest value in the world. It is noted that it is part of the universal culture, without which it is impossible to form a high moral, comprehensively developed personality. In addition to knowledge of moral norms and values traditionally formed in European society, the lawyer impeccably must have a professional culture presented by many structural elements. Particular attention is paid to the analysis of the psychological and ethical culture of a lawyer as a basis for a given profession. The article proves that the psychological culture of the lawyer is manifested itself in the ability to use psychological knowledge and skills, in the understanding of socio-psychological public phenomena, in the knowledge of the psyche and the nature of the behavior of other people. The lawyer is also obliged to understand how psychological factors can affect his professional actions which are socially important. It is emphasized that a lawyer is necessary to work on self-improvement continuously in order to raise a professional and psychological level of its development. It is shown that the ethical culture of a lawyer involves the awareness of moral rights and responsibilities, the ability to adhere to them in professional activity. The lawyer is inherent in the level of internal conviction and is the basis for making all decisions and actions, especially those not regulated by law. It is concluded that the significance of the professional culture of a lawyer is defined by the specifics of the legal profession, the responsibility of the lawyer for the execution of the functions commissioned to him. The psychological and ethical culture of the lawyer is his professional competence, which allows the lawyer to understand his place among colleagues and in society. It reflects the level of its professional training, experience in the profession, as well as the expectation of society regarding the level of professionalism, responsibility, attitude towards man as the highest value.

scholarly journals Communicative component of professional competence of a musician-performer

2020 ◽  
Vol 26 (4) ◽  
pp. 38-43
Author(s):  
A. N. Aryutkina
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Musical Work ◽  
Present Stage ◽  
Common View ◽  
Managerial Competencies ◽  
Personal Property

At the present stage, musical and performing activity requires rethinking key concepts and identifying its new content. The article contains an analysis of modern professional training of a musician-performer at a university. Special attention is paid to the significance of interpretation in modern musical and performing activities. Long-term practice of concert performance creates a significant number of performing interpretations. A musician-performer must not only get acquainted and try to interpret the composer's text, but also try to understand this value content. The article offers an understanding of interpretation as a reinterpretation of the content of a work based on the artist's personal creative beliefs, which implies a different experience. This topic is also supplemented by the consideration of the act of joint activity of the participants in the performance, during which a common view of the ideas and images of a musical work is developed, as a result of which the audience's consciousness is transformed. This requires communicative competence. Thus, a musician-performer combines both communicative and interpretative abilities. The article considers the structure of professional competence of a musician-performer, taking into account the specifics of professional activity and based on the competence approach. The existing approaches to defining the essence of the concept of competence are analyzed. The structure of professional competence integrates musical and performing, interpretive, communicative, pedagogical, organizational and managerial competencies. Communicative competence is considered as a professionally significant personal property of a future musician-performer in the course of professional training at a university.

European Integration

2020 ◽  
Author(s):  
Johann P. Arnason
Keyword(s):  
European Integration ◽  
Eastern European ◽  
The European Union ◽  
Historical Processes ◽  
History Of ◽  
External Conditions ◽  
Eastern European Countries ◽  
Totalitarian Regimes ◽  
The Eu

Different understandings of European integration, its background and present problems are represented in this book, but they share an emphasis on historical processes, geopolitical dynamics and regional diversity. The introduction surveys approaches to the question of European continuities and discontinuities, before going on to an overview of chapters. The following three contributions deal with long-term perspectives, including the question of Europe as a civilisational entity, the civilisational crisis of the twentieth century, marked by wars and totalitarian regimes, and a comparison of the European Union with the Habsburg Empire, with particular emphasis on similar crisis symptoms. The next three chapters discuss various aspects and contexts of the present crisis. Reflections on the Brexit controversy throw light on a longer history of intra-Union rivalry, enduring disputes and changing external conditions. An analysis of efforts to strengthen the EU’s legal and constitutional framework, and of resistances to them, highlights the unfinished agenda of integration. A closer look at the much-disputed Islamic presence in Europe suggests that an interdependent radicalization of Islamism and the European extreme right is a major factor in current political developments. Three concluding chapters adopt specific regional perspectives. Central and Eastern European countries, especially Poland, are following a path that leads to conflicts with dominant orientations of the EU, but this also raises questions about Europe’s future. The record of Scandinavian policies in relation to Europe exemplifies more general problems faced by peripheral regions. Finally, growing dissonances and divergences within the EU may strengthen the case for Eurasian perspectives.

STUDIES IN THE SUPPOSED GOITROGENOUS EFFECT OF TAP WATER IN HELSINKI

1960 ◽  
Vol XXXIII (IV) ◽  
pp. 630-636
Author(s):  
F.-E. Krusius ◽  
P. Peltola
Keyword(s):  
Tap Water ◽  
Physiological Saline ◽  
Normal Weight ◽  
The Body ◽  
Iodine Uptake ◽  
Redistilled Water ◽  
Detectable Difference ◽  
Term Administration ◽  
Long Term Experiment

ABSTRACT The study reported here was performed in order to examine the tap water of Helsinki for its alleged goitrogenous effect. In a short-term, 24-hour experiment with rats, kept on an iodine-poor diet, we noticed no inhibition of the 4-hour 131I uptake, as compared with that of animals receiving physiological saline instead of tap water. Two similar groups of rats receiving 1 and 2 mg of mercazole in redistilled water showed a distinct blockage of the 4-hour uptake, which proved the effect of this substance. In a long-term experiment of 5 weeks' duration there was no detectable difference in the body weight, thyroid weight and the 4-hour 131I uptake when the rats receiving tap water or distilled water to which 0.45 per cent of sodium chloride was added were compared with each other. Replacement of tap water by a 10 mg per cent solution of mercazole in redistilled water enlarged the thyroid to double its normal weight and increased the 131I uptake to approximately five times that of the controls. Thus our experiments failed to demonstrate any goitrogenous effect in the tap water of Helsinki. Changes similar to those produced by a long-term administration of mercazole, i. e. an enlargement of the thyroid and an increased thyroidal iodine uptake, have been shown to be due to milk collected from goitrous areas. The observations here reported confirm the importance of milk in the genesis of the goitre endemia of Helsinki. Attention is further called to the fact that a thyroidal enlargement combined with an increased thyroidal iodine uptake cannot always be taken as a sign of iodine deficiency because similar changes may be produced by the administration of goitrogens.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan

2014 ◽  
Vol 4 (2) ◽  
pp. 84-89
Author(s):  
Inna Pododimenko
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Communication Technology ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Information Communication Technology ◽  
Information Communication ◽  
Quality Of Higher Education

Abstract The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested

Library and Museum Collections Digitization Projects in Finland

2009 ◽  
pp. 95-100
Author(s):  
Yulia S. Chechikova
Keyword(s):  
European Union ◽  
Cultural Heritage ◽  
European Countries ◽  
Museum Collections ◽  
The European Union ◽  
Scientific Heritage

Digitization of a national cultural and scientific heritage is one of the long-term strategic problems of the European countries’ governments. Member countries of the European Union make major efforts in providing access to their cultural heritage. In the article the process of an access provision is described for Finland.

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