Mathematics is a phenomenon of universal human culture. Initiation to it is, first of all, an initiation into imperishable cultural values, and, thus, its role in the development of the personality of a growing person is extremely important. In addition, the well-being of this person largely depends on the adequacy of her behavior in modern society, on her preparedness for existence in society. Mathematics today is one of the most important areas knowledge modern man. The ubiquitous widespread use of technology, including computer technology, requires from each a certain minimum of mathematical knowledge and ideas.

From early childhood to old age, we are in one way or another connected with mathematics (even dialing a telephone number requires knowledge of numbers and the ability to memorize digital sequences). A child encounters mathematics at an early age, and a housewife needs mathematics (how else would she reasonably build her budget, turn on a microwave, a washing machine, choose a suitable bank, etc.), and a carpenter, and a businessman, and a scientist dealing with space problems or society.

There are different views on the volume and quality of this minimum necessary for socialization. The question of creating an optimal mathematics course for secondary school is so debatable today that the teacher who directly implements decisions made, turned out to be almost buried by the “ninth wave” of textbooks and programs that fell upon it in the last decade of the 20th century. Suffice it to say that now there are at least 15 versions of mathematics textbooks for elementary grades, and almost all of them are recommended by the Ministry of Education for use in the educational process.

Preschool mathematics education is directly related to the process of teaching mathematics in primary school, and therefore this "ninth wave" inevitably begins to overwhelm the preschool educational link. At the end of the XX century. an unprecedented number of alternative preschool comprehensive and partial (one-subject) programs have appeared, including in teaching mathematics.

The discussion about the need for systematic pre-mathematical preparation of the child lasted almost a century (from the works of A.V. Grube, I.V. Pestalozzi, V.A. Lai, A. Diesterweg, S. Shokhor-Trotsky, etc. to the works of L.K. Schleger, E.I. Tikheeva, N.F. Bleher, A.M. Leushina, etc.). Practice has shown that the spontaneous formation of pre-mathematical ideas in children before school age happens, but these ideas are formed at the everyday level and, as a rule, are applicable to a very limited set of situations. Scientific knowledge is rational, consciously applicable to various diverse situations, as it has a generalized character. A child can acquire such knowledge only by interacting with specially organized material under the direct supervision of a teacher.

Such pre-mathematical preparation is very important not only from a substantive, but also from a psychological point of view. During this period, the child gradually adapts to a new vision of the world and gets used to the specifics of a quantitative assessment of the surrounding reality. From the point of view of the psychology of perception, the characteristic “quantity” is indirect, its awareness and isolation occurs when the child begins to understand the individual details of a “whole” object or individual elements of a set as a “whole” group.

It is no coincidence that all psychological tests of a six-year-old child's readiness for school are based on determining the adequacy of their perception of quantitative characteristics, and forms: its recognition and reproduction. The requirements for his determination of the quantitative characteristics of situations are usually the initiative of school teachers who enroll children in school.

Psychologists note that for the successful perception of these characteristics (quantitative and spatial), the child must sufficiently develop the ability to conduct an analysis necessary to highlight the desired characteristic of the phenomenon under consideration, and the ability to abstract from other signs that are not essential for this process. For example, when solving an arithmetic problem, only the quantitative characteristics of objects and the type of connection between them are important, while the nature of the objects is an insignificant feature. If this is not understood, the child approaches each task as an independent problem, not seeing the commonality of the tasks “about bunnies” and “about radishes”.

Analysis, as proved by psychologists, is not an independent operation, much less a fast-moving operation that does not require correction. The analysis is formed in close connection with the operation of synthesis that precedes it. At the same time, finding similarities and differences in the forms and quantitative characteristics of objects and groups of objects requires the child to be able not only to abstract from insignificant features, but also to compare and generalize the selected features, draw analogies with already known and mastered concepts and actions, etc.

Thus, the most important result of the pre-mathematical preparation of the child is not only and not so much the accumulation of a certain stock of subject knowledge and skills, but the mental development of the child, the formation of the necessary specific cognitive and mental skills, which are basic for further successful assimilation of mathematical content.

It can be safely stated that the importance of mathematical period consists in the fact that at this time the formation and development of the basic logical methods of mental activity should take place, which, in combination with the necessary level of development fine motor skills provide the child with an optimal starting level for direct acquaintance with arithmetic material, which is entirely and completely closed on operating with the numerical characteristics of sets, objects and situations (tasks). (This is today the predominant content of the mathematics course for elementary school.)

The good development of fine motor skills in the pre-mathematical period is important because at school, due to the predominance of arithmetic material, the child is faced with writing numbers very early and must work in a notebook with a small cell from the very first days.

Practicing educators know that a child, in general, can understand the material well, but due to a problem with writing numbers and other mathematical records, he often gets unsatisfactory marks, which, in turn, has a bad effect on the child’s desire to study this subject. If the poor development of motor skills is accompanied by deficiencies in the development of attention and memory, then this often leads to a general lag in the subject. At the same time, this lag is due to problems that are actually not directly related to mathematics itself as a subject. Thus, according to the unanimous opinion of school teachers, many problems of teaching mathematics at school would be removed with a qualitatively and methodically competently organized pre-mathematical period of a child's preparation.

One of the main requirements for the problem of any research is, first of all, its relevance and compliance with modern requirements of society. The relevance of the work is one of the main requirements for scientific work. In substantiating the relevance, the level of study in psychology and pedagogy of the chosen problem is determined, the degree of its novelty for modern science is indicated, a brief overview of the history of research in line with this problem is given. Here, it is precisely that part of the problem that has not yet received adequate coverage in science, but has great importance to reveal the psychological, pedagogical mechanisms and patterns of the problem as a whole. Determine the relevance of the topic- also means to emphasize its connection with important aspects of certain social problems of our time, the solution of which can be contributed by its study.

The study can be considered relevant only if not only the given scientific direction is relevant, but the topic itself is relevant in two respects: its scientific solution, firstly, meets urgent need of practice, and secondly, fills a gap in science which currently does not have the scientific means to solve this urgent scientific problem.

The criterion of relevance is dynamic, mobile, depends on time, taking into account specific and specific circumstances. In the very general view relevance characterizes the degree of discrepancy between the demand for scientific ideas and practical advice(to meet a particular need) and suggestions that science and practice can give at the present time. The most convincing basis that determines the relevance of the study is the social order, which reflects the most acute socially significant problems that require urgent solutions.

At the same time, the analysis of theses/bachelor's and term papers shows that in many cases the relevance of the scientific direction is substantiated in the studies, and the relevance of the research topic remains, as it were, behind the scenes, i.e. justified insufficiently or unconvincingly. Often there is no indication of practical relevance, or it is indicated only in the most general form.

Therefore, when describing the relevance of the study, it is desirable to adhere to the following logic:

1) show the relevance of the research direction;

2) highlight the specifics, show the need to study the topic;

3) characterize the relevance, both for science and for practice;

4) show what tasks are facing the practice of training, education, development, counseling, etc. and before the psychological and pedagogical science in the aspect of the chosen direction in the specific socio-economic conditions of the development of society;

5) consider regulatory documents (laws, decrees, regulations, programs of priority areas, etc.) that contain references to the need for this scientific research according to the specifics of the specialty, areas of training;

6) in the degree of development of the problem, formulate what was done by the predecessors and by whom (in the most general, concise position, indicate the names of scientists and practitioners);

7) indicate what remains undisclosed, what needs to be done;

8) formulate the research topic;

9) highlight the research problem. Research problem- a theoretical or factual issue that needs to be resolved. This question must meet two criteria:

a) objectivity. The emergence of a problem must be dictated by objective factors;

b) significance. The problem must have theoretical or applied significance for science.

To pose a problem means to answer a question“What needs to be learned from what has not been studied before?” Most often, the problem is formulated in the form of a question. For example: "What are the conditions necessary and sufficient for...?". The problem is the basis of all work. The formulation of the problem of scientific research is a kind of boundary between knowledge and ignorance. It arises when the old knowledge becomes insufficient, and the new has not yet taken a developed form;

10) formulate the research topic.

Let us give an example of justifying the relevance scientific research on the topic Psychological and pedagogical work on the formation of empathy in children with handicapped health».

In the context of the accelerating pace of life, people are increasingly faced with the problem of a lack of warmth in relationships and their own loneliness. Naturally, the question arises about the origins of such alienation and indifference. In this regard, the process of developing sympathy and empathy for others as for oneself is of particular relevance for our time.

Empathy is the leading social emotion and acts as the ability of an individual to respond emotionally to the experience of other people. It involves the subjective perception of another person, penetration into his inner world understanding of his experiences, thoughts and feelings.

Increasing importance is attached to the study of social emotions in the works of domestic psychologists (A. A. Bodalev, A. V. Zaporozhets, V. V. Zenkovsky, A. D. Kosheleva, N. Leontiev, M. I. Lisina, V. S. Mukhina, Ya. Z. Neverovich, S. L. Rubinshtein, P. V. Simonov, L. P. Strelkova, D. B. Elkonin). Social emotions contribute to "the process of human socialization, the formation of relations in the world in adult and children's communities" [..., p. 23].

The experience of psychologists and educators shows that most people with disabilities suffer from a lack of communicative culture, manifested both in the nature of one's own actions, and in inadequate perception of the emotional manifestations of other people, lack of sympathy and empathy. It should be noted that this problem concerns not only adults, but also preschool children, especially children with disabilities.

Relationships with other people are born and develop most intensively in childhood. The experience of these first relationships is "the foundation for further development personality of the child and largely determines the characteristics of a person’s self-consciousness, his attitude to the world, his behavior and well-being among people” […, p. 8].

We believe that preschool age is the most favorable for positive and effective changes in the development of the personality of a child with disabilities. And as psychologists' research shows, the result of a positively directed emotional childhood experience is trust in the world, openness, readiness to interact with people around, which provides the basis for positive self-realization of a growing personality […, …].

Thus, it can be noted that it is at preschool age that the foundations of the emotional and moral culture of the individual are laid. One of the most important components of the emotional and moral culture of children is the development of empathy as a person's ability to sympathize and empathize with other people, understanding their states.

In the fundamental state document - "The National Doctrine of Education in Russian Federation, one of the main tasks is to provide a developing society with modern educated, moral, enterprising people .... " […].

This research problem is also reflected in a number of such legal documents as: the Law of the Russian Federation "On Education", which states that "the content of education should ensure ... ... the formation of a spiritual and moral personality." “The content of education should promote mutual understanding and cooperation between people…” […]. In the National Doctrine of Education in the Russian Federation for the period up to 2025, it is noted that: “The state in the field of education is obliged to ensure the upbringing of the young generation in the spirit of high morality…” […].

In the Federal State Educational Standard of General Education states that primary general education is intended to become one of the tools for the civil, moral, intellectual and cultural development of Russian society in the 21st century, “one of the means is ... educating children and adolescents in openness, tolerance, harmonious relations with people and nature” . The main educational program is aimed at "... the development of the child as a subject of relations with people, the world and himself ..." […]. Achieving this goal of the program involves the formation of communication and cooperation skills.

Also in the requirements for the results of the development of this basic educational program elementary general education it is said about the formation of the ability for sympathy and empathy, a look at oneself from the outside, the abilities associated with life in society, the ability to help another in need of help, to notice this need, to respond to a request.

In modern psychological and pedagogical literature, the problem of the emergence and formation of empathy in adults and school-age children has been studied. Much less research has been devoted to the study of this problem in preschool age. At the same time, it is in preschool childhood, when the foundations of the emotional and moral culture of the individual are laid, that it is important to determine effective ways of developing empathy, responsiveness, and humanity in children.

Introduction - the beginning of a term paper, diploma or master's work in psychology. Relevance - the beginning of the introduction and business card work.

In relevance as a section of the introduction in one or two paragraphs, it is necessary to argue why it is necessary to conduct a psychological study on the stated topic. And here the logic of presentation should be from the general to the particular and from practical life to psychology.

It is necessary to begin the presentation of the relevance of the topic of a diploma in psychology with a real, practical problem. Next - to justify the importance of psychological analysis of the problem. And finally, indicate how the stated topic can help solve a real practical problem.

For example, there is a real problem of increasing the efficiency of the professional activities of employees. The problem of increasing the efficiency of labor in the hotel industry is especially relevant. Professional success is affected various factors: social, organizational and psychological. Among the psychological factors, an important place is occupied by the personal characteristics of employees. Thus, the relevance of the topic " The study of personal factors of professional effectiveness of employees of organizations in the hotel industry».

Another example of describing the relevance of the topic of work in psychology. We have a theme for a diploma or master's thesis in psychology: “ Features of ideas about happiness in women of different ages". Here's what the relevance of this topic might look like in the form of abstracts:

• Comfortable psychological well-being of women is important from the point of view of their fulfillment of the role of mother, wife, professional.
• Psychological comfort largely depends on ideas about happiness. This is especially true for women, given gender and cultural and historical background.
• At each age stage, certain changes occur that put women in front of the need to somehow adapt to these changes.
• For adequate assistance to women in adapting to age-related changes, it is important to have reliable psychological data on the peculiarities of ideas about happiness in women of different ages.

Sometimes indications of the significance of any practical issues or problems can be argued with statistical data or references to empirical research data. For example, justifying the relevance of the study of psychological methods of divorce prevention, one can indicate statistical data on the number of divorces in Russia and in the world.

Another example. Justifying the relevance thesis on the topic: “Psychological characteristics of middle-aged unmarried women”, it is important to provide not only statistical data on the number of single women, but also refer to the results of psychological studies that reveal negative manifestations in the life of unmarried women.

Relevance of the topic term paper in psychology is always conditioned by the demands of practical life. But you shouldn't start too far. For example, justification of the relevance of the problem of loneliness in unmarried women should not begin with a description of the initial abandonment of a person into the world and his essential existential loneliness. It is more appropriate to start with the social context and the importance of communication for a person's psychological well-being.

So, the relevance of the topic of a diploma or master's research should clearly indicate a practical problem. This problem should be clear to anyone, not even a specialist. This is followed by a clear and reasoning justification that the stated topic of the diploma will help to get closer to solving a practical problem.

I hope this article will help you to write a diploma in psychology on your own. If the need arises, please contact (all types of work in psychology; statistical calculations).Order

THE RELEVANCE OF PRACTICAL PSYCHOLOGY AND THE ALGORITHM OF THE PROFESSIOGRAM OF A PRACTICAL PSYCHOLOGIST

Shantyr E.E. Relevance practical psychology and the algorithm of the professiogram of a practical psychologist //
Psychologist. - 2015. - No. 4. - P. 116-138. DOI: 10.7256/2409-8701.2015.4.15267.
URL: http://e-notabene.ru/psp/article_15267.html

Shantyr Evgeny Evgenievich,
psychologist, head of the Department of Practical Psychology, Dnepropetrovsk Institute
Interregional Academy of Personnel Management, Associate Professor, Candidate of Medical Sciences

Annotation. This article shows the relevance of practical psychology in modern society. In the context of the constant intensification of human life and the growth of crisis phenomena, progressive personal transformations in society should occur quickly and massively, which will make it possible to reverse the crisis phenomena and the current direction modern humanity to self-destruction and self-destruction. The problems that humanity is facing today are the result of the current spiritual and psychological crisis. The level of evolution of human consciousness, as a carrier of mental processes, in many cases does not provide an adequate response of the society and its individuals to the current challenges and does not lead to the timely development of a new worldview to overcome crisis phenomena. Under these conditions, psychology and its practical implementation seem to be almost the only science to which views are turned in search of an answer to current issues of today and the definition of practical actions to overcome crisis situations. At the same time, the profession of a psychologist is still far from unambiguously perceived today in modern society, practical psychology itself has not declared itself properly, and the activities of practical psychologists have not become concrete and understandable to people. The key reason for this is, first of all, the lack of clearly formulated foundations of a practical psychologist's professiogram, which makes it possible to separate psychological assistance from all other parapsychological and astrological activities that are similar in content. The research methodology of this work includes the analysis of scientific material and the theoretical development of the basic concept of the activity of a practical psychologist. The scientific novelty of the presented materials lies in the fact that the author proposed and substantiated the algorithm of the professional psychologist's professiogram, whose activity, unlike other professions, should be aimed primarily at the development of human mental processes in order to form a new personality capable of adequately solve their specific problems. At the same time, the author developed and described the method of humanitarian-behavioral psychoanalysis, which reflects the main content of the work of a practical psychologist. The article may be of interest to a wide range of specialists in the field of psychological services: students, teachers, practical psychologists and civil servants of the education system.

Keywords: psychology, practical psychology, relevance, intensification, crisis, psychologist's professiogram algorithm, mental processes, psychological consultations, humanitarian-behavioral psychoanalysis, society

UDC: 159.99

DOI: 10.7256/2409-8701.2015.4.15267

Modern society is characterized by a multidirectional variety of socio-political, religious, cultural, educational, family and marriage, as well as interpersonal relationships, in including by gender. Over the past time, we have been witnessing more important technological breakthroughs and socially significant changes in society over the course of one decade, or even one year, than those that people of previous historical eras experienced in whole centuries. Mankind has managed to penetrate the secrets of nuclear energy, to send spaceships to the moon and to all the planets solar system, pass around the globe sound and color images, crack the DNA code, start experiments with cloning and genetic engineering, and much more. Nevertheless, these and many others, such impressive intellectual achievements of civilization, have brought modern humanity to the brink of global catastrophes. Very often, the achievements of science and technology are used to satisfy the primitive emotions and instinctual drives, which are not very different from those that ruled the behavior of people in the Stone Age. This state of affairs has led to the fact that in addition to the ghost nuclear war humanity is threatened by several less spectacular, but no less insidious and more predictable doomsday scenarios. First of all, this applies to industrial pollution of soil, water and air, the destruction of the ozone layer, the greenhouse effect in the atmosphere, the threat of nuclear waste and disasters, the possible depletion of oxygen reserves on the planet, the danger of toxic additives in food and drinks. To this we can add a number of social phenomena, less apocalyptic in nature, but no less destructive. First of all, it is poverty and hunger on the one hand, and on the other hand, people are fed up with material goods, overweight and obesity among a significant part of the world's population. The disintegration of the family, the crisis of motherhood and fatherhood, the disappearance of spiritual universal values, the loss of the natural connection between man and nature, the growth of general alienation and aggression in relations between people and even whole ethnic groups, lack of planned and favorable prospects for the future development of entire regions.

The challenge of our time is the ever-increasing intensity of far ambiguous processes in all areas human life. Socio-political, industrial, informational, religious, cultural and educational, as well as the sphere of family, marriage and interpersonal relations are undergoing changes literally before our eyes. The intensity of production increases sharply, intensive, far from always favorable, transformations in society are observed, intensive, often destructive changes are accelerating. personal qualities a person, his state of health, there is intensive treatment, training and much, much more.

The intensity itself is not a problem, but rather, on the contrary, it is caused by the move itself. historical development and is designed to meet the growing social, spiritual and material needs of modern man. At the same time, it is precisely this "speedy" situation that gives rise to the danger of accumulation of unresolved problems in society. In the course of the constant intensification of life, the number of conflict situations and the corresponding states of the psyche as a result of the lag of society or an individual from the requirement modern world. This, in turn, inevitably forms erroneous, inadequate, and sometimes even simply aggressive behavior of an individual and even entire ethnic or social groups. This state of affairs gives rise to the emergence and irreconcilable confrontation of different worldviews and, most importantly, leads to conflicts and problems, which, unfortunately, in the conditions of modern civilization, increasingly develop into hostility and human tragedies. At the same time, such trends are observed in all spheres of society, but especially in the socio-political sphere and in the personal life of a person.

And as a result of the above reasons, today's humanity lives in conditions of constant psycho-emotional tension, being on the very edge of catastrophes created by it. And this happens at a time when modern science offers society almost fabulous production technologies that could easily solve most of the pressing social and material problems of today's world. But this does not happen, and, consequently, the existing problems are not technological, environmental or even political in nature, their deepest meaning is inside the human personality, in his psyche and the mental processes themselves.

It is becoming more and more obvious that in the modern world administrative and legislative measures, economic and social sanctions, forceful scenarios, military invasions and other similar actions and events practically do not lead to the desired result. Moreover, they necessarily give rise to new, much more complex problems than they were originally intended to solve. From the very beginning of their application, as a rule, it can be said with certainty that they are doomed to failure, because their strategy, designed to eliminate or at least alleviate this or that regional crisis in society, is rooted in the same ideology that was root cause of the crisis itself.

With the most careful consideration, the current global crisis of humanity is basically nothing more than a spiritual and psychological crisis, because it reflects the level of evolution of human consciousness as a carrier of mental processes. That is why it is difficult to imagine that this crisis could be resolved without a radical transformation of the personal qualities of the human individual, which is ultimately determined by the level of development of his consciousness as a carrier of mental processes: intellectual, emotional, functional and spiritual. In other words, today the world needs a person, as a person, with a qualitatively new worldview, intellectually and spiritually mature, with the priority of universal human and spiritual values.

At first glance, such a task seems too complicated and even science fiction. The possibility of transforming modern humanity into a species of individuals capable of peaceful coexistence with their fellows, regardless of race, skin color, religious and political beliefs, not to mention other differences, of course, does not look too plausible, given the entire previous history of the development of human civilization. However, the situation is not as hopeless as it might seem at first. Radical spiritual and psychic transformations of mankind are not only possible, but are constantly taking place, including in our days.

What is the fundamental factor of progress, both of all mankind and of a single individual? It's definitely evolutionary, according to the intensity modern life, complex and harmonious development of human consciousness as a carrier of mental processes.

The evolution of mental processes is a continuous, gradual and long-term development of the psyche of all living organisms in the conditions of their adaptation to the Earthly parameters of life. The psyche, as a set of mental processes, arose, according to literary sources, more than 500 million years ago and has been constantly evolving throughout this period. In the literature sources available to us and on Internet sites, three main levels of the evolution of the psyche are distinguished:

1. Interspecies level of evolution - at this stage, there is a gradual change in the psyche from the simplest to more complex forms as it develops various kinds animals from protozoa to mammals and to man himself. It reveals all the happening phenomena of life on planet Earth.

2. Phylogenetic (intraspecific) level of evolution - consists in a smooth transition of the psyche as an animal or a person develops as a species. In this case, man acts as one of the species of mammals that have existed for about 3 million years. Throughout the entire stage, there is a gradual, continuous change in the psyche itself.

3. Ontogenetic level of evolution - reveals the development of the psyche in ontogenesis, that is, in the process of the entire life of a person (or animal), from the moment of birth to death.

Of course, in the process of evolution, the psyche as a vital phenomenon constantly undergoes deep qualitative transformations. The meaning of these transformations, in short, lies in the fact that initially the properties of mental processes provide an opportunity for living objects to move away from adverse factors, then provide a search for favorable conditions for the body and, ultimately, the psyche acts as a tool for studying and transforming the entire environment. Qualitatively new characteristics of mental processes, which appeared as a result of the development of a living object in ontogenesis, are further manifested in subsequent generations at the phylogenetic (intraspecific) level of animal or human evolution.

At the same time, if we consider the history of mankind, it shows that the evolution of mental processes and the human psyche in general, along with undeniable achievements, was accompanied, unfortunately, by a number of negative phenomena: wars, social disasters, man-made disasters and other crisis phenomena. Consequently, the development of the psyche, as a set of human mental processes, especially in the current conditions, requires scientifically substantiated professional approaches and it seems to us archi important for the future of all human civilization. And the main task here is to ensure that in the conditions of growing crisis phenomena and the constant intensification of human life, qualitatively new progressive personal transformations in society occur quickly and massively, which will make it possible to reverse the crisis phenomena and the current trend of modern humanity towards self-destruction and self-destruction.

Under these conditions, psychology and its practical implementation seems to be almost the only discipline to which views are turned in search of an answer to current issues of today and the definition of practical actions to overcome crisis situations. This can explain the relevance and ever-increasing need in society for the profession of a practical psychologist. There is an increasing introduction of this specialty in all areas public services and educational institutions, religious, cultural, medical and other institutions, as well as a growing demand for this profession in private business and in solving problems of personal life.

At the same time, the profession of a psychologist is still far from unambiguously perceived today in modern society. It can be said that a certain paradox has developed: on the one hand, there is an ever-increasing need and demand for psychological help, and on the other hand, there is a huge distrust of people in everything related to psychological services. This state of affairs is very often explained by the rather low level of psychological literacy of the population, which, undoubtedly, has its confirmation in reality. But still, the main reason for the distrust and lack of proper authority of the profession of psychologist in society, in our opinion, lies precisely in the fact that practical psychology itself has not declared itself properly, and the activities of practical psychologists, alas, have not become concrete and understandable to people. .

The current situation has led to the fact that at present the work of a practical psychologist has become almost on a par with healers, astrologers, clairvoyants, psychics and other specialists of this kind. In St. Petersburg, for example, there are more than 400 various schools healing, which can be called centers, institutes and even academies. All of them advertise psychological assistance services: individual psychological consultations, trainings, coaching, etc. . The key reason for this fact, in our opinion, is the lack of a clearly formulated and understandable regulatory framework that allows us to separate psychological assistance from all other types of activity, which we do not underestimate in any way. We need a certain algorithm for the professional psychologist's professiogram. This is also necessary to organize the necessary control over the professional activities of a practical psychologist and increase his responsibility for the services provided to him, otherwise, at present, the provision of psychological services, except for the conscience of a specialist, is not regulated in any way.

In practical psychology, it is customary to distinguish two main components: consulting work and the so-called psychotherapeutic, we will call it an evolutionary direction, as a type of activity associated with the use of practical psychology methods for the development of human mental processes. At the same time, it should be emphasized that psychotherapy, like other medical terms used in practical psychology, has nothing to do with treatment, i.e. they do not have access to therapy, as we have described in detail in the work "Issues of Education and Interpretation of Occupations in the Sphere of Psychological Services" .

The consulting direction according to the semantic content of the psychological service provided can be classified into 3 types:

1). Information about the problem in terms of modern psychology and other related sciences and religions.

2). Information as a psychologist's recommendation for solving or mitigating a problem in a person's life.

3). Information as a joint solution developed by the psychologist and the client in the process of communication on a specific problem.

As for the evolutionary (psychotherapeutic) direction, there are three main methodological approaches in modern practical psychology:

1). Psychodynamic (psychoanalytic, deep).

2). Cognitive-behavioral (behavioral, behavioristic).

3). Humanistic, humanitarian (phenomenological, existential-humanistic).

All three approaches currently combine about 500 different methods and approaches. It is not possible, and certainly not necessary, to describe them all in this paper. To get to know them in open access There are many Internet resources as well as literature sources.

With all the above methodological diversity, the question arises, what is the main meaning or algorithm of work to put into the concept of a practical psychologist's professiogram in an evolutionary (psychotherapeutic) direction, i.e. in the direction of the use by the psychologist of the whole complex of methods of practical psychology? What exactly is meant by the activity of a practical psychologist in the development of mental processes? What basic theoretical provisions should he be guided by in the evolutionary direction, regardless of the social or industrial area of ​​\u200b\u200bhis activity and the specifics of relations with a particular client? At the same time, which is especially important, the algorithm of the practical psychologist's professiogram should not oppose methodological approaches and limit the psychologist's ability to choose methods used in practice. All three directions and the entire list of methods in the evolutionary (psychotherapeutic) direction of practical psychology must be combined into one basic concept of a practical psychologist's professiogram.

To summarize all of the above, it can be argued that the algorithm of a practical psychologist's professiogram should include consulting assistance and the implementation of humanitarian-behavioral psychoanalysis. Consulting assistance should be carried out in the three semantic directions indicated above, each of which, of course, requires its further development. professional development, although the issues of counseling are currently quite widely represented on numerous Internet sites and in literature sources.

As for the term "humanitarian-behavioral psychoanalysis", we are introducing it for the first time, in order to combine all three methodological areas of practical psychology and, thereby, include all existing methods of practical psychology in the arsenal of a practical psychologist. What is the semantic meaning of the humanitarian-behavioral psychoanalysis, as an algorithm of the professional psychologist's professiogram in the evolutionary direction?

First of all, the title itself already reflects the specific content of the algorithm of the practical psychologist's professiogram. The humanitarian component includes the psychologist's efforts aimed at forming the client's "Phenomenon" of a person's personality, his uniqueness and originality, a person who has the full necessary potential, a "spark of God" to solve any of his problems. The focus here is on the highest values: love, freedom, creativity, self-actualization of the individual, responsibility, as well as the meaning of human life and the main goals of realizing his personal qualities. To do this, a practical psychologist can use the entire theoretical base of phenomenological philosophy, as well as theoretical approaches and the entire set of methods of humanistic psychology, humanitarian psychology, existential-humanistic and transpersonal psychology.

The second, behavioral component of the algorithm of the practical psychologist's professiogram is aimed, first of all, at the development and implementation of specific practical steps on the formation of the client's new thinking and adequate behavioral reactions, both in relation to his problem situations in the world around him, and in relation to himself. This is the part of the work of overcoming crisis situations in the life of the client, which is the most accessible in terms of the implementation of specific changes. After all, a person, as a person, always has the ability to control his thoughts and behavior. Consequently, a person can start changing his life, in the broadest sense of the word, directly at any current moment, especially with the support of a psychologist. To work in this behavioral aspect, a practical psychologist can use the theoretical base and the necessary methods of cognitive-behavioral (behavioral) and communicative psychology.

And, finally, psychoanalysis, as the most complex process in the work of a practical psychologist, is the third part of the algorithm of a practical psychologist's professiogram. It is used to search for hidden, deep subconscious mechanisms that generate crisis phenomena in the life of a particular person. Methodological approaches psychoanalysis can be different and based on Freud's psychoanalysis, Jung's analytical psychoanalysis, Adler's individual psychoanalysis, neo-Freudianism, physiological and bioenergetic psychology, Gestalt psychology, and many other approaches.

We propose to put the search for delusion, an erroneous belief, which is located in the depths of the human subconscious in the form of a certain energy, into the semantic basis of psychoanalysis. Based on the "energy" of consciousness, according to integrative psychology, this erroneous belief (delusion) upon its realization, the so-called insight, is transformed into the positive energy of a rational judgment. For such a transformation, first of all, it is necessary to abandon the erroneous belief and, on the basis of psychoanalysis, develop rational, adequate thinking in relation to the phenomenon or event in question in the life of a particular person or even his previous generations.

At the same time, in the optimal variant, a practical psychologist together with a client in the process of psychoanalysis should strive to determine the root erroneous thought, the so-called "original sin", which is the main source of problems and wrong decisions in a person's life. Although the elimination of incorrect conclusions at any level of the "erroneous tree" will help alleviate the crisis situation and generate positive dynamics in a person's life circumstances.

Schematically, humanitarian-behavioral psychoanalysis includes the following stages of the work of a practical psychologist:

Define and formulate the problem.

Determine the cause of the problem.

Justify the causal relationship between the problem and the cause.

Work out a solution.

The psychoanalytic content of each stage is as follows:

1. Define and formulate the problem:

Analysis of life circumstances from the moment of birth.

Analysis of the life of relatives and friends.

Analysis of crisis situations in human life.

Analysis and formulation of the human problem.

Brief and clear textual record of the formulated problem.

2. Determine the cause of the problem:

Analysis of a person's thoughts in relation to himself.

Analysis of a person's thoughts in relation to others.

Analysis of emotional states and reactions of a person.

Determine the main erroneous thought (the root of evil, the so-called original sin).

Brief and clear formulation and textual record of an erroneous thought.

3. Justify the causal relationship:

To substantiate the connection of fateful events in a person's life with an erroneous thought.

To substantiate the connection of emotional states and reactions of a person with an erroneous thought.

Justify the life circumstances of a person and his psycho-emotional state with the presence of an erroneous thought.

4. Work out a solution:

Formulate a rational (correct) thought instead of an erroneous one and make a text entry of it.

Formulate and write down derivative thoughts (affirmations) from a new rational (correct) thought.

If necessary, determine the method of practical psychology for the further development of mental processes.

All three stages of the humanitarian-psychological analysis in the conditions of their practical implementation in themselves, which is already very important, contribute to the development of all groups of psychological processes of the human psyche, but first of all, of course, as can be seen from the very list of tasks performed, intellectual mental processes. These include imagination, thinking, memory, attention and speech. It is to these mental processes that mankind, throughout its entire history, owes its intellectual progress in all spheres of its being. The problem is always the result of some delusions, and progress is always the result of a new, more perfect intellectual state, both of society as a whole and of a particular person. Consequently, the activity of a practical psychologist in the development of these mental processes and, first of all, thinking, as the basis of higher cognitive activity, especially in the conditions of constant intensification of life and the growth of crisis phenomena in modern society, seems to us the most urgent task of today.

At the same time, it should be noted that practical psychology is currently interested in the further development of its image solely on the basis of humanitarian terminology. It is necessary to completely abandon purely medical terms in theoretical descriptions and practical actions, such as diagnosis, diagnosis, doctor, treatment, therapy and related phrases. Having abandoned the medical approach to a person in terms of treating a problem (disease, pathology), the profession of a practical psychologist will become a profession for a healthy person, as it really is in the context of development, we emphasize, not treatment, but the development of mental processes. Even if a person has a medical diagnosis, some kind of illness, then for a practical psychologist he remains a healthy person, a person who, with the help of the development of mental processes and the emergence of more perfect personal qualities, solves his problems, including in relation to his health. The attractiveness of the profession of a practical psychologist for society lies precisely in the development of a person as a person, and not in his treatment. Doctors are involved in the treatment, the efforts of the psychologist are aimed at personal growth person.

Thus, summing up what has been said in this section, we focus on the following main points:

1). The relevance of practical psychology and the ever-increasing need in society for the profession of a practical psychologist today is dictated by the intensification of all spheres of human life and the threatening growth of crisis phenomena in modern society. Qualitatively new progressive personal transformations in society should occur quickly and massively enough, which will make it possible to reverse the crisis phenomena and the current trend of humanity towards self-destruction and self-destruction.

2). The algorithm of the professiogram of a practical psychologist includes activities aimed at the development of human mental processes, through consultations and the implementation of humanitarian-behavioral psychoanalysis, which consistently includes all three main methodological areas of practical psychology: psychodynamic, cognitive-behavioral and humanistic.

3). A practical psychologist is a humanitarian profession that does not include a medical worldview and medical manipulations and, accordingly, does not provide for the use of medical terminology. The main goal of the work of a practical psychologist is the personal growth of a person through the development of his mental processes.

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Psychological counseling as a profession is relatively new area psychological practice emerging from psychotherapy. This profession arose in response to the needs of people who do not have clinical disorders, but seek psychological help. Therefore, in psychological counseling, we primarily deal with people who experience difficulties in Everyday life. The range of problems is truly wide: difficulties at work (dissatisfaction with work, conflicts with colleagues and supervisors, the possibility of being fired), unsettled personal life and family troubles, poor school performance, lack of self-confidence and self-esteem, painful hesitation in decision-making, difficulties in establishing and maintaining interpersonal relationships, etc. On the other hand, psychological counseling, as a young area of ​​psychological practice, does not yet have strictly defined boundaries, a wide variety of problems fall into its field of vision. Some uncertainty about the subject of psychological counseling is reflected in the variety of definitions. Thus, the US Association of Employees and Managers Licensing Commission, which issues permits for private practice, offers the following definition: “Counseling is a set of procedures aimed at helping a person solve problems and make decisions regarding professional career, marriage, family, personal development and interpersonal relationships ". N. Burks and V. Steffire (1979) proposed a slightly broader definition of counseling: "Counseling is the professional relationship of a qualified consultant to a client, which is usually presented as a" person-person ", although sometimes more than two people participate in it. The purpose of counseling is to help clients understand what is happening in their living space and meaningfully achieve their goal through informed choice when resolving emotional and interpersonal problems. In modern psychology, including domestic psychology, more and more attention is paid to the ideographic direction associated with the study of personal, professionally important and business qualities individual person, his condition and degree of adaptation in difficult socio-economic conditions. As it has become apparent, what is usually referred to as the term "human factor" plays a huge role in everyday life. The increasing frequency of man-made disasters makes us once again convinced that the development of civilization is accompanied by more and more advanced technology, which in turn makes more and more demands on the person who controls it. In connection with the existing problems, the previously prevailing approach, studying the general patterns of development of mental processes, has faded into the background. Research aimed at studying individual characteristics a specific person, his character, abilities, cognitive functions, way of experiencing stress. In addition, there was a pronounced need for the development of differentiated measures psychological support persons who find themselves in traumatic circumstances; these are terrorism, migration of the population in the zone of paramilitary operations, man-made disasters, natural disasters. The complex vicissitudes of modern life, associated with the destruction of the old socio-economic foundations and attempts to establish new production relations that have not yet been successful, lead people to pronounced maladaptation, which in turn makes them victims of zombies by political extremists, religious fans, adventurers or the mentally ill domineering individuals. As happens at a turning point historical times, many people gullibly succumb to the influence of esotericism. Healers, mystics, seers of various kinds have a serious impact on them precisely because the niche of influence on the personality was not timely filled with psychological services to the extent that it would be necessary. To counter misdirections, the modern psychologist must be armed with a science-based approach. In this regard, there was a pronounced need for reliable tests that reliably reveal the individual personality characteristics of a person, his emotional sphere, motivation, hierarchy of values, and the degree of severity of socio-psychological maladaptation. These are also tests that allow one to judge stable professionally important personality traits, based on the results of which criteria can be developed. professional selection, placement of personnel, integration of production teams. The publishing boom, in addition to the positive side of this phenomenon, also brought us costs. Apparently, a young psychologist needs to be helped to figure this out before he has his own starting point and the ability to distinguish real works from philistine literature written by amateurs. The main question that interests many specialists is: What directions in psychology are waiting for their development in the near future? It is difficult to predict what trends in psychology will develop in the coming years, but we can say that it is extremely important. Children. This is a very painful problem. And if decisive steps in this direction are not taken in the near future in social psychology, in personality psychology and in educational psychology, then this niche will be occupied by others. Children are our future. This is the future of modern psychological science. At one time, in the 1920s, differentiated methods of a pedagogical approach to different children, including children with an unstable psyche and signs of pedagogical neglect, were very successfully developed in domestic psychology. And great attention was given to different measures of socialization of children and adolescents due to the fact that at that difficult historical moment there were many orphans and desocialized adolescents. In pedagogy, the conviction prevails that the "norm" is the average child, without a pronounced character. When they are told about the features of emotional lability, impulsivity, rigidity, anxiety or aggressiveness, many of them think that we are talking about pathological manifestations, about the phenomena of the psychiatric register. Educational institutions do little to the educational side of the development of the child, abusing imperative measures of influence. The soul of the child, his interests, the need for love and understanding do not receive proper saturation. Rejected children, who have not received warmth and affection either in the family or elsewhere, become hardened and go into a world full of dangers, where (it seems to them) they will find freedom from shouting and coercion, and everything else that they lack in the family, At school. No one is teaching adults the art of raising children. And this is really art. Few people intuitively or by virtue of their intellect and development skillfully cope with parental responsibilities Today, there is no specialization "telephone counseling" in state educational institutions of higher professional education. Separate academic disciplines that are present in the training programs for psychologists are short-term, often optional. A certified psychologist who wants to work in the field of psychological counseling by telephone is actually not familiar with the specifics of the future work. Therefore, even being a specialist in the field of child psychology, psychological counseling, a psychologist still needs additional advanced training in the field of telephone counseling. The psychologist of the children's helpline must be highly professional, have an understanding of various areas scientific knowledge (medicine, pedagogy, etc.). Telephone counseling does not leave room for error, especially when it comes to child counseling. For many children, a call to the helpline is the first meeting with a psychologist, and what experience he gets as a result of this meeting will largely depend on the child's further attitude to psychological assistance in general. Patients seek help to alleviate their emotional state; clarification of internal, psychological problems; for help in accepting their illness; with questions about how to cope with emotions, aggression; how to communicate with your family, with friends, at work; they ask for help in finding internal resources to overcome the disease; with requests related to the prevention of relapses, further life in conditions of illness, and so on. As is well known, in previous decades psychology was predominantly a theoretical (ideological) discipline. At present, her role in public life has changed significantly. It is increasingly becoming an area of ​​special professional practical activities in education, industry, public administration, medicine, culture, sports, etc. Incorporating Psychological Science into the Solution practical tasks significantly changes the conditions for the development of her theory. Tasks, the solution of which requires psychological competence, arise in one form or another in all spheres of society, determined by the growing role of the so-called human factor. Under " human factor» refers to a wide range of socio-psychological, psychological and psycho-physiological properties that people possess and which one way or another are manifested in their specific activities. The main object of study of the entire system of psychological disciplines is the same. This is a person, his mental processes, states and properties. Psychology is one of the most promising sciences, as the role and importance of people, their psyche and consciousness is increasing more and more. Psychology is a science that not only cognizes, but also ascertains, creates a person.