Psychology as a science and as a practical activity

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Surely, many of you have come across the concept of “practical psychology”, because it is unlikely that in our society there will be at least one person whose life would not be overshadowed by certain problems. However, everyone can improve the quality of their life, achieve spiritual harmony, establish communication with the outside world and avoid repeating mistakes. To do this, it is enough to independently study the basics of practical psychology or seek help from an appropriate specialist.

Practical psychology

- these are means, methods and techniques of influencing human behavior through his psychological perception. In other words, this type of psychology is focused on the practical needs of a wide range of people with a sufficient level of education and culture, which arise in a person in different spheres of his life. The task of a practical psychologist is to help each individual person understand himself and his problems, and then, through joint efforts, find a rational way out of the current situation with minimal neuropsychological losses.

Content

• 1 Areas of activity
• 2 Legal status of an educational psychologist
• 3 Magazines
• 4 Notes
• 5 Literature
• 6 Regulatory documents
• 7 Notes

Practical psychologist

- a specialist who provides psychological assistance (psychological services) to the population in situations requiring psychological intervention or the use of special knowledge and technologies.

A psychologist must know how people experience their emotions. He must have an idea of ​​what the patient's facial expression can say about the patient's feelings. In addition, the psychologist has a set of specific techniques, based on the results of which he can also make a conclusion about the patient’s condition. The psychologist cannot rely solely on the patient’s words, since the latter is often unable to describe his feelings. Face, gestures, test results will help to understand the emotions experienced by the patient, even when he himself is too upset and cannot choose the right words, when he does not know what he really feels[1].

Main sections and branches of psychology

Modern scientific psychology is a fairly diverse system of disciplines, sections and branches. A simple enumeration no longer satisfies the needs of researchers. Therefore, it is appropriate to classify them according to certain criteria.

Yu.L. Trofimov

Based on the focus of psychologists’ activities on cognition, research or transformation of the psyche, he distinguishes three large groups of branches - theoretical, scientific-applied and practical psychology.

There are close connections between branches of psychological science. Theoretical psychology develops a system of psychological knowledge, which is the foundation of scientific, applied and practical psychology. For their part, scientific-applied and practical psychology generalizes the means of theoretical psychology, which contributes to the constant updating of the system of concepts, categories, and principles of scientific psychology.

Activities

In the education system, according to regulatory documents, a practical psychologist is designated as a “teacher-psychologist.”

The main areas of activity of a practical psychologist in an educational institution, as provided for in the “Regulations on the Psychological Service of Education” are:

• Psychoprophylactic work
  Psychological prevention involves activities on: development, testing and implementation of developmental programs for children of different ages, taking into account the tasks of each age stage;
• monitoring compliance with psychohygienic conditions for the education and development of children in educational institutions and families, ensuring the harmonious, mental development and formation of the personality of children at each stage of their development; eliminating unfavorable psychological factors in the educational environment and family;
• ensuring conditions for the optimal transition of children to the next age level, preventing possible complications in the mental development and personality formation of children and adolescents in the process of continuous socialization;
• preparing children and adolescents to become aware of those areas of life in which they would like to realize their abilities and knowledge;
• timely prevention of possible violations of the psychosomatic and mental health of children.

Education is an important area of ​​activity for a practical psychologist. It is a set of methods and means for informing people interested in psychological knowledge and related to the upbringing and education of children.[2] Psychological education includes the following activities:

• obtaining timely information about the individual psychological characteristics of children and adolescents, the dynamics of the development process necessary to provide psychological assistance to children. Their parents and teachers;
• identifying opportunities. interests, abilities and inclinations of children to ensure the most complete personal and professional self-determination;
• determining the causes of violations in the learning, behavior and development of minors.

• Psychological rehabilitation
  Psychological rehabilitation includes activities for: psychological support of children and members of their families in the process of advisory and psychocorrectional work with them;
• designing adaptive models of behavior and social interactions that ensure the most complete socialization and integration into society of problem children and their families. (See also: Psychological rehabilitation)

A practical psychologist working in other areas of activity (medicine, psychological-medical-pedagogical commission/consultation, organizations, etc.) to one degree or another adheres to these areas of work.

The first “practical psychologists” in the USSR were pathopsychologists, whose training began back in the 70s. (see Pathopsychology). The beginning of systematic training of domestic practical educational psychologists - the 90s. last century.

The very first definition of the term “practical psychologist” was proposed only in 1995: “A practical psychologist is a specialist psychologist who has an appropriate higher education and solves problems of psychodiagnostics, psychocorrection and psychological counseling related not to conducting scientific research, but to providing direct psychological helping people"[3].

Practical psychologyG. S. Abramova, 2020

The end of the 20th century brought into our lives a new phenomenon that had not existed legally since 1936, when pedology, the predecessor of modern practical psychology, was closed, destroyed, and expelled from social life by the famous Resolution of the Central Committee of the All-Union Communist Party of Bolsheviks [1] for educators and psychologists. .

Essentially, after 50 years, people begin to appear who call themselves practical psychologists and offer society very specific types of services - determining a child’s readiness for school; psychological support for business plans; psychological characteristics of members of work teams and the forecast of their compatibility, etc.

Who are these people?

What is their social status and place in the system of social relations? By what right do they take upon themselves the responsibility to influence individual and social life?

I would like not only to ask these questions, but also to try to answer them based on the following considerations:

• the emergence of any profession presupposes its instructive regulation, that is, the creation of socially acceptable norms for its implementation; Naturally, these norms appear as a bureaucratic basis for determining the degree of social and personal responsibility of a professional for his actions;

• professions associated with influencing a person implicitly carry a generalized model of human life, where relationships with another person (including a professional) involve the use of special information - information about a person’s individual fate;

• the use of this information makes the boundaries of the human “I” very vulnerable; this phenomenon has been repeatedly described in philosophical and psychological literature as a phenomenon of a person’s alienation from his own life;

• there appears (through the standardization of professional actions with a person) a real danger of devaluing the qualities of human life as an individual (the problem of the mass person, the average person, the typical person);

• there is a danger of turning a professional who takes responsibility for changing individual destiny into a person to whom all types of responsibility for the quality of individual life will be transferred, like: “The psychologist (or someone else) said so, I did so (thought, felt) ), but nothing worked out... (or it turned out badly).”

These considerations arose as a result of an analysis of the problems that psychologists face in their daily professional activities.

It seems that we should try to look for answers to the questions posed in the analysis of those areas of organization of the life of the human community that are included in the title of the chapter - in the field of practical ethics and practical psychology as a professional activity.

Let's try to argue this. Professional human activity, unlike other types of activity (educational, gaming, communication), is that it presupposes mandatory reflection

on the content of the subject of professional activity. At the same time, in this sense, the physical difference between the objects of professional activity is not at all important. Mastering a profession presupposes the inclusion of its subject in the content of a person’s self-concept. Naturally, the options for this will be infinitely diverse, but nevertheless, they have something fundamentally common that constitutes the subject of one professional activity in contrast to another.

At the level of a person’s self-concept, this is experienced as reflexively justified restrictions on one’s professional actions, the famous ability to say to oneself and others: “I can’t do this, I can do this poorly, I can do this mediocre.”

Behind these limitations lies not only a locus of control, an area of ​​professional responsibility, but also a potential opportunity for professional improvement—overcoming “I can’t.”

The emergence of the profession of psychologist at the beginning of the century was associated with the social tasks of maximizing the use of a person’s individual resources in work and educational activities; a person had to work well and study well. This is reflected in the history of labor psychology and in the history of educational psychology. Ultimately, this allowed the emergence of a whole branch of psychological knowledge - the psychology of individual differences.

Essentially, a psychologist at the dawn of the existence of this profession began to work with one of the most important characteristics of individual life - with the characteristics of the prospects for personal development, thus taking (even temporarily) responsibility for determining this prospect in fairly specific manifestations of the success of educational or work activities.

The arguments for constructing specific characteristics of human development in the work of a psychologist were the following data:

• results of psychological measurement of the characteristics of his activity;

• results of psychological measurement of these same characteristics as average statistical data;

• interpretation and comparison of individual and non-group results in the light of psychological theory

Thus, the psychologist immediately faced the need to work with two realities:

— the reality of psychometric data,

obtained using a specific method (observation, test, etc.);

— reality of theory

(his own or accepted as a working one), in the light of which he thought about psychometric data.

It must be said that these realities are far from unambiguous. It is enough, I think, to give the following as an example: a psychologist uses the House-Tree-Person (HTP) graphic test to study personal qualities, and interprets it in the theory of psychological types by C. Jung. Already the first, very superficial, analysis shows that the DDH test and the theory of K. Jung were built for different professional tasks in the personal biography of their creators, not to mention the fact that they are described in different scientific concepts. This, naturally, poses a special problem for the psychologist who uses the test and theory - the problem of comparison

them in relation to that specific professional task that he solves himself, predicting, for example, indicators of a person’s personal development.

On what basis is it possible to compare the described realities: the reality of a fact and the reality of a concrete scientific idea?

Without claiming to have the only correct answer, I will try to show a possible way to find an answer to it - the path that allows, as I think, to avoid one of the main professional mistakes of a psychologist - the mistakes of turning him into an oracle, mystifying the data of his research, measurements, observations and reflections.

To do this, let us return to the phenomenon of the profession, the professional activity of a psychologist. When dealing with a person as the subject of his activity, the psychologist must (this is a professional duty) retain his subject. Such a subject is the mental reality of man.

It is generated and exists according to laws peculiar only to it. It is possible to maintain it as a subject of professional activity when the actions of a psychologist (the work of a psychologist) are aimed at the properties of this reality and comply with the laws of its existence.

Despite the obviousness of this statement and its possible banality, it is far from easy to implement, since the psychologist acts in relation to another person as Another person who generates mental reality in him, and as a professional who preserves this reality as a subject of interaction.

To prove the assertion that mental reality is generated by another person, one could cite many provisions from classical psychological works on developmental psychology. It is enough to recall several concepts from different authors that capture this: “zone of proximal development” (L. S. Vygotsky), “the phenomena of vertical and horizontal décalage,” “egocentric position” (J. Piaget), “life script” (E. Berne) , “Self-concept” (R. Berne), “value” (N. I. Nepomnyashchaya), “types of leading activities” (D. B. Elkonin), “key development systems” E. Erikson), etc.

The identification of another person as a factor and condition for the existence of the inner world - individual characteristics of a person - gives grounds to speak of him as an essential characteristic of mental reality.

K. Lorenz[2] wrote that in the animal world, qualitative changes occur in the behavior of individuals when they begin to individually relate to representatives of their species. It is these relationships, which Lorenz described as a knot of personal love and friendship, that prevent members of the community from fighting and harming each other.

Another man. With its presence in each of us, it generates a new reality, different from our individual existence - a psychic reality. With his physical and other presence, the Other person structures what could be called the inner world. The inner world and psychic reality, in my opinion, are not identical not only in the fact of belonging: the first belongs to one person, and the second - at least to a human dyad. They are significantly different in content; it is enough to recall the phenomena of group behavior that simply do not exist in individual behavior (fashion, emotional contagion, halo effect, etc.).

The other, the participant in the dyad, is not necessarily a physical person; what is important is his presence as an Other, different, different, non-identical, if you like, not similar. The fact of difference is important as a moment that preserves the very existence of the psyche. It is this difference that makes possible the presence of the psychic as a special quality that ultimately characterizes the uniqueness of individuality as an integral characteristic of mental reality.

The experience of being different from another person is the beginning of mental life; fixation of this differentness in different ways (object, action, image, word, etc.) creates its content, which can be changed if desired or necessary through options for its presentation to another person, for example in the form of feelings.

The dynamics of mental reality (its relatively stable and relatively changeable qualities) are determined by the relationship to the personalized and generalized characteristics of Other people, who, by their presence or absence to varying degrees, demonstrate the presence of its properties. An essential aspect of relationships between people is feedback, i.e., not only influence on another person is carried out, but also a change in the influencer under the influence of one’s own influence. The transformation affects each of the participants in the interaction. In other words, saying, for example, words of greeting to another person, we cause not only his response, a response, but we also change ourselves both at the moment of uttering the greeting and at the moment of perceiving our impact on the other person.

In a very simplified diagram (see the diagram “Structure of psychic reality”), mental reality can be represented as follows: each subsequent period of a person’s life (which is why solving the problem of periodization and mental development is so important) differs from the previous one in that qualitatively new relationships between a person and himself appear and with other people. In our diagram, they are presented in a generalized form as a complication of the connections between “I” and “Other”.

An essential moment for the beginning of the emergence of psychic reality is the establishment of a physical relationship between the Self and the Other person. Let's call this in the words of E.V. Ilyenkov, as the necessity of introducing the Self to the inorganic body of culture, represented for the child at the beginning of his life by the physical existence of an adult (Another person).

The structure of psychic reality

(I do not describe the age boundaries of the periods of formation of psychic reality, hoping that the reader will easily compare them with the phenomenology of his life and the observed facts of everyday life.)

The next period in the development of mental reality is associated with the differentiation of “I” into “I” and non-I, and Other people into friends and strangers and the establishment of connections between these formations; in psychology they are described in terms of the self-concept, a generalized idea of ​​\u200b\u200bothers people (the concept of the Other person), in terms of individual characteristics of activity, life style, cognitive style, simplicity and complexity of experience, in terms of the ideal of a person, in ideas about his value and other properties of mental reality that characterize the relative autonomy of a person from other people.

The next stage of development (3rd in our diagram) differs significantly from the previous one in that two most important formations begin to function in mental reality - a generalized idea of ​​\u200b\u200bother strangers, usually called “they”; it is not identical to the experience of the physical presence of Other people and is a kind of generalized image of “strangers” in the concept of the Other person. At the same time, along with this formation, another qualitatively unique generalization begins to arise - Other people (our own), i.e. those about whom They say “we”, “our”. These qualitatively new generalizations begin to mediate a person’s relationship with himself (with his non-I) and influence the dynamics of mental reality.

Further development is associated with a qualitative complication of connections (on the principle of inverse) within this system, which, it is believed, has a completed form at the end of life (with its full implementation) and results in that merging of oneself with the world (with the Other), which is characteristic of wisdom as the highest level of manifestation of the quality of mental reality.

It seems that in this diagram one can see the main points of qualitative change in the properties of mental reality. In the diagram they are marked with circles and show the path of individuality development through the development of one’s new qualities in interaction with Other people as the basis for meaningfully different generalizations in the Self-concept and the concept of the Other person.

In this regard (with external graphic similarity), the 4th level differs from the 2nd in that generalizations on it are built on other grounds (for example, the problems of tasks and reserves for the development of an adult, perhaps the most difficult in modern psychotherapy, are solved fundamentally differently than in childhood).

It seems that even with this mechanical model it is possible to show the possible consequences of violations of various parameters of mental reality and their manifestation in the phenomena of everyday life. Let's give a few examples. At one time, I was struck by the fact described by A. Meshcheryakov in the book “Deaf-Blind Children” - such a child, if he was carried in his arms all the time, did not even acquire his own thermoregulation. The distance “I” - “Another person” at the beginning of life is as necessary as contact with the Other is desirable to discover the properties of the “I”. The absence (or weak expression) of an internal plan of action (the separation of “I” and “not-I”) leads to enormous dependence on another person, often looking like extremely high suggestibility (based on a study of minor victims of sexual crimes).

Infantile gullibility towards all people characterizes a child with an insufficiently formed self-concept. An infantile adult tends to identify himself with other people whom he considers “his own”, “close”, bringing “I” and “we” together in his self-awareness; accordingly, this leads to distortions in the development of social and personal responsibility, in particular, it is one of the reasons for legal adult nihilism.

It should be noted that the psychological space of the Self and the psychological space of the Other person are not identical, although they interpenetrate each other, leaving at the same time enough opportunities for the autonomy of each of these formations. They are connected movably thanks to such a formation as psychological distance, presented in the diagram in the form of the distance “I” - “Another person”, which is mediated in the course of life by a generalized idea of ​​\u200b\u200boneself, about the Other person (one’s own, close), a generalized idea, about not -I, a generalized idea of ​​the Other person (stranger, distant) and interaction with the physical Other.

So, the psychologist as Another person, with his already physical presence in a Man’s life, helps him discover in his mental reality all formations associated with generalized ideas (experiences) of the presence of the Other, Other people in his destiny. A psychologist faces a specific task - to take his professional place in the structure of mental reality. Where is it?

I would depict it on the diagram where there is a circle with the word “Man”, mirroring the entire diagram of psychic reality.

I see the explanation for this in the fact that the psychologist (according to his professional duty) is obliged to master the generalized structure of mental reality; it will be the basis on which broken or undeveloped connections can be restored for Another person through his own efforts, directed in interaction with the psychologist , knowledge about the structure of mental reality.

Metaphorically speaking, the psychologist brings a person a map of the labyrinth in which he is lost and, together with him, outlines the path to move along this map, and then gives this map into the hands of the person himself. In this procedure, one requirement becomes the most important - the map must be correct.

This is where practical ethics begins, which we should have started talking about long ago. It is the content where the reality of the fact with which the psychologist works, and the reality of the theory in which he comprehends it, receive a personal-evaluative coloring, that “bias,” that emotional, value-filled content, without which there is no human life. Through this value emotionality, practical ethics becomes “visible” both to the psychologist himself and to other people with whom he deals. It is, as it were, a mirror in which the psychologist’s ability to influence the other person, the measure of this influence, is reflected.

A psychologist brings a person knowledge about him, specifically about this person, using a generalized idea of ​​people in general.

The psychologist himself has his own mental reality, which manifests itself in the presence of another person. Ethics presupposes establishing and maintaining a distance from the “I” of the Other in order to preserve this I. Ethical norms of correctness - incorrectness, badness - goodness, etc. are always extremely generalized and can, if necessary, be specified in many options.

It seems that a psychologist realizes practical ethics when establishing a distance with Another person and filling it with content, born from the efforts of the Other person, when the properties of his mental reality are manifested.

If a psychologist does this reflectively and purposefully, then representatives of other professions who focus on the properties of mental reality (teachers, lawyers, doctors, journalists, sociologists, etc.) can use (even accidentally) its fragments in order to influence them. Professionals are people who, through their actions, create or destroy the mental reality of a particular person on whom they influence. In principle, this happens in all types of interaction between people, but, as already noted, professional activity is characterized by directed reflexivity, structuring the subject of effort.

In this sense, ethical norms of the depth of influence on another person acquire the character of means that set and create conditions for the manifestation of autonomy, individuality of the human self, and ultimately, the identification of those formations that determine the degree of internal freedom - one of the highest achievements in which we can see the development mental reality of modern man.

Practical ethics is based on a generalized idea of ​​mental reality, its structure and possible development; it also includes an emotional attitude to life - life affirmation or life negation, which allows us to determine the vector of influence on the very course of individual life. Practical ethics also uses the concept of the essence of man to build predictive models of his behavior and development. All of the above allows us to say that practical ethics contains a paradigm of life as the initial, basic form of thinking about it. The paradigm of life in the activities of a professional working with the properties of mental reality not only determines the system of his personal life values, but at the same time is the basis on which the choice of the vector and depth of influence on another person is built.

In other words, the paradigm of life is the justification for the very fact of the existence of practical ethics as a sphere of life aimed at preserving individuality and human autonomy at the everyday level of implementation.

Practical ethics is not a law; there are no institutions in society specifically created to preserve it. It is based, as already mentioned, on the attitude towards manifestations of human autonomy, “selfhood”, individuality. The relationship between practical ethics and legal practice appears in the use of the concepts of “honor”, ​​“dignity”, “moral damage”, “right”, “obligation”, etc., which for lawyers indicate the measure of preservation or destruction of individuality in situations described in the legislation.

At the same time, the justification of the basic social rights and responsibilities of a person is realized in the paradigm of life, available for reflection to the creators of “specific laws and regulations. Essentially, they are also bearers of practical ethics, embodying in their laws the idea of ​​the value of a person and his life in all its diverse manifestations.

The paradigm of life is recognized by each person in the form of a unique formula that captures his experience (strength, its vector, inclusion in life, etc.) at a specific moment in time: “a dog’s life”, “life is a struggle”, “life is hell” ”, “life is a game”, etc. The formula of the paradigm of life is embodied in specific actions, an assessment of a person’s actions. It is the basis of life perception that establishes the image of Another person and one’s own too.

In the above diagram of the structure of psychic reality, at each moment in time, the paradigm of life represents the holistic content of the “I” - “Other” relationship, holding and preserving dynamic tendencies in it.

With this reasoning, I would like to show that the attitude towards Another person is a content that is constantly present in the mental reality of each person as its component and naturally (through the mechanism of projection) is included in all types of activity.

In a certain sense, we can say that each of us engages in practical ethics, influencing the Other person and ourselves.

Those people for whom this is a profession reflect on this content, thus providing the conditions for the social presentation of the most important formation of mental reality - the paradigm of life. It is currently legalized in several forms: legal laws of a particular country, in rights and professional responsibilities (job descriptions), in ethical codes of professions adopted by professional societies, in the International Declaration of Human Rights, in the Convention on the Rights of the Child, etc.

Thus, practical ethics is an integral part of any professional activity that involves a direct impact on the mental reality of a person. Modern life of a person in society proceeds in such a way that, in essence, any sphere of social life has such an impact on him to one degree or another. It seems that the entire living environment of a person becomes mental, since it bears in obvious or transformed form traces of the influence of man on man (through consumer goods, tools and means of production, through a changed landscape, through natural waters and air changing their composition, etc.) . P.).

Practical psychology as a professional activity is beginning to emerge on a mass scale and, in my opinion, requires an attentive attitude from the point of view that it is precisely it that socially aggravates to the limit the problem of the validity of the influence of one person on another. Ultimately, the problem of life lived (lived) as one’s own or someone else’s, life lived (lived) by someone else’s mind (other people’s means, other people’s desires, other people’s abilities). What is more important for a person, for people? I would like to think that modern society, and every person, at least for a moment in their lives, experienced two polar, and therefore very vivid, feelings:

• a feeling of complete helplessness in the face of life’s problems, a desire to give someone all of one’s remaining strength, just to no longer be tormented by uncertainty, meaninglessness, and

• a feeling of jubilant joy from what has been accomplished is an inspiring feeling of being the master of life. Which of these feelings is more productive? It’s probably not for nothing that despondency is considered a mortal sin. It deprives psychic reality of one of the main qualities - the quality of depth, diversity, dynamics. Dejection, calm, silence, death, psychological and physical. However, is it possible, through the influence of the Other, Other people, to return the depth and diversity of life to a person who is already immersed (or immersed) in the oblivion of despondency, apathy, conformism and other forms of rejection of one’s own Self? This is the question of whether the psychologist should go to those (to those) who do not call for help, sluggishly carried away by the flow of their own individual fate to its natural end. I think the answer to this is quite simple.

Prying into someone else's soul without asking is not only dangerous, but also unethical. And if she, someone else’s soul, plunges into the darkness of the loss of her own “I”, if she herself is terrified of him, her “I”, is saved by Fromm’s famous flight from freedom into neurosis, into illness, into infantilism, into nowhere... and you, psychologist, you see it, you understand it, and...

What decision, professional decision, are you making (will you make) and will it be correct? To be honest, I don’t know the answer to these questions. But I am firmly convinced that the profession of a practical psychologist did not appear by chance - maybe I am exaggerating, but this is one of humanity’s attempts to save (namely, save, as a living phenomenon) individual consciousness from the onset of the consciousness of the mass person.

Individual, living consciousness has unique properties, many of them are described in detail in philosophical and psychological literature (V.P. Zinchenko, M.K. Mamardashvili, P.P. Florensky). Among all these properties, attention is drawn, in the light of the objectives of this text, to the property of integrity. Live m

consciousness is one, whole, therefore it has a certain (but not infinite!) margin of resistance to influence.

If this safety margin is exhausted under the influence of the influencing force, consciousness disappears, or, having already been destroyed, is not restored in its previous form, i.e., it ceases to be alive. Such consciousness is already called phantom.

A psychologist, influencing another person, is himself a bearer of individual consciousness (living or phantom) and at the same time also deals with living or phantom consciousness. It is not difficult to imagine what logical options are possible when interacting with one person and how many times more complicated they become when interacting with a group of people.

Options for the impact of living and phantom consciousness are experienced many times throughout life by each person as a direct participant or observer of such situations. Its main common symptoms are fatigue and a feeling of emptiness among its participants, who experience mutual resistance as the impossibility of change, the impossibility of reaching agreement.

Variants of the influence of the phantom consciousness on the phantom give rise to mutual dissatisfaction, which can develop into open confrontation on the principle of mutual inconsistency.

The impact of living consciousness on living consciousness is associated with the appearance of inspiration, which is experienced as renewal, as a surge of strength, as an expansion of the horizons of life, as the emergence (even if temporarily) of a sense of community and unity.

At the same time, in my opinion, situations of influencing phantom consciousness absolutely seem unproductive from the point of view of a change in consciousness in them towards the appearance of signs of mental life. These are, in fact, options for the possible professional failure of a psychologist as a person setting the task of preserving or restoring a living individual consciousness. These situations become more likely when working with adults. Phantom consciousness reproduces itself - it is unchangeable, life time does not bring change for it. Boredom is the main quality of life of the phantom consciousness.

People's lives show that overcoming boredom most often occurs through external influences on consciousness - travel, alcohol, a change of sexual partner, a change of place of work, risk, etc. But these external influences are quite short-lived, boredom is reborn again. A psychologist, himself possessing a living consciousness, when working with a phantom consciousness, encounters enormous resistance, which can only be overcome by causing pain to another person. Mental pain, as they say, spiritual pain.

What right does a psychologist have to this pain?

Will this pain be the beginning that will reveal the living qualities of an individual, but already phantom consciousness, or will it lead to the appearance of another phantom - now a phantom of pain?

These are questions from the field of practical ethics. These are questions from the field of developmental psychology, from those areas of knowledge where the essence of man is discussed, the embodiment of the essence in its concrete manifestations.

What if the psychologist himself has a phantomized consciousness, which, unfortunately, happens as a consequence of schizoid intoxication of psychological information, and at the same time undertakes to work with the phantom consciousness of Another person? This is where a situation of “machine-like” action is created, when the program of one “machine” does not correspond to the program of another. As a result, it is likely that mountains of debris from these “machines” are visible.

Legal status of a teacher-psychologist

The positions of educational psychologist can be filled by specialists with a basic higher psychological education, as well as persons who have a higher education and have undergone special retraining in the field of practical child psychology, educational psychological service in the amount of at least 1200 hours at faculties and retraining courses. Training, retraining and advanced training programs undergo professional examination by the Expert Council for the Training of Practical Educational Psychologists under the Ministry of Education of the Russian Federation and are approved by the Directorate of Higher Educational Institutions of the mentioned ministry. The positions of practical psychologists are established on the basis of the UTS (categories 9-14): at least one psychologist in each educational institution, including district, city, regional, regional centers of psychological educational services, which are network educational institutions of the Russian Federation. In educational institutions with more than 500 students, the number of rates increases.

Magazines

Magazines aimed at practical psychologists:

• “Journal of a Practical Psychologist” (index 71808 according to the Rospechat catalogue)
• “Psychologist in kindergarten” (index 81927 according to the Rospechat catalogue)
• “Psychology and school” (index 81928 according to the Rospechat catalogue)
• “Psychological diagnostics” (index 82159 according to the Rospechat catalogue)
• "Journal of Practical Psychology and Psychoanalysis"
• "Moscow Psychotherapeutic Journal"
• "Psychology for every day"
• "School Psychologist" (newspaper)

Practical psychology: main directions

In modern practical psychology there is no unified system of knowledge. Instead, there are various directions, schools and methods of work that allow one to achieve good results in each specific case, depending on the characteristics of a person’s individual development. Today we can highlight the most famous schools and directions:

— art therapy;

- psychoanalysis;

— refrigeration;

— transactional analysis;

- Gestalt therapy;

- psychosynthesis.

All these schools and areas specialize in the study of deviations from the norm and bringing human behavior to the norm. However, there are also educational and developmental schools that deal with so-called personal growth and opportunities to rise above the so-called norm. Among these schools, the most popular are:

— socionics;

- synthon;

— NLP (neuro-linguistic programming);

— Lifespring.

Literature

• Nemov R. S. Psychology: a textbook for higher students. ped. textbook establishments: In 3 books. Book 3: Experimental educational psychology and psychodiagnostics. - M.: VLADOS, 1995. - 512 p.
• Regulations on psychological services.
• Practical developmental psychology / A. G. Leaders (inaccessible link from 06/14/2016 [849 days]) // Developmental Psychology. Dictionary. (inaccessible link from 06/14/2016 [849 days]) - M.: PER SE, 2006. - ISBN 5-9292-0145-5.
• Fridman L. M. On the concept of school psychological service // Questions of psychology. - 2001. - No. 1. - P. 97-106.
• Ethical standards of a psychologist // Questions of psychology. - 1990. - No. 5. - P. 158-161.

Regulations

• Order of the USSR State Committee for Public Education dated September 19, 1990 No. 616. On approval of the Regulations on psychological service in the public education system.
• Order of the Ministry of Education of Russia dated October 22, 1999 No. 636 On approval of the Regulations on the service of practical psychology in the system of the Ministry of Education of the Russian Federation
• Order of the Ministry of Education and Science of the Russian Federation dated March 27, 2006 N 69 “On the peculiarities of working hours and rest time for teaching and other employees of educational institutions.”
• Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 N 761n “On approval of the Unified Qualification Directory of positions of managers, specialists and employees, section “Qualification characteristics of positions of employees in education”
• Regulatory documents and recommendations regulating the work of a psychologist.
• Psychologist's Code.

Similar documents in the CIS:

• Order of the Ministry of Education of the Republic of Belarus dated August 13, 1998 N 496 “On approval of the regulations on the office of psychological services of educational institutions.”

Notes

• Often the terms “practical psychologist” and “practical educational psychologist” are used interchangeably. At the same time, there are many more practical areas where psychologists work. See, for example: Godefroy J. What do psychologists do? // Godefroy J. What is psychology. - M.: Mir, 1992. - T. 1. - P. 101-110.
• Practical psychology is not a synonym for the term “applied psychology,” but it is not popular psychology, as some authors believe. Applied psychology can also be applied to the process of making a stool (studying the activities of a carpenter or teaching him the basics of psychological knowledge in relation to carpentry), but this will not be practical psychological help and will not have anything to do with practical psychology either.

The difference between practical psychology and popular psychology

Popular psychology provides a wide range of the population with fundamental and practical knowledge in a simplified form, without the use of professional terminology. Therefore, you can simply read it for fun, without any specific purpose. Practical psychology

is focused primarily on specific needs of people, and contains answers to most pressing questions related to all spheres of human life. Therefore, it is in demand, first of all, by those readers who are looking for an answer to specific questions that interest them: how to change their life, how to change their emotions, their character, some kind of life situation.