Psychology and Sociology / 9. Developmental Psychology

PhD in psychology Zhigulin A.A.
Russian State Social University
Acmeologic maintenance training specialist non-lawyers

Acmeological support - it is a separate type of professional activity, requiring specialist additional knowledge and skills building process, setting goals, objectives and strategies for tracking, identifying its role and place in this process. By and large, support is any of a variety of vocational options for specialist non-lawyers, therefore, this study - one of the problems of teachers. There are a number of research works in the field of education and psychology, which prove conclusively that the passive participation of students in the educational process does not provide effective training, even at a high level of pedagogical and administrative control. Such is the case throughout the educational system and the question of conditions increase the efficiency of teachers, including the disciplines of specialization, is still relevant. More modern and progressive learning strategies are "subject - object" - where the teacher - the person that owns the knowledge and skills, and the student - the object of learning and development.

But not always a person of another may be moved as a young professional model behavior by individual psychological characteristics of each natural and not only meet the needs of some social and of approved models, but remain with himself. In any kind of professional activity requires competent, responsible, creative professionals working to ensure high efficiency of their work. Any profession requires certain professional and major personality traits. However, most professions requires a very specific, to one degree or another standardized form of professional activity.

We list the most important requirements to a specialist, non-lawyers: a high level of professional competence (the existence of special and general social knowledge and skills), special abilities, skills and personality traits that provide the flexibility of professional conduct, commitment to the creation of a professional activity in the search for autonomy and development of new information and new professional experience and the ability to take adequate decisions in "nonstandard" situations when a shortage of time, willingness to work together in a team of professional activity, the optimal interaction skills with other participants in the production process. In modern education there are many different theoretical and practical approaches to the formation of a professional. The greatest attention to the personality of the learner and the basics of his self-education and self-development is reflected in a direction such as the Psychology profession, developed in detail in the works, BG Ananiev, AA Bodaleva, AA Derkach, NV Kuzmina and their followers [1,2].

Psychology as the science of how to move to the heights of development that best meets the spirit of psychological counseling as a kind of psychological help. The main task of the consultant is to help the client to overcome difficulties, improving the adaptive capacity and identify the strategies and goals for further self-development. Thus, teaching students the skills of self-non-lawyers, at the same time we teach them professionally important strategies and tactics. Leading researchers in the field of vocational education are seeking ways to shape future professionals not lawyers, can not only efficiently, but also continually improve their level of professional skills and identify the following areas:

• The methodology of training. This trend, primarily concerned with ensuring professional competence. In modern pedagogy are widely used innovative technologies significantly increase the level of personal involvement of students in the process of acquiring knowledge, skills and abilities.

• Professionalism and personality of the teacher. Here, first of all, we investigate the conditions and mechanisms for the formation of highly effective educators, artists, capable of providing a high level of education or the absolute majority of the students.

• Identity-professional development of young professionals. This block of training can be effective in practical psychologist as a person included in professional activities. The formation of personality traits is only possible as a result of deep self-knowledge.

• Development of professional identity and readiness for self-development. Awareness of themselves in their professional roles gives rise to the formation of a professional outlook. His part is to understand the need for self-improvement and achievement of the vertices of professional and personal development [3].

Thus, we can draw the following conclusions:

• The learning process acmeologic support in itself is a process of psycho-pedagogical support of the future expert-layman.

• Acmeologic accompaniment is a systemic process. The task of the subjects who organize this system and ensuring its functioning - to investigate the components of this system, the nature of their relationship, the mutual influence of elements of the system at each other and the relationship between them, as well as the integrity of the structure and dynamics, which is the result of organization units.

• The issues of a complex organization of the individual elements involved in a simple synergy - the science that studies the processes of transition of complex systems from a disordered to an ordered and reveals the connection between these elements of the system under which their cumulative effect in the system is greater than its effect on simple addition of the effects of each action elements separately.

• Akmeology as the science of how to self-development and self-actualization, provides a theoretical and methodological base of the formation of a mature personality and, in turn, is the discipline of maintenance.

Literature:

1. Ananiev B.G. On the problems of modern chelovekoznaniya. - Moscow: Nauka, 1977. – 380 p.
2. Derkach A.A. Acmeologic basis for the development of a professional. - M.: SAG, Voronezh: NGO "MODEK", 2004. – 752 p.
3. Verbitsky A.A. Active Learning in Higher Education: a context approach: method. allowance .- Moscow: Higher School, 1991 .- 207 p.