Tykhomyrova (. The peculiarities of formation of style of professional communication of future psychologists.

Українська версія

Thesis for the degree of Candidate of Sciences (CSc)

State registration number

0414U005003

Applicant for

Specialization

  • 19.00.07 - Педагогічна та вікова психологія

21-10-2014

Specialized Academic Board

Д 26.453.02

Essay

This thesis deals with the problem of studying the peculiarities of formation of style of professional communication of future psychologists in the process the teaching of students at institutes and universities. In the dissertation a normative model of style of professional communication of psychologists was proposed. This model contains general typology of styles (contact-adaptive, incentive-coordinative, congruent-altruistic and creative-tolerant). During the experiment we proposed a program to enhance the process of the development of individual style of professional communication of future psychologists. It was shown that the process of individual style of professional communication of future psychologists was determined according to the complex of features: a) socio-psychological, based on: freedom of personal and cognitive communicative activity; personal involvement of students in communicative and cognitive activities, positive attitude to work and the desire to make it as good as it is possible, allowing future psychologists successfully resolve communicative, diagnostic, preventive and therapeutic problems; b) psychological and pedagogical, based on: professional orientation of the educational process of higher education, innovative orientation of the educational process at the university, creating a favorable atmosphere in the classroom and mutual aid, which contributes the emergence of the best opportunities for the development of individual style of professional communicative business training and interaction, creating a positive environment for students' professional self and personal qualities, communicative skills and abilities to provide students with opportunities for self-realization, self-monitoring and self-correction of their own activities.

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