Development of professional culture in the activities of future teachers and psychologists

The formation of professional culture of an individual is one of the most important conditions for changing the system of training qualified educational psychologists. This article aims at studying the main prerequisites for effective building of professional culture of young specialists in the field of educational psychology.The research collected data from previous researches and analyzed them using content analysis. The analysis show that future specialists’ positive motivation to work is one of the key aspects that contribute to successful development of his/her competence and professional culture. The higher educational institution is an important factor for the formation of a new value system and should use its educational potential to form the proper attitude of future educational psychologists to the future professional activity. Keywords: competence practical psychology; professional activity; student’s preparedness; teacher-psychologist; professional development.

Emotional Intelligence as a Factor Influencing Coping Strategies in Novice Educational Psychologists

В статье рассматриваются проблемные вопросы развития эмоционального интеллекта и стиля совладания с трудностями у будущих психологов сферы образования при обучении по направлениям бакалавриата и магистратуры и зависимости выбираемых ими стратегий копинга от уровня развития эмоционального интеллекта. Цель исследования — определить силу, направленность и содержание влияния эмоционального интеллекта на стратегии совладающего поведения у будущих психологов сферы образования с учетом этапов их профессионального обучения. Методы исследования: теоретический анализ научной литературы, методы сбора эмпирических данных и математико-статистической обработки данных (критерий сравнения U Манна — Уитни, дисперсионный факторный анализ). Приведены результаты эмпирического исследования эмоционального интеллекта и стратегий совладающего поведения у студентов-психологов на начальном и итоговом этапах бакалавриата и на этапе обучения в магистратуре. Представлены выявленные различия уровня развития эмоционального интеллекта и доминирующих стратегий совладания у будущих специалистов-психологов на разных этапах и ступенях обучения. Проведен анализ влияния уровня развития компонентов эмоционального интеллекта на стратегии копинга будущих психологов. Результаты исследования углубляют научные знания об эмоциональном интеллекте, а также факторах и механизмах совладающего поведения у будущих психологов сферы образования; о различиях эмоционального интеллекта и стратегий совладающего поведения у студентов-психологов первого и выпускного курсов бакалавриата и магистрантов; о силе, содержании и направленности влияния эмоционального интеллекта на выбор студентами-психологами стратегий совладания с учетом ступени профессионального образования. Полученные результаты могут представлять интерес для специалистов сферы непрерывного профессионального образования и использоваться в процессе сопровождения будущих психологов и других специалистов сферы образования. The article treats the development of emotional intelligence and coping strategies in novice educational psychologists (bachelor and master degree programs). It also investigates the correlation between coping strategies used by students and their emotional intelligence. The aim of the research is to investigate the degree to which novice educational psychologists’ emotional intelligence can influence their choice of coping strategies at various stages of their education. Methods of research: theoretical research analysis, empirical data collection, mathematical methods for statistical data processing (Mann-Whitney-U test, dispersion factorial analysis). The article analyzes empirical data pertaining to emotional intelligence and coping strategies used by novice educational psychologists at different stages of their education (bachelor and master degree programs). It singles out various levels of emotional intelligence development and prevailing coping strategies used by novice educational psychologists at different stages of their education The article investigates the correlation between novice educational psychologists’ coping strategies and the degree of their emotional intelligence development. The research serves to enhance scholars’ knowledge of emotional intelligence and the factors and mechanisms pertaining to novice educational psychologists’ coping strategies. It also serves to enhance scholars’ knowledge about the differences in emotional intelligence and coping strategies in novice educational psychologists (first year students and graduates of bachelor and master degree programs). It also serves to enhance scholars’ knowledge of the correlation between coping strategies used by students and their emotional intelligence. The obtained results can be used in lifelong learning programs and will be helpful to novice educational psychologists and educators.

Dynamic Correlates of Novice Educational Psychologists’ Vitality as aSupra-professional Competency

На наш взгляд, важной надпрофессиональной компетенцией педагога-психолога является жизнеспособность, под которой понимается совокупность способностей и свойств личности, обеспечивающих управление своими личностными, профессиональными и социальными ресурсами для успешной адаптации, самореализации и саморазвития, а также преодоления трудных ситуаций во всех сферах профессиональной и личной жизни. Актуальность исследования определяется отсутствием в психолого-педагогической науке теоретической и эмпирической основ для осуществления индивидуального подхода в развитии жизнеспособности педагогов-психологов на этапе их профессиональной подготовки. Становление жизнеспособности личности детерминируется в том числе психодинамическими особенностями человека, что диктует необходимость учета свойств темперамента при организации процесса ее развития у будущих педагогов-психологов. Цель исследования заключалась в выявлении психодинамических коррелятов жизнеспособности будущих педагогов-психологов. Гипотеза состояла в предположении о том, что показатели жизнеспособности будущих педагогов-психологов связаны с их формально-динамическими свойствами. В исследовании были использованы опросник структуры темперамента, ОСТ-150/STQ (В. М. Русалов), опросник «Жизнеспособность личности» (А. А. Нестерова), опросник «Жизнеспособность взрослого человека» (А. В. Махнач). В статье представлены выявленные эмпирическим путем особенности жизнеспособности и темперамента будущих педагогов-психологов, а также положительные связи между интеллектуальной эргичностью, психомоторной пластичностью и скоростью, коммуникативной скоростью и показателями жизнеспособности, отрицательные корреляции между коммуникативной пластичностью и эмоциональностью с некоторыми показателями жизнеспособности будущих педагогов-психологов. Обращено внимание на необходимость дополнительных исследований потенциала высшего психолого-педагогического образования для развития жизнеспособности студентов, имеющих низкий уровень психомоторной и интеллектуальной активности при высокой коммуникативной пластичности и эмоциональности. The author of the article believes that educational psychologists’ supra-professional competencies include vitality, which is a combination of various abilities that enable one to manage one’s personal, professional and social resources for efficient adaptation, self-fulfilment and self-development as well as to enable one to successfully overcome challenges in professional and personal life. The relevance of the research is accounted for by the fact that psychology and pedagogy lack theoretical and empirical foundation for the individualized development of novice educational psychologists’ vitality during their studies. The development of one’s vitality is determined by one’s psychodynamic peculiarities. Therefore, to develop novice educational psychologists’ vitality, it is necessary to take into consideration their temperament. The aim of the research is to investigate psychodynamic correlates of novice educational psychologists’ vitality. The hypothesis of the research consists in an assumption that novice educational psychologists’ vitality indicators are related with their dynamic correlates. The research uses the Structure of Temperament Questionnaire (V. M. Rusalov), Subjective Vitality Questionnaire (A. A. Nesterva), Adults’ Subjective Vitality Questionnaire (A. V. Makhnach). The article presents empirically discovered peculiarities of novice educational psychologists’ vitality and temperament. It shows a positive correlation between intellectual ergicity, psychomotor speed and plasticity, communicative speed and vitality. It also shows a negative correlation between communicative plasticity and vitality in novice educational psychologists. The author underlines that in order to promote vitality development in students with feeble psychomotor and intellectual activities, but good communicative plasticity and emotionality, it is necessary to further investigate the potential of higher psychological and pedagogical education.

Diagnosis and assessment

The first step in the treatment of ADHD is making the correct diagnosis. Only when it is known that a child has ADHD and that all other possible causes of child’s problems have been excluded, can a proper treatment programme be devised. The best person to make the diagnosis is a specialist paediatrician with an interest and expertise in developmental and learning difficulties in children. Educational psychologists also play a vital role in the process by which ADHD is diagnosed. This chapter outlines diagnosis and assessment of ADHD, including the history, examination, psychometric testing (intelligence, academic achievement, other abilities), special investigations, and formulation of a management plan.

Study of the Motivation of Future Educational Psychologists in the Context of Their Professional Training in Higher Educational Institutions

The work presents the psychological diagnostics of the motivation of students enrolled in bachelor’s and master’s programs. To identify the motivation of future educational psychologists, the appropriate methods were used to diagnose the motivation of students. As a result of the study, the most significant and least significant motives of students in educational activities according to various training programs were established. Also, the features of educational motivation of students were revealed.

PROBLEMS OF PROFESSIONAL TRAINING OF INFORMATICS FUTURE TEACHERS IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION

The article is devoted to the formation of diagnostic competence of future teacherspsychologists. Some aspects of the prerequisites for the formation of diagnostic competence are considered. Diagnostic competence is characterized as a new environment of human life and a factor of social change. The concepts related to diagnostic competence are analyzed on the basis of the analysis of scientific research of foreign, Russian and domestic scientists. Of particular importance in the education system is the issue of studying the experience of implementing the diagnostic competence of future educational psychologists . The article analyzes the main theoretical approaches in scientific research on the issues of diagnostic competence of future educational psychologists in the context of cultural and national values. An excursion into the history of the problems of diagnostic competence of future educational psychologists was conducted . Based on the analysis of scientific studies of Russian and domestic scientists, it was decided to determine the main methodological approaches to the diagnostic competence of future educational psychologists. When considering this issue, it is necessary to pay special attention to the historical, cultural and spiritual values of the ethnic group, along with modern socio-cultural realities. There is an urgent need for an interdisciplinary study of the problems of diagnostic competence of future educational psychologists

From Old School to Open Science: The Implications of New Research Norms for Educational Psychology and Beyond

Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly. Our introductory article contextualizes the special issue’s goals by: overviewing the historical context that led to open science norms (particularly in medicine and psychology); providing a conceptual map to illustrate the interrelationships between various old school as well as open science practices; and then describing educational psychologists’ opportunity to benefit from and contribute to the translation of these norms to novel research contexts. We conclude by previewing the articles in the special issue.