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1
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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Hobbs, Charmian, Liz Todd, and Julie Taylor. "Consulting with children and young people: Enabling educational psychologists to work collaboratively." Educational and Child Psychology 17, no. 4 (2000): 107–15. http://dx.doi.org/10.53841/bpsecp.2000.17.4.107.
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It is argued that the educational psychologist’s role is that of enabling children and young people to have greater control over and understanding of their own learning and its context. A key part of this process is that children and young people are encouraged to make informed choices about their interactions with educational psychologists and to have access to discussion, planning and recorded information that the educational psychologist has undertaken about or with them. Consideration is given to the psychological models underpinning collaborative practice and how consultation with children may relate to current interest in the consultative model of service delivery. A Table is presented for considering opportunities within professional practice for consulting with the child and some ideas are described of practical ways in which educational psychologists try to include children. Many ideas are those developed between the Educational Psychology Course Team and Educational Psychologists in Training (EPiTs) at Newcastle University. These ideas were initially presented in a workshop at the Division of Educational and Child Psychology Conference in January 2000.
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Kerimbayeva, R. K., U. Sh Zhamirova, and A. T. Abdrakhmanova. "THE FORMATION OF FUTURE PSYCHOLOGIST’S DIAGNOSTIC COMPETENCE." DULATY UNIVERSITY BULLETIN 4, no. 12 (December 30, 2023): 57–64. http://dx.doi.org/10.55956/ydbn8233.
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In the given article the formation problem of future psychologists’ diagnostic competence. Nowadays, in order to implement the increasingly complex tasks which face the new schools and teachers-psychologists at present period of time, it is necessary a complete comprehensive change of their upcoming professional work, i.e. the founding of diagnostic competence, professional and personal development of students. The degree of solving the issues of formation diagnostic competence which are given in the psychological and pedagogical sources is considered, as well as the content and structure the future psychologist teachers’ diagnostic competence is disclosed. The conducted theoretical and methodological review in psychological and pedagogical literature describes that the problem of the future teacher-psychologist’s diagnostic competence is a relevant topic., The following methods are used to reach the aim, they are: theoretical analysis of sources on psychology and pedagogics, modeling method, survey, experimental data’s qualitative and quantitative analysis. The conducted theoretical and methodological review in the studied by us psychological and pedagogical sources show that the formation problem of future teachers-psychologists’ diagnostic competence is believed as the topical i.e., relevant.
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Panteri, Maria, Juan Calmaestra, and Verónica Marín-Díaz. "Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete." Education Sciences 11, no. 8 (August 18, 2021): 439. http://dx.doi.org/10.3390/educsci11080439.
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In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.
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Chsherbakova, Yelena, Elena Burdina, Sholpan Alimova, and Kainysh Zhumadirova. "Developing psychologist attributes in higher educational institutions: case of Kazakhstan." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (June 1, 2024): 1502. http://dx.doi.org/10.11591/ijere.v13i3.27908.
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This study’s purpose is to identify the most necessary attributes of a modern psychologist through a survey of practical psychologists, teachers, and students from the Faculty of Psychology, Toraigyrov University. The survey allowed us to develop an effective training program for psychologists. The study involved 115 respondents from Kazakhstan, 60 of them were future psychologists. The respondents took the survey to determine the key attributes of a modern psychologist. The research was also based on literature analysis and generalization, questionaries, and ranking. The Cronbach’s alpha coefficient was utilized to assess the reliability of the authors’ questionnaire items. SPSS Statistics program was applied for statistical data processing. According to the results, 80% of practical psychologists wanted to improve the curriculum for their students. At the same time, 72% of students believe that the program should primarily be practice-oriented. The students unanimously noted the key quality of the psychologist–empathy. The vast majority (94.1%) mentioned moral principles, and 85.7% indicated authenticity. However, teachers and psychologists did not emphasize the above criteria. The current study aims to develop a basis for an effective training program for future psychologists studying at the universities of Kazakhstan according to their modern needs.
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Wood, Vanessa. "Using an empowerment model in developing the service delivery of community projects." Educational and Child Psychology 23, no. 1 (2006): 52–58. http://dx.doi.org/10.53841/bpsecp.2006.23.1.52.
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Recent British government legislation, applying to England, has emphasised the importance of capacity building, quality and infrastructure development in partnership working between local authorities and voluntary agencies. Much can be learnt from effective existing partnership models currently being forged by the Children’s Fund. Educational psychologists have been cited as being well placed to contribute to the partnership agenda with their adoption of community psychology approaches, training in research methods and ability to account for contextual factors. This paper describes the contribution of an educational psychologist seconded to the Children’s Fund to support self-referring community groups delivering interventions. The psychologist’s focus was to facilitate empowerment evaluation using a process consultation model. This work demonstrates an adherence to the philosophy of community psychology. Post-consultation questionnaires were administered to gather feedback from voluntary agencies and the Children’s Fund regarding the perceived outcomes and the value of the process. Staff in voluntary groups and the Children’s Fund report that working with the educational psychologist gave weight and clarity to the aims and objectives of all participating projects. The value of the psychologist’s sensitivity to contextual factors was also noted. Individual outcomes for each project were also reported. It may be inferred therefore that educational psychologists could have a significant role in supporting the development of the infrastructure of community projects.
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Lolenko, Kateryna. "Professional brand of a psychologist: essence, stages and conditions of development." Організаційна психологія Економічна психологія 2, no. 26 (July 22, 2022): 91–98. http://dx.doi.org/10.31108/2.2022.2.26.10.
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Introduction. Today, the profession of psychologist has become more important than ever. During the war, human mind suffers significant damage, which strengthens the individuals' need for professional psychological help. It is important for psychologists to consciously develop their professional brand, correctly and openly state their knowledge and area of competence, so that people could find their psychologist and receive timely help. Understanding the essence of a psychologist's brand and the stages of its development can help make psychologist brand development very effective. Aim. Based on the analysis of the relevant foreign and Ukrainian literature, to determine the essence of the professional brand of a psychologist, analyze the stages and ways of its development, and reveal the war-relevant features of a psychologist brand. Results. The theoretical analysis of the problem in question allowed determining the content of the psychologist's professional brand with the psychologist's image being a its component. The stages of brand development include the formation of a psychologist's professional image; development of professional competence; development of professional status and authority; becoming a person-brand. There are evolutionary and marketing ways of brand development. During the war, the development of the psychologist's professional brand can go along the accelerated evolutionary way. Conclusions. The psychologist's professional brand development is an important process and each psychologist should pay attention to the conscious development of their brand in the information space and choose their own ways of brand development. The psychologist's professional brand development during the war has its own characteristics and needs further research.
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Barinova, L. "PSYCHOLOGICAL COMPETENCE IN THE STRUCTURE OF PERSONALITY OF A MILITARY PSYCHOLOGIST." Ukrainian Psychological Journal, no. 1 (11) (2019): 38–49. http://dx.doi.org/10.17721/upj.2019.1(11).3.
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The article analyzes of the results of an empirical research on psychological competence of military psychologists. The current state of military psychology requires innovative approaches to studies of personalities of not only military personnel, but also military psychologists, who perform an important social and professional function. The article shows that psychological competence plays an important role in professional development and practical work effectiveness of military psychologists counselling military personnel in various situations of combat and service task execution. A psychologically competent military psychologist, due to his/her personal and professional skills, is able to reduce risks to be caught up in a trouble situation for him/herself and his/her service members, and if such a situation arises, to propose intensive actions to overcome them. The author’s definition of a military psychologist’s psychological competence, considered as a personality trait, is: this competence is a holistic construct characterizing an individual’s ability to minimize problem situation severity and frequency of their occurrence for this individual and to maximize active actions aimed at life organization and such situation overcoming. The operationalization of the desired construct have lead the author to the conclusion that a military psychologist’s psychological competence is a complex personal trait consisting of four components: psychological competence in the family relations, in professional work, in the material and social area, and in the area of values. As for formal-dynamic qualities, speed and agility of a military psychologist’s nervous system serve as the basis for psychological competence formation; and on the contrary, high emotionality acts as a negative precondition for this construct development. The performed research has shown that psychological competence as a factor of military psychologist’s professional formation promotes formation of attitudes, empathy and a see through capability of empathy, but somewhat reduces the empathy role an as emotional channel.
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Lolenko, Kateryna. "Components of a psychologist's professional brand in peacetime and war." Організаційна психологія Економічна психологія 3-4, no. 27 (November 25, 2022): 55–63. http://dx.doi.org/10.31108/2.2022.3.27.5.
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Introduction. In the conditions of war, the formation of the psychologist's professional brand, in particular, through social networks, plays an important role, as it affects the quality of psychological help given to the population. Aim. Based on the literature analysis, to determine the components of the psychologist's professional brand in peacetime and during war, as well as to reveal the role of social networks in the formation of the psychologist's professional brand. Results. The analysis of the relevant psychological literature allowed determining the components of the professional image of a psychologist at the stage of formation of a psychologist's personal brand and to build the main models of the psychologist's professional brand formation. It was found that professional, psychological, organizational, marketing, and communication components of the psychologist's professional brand were important in peacetime. In the conditions of war, psychologist's hardiness (as the ability to preserve personal internal energy potential) is and additional and mandatory component of the psychologist's professional brand. Social networks were shown to be an effective channel of interaction with the audience, which helped to form the professional brand of a psychologist. Conclusions. Despite unstable living conditions and uncertain future, psychologists' professional activity and self-actualization contribute to the formation of their professional brand. A properly formed professional brand of a psychologist will allow people in need of psychological help to find their counselors and therapists.
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Zakharova, Yuliya. "Moral Disengagement in Counseling Psychologists in Situations of Professional Interaction with Clients." Психология. Журнал Высшей школы экономики 21, no. 1 (2024): 123–43. http://dx.doi.org/10.17323/1813-8918-20234-1-123-143.
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The focus of this research is moral disengagement as an internal mechanism of unethical behavior. In this work, it was studied in the context of the psychological counseling of Russian psychologists, in particular, in situations of professional interaction that can bring a potential threat to professional and personal identity. Moral disengagement serves to protect one’s self-concept and cope with unpleasant emotions. The study sample consisted of 200 people. Online survey and in-depth semi-structured interview methods were used to collect data. Results indicated a significant relationship between moral disengagement and empathy, conscientiousness, agreeableness, and psychological mindedness. Cluster analysis allowed to identify four profiles of respondents with different combinations of moral disengagement and personality factors. Thematic analysis of in-depth interviews with respondents from the selected groups made it possible to describe in detail of moral disengagement in situations of professional interaction among psychologists from the selected groups. Namely, factors accompanying high rates of moral disengagement were identified: lack of emphasis on the benefits of counseling for the client, self-accusation of the psychologist, the psychologist’s experience of professional failure, stigmatization of the client by the psychologist, confrontation with the client perceived by the psychologist, strong emotions of guilt, resentment and anger, difficulties with management of emotional states, self-defense motive, behavior associated with the risks of exploitation and harm to clients. This study not only deepens the understanding of the phenomenology of moral disengagement, but can also help reduce the risks of exploitation and harm to clients by increasing the awareness of psychologists regarding the operation of moral disengagement in situations of professional interaction.
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Loch, Natália Salm, and Beatriz Carla Koch. "O PAPEL DO PSICÓLOGO NOS CUIDADOS PALIATIVOS DE CRIANÇAS E ADOLESCENTES: Uma revisão integrativa de literatura." Psicologia e Saúde em Debate 10, no. 1 (March 6, 2024): 239–60. http://dx.doi.org/10.22289/2446-922x.v10n1a15.
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Pediatric palliative care (PPCs) seeks to promote quality of life in patients or families of children and adolescents with illnesses or conditions that threaten and/or limit life. CPPs are carried out by multidisciplinary teams and the psychologist is one of the professionals who can be part of them. However, the role of the psychologist in this context remains unsystematized in empirical studies and literature reviews. Thus, the objective of this article was to describe, through an integrative literature review, the state of the art of the psychologist's role in palliative care for children and teenagers. It was used the Prisma P protocol, in which 12 databases were accessed and 968 studies were extracted. Six articles were included at the end of screening the abstracts and reading the studies. The publications were analyzed by deductive-inductive thematic analysis, creating three categories: (1) concept of CPPs and end of life, (2) role of the psychologist in CPPs, and (3) understandings about the role of the psychologist in CPPs. The results indicate that the role of the psychologist in CPPs covers all moments of care: focusing on management of emotions, interpersonal relationships, communication, supporting family members after death, beyond the possibility of assisting other health professionals and doing training or supervision. It was observed that there is little integration of psychologists in PPC teams, and a small distinction in the scientific literature regarding the support provided by psychologists and other professionals.
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Borghese, Natalina, and Ester Cole. "Psychoeducational Recommendations: Perceptions of School Psychologists and Classroom Teachers." Canadian Journal of School Psychology 10, no. 1 (December 1994): 70–87. http://dx.doi.org/10.1177/082957359401000109.
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This study is a qualitative examination of the perceptions of school psychologists and regular classroom teachers on various issues regarding the implementation of recommendations from psychoeducational assessments. Fifteen school psychologists and 25 teachers were interviewed for the study. Findings indicated that recommendations can be categorized into four main types that vary in terms of their implementability as perceived by psychologists, and their helpfulness and ease of implementation to teachers. Findings also revealed that participants found it difficult to provide a valid estimate of the proportion of recommendations actually implemented. Both teachers and psychologists identified the following factors that affect recommendation implementation: practical considerations, consultation practices, teacher personality, knowledge and attitudes, format for presenting recommendations, and type of referral problem. Psychologists also identified psychologist variables, quality of relationships and rapport, and teacher theoretical orientation as factors. Teachers stated that child variables, specificity of recommendations, and support from colleagues, parents, and the psychologist are key factors influencing implementation.
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Sullivan, Patricia A., and Honey W. Nashman. "Self-Perceptions of the Role of USOC Sport Psychologists in Working with Olympic Athletes." Sport Psychologist 12, no. 1 (March 1998): 95–103. http://dx.doi.org/10.1123/tsp.12.1.95.
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The work-related satisfactions and stressors of experienced Olympic sport psychologists were examined. This study was designed to identify (a) specific intervention techniques used by the sport psychologist, (b) psychosocial concerns experienced by the sport psychologist, (c) concerns of the Olympic athlete, and (d) ethical issues related to communication with the media. Results revealed that these sport psychologists were satisfied both personally and professionally. In addition, the outcome category (winning/losing) reported as a primary concern by the athletes was addressed by the sport psychologists as an individual/personal issue, an interpersonal concern or a performance enhancement concern.
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Rebecca, Hunter, Barton Samantha, and Williams Laura. "Making the most of aspiring psychologist groups." Clinical Psychology Forum 1, no. 338 (February 2021): 61–67. http://dx.doi.org/10.53841/bpscpf.2021.1.338.61.
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The BPS Pre-Qualification Group (PQG) have completed a project looking into the experiences of pre-qualified psychologists attending aspiring psychologist groups. The aim of this paper is to share these findings with the hope of; raising awareness about existing aspiring psychologist groups; sharing learning from existing groups; and sharing how the PQG can support aspiring psychologists and these groups.
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Lipkin, Seth. "Needed: More school psychologists." Phi Delta Kappan 105, no. 3 (October 31, 2023): 20–23. http://dx.doi.org/10.1177/00317217231212005.
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The National Association of School Psychologists (NASP) estimates that the U.S. needs approximately 63,000 more school psychologists to meet the recommended ratio of one student per 500 school psychologists. This would ensure every student has access to comprehensive school psychological services. Unfortunately, while students are facing a mental health crisis after the pandemic, the school psychologist shortage is getting worse. NASP’s Seth Lipkin writes about the urgent need for more school psychologists and outlines several potential solutions at the local, state, and federal levels that could help.
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Kozlova, N. V., T. V. Rogacheva, T. E. Levickaya, E. A. Tsehmeistruk, and D. G. Nazmetdinova. "Clinical Psychologist in the System of Complex Rehabilitation." Bulletin of Kemerovo State University 22, no. 1 (March 31, 2020): 131–38. http://dx.doi.org/10.21603/2078-8975-2020-22-1-131-138.
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The research substantiates the role of clinical psychologists in the system of comprehensive rehabilitation within the conditions of bio-psychosocial model of rehabilitation. Practical experience and the analysis of scientific literature made it possible to describe peculiarities of modern complex rehabilitation and the problems experienced by clinical psychologists. The authors determined difficulties and characteristics of professional work of rehabilitation psychologist within modern legal terrain. One problem is the lack of professional standard for the profession of clinical psychologist. The other problem is the inconsistency in the use of terms denoting professional specifics. Тhe paper focuses on the specificity of psychodiagnostic and rehabilitative work of a psychologist in the light of changing theoretical basis of rehabilitation and the transition from the International Classification of Disability Disorders and Social Insufficiency to the International Classification of Functioning, Disability, and Health. The authors showed the discrepancy between the theoretical approaches of domestic and foreign psychology to the assessment of mental disorders. New professional tasks of the psychologist are defined taking into account multidisciplinary orientation of rehabilitation process. The paper describes the problems of professional training of clinical psychologists and specifies new educational tasks are specified proceeding from the modern approach to rehabilitation. Positive dynamics in the solution of the declared problem can be found in new legislative initiatives, development of General clinical recommendations for rehabilitation psychologists, scientific publications on psychological rehabilitation, update of educational programs for training clinical psychologists.
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Ajmal, Ali, Bushra Nasim, and Faiza Rasool. "Psychologists as Expert Witnesses in Criminal Matters in Courts in Pakistan." Global Sociological Review VII, no. IV (December 30, 2022): 46–51. http://dx.doi.org/10.31703/gsr.2022(vii-iv).06.
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This paper analyzes the role of psychologists as expert witnesses and its evidentiary value in the criminal matters in the courts in Pakistan. Under article 59 of Qanoon-e-Shahadat Order 1984, a psychologist can be an expert and his expert opinion is admissible in the court subject to the criteria laid down by this article. The scope of this paper is limited to the expert witness and expert opinion of psychologists in the form of evidence in criminal matters in the courts in Pakistan. The courts in Pakistan consider the testimony of psychologists as admissible when relevant. However, the probative value of the evidence presented by a psychologist depends upon his relevant qualification and the psychological methods applied in a particular case. The findings of this article have implications for psychologists, psychiatrists, jurists, judges, and lawyers.
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Kablash, Viktoriia. "PERSONALITY-ORIENTED COMPONENT IN THE FORMATION OF FUTURE PSYCHOLOGISTS’ LEADERSHIP QUALITIES." Theory and practice of social systems management, no. 2 (August 25, 2021): 33–40. http://dx.doi.org/10.20998/2078-7782.2021.2.03.
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The personality-oriented component of the model of the formation of future psychologists’ leadership qualities is analyzed; the self-concept in the profession of a psychologist is considered; the problem of forming psychologists as leaders is outlined.
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Thomas, Alex, Michele L. Orf, Edward M. Levinson, and Dennis Pinciotti. "Administrators' Perceptions of School Psychologists' Roles and Satisfaction with School Psychologists." Psychological Reports 71, no. 2 (October 1992): 571–75. http://dx.doi.org/10.2466/pr0.1992.71.2.571.
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Elementary and secondary school administrators ( N = 512) were surveyed regarding their perceptions of the amount of time school psychologists spent in 15 role-functions and satisfaction with the school psychologist. Stepwise multiple-regression procedures were used to examine the extent to which administrators' perceptions of the time spent by school psychologists in various role-functions accounted for administrators' satisfaction with school psychologists. Three role-functions were significant predictors of administrators' satisfaction: percentage of time school psychologists were perceived to be spending (a) consulting with teachers and providing instructional or remedial recommendations (positively related), (b) administering and interpreting psychoeducational tests (positively related), and (c) performing strictly administrative duties (negatively related). Implications for training and role functioning of school psychologists are mentioned.
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Oltarzhevskaya, L. E., A. V. Krivenko, and R. A. Kurbanov. "Assessment of the Professional Competencies of Pedagogue-Psychologists on the Basis of the Professional Standard «Pedagogue-Psychologist (Educational Psychologist)» as a Modern Tool for Human Resources Management of the СРЕА." Psychological-Educational Studies 9, no. 3 (2017): 71–82. http://dx.doi.org/10.17759/psyedu.2017090308.
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The results of monitoring the evaluation and self-assessment of the competencies of the pedagogue-psychologist according to the content of the labor functions of the professional standard "Pedagogue-psychologist (educational psychologist)" are given. 340 pedagogues-psychologists participated in the monitoring, working in the City Center of Psychological and Educational Assistance. The toolkit consisted of: a self-assessment questionnaire of professional competencies, a test task for psychological knowledge, a colloquium based on a semi-structured interview with pedagogues-psychologists on their professional activities. Based on the results obtained, the psychology teachers working in the City Psychological and Pedagogical Center were divided into four groups, depending on the results of the interview and the fulfillment of the test task. In relation to psychologists who received low scores in the interview and poor test results, management decisions were proposed to develop their professional competence.
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Melton, Laura, Diana Krause, and Jessica Sugalski. "Psychology Staffing at Cancer Centers: Data From National Comprehensive Cancer Network Member Institutions." JCO Oncology Practice 16, no. 11 (November 2020): e1343-e1354. http://dx.doi.org/10.1200/op.20.00087.
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PURPOSE: The field of psycho-oncology is relatively undeveloped, with little information existing regarding the use of psychologists at cancer centers. Comprising 30 leading cancer centers across the United States, the National Comprehensive Cancer Network (NCCN) set out to understand the trends in its Member Institutions. METHODS: The NCCN Best Practices Committee surveyed NCCN Member Institutions regarding their use of psychologists. The survey was administered electronically in the spring/summer of 2017. RESULTS: The survey was completed by 18 cancer centers. Across institutions, 94% have psychologists appointed to provide direct care to their cancer center patients. The number of licensed psychologist full-time equivalents (FTEs) on staff who provide direct patient care ranged from < 1.0 FTE (17%) to 17.0-17.9 FTEs (6%). Regarding psychologist appointments, 41% have both faculty and staff appointments, 41% have all faculty appointments, and 18% have all staff appointments. Forty-three percent of institutions indicated that some licensed psychologists at their centers (ranging from 1%-65%) do not provide any direct clinical care, and 57% indicated that all licensed psychologist on staff devote some amount of time to direct clinical care. The percent of clinical care time that is spent on direct clinical care ranged from 15%-90%. CONCLUSION: There is great variability in psychology staffing, academic appointments, and the amount of direct patient care provided by on-staff psychologists at cancer centers.
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Bolshunova, N. Y. "Sociocultural component of the modern practice of psychological assistance." Psychological-Educational Studies 6, no. 1 (2014): 220–28. http://dx.doi.org/10.17759/psyedu.2014060125.
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We consider sociocultural component of the activities of practical psychologist by analyzing the level of demand of psychological care in the population, formulate an actual professional request to the socio-cultural self-determination of psychologist, and show the problems of training psychology students at the university. The author believes that among reasons of low demand for psychologists, the most important are the mentality, traditions, culturally conditioned values, specifics of communication between people. Meanwhile, in Russian practical psychologists, the most popular are techniques designed for a different type of mentality, and even in an adapted form they often are at odds with the system of values, traditions, and the image of a man inherent in the Russian world outlook. Feeling that the techniques used by psychologists are "foreign", and resistance to feeling oneself as a client are major causes of cautious attitude of the respondents to visit to a psychologist. Adequate sociocultural self-determination of a psychologist suggests that the psychologist is working with the person, taking into account not only the uniqueness of the individual, but also his culture specific.
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Larson, Paul C., and Albert A. Agresti. "Counseling Psychology and Neuropsychology." Counseling Psychologist 20, no. 4 (October 1992): 549–55. http://dx.doi.org/10.1177/0011000092204001.
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This article introduces a special issue of The Counseling Psychologist on the increasing involvement of counseling psychologists in neuropsychology. The rationale for this special issue is based on the dual premises that preparing counseling psychologists in neuropsychology is consistent with the historical emphases of the specialty and that changing professional responsibilities require the acquisition of new knowledge and skills to enable counseling psychologists to continue their involvement in traditional settings and clinical activities. The experience of counseling psychologists actively involved in providing neuropsychological services within traditional counseling psychology employment settings and clinical actvities leads them to argue that to meet changing professional responsibilities and expectations counseling psychologists need to develop minimal competency in neuropsychology.
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Lavrinenko, V. "STUDENTS-PSYCHOLOGIST’S SELF-ACTUALIZATION INDICATORS EMPIRICAL RESEARCH." Psychology and Personality, no. 1 (March 13, 2023): 97–108. http://dx.doi.org/10.33989/2226-4078.2023.1.274733.
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The article analyzes the results of the theoretical and empirical study of students-psychologist’s self-actualization indicators. A generalized theoretical analysis of the individual self-actualization phenomenon, its components and the connection with the professional formation process of a psychologist-specialist is presented.
The results of an empirical study of students-psychologist’s self-actualization indicators in the context of their professional formation are analyzed. It is summarized that future specialists are characterized by medium indicators of self-actualization and personality maturity, with sufficiently increased orientations of future specialists towards manifestations of contact, perception of their own Self, a valuable component of self-actualization and orientation towards a humanistic perception of human nature, orientation towards knowledge. It has been found that students-psychologists are characterized by a predominance of achievement motivation, attitude towards their own Self, and the ability to be in contact with communication partners. Identified trends are analyzed in the context of compliance with the requirements for the professional activity of a psychologist.
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Kapalka, George M. "Pediatrician/Psychologist Collaboration: Opportunities for Clinical Child Psychologists." Journal of Contemporary Psychotherapy 39, no. 2 (December 2, 2008): 127–33. http://dx.doi.org/10.1007/s10879-008-9107-z.
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Gruevski, Dragan, and Mirjana Cvetkovska. "CONSTRUCTION AND APPLICATION OF INSTRUMENT FOR MEASUREMENT OF THE ATTITUDE TOWARD SCHOOL PSYCHOLOGISTS." Problems of Education in the 21st Century 39, no. 1 (March 5, 2012): 40–51. http://dx.doi.org/10.33225/pec/12.39.41.
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This research has an aim to determine the status of the school psychologists in the primary schools in Republic of Macedonia, confirmed through the explorations of the attitude of the teachers and other expert personnel regarding the school psychologist. For the need of this research, an instrument for measurement of the attitude toward the school psychologist (SSP) is constructed. The main conclusions drawn from the field work, statistical evaluations and analysis are that a large percent of the subjects (73%) have negative attitude toward the school psychologists and there is a lack of basic information regarding their status, role and tasks. These results are very significant because it is more than necessary to reveal and maybe to change some essential requirements about the working tasks, the demands, the duties and engagements of the school psychologists. Key words: instrument for measurement of the attitude, school psychologist, working atmosphere.
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PIETUSHKOVA, Larysa. "Psychological support of the process of preparing candidates for the creation of a foster family." EUROPEAN HUMANITIES STUDIES: State and Society, no. 2 (February 23, 2023): 37–50. http://dx.doi.org/10.38014/ehs-ss.2021.2.03.
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The article explores psychological support, strategies of professional activity of psychologists in the process of psychological support. Models, stages and functions of psychological support have been covered. Functions and tasks of psychologists at different stages of creating a foster family, the features of their activities have been described. Survey results of psychologists of territorial and regional centers of social services on their awareness of the peculiarities of psychological support in the process of creating a foster family have been presented. It is emphasized that the effectiveness of such support is possible if psychologists are trained, methodological materials and a standard of psychologist's activity in the social sphere are developed.
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Shorokhov, A. G. "Online supervision as a way to increase the level of professional skills and formation of professional identity of consulting psychologists." Инновационная наука: Психология. Педагогика. Дефектология 6, no. 2 (June 7, 2023): 38–47. http://dx.doi.org/10.23947/2658-7165-2023-6-2-38-47.
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Introduction. Applying for supervision is especially relevant in modern conditions of uncertainty in a transitive society, which require psychologists to improve their professional skills. The demand for the online supervision format is also increasing, which is noted as more convenient and accessible compared to the offline form. During our works review, it was found that obtaining supervision is a significant factor in the formation of identity and professional development of novice psychologists-practitioners.Purpose. Determination of the influence of online supervision on the identity formation of a consulting psychologist and the development of his professional qualities and competencies.Materials and methods. In this study 280 respondents, beginning psychologists, took part as respondents. We applied the author’s questionnaire aimed at studying the experience of obtaining online supervision from entrant psychologists and practitioners and also to identifying barriers to obtaining it. The Methodology of Professional Identity Measuring (MPIM) made it possible to assess professional identity formation. Empirical data were processed using the Student’s t-test.Results. The types of identity of practising psychologists who apply and do not apply for online supervision were identified. It is shown that most practising psychologists, who rarely or never apply for online supervision, have a diffuse type of identity. For practising psychologists who regularly visit a supervisor, the predominant type of professional identity is “achieved”.Discussion and conclusion. During the analysis of works, it was found that applying for supervision, including in an online format, allows a practising psychologist to improve professional qualities and competencies effectively and is a significant determinant of professionalism formation and the achieved professional identity.
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Moin, Tia, Andrea Giraldez-Hayes, Marie Stopforth, Jenny Lynden, and Laura Rees-Davies. "Who is a coach and who is a coaching psychologist? Professionalising coaching psychology in the United Kingdom." Coaching Psychologist 19, no. 1 (June 2023): 4–18. http://dx.doi.org/10.53841/bpstcp.2023.19.1.4.
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As the British Psychological Society establishes a new Division of Coaching Psychology and routes to chartered membership for coaching psychologists, we revisit the ongoing dialogue into the professionalisation of coaching psychology, with a specific focus on practice in the United Kingdom (UK). We attempt to make distinctions between the practice of a coaching psychologist and a professionally qualified coach. First, we offer an overview of the development of coaching psychology over recent years, contemplating the need to regulate it as a profession. Following that, we consider some of the main coaching and coaching psychology definitions in an attempt to delineate the practice of coaching psychologists from that of non-psychologist coaches. Next, we compare approaches to training and some of the differences between coaching and coaching psychology, as well as the need for an ethical framework and supervision for coaching psychologists. Finally, we conclude by offering a final thought about who is a coaching psychologist.
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Sandugash, Rapikova, Kosherbayeva Aygerim, Jumazhanova Gulzhanar, Oralkanova Indira, Kudageldin Makhsat, and Asma Gheisari. "Formation of the Readiness of Future Educational Psychologists for the Organization of Psychodiagnostic Activities." Education Research International 2022 (July 31, 2022): 1–8. http://dx.doi.org/10.1155/2022/2132321.
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Introduction. This article discusses the issues of professional training of future educational psychologists for the organization of psychodiagnostic activities in the educational environment. The Aim of the Study. The formation of the readiness of the educational psychologist for professional activity is an urgent and significant psychological and pedagogical problem, which consists in finding answers to the following questions: how to achieve the correspondence of the content of the initial stages of professionalization of the educational psychologist to the characteristics and requirements of the forthcoming activity; what are the mechanisms and conditions for the formation of the future educational psychologist as a subject of professional activity; and what educational technologies will ensure the formation of the psychologist’s competencies necessary for independent professional activity. Methodology and Research Methods. The theoretical and methodological basis of the study is the ideas of the dialectical relationship of general, particular, and individual in the formation of professional activity: a personality-oriented approach to education and its modern modifications. Along with this, the material is given about the types, principles, goals and objectives, and patterns of modern psychodiagnostic work. The Results of the Study. The importance and necessity of forming a psychological and psychodiagnostic culture of future pedagogical psychologists in the purposeful organization of psychodiagnostic activity are discussed. Scientific Novelty. We have developed the structure of students’ professional readiness. Practical Significance. Considering the specificity of the subject of work of the psychologist of education, the problem of the quality of professional education of this specialist should be considered as one of the components of the problem of the quality of life of the developing personality of the child, which determines the relevance of the research topic.
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Randall, Leisa. "Secure attachment in the future: The role of educational psychology in making it happen." Educational and Child Psychology 27, no. 3 (2010): 87–99. http://dx.doi.org/10.53841/bpsecp.2010.27.3.87.
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This article outlines the pivotal role of educational psychology in building a securely attached society for the future. Its scope is wide. It considers an educational psychologist’s potential influence through the full range of their working practice, at all levels; with families, schools, the local community and nationally. It argues that educational psychologists possess the knowledge, skills and the professional locus to have a major positive impact directly on the lives of children and young people now, and also in the shaping of educational policy and practice in the future.This article specifically discusses the impact an educational psychologist can have on developing understanding and skills in managing attachment issues in schools. It places a significant focus on consultation and training to promote understanding and skills in those who are in close contact with the child or young person. It outlines the potential for research and policy work in the area of attachment which cuts across all social, economic and politically vulnerable groups. It aims to provoke thought, stimulate debate and to inspire educational psychologists as agents of change.
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Oreshina, G. V., and M. A. Zhukova. "Nonverbal Synchrony and Alliance in Exposure Therapy for Pediatric Anxiety: a Case Report." Современная зарубежная психология 13, no. 1 (April 27, 2024): 10–20. http://dx.doi.org/10.17759/jmfp.2024130101.
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<p style="text-align: justify;">Exposure therapy (ET) has been shown to be effective in working with anxiety disorders in children. In the Russian literature, there are few protocols of ET, and no effectiveness studies have been found. Contribution to the effectiveness of work with anxiety is conditioned by the alliance between psychologist and client, as well as by the phenomenon of temporal attunement of physiological and behavioral parameters of two or more people during their interaction (interpersonal synchrony). This article presents the results of an observation of the dynamics of anxiety symptoms, psychologists' alliance, and synchrony at the behavioral level in a single case analysis of an intensive five-day ET intervention with child anxiety. It was found that high alliance scores and their positive dynamics, as well as the psychologist's adjustment to the client's movements, were observed simultaneously with de-escalation of anxiety symptoms. In addition to these findings, the article provides a detailed description of the research program and recommendations for researchers of the psychotherapeutic process and psychologists-practitioners.</p>
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Artiukh, Oleksii, Vladyslav Kaplun, and Оlena Tolstoluzka. "Development of a computer model of an automated psychologist's workplace." 51, no. 51 (October 25, 2021): 6–11. http://dx.doi.org/10.26565/2304-6201-2021-51-01.
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Nowadays, the field of web application development for psychologists and social workers is not sufficiently developed by IT specialists. This is due to the fact that in the period before the COVID-19 pandemic, psychologists had enough personal communication to provide assistance or advice to clients. After the introduction of quarantine norms, the work of psychologists became much more complicated, as a number of restrictions were imposed. At the same time, the need for counseling patients with mental and other illnesses is not decreasing. Demand is growing among those people who have not been so active in psychologists before - the situation encourages them to take care of their health. This problem is solved by programmers of different directions. The task was to develop a web application that could give a psychologist the opportunity to conduct online video conferencing using the necessary tools for online interaction with the patient, based on the original software solution. An online game "Metaphorical Associative Cards" was developed on the basis of the developed web service. No special skills are required to work in this application, and the interface is simple and clear to any user. The user has access to the following pages: the main page should contain information about the website, its news and other information; the course page contains a list of available psychological games that help the psychologist to establish close contact with the client, even online; personal account is a page where you can view and edit personal information of the user; registration, login or password recovery page. This application is already used by psychologists in test mode. In the future, the tools of a psychologist will be expanded and the main page will be developed, where information about psychologists and their articles will be published.
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Valencia, Galuh, Purwanti Hadisiwi, and Ditha Prasanti. "Psychologist Therapeutic Communication in Handling Clients with Deliberate Self-Harm." Jurnal Spektrum Komunikasi 9, no. 2 (December 27, 2021): 12–23. http://dx.doi.org/10.37826/spektrum.v9i2.116.
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This study aims to find out psychologist therapeutic communication in dealing with deliberate self-harm clients in 3 research question. This study uses a phenomenological approach. In collecting data, researchers used an interview technique with five informants who were psychologists that practiced and domiciled in Bandung. The results of this study indicate the meaning of a DSH client for a psychologist into three meanings, those who have irrational thoughts, people that have fragile emotion, and those whose emotions are hidden or looking for attention. The experience of psychologist therapeutic communication in dealing with DSH clients is found in 4 major themes: techniques for building therapeutic relationships with clients, the key to understanding clients: active listening, being careful with non- verbal messages, feedback: reserved question. The psychologist's way of handling DSH clients is by handling it like a tailormade (adjusted to the personality and problems of the clients)
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Quarshie, Emmanuel Nii-Boye, Francis Annor, Johnny Andoh-Arthur, Theophilus Tagoe, and Evelyn Osei-Poku. "PSYCHOLOGISTS IN GHANA: ANALYSIS OF THE STANDING REGISTER." New Voices in Psychology 12, no. 1 (May 3, 2017): 55–69. http://dx.doi.org/10.25159/1812-6371/1627.
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The maiden register of the Ghana Psychological Council published in September 2015 represents the first national official standing register of psychologists in Ghana. Drawing on this maiden register, this paper presents a seminal analysis of the distribution of psychologists in Ghana in terms of categories of specialisation, gender composition, areas of employment, location of practice, and institutions of training. A copy of the gazette of registered psychologists was obtained from the office of the registrar of the Ghana Psychological Council and quantitative content analysis was conducted on the list of registered mainstream psychologists. Among other things, the analysis shows that there are 166 (largely Ghanaian-trained) psychologists categorised into six main subfields in the country. Females represent the majority in terms of gender composition. Colleges/polytechnics/universities are the main areas of employment; the practising locations of 69.9% of the psychologists are in Accra, with no psychologist registered from the Brong-Ahafo and Upper East regions. Despite the challenges with the maiden register of psychologists in Ghana, the register does provide a good database for reflections on the availability, diversity and distribution of psychologists in Ghana.
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Vaughn-Blount, Kelli, Alexandra Rutherford, David Baker, and Deborah Johnson. "History’s Mysteries Demystified: Becoming a Psychologist–Historian." American Journal of Psychology 122, no. 1 (April 1, 2009): 117–29. http://dx.doi.org/10.2307/27784381.
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Abstract More than 40 years ago, psychologist–historian Robert Watson argued that the study of history was of particular salience to psychology. In this article we explore the relationship between psychology and history and argue that the psychologist–historian plays a vital role in the discipline of psychology. We provide a brief overview of the emergence of the history of psychology as a professional subdiscipline, describe who psychologist–historians are, explain why they are needed, and detail how to join their ranks. We argue that increasing historical sophistication among psychologists will have beneficial effects on research and teaching, and we invite all psychologists to participate in the making of psychology’s history.
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Channer, Kerrie, Margo Ononaiye, Deirdre Williams, and Barbara Mason. "Exploring the leadership competencies of trainee clinical psychologists and qualified clinical psychologists." Clinical Psychology Forum 1, no. 301 (January 2018): 20–24. http://dx.doi.org/10.53841/bpscpf.2018.1.301.20.
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This article explored the self-reported leadership competencies of trainee and qualified clinical psychologists. The results showed that leadership competencies are part of a qualified clinical psychologist’s role and that trainees don’t report a development of these skills across training.
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Wilhelm, Anzhelika M., Konstantin A. Sannikov, and Anatoly A. Lyubyakin. "Comparative Analysis of Perceptions of Psychology Students and Consulting Psychologists of Difficult and Ideal Clients." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 29, no. 1 (2023): 223–32. http://dx.doi.org/10.15826/izv1.2023.29.1.020.
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The results of the empirical study of student psychologists’ and consulting psychologists’ perceptions of difficulties of psychological counseling are presented in this article. Comparative analysis of perceptions of psychology students and consulting psychologists of difficult and ideal clients was conducted. It was demonstrated that psychology student are inclined to perceive qualities characterizing difficult client to be causing more difficulties in the process of counseling, in comparison with the consulting psychologists. Qualities that were perceived by the study subjects to be the most important characterizations of the ideal client, were identified. The existence of reliable differences between psychology students and consulting psychologists, both in their perceptions of difficult and ideal clients, was demonstrated. It was determined that the differences in the perceptions of the study subjects are related to the qualities, that facilitate establishment of contact between a psychologist and a client.
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Olha, Lebid, and Hrytskevych Polina. "CONTENT OF CONNOTATIVE SKILLS OF PROFESSIONAL COMMUNICATION OF FUTURE PSYCHOLOGISTS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (June 15, 2023): 62–69. http://dx.doi.org/10.32342/2522-4115-2023-1-25-7.
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The article analyses the problems of connotative skills of professional communication of future psychologists. The purpose of the article is to study and theoretically substantiate the content of future psychologists’ connotative professional communication skills. Based on the theoretical analysis, it is proved that for the successful implementation of various forms of professional activity, a psychologist must have well-developed connotative skills of professional communication. Based on the study of the problems of interpersonal communication, features of professional communication of future specialists, the essence and structural components of professional communication of psychologists, the formation of professional communication of future specialists, the content of professional communication skills of future specialists, the essence of the concept of “connotation”, as well as the connotative aspect of professional speech, we conducted a theoretical study to substantiate the content of connotative skills of professional communication of future psychologists. It has been determined that professional communication skills are the methods and techniques of communication formed on the basis of acquired knowledge, skills and practical experience, aimed at realizing the communicative function of professional activity. The analysis of the content of the professional standards “Practical Psychologist of an Educational Institution” and “Practical Psychologist (Social Sphere)” proved the importance of developing connotative skills of professional communication in psychologists. The standards state that a psychologist should have the ability to carry out communication activities; understand, express and interpret concepts, facts, thoughts, feelings both orally and in writing, listen, speak, read and write in appropriate social and cultural contexts; apply methods of social and psychological communication. The article proves that for the successful implementation of various forms of professional activity, a psychologist must meet a number of requirements that contribute to the development of various skills. Among the latter, it is especially important to form connotative skills of professional communication, which help a psychologist to show a polite, courteous attitude to interlocutors in various professional situations; to maintain a balance, a balance between intimacy and distance in professional communication; to create an impression of oneself as a cultured person; to express respect for interlocutors and evoke the expected reaction from them; use etiquette clichés; minimize negative evaluation, disagreement, antipathy, while maximizing positive evaluation of others, agreement between oneself and others, sympathy; express one’s opinion with the right words and within a certain framework so that comments are effective and insightful; use clear, concise, accurate, polite, correct statements in oral communication. The formation of future psychologists’ connotative professional communication skills contributes to the success of providing psychological assistance to people in situations where they face their problems. Prospects for further research are seen in the diagnosis of the current level of development of future psychologists’ connotative professional communication skills and the development of pedagogical conditions for the formation of these skills.
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Bernard, Carole B. "Counseling Psychologists in General Hospital Settings." Counseling Psychologist 20, no. 1 (January 1992): 74–81. http://dx.doi.org/10.1177/0011000092201011.
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Veterans Administration (VA) hospitals can provide rich and varied work experiences for psychologists. Long an employer and standard bearer for counseling psychologists, VA settings have markedly eased our way into the behavioral medicine, neuropsychology, and health psychology arenas. Additionally, they have maintained our traditional role of vocational assessment, with added specialization for different populations. Affiliation with medical settings can offer opportunities for academic and research involvement. However, VA psychology positions are generally geared heavily toward providing clinical coverage, and the scientist-practitioner model may be difficult to establish and/or maintain. Advancement beyond a staff psychologist designation is unusual, and salaries have not kept pace with psychologist salaries in the private hospital sector.
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Hök, Liv, and Jonas Mosskin. "1st International Congress of Coaching Psychology – Sweden." International Coaching Psychology Review 7, no. 1 (March 2012): 130–32. http://dx.doi.org/10.53841/bpsicpr.2012.7.1.130.
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1st International Congress of Coaching Psychology – an update byLiv Hök, Psychologist, Psychotherapist, Organisational Analyst and Executive Committee Member of Coachande Psykologer (Coaching Psychologists, Sweden) andJonas Mosskin, Psychologist and Journalist.