PECULIARITIES OF THE ORGANIZATION OF REFLECTION AMONG PSYCHOLOGISTS OF GENERAL SECONDARY EDUCATION INSTITUTIONS

Мета статті полягає у висвітленні особливостей організації рефлексії в психологів закладів загальної середньої освіти. Методи. Аналіз середніх даних і кореляція між шкалами 3 методик дослідження рефлексії: 1) тест Д.О. Леонтьєва «Диференційний тип рефлексії»; 2) методика діагностики рівня рефлексив-ності А.В. Карпова, В.В. Пономарьової; 3) методика вивчення вираженості та спрямованості рефлексії Е.М. Гранта. У результаті дослідження з’ясовано, що в психологів закладів загальної освіти рефлексія розвинена на середньому й вище за середній рівні. Але аналіз середніх даних за шкалами методик показав, що продуктивні форми рефлексії в шкільних психологів потребують додаткового розвитку. Виявлено, що системна рефлексія як найбільш адаптивна форма самодетермінації проявлена на середньому рівні в 74% досліджуваних. Тобто більшість фахівців мають середньостатистичний рівень розвитку ознаки, а не високий, як того потребує професіограма практичного психолога. 76% середніх даних за шкалою інтроспекції говорять про доволі високу схильність фахівців до «самокопання». Шкала «квазірефлексії» показала, що 58% респондентів фокусують рефлексивну увагу за межами акту-альної ситуації.Виявлено перевагу схильності шкільних психологів спрямовувати рефлексивну увагу на спілкування та взаємодію, перспективну й ретроспективну оцінку, а не на актуальну діяльність. Ауторефлексія як здатність до самосприйняття й аналізу змісту власної психіки розвинена на високому рівні, а соціорефлексія як здатність розуміти психіку інших людей має середньостатистичний рівень. Більшість шкал використаних методик мають кореляційний взаємозв’язок.Висновки. Розвиток рефлексії в шкільних психологів знаходиться на середньостатистичному рівні та потребує психокорекційної роботи для покращення цієї професійно важливої якості. Ключові слова: професіогенез психолога, системна рефлексія, інтроспекція, квазірефлексія, ретро-спективна рефлексія, проспективна рефлексія, соціорефлексія, ауторефлексія. The purpose of the article is to highlight the features of the organization of reflection among the psychologists of general secondary education.Methods. Analysis of average data and correlation between scales of 3 methods of reflection research: 1) D. Leontiev's test “Differential type of reflection”; 2) “Methods of diagnosing the level of reflexivity” Karpova-Ponomareva; 3) “Methods of studying the severity and direction of reflection” A.Grant.Results. The study found that psychologists in general education have developed reflection at the secondary and above average levels. But the analysis of average data on the scales of methods showed that productive forms of reflection in school psychologists need further development. Systemic reflection as the most adaptive form of self-determination is manifested at an average level in 74% of subjects. That is, most professionals have an average level of development of the trait, rather than high, as required by the professional psychologist. 76% of the average data on the introspection scale indicates a fairly high tendency of experts to “dig”. The “quasi-reflection” scale showed that 58% of respondents focus their reflexive attention outside the current situation. The advantage of directing reflexive attention to communication and interaction, perspective and retrospective assessment, and not to actual activity is revealed.Autoreflection, as the ability to self-perception and analysis of the content of one's own psyche is developed at a high level, and socioreflection, as the ability to understand the psyche of others has an average level. Most scales of the techniques used are correlated.Conclusions. The development of reflection in school psychologists is at the average level and requires psycho-correctional work to improve this professionally important quality.Key words: professional genesis of a psychologist, systemic reflection, introspection, quasi-reflection, retrospective reflection, prospective reflection, socioreflection, self-reflection.

The case for creative, visual and multimodal methods in operationalising concepts in research design: An examination of storyboarding trust stories

Creative, visual and multimodal research methods are commonly employed by sociologists in the ‘outward-facing’ activities of data collection, presentation and dissemination of research findings; however, they are rarely applied to the ‘inward-facing’ research practices of conceptualisation and research design. Responding to Pierre Bourdieu’s calls for methodological pluralism in sociology and for the construction of the object to be rigorously undertaken in every moment of research, I explore how such methods can be used by the researcher as effective thinking tools to enhance the creativity and quality of conceptual work as a precursor to empirical investigation. I investigate the affordances of this approach using a creative research method – storyboarding – to examine trust. Although empirical research commonly cites trust as an explanatory factor, its meaning is ambiguous and contested. Based on three imagined trust dilemmas developed with the involvement of a visual artist, I demonstrate how a visual creative process can encourage consistent attention to the construction of the research object. It also speculatively reveals new facets of phenomena and supports reflexive attention to the researcher’s relation to the object of research. I argue for sociological thinking to engage an eclectic range of visual and creative forms as legitimate tools capable of extending rigour and creativity.

Destruction and Disjuncture: Ironies of Apology, Exhibition, and Ethnography along British Columbia’s Dammed Peace River

In June 2016, BC Hydro (British Columbia’s provincially-owned electric utility) opened a new exhibit at the W. A. C. Bennett Dam Visitor Centre. The Our Story, Our Voice gallery brought the hardships endured by the region’s First Nations citizens as a result of the fifty-year-old dam to light. A carefully crafted apology from BC Hydro’s Deputy CEO figured prominently in the gallery’s opening ceremony. But with a controversial new dam threatening the province’s last stretch of free-flowing Peace River, both the exhibit and the apology were deeply ironic. This article draws on my complex and contradictory experience at the exhibit’s opening ceremony to ground an exploration of irony’s analytical value: I examine the irony inherent in apologizing for past transgressions while perpetuating very similar new ones, investigate the exhibit itself as a paradoxical presentation, and acknowledge that my presence in British Columbia was possible because of a foundation established by a man—Axel Wenner-Gren—who was both an early proponent of damming the Peace River and an ethnographic enthusiast. Embracing reflexive attention to momentary, power-laden, and occasionally uncomfortable encounters with people, places, and evidence, I demonstrate how contemplating irony can serve as a compelling way to convert experience into understanding.

The influence of ethnomethodology on qualitative research methods

This chapter considers the influence of ethnomethodology on qualitative research methodology, one of the main areas of mainstream social science where it has had an impact. The reception of Cicourel’s (1964) book Method and Measurement in Sociology is discussed, and also how conversation analysis shaped the work of many discourse analysts and some ethnographers. Cicourel’s argument is outlined: that sociology needs to be re-founded methodologically on an empirical theory that respects the complex and contingent character of human action and communication, along lines suggested by ethnomethodology. His early work encouraged the rise of qualitative research and reflexive attention to the processes by which data are produced; though these developments often tended to go in directions that were at odds with his conception of rigorous analysis. Later, conversation analysis encouraged the use of electronic recordings and transcriptions as data, raised doubts about the traditional uses of interviews, and encouraged the micro-analysis of patterns of social interaction. Furthermore, like Cicourel’s work, it facilitated the spread of social constructionism. It is argued that these effects have been beneficial in many respects but more negative in others.

Understanding visual attention with RAGNAROC: A Reflexive Attention Gradient through Neural AttRactOr Competition

A quintessential challenge for any perceptual system is the need to focus on task-relevant information without being blindsided by unexpected, yet important information. The human visual system incorporates several solutions to this challenge, one of which is a reflexive covert attention system that is rapidly responsive to both the physical salience and the task-relevance of new information. This paper presents a model that simulates behavioral and neural correlates of reflexive attention as the product of brief neural attractor states that are formed across the visual hierarchy when attention is engaged. Such attractors emerge from an attentional gradient distributed over a population of topographically organized neurons and serve to focus processing at one or more locations in the visual field, while inhibiting the processing of lower priority information. The model moves towards a resolution of key debates about the nature of reflexive attention, such as whether it is parallel or serial, and whether suppression effects are distributed in a spatial surround, or selectively at the location of distractors. Most importantly, the model develops a framework for understanding the neural mechanisms of visual attention as a spatiotopic decision process within a hierarchy and links them to observable correlates such as accuracy, reaction time, and the N2pc and PD components of the EEG. This last contribution is the most crucial for repairing the disconnect that exists between our understanding of behavioral and neural correlates of attention.

‘Spontaneous’ visual perspective-taking mediated by attention orienting that is voluntary and not reflexive

Experiments revealing ‘spontaneous’ visual perspective-taking are conventionally interpreted as demonstrating that adults have the capacity to track simple mental states in a fast and efficient manner (‘implicit mentalising’). A rival account suggests that these experiments can be explained by the general purpose mechanisms responsible for reflexive attentional orienting. Here, we report two experiments designed to distinguish between these competing accounts. In Experiment 1, we assessed whether reflexive attention orienting was sufficient to yield findings interpreted as spontaneous perspective-taking in the ‘avatar task’ when the protocol was adapted so that participants were unaware that they were taking part in a perspective-taking experiment. Results revealed no evidence for perspective-taking. In Experiment 2, we employed a Posner paradigm to investigate the attentional orienting properties of the avatar stimuli. This revealed cue-validity effects only for longer stimulus onset asynchronies, which indicates a voluntary rather than reflexive shift in spatial attention. Taken together, these findings suggest that attentional orienting does indeed contribute to performance in the Samson et al. avatar task. However, attention orienting appears to be voluntary rather than reflexive, indicating that the perspective-taking phenomenon measured may be less spontaneous than first reported.