General psychological characteristics of the profession. Fundamentals of professional activity of a psychologist The main psychological characteristic of the profession is

The profession of a psychologist is an interesting and promising direction that is gaining popularity among young people. Some people are attracted by its popularity and the ability to quickly find a job. For the rest, what matters is what kind of help such a specialist can provide to people. The level of wages of workers with psychological education, career opportunities, and numerous options for professional development do not go unnoticed.

When thinking about becoming a psychologist, you need to evaluate your abilities, capabilities, and personal qualities. To realize your potential, it is not enough to receive an education in your chosen field. We need to systematically work on ourselves and raise our level of professionalism. A specialist must be able to listen to people and find an approach to them, but this is not taught even in the best universities.

Psychology is a relatively “young” profession, but references to attempts to work with the spiritual and emotional sides of human life were found in the works of such ancient philosophers as Plato and Aristotle. Technological progress in the 18th and 19th centuries gave impetus to the development of a number of humanities. In 1879, the first experimental laboratory in this field was opened in Leipzig, Germany. At the same time, professions closely related to psychology appeared. In our country, S.L. was actively involved in the study and promotion of this direction. Rubinstein, I.M. Sechenov, I.P. Pavlov.

Today there are a number of areas in which a psychologist can work. Basically, his actions are aimed at assessing the life of a particular person, looking at the situation taking into account his emotions and mental state. The specialist has special skills that allow him to identify the client’s leading character traits, his strengths or weaknesses, level of intelligence, and degree of social adaptation. Government institutions and companies need the services of psychologists. Individuals who are unable to resolve some personal issues or problems on their own are increasingly turning to professionals.

Psychologist, psychotherapist, psychiatrist, psychoanalyst - what's the difference?

A person who wants to study to become a psychologist must be familiar with the specifics of the profession. In particular, you should figure out what specialties are similar to this one, and how they all differ.

Before entering a specialized university, you should remember that:

psychologists work with people without mental disorders. They study the behavior of individuals, their character traits, and help them understand themselves. The specialist tries to help the client without the use of drugs or other therapeutic techniques. To work as a psychologist you do not need to obtain a medical education;
psychiatrists are qualified medical doctors. They treat people with mental disorders. During treatment, such health workers use not only communication, but also potent drugs, electroconvulsive therapy, and radical approaches;
psychotherapists are representatives of a special specialization of psychiatrists. They communicate with people who are mentally healthy but have serious emotional disorders. Therapy is based on verbal techniques and is supported by medications.

The psychoanalyst stands apart in this group. This is a person who has been educated as a psychologist and has mastered a number of additional skills. He is able to work with people who do not even suspect they have problems. A professional acts at the level of the client’s subconscious.

Areas of specialty psychology

Work in the field of psychology is conventionally divided into two broad areas - theoretical and practical. The first is more suitable for people who are focused on scientific activity, who are going to teach, write articles or scientific works. These professionals study science in general, develop new techniques and methods, and convey information to the public. Practical psychology is intended for those who want to work directly with people. Such an expert is aimed at solving problems of specific clients during personal communication.

What exactly psychology and its representative do depends on the specialization of the professional:

basic specialist - assesses the characteristics of human behavior depending on environmental conditions and the specifics of the situation;
clinical – to obtain a specialty you must have a medical education. Such a doctor is able to work with both healthy clients and people with certain disabilities;
preschool – a specialized teacher who helps solve the problems of children with and without mental disabilities;
consultant - advises people on a variety of personal issues in order to solve their internal problems;
conflictologist - the work of a psychologist with this education is aimed at studying relationships between people and solving problems that arise against this background.

The listed areas are closely related to each other, but still each has its own nuances. You can enroll as a general psychologist and then choose a specialization. If the specifics of the field initially influence admission to the chosen university, career guidance will help you make the right decision.

Specialist working methods

To get a more detailed description of the profession, it is necessary to study the practical techniques of specialists. The list is long and its content depends on the specifics of the situation. There are three main methods of work that every psychologist should know about. Testing is aimed at diagnosing a person’s personality traits, determining his emotional background, and intellectual abilities. Consulting is an opportunity to obtain maximum information about a person during direct contact in order to tell him what to do about his problem. The trainings are intended for people who cannot decide on their own where to go to study or work, what to do in life, and do not know how to get rid of character weaknesses or obsessive fears.

How to become a professional psychologist

Having figured out what specialties there are in the field, it’s too early to start choosing a university. First, you should evaluate your strengths and weaknesses, goals, and character traits. People who are attracted only by the potentially high salary of a psychologist are rarely successful and enjoy their work. It is important to remember that the main goal of a specialist is to help people solve their problems.

Characteristics of a person capable of becoming a good psychologist:

high level of tolerance to other people's shortcomings, characteristics, quirks;
the ability to listen to people without judging their actions;
the ability to assess the situation in the life of the interlocutor, empathizing, but not focusing on other people’s problems;
the desire to constantly learn, increase the level of intelligence and professional level;
tact, patience, beautiful and understandable speech;
observation, self-confidence, ability to calmly react to unusual situations;
pleasant appearance, attractive manners;
good memory, ability to quickly analyze information.

When choosing between self-education and the classical form of education, it is recommended to make the choice in favor of the latter. People entering specialized universities have the opportunity to obtain basic theoretical knowledge in full and acquire the practical skills necessary for work. Theory alone is not enough for effective work in the field.

Pros and cons of the profession of psychologist

When deciding to receive an education in psychology, you should base yourself not only on your own attitude to the profession. It is important to assess whether it is in demand in a particular region, how much young and experienced specialists earn, and whether there are prospects for professional development. There are times when it makes more sense to get a diploma in another field, and then take a shortened training program to become a psychologist according to the principles of the second higher education.

Positive points

Even if you graduate from your major, but then never work in your specialty, the knowledge you gain will still be useful. They are especially useful for those who plan to conduct business negotiations, work in public services, child care institutions, and in government positions.

The direction has a number of other significant advantages:

the salary of a psychologist in Russia increases every year in proportion to the growing interest in such specialists;
the opportunity to help people, including your loved ones;
the knowledge that a psychologist receives can be applied not only at work, but also in everyday life;
constant personal and professional development, variety of areas and options for using skills.

All areas of psychology are closely related to each other. It is not necessary to immediately decide who to work in the future. First, it is enough to gain basic knowledge and skills. Then you can choose a specific specialization and achieve the desired level of professionalism with the help of specialized seminars, courses, and lectures.

Negative sides

The disadvantages of being a psychologist are subjective and mostly people create them for themselves. Problems may arise for a person who does not know how to separate work from personal life. Worrying about each client at a deep level of consciousness, an employee risks a nervous breakdown or emotional exhaustion. A negative point is the size of the salary of a beginning expert. It takes several years to gain authority in the field. Another disadvantage is that in our country psychologists are not yet as “promoted” commercially as in the West.

Where can a psychologist work?

Just 10-15 years ago, there was a systematic shortage of applicants in universities majoring in Psychology. The reason for this situation was problems with the employment of young specialists. Most often, after graduation, graduates found employment in specialized clinics or were forced to receive another education. Today the situation has changed dramatically.

A psychologist can work in one of the following areas:

children’s – assesses the child’s level of development and intelligence, his personality type and character traits, establishes the timeliness of the child’s transition to a new kindergarten group or school;
school – assistance in the adaptation of children, working with difficult individuals, testing graduates;
family – counseling couples with and without children during periods of crises and difficult life situations;
corporate – checking and evaluating new employees, resolving conflicts within the team;
sports – work with self-esteem, help in relieving tension, combating emotional exhaustion of the athlete;
social – employees of prisons, clinics, rehabilitation centers who help people with addiction or criminal records return to normal life;
clinical – workers of psychiatric hospitals, dispensaries, clinics. They independently see people or help a psychiatrist.

Each of the listed areas has its own specifics. It determines what the psychologist’s salary will be, establishes a list of the specialist’s responsibilities, and divides priority and auxiliary tasks.

Who shouldn't become a psychologist?

A person who chooses a profession based on the principle of “where they pay the most” will not make a good specialist. No training program will teach you to empathize with clients, but not worry about them. Psychology is a calling. Representatives of the direction have no right to be indecisive, emotional, or aggressive. People with a low level of intelligence, limited thinking, pessimists and introverts should not consider this career option.

How to become a psychologist

The beginning of professional activity is possible only after receiving a university diploma. Options for taking specialized courses are appropriate only for those people who have a medical education or a specialty closely related to psychology. Contrary to popular belief, you won’t be able to learn here on your own. While mastering the material, students must practice the acquired skills, which is only possible in a specialized educational institution.

Where to study to become a psychologist

When deciding where to enroll, you need to clearly understand your goals and objectives. Among the leading universities in the field distinguished: Moscow State University, National Research University Higher School of Management, First Medical University, Russian State University for the Humanities. In many institutions, students are trained in multidisciplinary international programs. Russian language, biology, social studies, mathematics and foreign languages most often come to the fore as entrance tests and specialized subjects.

How many years does it take to study to become a psychologist?

If you start from scratch, it will take at least 4 years to complete your education. For a person who has already received higher education in the past, these terms can be reduced to 2-3 years. When the situation allows you to get by with professional courses, it will take 3-6 months to obtain a certificate. A certified employee can improve his qualifications or expand his area of specialization at any time.

How much do psychologists earn in Russia?

The salary of a graduate of a specialized university at the start of a career ranges from 10-12 thousand in the regions, from 20-25 thousand in Moscow and other large cities. Such indicators are typical for municipal institutions and public organizations. Over time, the salary level increases to 30-40 thousand in the regions, to 50-55 thousand in Moscow and regional centers. How much employees of private clinics earn depends on the type of their employment, professionalism, and form of work. On average, they receive from 70-80 thousand rubles. Private practice in Russia is not yet very widespread; the service is only gaining popularity. How much such a psychologist receives directly depends on his business acumen, experience, knowledge, and skills.

Statistical studies have proven the benefits of the work of psychologists and the need of modern society for their services. The number of specialized clinics is growing rapidly, and the professionalism of the region’s representatives is increasing. Universities train employees of various profiles and skill levels. It is enough for a job seeker to identify his strengths and weaknesses, determine the direction of interest, and he can begin to build a promising career.

The profession of a psychologist is multifaceted. Depending on the chosen specialization and the level of professional tasks being solved, both its place in the system of professions and the requirements for a specialist change. For example, in the classification of professions according to the goals of professional activity, the profession of a research psychologist is classified as exploratory, a psychodiagnostician is classified as gnostic, and a psychologist-consultant is classified as transformative. According to working conditions, a theoretical psychologist can be classified as a profession that works in a microclimate close to that of everyday life, and an applied psychologist can be classified as a profession related to work in conditions of increased responsibility for the life and health of people. With all the variety of psychological specialties (especially for a practicing psychologist), what they all have in common is that they all:

require highly qualified labor and lengthy training;

belong to the group of professions “person - person”;

the main means in them are functional means of labor;

assume a developed level of personal qualities such as reflection, empathy, criticality and non-judgment, interest in people, etc.

Professional is a subject of professional activity who has high levels of professionalism of personality and activity, has a high professional and social status and a dynamically developing system of personal and activity normative regulation, constantly aimed at self-development and self-improvement, at personal and professional achievements that have a socially positive meaning.

Of particular importance in the profession of “psychologist” is the personality of the holder of the profession - his professionalism, activity, motivation, ability to understand another person and influence him. Therefore, the development of personality, its professionally important qualities(PVC) is the most important condition for the success of a psychologist in his professional life. PVC is the psychological qualities of a person that determine productivity, quality, effectiveness and other activities. (Zeer E.F. Psychology of professions. M., 2006. P.54).

3. History of the formation of the profession of “psychologist”

The demand for psychological knowledge was acute in the second half of the 19th century, which, of course, was associated with the development of society, capitalist production relations, into which significant masses of people were included.

The beginning of the development of psychology as an independent science dates back to 1879, when the first psychological laboratory was founded at the University of Leipzig. It was led by Wilhelm Wundt, a philosopher and at the same time a psychologist, who decided to study the content and structure of consciousness on a scientific basis.

In 1884, at the London international exhibition, the English scientist Galton (who is rightfully considered the founder of psychodiagnostics) for the first time demonstrated experiments on studying abilities and measuring individual characteristics of people (height, weight, muscle strength, visual, auditory discrimination).

The next significant stage in the development of psychology is traditionally considered to be the development of psychoanalysis by S. Freud, who not only became the author of psychoanalysis as a scientific and psychological school, but also an outstanding psychotherapist-practitioner who developed and successfully applied the method of psychoanalysis for the treatment of neuroses.

In 1886, Freud received a scientific scholarship to study in France with the psychiatrist Charcot. In 1890 he published the book “The Interpretation of Dreams.” In 1893 - “On the psychological mechanism of the phenomena of hysteria”” “Essays on hysteria”. In 1910, around Freud, there was an association of other young psychotherapists - C. Jung, A. Adler, Rank, Ferenczy, Abraham, etc. Since 1911, the international psychoanalytic society was formed. Psychoanalysis had an unusually strong influence on the development of culture, philosophy, and the civilization of Western society in general in the 20th century, and determined the development of psychotherapeutic psychological activities.

Regarding the initial stages of the development of psychology in Russia, it is important to note that Russian scientists, doctors, and psychotherapists maintained close contacts with their colleagues from European countries. Many events in Russia took place with a very slight lag from European ones. Thus, the first experimental psychological laboratory was opened in St. Petersburg in 1885 by the outstanding Russian physiologist Ivan Mikhailovich Sechenov. The development of this laboratory subsequently led to its transformation in 1908 into the Psychoneurological Institute.

In Moscow, the first psychological laboratory was opened by Georgiy Ivanovich Chelpanov in 1907 at Moscow State University. In 1912, the Institute of Psychology was created (now it is the Psychological Institute of the Russian Academy of Education). The development of experimental psychology and its spread in Russia proceeded at a rapid pace. Subsequently, experimental laboratories were opened in pre-revolutionary Russia in cities such as Kharkov, Kazan, Kyiv, Saratov, etc.

The development of psychology led to the need to unite people involved in it professionally - psychologists. In 1906, the first congress on educational psychology took place in St. Petersburg; its organizers were outstanding child psychologists A.P. Nechaev and N.E. Rumyantsev.

After the revolution, the development of psychology in the Soviet Union followed a contradictory and tragic scenario. The popularity of pedology, the psychology that studied child development, in the 1930s was abruptly ended by the government decree “On pedological perversions in the Narkompros system” in 1936. Since this tragic year, the development of practice-oriented psychology has practically stopped.

Nevertheless, it is impossible to stop what is necessary, for which there is a need and a need in society in its various spheres. Academic psychology continued to develop. The need for psychological research was determined by the development of the defense industry, aviation, and astronautics. These areas of psychology were developed in our country as closed, secret. The methodology of Soviet psychology developed. The theory of activity (the teachings of Rubinstein, A.N. Leontiev), psychological theories of learning (V.V. Davydov, L.V. Zankov, etc.) are generally recognized in world psychological science.

In the 1980s, the need to introduce universal secondary education and the difficulties of implementing this project necessitated the creation of a school psychological service. For about 10 years in the USSR, under the leadership of Academician Yu.N. Babansky, an experiment was conducted to create a school psychological service. The experiment took place not only in Moscow and Leningrad. But also in other regions of the country: Novosibirsk, Krasnoyarsk, Tartu, Vilnius (Estonia), etc. The results of the experiment were approved and generalized and became the basis for the adoption of the “Regulations on School Psychological Service”, adopted in 1989.

The introduction of the position of educational psychologist into the staff of schools in the early 90s became the reason for the opening of the specialty “psychology” in Russian pedagogical institutes and universities. Since that time, the intensive development of the system of psychological professional education began. Over the past decade and a half, practice-oriented psychology has been developing rapidly and intensively: psychological knowledge and culture are becoming in demand in many areas of modern society.

Profession "Psychologist" in the subject of work belongs to the type - "person-person"; by the nature of the work it is a profession creative class.

Purpose of the profession "Psychologist": providing psychological assistance to the client. Depending on the job description: psychologist at an enterprise - tasks to optimize the labor process; psychologist-consultant – assistance in resolving personal difficulties and family problems; in research organizations - carrying out scientific work.

The main tasks of the “Psychologist” profession:

o client reception;

o studying the client’s problem and difficulties (using conversation methods, document analysis, questionnaires, testing, experiment);

o analysis of the problem, its awareness;

o finding ways to solve the problem;

o working with the client on ways to resolve the problem;

o assistance in their awareness;

o assistance in working out ways to get out of these kinds of difficult situations;

o maintaining special documentation;

o constant self-development, increasing the level of professionalism.

The profession of “Psychologist” requires predominantly intellectual expenditure from a specialist. Professional activity, first of all, involves analyzing, comparing and interpreting data, proposing new solutions, coordinating work, coordinating actions, ensuring the correct and accurate functioning of the system.

Professionally important qualities of the profession “Psychologist”:
o adequate self-esteem; o discipline; o optimism, dominance of positive emotions; o organization, self-discipline; o responsibility; o self-control, the ability to introspect; o self-control, emotional balance, endurance; o striving for professional excellence; o attention to detail; o selectivity of attention; o developed attention span (the ability to simultaneously perceive several objects); o the ability to notice changes in the environment without consciously focusing attention on them; o the ability to notice minor (unnoticeable) changes in the object under study, in instrument readings; o the ability to create an image from a verbal description; o the ability to figuratively represent objects, processes and phenomena; o the ability to translate an image into a verbal description; o analyticity (the ability to identify individual elements of reality, the ability to classify) thinking; o flexibility of thinking;	o abstractness (abstract images, concepts) of thinking; o intuitive thinking; o conceptual thinking; o strategic thinking; o creative thinking; o erudition; o well-developed mnemonic abilities (memory properties); o communication skills (ability to communicate and interact with people); o the ability of the speech apparatus to work intensively and for a long time; o the ability to correctly express one’s thoughts; o ability to clearly and concisely formulate information; o the ability to quickly navigate the environment; o the ability to quickly navigate events; o skills of written presentation of information; o propensity for research activities; o the ability to ask questions competently and clearly; o ability to empathy, compassion; o ability to establish contacts with people; o creativity; o ability to foresee the result; o the ability to listen and hear the interlocutor and empathize; o the ability to understand the client’s needs and find an approach to it.
Diseases contraindicated for the profession of "Psychologist":
o neuropsychiatric disorders; o convulsions, loss of consciousness; o drug use, alcohol addiction; o uncorrectable decrease in visual acuity; o hearing disorders;	o vestibular disorders, impaired sense of balance; o movement coordination disorders; o speech disorders; o chronic infectious diseases; o skin diseases.

Specifics of working as a Psychologist:

In our country, the most psychologists who work in the field of education are educational psychologists: he helps children adapt to an unfamiliar environment, conducts testing for school readiness, and works with problem children. In schools, educational psychologists select first-graders, engage in correctional and developmental activities, career guidance for high school students, conduct various trainings, etc.

Clinical psychologist - works in services to help seriously ill patients: cancer, HIV-infected, etc. and helps patients cope with stress, supports them, monitors their health, and, if necessary, connects a psychiatrist and neurologist to treatment. A psychologist can also find his place in politics and business.

Choose the profession of a psychologist if you:

a humanitarian by mentality
sociable, you have many friends
friendly and patient

Do not choose if you:

inattentive, not ready to listen to the problems of others
expect very high salaries
unbalanced

X A good psychologist is usually called an experienced and insightful person who has a keen understanding of people, understands the motives of their moods and actions and, because of this, knows how to get along well with people, and when necessary, help them with advice in solving life problems. To do this, by the way, it is not necessary to graduate from the Faculty of Psychology. Many acquire these valuable abilities due to a special character, coupled with natural observation and life experience. True, such everyday psychologists are not immune from mistakes and naive illusions that are widespread in everyday consciousness. In addition, they have to intuitively, often at the cost of painful mistakes, discover those patterns and phenomena that have long been no secret to specialists.
Professional psychologists have the advantage that they study human behavior purposefully, using specially organized scientific experiments. At the same time, however, not all of them are good psychologists in the everyday sense of the word and constantly make ridiculous mistakes in their own everyday affairs, in relationships with loved ones. And those experiments that are carefully planned and organized by professional psychologists sometimes only confirm what we all intuitively guess.
Only someone who knows how to combine the advantages of both approaches - scientific and everyday - can become a true expert on human souls. This, of course, requires a certain psychological erudition, and, of course, the ability to see the psychological background in the phenomena that surround us every day.

The main difficulty of working as a psychologist in any field there is a risk of emotional burnout. After all, a psychologist, one way or another, is involved in the fate and life of every person, passes his problems through himself. This risk should not be underestimated. If you have noticed that you quickly get tired of intense communication, then imagine that it will occupy the bulk of your life as a professional responsibility.

Pros of the profession:

In our country, most psychologists work in the field of education - educational psychologist: he helps children adapt to an unfamiliar environment, conducts school readiness testing, and works with problem children. In schools, educational psychologists select first-graders, engage in correctional and developmental activities, career guidance for high school students, conduct various trainings, etc.
Clinical psychologist- works in services to help seriously ill patients with cancer, HIV-infected people, etc. and helps patients cope with stress, supports them, monitors their health, and, if necessary, connects a psychiatrist and neurologist to treatment.
A psychologist can also find his place in politics and business.

Job description:

A psychologist is a specialist with specialized education who provides psychological assistance to patients. The tasks of a psychologist also include applied and scientific research in the field of psychology.

Psychologists are divided into several categories: consulting psychologists, educational psychologists, clinical psychologists.

A consulting psychologist is a general specialist whose task is to provide psychological assistance to patients. Only educational psychologists can conduct consultations in educational institutions; Their task includes both providing psychological assistance to students and advising teachers on issues of working with students. A clinical psychologist has specialized training in the diagnosis and treatment of mental illness. As a rule, this specialist works in medical institutions.

Activities:

· Reception and consultation of clients;

· identification of a psychological problem;

· carrying out a certain set of exercises (classes) using various professional techniques;

· analysis of the environment in which the object of psychological counseling is immersed

Places of work:

· specialized public and private medical institutions;

· educational and educational institutions;

· psychological assistance centers;

· Recruitment services, recruitment agencies;

· scope of research activities.
Psychological centers, private psychological counseling offices, educational and medical institutions.

Professional skills:

· specialized education (higher professional or professional retraining courses);

· knowledge and ability to use in practice various psychological techniques and methods of therapy

Additional features:

Today there are many areas in which a psychologist can find professional application: working with children, recruitment, management, coaching.

There is a fairly common classification of professions by Evgeniy Aleksandrovich Klimov, professor of psychological sciences. He divides them into types according to the subject of work. There are five of them in total. For example, the “man-nature” type is so named because a specialist in this profession works mainly with nature. These are zoologists, geologists, dog handlers, and so on. By the same principle, “person-to-person” professions are named, that is, those professional activities where one person works directly with another or other people. This could be psychology, management, education, and so on.

Brief description: “person-to-person” professions

As mentioned earlier, such professions are people, or, more precisely, people. They are associated with the education of children or adults, with the management of an enterprise or group of people, with the organization of adult and children's groups, with trade, household or information, medical or information and artistic services. All professions related to people require constant communication with other representatives of the human race. To do this, a person who has chosen such a profession must initially have the appropriate inclinations, skills, and abilities, which they will subsequently develop into professional knowledge and abilities.

This characteristic of the “person-to-person” profession suggests that this type of activity is not suitable for everyone. For example, a sociopath is unlikely to want to work with people. Or a man who is well versed in technology, but rarely achieves mutual understanding with people, will most likely choose a different type of profession. The same can apply to women.

The main features of the “person-to-person” profession

The main differences that distinguish professions of this type from others, and unite those so dissimilar from each other, are expressed in tasks. After all, a doctor, a policeman, and a salesperson have one thing in common - their main professional task is interaction with other people, clients or patients, visitors or victims, and so on.

Another feature and task of any “person-to-person” profession is the presence of almost double education: psychological and special. For example, the seller must know the psychology of the buyer, the specifics of the product being sold, if necessary, be able to work with the cash register, with the payment terminal, and so on. A surgeon, in addition to applied medical knowledge, must also know human psychology in order to be able to communicate correctly with patients or their relatives, as well as communicate effectively with subordinates and colleagues. And so it is with all professions of this type.

Requirements for people choosing this type of profession

First of all, this is the desire to communicate with people, developed and a good understanding of others. The ability to control oneself in any possible interaction with a person - what is now fashionable to call stress resistance - is an equally important requirement. Features such as high empathy, responsiveness, goodwill, tolerance and conflict resolution skills are welcome.

An individual possessing these qualities can safely consider a “person-to-person” profession.

What does the main communication requirement for people-related professions include?

The ability to communicate includes not only the simple ability to talk, but also such important skills as the ability to competently construct your speech, hear, listen and understand your interlocutor, convey your thought to him so that he understands it exactly in the sense that was intended. her you. An important role is played by a person’s ability to find a common language with an individual of any age, social status and mental development in a short period of time. The ability to observe and analyze is necessary for a person working with people.

Subgroups of professions of the “person-person” type

The group of “person-to-person” professions includes three subgroups: educational, protective and service.

The first subgroup includes all teachers, nannies and educators, leaders of children's clubs, coaches in various sports, as well as tutors.

The second includes police officers, lawyers of various kinds, military personnel and inspectors.

The third subgroup can be divided into several more categories. Services are divided into information and information-art, trade, household and medical. The names make it clear who serves the population with what. For example, a librarian is an information service profession, just like a tour guide. They provide information to people.

Medical care is provided by doctors, nurses, paramedics, caregivers and pharmacists.

Trade services include sellers of various goods: from groceries to equipment or office supplies.

Household services are provided by hairdressers, cosmetologists, manicurists and other similar specialists. Waiters and watchmen also fall into this category.

Information and artistic services are close in their specificity to professions of the “person-artistic image” type. These could be guides in art galleries or consultants in art stores. Also, the head of an artistic group or choreographer can be classified into two categories at once - the educational subgroup and the information and artistic service.

What other professions are of the “person-person” type?

The types of these professions also include directors and managers, telephone operators and bartenders, controllers on buses or electric trains, realtors and insurance agents, and supervisors, and psychologists, political scientists, promoters and flight attendants, etc.

Every year more and more new specialties appear. And many of them are connected specifically with people.

Professionogram

Instructions. Make a detailed professional chart according to the following scheme:

1. Name of profession.

2. Type of profession (see E.A. Klimov)

Types of professions - person-person, person-technology, person-sign system,

man is an artistic image, man is nature.

3. Goals (see E.A. Klimov)

Gnostic (auditor, weather forecaster, investigator).

Transformative (teacher, seamstress, cook).

Research (screenwriter, researcher, artist).

4. Means of labor (see E.A. Klimov)

§ Manual labor professions (potter, cabinetmaker).

§ Professions of machine-manual labor (weaver, driver).

§ Professions related to the use of automated systems (operator, system administrator).

§ Professions associated with the predominance of functional means of labor (scientist, psychologist).

5. Working conditions (see E.A. Klimov)

§ Professions associated with working in a microclimate close to domestic (jeweler, piano tuner).

§ Professions related to working outdoors in any weather (janitor, surveyor).

§ Professions related to work in unusual and extreme conditions (firefighter, test pilot).

§ Professions associated with work in conditions of increased responsibility for the life and health of people (doctor, teacher).

6. Dominant activities.

7. Personality type corresponding to a given profession (see J. Holland).

realistic type;

intellectual type;

social type;

conventional type;

entrepreneurial type;

artistic type. (see Appendix 1)

8. Qualities that ensure the safety and success of professional activities.

9. Qualities that hinder the effectiveness of activities and safe professional activities.

10. Areas of application of professional knowledge.

11. History of the profession.

12. Educational institutions teaching this profession

The next stage of studying the profession is drawing up a psychogram.

The psychogram examines A) tasks associated with receiving information; B) tasks related to the process of storing and processing information; C) tasks related to the transfer of processed information, etc. As well as the requirements imposed by the profession on the human psyche, on his abilities and other properties and qualities of the individual.

Requirements for sensory and perceptual properties; requirements for attentional properties; requirements for mnemonic properties; requirements for mental properties; requirements for psychomotor properties; requirements for speech and communication properties; emotional-volitional properties.

As an example, we can consider the psychograms of a marker and an air traffic controller (Appendices 2 and 3).

Annex 1:

Classification of professions by J. Holland. The author proceeds from the recognition of orientation as the most significant substructure of personality. The success of an activity is determined by such qualities as value orientations, interests, attitudes, relationships, and motives. Based on the establishment of the main components of orientation: interests and value orientations, J. Holland identifies six professionally oriented personality types. Each personality type is focused on a specific professional environment:

§ realistic type – for the creation of material things, maintenance of technological processes and technical devices,

§ intellectual – for mental work,

§ social – on interaction with the social environment,

§ conventional – for clearly structured activities,

§ entrepreneurial – for managing people and business,

§ artistic – for creativity.

The model of any personality type is constructed according to the following scheme: goals, values, interests, abilities, preferred professional roles, possible achievements and career.

Appendix 2:

PSYCHOGRAM OF THE MARKER

Modern mechanical engineering places high demands on the precision of processing machine parts. But a significant part of the workpieces enters the workshops in the form of castings, forgings, and rolled products with unclean and uneven surfaces. To give the part the required shape and required size, the workpiece must be processed on lathes, milling, planing and other metal-cutting machines. During the processing process, an excess layer of metal, called allowance, is removed from the workpiece. In order to remove only the allowance from the workpiece and obtain a part of the shape and size that correspond to the drawing, the part is marked. Marking consists in the fact that on the surfaces of the workpiece, using special tools, the full-size dimensions indicated in the drawing are laid down (Fig. 3). According to marking marks, subsequent processing of the workpiece is carried out in machine shops.

Marking is one of the most critical operations. The accuracy of further processing of the part depends on its quality. Marking allows you to avoid defects, save material, speed up the technological processing of the part, and significantly increase the productivity of the pond.

Marking is a complex set of sensorimotor actions associated with solving a number of complex geometric problems, recreating an object and then transferring its contour to the surface of the workpiece. During the marking process, it is necessary to depict the part on a plane in such a way that, from the resulting flat image, the designed part can be completely identified unambiguously. The peculiarity of marking work is that the vast majority of solutions to complex problems are non-standard in nature and depend only on the experience and intuition of the marker himself. Marking operations consist of many complex manual operations that are difficult, and sometimes impossible, to mechanize. This places quite high demands on the psychomotor sphere of the marker, especially on the coordination of movements.

In the process of marking work, six stages can be distinguished, each of which makes its own specific demands on the worker’s psyche.

First stage- activity planning-includes mastering the drawing, familiarization with the workpiece, measuring the workpiece, mentally recreating the contours of the future part, choosing a base, choosing the tool necessary to mark the part. At this stage, the marker is required to carefully consider the course and sequence of work. Here there are special requirements regarding:

eye meter,

Attention (volume and switching),

Memory (especially RAM),

Spatial representations,

creative imagination,

Understanding of technical devices.

There is no force load at the first stage.

Second phase - preparatory operations, which are produced for the purpose of preparing the workpiece for marking (cleaning, painting the workpiece, etc.). These operations are the simplest, not specific to the marker. At this stage, his attention is directed mainly to the motor field (which consists of a workpiece, a brush or spray gun, measuring and working tools), and the movements and actions performed at this stage are among the simplest in tempo, trajectory, accuracy, etc. .

Third stage - drawing and measuring operations. They represent the most complex set of works, occupying a central place in marking, and placing a number of specific requirements on the human psyche. Drawing and measuring operations include: bringing the base to a plane - the marking plate; detailed alignment of the workpiece and cutting out parts from it; setting dimensions on measuring instruments and tools; geometric constructions.

Drawing and measuring operations, in addition to drawing and graphic skills, require great concentration of attention, eye, visual and tactile control, spatial concepts and constructive imagination. Observation is of great importance here. Working with measuring instruments and instruments requires complex, coordinated movements, and the requirements are mainly placed not on strength, but on accuracy, dexterity, correlation and fine differentiation of movements. It often happens that a part is fixed in such a way that the marker has to measure and apply dimensions to the surface of the part while in an uncomfortable working position. In this case, you need to “grab” the size with one movement of the measuring tool and fix it on the scale. Such a complex movement is successfully carried out in combination with visual and kinesthetic control.

When planning an operation, it is not always possible to foresee the entire course of measurements and their recording, and therefore the marker needs to vary the procedure depending on the complexity of the part. This places demands on the ability to navigate a situation and on operational thinking.

The third stage, therefore, is characterized by a combination of complex sensorimotor actions and mental operations.

Fourth stage - problem solving in descriptive geometry - is one of the most responsible, since an erroneous solution to a problem leads to defects. Spatial (volumetric) marking is carried out using the projection method. The success of this work requires the marker to have special mathematical abilities, spatial concepts, active thinking (abstract-logical), constructive imagination, and working memory (especially memorizing geometric figures). The solution of problems is combined in the work of a marker with the need to apply the dimensions indicated in the drawing to the surface of the workpiece as accurately as possible. This operation places increased demands on the visual analyzer, especially on the eye function.

At this stage, it is necessary to note the important role of attention to the details of constructions and measurements. On the psychomotor side, dexterity and precision of movements are required when constructing and measuring a part.

Fifth stage - operations for applying marks and dots to the workpiece- places very high demands on accuracy and coordination of movements, because inaccurately applied risks lead to defects. The mark is applied with a special marking scriber made of high-hardness metal onto the metal surface of the workpiece. At the same time, certain requirements are imposed on the regulation of the pressure force, its direction and uniformity. Weak pressure will not provide good visibility of the risk, and too much pressure will lead to distortion of the size. The main area of work at this stage is the motor field.

Sixth stage - shock operations, punching marks and dots. Kernenya marks allow you to preserve traces of markings for quite a long time. Subsequent processing of parts is carried out using cores; thus, it is very important to apply them with extreme precision, which requires strong, fast and precise movements from the marker. The blow to the center punch must be strong and accurate. These actions are highly practiced and therefore largely automated.

Based on the analysis, we can draw conclusions about the requirements of the marking profession for the individual psychological properties of the individual.

Psychomotor. The profession of a marker does not place any special demands on muscle strength, since marking operations do not involve heavy physical labor. The marker does not have to deal with heavy and large tools; when marking large parts, lifting vehicles come to his aid. To a greater extent, demands are placed on muscular endurance, i.e. the ability to perform movements (with weak and medium load) for a long time.

The profession of a marker places increased demands on the coordination of movements, on the stability of the hand and its movements, i.e. maintaining the direction of its movements without hesitation or deviation to the side. When using patterns and templates for marking, when laying down dimensions and making marking marks, movements must be clear, accurate and stable.

The productivity of a marker depends largely on the time spent on various motor actions, which must combine speed and accuracy. The marker needs accurate impact when punching and marking parts. These professional abilities are based on the high development of visual-motor coordination.

Psychomotor functions are highly exercised. Depending on the duration of work or training, human movements are automated, becoming more free and economical. This, however, does not exclude the need to determine the speed of mastery of motor skills (learning ability), since individual differences in the area of psychomotor skills are quite large.

Sensory and perceptual properties. Vision characteristics are of key importance in the work of a marker. In the process of marking work, the marker exercises visual control over the performance of his own actions, over the readings of measuring instruments. High demands are placed on the marker in the field of visual sensitivity, perception of spatial relationships (distances, sizes, shapes). The most important mental function for the marker is the eye function. It is necessary for the marker during the operations of cutting out a part from a workpiece, various measurements and applying dimensions to the workpiece, for recognizing by eye small deviations in distances, angles, and shape.

No less important for the marker is observation - an active form of perception that makes special demands on attention.

Attention. The marker needs it at all stages of his work, starting from familiarization with the drawing or sketch and ending with the marking of marks. An analysis of the reasons for the defects showed that about 70% of the parts that were defective due to the fault of the markers were the result of inattentive reading of the drawing or errors in measurements. It follows from this that the characteristics of attention are extremely important for successfully mastering the profession of a marker.

He needs to concentrate on a narrow area (the workpiece or part of it) to accurately perceive all the details. When reading a drawing, transferring dimensions to a workpiece, and controlling a measuring tool, concentration is required.

Simultaneous work with several objects (drawing, workpiece, measuring instruments) requires the marker to distribute attention. The profession of a marker is characterized by a rapid transition from concentrating attention on one object (drawing, sketch) to concentrating attention on another (workpiece, part, template), which requires the marker to have such a property as easy and quick switching of attention.

During the marking process, it is necessary to imagine the contours of the future part and mentally fit it into the dimensions of the workpiece. This creative work requires precise perception, observation, and attention from the marker.

Attention and observation develop as professional experience is acquired, but they also depend on the individual characteristics of the marker’s personality and on his intelligence.

Memory. Carrying out marking operations requires the marker to actively mobilize past experience and developed memory. The activities of a marker are multifaceted. It receives a variety of information about the state of several variables at once. The sources of information are simultaneously drawings, a workpiece, a part, technological instructions, readings of measuring instruments, etc. All this information must be firmly held in memory to control the sequence of solving the main problem.

In the process of his work, the marker deals with digital material (dimensions indicated in the drawing and indications of marking tools), and with geometric shapes and bodies. Therefore, the success of his work largely depends on his ability to store a significant amount of digital material in memory for a short period of time and on the ability to remember the localization of geometric objects and their shape.

Features of mental activity. The variety of operations performed by the marker requires it to active thinking for understanding tasks of varying complexity, orientation and control when solving complex mathematical and constructive problems. In the process of marking work, mental operations are combined with practical actions. The marker does not have the opportunity to see the part: he must build it in his imagination and, taking into account the features of the part, plan his work. Analysis of the characteristics of the object and process of one’s activity is combined with practical synthesis - the combination of individual actions and techniques into a single system.

At the beginning of marking, the work is characterized by a high degree of uncertainty, and therefore developed mental activity is required to solve forecast problems.

When choosing a base and transferring dimensions to the surface of a workpiece, the marker uses an inductive solution method, since often he must not only imagine the shapes of the part, but also anticipate their possible changes during processing. An abductive form of thinking is necessary for the marker due to the non-standard nature of the tasks being solved and the great uncertainty of the conditions.

Finally, only at the last stage, when the main spatial problems have been solved and all that is required is to transfer its dimensions to the surface of the workpiece, the marker turns to deduction. Thus, he moves from more complex forms of thinking at the beginning of the work to simpler ones at the end of it.

To successfully solve basic problems, a marker also needs intelligence, fast and confident counting, clarity of logical judgments, and combinatorial abilities.

Spatial imagination. This is a special form of combinatorial-perceptual activity, the success of which is the most important guarantee of the overall success of the marker’s activity, combining the requirements for perceptual and mental (combinatorial) properties.

Studying the activity of the marker allowed us to conclude that it is possible compensation some professionally significant properties by others. Not only secondary functions are compensated, but also UN functions that are essential for a given profession. Thus, shortcomings in movement correction can be compensated by a high degree of development of the eye. In turn, insufficient development of the eye is still not an obstacle to the successful implementation of marking work, provided there is high concentration and a large amount of attention. Memory deficiencies are compensated by increased stability of attention, thinking functions can be reinforced and partially replaced by well-developed memory, etc. The phenomenon of compensation must be taken into account when predicting professional suitability.

Appendix 3:

PSYCHOLOGICAL ANALYSIS OF AIR CONTROLLER ACTIVITIES

We can divide the psychological tasks solved by an air traffic controller into three large groups: A) tasks related to receiving information; B) tasks related to the process of storing and processing information; C) tasks related to the transfer of processed information.

A. Tasks related to receiving information

1. Pure sensory tasks for an air traffic controller very rarely arise. Even such, at first glance, purely sensory tasks as the task of distinguishing the colors of signal lights or the gradation of brightness of luminous points on the locator screen are included in the act of recognizing integral objects that are inextricably linked with a specific situation. Therefore, in this case it is more correct to talk about sensory-perceptual tasks.

2. Perceptual tasks are tasks of perception with the help of analyzers of integral objects and phenomena of the labor process in the totality of their individual properties and spatio-temporal characteristics. The increasing importance of these tasks in the labor process is one of the distinctive features of modern automated production and the operator activity characteristic of it.

Perceptual tasks in the activities of an air traffic controller are associated with both the visual and auditory analyzers. The task of perceiving both direct (instruction), tal and mediated by technical devices (radio telephone, internal telephone communication) speech arises before the dispatcher continuously. This task is characterized by: a) a special service language, knowledge of which is a prerequisite for the correct reception and decoding of speech information; b) good technical equipment, almost eliminating interference and distortion of speech perceived by the dispatcher.

Visual information comes to the air traffic controller in a figurative-schematic manner<и цифровой форме. Изображения на экране обзорного локатора и на табло метеоданных требуют декодирования, однако обладают достаточным размером, четкостью, контрастностью и не предъявляют повышенных требований к зрительному анализатору человека.

A unique perceptual task of an air traffic controller is the need for a visual-spatial assessment of the distance between aircraft on a surveillance locator. This is an eye task that requires appropriate skills.

3. Attentional tasks are organically connected with perceptual tasks. With the help of attention, purposeful perception of information is organized. The attentional tasks of an air traffic controller include: a) the task of maintaining stable attention on controlled objects, b) the need to timely switch attention from one object to another with “optimal speed in the required sequence, c) the distribution of attention on a number of essential elements of the working situation.

B. Tasks related to the preservation and processing of information

1. Mnemonic tasks place demands on the functioning of two types of memory: long-term and operational. Working memory is used to store newly perceived information for a relatively short time or to recall some of the information stored in long-term memory.

Information about the parameters of aircraft movement is stored in RAM, information about the parameters of the runway, airport zones, service language, job descriptions, algorithms for solving typical problems, etc. are stored in the long-term memory of the controller.

Mnemonic tasks include: a) memorization; b) preservation; c) accurate and timely reproduction; d) forgetting information that has lost its relevance.

2. Imaginative tasks, in our opinion, occupy a special place in the activities of an air traffic controller. Based on heterogeneous information, the dispatcher builds a complex, spatio-temporal, dynamic image of the air situation, guided by which he makes all decisions. Imaginative tasks include: a) creating an adequate representation based on the received encoded information, b) combining these representations into a single complex image (conceptual model), c) operating with these representations, restructuring them, allowing one to anticipate changes in the air situation.

3. Mental tasks. When an air traffic controller works in optimal mode, these tasks turn out to be less complex than in extreme mode. However, even under optimal operating conditions, these tasks are numerous and varied. The dispatcher needs to: a) identify relationships between elements of the production situation (for example, several controlled objects, weather conditions, existing restrictions and prohibitions); b) assess the air situation; c) choose one of the known algorithms that is more adequate to the air situation; d) predict changes in the air situation based on knowledge of the patterns of its dynamics; e) establish the cause of the discrepancies that have arisen between the predicted and actual situations (diagnosis); f) make the right decision in an unexpected, new situation, find the means to implement this decision and determine the necessary sequence of actions.

B. Tasks associated with the transmission of information by the air traffic controller

These are perceptual-motor and speech-motor tasks. Perceptual-motor actions are carried out by the dispatcher when dialing the aircraft number on the level board, when turning on the radio intercoms, and when adjusting the equipment (image adjustment).

Speech-motor tasks (speech transmission of messages via internal telephone, public address system, radiotelephone) are closely related to communicative tasks (adequate tone of communication, form of communication, etc.). The requirements imposed by these tasks relate not so much to the external characteristics of speech (timbre, diction, loudness), as well as to its content side (clarity of statements, conciseness, clarity of formulation).

II. Mental requirements for an air traffic controller

Based on an analysis of the psychological content of professional tasks and an experimental study of erroneous actions of air traffic controllers, we formulated the basic requirements for the psyche of air traffic controllers. To predict the quality of an air traffic controller's activity based on an assessment of his mental properties, it is necessary to distinguish between stable and dynamic characteristics, properties that can be developed or compensated, and properties that are largely determined by natural features.

To solve many professional problems, the availability of appropriate skills and abilities is of key importance.

Requirements for sensory and perceptual properties

The main parameters of human sensory are sensitivity characteristics (absolute and differential thresholds) and sensitivity, i.e., a general characteristic of the development of sensations associated with typological features. Since perceptual tasks make demands on sensory properties (it is impossible to read small text with low visual acuity), then its sensory properties are not indifferent for the dispatcher’s activities. Considering the fairly high level of visual and auditory signals received by the dispatcher, we can assume that activities in the air traffic control system do not place increased demands on the visual and auditory sensitivity of the dispatcher. It is enough to have normal, normal hearing and normal vision (in some cases, it can be corrected with glasses).

Much more important is such a characteristic as low fatigue of the visual and auditory analyzers, associated with the strength of the excitatory process and the balance of excitation and inhibition. The continuous flow of fairly intense signals, characteristic of the dispatcher’s activities, requires sensory stability from him. For the extreme mode, the speed of development of sensations underlying perception may be important. Both of these properties (sensory stability and speed of development of sensations) are difficult to train.

Solving perceptual problems of recognizing and identifying objects requires not so much innate properties as perceptual skills. The presence of perceptual standards, the experience of comparing perceived signals with “reference” memory images ensure the successful perception of “information from a plan indicator or coded speech messages.

Requirements for attentional properties.

The most important of them is the requirement for sustained attention. As research by Soviet psychologists has shown, stability of attention and vigilance directly depend on the strength of the excitatory process. Of course, the success of maintaining sustainable professional attention is influenced by such personality characteristics as responsibility and interest. Diversity of activities promotes sustainability. However, with a weak excitatory process, a decrease in the stability of attention is inevitable. Therefore, the mentioned property of the nervous system (which cannot be trained) is a direct psychological contraindication to the activities of an air traffic controller.

Distribution and switching of attention are associated with the mobility of nervous processes. The usual, average characteristics of these properties are sufficient to form attentional skills on their basis.

The air traffic controller's switching of attention occurs continuously, during busy periods of work, up to five or more times per minute. It can be situational, that is, determined primarily by the sequence of external influences, but it can also be subordinate to the internal plan of the controller, occurring according to an optimal, well-developed scheme. In this case, attention is switched to one or another object with some institution (the controller is ready to receive a message from the aircraft a few seconds before this message arrives to him). The presence of such schemes of the sequence of attention switching for typical situations (takeoff, landing , spreading two sides, etc.) represents the basis of the skill, and strong consolidation of this sequence, providing a quick, habitual, effortless switching of attention to the object that is most significant at the moment, forms the skill of switching attention .

The optimal scheme for switching attention presupposes not only the appropriate sequence of switching acts, but also the correct pace of switching attention. An excessively fast pace tires the worker. If you switch too slowly, you may miss important changes in the environment. Therefore, the rate of switching attention depends on the degree of likelihood of such changes. Assessing the degree of variability of the situation at the moment and predicting the degree of variability of the situation in the near future are developed by the dispatcher in the process of acquiring professional experience and are important components of attentional skills. The second, no less important, component is assessing the significance of various objects. Attention should be switched to more important objects more times than to less important ones.

Assessing the degree of variability of the situation, assessing the significance of various objects, as well as planning the sequence of switching acts depending on the characteristics of the air situation are mental tasks. Therefore, it is necessary to talk about the intellectual components of assessment skills.

The ability to distribute attention between several objects can be characterized in a similar way. For example, the approach controller can give a command to the board and at the same time “eavesdrop” on the circle controller’s conversations with other boards. There may also be simultaneous reception of heterogeneous information, facilitated by the use of various analyzers (visual perception of the situation on a surveillance radar and auditory perception of any messages via radiotelephone).

Uniform concentration of attention on all objects is impossible; moreover, it is not necessary, since in the process of labor the objects themselves have different meanings. Depending on the importance attached to a given object at a particular period of time, the degree of concentration of attention on this object continuously changes. And in this case, there is an assessment of the significance of the object - the intellectual component of the attentional skill.

Thus, the practical ability to distribute attention presupposes a formed scheme (or schemes) of the dynamics of the distribution of attention on various elements of the situation, depending on the stage of change in this situation. And attention distribution skills mean habitual mastery of such a scheme.

Requirements for mnemonic properties.

The requirements for the volume of long-term memory of an air traffic controller are common, but the requirements for the volume of RAM are relatively high. Research has shown that up to 140 binary units of information should be stored in the RAM of the approach controller, any portion of which can be updated at any time. The activity of an air traffic controller places high demands on the strength and accuracy of storing information: the cost of an error is too high. The requirements for memory availability have also increased.

One of the main conditions for the successful storage and processing of information by an air traffic controller is the possession of mnemonic and imaginative skills, which are so closely related that isolating memory representations and imagination representations in a single dynamic image of the air situation is difficult even for the purpose of special analysis.

Mnemonic skills are the ability to remember, save, update stored information (the ability to remember exactly what is needed at the moment), as well as the ability to filter out information that has already been used and will not be needed in the future. The skill of forgetting unnecessary data is an important means of preserving the neuropsychic health of the dispatcher.

The skill of memorizing digital material (and a significant part of the information comes to the dispatcher in digital form) presupposes the ability to comprehend digital data and translate it into visual-spatial images. Translating an image from one modality to another is an action that can be attributed more to imaginative than to mnemonic skills. Understanding a digital code and assigning it to one category or another (for example, flight number 75 320 is interpreted as the number of an Il-18 type aircraft) is both a mental and mnemonic action. Consequently, the professional mnemonic skills of an air traffic controller include not only mnemonic, but also mental and imaginative skills, i.e., skills in rearranging secondary images and assigning them to one category or another. At the same time, imaginative skills to build a spatial image of the air situation, change it taking into account incoming information and extrapolate upcoming changes in this spatio-temporal dynamic image are based on mnemonic skills. Based on all the information stored in long-term and working memory, . In the mind of the dispatcher, ideas about the position and movement of aircraft arise and these spatial images are operated, compared and evaluated. The spatial image of the air situation in the controller’s mind is a dynamic image. It creates not so much an idea of the position of the aircraft, but rather an idea of a change in their position, i.e., of their movement.

To solve traffic control problems, the controller must predict the future air situation. Comparison, assessment of the position of aircraft and prediction of the possible intersection of their courses also occur in a figurative form.

Requirements for imaginative properties.

In optimal mode, the work of a dispatcher does not require the considered imaginative skills in full. In an automated air traffic control system, many aircraft traffic control tasks are solved based on primary images - the perception of the situation on the radar screen. In extreme mode, the role of imagination increases, forecasting the air situation, creating a program of action in figurative form apparently acquires special importance. This assumption is subject to experimental verification. If it is confirmed, then there will be reason to consider the requirements for brightness, accuracy, and dynamism of visual-spatial images as specific to the activities of an air traffic controller.

Requirements for thinking properties.

Continuous changes in the air situation place increased demands on the speed of thought processes. A person colloquially referred to as slow-witted is unlikely to cope with the tasks of air traffic control. The speed of thought processes is associated with natural typological characteristics and cannot be changed under the influence of trevirov1KI.

The interaction of the first and second signaling systems (figurative and conceptual thinking) is of undoubted importance. Due to the importance of imaginative thinking for air traffic controllers discussed above, it is likely that a balance or predominance of imaginative thinking is preferable. However, this assumption is subject to experimental verification.

To work optimally, the analytical function of thinking (analysis, comparison, assessment of situations) is important. In extreme situations, to create a plan of action and build a new conceptual model, the synthetic function becomes of paramount importance.

It is also necessary to emphasize the special role of such a property as criticality of thinking (which underlies self-control). The most important and responsible task of an air traffic controller - decision making - arises mainly when working in extreme mode and for conclusions regarding the mental properties necessary for a successful decision, one should conduct an additional analysis of the activities of the air traffic controller in extreme situations.

To develop the right decision, not only the mental, but also the emotional and volitional properties of the individual are important. With the help of special training and optimization of methods of presenting information, it is possible to increase the efficiency of preparation for making and implementing decisions.

Requirements for psychomotor properties.

To work in optimal mode, it is not necessary that the speed and accuracy of psychomotor reactions (working with toggle switches, buttons, and other controls) exceed average values. Probably, in extreme mode, the requirements for speed and accuracy of movements increase, and the resistance of psychomotor skills to emotional influences plays a greater role.

Requirements for speech and communication properties.

A prerequisite is the absence of speech defects. Vocal cord endurance is important. There are no increased requirements for loudness or expressiveness of speech.

The ability to conduct radio communication and other official negotiations is developed in the process of professional training. The ability to clearly and concisely formulate messages and orders is a verbal and mental property that has certain natural prerequisites, however, individual differences in this regard can be significantly smoothed out under the influence of professional training.

Such communicative properties as ease of making contact and friendliness are also important.

Emotional-volitional properties.

They become of paramount importance when an air traffic controller is working in extreme conditions. Self-control, self-control, initiative, determination, and courage have a significant impact on the success of solving operational problems, especially in conditions of lack of time or incomplete information.

In optimal mode, an important emotional-volitional function is to maintain activity and ability to work in conditions of underload with information (causing boredom, drowsiness) and in conditions of developing fatigue.

Summarizing the results of the analysis, it should be noted that final conclusions about the requirements for the mental properties of an air traffic controller can only be made after additional research of his activities in extreme conditions.

Mestnikov V.G. Description of the profession of a marker. L., 1972, p. 37-48.

A controller working in an air traffic control system will be referred to as an air traffic controller. Attached is a diagram for analyzing the activities of the approach controller.