Relevant bibliographies by topics / Psychologists

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Psychologists'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Psychologists"

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Morawski, Jill. "Psychologists’ psychologies of psychologists in a time of crisis." History of Psychology 23, no. 2 (May 2020): 176–98. http://dx.doi.org/10.1037/hop0000140.

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Thomson-Casey, Carrie, Erica McIntyre, Kris Rogers, and Jon Adams. "The relationship between psychology practice and complementary medicine in Australia: Psychologists’ demographics and practice characteristics regarding type of engagement across a range of complementary medicine modalities." PLOS ONE 18, no. 5 (May 4, 2023): e0285050. http://dx.doi.org/10.1371/journal.pone.0285050.

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Introduction Many people with mental health problems utilise a range of complementary medicine (CM) practitioners, products, and practices. Psychologists are likely to consult with clients who are seeking and using CM, in some form, as part of their wider mental health treatment. The aim of this research is to determine how much, and in what ways, Australian psychologists recommend CM products and/or practices, and/or initiate referrals to CM practitioners as part of their clinical practice and to explore if these behaviours have any association with the characteristics of the psychologist or their wider practice. Methods Survey data was collected from psychologists in clinical practice who self-selected to participate between February and April 2021. Participation in the study was via an online 79-item questionnaire exploring core aspects of CM engagement in psychology clinical practice. Results Amongst the 202 psychologists who completed the survey, mind/body approaches (90.5%) were the most recommended CM and cultural/spiritual approaches the least recommended CM (7.5%). Participants also reported referring to CM practitioners with naturopaths the most common focus of their referrals (57.9%) and cultural and spiritual practitioners the least common focus of their referrals (6.69%). Our analysis shows the demographic and practice characteristics of a psychologist are generally not predictors of a psychologist’s engagement with CM in their clinical practice. Conclusions Substantial numbers of psychologists recommend CM products and practices and/or refer clients to CM practitioners. Alongside subjecting CM interventions for mental health to an evidence-base assessment, the broader discipline of psychology needs to also consider psychologist engagement with CM in clinical practice in order to help ensure cultural-sensitivity, client safety and client choice.
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Müllerová, Zuzana, and Jan Šmahaj. "Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis." Education Sciences 13, no. 11 (October 26, 2023): 1078. http://dx.doi.org/10.3390/educsci13111078.

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The aim of this study was to determine what kinds of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological design with data collection conducted in the form of semi-structured interviews with eight teachers and ten school psychologists. Subsequent analysis was performed using the grounded theory method. The results indicated the central importance of how a given teacher views the school psychologist, which further determines which factors will influence the degree to which the psychologist is accepted. The following factors were shown to be important in the relationship between a psychologist and a teacher’s neutral attitude toward them: the characteristics of the teacher and the psychologist, the role of school management, the role of school focus and the degree to which the psychologist’s role is understood. The discrepancy between the actual role of the school psychologist and how their role is perceived by the teachers can be a source of issues in cooperation and trust between the two.
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Mytnyk, Alexander, Ernest Ivashkevych, Illia Chanchykov, Viktoria Predko, and Olha Stakhova. "Professional training of future psychologists in the information space in higher education institutions." Revista Amazonia Investiga 12, no. 61 (February 28, 2023): 112–21. http://dx.doi.org/10.34069/ai/2023.61.01.12.

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The article lights up the professional training of future psychologists in higher education institutions of Ukraine and considers the specifics of the professional training of future psychologists. Future specialists professional training in psychology is considered one of the key problems of the theory, science and practice of psychology. The article reviews the main areas of work of a psychologist in the education system. We noted various criteria for personal self-realization of future psychologists. The article shows the theoretical foundations of the structure of the psychologist's professional personality for work with adolescent children. The use of modern pedagogical technologies during the professional training of future psychologists is currently expedient in the informational educational space. The article shows that the desire to quickly win the status of an adult, to achieve independence, is characteristic of adolescence, and the peculiarities of psychological and pedagogical conditions and the organization of the educational process of training practical psychologists in the information space are also considered. During the analysis of scientific works and consideration of trends in the development of education, the article revealed contradictions characteristic of the system of higher psychological education.
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Gusakova, Marina. "Effect of explicit and implicit components of psychologists’ mental experience on their parental competence." Journal of Education, Health and Sport 11, no. 11 (November 7, 2021): 25–36. http://dx.doi.org/10.12775/jehs.2021.11.11.002.

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The purpose of this research was to determine the effect of various components of psychologists’ mental experience (ME) on their parental competence (PC) when dealing with children of primary school age. We have distinguished three factors – professional attitude, professional competence and professional learning, dividing each into a number of components relating to explicit and implicit experience. For instance, explicit representation of professional attitude in terms of communication with children is a psychologist’s self-assessment scale, and implicit representation is a degree of openness of cognitive position as willingness to solve problems. Explicit representation of psychologist’s professional competence is his/her work experience in his/her major (school psychologist), and implicit representation is reflexivity of cognitive style built by competent professionals. Professional learning for psychologists takes two forms: explicit learning, which is a conscious acquisition of knowledge and skills through trainings and seminars, and implicit learning, which is undirected, for example, through research and writing articles. It has turned out that explicit and implicit components of mental experience have a different effect on such parameters of psychologists’ parental competence as feedback efficiency, level of feedback detail and predictability of feedback usefulness. In other words, we have established that professional mental experience of psychologists may shape up their parental competence, making it both high and low. It is important to know that implicit (and often unconscious) components of mental experience have as much effect as its explicit components. We believe that study of implicit components of professional learning may contribute to improvement of psychologists’ professional training and development of a professional’s mature personality.
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Dombek, Svetlana, and Natalia Lebedeva. "PROFESSIONAL CAREER SUPPORT TEACHER-PSYCHOLOGIST." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 67–77. http://dx.doi.org/10.17770/sie2021vol4.6233.

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The article deals with the problem of professional development of a psychologist's career in education. The authors of the article clarify the concept of «professional career»; identify the necessary and sufficient organizational and managerial conditions for supporting the professional career of a teacher-psychologist; conclude that the development of auto psychological competence in teachers-psychologists at the stage of professional adaptation is relevant.Analysis of the results of the study showed that young educational psychologists are focused on professional self-development, but they need competent support for their professional career. The authors describe the experience of practical implementation of organizational and managerial conditions for supporting the professional career of a teacher-psychologist, and note the positive dynamics of the participants ' readiness to build a professional career.The article is intended for public reading, as well as for those who are interested in psychological and pedagogical research.
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Gutyria, Marharyta. "PROFESSIONAL SELF-ACTUALIZATION MODEL OF PSYCHOLOGISTS EXPERIENCING A PROFESSIONAL CRISIS." Scientific Journal of Polonia University 53, no. 4 (November 15, 2022): 177–82. http://dx.doi.org/10.23856/5320.

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The article is devoted to the problem of psychology students professional selfactualization, who are experiencing a crisis of professional readiness. The theoretical model of professional self-actualization based on scientific and theoretical analysis is highlighted, such factors as: emotional-volitional, cognitive, reflexive, physiological-somatic, social interaction are shown. The article presents the results of an empirical study of professional self-actualization and manifestations of a professional readiness crisis among future psychologists. Using a factor analysis, a model of psychology students professional actualization was formed, which includes the following factors: "Distress symptoms of future psychologists due to frustration of needs and impossibility of fulfilling own existence", "Emotional burnout as a manifestation of the professional readiness crisis of future psychologists", "Personal features as a factor of communicative and epistemological self-actualization of psychology students", "Emotional background as a factor of psychology students self-actualization", "Locus of control as a factor of practical psychologists self-actualization in the profession and personal life", "Self-esteem as a determinant of self-actualization of psychology students", "The psychologist's appearance as an indicator of his existential fullness", "Motivation as a factor of psychology students selfactualization", "Informal education as a significant factor of self-actualization of the future psychologist", "The presence of clear professional plans as an indicator of the realization of a future psychologist during studying" and "Lack of professional experience as a basis for the emergence of professional inferiority and anxiety feelings".
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Lolenko, Kateryna. "Professional and psychological characteristics of the psychologist brand." Організаційна психологія Економічна психологія 4, no. 30 (December 6, 2023): 122–34. http://dx.doi.org/10.31108/2.2023.4.30.11.

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Introduction. Today, every psychologist is thinking about how to be competitive in the labor market, how to work effectively and increase the number of their clients. Purposeful formation of a professional brand may be helpful with this. Due to long military operations and the increased number of people who need psychological help, the professional brand of a psychologist will help them make their competences known to the target clients. Aim: To analyze the professional and psychological characteristics of the psychologist brand. Results: The conducted theoretical research allowed clarifying the concept of psychologist professionalism and professionally important qualities of a psychologist. The most important qualities for the formation of a psychologist's professional brand are the psychologist's affiliation and communication skills. The author proposes a communication model of a professional brand of a psychologist and describes the communication tools to form the psychologist's professional brand at micro-, meso-, and macro-level of communication. Conclusions. Psychologists' use of the professional brand communication model can improve their work efficiency and better meet their clients' needs.
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Aleksіeіenko-Lemovska, Lyudmila. "PSYCHOLOGICAL FEATURES OF DEVELOPMENT OF PROFESSIONAL REFLEXIVE OF FUTURE PSYCHOLOGISTS." International Science Journal of Education & Linguistics 1, no. 3 (August 1, 2022): 97–106. http://dx.doi.org/10.46299/j.isjel.20220103.10.

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The article analyzes the professional reflection in the structure of professional competence, as a result of the training of future psychologists, that includes the readiness of the psychologists to evaluate and self-assess professional activity and the results obtained, to make timely adjustments to professional activities, to carry out analysis and forecasts. It is determined that in the professional activity of the psychologist’s intellectual, cooperative, social-perceptual, personal and communicative types of reflection are presented. Reflection carries out design, organizational, communicative, semantic, motivational, corrective functions. Reflexive skills that are characterized by generalization, possessing the property of transfer, and promote the development of other types of skills, provide self-regulation activities and interaction, self-improvement and self-development of the psychologist’s personality. In the process of reflection the self-knowledge, self-development and self-regulation of personality are provided. Reflection involves self-control, consciousness of action. The professional reflection of a qualified specialist in the field of practical psychology is multidirectional, coregent and multi-level, is considered as an ability that ensures the formation of the skill of systematic analysis with further creative activation of one’s professional activity and therefore requires purposeful formation. In the concept of professional development of the psychologists, reflection is seen as a means of solving intrapersonal contradictions, the cause of which is inconsistency between “I-real”, “I-ideal” and “I-reflexive”. The result of personal reflection is the “image of me” of the psychologist as a generalized system of representations of the subject about itself, formed as a result of the processes of awareness of itself in three complementary systems: in the system of professional activity, in the system of professional communication and in the system of personal development. The systematic exercise of reflexive activity by the psychologist helps to establish its professional competence. That is why future psychologists need the formation of professional reflection of already while studying in a higher educational institution, in order to develop and improve them during their professional activities.
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Negri, Attà, Claudia Zamin, Giulia Parisi, Anna Paladino, and Giovanbattista Andreoli. "Analysis of General Practitioners’ Attitudes and Beliefs about Psychological Intervention and the Medicine–Psychology Relationship in Primary Care: Toward a New Comprehensive Approach to Primary Health Care." Healthcare 9, no. 5 (May 19, 2021): 613. http://dx.doi.org/10.3390/healthcare9050613.

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The biopsychosocial paradigm is a model of care that has been proposed in order to improve the effectiveness of health care by promoting collaboration between different professions and disciplines. However, its application still faces several issues. A quantitative–qualitative survey was conducted on a sample of general practitioners (GPs) from Milan, Italy, to investigate their attitudes and beliefs regarding the role of the psychologist, the approach adopted to manage psychological diseases, and their experiences of collaboration with psychologists. The results show a partial view of the psychologist’s profession that limits the potential of integration between medicine and psychology in primary care. GPs recognized that many patients (66%) would often benefit from psychological intervention, but only in a few cases (9%) were these patients regularly referred to a psychologist. Furthermore, the referral represents an almost exclusive form of collaboration present in the opinions of GPs. Only 8% of GPs would consider the joint and integrated work of the psychologist and doctor useful within the primary health care setting. This vision of the role of psychologists among GPs represents a constraint in implementing a comprehensive primary health care approach, as advocated by the World Health Organization.
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Dissertations / Theses on the topic "Psychologists"

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Smith, Jamie Lynn. "Views from within psychologists' attitudes towards other psychologists /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123181232.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains ix, 120 p.; also includes graphics. Includes bibliographical references (p. 115-120). Available online via OhioLINK's ETD Center
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Briggs, Beth. "Solutions for Recruitment and Retention of Rural Psychologists by Rural Psychologists." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1441373640.

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Hartseil, Charles Baker Paul J. "Perceptions of the role of the school psychologist by administrators and school psychologists in Illinois public schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806858.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 24, 2005. Dissertation Committee: Paul J. Baker (chair), John L. Brickell, Ronald L. Laymon, Mary Ann Lynn, Mark E. Swerdlik. Includes bibliographical references (leaves 112-124) and abstract. Also available in print.
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Voigt, Lisa A. "An exploration of psychologists' public image factors influencing students' perceptions of psychologists /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002voigtl.pdf.

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Walls, Helen. "Well-being in psychologists." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/75769/.

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Practising psychologists across a range of disciplines are known to frequently work with individuals who have complex emotional difficulties. Excessive job demands and lack of resources are known to impact on the well-being of these professionals (Hannigan, Edwards, & Burnard, 2004) with consequences for the individual, clients, and organisations at a wider level. This thesis examines some of the factors which can affect wellbeing in psychologists. Section 1 presents the findings from a systematic literature review including 22 papers that looked at the experience of burnout in practising psychologists (e.g., clinical, counselling, and school psychologists). Psychologist burnout was within the moderate to high range in at least half of the studies examined. Variables including gender, practice setting and level of experience were related to burnout, as were several psychosocial variables. Methodological quality of studies varied hugely and compared to other professions, the literature on burnout for psychologists was generally lacking. Relevance to clinical practice and implications for future research are discussed. Section 2 comprises the quantitative research study, which explored whether job demands predicted psychological well-being in clinical psychologists, and whether the quality of the supervisory relationship was capable of moderating that relationship. A total of 194 clinical psychologists participated in the online study consisting of a questionnaire gathering demographic information and information on job characteristics, and five standardised self-report measures including a measure of job demands, a measure of the supervisory relationship, and three measures of psychological well-being. Job demands significantly predicted psychological well-being, but that relationship was not moderated by the strength of the supervisory relationship. A discussion of the findings, including possible reasons for the lack of moderation, are presented, along with suggestions for further research. Section three presents a critical appraisal of the research. It discusses the findings of the literature review and research study, as well as a critique of the methodology. Reflections on the research process are given and implications for clinical practice are discussed.
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Ashton, Kathleen R. "The public image of psychologists : development and validation of an attitudes toward psychologists scale." Connect to resource, 2001. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230734475.

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Lovell, Colleen. "Supervisee experiences of poor and harmful clinical supervision." Swinburne Research Bank, 2007. http://hdl.handle.net/1959.3/22376.

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Thesis (DPsych (Counselling Psychology)) - Swinburne University of Technology, 2007.
Submitted to Swinburne University of Technology, in partial fulfilment of the requirements for the Professional Doctorate of Psychology (Counselling) - 2007. Typescript. Includes bibliographical references (p. 210-218).
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Koch, Marlene L. "Competency requirements in the 21st century perceptions of practicing school psychologists /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003kochm.pdf.

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Meyer, Jaymie Lynn. "The role of school psychologists training vs. practice /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003meyerj.pdf.

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Danchev, Delia Winifred. "Counselling psychologists' perspectives on professionalism." Thesis, City University London, 2005. http://openaccess.city.ac.uk/8511/.

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This thesis is presented in four parts: an introduction, a critical literature review, an empirical research study, and a case study. The first part introduces the thesis and highlights the linking theme of ethical practice. It also clarifies the provenance of the research study, introduces the researcher, and comments on the writing style of the thesis. The critical literature review examines the ways in which ethics have been applied to counselling psychology. Firstly, the literature asserting the value-laden nature of therapeutic practice is explored. This is followed by a consideration of principle ethics, the frameworks through which principles have been applied to practice, the advantages of virtue ethics, cultural ethics, and finally the increasing focus on social ethics. The review concludes that a closer engagement with moral philosophy would be beneficial for counselling psychology. The empirical research study explores counselling psychologists' perspectives on professionalism. Following a pilot study involving two participants, fourteen counselling psychologists were interviewed by means of semi-structured interviews. The interviews were transcribed and analysed using social constructionist grounded theory methodology. An overall theme of ethical practice in its widest sense emerged from the data. The main findings were an "arc" of professional identity that emerged from participants' histories of work in social contexts and positions of dissent; a pattern of professional identity involving a stable central core of ethical practice and a penumbra of professional legitimacy; and the identification of tensions between the perspectives of the participants and traditional forms of professionalism. The research concludes that ethical practice is the defining factor of participants' professionalism. Habermas's theory of communicative rationality is suggested as ,a philosophical basis for ethical practice and as an appropriates substitute for the scientist-practitioner model. I The case study explores therapeutic work with a student who had been refused refugee status. It considers the development of a therapeutic relationship in a context of fear and powerlessness. It also reviews the ethical obligations of being a witness in therapeutic and judicial processes.
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Books on the topic "Psychologists"

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Kelly, Louise. The psychologist manager: Success models for psychologists in executive positions. Toronto: Hogrefe, 2012.

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Papageorgiou, Alexia, Peter McCrorie, Stelios Georgiades, and Maria Perdikogianni. Psychology for Psychologists. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137387653.

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Martin, Lesley. Careers for psychologists. London: University of London Careeres Service, 1995.

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Zeise, Marc L., ed. Neuroscience for Psychologists. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-47645-8.

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Borgo, Mauro, Alessandro Soranzo, and Massimo Grassi. MATLAB for Psychologists. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2197-9.

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Brace, Nicola, Richard Kemp, and Rosemary Snelgar. SPSS for Psychologists. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-57923-2.

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Evinyan, S. S. English for psychologists. Erevan: EPH hratarakchʻutʻyun, 2014.

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P, Koocher Gerald, Norcross John C. 1957-, and Hill Sam S, eds. Psychologists' desk reference. New York: Oxford University Press, 1998.

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Mike, Williams, Association of Graduate Careers Advisory Services., and Central Services Unit, eds. Opportunities for psychologists. Manchester: Central Services Unit for University and Polytechnic Careers and Appointments Services, 1985.

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Rokach, Ami. Psychologists in Making. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032689203.

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Book chapters on the topic "Psychologists"

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Feeny, Norah C. "Psychologists." In Encyclopedia of Women’s Health, 1093–95. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48113-0_365.

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Redding, Richard E. "Psychologists’ Politics." In Ideological and Political Bias in Psychology, 79–95. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29148-7_4.

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Knapp, Samuel J., and Leon D. VandeCreek. "Psychologists as teachers." In Practical ethics for psychologists: A positive approach., 203–16. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11331-014.

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Palacios, Elizabeth D., Rebecca S. Martínez, and Charles R. Ridley. "Bilingual School Psychologists." In Encyclopedia of Cross-Cultural School Psychology, 149–51. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_41.

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Furnham, Adrian. "Psychologists in business." In Management and Myths, 118–19. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9781403990037_43.

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Florence, P. Sargant. "The Psychologists' Attack." In Economics and Human Behaviour, 31–50. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003306528-2.

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Knapp, Samuel, and Randy Fingerhut. "Psychologists as educators." In Practical ethics for psychologists: A positive approach (4th ed.)., 237–52. Washington: American Psychological Association, 2024. http://dx.doi.org/10.1037/0000375-014.

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Jones, Carol Goodwin. "Testing Time for Psychologists: The Psychologist as an Expert Witness." In Current Issues in Clinical Psychology, 121–26. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4615-6775-2_13.

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Rozensky, Ronald H. "Psychologists,Politics,and Hospitals." In Handbook of Clinical Psychology in Medical Settings, 59–79. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3792-2_5.

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Routh, Donald K. "Training Clinical Child Psychologists." In Advances in Clinical Child Psychology, 309–24. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-9820-2_9.

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Conference papers on the topic "Psychologists"

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Timofeeva, Tatiana, and Lyudmila Solyankina. "The Manifestation of the Psychologist's Professional Identity in the Characteristics of the Communicative and Gendered 'Me'." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-48.

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This article represents an analysis of professional identity of the psychologist in conjunction with with the features of their communicative and gender ‘Me’. The work of the psychologist is seen in different systems: person-person, person-group, person-society. Difficulties associated with the need to build quality person-centred communication, but at the same time maintain the boundaries of professional care, are described. In this case, communication competence can be considered not only as criterion of rendering efficient help to a client, but as a condition for forming professional identity of the psychologist. This paper presents the results of an empirical study of the identity of psychologists using the techniques of T. Kun, T. McPartland ‘Who am I’ (in versions by T.V. Rumyantseva, I. S. Kletsina, N.L. Ivanova). The processing of the results included quantitative and qualitative analysis. The analysis of the data revealed the components of identity that may hinder the formation of a stable professional identity. It has been shown that psychologists are primarily oriented towards constructing identity through personal dispositions; the communicative component of their identity is linked to their professional image. A poorly expressed necessity in communication, or domination of negative characteristics in describing one’s own communication skills is reflected in the psychologist’s lack of professional identity. When a professional identity is formed, the aspects of gender identity become blurred and professional characteristics that are the professionally important qualities of psychologists begin to dominate in personality descriptions. The connection between the formation of the psychologist’s professional identity and the peculiarities of their communicative and gendered ‘Me’ is shown. The individual’s acceptance of professionally important qualities (as a positively formed communicative identity component and gender-neutral characteristics) allows the psychologist to build a sustainable positive professional identity.
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Perelygina, Elena, Olga Zotova, and Sergey Mostikov. "Migrants' Perceptions of Psychological Support." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-43.

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An increase in a number of migrants intensifies the need for professional psychological support and counseling for the latter in order to facilitate their social-psychological adaptation. In order to organise the psychotherapeutic process effectively and provide quality services, it is necessary to pay special attention to clients’ expectations and perceptions of psychological help. Unfortunately, this issue is currently underrepresented in domestic psychological research. The success of the psychologist’s work largely depends on a clear understanding of the ethnicity, the uniqueness of each ethnic group and the appropriately chosen methods. This paper presents the results of a survey of counselling psychologists with experience of working with migrants from post Soviet countries as well as the results of a comparative analysis of the perceptions of the psychologist’s work with representatives of the dominant ethnic group and migrants. The study objective: explore perceptions of the work of a counselling psychologist among migrants and members of the dominant ethnic group. Respondents’ answers were processed using expert assessments. The study was participated by three groups: 20 psychologists (of the dominant ethnic group); 20 migrants, and 20 citizens of the Russian Federation without psychological education. The dominant attitude in the minds of many respondents is that psychotherapy is useless, ‘a person should cope on their own, telling a psychologist about their problems is a sign of weakness’. At the same time, most of the interviewees note that they (their families) have psychological problems, however, they are not prepared to work on solving them. It is worth highlighting the particular importance of psychological education and public enlightenment in order to develop a more adequate image of the psychologist and a clear understanding of the specifics of psychological counselling.
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Гиниятова, Зульфия Мухтаровна, Елена Васильевна Сафронова, and Евгения Габтальнуровна Итева. "STUDY OF EMOTIONAL BURNOUT IN PROFESSIONAL ACTIVITY OF PSYCHOLOGIST." In Высокие технологии и инновации в науке: сборник избранных статей Международной научной конференции (Санкт-Петербург, Ноябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/vt188.2020.70.99.018.

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Статья посвящена исследованию эмоционального выгорания в профессиональной деятельности психолога. Представлены результаты эмпирического исследования эмоционального выгорания психологов. The article is devoted to the study of emotional burnout in the professional activity of a psychologist. Results of empirical study of emotional burnout of psychologists are presented.
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Takagsihi, Jennifer, Sharon Dabrow, Carol Lilly, Carolyn Adams, Sara Hinojosa, and Kathleen Armstrong. "School Psychologists in Continuity Clinic." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.43.

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Wierman, Mark J. "Psychologists: Are They Logically Fuzzy?" In 2013 Joint IFSA World Congress and NAFIPS Annual Meeting (IFSA/NAFIPS). IEEE, 2013. http://dx.doi.org/10.1109/ifsa-nafips.2013.6608512.

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Khoirinnisa, Alfina, Dinar Sari Dewi, Ugung Wibowo, and Suwarti Suwarti. "Flow Experience in Clinical Psychologists." In Proceedings of the 6th International Seminar on Psychology, ISPsy 2023, 18-19 July 2023, Purwokerto, Central Java, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.18-7-2023.2343388.

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Рухлова, А. Р. "EMOTIONAL BURNOUT OF A PSYCHOLOGIST FROM THE POINT OF VIEW OF A BODY-ORIENTED APPROACH." In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.15.24.001.

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В статье идет речь об эмоциональном выгорании у психологов с точки зрения телесно-ориентированного подхода. Рассмотрены мотивы, которые приводят человека в профессию психолога. Представлена модель психики с точки зрения телесно-ориентированного подхода. Описаны способы, как психологу сохранить свое эмоциональное здоровье. The article deals with burnout among psychologists from the point of view of the body-oriented approach. This article considers the motives for choosing the profession of psychologist. A model of the psyche is presented from the point of view of the body-oriented approach. The article describes the ways for a psychologist to maintain his emotional well-being.
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Федорова, О. В. "PERSONAL TRAINING THERAPY (PTT) POSSIBILITIES WHAT CAN HELP TO DEAL WITH PROFESSIONAL CRISIS OF YOUNG PSYCHOLOGISTS WHO HAVE WORK EXPERIENCE UP TO 3 YEARS." In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.17.43.002.

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Данная статья исследует применение обучающей личной терапии (ОЛТ) в контексте работы с профессиональным кризисом у специалистов-психологов с опытом работы до 3-х лет. В статье анализируются особенности, потребности, связанные с этой категорией специалистов. ОЛТ рассматривается как эффективный инструмент для поддержки и развития молодых практикующих психологов, сталкивающихся с часто встречающимися профессиональными трудностями, профессиональным «выгоранием», комплексом «самозванца». В рамках статьи описываются цели и задачи ОЛТ, такие как формирование профессиональной идентичности, раскрытие потенциала, разрешение ограничений и профилактика эмоционального выгорания. Автор предлагает практические рекомендации по внедрению ОЛТ в работу с молодыми специалистами-психологами, обсуждает потенциальные преимущества этого подхода и его влияние на качество профессиональной практики и личное благополучие психологов. Исследование подчеркивает важность индивидуального подхода к каждому специалисту и акцентирует внимание на роли психотерапевтической поддержки в развитии успешных и удовлетворенных психологических практиков. The article explains the research of the Personal Training Therapy dealings in professional psychologist’s crisis, for those who have work experience up to 3 years. The article analyzes the features and needs associated with this category of the specialists. PTT is considered as an effective tool in the support and development of young practicing psychologists who can face frequent professional difficulties, professional "burnout", the "impostor" complex. The article describes the goals and objectives of PTT, such as the formation of professional identity, the disclosure of potential, the resolution of restrictions and the prevention of emotional burnout. The author recommends the practical solutions for implementing the PTT in working process with young psychologists, discusses the potential benefits of this approach and its impact on the quality of professional practice and psychologist personal well-being. The study emphasizes the importance of an individual approach to each specialist and focuses on the important role of psychotherapeutic support in the development of successful and satisfied psychological practitioners.
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Vasyagina, Nataliya N. "Ethno-Cultural Competence Of Educational Psychologists." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.98.

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Николаенко, Г. Л. "SPECIFICS OF EMPLOYMENT OF YOUNG PSYCHOLOGISTS." In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.62.25.001.

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Статья посвящена актуальной теме – трудностям, возникающим у молодых специалистов – выпускников психологических направлений подготовки при трудоустройстве по специальности. Поведен анализ литературы по данной проблематике. Выявлены основные трудности, возникающие при поиске работы. Намечены основные пути решения данной проблемы. The article is devoted to an urgent topic – the difficulties encountered by young specialists – graduates of psychological training areas when finding employment in the specialty. The analysis of the literature on this issue is carried out. The main difficulties encountered in finding a job are identified. The main ways of solving this problem are outlined.
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Reports on the topic "Psychologists"

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Bogdanov, A., and O. Gilburd. Psychiatry for psychologists (textbook for pedagogical institutes). Science and Innovation Center Publishing House, April 2016. http://dx.doi.org/10.12731/bogdanovgilburd.21042016.21804.

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Kerr, Keishema. A Delphi study for a neuropsychiatry syllabus for psychologists. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2023. http://dx.doi.org/10.37766/inplasy2023.9.0065.

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Шестопалова (Бондар), Катерина Миколаївна. Active Citizenship of Ukrainian Teenagers. Київ, 2016. http://dx.doi.org/10.31812/123456789/3901.

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Blanchflower, David, and Carol Graham. The Mid-Life Dip in Well-Being: Economists (Who Find It) Versus Psychologists (Who Don't)! Cambridge, MA: National Bureau of Economic Research, March 2020. http://dx.doi.org/10.3386/w26888.

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CHEKALINA, ELENA STANISLAVOVNA. THE EFFECTIVENESS OF THE AUTHOR’S PROGRAM TO IMPROVE THE COMPETENCE OF PSYCHOLOGISTS WHO ACCOMPANY PEOPLE WITH BEREAVEMENT. DOI СODE, 2022. http://dx.doi.org/10.18411/doicode-2023.122.

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Шестопалова (Бондар), Катерина Миколаївна. Active Citizenship of Ukrainian Teenagers. Київ, 2016. http://dx.doi.org/10.31812/123456789/3233.

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Adaptation of the questionnaire "Active citizenship of young people" by Polish psychologists Anna Zalewska, Beata Krzywosz-Rynkiewicz was conducted on a sample of 206 people (11 –14 –17 year-old). Evaluation of psychometric properties of Ukrainian version of the questionnaire was conducted, its scales checked for internal consistency and reproducibility. With the help of correlation analysis construct validity was proved, that received almost a complete reproduction of the factor structure of the original.
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Wilkin, Wendell R. Proceedings of the Annual Conference of Psychologists in the Army Medical Service (4th) Held in New York, New York on August 30, 1961. Fort Belvoir, VA: Defense Technical Information Center, February 1986. http://dx.doi.org/10.21236/ada955179.

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Moskalenko, O. L., O. V. Smirnova, E. V. Kasparov, and I. E. Kasparova. PSYCHOLOGICAL FEATURES OF PATIENTS WITH TYPE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-349-356.

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The article is devoted to the study of psychoemotional characteristics of patients with diabetes mellitus. Conducting psychological techniques, testing, questioning patients will reveal anxiety-depressive states and psychological characteristics of patients with type I diabetes and type II diabetes for successful disease control. It is necessary to strive for the examination of such patients with an individual approach for each. To improve the quality of life of such patients, it is necessary to search for effective approaches in the education system of patients with type I diabetes and type II diabetes with the participation of psychologists.
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Chrobak, Bartlomiej. Narrowing the achievement gaps in higher education with social-belonging intervention : A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0021.

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Review question / Objective: Summary - Social-belonging intervention belongs to the family of wise psychological interventions (for exhaustive review of wise interventions, see Walton & Crum, 2021). The latter notion was introduced by Walton (2014), for whom a wise intervention is “a precise tool, often instantiated in a brief exercise, to change a specific psychological process in a real-world setting” (p. 74). In line with this definition, a social-belonging intervention is a brief interactive exercise for freshman students conveying a message according to which worries and doubts about their social belonging in higher education are normal and they tend to dispel over time (Walton & Brady, 2021). This intervention seems to enhance academic outcomes of underrepresented or minority students in higher education (Walton & Brady, 2021), thus helping at narrowing (or closing) the achievement gaps. The main aim of this review is to examine in a rigorous way, using the systematic review methodology, quantitative studies addressing the question of the efficiency of social-belonging intervention in narrowing the achievement gaps in higher education (Research Question 1). Moreover, this review will also focus on analyzing other outcomes (educational and health), which may be impacted and enhanced by this intervention (Research Question 2). Finally, our goal is to investigate how to implement this intervention in the most efficient way (Research Question 3). Answers to these research questions may be a valuable resource to psychologists and educators willing to apply an evidence-based intervention in order to close or to narrow an achievement gap, as well as to psychologists and educational researchers working on higher education.
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Byrne, John. The Psychologist in Security Determinations. Office of Scientific and Technical Information (OSTI), November 2001. http://dx.doi.org/10.2172/789402.

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