Categories of professional ethics in psychological and pedagogical activity. Professional ethics in psychological and pedagogical activity (A. A. Afashagova). Materials for lectures on the discipline
In the structure of the ethics of the teacher three main blocks can be distinguished:
· ethics of the teacher's attitude to his work, to the subject its activities;
· ethics of relations "vertically" - in the "teacher-student" system, which considers the basic principles, norms of these relations and the requirements for the personality and behavior of the teacher;
· ethics of relations "horizontally" - in the system "teacher-teacher", in which those relations are considered that are regulated not so much by general norms as by the specifics of the activity and psychology of the teacher.
Specificity pedagogical activity
The subject of work and the responsibility of the teacher. The specificity of the teacher's professional ethics, its uniqueness and exclusivity are determined primarily by the subject of pedagogical work. If the object of labor for an engineer is mechanisms and machines, for an agronomist - plants and earth, for a doctor - the human body, then for a teacher the object of labor is an intangible substance, to some extent ephemeral - a living human soul. Its formation, development, formation takes place before the eyes of the teacher and with his help.
Consideration of the subject of pedagogical work requires dwelling on one more of its features - asymmetric relations between the teacher and students, expressed in the dependence of the latter on the teacher. This dependence is, as already noted, a manifestation of the subject-object nature of many professional relations in which there is an inequality of the interacting parties. But in the case of pedagogical ethics, we are talking about the fact that the characters, destinies, and sometimes the lives of hundreds and thousands children. And therefore, the objective presence of dependence imposes additional responsibility on the teacher for the results of his work.
Multifunctional nature of pedagogical activity
Of course, each teacher must first of all be a specialist in his field, because the foundation of pedagogical activity is an impeccable knowledge of his subject, its current problems and the latest scientific achievements. However, this, as the logicians say, is necessary, but insufficient condition professional culture of the teacher.
The high professionalism of a teacher implies, in addition to the availability of special knowledge, the ability to convey them, the ability to teach, influence consciousness, awaken it to life. This is the pedagogical skill that requires a special "craft", skills and talent of the teacher.
The need for these qualities is determined by the multifunctional nature of pedagogical activity. It manifests itself in three of its main functions: selection, conservation and translation of knowledge. These functions provide the teacher with the fulfillment of his main mission - the implementation of a kind of genetic connection of historical eras and cultures from antiquity to the present day.
Selection- this is the selection from the whole variety of the ever-increasing cultural heritage of those necessary fundamental knowledge that can form the basis for the further development of civilization. The longer and further humanity develops, the more the volume and content of this knowledge increases, and the more difficult it is to carry out the necessary selection in order to fit it into a short period of time allotted for teaching new generations. The implementation of this selection is entrusted, as a rule, to administrative and organizational educational structures, specially authorized officials of ministries and departments. It is they who decide what should be taught to schoolchildren and students, thereby determining certain layers of knowledge to oblivion or preservation.
Conservation- preservation and consolidation of the knowledge selected by mankind, recognized at a certain stage of development as the highest cultural value- is a logical continuation of selection. Conservation is being carried out by the entire education system as a whole and by each teacher, who acts as the custodian of the truth and inviolability of this knowledge, individually. Thus, the conservation of knowledge is an attribute of pedagogical activity and, in fact, its manifestation. At the same time, a serious moral danger lurks here: imperceptibly for the teacher himself, the conservation of knowledge from a professional necessity can turn into personal conservatism, becoming not only a characteristic of activity, but also a characteristic of a person.
Broadcast- the third most important function of pedagogical activity is the process of transferring knowledge from generation to generation. It is she who requires pedagogical skills from the teacher: from the logic of thinking, the ability to present material in an argumentative and exciting way to virtuoso mastery of the culture of speech and personal charm. But for this, the teacher must, first of all, accept as a functional necessity the task of constantly improving the skill of transferring knowledge, abandoning the arrogant neglect of this necessity. And this is not so much a “technological” problem as a professional and ethical one, aiming the teacher at the readiness and desire for creativity.
The creative nature of pedagogical activity
At first glance, this feature of pedagogical work contradicts its reproductive, relaying aspect: it would seem, what kind of creativity can a teacher have when he is squeezed into the vise of curricula, work plans, reporting, etc.? At the same time, creativity is the essence of a teacher's professional culture.
Firstly, no matter how the teacher prepares for the lesson, or provides for all the means and methods of influence, or selects didactic material, one lesson will never be similar to another. Moreover, the factors that force the teacher to change its course and restructure may be different. But (each time it is necessary to take into account all factors, organizing, using or neutralizing them, turning the lesson into a holistic action, the purpose of which is to influence the mind and soul of the student.
Secondly, the process of adapting modern scientific knowledge to the possibilities and needs of the educational process in accordance with the age, intellectual-cognitive and general cultural level of students requires a creative approach. The "translation" of a scientific text into a language that is not only accessible, but ensures the successful passage of the complex cognitive chain "knowledge - understanding - acceptance". Here the teacher acquires another function - the function of an intermediary, "interpreter", whose efforts and skills determine whether the student will "appropriate" the knowledge offered to him, or whether it will remain alien and unclaimed for him.
Thirdly, the creative nature of the profession of a teacher is determined by the need to conduct a “competitive struggle” for influence on the minds and souls of children, which makes up the uniqueness of the situation in which the teacher finds himself today.
Fourthly, a creative approach in the teaching profession is associated with the task of overcoming one's own conservatism and manifests itself in the requirement of a creative and critical attitude of the teacher to himself and his worldview position.
Here it becomes clear that the teacher - creative profession. And like any creative profession, requires a high professional culture from the performer, which is based primarily on knowledge and flexibility of thinking, allowing time to revise this knowledge, throw out obsolete ones, acquire new ones and fit them into the overall picture of their thinking.
And, finally, the creative nature of pedagogical work is determined by the fact. that each lesson, lecture or seminar is a performance that must be held according to all the canons of the dramatic genre, leaving no one indifferent, and in which the audience and the characters change places every now and then. This is a “theater of one actor”, in which the work of a teacher is akin to the work of an actor, only even more responsible and difficult, because the teacher does not repeat other people's words and thoughts, but here, in front of the “spectators” - students, he gives birth to his own, acting at the same time as the author, director and performer.
Most of all, professional ethics is necessary for the teacher in his communication: “vertically”, in the system "teacher-student" and "horizontally", in the system "teacher-teacher". Communication in these two planes is an indicator of the professional culture of the teacher and makes special demands on him,
ETHICS OF RELATIONS IN THE "TEACHER-STUDENT" SYSTEM
Basic principles of interpersonal relations between teachers and students
The principles of democratization and humanization are proclaimed to be fundamental factors of modern school reform. And it's natural. We are preparing children for a new life, where the main value should be human individuality, its maximum self-realization. But for this, the personality itself must feel its own self-worth, emancipation, freedom. Unfortunately, we have to admit that today many children, despite their outward swagger, are shackled, squeezed, and insecure. They are shy, and sometimes they do not know how to express their thoughts and feelings, that is, to express themselves, to demonstrate their capabilities and abilities. And this is not their fault, but a misfortune.
Respect for the personality of the student
Respect for the personality of the student presupposes, first of all, equality, equal rights, partnership between the teacher and the student, despite the difference in position, level of culture and education, age, life experience, etc. An obstacle to establishing such a partnership is the objectively existing dependence of the student on the teacher - one of the professional features of their interaction. All the more important and at the same time difficult is the requirement of pedagogical ethics to abandon the sensation, habit, consciousness of this dependence or to be able to step over it. Another difficulty lies in the fact that every modern teacher does not even think of denying the role and necessity of respect for the student's personality as a self-evident sign of democratic thinking and behavior. But in real life, this respect often remains only a declaration. How exactly should respect for the student's personality be manifested?
Respect is primarily confidence: the teacher sees in students equal people with their own views and interests and hopes that they perceive him the same way. When he does not pretend to them, when he does not have a "double life": personal - for himself and "educational" - for "them". This is what trust means.
Trust is associated with an interest in the student's personality, giving others a manifestation of respect for it, and in this case we are talking about a personality that has not yet been formed, is in the process of becoming, which is especially difficult.
Interest usually starts with tolerance: tolerance for the independence of the student's thinking, his views, appearance(sometimes shocking), his often extraordinary behavior. The teacher should get used to the fact that today not only the hair, but also the thoughts of teenagers cannot be “cut with a comb”, and this should be taken calmly. Moreover, with his interest, actions, support, the teacher himself must stimulate in them the desire to manifest their own individuality and independence.
The teacher's interest in the personality of the student has another ethical side - this, so to speak, "search" for the student's interest to himself, "interest in his interest." After all, the psychological basis for learning and perceiving information is interest in it; and therefore the matter of our professional honor is to be able to arouse this interest. At the same time, focusing on the interest of students is also a manifestation of respect for them. Those teachers who arrogantly declare that they do not care how their students treat them are wrong: “Let them hate, but they know the subject. I don't want their love." But if students feel sympathy for the teacher, then this is a guarantee of their interest in his subject.
Trust in students as a possible form of democratization of school relations should also be manifested in respect for the opinion of students about the teacher. Of course, this is not about discussing with the student the merits or demerits of fellow teachers behind their backs: this is not ethical. But openly be interested in the opinion of students about themselves, study this opinion and use it to adjust their professional activity and personal qualities - this is not only the establishment of "feedback" by the teacher with students (although it is also); but also a certain educational moment, a form of trust in them.
Another manifestation of respect for the personality of the student is the inadmissibility of humiliating the personal dignity of the student. The banality of this requirement is obvious. However, in practice, very often it is violated, and rarely on purpose, purposefully, more often - imperceptibly for the teacher himself, out of habit, so to speak, which may be even worse. We are accustomed to humiliate students - with a look, tone, mockery, shouting ... The cry of a teacher calling for order or denouncing a loafer and violator of discipline, unfortunately, is still a common thing. And all this is “not from evil”, but from good intentions, and there is always an excuse for this: they say, “brought it”, “broke loose”; “I couldn’t stand it,” etc. Meanwhile, yelling at children means signing your own pedagogical impotence (i.e., I no longer have other means of influence), therefore, provoking disrespect for myself and at the same time demonstrating disrespect for students.
At the same time, respect is manifested not only in never “stroking the wrong way”. It is also expressed in exactingness to the student, which can be represented as follows: I, a teacher, respect his opinion and knowledge, I believe in his strengths and capabilities, and therefore I demand from him. There are some ethical "demands to exactingness".
1. The exactingness of the teacher should be objectively expedient, i.e. the task being performed should serve the cause - the assimilation of new material, the repetition of what has been passed, cleanliness and order in the school, but in no case should it be a punishment or, even worse, a manifestation of the teacher's tyranny.
2. Demanding should be benevolent and expressed rather in the form of a half-question, half-answer, and not a one-line order.
3. The requirements must be clear and therefore it is always necessary for students to explain why and for what they must complete this particular task and how best to do it.
4. Requirements must be realistically achievable - we must not forget that it is too large or too complex. The content of the work causes a backlash, and the student, knowing that he still will not cope with the task, simply refuses to do it.
Even more moral culture of the teacher and his ability to respect his students is manifested in the evaluation of the work of students. The teacher puts marks officially or “for himself” - in any case, he evaluates students, their behavior, knowledge, abilities, and then his assessment somehow acts at the same time as an index of attitude towards his students.
Focus on positive relationships and feelings
The attitude of the teacher to his students depends on his initial attitudes and goals. If the moral attitude is an orientation towards subject-subject relations with children, then, according to humanistic ethics and Kant's categorical imperative, each child is a goal for the teacher - care, attention, love. With a subject-object setting, the student will act as an object for the teacher - education, training and, possibly, a means of self-affirmation.
The teacher's attitude to students is manifested, first of all, in the ratio in the arsenal of his pedagogical means of such methods and forms of influence as encouragement and punishment. As is known from the course of pedagogy, reasonable dosing of encouragement and punishment is one of the most effective methods of education - both family and school. Unfortunately, the old and already traditional "skew" in the views of educators (both parents and teachers), as a rule, prefers punishment.
Psychologically, this is quite understandable: not a single misconduct should be fixed in the mind of a child as unpunished, so the reaction of the family and school to poor academic performance and misbehavior follows instantly, primarily in the form of punishment. And behind this, sometimes even small, but still achievements and successes of the child go unnoticed: this, they say, goes without saying, this is your duty, but violations are a completely different matter. Gradually, a stable stereotype of attitude towards learning is formed in the mind of the child, in which there is no place for joy, pleasure, love. Anxiety and fear begin to act as the dominant feeling in relation to the school and the teacher in children. This is a fear of a deuce, an entry in a diary, a call to the director, expulsion from school and other attributes of pedagogical "skill", behind which, moreover. the immediate reaction of the parents follows: after all, our pedagogy constantly insists on the unity of the requirements of the family and the school. Moreover, this reaction and punishment are inadequate to the offense.
The principle that, according to the requirements of pedagogical ethics, should underlie all the actions of a teacher is an orientation towards positive attitudes and feelings towards students. What is this orientation towards the positive and what should it be based on? The answer is extremely short and simple: it is love.
Applied to younger age The “method of love” in education was developed by the American doctor B. Spock. As for older schoolchildren and students, here we can recommend the advice of D. Carnegie. After all, even in the conditions of the school, his advice will be active, such as, for example, "spare the pride of a person, try to praise him as often as possible in front of everyone, and criticize him in private." Or: “before criticizing a person, praise him, and he will try to justify your trust.” Or "not disregard the slightest achievements and successes of Man. And if we consider this fair for ourselves, perhaps these tips can give positive results in the relationship between the teacher and the students.
Another manifestation of democratization and humanization in the school environment, which contributes to the inclusion of positive guidelines in the system of pedagogical regulation, is a reasonable combination of formal (official) and informal (“human”) relations in the communication between the teacher and the student.
In fact, this is a question of distance - to be or not to be between the teacher and the student, and if so, what kind. In the old authoritarian school - both pre-revolutionary and Soviet - this question was unambiguously resolved in favor of the maximum distance (even if the opposite was proclaimed).
The question arises: until when is it necessary and possible to reduce the distance between the teacher and the student? Maybe, given that learning is a two-way process, and the relationship between a teacher and a student is a partnership, then there should not be a distance? It seems to us that even with the maximum democratization of relations, the distance should be maintained. First, there is always a difference in age. Even the youngest teachers should not have familiar relations with the oldest students (although there are sometimes dramatic collisions of personal relationships - from friendship to love, but this is more an exception than a rule). Secondly, there should be (ideally!) a distance determined by a measure of reverence and respect for the Teacher and Knowledge.
At the same time, reducing the distance, “humanizing” our communication is a normal process that should not only be welcomed, but also organized and used in order to increase the effectiveness of training.
Thus, the orientation towards a positive attitude towards students implies another side - concern for the "reciprocity" of these relations. Therefore, it is normal for the teacher to arouse the sympathy of students, his concern for his own image. The methods here may be different. Starting with the appearance - how and what to apply makeup and what hairstyle to choose, how modern and elegant the clothes are, what kind of facial expression the teacher wears. He, let's say, "has no right" to a gloomy, peevish, displeased expression. Therefore, teaching is, in a sense, acting - "making a face."
Moreover, pedagogical acting is not a pretense, not a deception. This is concern for the mood of others, the basis for creating an optimal climate in the audience. After all, irritation, discontent, anger are contagious. However, like a smile.
"Admission" of students to the personal life of the teacher, the establishment human relations with students has, of course, both pluses and minuses. The pluses include the fact that the teacher in this case gets the opportunity to influence the formation of the child's personality not only with his subject, but with his own life attitude to life, his wealth (if any). But here also there are minuses, more precisely complications. It turns out that shortening the distance makes higher demands, first of all, on the teacher himself. From now on, the student examines it, so to speak, not through a telescope, but through a microscope, at the maximum approximation. What will he see there? Will not a deep crack be revealed between the principles of goodness, beauty, philanthropy declared by the teacher and the pettiness, insignificance, and sometimes immorality shown by him in real life? Such considerations again raise the question, on the one hand, of the teacher's high moral responsibility, and, on the other hand, of the advisability of reducing the distance and whether every teacher has a moral right to do so.
The moral and psychological culture of the teacher and the "barriers" of his communication with students
In the general system of the teacher's professional culture, a special place is occupied by its moral and psychological components, which together make up the phenomenon that "provides" spirituality, sincerity, humanity, mutual understanding in the relationship between the teacher and students. In modern American Pedagogy, there is a special term for designating a bearer of a high moral and psychological culture - an "effective teacher". It is distinguished by a unique combination of personal moral qualities and stable tendencies of psychological response, which act as prerequisites for the professionalism of the subject in pedagogical work. A good, “effective” teacher is one for whom the inner, psychological side is more important than the outer. Such a teacher tries first of all to understand the other person's point of view, and only then act on the basis of this understanding. He believes in the ability and ability of students to independently solve their life and educational problems, expects from them a reciprocal benevolence, sees in each of them a person with dignity, and knows how to respect this dignity.
Western neo-humanists especially emphasize problems of communication between teacher and student. A psychologically accurate recommendation runs like a red thread: educators should strive to see the world through the eyes of their pupils, to perceive their perspective, their point of view. This should contribute to the achievement of the main goal of humanistic ethics - the self-realization of the individual.
An "effective teacher" as a professional contributing to the socialization of young people is called upon to cultivate warm, emotionally colored relationships with students, sincerely sympathize with them and subtly perceive their immediate needs. Such teachers are well aware of the situation, they know how to defuse tension with the help of humor, good-natured jokes. Knowing their subject well, they teach it with imagination and enthusiasm. They are consistent in their demands, fair, treat children respectfully and evenly.
The American specialist R. Berne identifies the following personal qualities necessary for a teacher to work effectively, forming a kind of "I-concept":
Maximum flexibility;
The ability to empathize, that is, to understand others, the willingness to instantly respond to their needs;
The ability to personalize teaching;
Setting to create positive incentives for the perception of students;
Possession of the style of informal, warm communication with students, preference for oral contacts over written ones;
Emotional balance, cheerfulness, self-confidence.
Thus, teachers who have a positive self-concept are more likely to contribute to its development in their students. On the contrary, teachers who do not love their profession, experiencing a sense of personal or professional inadequacy, involuntarily create an atmosphere in the classroom that corresponds to these feelings.
Obviously, the self-concept of the teacher can serve as a real guarantee of the success of his activity or lead to inevitable difficulties, obvious or hidden failures. Attitudes containing a negative potential can have a detrimental effect on the student's personality.
These and other negative attitudes can seriously complicate the relationship in the "teacher-student" system, creating "underwater reefs" and putting up "barriers" in communication and mutual understanding between the teacher and students. These barriers are generated to a large extent by the peculiarities of pedagogical activity. The main ones may include the following:
1. The apparent opposite of the initial attitudes and goals.
The goal of the teacher, of course, is to transfer to students: the buildings accumulated by mankind. For this, students, as we know, require conscientious work, dedication, self-discipline, etc. Students, realizing the need for learning and even experiencing some interest in obtaining knowledge , strive at the same time to achieve this "with little bloodshed", minimizing their efforts and "resisting" the requirements of the teacher. Of course, this confrontation is apparent, because both sides have the same goal, but the situation is aggravated by the decline in the prestige of education, its “as it were, uselessness” for a successful entry into LIFE. Fortunately, today there is a tendency to correct THIS situation.
2. Dissimilarity, difference in the position of the teacher and the student, their social status, life experience, level of culture and education often gives rise to “pedagogical swagger” unconscious by the teacher himself: it begins to seem to him that he is the bearer of some absolute truth, who knows more and better about everything and therefore has the right to moralizing and mentoring tone. In fact, teachers and students are not “higher” and not “lower” - they are just different, which should be taken into account and guided in their actions. How can one not remember again Y. Kochak, who warned that the teacher should still be able to rise to the child, and not to consider that he is leaning towards him.
3. Poor knowledge of the interests and needs of modern youth by teachers. But what is even worse is that many teachers do not show a desire to get to know her, to penetrate her inner world, they approach her, as a rule, with their own standards, thereby creating a confrontation between “fathers and children”, exacerbating the difference between “they” and “ we".
4. Poor knowledge of the psychology of the "subject" of its influence. Is it always. for example, do teachers use in their professional activities knowledge of the basics of personality psychology, say, the doctrine of temperament? After all, how many phlegmatic people were unknowingly included in the category of stupid and lazy people, how many choleric people have the label of a bully and difficult to educate ruin their lives? What does the teacher know about psychological characteristics sexes, about those springs that drive the behavior of boys and girls, and those “buttons” with which to control them? How is the age difference taken into account by "adult" and child psychology?
The considered barriers of communication between the teacher and the student in the conditions authoritarian style relationships at school were natural and justified. A certain “detachment” of the teacher, his “leading” position, as it were, accustomed the children to the existence of “bosses” and “subordinates” in adult life,
assigning each a strictly defined place. In the context of the democratization of education and humanistic ethics, they only hinder the establishment of normal productive interpersonal relations between teachers and students.
ETHICS OF RELATIONS IN THE SYSTEM "TEACHER - TEACHER"
Professional pedagogical ethics manifests itself in yet another block of relationships: in the “teacher-teacher” system.
Of course; Relations in the teacher's room, as in any team, are governed by general rules and norms of good manners and business etiquette, involving mutual courtesy, courtesy, and attention to each other. Here, as a rule, there are no loud conflicts and ugly scenes. But here, too, passions sometimes boil under the mask of decency, conflict situations are brewing, generated by mutual incompatibility and resentment.
Relations in the teacher's room between teachers are determined by the circumstances and are regulated ethical standards and principles of three types:
- universal, based on the highest moral values, which are considered common ethics and obey its laws;
- norms business communication and business etiquette subordinating all types of professional relationships "vertically" and "horizontally";
- ethical norms and principles in which the specificity of pedagogical work is manifested.
Let us dwell on the last two types that directly regulate professional relations between teachers.
Ethics of service relations "horizontally"
Ethical norms and principles of business communication "horizontally" regulate the service relations between colleagues in each team. They are focused on establishing such a moral and psychological climate that would contribute to a more efficient and optimal solution of the problems of any team. The teaching staff is also subject to these "rules of the game", of course, with certain adjustments for the specifics of pedagogical relationships.
General norms and principles of moral regulation of service relations
The basic norms and principles of moral regulation suggest that The teaching staff, like any other, must have a number of qualities. This is:
Coherence and cohesion, providing mutual assistance, support, the ability to rely on colleagues not only in business, but also in personal problems;
Goodwill, in the atmosphere of which the teacher can only fully express himself both as a person and as a professional;
Sensitivity and tact, which, expressing attention to a person, would not turn into importunate, tactless interference in his personal life;
Tolerance for the peculiarities and shortcomings of colleagues, the ability to accept them as they are, to appreciate their individuality.
In addition to these qualities, a number of other circumstances are of great importance for the well-being and performance of the teacher, the knowledge and consideration of which can explain many of the nuances and complexities of relationships in the team. First of all, one should keep in mind the heterogeneity of the teaching staff for various reasons.
1. The presence in the teaching staff (as in any other, including pupils and students, which should also be borne in mind) of special layers that differ in the type of behavior and the way they interact with other people:
- "collectivists" ~ sociable, gravitate towards joint actions, support social initiatives, quickly join in common events. They make up the backbone, the asset of the team and make it easier for the leader to contact him. At the same time, they are very sensitive to public assessment, they need constant encouragement, which stimulates their further activity;
- "individualists" - tend to be more independent, often closed and unsociable, but this does not always indicate their arrogance, but rather, shyness or self-doubt. Need encouragement, a special approach;
- "pretensionists" - they are predisposed to active participation in the life and affairs of the team, but they have increased vanity (claims), are touchy, strive to constantly be in the spotlight. If they were underestimated or not offered a decent job, then they easily become dissatisfied, criticizing the leadership and its decisions, acting as the epicenter of conflict situations;
- "imitators" - are distinguished by weak independence of thinking and lack of initiative. The main principle of their relationship with people is fewer problems and complications. They adapt to any conditions, always agree with the opinion of the majority. They are disciplined, avoid participation in conflicts, are "convenient" in management, therefore they enjoy the location of the leadership. However, behind their conciliation is often indifference, selfishness, concern only for their own interests. Therefore, it is important to form in the team an atmosphere of intolerance towards such qualities, awakening in people a sense of responsibility for their own position;
- "passive" ~ type of weak-willed people. They are kind, friendly and efficient. They often have good impulses and intentions, the desire to be among the active, but they do not know how to take initiative, they are embarrassed to loudly declare themselves - their volitional mechanism does not work. Such people need clear guidance, the presence of motivating impulses, the development of strong-willed composure;
- "isolated" - people who, by their actions or statements (disregard for the work and life of the team, the desire to shift everything onto the shoulders of others, rudeness, selfishness, etc.) pushed most of their colleagues away from themselves. This leads to the isolation of such people: they do not talk to them, they try not to communicate. People who are not sufficiently educated, irritable, always dissatisfied, with painful self-esteem often turn out to be isolated. Often these qualities are not the result of a conscious choice of behavior, but the result of improper upbringing or an unfavorable set of circumstances. Such people should not be ignored, but should be tried to change, to help them get rid of negative character traits, or at least soften, “ennoble” them.
The listed "layers", of course, are not necessarily grouped with each other, but are present in almost every team, however, with "corrections" for specifics. So, in pedagogical collectives, "collectivists", "imitators" and "pretensionists" are most common (the latter greatly complicate the relationship in the team); on the other hand, there are practically no “isolated” ones, which, on the contrary, are often found in educational, especially adolescent, groups.
2. The presence of compatibility or incompatibility between members of the teaching staff belonging to different layers, groups that differ in their views, beliefs, life experience, needs, interests. Compatibility is ensured by the optimal combination of personal qualities of individuals: their temperaments, attitudes, characters, cultures. People can be joint, both with the same, and with different, but successfully complementing each other qualities. Incompatibility is the inability to understand each other in critical situations, not the synchronism of mental reactions, the difference in attention, thinking, value attitudes; it is the impossibility of friendly relations, disrespect or even hostility towards each other. Incompatibility makes it difficult, and sometimes even makes it impossible for people to work together and live together.
3. The difference in professional orientations and interests, because in one teacher's room are collected "physics" and "lyricists", naturalists and humanities. This alone is fraught with problems in the relationship between them.
Let's take an example. There were subjects "main" and "secondary". The first (and their "carriers") enjoyed advantages, for example, in scheduling. For the latter, the number of hours was gradually and imperceptibly reduced, and if at school there was a need to free children from classes for some events, then first of all these were lessons in botany, geography, history. Thus, inequality arose in the teacher's room, which, of course, complicated the relationship between the teachers themselves, giving rise to feelings of resentment and injustice.
Before the October Revolution, with classical education aimed at the formation of a Citizen and a Person in a child, this division was made surprisingly simple. There were no special "educational events", but on the other hand, the lion's share of study time was devoted to history and literature lessons, which
themselves brought up a sense of patriotism and forced to reflect on moral problems.
4. The reality of personal heterogeneity, the heterogeneity of the human team, in which people are united different - by age, life experience, temperaments, beliefs, level of culture and education. Some of them graduated from universities, others graduated from pedagogical schools, some live with high spiritual needs, follow the latest in science, art, literature, others - most of all, everyday problems.
The complexity of relationships in the teaching staff is largely determined by the fact that all these cultural differences are amplified by psychological differences, because here, in the teacher's room, there are representatives of all types of temperament: sanguine and melancholic, phlegmatic and choleric with their different ways of self-regulation and reactions to one and the same irritants, with all the ensuing consequences.
The problems considered are common to all teams and determine the relationship between colleagues - "horizontally".
Principles and norms of relations "horizontally"
In the teacher's room, where people are so different and at the same time so vulnerable, one cannot hope for a spontaneous establishment of an optimal moral and psychological climate. Here, the role of ethics and culture of communication is naturally great - tolerance, tolerance for dissent, desire and ability to understand the other. Such relations between teachers can be ensured subject to the following requirements, which are the principles of horizontal relations.
1. Self-management and control over one's own behavior, the formation in oneself of the qualities necessary for the profession, pleasing to others, contributing to personal success and advancement.
2. Coordination of one's own behavior, temperament, needs, interests, mood with others. It is unacceptable to dismiss yourself, justifying yourself by the fact that you are a choleric or you have trouble at home.
3. Tolerance for shortcomings, bad habits colleagues, to their annoying views, beliefs, opinions. The basis of such tolerance should be a firm belief that a person has the right to be what he is, and we must accept people exactly as they are - “different” compared to us.
4. The desire for mutual understanding, the desire to understand the other, for which you need to “get out of your own concept to a common coordinate system”, try to understand what drives the other person;
5. The ability for sympathy, empathy is not even required (it is impossible to demand this), but rather expected, desired.
These general principles of “horizontal” relationships are specified in the norms of behavior, which include:
Submission of momentary personal interests strategic goals collective;
The ability not to turn business disagreements with colleagues into personal hostility and not to transfer their likes and dislikes to official relations;
The ability to coordinate one's own point of view with the opinion of colleagues, to conduct a collective search for the most optimal solution to professional pedagogical problems;
The ability to show tact in relationships with colleagues, the desire for mutual understanding, sympathy, empathy.
Optimization of relations "horizontally" is also facilitated by the setting of expectations, desires of the individual.
If you really strive to evoke a good attitude towards yourself and want such relations to be established between all colleagues, then follow the well-known advice of D. Carnegie:
Be sincerely interested in people, show attention to their affairs and problems;
Smile kindly and as often as possible at people, and they will answer you in the same way;
Remember the names of people and address them by their first and middle names: people like it;
Know how to listen to the interlocutor, encourage the person to talk about what is most important to him, and he will be grateful to you;
Talk to people about what interests them, not you;
Let the interlocutor feel like a person, arouse in him a sense of self-respect, and he will be eternally grateful to you.
Ethics of service relations "vertically"
The ethics of service relations "vertically" regulates the relations of management and subordination, the distinguishing feature of which is asymmetry, inequality, dependence of one person on another. The tone here, of course, is set by the leader, the head, and therefore it is to him, to his personal qualities that the main requirements are made. A young novice teacher should have an idea about them both as a subordinate of his boss and as a potential leader. But first of all, these requirements apply to the leader himself - the head teacher, the director of the school, the head of the department, the dean at the university.
General requirements for a manager
It is believed that the following qualities-conditions help to move “upstairs”, to occupy a leading position:
Ability to work with people;
Willingness to take risks and take responsibility;
Gaining leadership experience 35 years (with age, it becomes more and more difficult for an executive employee to acquire the qualities of a leader);
The ability to "generate ideas";
Ability to change management style as needed;
Special managerial and managerial training;
Family support and understanding.
The listed qualities help a specialist to become a leader, but he can be a successful leader - head teacher, director of a school, gymnasium, head of a district if he has the following properties, skills and abilities:
High communication skills;
Ability to manage people and influence them;
Ability to delegate authority and distribute roles in a team;
Ability to make decisions independently;
Analytical abilities;
Flexible Behavior:
Ability to properly allocate time - their own and subordinates;
Knowledge of your business.
Compliance with these requirements creates authority for the leader - recognition of his leadership not only by position, but also by his human qualities, the willingness of employees to obey him not out of duty, but out of personal inclination.
Moral and ethical aspects of the leader's activity
Leadership, authority, management style of the manager to a large extent determine the nature of the "vertical" relations in the team. But their essence is manifested to the greatest extent in the process of implementation by the manager of his functions, in particular: in the distribution of duties in the team, in providing the necessary conditions for the productive activity of subordinates and in exercising control over the adoption of managerial decisions. It is here that the moral and ethical aspects of the leader's activity are clearly manifested.
Distribution of "roles" and responsibilities
To ensure high performance and an optimal moral and psychological climate in the team, the correct distribution of duties and assignments is of great importance. It will be “correct” if the official and public duties of the teacher correspond to the “role” to which he is predisposed in organizing his thinking and inclinations. The leader must know how these "roles" are classified, and accordingly determine the scope of the teacher's activity, give him certain instructions and ask him. In collectives, including pedagogical ones, the following “roles” are conditionally distinguished:
- "generators of ideas" - teachers with non-standard thinking, capable of creativity, predisposed to finding and creating something new: new methods and techniques, new forms of organization of the educational process, etc.;
- "innovators" - as a rule, people are restless and disturbing others, and therefore they are often "not honored" by the authorities, but this is the "golden fund" of any institution;
- "performers" - teachers with a reproductive mindset and performing inclinations, conscientious, often talented "translators" who perfectly implement and implement proven ideas and established truths;
- "experts" - people who are predisposed to forecasting and foresight, able to calculate in advance and see how the proposed idea will "work", what consequences this or that method will entail;
- "critics" - people with a special, critical mindset, noticing all the shortcomings and "bottlenecks", often incapable of productive activity, but revealing those negative aspects that others do not notice; usually arouse the hostility of others and management ("criticizing is the easiest");
- "pea jester" - an easy, inoffensive, contact person who is able to cheer up the team or defuse a difficult conflict situation.
This division is arbitrary, not always accurate, but each person feels "in his place" only when his predisposition and real position coincide. Not being implemented or being misinterpreted, the “role” can cause vague discontent, irritability, envy, which leads to a state of psychological discomfort and conflict situations in the team. A skilled leader must not only be aware of the presence of these and other "roles", but also be able to recognize in his employees a predisposition to one or another "role", find them an appropriate place, give instructions, expect and demand from them achievements in accordance with their capabilities. but not contrary to them.
Creating conditions for positive motivation to work
It was noted earlier that for productive successful work, each specialist, including a teacher, must have a positive motivation. What factors contribute to the emergence and maintenance of this motivation? The American sociologist of labor F. Harzberg believes that in any field it is necessary to comply with at least 15 criteria that create conditions for a motivating work organization.
1. Any action must be meaningful. First of all, this refers to the one who requires action from others.
2. A person experiences joy from work if he sees that his actions bring concrete benefits.
3. Everyone in his workplace strives to show his abilities and show his worth by taking part in solving issues in which he is competent.
4. A person seeks to express himself in work, in its results, to do something, especially if this “something” gets the name of its creator.
5. Each employee has his own point of view on how best to organize the work, and expects that his proposals will be considered.
6. People like to feel important.
7. By the form in which and how quickly employees receive information, they assess their real importance in the eyes of the head. If access to information is difficult or employees receive it late, then they feel that they are underestimated.
8. Employees do not like it when decisions that concern them directly are made without their knowledge, behind their backs, without taking into account their knowledge and experience.
9. Each employee needs operational information about the quality of their own work in order to make adjustments to their actions.
10. Control from the side of the head, as a rule, is unpleasant. The case only benefits from the organization of maximum self-control and trust.
11. Each person seeks to acquire new knowledge and experience, therefore, increased requirements, giving a chance for further development, are accepted by him more readily than understated ones.
12. An employee reacts negatively if his achievements only lead to the fact that he is even more loaded, not encouraging either morally or financially.
13. It is important whether the work allows you to be your own boss, whether it gives space for initiative.
14. Every person strives for success.
15. Not recognizing success leads to disappointment. A well-working employee rightfully counts on recognition and encouragement - both material and moral.
It is believed that the implementation and observance of these so-called "Hartzberg criteria" really increases the efficiency of employees in any field of activity, and therefore they must not only be taken into account by the manager, but also be a "guide to action" for him.
Control and evaluation of pedagogical work
Control is one of the most important management tasks, defined as a constant comparison of what is with what should be. The purpose of control is to stimulate the activity of employees: after all, it is in their interests that the results of their work be noted. The presence of control emphasizes the importance of controlled activities. The lack of control and interest on the part of management demonstrates a low assessment of the significance of the work performed by subordinates.
Control as a managerial function can be divided into two types. Firstly, control over the process and the results of the activity as a whole; secondly, periodic monitoring of the activities and professional growth of each employee. When monitoring the activities of subordinates, mistakes are often made. The most typical of them are the following:
- - "total" control - constant control of everything and everything - is characteristic of leaders of an authoritarian type, who believe that everything that has not passed through their hands and has not been "critically checked" by them is fraught with errors; such control makes employees dependent, gives rise to dependent moods, creates an atmosphere of fear that prevents the self-realization of the individual;
Control as a manifestation of general distrust is similar in form to the first type, however, the suspicion shown by the leader, as a rule, indicates in this case his lack of confidence in his own abilities and his lack of self-esteem;
Control "on the occasion" is associated exclusively with some incidents, while control should anticipate errors in the work, and not become their consequence;
Hidden control - secret espionage, incorrect from an ethical point of view and humiliating for any leader;
Pro forma control also characterizes the leader not with better side, as it indicates his lack of genuine interest in the achievements of his employees;
Superficial control is close to the previous type, for example, control over the presence of an employee at the workplace instead of control over the result of his work;
The lack of informing employees about the results of control makes the negative results of control fruitless, since they do not become the subject of discussion and therefore do not allow employees to draw the right conclusions;
The search for a "scapegoat" is an indirect recognition of the leader that he failed to control the process and is now looking for someone responsible for the result.
Moral principles and norms of leadership of the teaching staff
Basic principles of leadership in modern conditions- principles of justice and democracy. Intertwined with each other, they are realized in specific norms of behavior of the leader.
1. Politeness. Manifested in respect for the personal dignity of employees - from the deputy to the cleaner; in the inadmissibility of humiliation, rudeness and arrogance towards them.
2. Kindness and friendliness. This is a sincere “wish for good” to people, which should be expressed in elementary attention to them, a friendly smile, a warm greeting.
3. Precautionary and tactful. They are expressed in sensitivity, the ability to empathize with colleagues, the desire to understand not only official, but also personal problems of employees and help them.
4. Correctness. It involves strict self-discipline, the ability to control oneself in any conflict or extreme situations, maintaining restraint, calmness and politeness.
5. Modesty. Its main manifestations are not to demand special privileges for oneself, not to use one’s official position for personal purposes, not to allow pressure, authoritarian imposition of one’s point of view, not to arrange unfair public “reprimands” for employees, respect the opinion of one’s colleagues and reckon with it.
6. Tolerance. The requirement of a tolerant attitude towards the views, beliefs, tastes, manners of another person (especially a subordinate), the ability to respect the "sameness" of others, to recognize their right to be different, which, of course, does not exclude the fight against shortcomings, their criticism.
7. Criticality and self-criticism. Criticism should be constructive, not destructive; should not humiliate a person in the eyes of others; it is unacceptable to persecute subordinates for criticism of oneself. The leader sets an example for employees, showing self-criticism.
8. Justice. It acts as both a principle and a norm of leader's behavior. One of the main factors in establishing a productive atmosphere in the team, which manifests itself, first of all, in an adequate, objective, impartial assessment of the efforts and achievements of an employee.
9. Demanding. It is closely related to the fairness of the leader and his assessment of the work of subordinates. Demandingness is manifested both in the ability to strictly punish for omissions, negligence, violations of discipline, low level of professionalism, and in the ability to encourage and thank employees, noting their every effort, achievement, success.
10. Commitment and accuracy. Manifested in the observance of promises, fidelity to a given word and agreements, are considered in the ethics of service relations as a manifestation of professional duty and honor, a guarantee of reliability, a model of discipline for subordinates, an expression of respect for them.
Based on the foregoing, the rules of managerial behavior can be formulated.
Non-state educational institution of higher vocational education "Samara Academy for the Humanities" ETHICS OF PROFESSIONAL ACTIVITY EDUCATIONAL AND METHODOLOGICAL MANUAL for students of all forms of education of the specialty 030301 "Psychology" direction 030300 "Psychology" Samara 2009 LBC 88.4 + 87.75 y73 E 90 Table of contents Introduction.................. ................................................. .................................................. 4 Published by decision of the Editorial and Publishing Council The program of the course "Ethics of professional activity" .. ...................... 5 Samara Humanitarian Academy Course of lectures ....................... ................................................. ................... 7 Lecture 1. Introduction to the discipline .......................... ................................................. ......... 7 Lecture 2. The main levels of consideration of ethical problems .......... 15 Lecture 3. Requirements for moral ethical Aut.-comp.: and personal qualities of a psychologist ............................................. ................................... ........ 28 T. A. Prokofiev Lecture 4. Ethical principles in psychological counseling ........ 37 Lecture 5. Ethical principles of psychodiagnostic examination ......... 43 Lecture 6. Ethical aspects of building relationships with different groups of clients and customers .. ................................................. .............. 51 References .............................................. ............................................... 55 E 90 Ethics of professional activities: teaching aid / ed. T. A. Prokofiev. - Samara: Samar. humanit. acad., 2009. - 56 p. The manual reflects important issues of the ethics of the professional activity of a psychologist in a situation of psychological counseling, psychodiagnostic examination, etc. Brief plans for psychological work with various categories of citizens are also presented. The basic ethical principles to be followed by every psychologist are considered. In addition, the manual includes a detailed study of the personality traits of a psychologist, which must be possessed for the successful implementation of activities. The manual includes the materials necessary for the successful development of the course: program, thematic plan, lecture course, seminar plan, test questions. The manual is addressed to students of the Faculty of Psychology, teachers, educators, and educators. © T. A. Prokofieva, author-compiler, 2009 © NOU HPE "SaGA", 2009 3 INTRODUCTION OF THE PROGRAM OF THE COURSE "ETHICS OF PROFESSIONAL ACTIVITY" The textbook for the course "Ethics of professional activity" is intended for students of the Faculty of Psychology Topic 1. Introduction to the discipline in order to assist in the study of this discipline, in self- 1.1. The origin of professional ethics. standing work with the recommended literature, in the form of 1.2. Professionalism as a moral personality trait. 1.3. Types of professional ethics. in their future professional activities, in solving various practical life issues, as well as for the pro- Theme 2. The main levels of consideration of ethical problems of conducting research work. The course "Ethics of professional activity" is scientifically 2.1. Normative-legal level of regulation of activities but-applied nature, it has a close interdisciplinary psychologist. connection with social, personality psychology, counseling and 2.2. The moral level of regulation of professional and family psychology, etc. The practical orientation of the psychologist's preposterousness. The traditionally distinguished ethical giving of knowledge to future psychologists is ensured by the fact that they are psychologists. Attention is drawn, first of all, to the most significant mo- 2.3. The moral level of regulation of the activity of a psychologist. cops of interaction between a psychologist and clients. Topic 3. Requirements for moral and ethical Teaching of this course should be aimed at solving and personal qualities of psychology of the following tasks: acquaintance with the specifics of the tasks solved by a psychologist in a professional place; Topic 4. Ethical principles mastering the ethical rules of professional decisions; in psychological counseling, understanding the obligatory reflection on the content of the subject of professional activity; Topic 5. Ethical principles study of ethical codes and legal norms for pro-psychodiagnostic examination of the professional activity of a psychologist. 5.1.1. General ethical principles of psychodiagnostic education At the end of the course, the student should know: following. concepts and rules practical ethics psychologist as 5.1.2. Requirements for test developers. an integral part of professional activity. 5.1.3. Requirements for a psychologist-user. Must be able to: 5.1.4. Requirements for non-psychologists. apply in your practical activities ethical 5.2. Moral and ethical aspects in the work of a psychodiagnostician. principles of psychology. 4 5 Topic 6. Ethical aspects of building relationships with different groups of clients and customers 6.1. Peculiarities of building relationships with preschoolers, schoolchildren, students, children with disabilities, pupils of homes and boarding schools. COURSE OF LECTURES 6.2. Features of relationships with parents of children and adolescents. Lecture 1. Introduction to the discipline 6.3. Features of professional ethics in mutual relations 1.1. The origin of professional ethics niyakh with different categories of adult clients. Ethics (Greek ethikb, from ethikus - relating to morality, expressing moral convictions, ethos - habit, custom, disposition) - a philosophical science, the object of study of which is morality, morality as a form of social consciousness, as one of the most important aspects of life man, a specific phenomenon of socio-historical life. Ethics finds out the place of morality in the system of other social relations, analyzes its nature and internal structure, studies the origin and historical development of morality, theoretically substantiates one or another of its systems. In turn, morality (Latin moralis - moral, from mos, plural mores - customs, mores, behavior) is one of the main ways of normative regulation of human actions in society; a special form of social consciousness and the type of social relations (moral relations); the subject of a special study of ethics. The content and nature of people's activities in society are ultimately determined by the objective socio-historical conditions of their existence and the laws of social development. But the methods of direct determination of human actions, in which these conditions and laws are refracted, can be very different. One of these methods is normative regulation, in which the needs of the joint life of people in society and the need to coordinate their massive actions are fixed in general rules(norms) of behavior, prescriptions and assessments. Morality is one of the main types of normative regulation, such as law, customs, traditions, etc., intersects with them and at the same time differs significantly from them. Morality regulates the behavior and consciousness of a person to one degree or another in all spheres of public life without exception - in work, in everyday life, in politics and science, in family, personal, all historical intragroup, interclass and international relations. development of the profession. At the same time, in the professional They support and sanction certain social activities the development of the profession continues. Any solid foundations, structure of life and forms of communication (or, on the contrary, required profession is the result of social development , are subject to change) in the most general form, as opposed to a more detailed division of labor. Therefore, it has not only personalized, traditionally ordinary, ritual and etiquette, organ, subjective, but also social significance. Nization-administrative and technical norms. By virtue of B. F. Lomov points out that, as a rule, in the psychology of degeneralization of moral principles, morality reflects the personality of an individual is considered as a closed system, the deeper layers of the socio-historical conditions of being are subject to their own internal logic, and human life as a change person, expresses his essential needs. (flow) of such activities. However, “in reality, any Find out the origin of professional ethics is an individual activity is inextricably linked with activity; to trace the relationship of moral requirements with the division of society, any individual - with other people. It is the precursor of labor and the emergence of a profession. is only a moment, an integral part of the activity of the general E. À. Klimov identifies several options for the meaning of the concept. Outside of social connections and relations, an individual child is a “profession” in modern word usage. According to him, arrogance simply cannot exist.” Since any profession, profession can be understood as: a) the area of application of forces, the activity of an individual is a part of human activity; b) a community of people engaged in the work of a certain kind of society, its analysis should reveal the functions of this activity and lead approximately the same way of life; c) skill qualification in a broader social context, which is why the role of a person (the subject of labor), the degree of his preparedness; d) the history of professional activity is undeniable, important in a developing system; e) reality, the creative form of the profession. mired by the subject of labor; f) the process of a person's implementation of op- On questions of professional ethics, many years ago inverted functions, activity. whether attention Aristotle, then Comte, Durkheim. They talked about In the literature, the profession is considered mainly the relationship of the division of social labor with moral principles, in the last of the above senses, as an activity. the cycles of society. For the first time, the materialistic substantiation of these problems It is in professional activity that the rest of the problems are realized were given by K. Marx and F. Engels. The emergence of the first clear meanings of the concept of “profession”, indicated by E. A. Klimov. professional and ethical codes refers to the period of handicrafts. It was then that for the first time the presence of the application of its forces (physical, spiritual, personal) in the workshops was ascertained. In the charters of a number of moral requirements in relation to the profession, the result of this transformation of reality is the subject of the nature of labor, partners in labor. However, a number of professions form a new reality. Professional activities that are of vital importance for all members of society are unthinkable outside the professional group, “team”, labor nickname in ancient times, and therefore, such a professional team. Other professionals compose referential group codes, such as the Hippocratic Oath, the moral principles of the subject of labor, are significant others for him. For priests who performed judicial functions, it is known much earlier than the performance of professional activities, the subject must pass. The emergence of professional ethics in time preceded ty specific course of study, gain experience practical creation scientific ethical teachings, theories about it. Everyday activities, get qualified. Any professional experience, the need to regulate the relationship of people that activity appears in the course of social development, social or other professions led to the awareness and design of a definitely conditioned division of labor. In the professional activity of the requirements of professional ethics. 8 9 Professional ethics, having arisen as a manifestation of everyday- at various stages of historical development, their content and non-moral consciousness, then developed on the basis of the assessment differed significantly. In a class society, they were defined by the generalized practice of behavior of representatives of each profession by the social inequality of the types of labor, the opposite group. These generalizations were contained both in written, mental and physical labor, in the presence of privileged and unwritten codes of conduct, and in the form of theoretical and unprivileged professions. On the class characterization of conclusions. Thus, this testifies to the transition from remorality in the sphere of work evidenced by writing in the first ordinary consciousness to theoretical consciousness in the sphere of the profession - the third of the 2nd century BC. Christian biblical book “The wisdom of sional morality. A great role in the formation and assimilation of the norms of Jesus, the son of Sirach, ”in which there is a lesson on how public opinion plays after professional ethics. The norms blow to relate to the slave: “feed, stick and burden - for the donkey; bread, professional morality do not immediately become universally recognized - punishment and deed - for a slave. Keep a slave busy and you will be mi, this is sometimes associated with a struggle of opinions. have peace; loosen his hands and he will seek freedom. The relationship of professional ethics and public consciousness Ancient Greece physical labor in terms of value and significance also exists in the form of tradition. Various kinds of professions were at the lowest valuation. And in a feudal society, nal ethics have their own traditions, which testifies to the presence - religion considered labor as a punishment for original sin, and whose continuity of the basic ethical norms developed by pre-paradise was presented as eternal life without labor. Under capitalism, the promoters of a particular profession for centuries. the alienation of workers from the means of production and the results of labor gave rise to two types of morality: predatory-predatory 1.2. Professionalism as a moral trait of the personality of the capitalist and collectivist-liberation workers. Professional ethics is a set of moral norms of the first class, which also extended to the sphere of work. F. Engels writes about this, which determine the attitude of a person to his professional, “... every class and even profession has its own duty. Moral relations of people in the labor sphere. Those situations in which people find themselves in the process will be regulated by professional ethics. Society can normally fulfill its professional tasks, have a strong influence and develop only as a result of continuity in the formation of professional ethics. In the process of a difficult process of production of material and valuables. Contents between people develop certain moral values of professional ethics are codes of conduct, pre-relationships. They have a number of elements inherent in all types, prescribing a certain type of moral relationship of professional ethics. between people and ways to justify these codes. Professional Firstly, this is the attitude to social work, to the participatory ethics studies: labor process. Secondly, these are those moral relations, the relations of labor collectives and each specialist that arise in the area of direct contact separately; interests of professional groups with each other and society. the moral qualities of a specialist's personality, which professional ethics is not a consequence of inequality, ensure the best performance of professional duty; in the degree of morality of various professional groups. relationships within professional teams, just to some types of professional activities and those specific moral standards inherent in this society shows increased moral requirements. In the main profession; new these are professional areas , in which he himself pro-features of professional education. The process of labor requires the coordination of actions of all its participants. Professionalism and attitude to work are important. Particular attention is paid to the moral qualities of workers and the characteristics of the moral character of the individual. They have areas that are associated with the right to dispose of people's lives, of paramount importance in the personal characteristics of the individual, but here we are talking not only about the level of morality, but also, first and foremost, about the proper performance of one's professional duties. Professional types of ethics are those specific features (these are professions from the service sector, transport, management, professional activities that are aimed at health care, education). The labor activity of these people directly on a person in various conditions of his life, professions, more than any other, does not lend itself to preliminary activity in society. The study of the types of professional body regulation that does not fit within the framework of office ethics shows the diversity, versatility of moral impulses. It is inherently creative. Especially wearing. For each profession, some special significance is attached to the labor of these professional groups, complicating the moral barriers of certain professional moral norms. relations and a new element is added to them: interaction Professional moral norms are rules, an image with people - objects of activity. Here, moral responsibility, the order of internal self-regulation of the individual on the basis of ethicality, is of decisive importance. Society of Rasmatic Ideals. considers the moral qualities of an employee as one of the leading ones. The main types of professional ethics are: vra - elements of his professional suitability. General moral education ethics, pedagogical ethics, ethics of a scientist, actor, artistic norms should be specified in the labor activity of a nickname, entrepreneur, engineer, etc. Each type of professional person, taking into account the specifics of his profession. National ethics is determined by the originality of professional activity. Thus, professional morality must be considered, has its own specific requirements in the field of morality. rush into unity with the generally accepted system of morality. For example, the ethics of a scientist involves, first of all, the melting of work ethics accompanied by the destruction of general moral moral qualities, such as scientific conscientiousness, personal attitudes, and vice versa. The irresponsible attitude of workers is honesty, and, of course, patriotism. Judicial ethics requires a check to professional duties; it poses a danger to honesty, justice, frankness, humanism (even to others, harms society, can lead to final judgment if one is guilty), fidelity to the law. professional account, and to the degradation of the personality itself. A certain ethics in the conditions of military service requires a clear-cut implementation. Now in Russia there is a need to develop a new type of service duty, courage, discipline, the first type of professional morality, which reflects the ideology of devotion to the Motherland, etc. labor activity based on the development of market relations. The professional ethics of a psychologist is the realization of psychology. First of all, we are talking about the moral ideology of the new middle class in its activities of specific moral requirements - a class that makes up the vast majority of the workforce in them, norms of behavior both in relationships with colleagues, a scientifically and economically developed society. community, and with subjects, respondents, individuals, In modern society, the personal qualities of an individual seeking psychological help. Along with his business characteristics, attitude to work, level ethical principles and norms that are significant for his professional suitability. All this determines exceptionally all categories of scientists (scientific honesty and correctness, the relevance of the issues that make up the content of the professional collection of experimental data; refusal to appropriate other people's ideas of sional ethics. Genuine professionalism relies on such and research results, from hasty conclusions based on moral norms as a duty, honesty, exactingness to oneself and unverified data, upholding one’s scientific views in one’s colleagues, responsibility for the results of one’s work in any scientific environment, in polemics with any authorities in science, etc.), a scientist-psychologist when conducting research not dol- 1.3. The types of professional ethics of wives use methods, techniques, procedures that infringe on the dos- Every kind of human activity (scientific, pedagogical personality of the subjects, their interests; it should be strictly logical, artistic, etc.) correspond to certain confidentiality guarantees - non-disclosure of messages - types of professional ethics. information provided by the respondents, the subjects should be informed about the objectives of the study. In the event that in Lecture 2. The main levels of consideration of ethical problems, the avoidance of conscious or unconscious distortion of the information given to the subjects is required to hide scientific goals from him, 2.1. Regulatory level of regulation then they should be reported at the end of the experiment. activities of a psychologist If participation in the study involves the intervention of a psychologist At the regulatory level, the rights to the sphere of personal interests or intimate experiences are clearly formulated, experienced behavior in a particular society (in the form of an officially adopted one, an unconditional , constitutions, regulations, officials' desire to refuse further participation in the research on structures, etc.), and also determines the responsibility for violating any stage of its implementation. Making recommendations based on these rules. A person who finds himself in a difficult situation can get the results, the psychologist does not have the moral right to be guided by these existing laws, provided that he takes responsibility for the consequences of their implementation in general, that he at least knows them ... But, one way or another in other words, orientation towards legal practice. is also an important regulator of ethical behavior. Help psychological - professional help psi- A psychologist is a professional in his work, like any holologist in resolving the psychological problems of a client. A speaker-citizen is obliged to comply with the existing laws of his country in two forms: psychological counseling and "neuras, and also at least strive to fulfill the norms of international" (humanitarian) psychotherapy. Psychological equestrian law, especially since in many international documents counseling includes diagnostics and correction. Psychologist, significant aspects of psychological and pedagogical are touched upon, carrying out expert analysis and assessment of the client's problem, helping various people. it based on them recommendations, advice, instructions addressed to the client, and also in some cases uses special items that determine the work of a teacher and psychologist: “General training programs obtained or developed by him. Declaration of Human Rights”, “Convention on the Rights of the Child”, “For Psychological Counseling is used in the very cons on education of the Russian Federation”, and other various fields of activity: in business, education, Below are excerpts from the main normative-practical social work, with selection of personnel, in the activities of various new documents, on which a psychologist of a kind of psychological services should be guided, etc. e. Non-medical psychotherapy in their professional activities. consists of many different directions, approaches, schools, 1. The UN Convention on the Rights of the Child (some extracts that are both in a relationship of confrontation and nia) - adopted in 1989 by the UN General Assembly; 06/13/90 - complementarity. The variety of psychotherapeutic ratified by the USSR Armed Forces; entered into force for the Russian Federation on September 15, 1990. culture is structured by a different vision and interpretation of the three Art. 1: For the purposes of this Convention, a child is any part of the therapeutic process: therapist - client - any human being up to the age of 18 years. problem. Despite all the differences that exist between schools, St. 6:1) the participating states recognize that for every rebel, the goal of therapy is the same: positive change in the client. nok has an inalienable right to life... 2) the states-participants - Control questions ki ensure survival and healthy to the maximum extent 1. What is ethics? child development. 2. Give definitions of morality and ethics? Are there any differences between Art. 7: 1) Is the child registered immediately after birth and between these concepts? from the moment of birth, has the right to a name and to acquire a civil 3. What is a profession? Danish... 4. What is professionalism? What does professional ethics study? Art. 14: ...respect the child's right to freedom of thought, conscience, 5. What types of professional ethics are there? religion... 6. What is the professional ethics of a psychologist? 14 15 Art. 17: ... provide ... access to information and materials. In this regard, it is interesting to get acquainted with at least some of which ... are aimed at promoting the social, spiritual and issues (and there were 126 in total) asked by the members of the moral well-being committee. .. To this end, the participating States: United Nations Children's Rights Delegation of the Russian Federation: e) Encourage the media to pay special attention to the child. any minority or indigenous group. Are there children in the Russian Federation who do not know their native language? Art. 19: ...adopt all the necessary legislation, ad- Is there any international organizations on adoption - ministerial and educational measures to protect the child? What is their relationship with the Russian government? ka from all forms of physical and psychological abuse, humiliation Please indicate what measures are taken to prevent or abuse ... to prevent bribery and trafficking in children in the event of adoption Art. 24: ...recognize the right of the child to the enjoyment of most children by foreigners and the punishment of such acts, as well as to the perfect health care services and means for the purpose of monitoring and controlling the activities of treating diseases and restoring health. adoption agencies. Art. 27: 1) ...recognize the right of every child to a standard of living- Did the advent of private schools have a negative effect on public schools, necessary for physical, mental, spiritual, morality? natural and social development of the child. What are the procedures for the protection of Russian children in the country? 28:... recognize the child's right to education... nah the former Soviet Union? Art. 29: 1) The participating States agree that what is the situation of refugee children from nationalities? sti; on the education of respect for the rights and fundamental freedoms, which is done to protect children from involvement in the harmful proclaimed in the UN Charter; on the education of respect for the parent - commercial activities on the streets? lam... to the national values of the country in which the child lives Separate excerpts from the Constitution of the Russian Federation, adopted in the country of origin... to prepare the child for the digital moral conditions of 1993. conscious life in a free society... to educate respect- Art. 38.1. Motherhood and childhood, the family are protected by the environment. states. Art. 32: 1) ...recognize the right of the child to be protected from economic 2. Care for children, their upbringing - an equal right to obligatory exploitation and from performing any work that parents can do. pose a danger to his health or serve as an obstacle Excerpts from the "Law of the Russian Federation on Education", adopted in 1992 in his education or cause damage to his health, year. physical, mental, spiritual, moral and social - Article 2. Principles of state policy in the field of development. education. State policy in the field of education Art. 38: ... take all possible measures to ensure that it is based on the following principles: that persons under the age of 15 do not take a) humanistic education, the priority of the public is direct participation in hostilities. human values ... Education of citizenship, love Unfortunately, many articles of the Convention are declarative - to the Motherland; ny character. For example, in the territories of a number of former union b) the unity of the federal cultural and educational republics, the rights of “not citizens”, etc., but of space, are seriously infringed; the international community does not react very much to such c) public accessibility of education; violations. d) the secular nature of education in state, municipal educational institutions; 16 17 e) freedom and pluralism in education; nikovs, stations of young naturalists and others that have a corresponding) democratic, state-public characterizing license). education, autonomy of educational institutions. Article 50. Rights and social protection of students, educators; the lords of education. 5. Graduates of state and non-state 3. The state guarantees citizens of the Russian Federation the receipt of free educational institutions have equal rights when entering paid general and on a competitive basis free vocational educational institutions of the highest level. 13. State authorities and administrations may, within state standards, create educational institutions of an elite type for children, provided that the citizen receives education for the first time. sprouts, young people who have shown outstanding abilities. 4. Expenses for education in non-state paid educational institutions with state accreditation are financed from the budget of the founder. Criteria for the selection of students in the specified educational professional education are reimbursed to a citizen of a state institution determined by the founders and brought to the attention of the government in the amount determined by the regulations. the public. 14. Attracting students, pupils to citizens in social assistance, in order to realize the right to education of citizens, the state, in full or in part educational institutions, without their consent and consent, ro- tically bears the costs of their maintenance during the period of receipt they lead to work not provided for by the educational program. mine is prohibited. 7. The state provides assistance in obtaining an elite 15. Forcing students, pupils to join-education citizens who have shown outstanding abilities. in public, socio-political organizations, Article 14. General requirements for the content of education. movements and parties, as well as their forced involvement in 1. The content of education is one of the factors in the activities of these organizations and participation in campaigning for the economic and social progress of society and should not be allowed. oriented: Article 54. Payment of employees of educational institutions. to ensure the self-determination of the individual, the creation of conditions for 2. Pedagogical workers of educational institutions mini-vii for its self-realization; low wage rates and official salaries are set for the development of civil society; in an amount exceeding the level of the average wage in the Russian Federation. to strengthen and improve the rule of law. 3. The size of the average rate and official salary of employees Article 26. Additional education. educational institutions is set at the level: 2. Additional educational programs include - for the teaching staff of higher educational institutions educational programs of various directions, educational institutions - twice the level of leasing: the average wage of industrial workers in the Russian Federation; in educational institutions of additional education - for teachers and other pedagogical workers - no education (institutions for advanced training, courses, centers below the average salary of industrial workers in the Russian Federation. vocational guidance (where assistance is provided in Article 55. Rights, social guarantees and benefits for employees of self-determination - the main component of the content of educational institutions. nia - see Art. 14, p. 1), music and art schools, 7. Teacher of an educational institution of higher pro-schools of arts, houses of children's creativity, stations of young technical and vocational education, having a degree in 18 19
One of the priority tasks of modernizing higher education at the present stage is the development of information competence among future teachers. This is confirmed by the standards of higher education of the third generation. For example, the standard states that a bachelor's degree graduate must have the following general cultural competencies: be able to work with a computer, which is considered as a means of information management; own the basic means and methods of obtaining, processing information, storage; be able to work with information in global information networks, realize the meaning and essence of information in development modern society. All this allows us to conclude that the standards of higher education of the third generation are supposed to develop students' information competence.
It should be recalled that A. V. Khutorskoy under information competence understands the possession, possession by the subject of information competencies, including the personal attitude of a person towards them and the subject of activity. to the most important information competencies, he refers to the following: the ability to transform, organize, store and transmit it using real objects (TV, telephone, tape recorder, fax, computer, modem, printer, copier) and information technologies (audio-video recording, e-mail, media, Internet) ; the ability to independently search, analyze and select the necessary information.
Information competencies are described in more detail by Parfenova O. O., who identifies the following: the ability to work with various sources of information: textbooks, books, atlases, maps, reference books, determinants, encyclopedias, dictionaries, catalogs, CD-Rom, Internet; the ability to independently extract, search, analyze, systematize and select information necessary for solving educational problems, transform, organize, store and transmit it; the ability to navigate information flows, highlight the main and necessary in them; the ability to consciously perceive information disseminated through the media; be able to use information devices: computer, tape recorder, TV, telephone, mobile phone, fax, printer, copier, modem; be able to apply information and telecommunication technologies to solve educational problems: video and audio description, Internet, e-mail.
It is interesting to know that it is possible to determine the level of formation of the information competence of future teachers on the basis of the criteria that O. N. Ionova identified. In addition to the selected criteria, she offers several indicators that characterize each criterion she has identified.
For information criterion the following indicators are typical: showing interest in working with information; awareness of the needs of information technology; knowledge of methods of working with information.
For technological: availability of information knowledge, skills and their application in professional activities; ability to choose hardware and software for data processing.
For reflexive-resultative: inclusion in information activities; improvement of their information knowledge, skills based on introspection.
Despite the recognition of the need to develop information competence among future teachers, in practice we state the lack of a systematic approach to the implementation this direction. And as a result, we observe that students do not have sufficient motivation to independently search, perceive and process information in order to extract information from it. necessary knowledge. All this allows us to talk about the existing problem of finding productive means of developing students' information competence. One of these tools can be specially designed tasks.
Next, we present a description of the experience of organizing the work of students of a pedagogical university, which involves the development of their information competencies on the example of studying the course "Professional Ethics in Psychological and Pedagogical Activities" using specially designed tasks.
Within the framework of the academic discipline "Professional Ethics in Psychological and Pedagogical Activities", the curriculum assumes the study of six topics: 1. Professional ethics: concept, content, origin. 2. Regulatory level of regulation of professional psychological and pedagogical activities. 3. The moral level of regulation of psychological and pedagogical activities. 4. Moral level of regulation of professional psychological and pedagogical activity. 5. Main ethical problems and temptations in professional psychological and pedagogical activity. 6. Interrelation of professional ethics and etiquette in psychological and pedagogical activity.
Within the framework of each topic, tasks have been developed that are aimed at developing the information competence of students and are offered guidelines for their implementation.
Topic 1.Professional ethics: concept, content, origin.
Exercise 1. Independently study and analyze in the recommended teaching aids the material that characterizes the essence and origin of professional ethics in psychological and pedagogical activity.
Rice. 1. Model of the integral reading algorithm
Task 2. Prepare a report for a ten-minute presentation at a practical lesson on the topic: "Professional ethics in psychological and pedagogical activities: concept, content, origin."
Structural and logical scheme of actions and operations for preparing an oral presentation:
1. Determine the meaning of the topic and formulate the goals of the speech.
Determine the interests and needs of the audience. Suggest why the audience needs to speak on this topic. Determine the scientific knowledge and useful information for the audience that should be contained in the speech.
2. Make a presentation plan.
Determine the logic of the whole topic, write down its main components. Prepare an introduction (what is the main meaning of the topic for this audience?). Think over the main questions of the topic and the conclusions with which the presentation should end. Make a conclusion (theoretical and practical questions on the topic and the tasks of the students (trainees) arising from them).
3. Select material for presentation.
Find literature on the main issues of the topic and select from it literature of scientific content that meets the purpose of the speech. Study life phenomena (facts, figures, situations, etc.) for theoretical analysis and generalization in a speech. Find examples from practice (social and individual) familiar to the audience to illustrate and intelligibly explain complex theoretical issues. Select visual aids and TCO, think over the purpose, time and method of their use.
4. Write the text of the speech.
Prepare abstracts of the speech (break the main questions of the topic into sub-questions, think over and formulate their names, and draw conclusions on them). Distribute the material into sub-questions and write the text of the speech (with methodological notes about the place of use of visual aids and TSO, about the necessary semantic accents, etc.). Write a detailed text (if necessary).
5. Prepare to speak in front of an audience.
Highlight in the text (abstracts) the main semantic parts that need to be reported even with a shortage of time. Highlight (in font, color, etc.) the main ideas and conclusions, the assimilation of which must be achieved. Allocate time for the presentation of each issue and determine the pace of the presentation (differentiated, somewhere with the expectation of a record, somewhere for a hearing without a record).
Structural and logical scheme of the content of an oral presentation:
1. Introduction - showing the meaning of the topic, its importance for listeners.
Give examples on the topic of the message from different spheres of life (art, economics, politics, everyday life, etc.), which indicate that there is a problem that requires analysis in a speech (report, lecture, etc.). Make a reference to official state documents (decrees, laws, orders, resolutions that prescribe a certain order of people's activities, but require a popular explanation to the audience.
2. General characteristics of the object (subject) of consideration, i.e. the phenomenon, event, process to which the speech is devoted.
Formulate a definition of an object. Highlight the main features of the object (properties, features, functions or structural components). Briefly describe the history of the object (the emergence, development, state of the art) and tendencies of its development (progress - regression).
3. Detailed analysis and evaluation of the object of consideration in accordance with the purpose of the speech.
Conduct a structural analysis of the object (components and their components). Conduct a functional analysis of the object: role in the objective life process, functions (socio-historical, natural, political, legal, economic, etc.). To analyze and evaluate each of the components or functions of the object under consideration from the point of view of the interests of the students' activities.
4. Conclusion.
Draw theoretical and practical conclusions from the above. Define the main tasks for the trainees
Compositional construction of the speaker's speech:
I.Introduction.
Awakening interest in the topic of the message, showing its usefulness to the audience. Establishing psychological contact with the audience, creating the effect of unanimity. Motivating their active perception of speech with rhetorical and leading questions.
II.Main part.
Disclosure of the essence of the problem (approach, ideas, solutions, initiatives, proposals). Arguing your vision of the problem. Encouraging interlocutors to discuss the problem (if necessary and with sufficient time). Maintaining the interest and attention of interlocutors. Audience management, keeping attention on the content of the speech. Arousing satisfaction in listeners with content, demeanor, style of speech.
III.Conclusion.
Summing up what has been said (“What is important in this problem?”). Formulating your proposals (solution). A call to discuss proposals or to take immediate concrete action if a decision has been made. Answers to questions from the audience.
Task 3. Develop clusters on the topics: "The origin of professional ethics in psychological and pedagogical activities", "The content of professional ethics in psychological and pedagogical activities."
Cluster - sluster (English) - brush, bunch, bunch; as well as concentration, accumulation. AT learning activities Clusters are a graphical way of organizing material.
Algorithm for creating a cluster.
It is necessary to select the center, i.e. the theme from which rays depart, large semantic units, and from them the corresponding concepts, terms.
When developing a cluster, it is necessary to carry out the following actions: reading the text of the textbook and highlighting large and small semantic units in it; the formulation of semantic blocks, the image in the rectangular frames of the accepted names; the formation of "branches" of the cluster, around each frame in circles briefly enter information that corresponds to the semantic blocks); establishing a connection between individual blocks and / or "branches" of the cluster and connecting them with arrows; on the basis of other sources or after discussion in the group, adding new “branches” to the cluster - information that is not in the textbook, but necessary to present this problem.
Rice. 2. Cluster model
Task 4. Provide a scientific justification for the ethical and pedagogical concept of "love for children" according to the following plan: describe the concept given in various scientific sources of a psychological and pedagogical profile; identify similar and different indicators in the given characteristics; "collapse" the concept to simplified, universal characteristics; formulate the ethical and pedagogical concept of "love for children"; determine the content of the teacher's actions, built on the basis of love for children ("the tree of concepts").
Building a “concept tree”.
Concept tree- a means of self-acquisition of knowledge, awareness of the objective norms of interaction with the environment (K. Ya. Vazina).
The basis for the creation of this tool was the installation on the development of skills for understanding the essence of information exchange in the surrounding world.
When a person interacts with any system of the universal space, information comes to him in an "alien", "foreign" form. Depending on the purpose of the activity, it identifies the main information units that are of interest to the subject of the activity at the moment. The rest of the information is either not accepted at all, or becomes accompanying (background). In order to properly receive information, it is necessary to restructure its form, and for this you need to “expand” the form, take what is valuable and put it into your form. This is how the process of receiving information by a person is built. To systematize this process, the "tree of concept" is used, first of all.
To build a "tree of concepts", it is necessary: to realize the need to comprehend the general cultural meaning of the concept, to expand its semantic space; arm yourself with dictionaries: "The Explanatory Dictionary of the Russian Language" by S.I. Ozhegov, "The Explanatory Dictionary of the Living Great Russian Language" by V.I. Dahl and N.Yu. Shvedova, a dictionary of foreign words (if the word is of foreign origin), encyclopedic, etymological and other dictionaries; to the concept under study, all meanings are written out from all dictionaries, and thus the first row of the “tree” is filled; from the first row, you need to select the meanings of the concept that are of interest to you, the meanings of which must be written out again from the dictionaries, this is how the second row of the “tree” is built, etc.
Graphically, the concept tree can be represented as follows:
Target: study of the meaning of the actual concept (term, word).
Research algorithm:
Rice. 3. Concept tree model
Output knowledge:
The conclusion should include answers to the following questions:
1. What new meanings of the concept (term, word) under study were obtained in the process of constructing the “concept tree”, how did they deepen, clarify, change your understanding of the concept (term, word)?
2. Are there contradictory, at first glance, mutually exclusive definitions in the "tree of concepts"? What might their presence indicate? How can they be "connected"?
3. What is your “new” understanding of the meaning of the word under study?
Topic 2Regulatory level of regulation of professional psychological and pedagogical activities.
Exercise 1. To study and analyze in the recommended textbooks the material that characterizes the main international and domestic legal documents that define psychological and pedagogical activity.
Task 2. Prepare reports for a ten-minute presentation at a practical lesson on the topics: "International legal acts defining psychological and pedagogical activities", "Federal regulatory legal acts (laws and by-laws) in force throughout the territory of the Russian Federation, defining psychological and pedagogical activities", "Laws and by-laws of the constituent entities of the Russian Federation”.
Task 3. Create a thematic portfolio of the main international and domestic legal documents that define psychological and pedagogical activities in electronic form.
Thematic portfolio- a storage folder in which materials on a specific topic are systematized.
Structure of the thematic portfolio
1. The main international legal documents defining psychological and pedagogical activity: the Declaration of the Rights of the Child in 1959, the UN Convention on the Rights of the Child in 1989
2. The main domestic legal documents that define psychological and pedagogical activities: the Law of the Russian Federation "On Education", the Constitution of the Russian Federation, the Family Code of the Russian Federation, the federal law“On the basic guarantees of the rights of the child in the Russian.
Task 4. To study the main international and domestic legal documents that define psychological and pedagogical activities.
Fill in the table:"Characteristics of the requirements for a teacher-psychologist, recorded in legal documents regulating the activities of a teacher-psychologist”.
Table 1
Characteristics of the requirements for a teacher-psychologist, fixed in legal documents,
regulating the activities of a teacher-psychologist
|
Document's name |
Document number and approval date, access mode |
Document structure |
Characteristics of the requirements for a teacher-psychologist |
|||
|
Features of the individual moral consciousness of a teacher-psychologist |
The nature of the moral relations of the teacher-psychologist |
Requirements for the moral character of a teacher-psychologist |
||||
| 1. | Declaration of the Rights of the Child | |||||
| 2. | United Nations Convention on the Rights of the Child | |||||
| 3. | Constitution of the Russian Federation | |||||
| 4. | Law of the Russian Federation "On Education" | |||||
| 5. | Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation" | |||||
Task 5. Create multimedia presentations on the topics: “UN Convention on the Rights of the Child”, “Letter from the USSR State Committee for Public Education “On the introduction of the position of a psychologist in an institution of public education”, “Regulations on the service of practical psychology in the system of the Ministry of Education of the Russian Federation”, “Regulations on the service of practical psychology in education system of the Sverdlovsk region.
Multimedia presentation - this is a logically connected sequence of slides, united by one theme and general design principles. A multimedia presentation is a combination of computer graphics, animation, music and sound, video, which are organized into a single environment.
Stages of creating a presentation
1. Plan your presentationis a procedure that includes the study of the audience, the definition of goals, the formation of the logic and structure of the presentation of the material. When planning a presentation, you should do the following: define the goal; the main idea of the presentation; collect information about the audience; make a selection additional information; plan a performance create a presentation structure; check the logic of material supply; prepare a conclusion.
2. Design a presentation- methodological features of preparing presentation slides, which includes vertical and horizontal logic, content and correlation of text and graphic information.
3. Rehearse the presentation- This is a check and debugging of the created presentation.
Presentation requirements
Slides design
Style requirements are important: need observe a uniform presentation style; avoid styles that will detract from the content of the presentation; auxiliary information (control buttons) should not prevail over the main information (illustrations, text).
The use of color is also essential: it is recommended to use no more than three colors on one slide: one for the background, one for the title, one for the text; use contrasting colors for background and text.
When designing animation effects, you need to pay attention to the following points: do not abuse various animation effects, they should not distract attention from the content of the information on the slide.
Presentation of information
Pay attention to the content of the information: headlines should grab the attention of the audience; use short words and sentences.
Pay attention to fonts: for information not less than 18; for headings - at least 24; sans-serif fonts are easier to read from a distance; you cannot mix different types of fonts in one presentation; bold, italics or underlining should be used to highlight information; capital letters should not be abused (they are read worse than lowercase letters).
The location of the information on the page is essential: the most important information should be in the center of the screen; preferably a horizontal arrangement of information; if there is a picture on the slide, the caption should be placed under it.
It is also necessary to clearly define the amount of information: The greatest efficiency is achieved when the key points are displayed one at a time on each individual slide; you should not fill one slide with too much information: people can remember no more than three facts, conclusions, definitions at a time.
Equally important are the ways in which information is extracted: Should be used: frames, borders; filling; arrows, hatching; diagrams, drawings, diagrams to illustrate the most important facts.
Well, of course, the types of slides are significant: To ensure diversity, you should use different types of slides: with text; with diagrams; with tables.
Presentation Evaluation Criteria
- Correspondence of the theme of the presentation with the content of the academic discipline.
- Compliance with the goal and objectives of the formulated topic.
- Correspondence of the content of the presentation to the topic and the formulated goals and objectives.
- Reliability of the presented information (facts).
- Slide design (font, background, headings, grammatical errors).
- Informativeness of graphic objects (illustrations, diagrams, graphs, animations).
- Consistency, consistency, structured presentation of the material.
- Compliance of the conclusion with the topic, purpose, objectives of the presentation.
Topic 3.The moral level of regulation of psychological and pedagogical activities.
Exercise 1. To study and analyze in the recommended textbooks the material that characterizes the moral level of regulation of professional psychological and pedagogical activities.
Task 2. Prepare reports for a ten-minute presentation at a practical lesson on the topics: “Moral views, beliefs, feelings”, “Moral principles and norms”.
Task 3. Create a portfolio of standards and codes governing psychological and pedagogical activities in electronic form.
Task 4. To study the ethical standards of the activity of a teacher-psychologist, the code of ethics of a teacher-psychologist of an educational institution, the service of practical psychology of education in Russia, the Russian association of training and psychotherapy.
Task 5. Create multimedia presentations on the topics: "Ethical standards for the activities of a teacher-psychologist", "Ethical code of a teacher-psychologist of an educational institution", "Ethical code of a teacher-psychologist of the Service of Practical Psychology of Education of Russia", "Ethical Code of the Russian Association of Training and Psychotherapy".
Task 6. Compile an annotated list of articles from periodicals
The meaning of highlighting the moral level of regulation of the activity of a psychologist in that it reflects the existing traditions, rules, norms and even prejudices that determine the relationship between psychologists and clients, psychologists and customers, as well as between psychologist colleagues themselves. The peculiarity of these norms is that they often do not have binding force (at least, the responsibility for their violation is not comparable with the responsibility for violation of official law norms). Note that these (moral) norms can also be imperfect, but a psychologist working with real people must take into account what most of them are guided by, what they expect from the professional behavior of the psychologist himself. Paradoxical as it may seem, one has to take into account (including) some erroneous, unjustified expectations from the psychologist and, to some extent, even “play along” with these expectations. Naturally, with different clients, the behavior of a psychologist will also be different, but in any case, he should not impose only his own idea of \u200b\u200bcorrect behavior, but still be more flexible in relationships with different people.
Self-evident ("banal") level of ethical regulation of the activities of a psychologist
The obvious level can be indicated by such rules as "do not fight with the client", "do not spit in the client", "do not
kill a client”, “do not injure him”, “do not conduct a consultation while drunk or in your underwear”, etc. Rules of this kind are self-evident and should be followed by any well-mannered person (in this sense, these rules are even "banal"). But, unfortunately, sometimes someone rarely, but violates these rules, so their allocation is still legitimate. For example, some practicing psychologists who are fond of mystical psychotechnologies sometimes experiment on their clients in such a way that they experience not only obvious bewilderment, but also real tantrums.
Traditionally allocated ethical principles in psychology and necessary comments to them
These include:
1. Do no harm! In relation to the practice of professional counseling, this principle is more of an obvious level, it is taken for granted. It would be strange if occupational consultants were accountable for their work by how many people they “did not harm”... To put it another way: do better!
2. Don't judge! Since it is unthinkable to work without evaluations (including positive ones), sometimes this principle is clarified: do not label! But it could be said even more simply: do not say negative ratings out loud!
3. Accept a person as he is! This principle still needs special comment. L. A. Petrovskaya, analyzing the approaches of K. Rogers, writes: “When Rogers speaks of such a therapist’s attitude as “unconditional positive acceptance”, it should be borne in mind that it refers to
feelings of the “client” and by no means implies approval of all his behavior. This refers to the recognition of the right to any range of one's own feelings without the risk of losing the respect of a psychologist, a therapist" ( Petrovskaya, 1982. - S. 36).
4. The principle of confidentiality i.e. maintaining professional secrecy. In the conditions of work of a professional consultant at school, one still has to report some results of his work (of the most general plan) to the administration, which also has the right to know what exactly the consultant psychologist is doing with the students entrusted to him. But it is strictly forbidden to report information about schoolchildren that can cause them any damage, even when the schoolchildren themselves declare that they “do not care what they will be told about them” ...
5. Respect your co-workers, their right to professional creativity and independent choice of working methods. Criticism and discussion should be conducted with reason and tact. It is unacceptable to clarify the relationship between colleagues and employees in the presence of clients (especially if they are students). To better understand this principle, consider the example of "by contradiction". Once we were amazed at the upbringing of a third-year student, when in the classroom we constantly referred to the well-known work by E. Shostrom “Anti-Carnegie, or Manipulator” (1992) and constantly said: “E. Shostrom said... E. Shostrom wrote...”. At the end of the lecture, this student came up to me, apologized and quietly, so that no one would hear, said: "Do you know that Everet Shostrom is a woman ...". I was struck by the fact that she could not only demonstrate her erudition at the lectures themselves, but also really shame the teacher in front of her fellow students. But she did not do this, showing what a psychologist should value above all knowledge and possession of methods - professional tact and developed human ethics.
6. The principle of professional competence: do not transfer complex psychological techniques to untrained specialists and do not use techniques that you do not properly master.
7. Respect the measure of mutual revelation with the client, do not let him tell his innermost secrets about himself (each person should always have at least a small secret of the soul, inaccessible to anyone), and also keep some distance with the client, otherwise you can lose his respect and trust.
The activity of a psychologist is aimed at achieving such humanitarian and social goals as well-being, health, high quality of life, full development of individuals and groups in various formations of individual and social life. Since the psychologist is not the only professional whose activity is aimed at achieving these goals, exchange and cooperation with representatives of other professions is desirable and in some cases necessary, without any prejudice in relation to the competence and knowledge of any of them.
Psychology as a profession is governed by principles common to all professional ethics: respect for the individual, protection of human rights, sense of responsibility, honesty and sincerity towards the client, discretion in the use of tools and procedures, professional competence, firmness in achieving the goal of the intervention and its scientific basis .
Psychologists should not take part in or contribute to the development of methods directed against the freedom of the individual and his physical or psychological integrity. Directly designing or assisting in the implementation of torture or bullying, in addition to being a crime, is the most serious violation of the professional ethics of psychologists. They must not in any capacity, either as investigators or as assistants or accomplices, take part in torture or any other cruel, inhumane or degrading act, no matter who the object is, no matter what accusations or suspicions are brought against that person and whatever information could be obtained from him in this way in conditions of military conflict, civil war, revolution, terrorist attacks or any other circumstances that could be interpreted as justifying such actions.
All psychologists should, at a minimum, inform their professional associations of human rights violations, abuse, cruelty, inhumane or degrading conditions of detention, whoever may be the victim, and any such case that comes to their knowledge in their professional practice.
Psychologists must respect the religious and moral beliefs of their clients and take them into account when interviewing necessary for professional intervention.
In providing assistance, psychologists must not discriminate on the basis of origin, age, race, social origin, sex, religion, ideology, nationality, or any other distinction.
Psychologists should not use the power or superiority of their profession over a client for profit or advantage, either for themselves or for third parties.
Pedagogical ethics is an independent section of ethical science and studies the features of pedagogical morality, finds out the specifics of the implementation of the general principles of morality in the field of pedagogical work, reveals its functions, the specifics of the content of principles and ethical categories. Also, pedagogical ethics studies the nature of the moral activity of the teacher and moral relations in the professional environment, develops the foundations of pedagogical etiquette, which is a set of specific rules of communication developed in the teacher's environment, manners of behavior, etc. people professionally engaged in training and education.
Professional pedagogical duty is one of the most important categories of pedagogical ethics. This concept concentrates ideas about the totality of requirements and moral prescriptions imposed by society on the personality of the teacher, to fulfill professional duties: to carry out certain labor functions, mainly intellectual, to build relationships with students, their parents correctly (the consideration of this problem was the subject of this essay), work colleagues, to be deeply aware of their attitude to the chosen profession, student and teaching staff and society as a whole. The basis of professional pedagogical duty are objective and current needs society in the education and upbringing of the younger generations. The professional duty of a teacher is programmed with the need for a creative attitude to their work, special demands on oneself, the desire to replenish professional knowledge and improve pedagogical skills, the need for a respectful and demanding attitude towards students and their parents, the ability to resolve complex collisions and conflicts of school life.
Principles of professional ethics as a form of expression of moral values in psychological and pedagogical activity.
At the heart of moral relations are the dependencies between the prescriptions of duty and the subjective perception of these prescriptions by the individual, between personal and public interests. Moral relations are regulated by moral principles, norms, customs, traditions that have received social or group recognition and assimilated by the individual in the process of his collective activity.
The peculiarity of moral relations is that they have a value-regulatory and directly evaluative nature, that is, everything in them is based on a moral assessment that performs the functions of regulation and control.
The moral activity of a teacher, like any spiritual activity, has a relative independence, is closely related to other activities and can be implemented in various subject forms: moral education, organization of moral experience, moral self-education.
The transition from moral consciousness to moral practice includes a special element of moral creativity - pedagogical tact. The moral creativity of a teacher includes a number of components, among which the most important are such as understanding the norm and its significance in relation to society, the teaching profession; understanding the complex circumstances of the situation, the conditions for its occurrence; need to choose best view an act in accordance with the moral and pedagogical norm.
Pedagogical tact is a form of realization of pedagogical morality in the activity of a teacher, in which thought and action coincide. Tact is moral behavior, including the foreseeing of all the objective consequences of an act and its subjective perception; in tact, the search for an easier and less painful path to the goal is manifested. Pedagogical tact is always creativity and search.
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