Individual psychological characteristics of the doctor's personality. The personality of the doctor, its psychological characteristics
YOUTH INSTITUTE
As a manuscript
VLSSH Andrey Grigorievich
SHISHOGICHISIE PECULIARITIES OF SHMYSHUNMSHOGO FORMATION OF THE DOCTOR'S PERSONALITY
Specialty - 19.00 "II - personality psychology 13.00.01 - theory and history of pedagogy
Moscow - 1993
> "^> G O
The work was carried out at the Kaluga State Pedagogical Institute named after K.E. Tsialkovsky.
Scientific Supervisor - Candidate pedagogical sciences, associate professor Bogdanov Evgeny Nikolaevich.
Scientific consultant - Doctor of Psychology, Professor Anatoliy Alekseevich Derkach.
Official opponents:.
Doctor of Psychology, Professor Petr Korchemny
Antonovich,
Candidate of Psychological Sciences, Associate Professor Zhmyrikov Alexander
Nikolaevich.
The leading organization is Moscow State University.
The defense will take place in 1993 at 14.30
at a meeting of the specialized council K-I50.0I.04 for the preparation of dissertations for the degree of candidate of psychological sciences at the Institute of Youth at the address: 111442, Yoskva, Yunosti st., 5/1, building 3..
The dissertation can be found in the library of the Youth Institute. *
Scientific secretary of the specialized council, candidate of pedagogical sciences ^ £.KTUR0VA
The urgency of the problem. The increasing role of applied psychological research o the period of restructuring the socio-economic structure of society and attitudes towards a person, the need to improve the system vocational training specialists and the problem of retraining a large number of people give particular importance to the study of the professional development of specialists. This is all the more important since it is known that failure vocational training often associated not so much with the actual training, but with the difficulties of professional development. Only a deep understanding of its processes and mechanisms will ensure their effective management.
The study of the problems of professional development and training of Erac shows that the improvement of the quality of their professional growth is characterized by a constant change of extensive and intensive approaches, their mutual transitions. An increase in the content of the necessary caps for practitioners and future doctors of information-theoretical knowledge, professionally significant practical skills and abilities, resulting in an increase in the required time to acquire knowledge, as well as a decrease in the amount of time spent on rehabilitation activities lead to a drop in the effectiveness of training - educational process in a medical university, professional activity doctors, not from significant positive changes^ □ improving the quality of training of specialists. Researchers note the formalism of the insights of students, practitioners, and the need to apply them in specific situations, poor mastery of basic functions.
Thus, the main contradiction has matured to replace the demands made by society on present stage its development to the level of activity (the degree of mastery of professional and practical actions) of doctors, and the actual practice of its functional training. To remove this contradiction, it is necessary to resolve the problem of intensifying the process of professional development of doctors.
As the analysis of complaints received by the health authorities on the quality of the work of medical institutions shows, they are more often associated with the personal qualities of "" the professional skills of doctors and other medical workers, most often appears as one of the main reasons for dissatisfaction with medical care.
The core of the personality of a professional working in healthcare is their personal qualities, most of all necessary for successful professional activity, which should be the object of targeted study. Therefore, the expediency and necessity of singling out as an object of study personal qualities doctors is due to the fact that the topic we have chosen is, first of all, a real, very acute socio-economic and psychological problem. Obviously, in this regard, the question of the appropriate improvement of the professional development of the doctor's personality is of particular importance.
So, the sharpness of real contradictions, “as well as the theoretical and practical undevelopedness of these issues, allow us to formulate the research problem: what are the psychological features of the professional development of a doctor's personality?
The purpose of the study is to explore personal characteristics, the level of development of professionally significant, typological personality traits and psychological readiness doctor to professional activity, conditions and factors that ensure its productivity.
Object of study - the main psychological characteristics personality and professional activities of a doctor, their development and relationship at different stages of professional development. ,
The subject of the study is the psychological features of the process of professional development of a doctor's personality.
Research hypothesis. The success of the professional development of a doctor is determined not only by the degree of complexity of the profession itself, but also by the formation of psychological readiness to perform professional activities. This readiness is expressed by the adequacy of motives to the real conditions of professional "activity, the presence of the required professional knowledge, skills, and necessary personal qualities that determine the productivity of the doctor's professional maturity ...
Research objectives:
I) to develop a critical review of the existing ideas in psychology about the activity-mediated development of the personality and the professional development of a specialist;
2) to analyze the psychology of personality, substantiate psychological structure and sodrr.chmnia professional activities of a doctor;
3) identify the conditions and factors for the productive professional development of a doctor: the formation of a professional orientation, professional aspirations, professional consciousness, authority, professional creativity and his experience creative activity;
The methodological basis of the study was: general scientific principles of cognition, provisions on the structure and dynamics of the individual, on the dynamic nature of its interaction with society, on the leading role of the active activity of the individual in the process of its formation, on the social determinism of mental processes, on the dialectical essence and social conditionality of cognition; methodological principle of consistency, concept continuing education, modern socio-psychological theories, methodology active methods learning. When studying the problem, methodological and philosophical literature, relevant state documents, general and special scientific literature domestic and foreign authors, current press.
The theoretical basis of the study was the work that reveals the basic principles of the application systems approach(P.K. Anokhin, N.V. Kuzmina, V.I. Sadovsky, A.I. Uemov and others); personal approach (K.A. Abulkhanova-Slavskaya, L.I. Bozhovich, A.I. Kovalev, A.N. Leontiev, A.V. Petrovsky, A.U. Kharash and others); conditions for the manifestation and development of the creative potential of the individual, issues of optimizing the activities of personnel (Yu.K. Babansky, A.A. Derkach, I.A.Z:! M-nya, Ya.A. Ponomarev and others); concepts of social perception (A.A. Bodalev, V.A. Labunskaya); theory of relations (A.A. Bodalev, V.N. Myasishchev, E.B. Starovoygenko); value orientation (E.N. Bogdanov, O.I. Zotova, I.S. Kon, A.I. Krupiov, V.V. Stolkn, A.3. Petrovsky); social return of the individual (.. A. Abulkhanova-Slavskaya, A. A. Kokorev, V. G. Krksko, R. G. Gurova). Considering the slec;f-;ku of the object of research, the works that reveal the psychology of the personality and work of a doctor (A.P. Gromov, I.N. PURVich, Y.I.! $u-kova, A.M. Izutkin, B.D. Karvasarsky, V.P. Petlenko, G.N.
rodtsev, etc.), as well as foreign studies: R.N.
In accordance with the dialectical logic, which prescribes to study all life processes in the unity of the general, particular and single, "I - concept" was adopted as a methodological construct in the study of the psychology of the personality of a doctor and his professional development. This made it possible to implement a holistic approach in the analysis of the psychological structure of the personality, as well as to focus on the subjective activity of doctors, i.e. to represent the dialectical relationship of general and specific human properties at the experimental level and theoretical interpretation.
Research methods. The work used a set of methods for the preparation and organization of the study ( theoretical analysis literature on the problem; generalization of domestic and foreign work experience; system-structural analysis; modeling); in order to collect information (questionnaire; press survey; interview; conversation; observation; content analysis; peer review and self-assessment; scaling; psycho diagnostic techniques; rating); for processing and interpreting data (mathematical processing on the ESh - SM 1420 according to the program, including the calculation of the mean values of features; correlation, factorial and cluster analysis of variance).
The sample of the study was 200 people, incl. 680 doctors and 1300 patients of Donbass.
Reliability and authenticity scientific results and conclusions is provided by the clarity of the initial methodological portions, a set of methods adequate to the goals, objectives and subject of the study, confirmed experimentally.
Scientific novelty and theoretical significance of the study.
It has been established that among the psychological characteristics of the personality of doctors that determine their phenomenology, one can include: self, criticality; unexpressed positivity of the integral "I", self-respect, self-sympathy; orientation towards a positive attitude towards others; high level of self-interest; average level of sociability; emotional stability and endurance; adequate self-esteem and realism; average level of credulity, etc. -
The self-concept of physicians is generally positive and tends to increase in positivity with length of service. The level of positivity in the views of rural and urban doctors is based on different centroci. In the first eye, it is provided with more effective components of one's "I" (attitudes and expectations of a positive attitude towards others, self-acceptance, self-interest, self-esteem, etc.). City doctors, on the other hand, support positivity of self-consistency, self-respect, self-interest, self-accusation, etc., i.e. cognitive and behavioral components of the "I" image.
A system-structural approach to the study of the personality and professional activity of a doctor has been implemented. Factor analysis of personal characteristics and the level of implementation of the components of professional activity by doctors made it possible to identify the states of psychological readiness of the personality of doctors and indicators of the effectiveness of their professional activities. In all factors that ensure the success of a doctor's work, indicators of excitability, tension, anxiety and neuroticism play a negative role and negatively affect the psychological involvement of the doctor in professional activities.
The professional readiness of srach as an integral quality, reflecting the emotionally positive attitude to the activity and the state of the doctor's adaptation to professional activity, was substantiated, which, in turn, made it possible to single out. system of indicators" (professional interest, professional self-awareness, professional vocation, professional orientation, authority) and to develop diagnostic methods that allow fixing external and internal (psychological) dominant manifestations of readiness.
The process of formation of readiness is considered as the goal of optimizing the professional development of a doctor. It has been found that such personality traits of an authoritative doctor as attentiveness, kindness, interest in one's business, fairness, and a generally high cultural level have a positive effect on patients. It has been established that the personal and professional properties of a doctor and his professional skills are the basis of his authority. In the course of the study, data were obtained on highly appreciated sick skills of an authoritative doctor
take into account the psychological characteristics of patients. It was found that the self-esteem of reputable doctors is adequate, but somewhat underestimated, and the self-esteem of non-authoritative doctors tends to be overestimated.
The expediency and effectiveness of the implementation of certain psychological and pedagogical conditions for the formation of individual experience of creative activity among doctors is proved. Their use in the system of advanced training of doctors and the educational process of medical universities will ensure an increase in the creative potential of future specialists, strengthen1 the desire of the individual for self-development and self-improvement, and create prerequisites for the formation and development of an integral personality of a new type of doctor. In addition, the acquired experience of creative activity will significantly improve the preparation of doctors for their future professional activities. The results obtained create a scientific and psychological basis for determining the prospects for the development of the psychology of the personality of a doctor, and are also the contribution of a new psychological direction ecmeology - development of productive models of doctors of various specialties, optimization of their professional training.
The practical significance of the work. The results of the study can become theoretical guidelines in the implementation of a number of practical tasks: compiling a doctor's qualification; assessment and certification of a doctor; consulting a doctor in case of difficulties; building a program of self-education and self-education of individual doctors and a team of doctors; determining the forms, methods and content of advanced training of doctors and the implementation of their continuous education.
Research materials can be used in vocational guidance schoolchildren to become doctors.
Approbation and implementation of research results into practice. The main provisions and results of the study were discussed at meetings of the departments of pedagogy, psychology of the Kaluga Pedagogical Institute. The dissertation material was presented at the Scientific and Practical Regional Conference on the Problems of Restructuring Professional Activities (Lugansk, T991), psychological readings of the Russian Academy of Management (1992). Dissertation materials
Provisions for protection.
The state of the doctor's psychological readiness for professional activity is determined by the basic (in particular, characterological) and programming (motivational and intellectual) properties of the personality, with the leading role of the active-positive attitude of the individual towards himself as a specialist, reflecting the formation of self-consciousness.
The structure of professional self-knowledge of doctors with positive attitude to the profession of a doctor (high, medium, low levels) is characterized by integrity and fully connectedness.
The interaction of procedural and content in the professional self-knowledge of doctors is manifested: I) in the progressive development of all substructures (high level); 2) in the progressive development of cognitive and emotional, 8 partial - volitional substructures (middle level); 3) in the partial development of cognitive and emotional substructures (low level); 4) in the partial development of cognitive (very low level).
The formation of professional aspects of the "I-image" in the course of professional activity and self-education is ensured by developing the doctor's ability to self-observation, reflection, introspection and self-control in the process of modeling professional situations, including methods of direct and indirect knowledge of one's own activity.
An indicator of the development of a doctor's professional self-knowledge is his ability to adequately and differentiatedly realize his own actions in accordance with the normative model of his professional activity.
The defining feature of the professional orientation of the personality of a doctor is wildness, i.e. its ability to over-rebuild based on internal conditions. The main condition is the professional activity of the doctor. The level of a doctor's professional activity is determined by a number of factors: the dominant connection between professional orientation and Gnostic,
kativnshi and reflexive skills and emotional qualities of the individual; a positive emotional background of the process of professional activity, in which overall satisfaction with work is due to satisfaction with the content of work, results, and the process of activity itself; the presence of developed motivation of activity at all stages professional self-determination and the formation of authority (when choosing a profession, when mastering it, when assessing a professional perspective).
Assimilation by doctors of knowledge about the specifics of the activity and characteristics of their personality from the position of professional orientation allows to form an adequate idea of the professional activity of a doctor, the requirements for his personality and professional skills. professional excellence- this is a concentrated indicator of the personal-activity essence of a doctor, due to the measure of realization of his professional and civic maturity, responsibility and professional duty. It consists of a combination of general cultural, special and psychological knowledge, skills in high level productivity to solve professional problems.
The developed methodology for a comprehensive study of the individual characteristics of the personality of doctors allows for differential diagnosis of their psychological readiness for professional activity and creative growth.
Readiness for professional creativity is an important quality of a doctor's personality. structural components readiness for professional creativity are professional orientation (goal setting, motivation, ideals), professional self-awareness, professional thinking (synthesis of heuristic and logical thinking), diagnostic culture, predictive ability, cyproeization, technological innovation.
The step-by-step nature of the formation of the experience of creative activity, arising from the essence and dynamics of its formation, makes it possible to ensure timely correction and correction in the development and formation of the creative individuality of a young doctor. At the same time, the individual psychological characteristics of the doctor's personality affect the intensity and quality of the process of forming the experience of his creative activity.
At each stage of the professional development of a doctor, conditions are created for his creative professional self-expression. External conditions include a professional orientation to the development of readiness for professional creativity, orientation this process on the individuality of the doctor, taking into account professional claims, the need for self-knowledge, self-training, self-affirmation and self-creation in all types of his work.
Internal conditions (that is, depending on the doctor himself) include: a) idiv: 1 dual features of memory, imagination, thinking; b) enpathy that arose on the basis of emotional identifications with the personality of the patient and the medical team; c) komu-nipativity and! * the culture of communication; d) the ability to self-control and evaluate one's activities, predictability as a way of selling the results of one's activities.
Dissertation structure. It is determined by the tasks and logic of the study and consists of an introduction, 2 chapters, conclusion, literature and applications.
Basic sode.saanke disseortation
About the starting point in the study of the problem of the psychology of the personality of a doctor, as well as the conditions for its formation and the perfection of seniya, we took the methodological characteristics of the subject of personality psychology, given by Leontiev A.N. (1987). From this point of view, the perspective of a person is researched from the place of a person-yae, behind him; temperament traits, other typological properties, acquired skills, kaedya, etc.). That for refers l to the external gaping gap, and obg ^ ktistp.-! rewards to satisfy human needs.
Deploying Survey Description Methodol
personal honors; 3) the study of the typological properties of the personality; 4) study of the motivational foundations and psychological involvement of doctors in professional activities.
Secondly, specific conditions were identified that ensure the professional development of the doctor's personality: the formation of a professional orientation, professional interest, professional vocation, authority and experience of his creative activity.
The general characteristic of the structure of activity serves as the basis for the study of the professional activity of the doctor's personality.
Professional medical activity usually consists of diagnostic, therapeutic and preventive activities (according to V.P. Andronov, 1992). Diagnostic activity includes the following actions and operations: drawing up a plan for examining a patient, taking into account the necessary and sufficient amount of data obtained and the optimal sequence of examination activities; collection, analysis and evaluation of anamnestic data; selection and implementation of adequate and gentle examination methods; analysis and evaluation of data from clinical, laboratory and instrumental methods of examination, etc. Medical activities include: first aid in case of emergency; determination of indications for emergency surgical or therapeutic intervention; drawing up a treatment plan; determination of treatment tactics and a complex of therapeutic measures; determination of indications and contraindications for various methods and methods of treatment, etc. Preventive activities include: the identification and elimination of pathogenic factors of the environment and the human body, the implementation of preventive and recreational measures, medical examination, etc.
In general, medical activity corresponds to the following logic: identification of the syndrome and symptoms - identification of the most important anutrisivdromic symptoms - identification of the general pathological process - determination of the etiology and nature of this pathological process - differential diagnosis of similar nosological units - diagnosis of a specific nosological unit - determination of treatment tactics - treatment - implementation of preventive measures .
Professional medical activity is mediated by the doctor's professional thinking. Therefore, professional medical thinking should be considered as an ideal reproduction of real medical activity, i.e. diagnosis, treatment and prevention of diseases.
The doctor in his clinical activity primarily solves all professional problems. The most common types of professional medical tasks are: differential diagnostic, therapeutic (defining strategies and choice of treatment tactics), preventive (building a plan of preventive measures), analysis of diagnostic and therapeutic and tactical errors.
The content of professional activity is determined by the very specifics of the medical profession, which provides for interactions built on the subject-subject relationship. Moreover, the nature of these relationships, the development of which the doctor must manage, is built in such a way as to maximize the mobilization of the patient's internal resources, strength and will for a successful recovery, without which it is extremely difficult to carry out the treatment process.
Describing the structure of pedagogical activity, N.V. Kuzmina (1967) singled out five components: gnostic, design, constructive, communicative, organizational. The named components can be attributed to almost any other profession. They are part of the activities of a juener, an agronomist, a doctor, a researcher. With regard to the profession of a doctor, the most felt component of activity is gnostic skills.
The need for an in-depth study of the dependence of professional skill on the personal characteristics of a specialist, the insufficient development of this issue of psychological science made it possible to pose the following research problem - improving the professionalism and increasing the level of productivity of a doctor based on the development of personality traits of a doctor that determine his skill.
In the study of the professionally important properties of the personality of doctors, we proceeded from the fact that the doctor acts as a holistic personality, however, his professional activity imposes a number of specific requirements on him, forcing him to develop certain personal qualities as a professionally significant person.
chimy. The complex of such professional and personal qualities is quite wide. In addition, in different studies, various concentrations are revealed, depending on the whole and the tasks that were set in them.
It is noteworthy that many authors of scientific publications on the problem of the personality of a doctor (A.P. Gromov, )988; I.N. Gurvich, 1981; 11. I. Zhukova, 1990, etc.) the levels of development of the studied personality traits of doctors are associated with indicators of the most complex process of their socialization, which allow them to successfully implement their social role.
Based on the purpose of this study, we limited ourselves to studying and analyzing the level of manifestation of those personal qualities and properties of a doctor, which, being social in nature, most adequately reflect his psychology as a professional. The typological properties of the personality of doctors were also examined. At the same time, the study of the entire complex of typological properties of the doctor's personality was not made, but those of them that characterize their individuality in a professional way, and at the same time have a significant impact on the manifestation of their psychology, were examined. Thus, the results of the study of doctors' self-attitude gave certain assumptions about the content of doctors' ideas about themselves, which are then transformed into affective and behavioral components of the personality.
Significant differences in the integral "I" are found between rural and urban doctors (p/.0.1). Rural doctors have a lower integral feeling "for" their "I" than urban doctors. An analysis of this situation leads us, first of all, to the social nature of the "I" of the doctor.
It is noteworthy that doctors with work experience from 5 to 10 years showed lower "for" their "I" than doctors with experience - work up to 5 years (p. ^ 0.1), They are expressed in terms of 11.0 and 10.7 points. Apparently, the effectiveness of preparing graduates of medical universities for practical work, including the level of psychological preparation, is insufficient. Graduates of medical universities, not receiving the required level of professionalism, project insufficient competence onto their "I", cause a negative trend in self-esteem. It is alarming that this trend is intensifying, the indicators "for" their "I" among doctors with experience
work from 5 to 10 years en\e fall more. It is no coincidence that “it was precisely during this period that the greatest “screening out” of doctors who were disappointed in their choice of profession was observed. A significant part of them begin to engage not in medical work, but in administrative, sanitary and hygienic, etc.
However, it remains to work, he is not an accidental person in medicine, but a doctor by his vocation, who can later become a master of his craft. And indeed, the indicators "for" one's "I", starting with doctors with work experience from 10 to 25 years, are increasing. At the same time, at a significant level (p ^ 0.1), the indicators of doctors with work experience from 5 to 10 years and from 10 to 15 years differ. The latter's indicators "for" their "I" are much higher. They are highest for 1 "speech with work experience of 20-25 lots.
It was revealed that the integral "I", self-respect, self-discipline, self-intoros, expected attitude from others incorporate 38 significant correlations of self-attitude of doctors out of 80 available. 42 significant correlations fall on the share of other 7 factors reflecting the level of internal actions in ad-ros of oneself or readiness for such actions.
The level of self-attitude "for" the integral "I" of doctors is generally positive. Of particular importance in maintaining the I-lonception of doctors at a positive level are indicators of the level of self-relationship according to the expected positive attitude of others to themselves, self-interest, self-respect and autosympathy.
Based on the multidimensionality of the self-relationship and the additivity of the global self-relationship, which makes a decisive contribution in general to the doctor's self-concept, we can state the fact that it is maintained at the level of positivity and high levels of expectations and attitudes regarding self-confidence! and
Understanding the self-concept "as a dynamic totality of attitudes inherent in each individual, aimed at the personality itself," suggests that the doctor's self-concept comes from a positive attitude towards oneself, self-respect, and self-acceptance.
The internal contradictions of the doctor's self-concept are characterized by the interpretation of individual experience, which in its entirety and in the most generalized form is expressed in the doctor's self-assessments, self-relationships.
Self-esteem, positivity of the self-concept of a doctor increases depending on the length of his work. Increased self-esteem and positivity of the self-concept of doctors is associated with the accumulation of work experience. The latter does not mean that over time, the level of claims among doctors loses its significance. However, the emphasis on the success of their work is indicated more clearly, changing the standards and values against which doctors evaluate their success in work, which will be more thoroughly described below, based on the study of the motivational foundations of doctors' activities.
In the case of an increase in the values of the level of claims, with a limited possibility of achieving success, due to some loss of personal and professional competence, as well as a number of other socio-psychological, psycho-physiological reasons, the level of self-esteem and positive self-attitude of doctors decreases, which is confirmed by indicators "for" the integral "I" physicians with over 25 years of experience.
A thorough analysis of the results of doctors' self-attitude shows that the importance of any aspect of doctors' attitudes towards their own personality should not be underestimated. Convincing proof of this is that all components of the integral "I" of doctors are in correlation, and - 9 of II self-relationships at the level of positive (h - 0.01) dependencies. We should not ignore the negative correlation of self-blame with the doctor's integral "I" (-0.45 at h ■ 0.01).
Among the special factors that affect the manifestation of self-attitude and, in general, the self-concept of a doctor, one can include factors: regional. expressed in the professional competence of the doctor (poor training in medical universities and IUV; backwardness of the material and technical base of polyclinics and hospitals (especially in rural areas); lack of information due to lack of scientific and methodological literature, etc.).
Of the results of the survey of doctors on the 16-factor personality test of R.B. Kettel, the thesis interprets only 10 factors that have a significant impact on the doctor's self-coception.
Interpretation of the indicators of doctors depending on the length of service proves that the sociability of doctors is at the level of average marks. However, significant differences in sociability (p< 0,10) между врачами со стажем работы до 5 лет (5,54) и от. 5 до 10 лет (5,7) свидетельствуют о возрастающей аффектомии в первые годы их работы. Вместе с тем, у врачей со стажем работы от 10 до 15 лет устойчивость к аффективным переживаниям возрастает, что выражается в некотором снижении оценок по фактору общительности (5,29). В дальнейшем, с увеличением стажа работы (от 15 до 25 лет), у врачей оценки уровня общительности стабилизируются (5,1), находясь в пределах средних оценок, обеспечивающих устойчивость к вовлечению в состояние аффекта.
Indicators of emotional stability of rural and urban doctors do not differ significantly. At a significantly significant level, there is a decrease in the level of emotional stability of doctors about the dependence on the herd of work: the longer the length of service, the lower the emotional stability becomes, while remaining at the level of average values. This gives us reason to believe that the strength of the "I" of the doctor (although it remains positive) is negatively affected by the increasing psychological involvement in activities, causing a decrease in the threshold of the doctor's mental activation and the accumulation of fatigue. With the increase in work experience, multifaceted and intense professional activity, the ever-increasing social order of society contributes to the fatigue of the neuropsychic sphere of the doctor.
In modern conditions, the doctor has to work at the expense of the reserves of the psyche. Emotional stability, which is additive in nature, is reduced.
Doctors do not lose a sense of self-control, but it should be noted that the preservation of the strength of the "I" and the emotional stability of doctors with a long work experience is achieved through frustration tolerance - accumulated over the years and especially actualized in activity after 15 years of work.
It is noteworthy that in doctors with more than 25 years of experience, the resistance of the individual to the effects of adverse life factors increases. But it is for this group of physicians that their motivational and value orientations are of particular importance.
The personality of a doctor can be formed under the condition of a certain development of each of them: some properties of the personality of doctors, . such as sociability, self-control, social courage, independence determine their behavioral components; others (dominance, gullibility, confidence. - attitudes towards one's "I"; others (emotional stability, social maturity, excitability, tension) - the emotional-volitional components of the I-concept of doctors, etc.
Correlation analysis of professionally significant personality traits and self-attitude of doctors, presented in Table I, also testifies to the additivity of the self-concept.
So, out of 41 identified correlations, 22 are negative and 19 are positive. Based on the results of the correlation analysis, it can be assumed that for a more positive I-koktsesh;:sh the doctor needs: greater strength of the "I" (emotional stability); pronounced independence (dominance); less suspicion (gullibility); a higher level of self-control.
Personal centering in the professional activities of rural and urban doctors in the basis! coincide, with the exception of accentuations on some of them 8 of the process of practical work, namely: on dominance, social maturity, excitability, tension - by rural doctors; sociable, "social courage, trust, confidence and independence - city doctors.
Depending on the length of service, the studied personality traits of doctors also manifest themselves, but equally. Thus, sociability, emotional stability, dominance, confidence, self-control role, excitability and tension steadily increase up to 15 years of work, and then some of them stabilize and remain practically at the same level (self-control, confidence, etc.); others weaken (emotional stability,
Correlations between self-relationship and professionally significant properties of a doctor's personality
I1) Self-relationships, "Common-1 tel-Emotion-Domi-| Social;
pp: seniority and place! ! nantes-> naya
doctors work! stability 1stability-»-|stability, ness; mature
I. Length of service -0.3 -0.34 -0.04 0.3x
2. Place of work -0.17 0.10 0.45х* 0.16;
3. Integral "Yang 0.05 0.07 -0.25x -0.9
4. Self-esteem -0.04 0.07 -0.21х -0.03
5. Autosympathy 0.07 0.03 0.04 -0.17
6. Expected ratio - 0.23x
difference from others 0.02 0.07 -0.05
7. Self-interest 0.03 -0.09 -0.05 -0.09
8. Self-confidence 0.09 0.16х* -0.11 -0.03
9. Ratio of others -0.03 0.09 -0.25x 0.02
10. Self-acceptance 0.С6 0.01 -0.05 -0.12
II. Sakoposledova - 0.17xx 0.01
Value -0.06 -0.09
12. Self-accusation -0.09 -0.07 0.04 0.14
13. Self and "^ are; 0.04 -0.03 -0.21x -0.11
I "..Sachopokdaaniye 0.03 -0.13*** 0.12 -0.07
j) ¿- = 0.01; xx) c = 0.05;
"Social-!Doeer-"UEV- -Self-Self- "Excitable |chivo-!ren-"standing-"kont-) bridge,! ¡|| st 1 (st
0.06 0.04 0.15хх -0.01 -0.05 -0.44х
0.21 0.53 0.34 -0.46 0.02 0.19х
0.09 0.29 -0.11 0.04 0.13xxx 0.01
0,02 -0,23 -0,04 -0,11 0,26 0,04
0.09 -0.04 -0.25х -0.02 0.06 0.15хх
0,10 -0,23 -0,13 0,12 0,08 -0,01^
0.04 -0.06 -0.01 -0.06 -0.04x o, uhh
0.04 -0.15 0.09 -0.11 0.31x 0.15xx
0.06 -0.23х_0.03 -0.02 0.24х 0.01
0.10 -0.12 -0.21х 0.01 0.11 0.11
0,04 -0,10 0,12 -0,16 0,12 0,06
0,11 0,11 0,13 -0,07 0,07 -0,10
0.03 -0.21х-0.10 0.16 -0.04 -0.05
0.06 -0.14xxx 0.06 0.01 0.07 -0.03
XXX; c "3 \u003d OD.
excitability, tension, dominance); the third - again manifest themselves in even greater meanings (consciousness, social courage, independence).
Among the features of the psychology of the personality of doctors, which determine their phenomenology, are: the prevailing internality; self-criticism; unexpressed positivity of the "integral "I", self-esteem, self-sympathy; orientation to the positive attitude of others; a high level of self-interest; an average level of self-confidence, etc.
The paper analyzes the evolution of views on the category of readiness for professional activity. Formation of readiness in the dissertation is considered as the goal of optimizing the professional development of a doctor.
The development apparatus for a comprehensive study of the personality of a doctor made it possible to carry out a differential diagnosis of their psychological readiness in order to implement a personal approach to their professional training (V.L. Yarishchuk, K.K. Platonov). The method of cross-sections (comparative method) was chosen as the principle of organizing the study, the advantage of which lies in the possibility of quickly obtaining a large amount of empirical data and building on their basis the so-called syndromes of states and personality traits that characterize certain stages of life and professional activity (B.G. .Ananiev).
The general conclusion about the change in the motivational, intellectual and characterological components of psychological readiness is that in the process of work, professional development occurs non-linearly and heterochronously. The relationship of the components of psychological readiness with the success of professional
activities of doctors and with expert assessments of their professional development at different age periods was determined on the basis of correlation and regression analysis. The results of the analysis revealed differences in the structures of these relationships. At the same time, the following have the greatest positive relationship with success in professional activities and with expert assessment at all stages of professional development: among intellectual indicators - logical thinking; among the characterological ones - realism, practicality, emotional stability, accuracy, commitment, isolation; among the motivational ones is the attitude to the profession, to oneself and to research activities. An increase in the relationship between the indicators of the subjective attitudes of doctors and the expertly assessed level of their professional development was found.
Content analysis of the content of the answers of doctors of different specialties in the block "attitude towards oneself" made it possible to single out four types of orientation (classification according to E.P. Korablina, 1990): I) a specific orientation to the profession of a doctor; 2) a general focus on the business, on the one associated with the implementation of a certain pa-bot; 3) focus on personal achievement and satisfaction of personal needs; 4) situational orientation, which determines either an orientation towards increasing the level of productivity of professional activity, or reflecting an uncertain attitude towards one's future. Based on this, four groups of doctors were identified, differing in the type of attitude towards themselves as a specialist, conventionally called "professionals" (the first type of orientation), "generalists" (the second type); "individuals" (third type), "situational" (fourth type). The percentage distribution of doctors in these groups showed that the groups of "professionals" (PE) and "generalists" (U) increase among doctors with 10-15 years of experience; the group of "individuals" (I) decreases, the percentage of the group "situational" (C) remains at the same level. From this we can conclude that the number of doctors focused on mastering a high level of professional skill is increasing.
The study made it possible to identify a fairly wide variety of personality traits of a doctor, which
Factor analysis made it possible to identify groups of personality traits of doctors (according to L.L. Lytneva, 1989), most closely related to his authority in patients. The total awareness of the four identified factors is $67.4. Analysis of the identified factors and content analysis of patients' judgments showed that the qualities of a doctor's personality have only a general psychological meaning. All of them are filled with functional content characteristic of the social role of a doctor and act not just as traits of his character, but as features of his gnostic and blasphemous activity.
In order to identify the most significant characteristics of the doctor's activity related to his authority in patients, a factor analysis was carried out, which led to the introduction of five factors with a total information content of 87.3%.
I factor (d4=< 32,4$) условно назван "уровень профессиональной деятельности врача", т.к. объединяет о себе показатели, характеризующие осознание врачом цели деятельности, структуру профессиональной деятельности и ее результативность. П фактор (» 21,7%)-включает показателя, определяющие профессиональную направленность личности врача. ¡11 фактор с шфорыативностья
$18.5 sums up the mix that characterizes the doctor's professional training and activities. The experience of the doctor stood out as an independent 1Y factor, which has a scarcity (for 4 ®> $ 9.8. Y factor *> 5.6%) indicates the enatheism of communicative
The work carried out a qualitative analysis of the selected factors and their relationship with the authority of the doctor. The results of the study made it possible to characterize three levels of doctors' activity - low, medium and high. Comparative akahiz showed that a high level of authority characterizes doctors with an average level of activity 4/* sokum, and not a single doctor with a low level of activity has a high socio-psychological status.
In addition, 79% of patients named the doctor's authority as one of the most interesting. The authoritative doctor has the greatest influence on the formation of interest in the course of treatment, and by influencing interest, he increases the interested attitude of patients to their state of health, which contributes to increased:® of their health.
Correlation analysis of the relationships between indicators of the interested attitude of patients to health made it possible to identify a direct positive relationship between this process and the average assessment of personal qualities (Id "0.49) and the skills of an authoritative doctor (L" - 0.38). Direct positive relationships of the doctor's professional skills with indicators of influence on the interested attitude of patients to health ((* * 0.3). The critical value of the sample correlation coefficient is P o 0.23 at t - 0.05; T* - 0.30 at t - 0.01.
The results of the analysis indicate that the attention of patients to their health, formed by an authoritative doctor, is the result of the influence of both his personal and professional qualities, and professional skills. However, with all the importance of the personal "qualities of the doctor and the formation of interest in treatment, the doctor's professional qualities and skills play an important role.
Of interest are the results of self-assessment of the motives of satisfaction of doctors with their professional activities. They show that reputable doctors have a higher need for professional activity, the ability to snuggle with their favorite work. they feel nervous exhaustion.The reasons for this lie in a more rigorous analysis of their shortcomings and in illnesses of high demands on self-reported doctors.
The study made it possible to determine the main factors influencing the formation of the doctor's authority. These include: I) a high moral level of development of the personality of arecha; 2) deep knowledge of their business; 3) an informal approach to the performance of their duties; 4) a positive attitude towards patients and the desire to communicate with them; 5) customized g.odhsd and le-
based on deep knowledge of each patient; 6) a high level of general culture; 7) high level of doctor's professional skills.
The main means of maintaining authority are: I) tireless concern for raising the moral level; 2) observance of tact in solving various health problems - in the process of interaction with patients; 3) professional development.
It was revealed that the increase in professional experience (experience) does not directly affect the formation of the skills of adequate knowledge of the patient's personality by the doctor. The patient's professional cognition skills are almost never spontaneously formed. The high motivation of a doctor's professional activity is a necessary, but not an exact condition for the formation of these skills. Pokaza ™ existence for: susceptibility (but not hard) to the individual psychological characteristics of the doctor himself and the adequacy of his knowledge of the patient's personality. Some specific professional stereotypes that affect the doctor's knowledge of the patient's personality have been identified.
It has also been established that the discrepancy between the available professional abilities of a doctor and the requirements of his profession almost inevitably leads to stress and overwork, and of course, to dissatisfaction with work in this workplace. Mismatch of expectations with real conditions and the nature of professional activity, and, in turn, entails frustration stress and the inclusion of mechanisms of personal professional protection. The discrepancy between "personal" values, real motives and the purpose of activity brings to life "motivations" of various kinds of "substitution" in relation to the actual content of labor, etc.
It has been proven that important professional components come to the fore. An integrative and component-by-component consideration of the readiness of doctors for professional activity made it possible to identify the main reference points, the main factors that determine such readiness. Just they formed the basis of the developed system of advanced training of doctors by developing their professional orientation, professional interests, professional attraction, increasing authority, and forming the experience of creative activity. This preparatory work has created a premise to consider the problem of modeling professional
other situations and the development of a structural-functional model of professional activity.
It has been determined that the development of professional self-knowledge of the doctor's personality contributes to its effective formation as a goal of professional self-improvement. The ability of the doctor's personality to differentiate the difficulties encountered in the process of professional activity serves as the central psychological formation that determines the effectiveness of this development.
Readiness for the professional creativity of a doctor is defined in the study as a multidimensional multilevel personality characteristic, including a system of needs, motives, psychological qualities, attitudes and states, professional knowledge, skills and abilities that allow successful professional activity. Of particular importance is the motivational-value attitude to professional activity. In the structure of this relationship, the core education is professional orientation. It is a link in the relationship of psychological, theoretical and practical readiness.
The experimental work has confirmed the working hypothesis that the formation of the professional creativity of a doctor is due to the functioning of such components e as the ability to set goals, improvisation, combinatoriality, reflexivity, predictability, which generate the need and ability to innovate.
In the conditions of professional training of future doctors, there is a real opportunity to use creativity as a motivating force for self-acquisition of knowledge and their creative application. With this approach, the future doctor acts as an organizer of his own activity in the formation of knowledge and the assimilation of ways of creative activity. And this implies a constant reorganization of the educational process on a diagnostic basis.
The conducted research confirmed the originally put forward hypothesis, the objectives of the research and the theoretical positions submitted for defense.
Those results. theoretical and experimental research made it possible to formulate a number of practical recommendations regarding the optimization of the professional development of the doctor's personality. The effectiveness of the formation of a doctor's professional self-knowledge can be ensured by: expanding the information basis of activity, introducing active forms and methods of work, which provide an opportunity for a young specialist to gain maximum information about his professional and practical activities from his own experience; stimulation of the cognitive activity of the individual, aimed at improving oneself as a subject of labor, cognition and communication, the formation of skills to observe, record, analyze and generalize one's own experience; taking into account the specifics of professional activity, the very essence of which opens up wide opportunities for self-correction and self-improvement. It is only important to teach the future specialist to develop criteria for determining the productivity of his work; overcame the psychological barriers that stand in the way of an adequate assessment of the activities of young professionals.
In the process of adaptation in young doctors, the level of pr.; sno-nal claims are gradually freed from diffuse-nosgi, gravitate towards relative certainty, while remaining inadequate. This circumstance has been brought to the fore, since an inadequate level of professional claims can cause young doctors to develop lack of initiative, unprincipledness, can reduce their desire to improve professionalism in a particular type of work and become an obstacle to the formation of a professional position among doctors. That is why it is important not to lose sight* of the process of formation and development of the level of professional aspirations of doctors.
To change the level of claims of medical students, doctors, it is necessary to change their perception of themselves as professionals. The level of professional aspirations can be formed and, if necessary, changed with the help of a program-targeted system of advanced training, in which it is necessary to take into account age X, individual and professional characteristics of students, doctors.
When working with doctors with an inadequate level of professional claims, it should be borne in mind that a change (decrease) in high
which level of claims is much more difficult to change (increase) the low level of claims. It should also be borne in mind that doctors with a high level of professional claims in situations of frustration, in order to maintain the same level of claims, more often use the psychological defense mechanism of rationalization than other doctors.
The conducted studies open up new prospects for studying the psychology of the doctor's personality and his psychological readiness for professional activity: elucidation of the structure and content of the doctor's professional abilities; experimental study of the psychological characteristics of doctors of various specialties (therapist, surgeon, urologist, etc.) using methods that diagnose the functional and psychological characteristics of professional abilities;
1. Experience in restructuring the activities of personnel in a new political situation. - M., 1930. - 124 p. (and co-authorship).
2. Psychological prerequisites for the professional development of a doctor. - Kaluga, 1992. - 25 p.
1. The penetration of advanced technologies into the field of medical care, the widespread use of the latest technology, as well as the application of effective management principles urgently require personal factors to be taken into account, both in the process of professional training and throughout the entire professional path of the subject of medical activity. Today there are enough reasons to consider the professional development of the subject of labor as a two-pronged process, including the formation of a body of knowledge, skills and abilities, on the one hand, and professionally significant personal psychological qualities, on the other. The first of these components is traditionally given significant attention, which has recently been confirmed by the implementation of the concept of continuous medical education in the country, but the problem of the methodology of psychological support for the personality of a doctor at all stages of his professional development has, unfortunately, been poorly developed.
Belonging to the professions of the subject-subject type, the doctor's activity takes place in conditions of increased socio-psychological requirements and is associated with high mental and psycho-emotional stress. The activity of a doctor in conditions of professional stress, features of emotional response to various situations of professional activity, factors affecting the professional and personal development of the subject of the treatment process, individual psychological characteristics inherent in doctors of various specializations are problems that have not been sufficiently studied, despite the high degree of demand for them scientifically. -practical understanding. It can be said that the issues of the psychology of work and the personality of a doctor are among the most important and little-studied problems of theoretical and applied psychology in general and its individual branches in particular.
The vast majority of references to the physician's identity are found in the deontological medical literature. This traditionally deontological approach is chronologically the first and has not lost its significance to this day. It can be designated as normative and regulatory, since it contains the basic requirements for the personality of a doctor, developed by society. The main deontological requirements for medical activity and the personality of a doctor are formulated in the well-known commandments of Hippocrates, which doctors take as a professional Oath. These requirements are based on the traditional notion of role-playing relationships "doctor - patient", which is an element of the structure of social relations. In these respects, the doctor is ordered to help the patient, who has the right to expect this help. To effectively fulfill the role prescribed by society, the doctor must have not only qualifications and experience, but also certain personal characteristics that contribute to establishing contact with the patient and providing authority to the patient.
Due to the fact that the object of activity is a person, the requirements for the moral, civil, intellectual qualities of a specialist have always been increased compared to other categories of professions. However, none of the prescriptions contains the requirement: "Be healthy yourself!" (the exception is the list of diseases that are a contraindication to medical practice), although no one doubts that only under the condition of subjective physical and mental well-being, a doctor is able to effectively solve the problems of professional activity, which, by its content, initially creates a "background" for the formation of conditions disadaptation, professional "burnout" of the subject.
It must be admitted that the activities of a doctor under conditions of professional stress have not been sufficiently studied in the domestic research literature. The origin of the psychology of medical work in our country is associated with the name of V.M. Bekhterev. One of the important questions
investigated by her is the question of determining the psychological criteria for the professional suitability of the subject to receive a medical education, and then to professional activity. However, to date, there is only one fairly complete psychogram of a practicing physician, developed in 1922 by F. Baumgarten. It formulates the requirements not only for the personality, professionally significant psychological qualities of a clinician, but also for his psyche as a whole.
K. K. Platonov owns an empirical typology of the doctor's personality, which is based on the degree of coincidence of the functions corresponding to the status of a doctor with his real personal and characterological features.
Depending on the orientation of the personality, the author defines three types of medical specialists:
Depending on the orientation of the personality, K. K. Platonov defined three types of medical specialists:
- value-oriented doctor;
- a doctor for whom the orientation towards professional, moral and ethical values is of an external, formal nature;
- a doctor who is disoriented in relation to personal values due to a low spiritual and moral level.
The typology of the doctor’s personality proposed by K. K. Platonov is based on the methodological principle of research and evaluation of the personality as the bearer of certain moral and ethical norms, the activity of which is determined by its socio-ideological orientation, prevailing in Soviet psychology during the 1970s. In general, it should be noted that the work of K.K.
Platonova was the first scientific attempt to explore the specifics of the psychological characteristics of a doctor as a subject of professional activity from the standpoint of a personal approach.
Of interest is the experience of forming a reference model of a doctor's personality by interviewing experts - representatives of the medical profession. Among such works, two studies stand out: a survey conducted in 1987 at the Faculty of Medicine of the University. Humboldt (GDR) among students of various courses and a study carried out in 1987 at Leningrad University. In the first case, the generalized results of the interview are presented, which revealed relatively stable ideas about the reference characteristics of a doctor, and in a study of psychologists at Leningrad State University, an attempt was made to determine the main personal characteristics of a doctor and nursing staff from the point of view of the medical workers themselves, who acted as expert respondents.
It is possible to characterize the work of Leningrad psychologists as one of the first carefully performed experimental studies in the field of psychography of the work of medical workers.
The statement about the possibility of considering the subjectively formed ideas of medical workers about the doctor's personality model as a measure, a sample, that is, a standard, is quite controversial, and, consequently, the system of requirements for a doctor's personality based on this approach needs experimental research justification.
- Definitions of the psychological specifics of the doctor's professional activity and the dynamics of the development of the doctor's personality.
The considered approaches differ in the mechanism of formation of requirements for the personality of a doctor:
- regulatory,
- psychographic,
- general psychological,
- expert.
They are united by the commonality of the conceptual approach: consideration of the dynamics and determining factors of the development of the doctor's personality is distanced from the study of the subject of medical work. As a result, the conclusions about certain required psychological properties of the doctor's personality, their procedural ™ are declarative, because they do not have a "foundation" of analytical studies of the psychological characteristics of the doctor's multifaceted, multi-level and dynamic professional activity.
As a result, the processes of formation of needs, motives, individual style of professional activity, conditions and trends in the development of the personality of a doctor as a subject of the medical process at the stages of life and professional path, correlated with the objective requirements of professional medical activity, are actually excluded from consideration. The result of this approach is absence until now objectively substantiated psychographic characteristics of medical activity.
Obviously, the original conceptual basis of these studies is a kind of ethical paradigm that came from the ancient precepts of healing: "Shine to others, I burn myself!". The humanistic approach to the analysis of the processes of professionalization of the doctor's personality makes another ethical and psychological model objectively in demand. Let's designate it like this: "Shining to others, you yourself are beautiful!".
The high social significance of medical work associated with factors of a destabilizing effect on the personality of a doctor, on the one hand, and the absence of a scientifically based system of psychological support for the development of the subject of medical work at all stages of his professional and life path, on the other.
The theoretical, methodological and practical demand for a systematic psychological study of medical work as a direction of modern labor psychology is obvious.
- studying the personality of a doctor in the process of professional development; highlighting professionally important qualities that ensure the effective work of a doctor in modern clinical specialties (general medicine, dentistry, pharmacy) and in the main areas of medical activity (surgical, therapeutic);
- study of the process of formation of value orientations and the motivational-required sphere of a doctor;
- analysis of the causes and manifestations of the phenomena of professional adaptation and maladjustment in the work of doctors;
- development of a conceptual model for the development of a doctor's personality to optimize the professional development of a specialist and the formation of a system of psychological support at all stages of his professional path.
Basic assumption- modeling the doctor's personality and psychological support of his professional and personal development allows you to activate the process of adaptation of the subject, to block the risk of the formation of the syndrome of emotional burnout.
Since the professional activity of a clinician is carried out in conditions of spatio-temporal regulation, which is to varying degrees rigid for various areas of specialization, it is assumed that for the effective work of a specialist, his individual, neurodynamic properties are important.
In the work of a doctor, the presence of certain groups of risk factors for the formation of conditions of professional maladaptation, chronic fatigue syndromes and "burnout" is likely.
The theoretical foundation of the study is formulated in the works of K.A. Abulkhanova-Slavskaya, L.I. Antsyferova, V.A. Bodrova, K.M. Gurevich, A.A. Derkach, L.G. Wild, M.A. Dmitrieva, E.F. Zeera, E.P. Ilyina, T.S. Kabachenko, E.A. Klimova, A.B. Leonova, A.K. Markova, G.S. Nikiforova, N.S. Pryazhnikova, Yu.K. Strelkova, A.R. Fonareva, V.D. Shadrikov, A. Maslow, D. Super, J. Holland and other leading scientists, the foundations of psychological vocational studies, the concept of professional development crises, mental states of adaptation and maladjustment of the subject of labor, personal dispositions as a determinant of professional choice and the success of professional activity, labor motivation as an internal resource and a stimulus for the professional development of the individual, psychological support of professional activities, methods of psychological influence, as well as the idea of professional self-awareness (professional "I") as the most important mental neoplasm and an integral regulator of the process of professional development of a specialist.
CHAPTER 1
PROFESSIONALLY SIGNIFICANT QUALITIES OF A PERSON
1.1. The role of professionally significant personality traits in the professional activities of a doctor.
1.2. The manifestation of individual psychological differences 31 in the conditions of choosing a profession and in the learning process
1.3. Analysis of the motives for choosing the profession of a doctor and motivation 47 for studying at a medical university
CHAPTER II. ORGANIZATION, METHODS AND TECHNIQUES 60 RESEARCH.
2.1. Basic theoretical concepts of the study.
2.2. Characterization of research methods and methods of mathematical and 62 statistical processing of results
CHAPTER III. RESULTS OF THE EXPERIMENTAL
RESEARCH
3.1 Research and analysis of the features of the severity of educational and professionally important personal qualities of 74 students of a medical university
3.2. Study of motives for choosing education at a medical university
3.3. The severity of educationally and professionally important personal qualities depending on the individual (neurodynamic and gender) differences of students
3.4. Study of the nature of relationships in the structure of educational and professionally important personal qualities of students of a medical university
3.5; Personal properties (motivational properties) associated with the 130 motives for choosing to study at a medical university
3.6. Study of the relationship between individual psychological characteristics of students and the success of training in a medical university
3.7. The study of individual psychological characteristics of students and 140 motives for choosing medical specialties
Introduction to the thesis (part of the abstract) on the topic "Individual-psychological characteristics of the personality of students and motives in choosing a medical specialty: Based on the material of a medical university"
In psychological science, one of the most important is the problem of self-realization of the individual in professional and socially significant activities. The study of psychological conditions that help a person, based on his choice, to achieve high results in educational, professional and real professional fields of activity, acts as one of the scientific and practical tasks, the solution of which will make it possible to more optimally organize the professional development of a future specialist as a person striving for the most effective realization of their potentials. The assessment of human potential (B.G. Ananiev, E.A. Klimov, V.V. Rubtsov, D.I. Feldshtein and others), as well as the social order for the training of a practicing doctor, are strategic tasks in preserving the physical and mental health of the nation, countries, societies. All this causes the activation of mechanisms and forms of purposeful psychological support for the personality of a student who has chosen the medical profession.
It is medical specialists, primarily doctors, who represent a special social stratum, whose combined and individual professional activities are of exceptional importance, since they are aimed at preserving, supporting, and developing health, both for an individual and for society as a whole.
A new understanding of the social order for the training of a practicing doctor, whose competence and social position should adequately meet the general trend in the development of the medical service, embodying humanistic values, actualizes the search for such conditions and forms of upbringing and education of medical students that would provide the necessary depth of awareness for future specialists personal and professional qualities, responsible attitude to educational and professional activities and then to the work of a doctor. A significant role in the implementation of the tasks that have arisen in a new way for medical higher education belongs to the organization of a developing psychological service, included in the multifaceted activity of psychological support of the educational process in medical universities in Russia. The deployment of a personality- and professionally-oriented system of educational work in a medical university, with its clear focus on the qualification requirements for graduates that have been developed so far, shows that its effectiveness largely depends on the measure taken by higher school teachers of the personal characteristics of students. Therefore, in organizing the psychologically meaningful training of future doctors, it is extremely important to analyze the nature of the conjugation of the individual typological properties of the personality and its orientation, which is revealed in the choice of the development goal and following this choice, the features of which, as a constantly unfolding process of realizing the potentials of a young person, to a large extent reveal individual personal image, which led a person to this particular medical profession, his attitude to future professional activity and to life in general.
In the study of the degree of severity and at the same time the conjugation of personal properties and the structure of motives of students of a medical university, their professional choice, ways of its implementation at different stages of education, it is important to take into account the methodological study by domestic psychologists of a systematic approach to personality cognition. In this regard, the necessary intention to solve the problem posed in this work is created by the provisions of prominent Russian psychologists, who reveal various aspects of the development of the personality as a whole. So, in the theoretical works of A.A. Bodalev (1988), it is clearly shown that the internal structure that is being formed in a person, in which the effects of his activity as a subject are summarized in conjunction with life activity as an individual, constitutes his potential as a readiness to carry out various types of activity, and their level of productivity. In pedagogical psychology, the idea of studying the potentials of the subject of activity, as well as the concept of a systematic approach to the study of personality, was expressed by B. G. Ananiev (1969, 1977, 1980). Research L. A. Golovey (1986) found that the potentials of the subject of activity, considered at the levels of the individual and personality, in a generalized form can act as important qualities of the subject of activity.
Theoretical and concrete scientific research of B.G. Ananiev, K.M. Gurevich, E.P. Ilyin, B.F. Lomov, V.S. Merlin, V.L. Marishchuk, E.A. A. Korzunina, N.M. Peisakhova, Yu.P. Povarenkova, V.A. Sonina, V.D. Shadrikova, V.A. Yakunin revealed the psychological significance of the system-level organization of the educational process in the professional development of a specialist. In the analysis of this aspect of the problem of personality development as a professional, these scientists show that in order to bring together the requirements of a person by his future profession and his individual psychological characteristics, in order to effectively the educational process, all its stages, starting with the stage of orientation to the profession, should be based on the individual, personal and subjective characteristics of a person, their relevance to future professional activity.
At the same time, proceeding, first of all, from the ideas about the socionomic nature of the profession of a doctor and its humanistic orientation (E.A. Klimov, 1990; N.A. Danshshcheva, L.A. Balakireva, 1998), relying on the general position K.A. Abulkhanova-Slavskaya, A.A. Bodalev, A. Derkach, Yu.S. Stepanov and a number of other researchers who note that the subjective attitude plays a special role in the choice of a profession and the success of its mastering by a person, E.P. Ilyin (2002) that in psychology the question of the nature of the psychological load of the emotional and motivational sphere of a person in its professional definition and self-realization has not yet been sufficiently worked out. The study of this aspect of the problem of socio-psychological support of the professional choice of an individual is of great importance today, since the axiological status of human health, the public understanding of the prospects for Russian medical education and healthcare in general, are changing. Hence, an in-depth psychological study from the standpoint of a systematic approach to the personality of a student of a medical university as a future professional, whose activities are directly related to the preservation and medical support of people's health, which is the fundamental basis of human potential, is a highly relevant task.
A psychological study of personal-professional qualities and motivation of a person, included as elements subjectively identified by students of a medical university in the process of professional development, as one might assume, will bring closer to understanding the features of choice and its stability in the life path of a doctor. The study of the relationship of personal-professional qualities and the motivation of a future specialist at the stages of the entire distance of study at a medical university will allow us to more accurately isolate the conditions for the ambiguous influence on the individual realization of the potential acquired in the system of higher professional medical education, to better understand the psychological determinants that ensure the stability of professional choice.
In the light of these tasks, a detailed study of such personal characteristics as empathy, personal anxiety, conflict and aggressiveness is of particular importance. The ambiguity of their influence on professional choice and training, revealed in the practice of the educational process in medical universities, their specifically subjective association with the orientation of the individual, his self-determination and self-realization as a specialist as a whole, needs a more thorough psychological and pedagogical analysis.
To turn to the psychological analysis of this side of the professional development of the personality of a doctor, a large amount of material reveals (more existentially, mundane, worldly) issues of ethics and deontology, the established experimental "layer" of medical pedagogy, emphasizing the humanistic and civic principles in the activities of medical workers (A.I. Borokhov, V.V. Veresaev, A.A. Vishnevsky, I.A. Kassirsky, V.N. Myasishchev, M.Ya. Mudrov, N.I. Pirogov, B.V. the structure of medical practice, which does not exclude complex multi-level and multi-modal relationships between such personality traits as empathy, personal anxiety, conflict and aggressiveness, as well as many others, their mediation, ambiguous influence on the goals realized in real professional work by a specialist.
The above positions, within which the general theoretical views of K.A. Abulkhanova-Slavskaya, B.G. Ananiev, V.G. Aseev, A.V. Brushlinsky, A.A. .Bodaleva, L.A. Golovey, E.A. Klimova, A.N. Leontiev, B.F. Lomov, V.S. Merlin, V.D. Nebylitsina, S.L. Rubinshtein, B.M. Gurevich, A.A. Derkach, E.P. Ilyin, A.K. Markova, L.M. Mitina, V.N. Myasishcheva, Yu.M. Orlov, A.V. Petrovsky, A.A. Rean, D.I. Feldstein, A.I. the structure of the professional choice of the future specialist. An objective determination of the relationships between these characteristics, their influence on the success of personal and professionally oriented training of the subject of activity is considered in this work as a condition for designing and organizing psychological support for educational work in medical universities that meets the objectives of the long-term development of the medical education system in Russia .
Object of study. Professionally oriented choice of students of a medical university in the process of their preparation for medical practice.
Subject of study. Individual psychological characteristics of the personality of medical students and their motives as determinants of choice and success in mastering the medical specialty
Purpose of the study. To determine the specifics of the system-structural relationships between the individual psychological properties of the personality of students, motives and external factors that manifest themselves both in the personal and professional choice and the development of the medical specialty, affecting the personal and professional self-determination of the individual as a whole.
Research hypothesis. The individual choice and success of training at a medical university for a future specialist as a professional are psychologically determined by intermediary relationships of individual psychological properties, motives and external factors. The individual choice of a doctor's specialty and the redefinition of its axiological content by a person are associated with the level differentiation of the complex of individual psychological and motivational components. The stability of students' choice of a medical specialty to the greatest extent depends on the conjugation of the motivational orientation of the individual development of the psychological and professionally significant components of future activity and the motivational properties of the individual. Research objectives.
1. To identify the relationship between dominant motives and external factors in the decision to study at a medical university and the choice of medical specialty by graduates.
2. To study the degree of expression of academically and professionally important personal characteristics among students of a medical university, to determine their relationship with the success of training, as well as with the structure of motives for choosing training in the medical specialty and medical activity as conditions for self-development and self-realization of the individual;
3. To establish the relationship between neurodynamic features and gender differences of students of a medical university with personal characteristics and the structure of motives that determine professional choice and individual orientation in mastering a specialty;
4. To develop practical recommendations on the organization of psychological support for the professionally oriented development of the personality of a future specialist in a medical university, taking into account the specifics of the stages of student learning and the characteristics of individual choice.
Research methods. The study used such intensive methods as the I.M. Yusupov questionnaire (modified by E.M. Nikireev) for1 empathy research; a questionnaire developed by Ch.D. Spielberger for the study of situational and personal anxiety; "Tapping test", modified by E.P. Ilyin; a questionnaire developed by E.P. Ilyin and P.A. Kovalev to study aggressiveness and conflict; methodology for studying the general orientation of the personality, developed by V. Smekal and M. Kucheroy; the Bass-Darkey technique for the study of personality aggressiveness; methods of N.N. Kostyukov (1980) and A.P. Vasilkova (1998) for studying the motives of studying at a medical university, as well as theoretical analysis, typological analysis, study of educational documentation, questioning, participant observation.
The reliability and validity of the results are ensured by the representativeness of the sample of subjects, the use of proven in domestic psychology, reliable and valid psychodiagnostic methods and techniques, as well as the use of mathematical and statistical methods for analyzing experimental data, including correlation and factorial (with varimax rotation) analyzes, constructing the maximum correlation way.
Experimental base of the study. Educational; base of the Smolensk State Medical Academy. The bulk of the presented materials was obtained from a study of 200 students of the academy studying at the medical, pediatric and dental faculties (130 female students and, accordingly, 70 male students).
Defense provisions.
There is a certain qualitative relationship between the individual psychological characteristics of the personality of students (empathy, personal anxiety (JIT), aggressiveness, conflict, neurodynamic and gender characteristics) and the dominant motives associated with the choice of studying at a medical university, and representing the following groups of motivating forces (socially significant, personally significant and professionally significant motives).
Such personal properties of students as empathy, personal anxiety, aggressiveness and conflict (the degree of severity of which has a neurodynamic and gender conditionality) can act as motivational personality traits that have shown a connection with the motives for choosing a medical specialty. The decision to study at a medical university (the initial stage of education) and the choice of a medical specialty by graduates (the final stage of education) are associated with motives and external factors that are different in content and rank structure.
Medical-professional, communicative-deontological and social-conformist motivations, which, along with motives and external incentives, also include personal characteristics, are the main factors in choosing a medical specialty. The dominance of one or another motivation has an individual (neurodynamic and gender) conditionality. The success/failure of studying at a university is determined not by the influence of any one factor (personal trait, motive, etc.), but by their interaction, in the space of which motivational factors are of priority,
Empathy, personal anxiety, aggressiveness, conflict, motives and orientation of the personality should be considered as educationally and professionally significant qualities of the personality of students, which have shown a connection with the success of mastering the medical profession.
Scientific novelty of the research.
In the theoretical analysis and experimental work, the rank (hierarchical) and factor structure of the dominant motives and external factors in students when making a decision to study at a medical university and when graduates choose a medical specialty are determined. It has been established that the main factors in choosing education at a medical university are medical professional, communicative deontological and social conformist motivations. Along with motives and external stimuli, they also include certain personal properties that can play a motivational role. It is shown that the dominant influence of one or another motivational factor on the choice of studying at a medical university is largely due to the individual (neurodynamic and gender) characteristics of students.
Differences in the structures of the motives of students of a medical university when entering a university and choosing a medical specialization by graduates during the graduation from a medical university were revealed. A motivational-personal triad has been established, which expresses the relationship between motives and external factors in the choice of studying at a medical university with neurodynamic and gender characteristics, as well as personal properties of students, and affects the success of their education at a university. The general orientation of the personality of students of a medical university is determined. It is shown that the focus on interaction, which is necessary for the success and effectiveness of the personal and future professional interaction of future doctors, has the least degree of severity compared to other types of student personality orientation.
The degree of severity and features of the manifestation of such psychophysiological (neurodynamic) and personal properties in medical students as the strength of the nervous system, empathy, anxiety, aggressiveness and conflict were studied. Their relationship with the success of training and gender characteristics has been established. It has been shown for the first time that a predominance of students with a weak nervous system is typical in a medical university, and the existence of significant neurodynamic differences (according to the strength of NS) among students of various faculties has been established. It is proposed to consider empathy, personal anxiety, aggressiveness and conflict, which have shown a connection with the motives for choosing education at a university, as motivational personality traits, professionally significant qualities for a medical specialty.
The relationship of various forms and types (verbal, physical, subject, emotional aggression and self-aggression) of aggressiveness with other individual psychological characteristics of students, as well as with the success of mastering the medical specialty, was revealed. For the first time, conflict is shown as an educationally and professionally significant quality that reduces the success of students in mastering the medical specialty.
Theoretical significance of the study. In this work, a system-structural approach is being developed in the course of psychological research of a personality in a situation of choosing a profession and a specific specialization. The data obtained in the study expand and concretize the ideas about the features of the formation of the personality of the future doctor and professional choice.
The practical significance of the study. The results of the study made it possible to create a model of stage-by-stage psychological support for students, taking into account the peculiarities of their choice and study at a medical university. It is aimed at correcting the spontaneously formed dominants of the choice of education at a medical university and the choice of medical specialization during its graduation, allows you to take into account the individual psychological characteristics of students in the process of their education at a university and ensure the stability of a conscious motivational attitude to the medical specialty.
Approbation of work. The results of the study were reported and discussed at meetings of the Department of Psychology of the Smolensk State Pedagogical University and the scientific and methodological councils of the Smolensk State Medical Academy, the Interregional Faculty for Advanced Training of Doctors; at the IV-th International scientific-practical conference "Socio-psychological problems of mentality" (Smolensk, 2000); at the International scientific-practical conference of graduate students "Differentiation and integration of psychological and pedagogical knowledge in science, social practice and scientific research" (Smolensk, 2001); at the 1st International Conference "The Human Phenomenon in Psychological Research and Social Practice" (Smolensk, 2003).
Structure and scope of work. The dissertation is presented on 199 pages of typewritten text and consists of an introduction, those chapters, a conclusion, practical recommendations, a bibliography and an appendix. The bibliographic list of used literature includes 261 sources, 10 of them are foreign. The text of the manuscript is illustrated with 23 tables and 17 figures.
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Dissertation conclusion on the topic "Pedagogical psychology", Zaitseva, Vera Mikhailovna
The conducted empirical study allowed us to draw a number of main conclusions:
1. The rank (hierarchical structure) structure of the dominant motives for making a decision to study at a medical university includes three integrative factors (medical-professional, communicative-deontological and social-conformist motivation), which differ in the composition and content of motives and are associated with individual psychological characteristics students, as well as with the success of their studies at the university. These integrative factors include both motives and external stimuli, as well as certain personal properties that have been defined as motivational properties of the personality, since they are able to acquire motivating force. The predominance of one or another motivational factor in choosing a profession has an individual (neurodynamic and gender) conditionality,
2. The individual psychological characteristics of the personality of students of a medical university include: a high level of empathy and anxiety, the predominance of people with a weak nervous system, average indicators of the propensity to display aggressiveness and conflict, focus on oneself. These personal characteristics should be attributed to educationally and professionally important qualities due to the fact that they have shown a connection with the success of studying at a medical university and mastering the medical profession.
3. Individual (gender and neurodynamic) characteristics of students determine the degree of expression of educationally and professionally important personality traits, the rank structure and the content of the motives identified in the study. These personal characteristics should be attributed to educationally and professionally important qualities of students, due to the fact that they have shown a connection with the success of studying at a medical university and mastering the medical profession. Female students are characterized by the predominance of social conformist motivation, focus on themselves and the dominance of the motive for obtaining higher education and a diploma, the predominance of high levels of anxiety, a tendency to verbal, objective aggression and self-aggression, irascibility, resentment and conflict. Male students are characterized by the predominance of the factor of medical and professional motivation with the dominance of the motive of interest in the profession of a doctor, focus on the task, as well as a tendency to display physical aggression, uncompromisingness, offensiveness, intransigence and vindictiveness.
The dominant value of the factor of medical and professional motivation is typical for students with a strong nervous system, while the communicative and deontological orientation is of the greatest importance for students with a weak nervous system. The motivational sphere of students with a weak nervous system is characterized by a greater number of connections between motives and their tightness compared to students with a strong nervous system.
4. Good and poorly performing students are characterized by significant differences in individual psychological characteristics and motives for choosing to study at a medical university. "Successful" medical students are distinguished by the dominance of medical-professional and communicative-deontological motivation, a significant severity of the motive of interest in the profession of a doctor, the motive of helping sick people, the motive of the creative content of the medical profession, its prestige and the motive of communication, higher levels of empathy and an average degree of severity propensity to manifest personal anxiety, dominance of focus on the task. “Unsuccessful” students are characterized by lower, compared to successful students, indicators of empathy, high anxiety, a tendency to display irascibility, conflict, predominance, focus on themselves, social conformist motivation with the dominance of the motive of obtaining higher education,
5. If the choice of a medical university is determined by the influence of the whole complex of the integral individuality of a person, then the choice of one or another specialization is largely determined by the influence of not personal properties, but motives and external incentives and the specifics of the specialization itself. The degree of manifestation of personal properties among students who have chosen various medical specializations does not have significant differences, while the motivational factors that determine the choice of one or another medical specialization have significant meaningful differences.
CONCLUSION
As the theoretical analysis and empirical research have shown, the problem of studying the psychological factors that help a person achieve high results in activities, both educational and professional, establishing the determinants of the effective realization of his potentials by a person, is one of the most important in modern psychological science. In modern conditions, the problem of improving professional medical education is of particular importance, since medical specialists, primarily doctors, represent a special social stratum that is of exceptional importance for each individual and society as a whole. The factors that determine the very arrival of a person in the medical profession, his decision to study at a medical university are very important points for the success of mastering the medical specialty and subsequent professional activity. The study of these factors, in their interrelation and mutual influence, is an important, both diagnostic and prognostic moment for determining the prospects for modern Russian medical education and health care in general.
In order to bring together as much as possible the requirements for a person by his future profession and his individual psychological characteristics, in order to both the effectiveness of the learning process and the success of the upcoming activities, the organization of the entire educational process in a medical university, at all its stages, starting from the stage of career guidance, it should be based on the individual, personal and subjective characteristics of a person, their relevance to future professional activity.
At the present stage, the choice of studying at a medical university is becoming more and more conscious. The dominant motives for choosing the profession of a doctor are: the motive of helping sick people, which is closely related to high rates of such an educationally and professionally important quality as empathy, as well as the motive of interest in the profession of a doctor, which is also associated with empathy, the motive of the creative content of the medical profession and the motive of self-realization. Moreover, the motive of interest in the profession is significantly distinguished from all significant motives and is dominant.
The choice of studying at a medical university, the success of mastering the medical profession are due to the influence of the whole complex of the integral individuality of a person, in which personal and professional qualities and motives are dominant. At the stage of graduation from a university, medical students of all faculties and medical specialties have a complex of educationally and professionally important personal properties: high and very high empathy, high personal anxiety, an average degree of manifestation of aggressiveness and conflict.
Such educationally and professionally significant qualities of a student of a medical university as empathy, personal anxiety, aggressiveness and conflict are associated with the motives for choosing education in a medical university and the success of mastering the medical profession. Their severity and structure are associated with gender characteristics and neurodynamic characteristics of students. For a medical university, the predominance of students with a weak nervous system is characteristic, but the ratio of students with a strong and weak nervous system in the faculties we are considering is different.
The success of studying at a medical university is associated with the severity not of any individual properties and qualities of a student, but of their complex and interrelation.
The obtained data on the propensity of students to aggressive behavior indicate that aggressiveness as an integral personal property is due, on the one hand, to the neurodynamic and gender characteristics of the personality, and on the other hand, there is a connection with students belonging to a particular faculty (pediatric students lower propensity to display physical aggression).
High levels of personal anxiety among medical students do not contradict data on a high level of empathy, since high levels of personal anxiety are a reflection, on the one hand, of gender and typological differences in the subjects, and on the other hand, in conjunction with high and medium levels of aggressiveness, are a reflection of the individual's desire to occupy a certain social and professional position, to win a certain social and professional status.
The high and very high indicators of students' propensity to empathy that we have identified correspond to data previously obtained by other researchers and ideas about medical specialists as people for whom empathy is not only a distinctive and desirable feature, but also a professionally significant personal quality. Along with the high severity of this professionally significant quality in all medical students who participated in the experiment, there is a tendency to a greater severity of the level of empathy in people with a weak nervous system. A more detailed examination of the differences in the severity of propensity to various forms and types of aggressive behavior shows the greatest tendency among students of a medical university to manifest verbal aggression and self-aggression, irascibility, uncompromisingness and conflict, as well as such a type of focus as focus on oneself and on the task, while focus on interaction, which is the main, most favorable, meeting the requirements of the future profession, the type of orientation for the future doctor, the effectiveness of the process of mastering the profession, the success of its psychological and pedagogical impact on the patient, has the lowest severity indicators. So V.A. Averin and T.JI. Bukharina (1995, 63) points out the “blurring” of the psychological structure of the personality of low-performing students, but in the personality model of well-performing students, the authors note, all elements are well structured, each block (emotional, motivational, volitional) is represented by a full set of its parameters and is approved the presence of a connection between the level of personality development and the measure of the effectiveness of its activities. Our study confirms and expands these provisions.
Thus, in our study, it was possible to identify the relationship between the individual psychological characteristics of the personality of students and motives in choosing a medical specialty. As already noted, the data obtained in the study can be used in the selection of medical schools, orientation to the profession of a doctor, the organization of psychological service in a medical university, psychological support of the educational process, and psychological counseling of students. In addition, the results of the study are recommended to be used in the development of programs and plans for the training of future doctors, the training of graduate students, young teachers of departments. They can also be used in conducting advanced training courses for teaching staff of medical universities, psychological counseling in order to take into account the individual psychological characteristics and motivational sphere of students, in the process of training and shaping a future medical specialist, as well as in the final assessment of the formation of his educationally and professionally important qualities. .
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Diligence, accuracy, responsibility, conscientiousness, perseverance and other so-called "business" qualities, as well as their antipodes, are formed later in children's games, in accessible types of domestic work. This requires adult stimulation. Character traits that manifest themselves in relationships with people, in communication, take shape in the primary grades of the school, when the child's circle of contacts with new school friends and with teachers expands sharply.
Volitional character traits are developed and consolidated in adolescence, and the basic (moral and ideological) foundations of character - in early adolescence. By the end of school, the character is actually formed. Character affects almost all other personality traits, its cognitive, volitional, emotional processes and states. Character differs from other personality traits in many respects in its early formation and stability.
2.4 Will
The concept of will
Will- conscious regulation by a person of his behavior (activity and communication), associated with overcoming internal and external obstacles. This is the ability of a person, which manifests itself in self-determination and self-regulation of their behavior and mental phenomena.
The main features of an act of will:
a) the application of efforts to perform an act of will;
b) the presence of a well-thought-out plan for the implementation of a behavioral act;
c) increased attention to such a behavioral act and the lack of direct pleasure received in the process and as a result of its execution;
d) often the efforts of the will are directed not only to victory over circumstances, but to overcoming oneself.
Volitional regulation of behavior
Volitional regulation of behavior is characterized by the state of optimal mobilization of the individual, the required mode of activity, and the concentration of this activity in the required direction.
The main psychological function of the will is the strengthening of motivation and the improvement on this basis of the regulation of actions. In this, volitional actions differ from impulsive ones, that is, actions performed involuntarily and insufficiently controlled by consciousness.
At the level of personality, the manifestation of will finds its expression in such properties as strength of will(the degree of necessary volitional effort to achieve the goal), perseverance (the ability of a person to mobilize his abilities for a long overcoming of difficulties), excerpt(the ability to slow down actions, feelings, thoughts that interfere with the implementation of the decision), energy and others. These are the primary (basic) volitional personal qualities that determine the majority of behavioral acts.
There are also secondary, developing in ontogenesis later than the primary, volitional qualities: determination(the ability to make and implement quick, reasonable and firm decisions), courage(the ability to overcome fear and take justified risks in order to achieve the goal, despite the dangers to personal well-being), composure(the ability to control the sensual side of one’s psyche and subordinate one’s behavior to the solution of consciously set tasks), self confidence. These qualities should be considered not only as volitional, but also as character-logical.
The tertiary ones include volitional qualities that are closely related to moral ones: a responsibility(a quality that characterizes a person in terms of fulfilling her moral requirements), discipline(conscious submission of one's behavior to generally accepted norms, established order), adherence to principles(loyalty to a certain idea in beliefs and consistent implementation of this idea in behavior), obligation(the ability to voluntarily assume obligations and fulfill them). This group also includes the qualities of the will associated with the attitude of a person to work: efficiency, initiative(the ability to work creatively, taking steps on one’s own initiative), organization(reasonable planning and ordering of their work), diligence(diligence, fulfillment of assignments and one's duties on time), etc. The tertiary qualities of the will are usually formed only by adolescence, that is, the moment when there is already experience of volitional actions.
Volitional actions can be divided into simple and complex. In a simple volitional act, the impulse to action (motive) passes into the action itself almost automatically. In a complex volitional act, an action is preceded by taking into account its consequences, awareness of motives, decision-making, the emergence of an intention to carry it out, drawing up a plan for its implementation, etc.
The development of the will in a person is connected with:
a) with the transformation of involuntary mental processes into arbitrary ones;
b) with the acquisition by a person of control over his behavior;
c) with the development of volitional qualities of the individual;
d) with the fact that a person consciously sets himself more and more difficult tasks and pursues more and more distant goals that require significant volitional efforts for a long time.
The formation of volitional qualities of a personality can be considered as a movement from primary to secondary and further to tertiary qualities.
2.5 Emotions
Types of human emotions and their role in professional activities
Emotions are understood, on the one hand, as a kind of expression of a person’s subjective attitude to objects and phenomena of the surrounding reality in the form of direct experiences of pleasant or unpleasant (emotions in the broad sense of the word), and on the other hand, only the reaction of humans and animals to the effects of internal and external stimuli associated with the satisfaction or dissatisfaction of biologically significant needs (emotions in the narrow sense of the word).
Through emotions as a system of signals, a person learns about the needful significance of what is happening. Emotions can be positive associated with experiencing something pleasant, and negative mi, when something unpleasant is experienced. Positive emotions are, for example, satisfaction with one's work, a sense of duty, competition. On the other hand, there may be negative emotions. This, first of all, concerns those cases when people, although they work, do not like this work. They do it out of a sense of duty, maybe in good faith.
There are also sthenic, increase the activity of the individual, and asthenic, reducing its activity.
Emotions are divided into the emotional tone of sensations, emotions in the narrow sense of the word (as discussed above), and feelings. Some authors put affects in the same row. Emotional tone of sensations- these are direct experiences that accompany individual sensations (for example, temperature, taste, auditory) and prompt the subject to preserve or eliminate them. Feeling- a reflection in the mind of a person of his attitude to reality, which arise when your needs are satisfied or not satisfied. According to the direction of feelings are divided into: moral(experiences related to a person’s attitude to social institutions, to the state, a certain party, to other people, to himself - love, hatred, etc.), intellectual(feelings associated with cognitive activity - doubt, confidence, curiosity, etc., love of truth as the pinnacle of intellectual feelings), aesthetic(experience of the beautiful or the ugly, manifested in the perception of works of art, natural phenomena, events of social life - a sense of beauty or ugliness, a sense of the majestic, etc.). Affect- a strong and relatively short-term emotional state that has arisen in connection with a sharp and unexpected change in life circumstances relevant to the subject and is accompanied by pronounced motor and visceral (intraorganic) manifestations.
Let's define some more concepts that characterize human emotions. Ambivalence- inconsistency, inconsistency of experienced emotions to a certain object (love, hatred, joy and grief, etc.). Apathy- caused by fatigue, a difficult experience or illness, an emotional state of indifference, simplification of feelings, indifference to the events of life around, weakening of motives. Depression- a depressed effective state, characterized by a negative emotional background, a decrease in urges, inhibition of intellectual activity and motor reactions. Mood - relatively stable experience of any emotion. Passion- a strong, persistent and all-encompassing feeling, dominating the other feelings of a person and leading to a focus on the subject of passion of all his aspirations and forces. stress ( emotional) - an emotional state that has arisen in response to a variety of extreme actions (stressors) - threat, danger, resentment, etc. Empathy- empathy, comprehension of the emotional state, penetration, feeling into the emotional world of another person.
In labor psychology, it is necessary to take into account the moment of emotions. It is the mood of the day that affects performance, i.e. the mood with which a person comes and does the work.
It is also important to take into account the specific emotions that are caused directly by a particular work activity. These emotions stand out primarily as professionally important. They are divided into two subgroups. The first subgroup is those emotions that connect the relationship of people with the team in the process of this collective type of labor.
The second subspecies of professional emotions are those emotions that arise in the course of the work itself. These are, first of all, those professions in which emergency situations can occur and where an incorrect, delayed decision-making can lead to an accident under conditions of high emotional tension (pilots, steeplejacks, some types of operator work). In these professions, emotionally unstable people cannot work.
A number of professions make special demands on other diverse personality traits: accuracy, organization, pedantry in some cases, sociability or isolation.
Conclusion
Along with the study of professionally important features, it is necessary to pay attention to the individual characteristics of a person, to the individual style of his work, as one of the ways a person adapts to a profession. In order to understand the individual characteristics, the individual style of activity, it is necessary to conduct a comparative analysis of those workers who perform the same work, using different methods and actions. The role of the individual psychological characteristics of a person in work lies in the fact that the influence on the activity of various mental states caused by an unpleasant situation and pedagogical influences depends on it. The influence of various factors that determine the level of neuropsychic stress depends on them (for example, performance evaluation, acceleration of the pace of work, discipline, etc.). You can use several ways to adapt the characteristics of the individual to the requirements of the activity. Professional selection, one of the tasks of which is to prevent persons who do not have the necessary properties of individual psychological characteristics of a person from this activity. But such a selection is implemented only in the selection for professions that place high demands on personality traits. You can use an individual approach (it consists in individualizing the requirements, conditions and methods of work for a person). The individual psychological characteristics of a person leave their mark on the ways of behavior and communication, so it is very important to take them into account when determining the type of professional activity.
List of used literature
Zeer E.F. Career guidance. Theory and practice. - M., 2004.
Corporal J. Psychology of personality. - St. Petersburg, 2003.
Klimov E .A . How to choose a profession. - M., 1990.
Kovalev A.G., Mesishchev V.N. Mental characteristics of a person. - St. Petersburg, 1957.
Kornienko N.A. Personality and individual differences. - Novosibirsk, 1998.
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L.A. Leshchinsky (1987) identifies the following professionally important qualities for therapists: passion for their specialty, active humanism, regardless of the presence of antipathy, the desire to do good, a sense of duty, the ability to compassion, kindness and love for people; the ability to inspire confidence in patients, the willingness to alleviate suffering, endurance, tolerance towards patients, communication skills. Readiness for self-sacrifice, business pedantry, responsibility for the results of treatment, the desire to improve oneself in the profession, self-criticism, the ability to place patients in the center of one’s consciousness, developed perception (“clinical scent”, “clinical eye”), stable emotional sphere. The ability not to panic, neatness, high psychological culture, delicacy and tact in relation to patients, optimism, the ability to suppress the feeling of disgust at the patient's bedside.
According to A.M. Vasilkov and S.S. Ivanova (1997), a stable motivation for the profession of a military doctor is observed among cadets who have social introversion, a tendency to personal socially approved achievements and rigid attitudes, as well as a lack of predisposition to a demonstrative type of behavior and insincerity.
V. Dubrova and I.V. Malkina (2003) showed that medical students include the following characteristics in their idea of an “ideal” doctor: balance, ability to control emotions, cheerfulness and optimism, calmness, discipline, willpower. Self-confidence, autonomy, internal locus of control, ability to reflect, flexible and sharp mind, psychological competence, willingness to cooperate with the patient and, of course, erudition and theoretical knowledge. According to some of them, the ideal doctor should be a man, neat, with an attractive appearance and pleasant manners.
It was found that surgeons and resuscitators have high sensitivity, tension, rigidity, emotional stability and high self-control.
According to E.B. Oderysheva (2000), the psychological portrait of a therapist and a surgeon includes the following qualities: sociability, emotional stability, high social normative behavior, high internal self-control. In the generalized psychological portrait of a surgeon, the same characteristics are highlighted, but to a much greater extent. In addition, surgeons were characterized by social courage.
Features of the emotional sphere of medical workers. Medicine is that sphere of human activity where negative emotional states predominate. Patients expect sympathy and care from the medical staff, which requires empathy. Therefore, it is believed that people with a high level of empathy should go to medicine, as well as to other socionomic professions. It is believed that a doctor's high empathy helps to better feel the patient's condition. Along with this, as noted by M.A. Yurovskaya (1925), a doctor is characterized by the ability to easily overcome unpleasant impressions.
It is impossible not to take into account the fact that medical workers, constantly faced with the suffering of people, are forced to erect a kind of barrier of psychological protection from the patient, become less empathic, otherwise they are threatened with emotional burnout and even neurotic breakdowns. By the way, it has been shown that two-thirds of doctors and nurses in the intensive care unit experience emotional exhaustion as one of the symptoms of emotional burnout. In another study, it was found that emotional burnout is more pronounced in cardiologists than in oncologists and dentists. This is due to the fact that cardiologists are more often in extreme situations.
Hence, the requirements for the emotional sphere of medical workers are rather contradictory. Along with empathy, physicians must also be emotionally stable. Both excessive emotionality and emotional inhibition can be an obstacle to the implementation of clear and quick actions.