Characteristics of Personal Value Motivational Sphere in Psychologists and Psychiatrists

Introduction. This study investigates the characteristics of personal value motivational sphere in psychologists and psychiatrists at the stage of professional self-realization. Previous studies in this field have mainly been focused on studying the formation of psychological readiness for work at the stage of professional training or when entering into professional activity. Further stages of the professionalization of physicians and psychologists are most often considered in the context of professional burnout. The presence of stressful situations and emotional tension are characteristic of professional activities of psychologists and psychiatrists. This study compares the characteristics of value motivational sphere in these professional groups. Methods. The study used the following techniques: (a) Diagnostics of Personal Motivational Structure, (b) Personality Orientation, (c) Cognitive Orientation, (d) MAS, (e) Motivation of Affiliation, (f) Motivation of Labor Activity, (g) Value Orientations, (h) Assessment of Satisfaction of Needs by the Method of Paired Comparisons, and (i) Degree of Tension. The differences between the two groups were assessed using Fisher’s angular transformation. Results. This study revealed certain differences in personal value motivational sphere in psychiatrists and psychologists. In the group of psychiatrists personal motivational orientation is more related to social status and livelihood. General activity and social utility are most important characteristics in the group of psychologists. Besides, psychologists are characterized by a high level of cognitive needs; needs for self-realization and social needs are more important for psychiatrists. The findings of the study correlate well with the characteristics of value orientations. Thus, the instrumental value of ‘education’ is more important for psychologists; the value of ‘tolerance’ is more important for psychiatrists. Discussion. The authors suggest that in the process of professional self-realization certain characteristics of value motivational sphere in psychiatrists and psychologists may contribute to the formation of their successful professional activity. On the contrary, there are characteristics of value motivational sphere that may lead to emotional burnout

Students’ professional value guidelines and their formation when studying at a medical college

Introduction. The paper provides an overview of domestic studies on professional value guidelines in health professionals. The results of a theoretical analysis revealed the leading component of professional value guidelines in health professionals – the adoption of the principles of humanism and justice as the highest values. Materials and methods. This was quantitative and qualitative analysis of the structure of professional value guidelines by the groups of ultimate and instrumental values revealed by M. Rokeach “Value orientation” technique. The participants comprised 148 students of the medical college. Results. The analysis of the hierarchy of values revealed that students grouped them in units on certain grounds. The study revealed the leading values in the structure of the medical college students’ value guidelines, as well as qualitative differences in value guidelines in students of different years of education. The comparison of students’ professional value guidelines determined the significance level of the differences. The period between the first and the second year of education is characterized by the highest level of dynamics of the hierarchy of ultimate values. The period between the third and the fourth year of education is characterized by the highest level of dynamics of the hierarchy of instrumental values. The study revealed concrete, abstract, ethical, individualistic, altruistic, and other values. Discussion. Organizational pedagogical conditions contribute to the formation of professional values at the medical college

Development of management abilities of motor transportation companies’ leaders

The paper presents main ways of development of management abilities of motor transportation companies’ leaders. Summary of modern investigations devoted to development of management abilities in made. Peculiarities of management abilities is motor-transportation branch are shown. The study devoted to personal traits of motor transportation leaders that can be a factor of their better quality and higher effectiveness at work is done and its results are presented. It was proved that several personal traits give the basis of a better quality at work of motor transportation leaders: activity, communicativeness, persistence, stress tolerance, purposefulness, and absence of the role conflict at work. These traits and qualities can be taken as a basis when we decide to develop management abilities of motor transportation leaders. At the particular motor transportation company in Irkutsk (Siberia region) where the investigation was done the majority of leaders have these traits and qualities at much lower level than it is required. As a result, the developing program for them was proposed. This program included the description of conditions on which the developing work can be done effectively and the content of the developing work itself. The proposed and tested program consists of four blocks including developing, modelling and correcting psychological technologies that taken in common had shown a significant shift of management abilities of motor transportation leaders

Личностные особенности женщин с негативными установками в сфере секса

Introduction. Conceptual issues in studying personality characteristics of women that contribute to their successful self-realization as a subject of sexual behaviors are especially important today. A decrease in sexual segregation should have led to women’s satisfaction with the significant easing of moral standards related to manifestations of their sexuality. However, there is an increase in the number of women seeking help for their sexual problems. This study examines a sample of women with negative sexual attitudes and investigates their specific personality characteristics. Methods. A sample of 152 women (clients of crisis and counseling centers in Irkutsk) took part in this study. The study used the following techniques: (a) Eysenk Inventory of Attitudes to Sex (EIAS) to examine women’s sexual attitudes and (b) Cattell Sixteen Personality Factor Questionnaire (16 PF, Form C) to identify personality profiles of women with different sexual attitudes. Fisher’s F test was used to test the significance of differences. Results. Six groups of women with positive and negative attitudes towards various aspects of the sexual sphere were identified. Sexual aversion was observed in 15.38 % of the respondents. Significant differences between women with negative and positive attitudes towards physical sexual contact were determined using the ‘femininity/masculinity’ factor. This factor is responsible for the severity of traditional female sexual behaviors, adherence to strict moral standards, which is consistent with low scores on the EIAS (‘permissiveness’, ‘impersonal sex’, ‘sexual excitability’, and ‘sexual libido’). Discussion. Traditional feminine views of sexuality, desire to save a marriage, and intolerant attitudes towards everything shameful are prevalent among women with negative sexual attitudes. Rigidity in thinking, high-normative behaviors, subordination, shyness, self-restraint in emotional manifestations, and flight into internal illusions are prevalent in personal profiles of women with negative sexual attitudes.Введение. Проблема изучения личностных особенностей женщин, способствующих их успешной самореализации как субъекта сексуального поведения, сегодня особенно актуальна. В русле тенденции к снижению половой сегрегации женщины должны быть довольны смягчением норм, ограничивающих проявление их сексуальности, однако на практике наблюдается рост числа женщин, обращающихся по поводу сексуальных проблем. Новизна представленного исследования состоит в фокусировании исследовательского интереса непосредственно на выборке женщин с негативными сексуальными установками с целью изучения у них специфических личностных особенностей. Методы. В исследовании приняли участие 152 женщины (клиентки кризисных и консультационных центров г. Иркутска). Отношение женщин к сексу изучалось с помощью «Опросника установок к сексу» Г. Айзенка. Для составления личностных профилей женщин с разными установками в сфере секса использовался опросник Р. Кеттелла (форма С). Достоверность различий оценивалась с помощью критерия Фишера. Результаты. Выделено шесть групп женщин, имеющих позитивное и негативное отношение к различным аспектам сексуальной сферы, у 15,38 % испытуемых выявлено отвращение к сексу. Выявлены достоверные отличия женщин с негативными и позитивными установками к физическому сексуальному контакту по фактору «фемининность – маскулинность». Данный фактор отвечает за выраженность в поведении женщины традиционного женского сексуального поведения, следование жестким моральным нормам, что согласуется с низкими баллами по шкалам теста Айзенка («дозволенность», «обезличенный секс», «сексуальная возбудимость» и «сексуальное либидо»). Обсуждение результатов. Выявлено, что среди женщин с негативными установками в сфере секса преобладают традиционные фемининные взгляды на сексуальность, сохранению брачных уз, а также нетерпимое отношение ко всему постыдному. В личностных профилях женщин с негативными установками в сфере секса преобладают ригидность мышления, высокая нормативность поведения, подчиненность, застенчивость, сдержанность в проявлении эмоций, поглощенность внутренними иллюзиями

Развитие лидерских способностей студентов-психологов средствами психологического консультирования

Introduction. The today’s strategy of the education system declaratively aims to train specialists with well-developed leadership abilities. In fact, universities graduate very few such specialist, which is especially relevant for psychological education. Leadership abilities, which form the basis for many professionally important qualities of a psychologist, are minimally developed in many students; traditional university-based training of psychologists does not provide their purposeful development. This empirical study is the first to prove that group psychological counseling may increase the level of leadership abilities of psychology students within a relatively short time. Psychological counseling can be integrated into the educational process. Methods. The empirical study involved 50 full-time bachelor-level students studying at the Faculty of Psychology, Irkutsk State University. The research used the following methods: (a) the test method of multi-scale personality inventories; (b) developing, modeling, teaching, and analytical methods of psychological counseling; and (c) methods of nonparametric statistics (Fisher’s angular transformation). Results. Psychological counseling of psychology students resulted in a substantial increase in the level of leadership abilities, in the levels of communicative and organizational skills associated with leadership, and in the levels of leadership qualities (for example, extraversion, lability, and spontaneity). Discussion. Psychological counseling contributes to an increase in the level of future psychologists’ leadership skills. Leadership skills are improved both in terms of leadership qualities and communication skills associated with leadership. Conclusion. The development of leadership abilities of future psychologists by methods of psychological counseling can and should become a part of their professional training. Group counseling sessions aiming at the development of leadership skills may be implemented within specialized elective courses and disciplines that provide the development of personality and leadership (social psychology, psychological counseling, etc.).Введение. Современная стратегия системы образования, декларативно нацеленная на подготовку специалистов с развитыми лидерскими способностями, фактически таких специалистов выпускает критически мало, что особенно негативно проявляется в психологическом образовании. Лидерские способности, содержательно составляющие основу для многих профессионально важных качеств психолога, у многих студентов развиты минимально, и традиционная вузовская подготовка психологов не предусматривает их целенаправленного развития. Было предпринято эмпирическое исследование, в котором мы впервые доказали, что проведение группового психологического консультирования за относительно короткий срок позволяет добиться повышения уровня лидерских способностей студентов-психологов и что эта работа может быть интегрирована в учебный процесс. Методы. В эмпирическом исследовании приняли участие 50 студентов, обучающихся на разных курсах очной формы бакалавриата факультета психологии Иркутского государственного университета. В исследовании были использованы следующие методы: тестовый метод многошкальных личностных опросников; развивающие, моделирующие, обучающие и аналитические методы психологического консультирования; методы непараметрической статистики (угловое преобразование Фишера). Результаты. В результате проведенной консультационной работы со студентами-психологами нам удалось повысить не только собственно показатель лидерских способностей, но и показатели сопряженных с ним коммуникативных и организаторских способностей, а также показатели личностных лидерских качеств (например, экстраверсии, лабильности, спонтанности). Обсуждение результатов. Психологическое консультирование способствует повышению уровня лидерских способностей будущих психологов: лидерские способности улучшаются как в части лидерских личностных качеств, так и в части сопряженных с лидерством коммуникативных способностей. Заключение. Развитие лидерских способностей будущих психологов методами психологического консультирования может и должно стать частью их профессиональной подготовки. Групповые консультационные сессии по развитию лидерских способностей могут быть реализованы как в рамках специализированных факультативов, так и в контексте дисциплин, содержание которых предусматривает развитие личности и лидерства (социальная психология, психологическое консультирование и др.)