Psychological and pedagogical conditions for the formation of competence in the professional communication of students of psychological faculties of universities

Annotation

Eveiy year requirements to high - quality training of specialists psychologists raise and the special importance is gained by a problem of identification of psychology and pedagogical conditions of formation of competence of professional communication of students of psychological faculties of higher education institutions. As showed the analysis of the researches conducted in domestic and foreign psychology, the competence of conununication is one of the phenomena which are most studied by psychologists recently.

Conununication is the most important categoiy of psychological science. The perspective of communication takes an important place in the general psychology and in psychology of the personality. The pedagogical psychology can be considered through a communication prism as practically all parties of processes of education and training are mediated by communication. Communication is essentially the central concept of social psychology as it generates such phenomena as perception and Imdcrstanding by people of each other; Ieadersliip and management; unity and conflictness, etc.

In our work we consider relevance of process of training of psychologists which is caused bv mass character of this profession and its importance for modem society and also insufficiency of the psychology and pedagogical works devoted to a research of conditions of formation of competence of professional communication, the being psychologist, basic for professional activity. It is obvious that the significant part in professional formation of students' psychologists is assigned to formation of competence of professional conununication today.

Introduction

Since every year the requirements for high - quality training of psychologists increase the problem of identifying the psychological and pedagogical conditions for the formation of competence in the professional communication of students of psychological faculties of universities is of particular importance. As the analysis of research conducted in domestic and foreign psychology has shown competence in communication is one of the most studied phenomena recently by psychologists.

Communication is the most important category of psychological science. The issue of communication occupies a significant place in general psychology and in the psychology of personality. Pedagogical psychology can be viewed through the prism of communication since almost all aspects of the processes of education and training are mediated by communication. Communication is essentially the central concept in social psychology since it is this that gives rise to such phenomena as people’s perception and understanding of each other; leadership and leadership; cohesion and conflict, etc.

Experimental

The term “communication” is considered in Russian psychology primarily in the context of the activity approach. There are three sides of communication by G. Andreeva (Figure 1). Considered in unity the three sides of communication create an important condition for the optimization of joint activities of people and their relations.

The task of psychology is the development of means of adjusting communication improving communication skills, especially necessary for those categories of people whose professional competence is largely related to the effectiveness of their communication, that is, their level of communication competence. Competence in communication is actively investigated by many authors but the structure of competence in professional communication and professional activity has not been studied enough.

The essence of professional activity can be identified through the orientation of psychological research on the development of reference parameters of “future” activities. A comprehensive solution to the problem of disclosing the content Ofactivities is possible on the basis of the activity approach to the development of the profession according to which activity is considered as the leading condition and the main mechanism for the formation and development of a specialist.

In the process of professional communication there is no hard set of knowledge: with the emergence of new conditions and tasks that require the deepening of existing knowledge and the acquisition of new ones, the psychologist must be in the process of constant development of his activity. The focus of teachers of psychological faculties should not be individual academic disciplines or their complexes but the activities of psychology students and the corresponding psychological and pedagogical conditions for fully managing the process of becoming a highly qualified specialist. It is necessary that the psychologist has such personal characteristics that would allow him to take care of creating the most favorable conditions for the development of self-awareness and the implementation of personal changes of his clients. That is why the competence in communication in the works of many domestic authors is considered as the basic competence of the psychologist (I.V. Vachkov, Yu.M. Zhukov, T.L Khudyakova, etc.).

Results and discussion

The nature of the relationship between the psychologist and the client is the most important moment in psychological practice which determines the effectiveness or inefficiency of professional activity. Correction of the client’s personal problems requires their awareness, actualization and therefore involves a process of specially constructed dialogical communication. Dialogue communication involves the provision of feedback. The concept of “parity” dialogue was advanced by Yu.N. Yemelyanov defined it as an equal conversation. V.N. Kunitsina distinguishes the following functions of trust communication:

social-psychological (the formation of interpersonal relations, the establishment and preservation of psychological contact);

psychological (emotional support, satisfaction of need for acceptance); psychotherapeutic (restoration and preservation of mental equilibrium).

Of particular importance for the formation of trust communication is the manifestation by the psychologist of a high level of tolerance and internality, the desire to achieve mutual understanding and coordination of different motives, attitudes, orientations, using the competence in communication to build a dialogue, clarification, cooperation. In studies of ND. Tvorogova it is shown that a person can consciously control his communication, thanks to the fact that she or he controls the motives of his communication, sets himself or herself certain communication goals, contributes to the development of a positive or negative view of the communication situation, chooses and forms the technical communication which is particularly significant for a specialist psychologist.

Since the systematic formation of competence in professional communication requires its comprehensive diagnosis, it is necessary to determine the criteria for evaluating the main components of competence in the professional communication of psychology students. Analysis of the features of the professional activity of the psychologist allowed us to divide into the following levels (Figure 2).

Each of them is qualitatively different from the others according to the previously presented evaluation criteria.

Conclusions

The relevance of considering the process of teaching psychologists is due to the mass character of this profession and its significance for modern society as well as the insufficiency of psychological and pedagogical works devoted to the study of the conditions for the formation of competence in professional communication which is basic for the professional activity of a psychologist. It is obvious that a significant role in the professional development of psychology students today is given to the formation of competence in professional communication.

Literature:

1. Filatova, L.E. Development of competence in communication among students-psychologists / L.E. Filatova // News of the Volgograd State Pedagogical University. Series: Pedagogical Sciences. - 2010. - № 9 (15).- p. 167-170.

2. Maklakov A.G. Textbook for universities. Publisher “Peter”. St. Petersburg, 2015.

Year: 2019
Category: Pedagogy