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PROFESSIONAL SKILLS OF A PSYCHOLOGIST TRAINER AND THE TRAINER'S
TASKS IN PSYCHOLOGIST TRAINING SESSIONS
Abdimuratova Zamira Jangabay qizi
Student of Karakalpak State University.
Yuldashova Yulduzxon Muzaffar qizi
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15231998
Abstract.
This study provides information on the organization of training based on
psychological processes, based on the professional skills, psychological potential and pedagogical
skills of the psychologist during training. Also, the psychologist trainer can improve his
professional skills by using methods based on the psychological impact of communication during
training. Having psychological knowledge and a high level of psychological potential helps the
psychologist trainer to improve his professional skills. It is also advisable for the psychologist
trainer to use methods based on modern psychological training by organizing individual
conversations with clients.
Keywords:
Psychologist-trainer, professional skills, psychological research, individual
approach, psychological training, psychological methods, psychological potential, pedagogical
skills.
PSIXOLOG TRENERNING KASBIY KO’NIKMALARI VA PSIXOLOG TRENING
MASHG’ULOTLARIDA TRENERNING VAZIFALARI
Annotatsiya.
Ushbu tadqiqot psixologning trening davomida kasbiy mahoratidan,
psixologik salohiyatidan va pedagogik mahoratidan kelib chiqqan holda psixologik jarayonlarga
asoslangan holda treningni tashkillashtirish bo’yicha ma’lumotlar keltirib o’tiladi. Shuningdek
psixolog trenerning trening vaqtida mashg’ulotlar davomida muloqotning psixologik ta’siriga
asoslangan metodlardan foydalanish orqali kasbiy ko’nikmalarini oshirib borishi mumkin.
Psixolog trener psixologik bilimga ega bo’lishi va psixologik salohiyati yuqori darajada bo’lishi
kasbiy ko’nikmalarini oshishiga yordam beradi. Shuningdek, psixolog trener mijozlar bilan
individual suhbatlarni tashkillashtirish orqali zamonaviy psixologik treninglarga asoslangan
metodlardan foydalanish maqsadga muvofiqdir.
Kalit so’zlar:
Psixolog-trener, kasbiy ko’nikmalar, psixologik tadqiqotlar, individual
yondashuv, psixologik treninglar, psixologik metodlar, psixologik salohiyat, pedagogik mahorat.
ПРОФЕССИОНАЛЬНЫЕ НАВЫКИ ПСИХОЛОГА-ТРЕНЕРА И ЗАДАЧИ
ТРЕНЕРА НА ЗАНЯТИЯХ ПО ПСИХОЛОГИЧЕСКОЙ ПОДГОТОВКЕ
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Аннотация.
В данном исследовании представлена информация об организации
обучения на основе психологических процессов, исходя из профессиональных навыков,
психологического потенциала и педагогического мастерства психолога в процессе
обучения. Психолог также может повысить профессиональные навыки тренера в ходе
обучения, используя методы, основанные на психологическом воздействии общения во
время тренингов. Наличие психологических знаний и высокого уровня психологического
потенциала помогает психологу-тренеру совершенствовать свои профессиональные
навыки. Целесообразно также использовать методы, основанные на современных
психологических тренингах, организуя индивидуальные беседы с клиентами.
Ключевые
слова:
Психолог-тренер,
профессиональное
мастерство,
психологическое исследование, индивидуальный подход, психологический тренинг,
психологические методы, психологический потенциал, педагогическое мастерство.
INTRODUCTION
The fact that the leading psychologist turns the training into a monologue, making it look
like a lecture, leads to the loss of the main state of activity of the training. The participants should
actively participate in the training, which does not mean that the trainer should always be silent.
However, the trainer’s speech should be short and concise. When the trainer is asked for
information, the trainer can direct this question to the group. He can ask what the training
participants think about it and find out the group’s opinion. The discussion in this case is extremely
effective, because the training participants remember this information better when discussing the
material. Getting into counseling and analyzing the data. In most cases, the client’s questions to
the trainer at the beginning of the work are mainly about himself. According to the client, the
trainer should be able to explain what it means if he opens his mouth about it, what did I do wrong,
how should I behave in such situations, what advice would you give. In these cases, the trainer is
likely to start giving advice, because the trainer thinks that he is able to analyze such situations.
But this is a trap, it is easier to fall into the trap in such cases. If he really gets into such
situations, the trainer can imagine himself as a person who can find it. These situations are not
analyzed in front of everyone, because the client may feel uncomfortable in front of everyone.
After the discomfort, he asks the trainer how to behave in future situations and expects
advice from him for his future life. In this case, the training can turn into public advice.
Even in these cases, the training participants switch to giving advice. Psychological training
is a method aimed at helping the participants master one or another action.
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In relation to psychological training, it is required to carry out the following tasks.
Formation and motivation of positive attitudes towards new activities Subjective attitudes
can come in different forms.
Attitudes can only arise in relation to objects that are necessary. In the emotional aspect,
these states are influenced by feelings, desires, and in understanding the object, they acquire
meaning, have value in the direction of the individual, are manifested as an institution in the
management of behavior, and appear as a disposition in relation to the social environment. The
training is designed to help participants acquire these qualities. For example, in professional
pedagogical self-awareness training, the task of the psychologist is to teach participating teachers
to reflect on their activities, they must be able to analyze their own behavior and the activities of
students. The issue of forming client-view systems. In these cases, we are not talking about the
formation of concepts, but about the formation of a system of representations. Psychological
Training is not a lesson, there is no concept of deep knowledge acquisition in it. Here it is necessary
to know the differences between knowledge and perceptions. In this case, perceptions do not
occupy a central place, the analysis of human behavior is given a leading position.
Perceptions can have a very strong influence on people's destinies. The trainer sometimes
has to make a lot of effort to help the participants change their perceptions. As for the training of
professional pedagogical identity, teachers in these cases will have to fundamentally reconsider
their behavior. They are also required to change their pedagogical activities.
The psychologist trainer is the issue of forming his own knowledge. This is one of the most
frequently repeated and most necessary issues in training. By knowledge in this case we understand
the ability to control a person’s visible perceptions, which can be related to certain specific
situations and conditions. Knowledge can be of three types: technological, strategic and
dispositional. If technological knowledge is considered the ability to use knowledge and skills in
specific situations, then strategic knowledge is the ability to create a strategy from the available
situations, and dispositional knowledge is the presence of subjective opinions regarding certain
situations. This knowledge is very important in pedagogical activity. In the professional
pedagogical self-awareness training, the trainer should analyze this knowledge together with the
participants, because we can see that many teachers do not have this knowledge. One of the serious
problems of traditional education is the lack of attention to study, this knowledge is more often
used in the training of psychologists. Although students who graduate from the Faculty of
Psychology have a lot of theoretical knowledge, they are considered incapable of creative activity,
they cannot conduct research, and they cannot do practically useful work.
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This is not because they lack creativity, but because a specialist who encounters a problem,
first of all, seeks to find a solution based on their knowledge, and if they cannot narrow down this
information, they begin to lose themselves. No one has taught him how to create new technologies.
Various technologies, pedagogical methods, and any number of situations may arise. The
specialist does not have knowledge about strategies, he knows that certain strategies exist. Because
teachers can analyze certain aspects, but do not analyze their technical aspects. So we can
conclude. In order to benefit from the training activities, the client must know at least the
following: 1) he must have knowledge about effective communication and types of
communication; 2) he must be able to form various strategies and technologies of personal
relationships in communication and choose the most suitable one for himself; 3) he must be able
to choose specific techniques, determine the ways of interacting in different situations; and finally,
most importantly, he must be able to behave in different situations in communication with other
participants. The use of game methods in training, according to many experts, is very effective. At
the first stage of training, the game method is also one of the most useful in overcoming shyness
among group participants. This helps to overcome psychological defenses. In many cases, games
become a tool for diagnosis and self-diagnosis. Many skills and abilities are strengthened through
game activities. People are exposed to verbal and non-verbal communicative situations. Game
activities are considered one of the most convenient ways to express themselves. It restores
connections with childhood. As a result, game activities can serve as a psychotherapeutic and
psychocorrectional activity not only for children, but also for adults.
Conclusion
The possibilities of the game method during psychological training are limitless. In this
case, the possibility of controlling people can put the psychologist in an awkward position.
Along with the above-mentioned dangers, the psychological trainer should note that, firstly,
this method has been used effectively in practical psychology and psychotherapy for a long time;
secondly, these methods are rarely used during training; thirdly, the use of this method requires a
psychologist to have a high level of qualification, as well as high moral standards; fourthly, these
techniques are aimed only at self-development and self-confidence, and do not imply dependence
on others. In this case, harm to participants can only be done in the following cases: there can be
reckless actions and deliberate actions.
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