Ethics and responsibility of a diagnostic psychologist at preschool

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Mominova, K. (2022). Ethics and responsibility of a diagnostic psychologist at preschool. Результаты научных исследований в условиях пандемии (COVID-19), 1(01), 20–25. извлечено от https://inlibrary.uz/index.php/scientific-research-covid-19/article/view/7756
Kh Mominova, Andijan State University

Lecturer, Department of General Psychology

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Аннотация

The psychologist is responsible for monitoring the interests of the subject, ensuring his psychological comfort at all stages of the psychodiagnostic examination, defined in the form of certain norms and rules of professional behavior. The basis of professional ethics is the recognition of the right of every person to the inviolability of the psyche, soul. The diagnostic psychologist must respect the dignity, human rights andfreedoms, religious and moral beliefs of the subject, take them into account when organizing and conducting research, and choose methodological tools. Discrimination on the basis of social origin, ethnicity, financial situation, sexual orientation, etc. Not allowed during psychological and diagnostic examination


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In short, educators, including educators, teachers, or coaches, need to be

skilled actors in life. Whether in pre-school, general secondary or higher
education, the pupil should be treated appropriately. Being able to treat
children as children and adults as nicely as adults is important in educating
the younger generation. They need to be prevented from engaging in any
kind of negative behavior, such as being bullied, intimidated, or even
beaten.[5] During the education of young people, educators and teachers
need to create the necessary conditions for young people to think and work
freely and independently in the classroom, to fully express their views.
Especially in the construction of civil society, it is important to raise and
improve the consciousness, culture, sense of belonging and responsibility of
citizens at the current level of demand. Of course, this important issue in the
activities of young people is distinguished by its relevance.


References:
1.Sh.Mirziyoev. Education and enlightenment are the path to peace and

creativity. We will resolutely continue our path of national development and
raise it to a new level. Volume 1 Tashkent. “Uzbekistan” 2017. p.29.

2. Speech by the President of the Republic of Uzbekistan Shavkat

Mirziyoyev at the 72nd session of the UN General Assembly.

3. Sheikh Muhammad Sadiq Muhammad Yusuf. "Social etiquette" -

Tashkent, "Hilal-Nashr". 2012. pp. 38-39

4. Farobi. A city of noble people. -T.: "People's Heritage named after

A.Qodiriy" publishing house, 1993.162 - p.

5. Ergashev I., Sharipov B., Jakbarov M. Liberalization and spirituality of

society.-T., “Academy”, 2000. 31 pages.



Khijran Mominova, Lecturer, Department of General Psychology, Andijan

State University, Uzbekistan.

ETHICS AND RESPONSIBILITY OF A DIAGNOSTIC PSYCHOLOGIST AT

PRESCHOOL

Kh. Mominova

Abstract: The psychologist is responsible for monitoring the interests of

the subject, ensuring his psychological comfort at all stages of the psycho-
diagnostic examination, defined in the form of certain norms and rules of
professional behavior. The basis of professional ethics is the recognition of
the right of every person to the inviolability of the psyche, soul. The
diagnostic psychologist must respect the dignity, human rights and


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freedoms, religious and moral beliefs of the subject, take them into account
when organizing and conducting research, and choose methodological tools.
Discrimination on the basis of social origin, ethnicity, financial situation,
sexual orientation, etc. Not allowed during psychological and diagnostic
examination.

Keywords: Art - therapy, psych diagnostics, psychologist, correction,

aspect, therapy, practice.


Compliance with the ethical standards of psychodiagnostics is ensured

by the requirements of the principles of the psychologist, his personal and
professional qualities and means.

The basic principles of a psychologist are as follows.

The principle of responsibility;

The principle of competence;

The principle of uselessness;

The principle of confidentiality.

The principle of responsibility implies the responsibility of the

psychologist-diagnostician to ensure the mental and physical health,
emotional and somatic well-being and social well-being of the subject during
the diagnostic process. [1] The psychologist-diagnostician is responsible for
monitoring the subject’s interests throughout the entire investigation - from
task assignment to organizing and conducting the research, processing and
interpreting the results. If a psychodiagnostic examination is accompanied
by any temporary injury and causes a feeling of emotional and physical
discomfort, for example, as a result of the use of an unpleasant emotiogenic
effect, the psychologist should not exert pressure when deciding on an
examination. Only those who voluntarily consent to psychodiagnostic
procedures participate. If the verified psychodiagnosis is low, the parent or
guardian agrees to his or her participation in the examination.

Psychodiagnostics should be willing to calmly accept the examinee’s

refusal to participate in the process at any stage and to respect his or her
reasons, motives, self-esteem, and experiences.

The psychologist does not restrict the examiner’s freedom, he or she

may stop the psychodiagnostic work or seek the advice of another
psychologist or other specialist.[2] It supports the subject’s ability to make
independent decisions about solving problems together and does not
interfere with actions taken by other professionals. However, if it is
performed by other specialists or other psychologists at the same time, he
or she may refuse to continue psychodiagnostic procedures.

If the investigation requires a breach or falsification of the original goals

and objectives, the psychologist should make sure that this does not lead to
significant and long-term harm. The need to violate the objectives of the


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study, the guidelines should be revealed after the end of the experimental
program. The psychologist is responsible for the accuracy and objectivity of
the psychological diagnosis, its purposeful use, and the inadmissibility of the
use of the information obtained to the detriment of the subject. Often a
special responsibility in writing a psychological conclusion, which plays a
decisive role in the fate of the person being examined, lies with psycho-
diagnostics.

Written characterization requires extreme care and restraint in

presenting and interpreting results.[3] In this case, not only scientific but
also everyday understanding must take into account the characteristics of a
number of psychological categories, such as harmful, mentally retarded,
mentally retarded, and so on. The responsibility of the psychologist relates
to the form of transmission of psychological information. The results and
recommendations are communicated to the client in a way that is
understandable and does not allow for the ambiguity of comments or
speculations. The professional status of a psychologist is determined not
only by personal characteristics and abilities, but also by a qualification that
reflects the level of performance of professional duties.

The principle of competence means that a psychodiagnostic

examination should always be performed by a qualified psychologist with a
basic higher psychological education. [4 ]He directs psychodiagnostics to
daily practical work in accordance with the scientific principles established
by the laws of developmental experience and manifestation, based on the
psyche and scientific experience. The competence of a psychologist is
determined by how much knowledge he has in modern scientific research in
his field and maintains a high level of professional knowledge and skills.

Psychologists must always know their powers and limits. A psychologist

serves only to solve tasks and problems that fall within his or her
professional competence. Therefore, the desire to increase and improve
their knowledge, the methodological equipment of their work is a natural
professional need for psychodiagnostics, which can be realized in different
ways: self-improvement, participation in conferences, symposia and
congresses of psychologists, participation in the work, writing monographs,
articles, teaching materials, manuals.

The psychologist is well versed in psychodiagnostic conversation,

observation and testing skills, which allows him not only to solve the task
effectively, but also to maintain the subject’s sense of satisfaction from
communicating with the specialist.

The skill of the psychologist is to ensure that he or she does not fall into

a professionally uncertain situation, such as agreeing to conduct research or
organize experimental work with undefined goals and methods of using the


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information obtained, and that his or her role or functions are inconsistent
or ambiguous. appears in the following cases.

The psychologist takes special care not to be able to carry out his advice

professionally, so that his recommendations do not cause unfounded
expectations for the client. The client should have an idea of the
psychologist’s professional ability, his or her level of competence, and ability
to solve tasks.

The professional competence of a psychologist is often seen as an

integral part of the diagnostic process, which is as important as the selection
of psychological diagnostic tools on a science-based basis. Professional
competence is based on clear psychological knowledge that allows to draw
reliable, objective conclusions, including knowledge in general, age,
differential, social and special psychology, as well as in the field of
psychopathology and psychiatry.

The professional skill of a psychologist is largely based on general

scientific and cultural knowledge that determines the breadth of his or her
views. The depth of social thought is necessary to explain the many forms of
human behavior

V. K. Gayda identified five areas of knowledge required for

psychodiagnostics:

• Know the terms of accepting an order for research;
• Know the conditions (causes) that lead to behavioral changes;
• Technological knowledge;
• Be aware of possible changes in behavior under the influence of the

diagnostic process;

• Comparative knowledge.
In the process of making a diagnosis, the psychologist implements

another principle - the principle of indifference and impartiality. The
psychologist performs his duties regardless of the history of a person's life
and past experience, regardless of his appearance, conclusions, subjective
impressions about his social status. Psychodiagnostic hypothesis, the
objectivity of the psychological conclusion should not be affected by the
similarity of personal characteristics, the closeness of psychological,
religious, cultural and social relations.[5] During the diagnostic process, the
psychologist neither evaluates the statement, nor the method of work, nor
the state of mental functions. In writing the conclusion, the psychologist
avoids the use of “good memory”, “good abilities”, “bad character”, “passive
intellect” and so on.

The principle of confidentiality plays an important role in the work of a

psychologist. The respect and trust of the subject or team to the psychologist
is determined primarily by how much psychological information is kept
confidential. This principle includes the non-disclosure of diagnostic results


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without the personal consent of the person being diagnosed. Materials
obtained by a psychologist in a psychodiagnostic examination or counseling
relationship should not be disclosed, either accidentally or intentionally.
The psychologist informs the examinee about what information and to what
extent it can be disclosed or disclosed in contact with other professionals. If
necessary, for example, in resolving disputes between educators and
parents, in determining the professional skills of a particular group member,
the results of psychodiagnostic examination can compress the examiner, the
client, the psychologist himself, and the science of psychology in general. can
be made without namopyon. The form of delivery and the amount of
information are accepted in advance by the psychologist, taking into account
the individual characteristics of the recipient, the specific situation under
investigation.

If a psychodiagnostic examination is performed on an order basis, the

psychologist will agree in advance with the client with people who have
access to materials that contain psychological information about the
subjects. Its form (written descriptions, summary tables, computer version),
location and shelf life must also be agreed.

When announcing the results of psychological research, the

psychologist should change the names of the survey participants or use a
code known only to him.

However, in the work of a psychologist, there are cases where the

principle of confidentiality may be violated.[6] This is primarily due to the
fact that the data obtained or the observed behaviors endanger the life of the
person under investigation or those around him (drug use, suicidal ideation,
etc.).

When testing minors, it should be borne in mind that parents may

consult a psychologist for the results of their child’s test assignments. Such
a requirement may lead to a child's right to confidentiality of individual
psychological information, especially in adulthood. In this case, the question
is not whether to inform the parents about the problems the child knows
about the psychologist, but how to do it without harming the child. In this
case, it is very important for the psychologist to maintain the confidence of
the child, not to break the benevolent relationship with him.

References:
1. Abramova G.S. Age Psychology: Textbook for High Schools .- M .:

Academic Project, 2010.-623s.

2. Alferov A.D. Psychology of the development of students: a textbook

for universities. - Rostov-on-Don, 2010.-384 p.

3. Age and pedagogical psychology: anthology. - M.: Academy, 2010 .--

367 p.


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4. Age psychology: childhood, adolescence, youth: anthology: Textbook

for ped. universities. - M.: Academy, 2011.-624 p.

5. Craig G. Development Psychology (Transl. From English) - St.

Petersburg, 2010, 987 p.

6. Kulagina I.Yu., Kolyutsky V.N. Age Psychology: Human Development

from Birth to Late Maturity: A Textbook for High Schools.-M.: Yurayt, 2011.-
464 p.




Hojieva Rukhsora, Tilloev Lochin, Bakieva Shakhnoza, Toshboev

SardorBukhara Engineering Technological Institute,

DEFINITION OF INDICATORS IN OXIDE ALUMINUM, USED IN GAZOVICH

CHEMICAL PROCESSING COMPLEX

R. Hojieva, L. Tilloev, Sh. Bakieva, S. Toshboev

Abstract: In this case, the Shurtan gas-chemical complex during the

production of polyethylene, gives the characteristics of aluminum oxide
used in the purification of polyethylene from the residues of Sigler-Natta
catalysts.

Keywords: used alumina, purification of polyethylene, Sigler-Natta

catalysts, adsorption, adsorbed.


In today's fast-paced world, the use of natural resources by people is

increasing day by day. Developing fast Today our main goal is to use natural
resources wisely and pass them on to future generations. Currently, the level
of use of natural resources by man is growing day by day. Therefore, the
deep processing of every raw material extracted from the earth, It is our
responsibility for generations to create waste-free technologies and prevent
damage to nature by various wastes [1].

There are several changes in the form of alumina (Al

2

O

3

), the most

important of which are 𝛼 = 𝐴𝑙

2

𝑂

3

𝛾 = 𝐴𝑙

2

𝑂

3

𝜃 = 𝐴𝑙

2

𝑂

3

𝑘 = 𝐴𝑙

2

𝑂

3

γ -form

is thermally processed from hydrates alumina, bermite (Al

2

O

3

H

2

O) and

hydrargillite (Al

2

O

3

3H

2

O) are taken from thermal processing 𝛾 = 𝐴𝑙

2

𝑂

3

becomes 𝛼 = 𝐴𝑙

2

𝑂

3

as a result of heating. 𝛼 = 𝐴𝑙

2

𝑂

3

is extremely stable and

forms a corundum mineral. Corundum is a white crystalline substance that
crystallizes in a rhombohedral lattice. Its hardness is 9 on the Mohs scale,
and it liquefies at 2046

0

С [2].

Alumina is widely used in the chemical and petrochemical industries as

an adsorbent for drying and purifying gaseous and liquid chemicals (Fig. 1),
as a catalyst spreader, and in other industries.

Библиографические ссылки

Abramova G.S. Age Psychology: Textbook for High Schools M Academic Project, 2010.-623s.

Alferov A.D. Psychology of the development of students: a textbook for universities. - Rostov-on-Don, 2010.-384 p.

Age and pedagogical psychology: anthology. - M.: Academy, 2010 .— 367 p.

Age psychology: childhood, adolescence, youth: anthology: Textbook for ped. universities. - M.: Academy, 2011.-624 p.

Craig G. Development Psychology (Transl. From English) - St. Petersburg, 2010,987 p.

Kulagina I.Yu., Kolyutsky V.N. Age Psychology: Human Development from Birth to Late Maturity: A Textbook for High Schools.-M.: Yurayt, 2011.-464 p.

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