Psychological levels of Forex.

Trading on the currency exchange is very closely related to psychology; it is psychological factors that often cause surges in demand or supply, which cannot but affect the movement of exchange rates. The Forex price usually moves in a certain price corridor, often the boundaries of such a corridor are the so-called psychological levels. Where are such levels located and what is their formation based on?

Psychological Forex levels appear in the area of ​​round price values, since most traders believe that the price, having overcome a certain value, will most likely move further than turn in the opposite direction. Examples of such levels are marks - 1.2000; 1.3500, 2.7550.

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The more zeros in the quote, the stronger the psychological level of Forex, but not everything is so simple in this matter, therefore, during the trading process, false positives of pending orders often occur, or beginners simply suffer losses wondering why a breakdown did not occur. Point of entry. When trading using psychological levels, the price of the entry point is located a little further than the level itself, usually a distance of several tens of points. That is, most orders are set at around 1.2700, and at 1.2720, as a result the following situation develops: the price reaches 1.2700, but since at this moment there is no increase in volumes and no increase in demand or supply, it reverses safely in the opposite direction. If the rate has overcome the mark of 1.2720, a massive opening of transactions occurs, which only spurs the trend towards a breakdown. Confirmation. When trading at psychological levels, it is a good idea to pay attention to the current support and resistance lines; they serve as an additional argument confirming the breakdown or, conversely, increasing doubts about its authenticity. Profit goals. If you opened a deal at 1.2720, then the most successful places to set take profit will be 1.2745 and 1.2795, why exactly these values, and not the same round numbers? Because, in addition to the fact that the price can break through psychological levels, it also readily makes a reversal when approaching them, so why risk it for a couple of points. By the way, the moment of reversal is also successfully used by many traders in their trading, but in this case, Forex orders are opened after the price rebounds and begins to move in the opposite direction.

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How to write a term paper on speech therapy

07.09.2010 192813

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

The article was provided by a nominee of the National Psychological Competition “Golden Psyche” based on the results of 2014

Positive psychology is a branch of psychology that studies the positive aspects of human life (such as happiness, well-being, and flourishing). In a simplified version, it can be described in the words of its creator as an academic field, Martin Seligman: “the scientific study of optimal human functioning aimed at identifying and enhancing those factors that enable individuals and communities to thrive.” However, the very concept of “positive psychology” was first encountered in A. Maslow’s work “Motivation and Personality” (1954).

Psychology has always emphasized people's shortcomings and weaknesses rather than their potential. The approach under consideration focuses specifically on potential. His job is not to solve problems; instead, it aims to explore what makes life worth living. In a word, positive psychology is not interested in how, for example, to correct -9 to -3, but in how to bring +3 to +9.

This direction in psychology arose about ten years ago and has been developing rapidly since then. It seeks to thoroughly explore empirically such areas as well-being, flow (“flow state” - when a person is fully involved in what he is doing), human strengths, wisdom, creativity, mental health, as well as signs of positive groups and institutions .

The science of positive subjective experience, positive individual characteristics, and positive institutions promises to improve the quality of life and prevent the pathology that increases when life is empty and meaningless. The exclusive focus on pathology that dominates our disciplines creates a model of human existence without the positive characteristics that make life worth living. Hope, wisdom, creativity, foresight, courage, responsibility and resilience are ignored or explained away as transformations of more authentic negative impulses.

Positive psychology as a science works at three different levels: subjective, individual and group.

The subjective level involves the study of positive experiences such as joy, well-being, satisfaction, contentment, happiness, optimism and flow. At this level, we are figuring out what “I feel good” means and are not particularly interested in what “doing well” or “being a good person” means. The goal of the next level is to identify the components of a “good life” and the personal qualities necessary to “be a good person” through the study of a person’s strengths and virtues, his aspiration for the future, the ability to love, courage, perseverance, forgiveness, originality, wisdom , interpersonal skills and giftedness.

Finally, at the group or community level, emphasis is placed on citizenship, social responsibility, caring for the weak, altruism, good manners, tolerance, work ethic, positive institutions and other factors that contribute to the development of individual communities and civil society as a whole.

Why do we need positive psychology? According to positive psychologists, classical psychology (often also called simply psychology) has always been more concerned with the negative aspects of human existence. Although there were isolated pockets of interest in topics such as creativity, optimism and wisdom, they were not united by any serious theory and did not fit into the framework of any broader concept. This rather sad state of affairs did not correspond to the intentions of the first psychologists, but arose as a result of a historical accident. Before World War II, psychology had three main goals: to treat mental illness, to improve ordinary life, and to identify and develop talent. However, after the war, the last two problems were forgotten, and psychology focused mainly on the first. Why did it happen so? Considering that psychology as a science depends on government funding, it is not difficult to guess where financial resources were directed after World War II. It is understandable that in a human crisis of this magnitude, all available resources were devoted to the study and treatment of mental disorders and psychopathologies.

Psychology as a field of science has learned to deal with diseases, that is, to operate within the framework of the medical model. This model brought

a lot of benefits. Seligman highlights its remarkable achievements: for example, fourteen previously incurable mental illnesses (such as depression, personality disorders or anxiety attacks) can now be successfully treated. However, this model was quite expensive. She had to pay for it with a negative opinion about psychologists, who supposedly deal only with victims and various kinds of deviations and cannot offer ways to improve ordinary life, as well as solve the problem of identifying and nurturing talents. One simple example: if you tell your friends that you are going to see a psychologist, what will you most likely hear in response? “Is something wrong with you?” What are the chances of hearing something like: “Great! Are you going to seriously engage in self-improvement?”

Many psychologists admit that we know little about what makes life worth living and how ordinary people succeed under ordinary rather than extreme conditions. In fact, we often have no more to say about the good life than the many “self-help” gurus. But shouldn't we know better than them? The Western world has long “outgrown” the reasons that underlay the exclusively medical model of psychology. Perhaps now is the time to change the balance of power and direct the resources of psychology to learn about the normal and successful lives of normal people, and not just about the lives of those who need help.

Bibliography:

1. Linde N. D. Fundamentals of modern psychotherapy. M.: Academy, 2002.
2. Levchenko V.V. Positive psychology [Electronic resource] – M.: “Flinta”, 2014
3. Maslow A. New frontiers of human nature / Trans. from English M., 2011.
4. Morosanova V.I., Stepansky V.I. Method for identifying a subjective criterion for the success of actions // Questions of psychology. 1982. No. 3. P. 129-133.
5. Nazaretyan A.P. Physical and virtual violence: the prospect of mutual influence of realities // Psychology of morality / Responsible. ed. A. L. Zhuravlev, A. V. Yurevich. M.: Publishing house "Institute of Psychology RAS", 2010. P. 418-438.
6. Poddyakov A. N. Deliberate creation of difficulties and coping with them // Psychological research. Electronic journal. 2008. No. 1. URL: https://www.psystudy.ru/index.php/num/2008n1-1. html
7. Pezeshkian N. Psychosomatics and positive psychotherapy. M., 1996
8. Seligman M.E.P. New positive psychology: A scientific view of happiness and the meaning of life. M., 2006.
9. Csikszentmihalyi M. Flow: The Psychology of Optimal Experience. M., 2012.