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Book 1. The system of work of a psychologist with children of different ages

Preface

Introduction

Chapter 1. Psychodiagnostic work with preschool children

General characteristics of age

Basic principles of psychodiagnostic work with preschoolers

Deprivation and ways to identify it

Study of the cognitive sphere of a preschooler

Diagnosis of the emotional-affective sphere

Assessment of the volitional capabilities of a preschooler

Study of interpersonal relationships between a child and parents

Determining the psychological readiness of children for schooling

Chapter 2. Features of psychological work with children of primary school age

The use of graphic techniques in the work of practical psychologists

Assessing the attention of a primary school student

Short-term memory assessment

Assessing the thinking of a primary school student

Study of the personal characteristics of a primary school student

Color-drawing test for diagnosing mental states of junior schoolchildren

Self-esteem and level of aspirations of a junior schoolchild

Using the observation method to determine the psychological characteristics of a schoolchild

Working with difficult students

Chapter 3. Psychologist’s work with teenagers

Study of the cognitive sphere of a teenager

Assessment of attention (according to the Munstenberg method)

Identifying anxiety levels in adolescents

Assessing a teenager’s relationship with the class

Determination of character accentuations in adolescents

Pathocharacterological diagnostic questionnaire (PDQ)

Chapter 4. Psychologist’s work with adolescents

Personality assessment

Personality research using the Freiburg Personality Inventory (FPI)

“Self-portrait” technique

Methodology “Non-existent animal”

Techniques for determining accentuation in high school students

Identification of motives of behavior among older schoolchildren

Assessment of neuropsychic tension, asthenia, low mood

Studying the properties of the nervous system of students

Assessment of mobility based on vital signs

Research of cognitive interests in connection with the tasks of career guidance

Studying the professional intentions of high school students

Studying the professional interests of students

Book 2. Psychologist’s work with adults

Preface

Chapter 1. Work of a psychologist with a teacher

Assessment of a teacher’s professional activity

Teacher's information culture

Who am I in this world?

Assessing the professional orientation of a teacher’s personality

Rating a teacher's sociability

Barriers to teaching activity

Occupational Stress Scale

Assessment of the psychological climate in the teaching staff

Chapter 2. School psychologist and parents of students

Psychologist's work with parents of a preschooler

House-Tree-Person Test

Relationships between teenagers and parents

Methodology for measuring parental attitudes and reactions

Parents' understanding of the characteristics of adolescence

Determination of the psychological atmosphere in the family

Method "Unfinished sentences"

Are you jealous?

Do you understand each other?

Test joke "Woman... Man..."

Chapter 3. Increasing the psychological competence of school administration

Ability for economic activities

Test "Administrator or leader"

Organizational Assessment

Test “Are you coping with your job?”

Self-doubt test

Leadership style of teaching staff

Test “Readiness for leadership activities”

Test to determine team leadership style

Test "Management style"

Do you have your own "I"

Features of social behavioral reactions

Test questionnaire for assessing “social and communicative competence”

Assessment of thinking style

Questionnaire “Thinking Style”

Individual and personal characteristics

Questionnaire of life manifestations of typological properties of the nervous system (SNS)

Questionnaire “Your character”

Corrective techniques and exercises

Preface

Methodological manuals in the “ABC of Psychology” series were developed and tested as part of the “Don Psychological School” experiment. The idea of ​​the experiment arose after studying and analyzing the needs and capabilities of schoolchildren. Our experience shows that curricula can be significantly updated by introducing disciplines of the psychological and pedagogical cycle. While maintaining the basic component of the state curriculum for the purpose of ensuring general education, additional and elective classes are provided for students, as well as work according to individual plans. A significant amount of the integrated course requires allocation of 3 hours in the 10th grade and 4 hours in the 11th grade. Time for studying psychology is allocated within the framework of the basic curriculum through its variable part and electives included in the schedule of compulsory classes. The variable part of the curriculum is used with the following weekly schedule:

The full course involves studying the following disciplines:
1st-4th grades – “The ABCs of Psychology”;
5th grade – “Human cognitive activity”;
6th grade – “Basics of self-regulation”;
7th grade – “Psychology of communication”;
8th grade – “Ethics and psychology of family life”;
9th grade – “Basics of career guidance and choice of profession”;
10th grade – “Personality Psychology”;
11th grade – “Fundamentals of social psychology.”

The specifics of psychological disciplines and the number of hours allocated to them require an increase in the total number of lessons per week compared to the current curriculum. However, the use of advanced technologies and intensification of the learning process can reduce lesson time by 5 minutes. Since the practical part of psychology classes is aimed at reducing stress and fatigue, increasing the number of lessons should not affect the health of children.
In the content of continuous psychological training of students, 3 leading levels are clearly visible: introductory (grades 1-6), adaptation (grades 7-9) and basic (grades 10-11). This makes it possible to abandon special training, a kind of training of children for a specific profession, and instead provide schoolchildren with the opportunity to choose from a wide range of “person-to-person” professions. In addition, a real basis is created for the formation of the best human qualities in students, the development of organizational and communication abilities, which is necessary for any civilized person.
The training program in a specialized psychological class at the 2nd level of complexity involves a two-year cycle, which allows students to purposefully prepare students for the activities of assistant psychologists, followed by passing a qualifying exam and receiving a certificate.
The entry of high school students into various types of work as a psychologist includes both general pedagogical actions characteristic of all relevant professions, and specific ones that require special knowledge, skills, abilities and personal qualities.
In specialized psychological classes, active teaching methods are used: training, role-playing and business games. The curriculum includes educational excursions to the city psychological center, social protection centers, meetings with university psychology teachers and psychologists.
When characterizing the prospects for psychological education in school, it is necessary to emphasize the possibility of psychologizing the content of the entire educational process. We are talking, for example, about the fact that psychology (its influence will certainly grow) should “work” not only in its traditionally close literature, biology, but also in music or painting. Thus, psychology can act as an important integrating factor, and for educational areas that are very distant from each other.
A counter movement also seems promising—the inclusion of elements of educational material from other subject and educational areas, such as history, into the psychological content. In this sense, we can talk not only about the psychologization of, say, the humanities, but also about the expanded humanitarization of psychological disciplines.
The process of psychologization can be accelerated with the help of an appropriate organization of psychological practice, within which it is necessary to provide individual tasks for those who are more interested in computer diagnostics (“person-to-technology”) or counseling (“person-to-person”), the study of an individual or a group etc. It is more expedient and pedagogically justified to give students the right to independently choose from this set those disciplines that they need to master.
The entire amount of time allocated to psychology should not exceed 30% of the total number of hours provided for by the curriculum.
Thus, the model we propose for the psychological preparation of a developing personality can be built both on the principle of hierarchical subordination of disciplines and on the basis of the transition from the general to the specific. It should be noted that the books in the “ABC of Psychology” series can be used by psychologists in educational institutions not only as a set, but also individually, taking into account the age capabilities of schoolchildren.

Section 1
PERSON OR PERSON?

Adult dictionary

Act – form of manifestation of the subject's activity.
Psychological protection – a special regulatory system of personality stabilization, aimed at eliminating or minimizing the feeling of anxiety associated with awareness of the conflict.
Individuality – a person characterized by his socially significant differences from other people.
Introspection – a method of understanding mental phenomena through introspection, i.e., a person’s careful study of what is happening in his mind when solving various kinds of problems.
Cognitive Psychology – one of the modern areas of research in psychology, which explains human behavior based on knowledge and studies the process and dynamics of its formation.
Personality – the individual as a subject of social relations and conscious activity.
Personal meaning - subjective attitude of the individual to objects and phenomena of the surrounding reality.
Worldview – a system of views on the objective world and man’s place in it, on man’s relationship to the reality around him and to himself.
Psycholinguistics – a field of science bordering between psychology and linguistics that deals with the study of human speech, its occurrence and functioning.
Personal self-determination – the conscious act of identifying and asserting one's own position in problematic situations.
Self-esteem - a person’s assessment of himself, his capabilities, qualities and place among other people.
Status – a person's position in a group that determines his rights and responsibilities.
Structure – a set of stable connections between many components of an object, ensuring its integrity and identity to itself.
Subject – an individual or a group of people as a source of knowledge and transformation of reality.
Test – a system of tasks that allows you to measure the level of development of a certain psychological quality of an individual.
Personality Traits – stable characteristics of an individual’s behavior that are repeated in various situations.

General concept of personality

What does the word "personality" mean? What meaning do we put into it? This word has its own history. Originally the Latin word "persona" (personality) meant a mask worn by an actor. The word “mask” had the same meaning among buffoons. In ancient Rome, personae were citizens responsible before the law. An academic dictionary of 1847 said that personality is, “firstly, the relation of one person to another, no personality should be tolerated in the service; secondly, a caustic comment on someone’s account, an insult. Personalities should not be used."
In accordance with the second interpretation, A.S. Pushkin used the word “personality”:

Other swearing, of course, is indecency,
You can’t write: so-and-so is an old man,
Goat with glasses, ugly slanderer,
Both angry and mean: all this will be a personality.

A.N. Radishchev used this word in a slightly different meaning: “Do you know what your peculiarity, your personality, what you are depends on?”
In modern science, the concept of “personality” is one of the most important categories. It is not purely psychological and is studied by history, philosophy, economics, pedagogy and other sciences. In this regard, the question arises about the peculiarities of the approach to personality in psychology.
The most important task of psychological science is to discover those psychological properties that characterize the individual and personality. A person is already born into the world as a human being. The structure of the body of a newborn baby allows him to master upright posture in the future, the structure of the brain allows him to develop intelligence, the structure of the hand provides the prospect of using tools, etc. With all these capabilities, a baby differs from a young animal. This confirms the fact that the baby belongs to the human race. This relationship is fixed in the concept of “individual” - in contrast to a baby animal, which is called an individual from birth to the end of its life.

The concept of “individual” expresses a person’s gender identity, i.e. any person is an individual. But, being born as an individual, a person acquires a special social quality, he becomes a personality. The philosophical definition of personality was given by K. Marx. He defined the essence of man as a set of social relations. It is possible to understand what a person is only through the study of real social connections and relationships into which a person enters. The social nature of the individual always has a specific historical content.
It is from the specific socio-historical relations of a person that it is necessary to derive not only the general conditions of development, but also the historically specific essence of the individual. The specificity of social conditions of life and a person’s way of activity determines the characteristics of his individual qualities and properties. Personal characteristics are also not given to a person from birth. All people adopt certain mental traits, attitudes, customs and feelings in the society in which they live. Sometimes a person is understood as a closed, spiritual entity independent of the world, inaccessible to scientific research methods. However, personality cannot be reduced only to a set of arbitrarily selected internal mental properties and qualities, and cannot be isolated from objective conditions, connections and relationships with the outside world.

Along with the concept of “personality,” the concept of “individuality” is often used. What is human individuality? The personality of each person is endowed only with his own inherent combination of traits and characteristics that form his individuality. Thus, individuality is a combination of a person’s psychological characteristics that determine his uniqueness, originality, and difference from other people. Individuality is manifested in certain character traits, temperament, habits, prevailing interests, in the qualities of cognitive processes, in abilities, in an individual style of activity. Just as the concepts of “individual” and “personality” are not identical, personality and individuality, in turn, form unity, but not identity. If personality traits are not represented in the system of interpersonal relationships, they turn out to be insignificant for personality assessment and do not receive conditions for development. Therefore, a person’s individual characteristics do not manifest themselves in any way until they become necessary in the system of interpersonal relationships. So, individuality is only one aspect of a person’s personality.

The relationship between biological and social in personality

The fact that the concepts of “personality” and “individuality” do not coincide does not allow us to imagine the structure of personality only in the form of some set of properties and qualities of a person. Indeed, if a person always acts as the subject of his relationships with people around him, his structure should also include these relationships and connections that develop in activity and communication. The structure of a person's personality is broader than the structure of his individuality. Therefore, data obtained from personality research cannot be directly transferred to personality characteristics.

The central place in psychological science is the problem of the relationship in the development of the individual biological and social. In the history of science, almost all possible relationships between the concepts of “mental”, “social” and “biological” have been considered. Mental development was interpreted in different ways: either as a completely spontaneous process, independent of either biological development or social development; then as a process derived either from biological development or from social; either as a result of parallel action on an individual by biological and social factors or as a product of their interaction.
Let's look at these theories in a little more detail.
So, according to the concepts spontaneous mental development Personal development is completely determined by its internal laws. The question of the biological and social simply does not exist for these concepts: the human body here, at best, is assigned the role of a kind of “container” of mental activity, something external in relation to the latter.

In concepts that are based on laws of biology, mental development is considered as a linear function of the organism, as something that unambiguously follows this development. Here they try to derive all the features of mental processes, states and properties of a person from biological laws. In this case, laws discovered in the study of animals are often used, which do not take into account the specifics of the development of the human body. Often in these concepts, to explain mental development, the basic biogenetic law is used - the law of recapitulation. According to this law, the development of an individual repeats in its main features the evolution of the species to which it belongs. Scientists who adhere to this direction are trying to find in the mental development of an individual a repetition of the stages of the evolutionary process as a whole, or at least the main stages of the development of the species.
Similar ideas are found in sociological concepts mental development of the individual. Only here it appears a little differently. It is argued that the mental development of an individual in a summary form reproduces the main stages of the process of historical development of society, primarily the development of its spiritual life and culture.
Of course, if you wish, you can see some external similarities here. However, it does not provide grounds for concluding that the principle of recapitulation is valid in relation to human mental development. Such concepts are a typical case of unlawful expansion of the scope of biogenetic law.
The content of such concepts is expressed most clearly in the works of V. Stern. He believes that the principle of recapitulation should cover both the evolution of the animal psyche and the history of the spiritual development of society. To illustrate, here is one quote: “The human individual in the first months of infancy, with a predominance of lower feelings, with an unreflective reflexive and impulsive existence, is in the stage of a mammal; in the second half of the year, having developed the activity of grasping and versatile imitation, he reaches the development of a higher mammal - ape and in the second year, having mastered vertical gait and speech - the elementary human condition. In the first five years of play and fairy tales, he stands on the level of primitive peoples. This is followed by entry into school, a more intense integration into a social whole with certain responsibilities - an ontogenetic parallel to the entry of a person into its state and economic organizations. In the first school years, the simple content of the ancient and Old Testament world is most adequate to the child’s spirit; the middle years bear the features of fanaticism of Christian culture, and only in the period of maturity is spiritual differentiation achieved, corresponding to the state of culture of modern times.” Despite the complexity of this passage, the stages that a person goes through from the moment of birth are quite clear:
– lower mammals;
– higher mammals;
- primitive;
– the birth of statehood;
– ancient world;
– Christian culture;
- modern culture.
Of course, one can discern some similarities and repetitions in the development of the individual and in the history of society. However, they do not allow us to reveal the essence of human mental development. When making such analogies, one cannot fail to take into account the system of training and education, which develops historically in every society and has its own characteristics in each socio-historical formation. The laws of development of society and the laws of development of the individual in society are different laws. The connection between them is much more complex than it seems from the standpoint of the law of recapitulation.
Each generation of people finds society at a certain stage of its development and is included in the system of social relations that exists. He does not need to repeat in any condensed form the entire previous history of mankind. In addition, by being included in the system of established social relations, each individual acquires and assimilates in this system certain rights and responsibilities, a social position, which are not similar to the functions and positions of other people. The cultural development of an individual begins with mastering the culture of that time and the community to which he belongs. The entire development of an individual is subject to a special order of laws.

At the same time, it is obvious that a person is born as a biological being. His body is a human body, and his brain is a human brain. In this case, the individual is born biologically, and even more so socially, immature and helpless. The maturation and development of the human body from the very beginning takes place in social conditions, which inevitably leave a strong imprint on these processes. The laws of maturation and development of the human body manifest themselves in a specific way, not like in animals. The task of psychology is to reveal the laws of biological development of the human individual and the features of their action in the conditions of his life in society. For psychology it is especially important to find out the relationship of these laws with the laws of mental development of the individual.The biological development of an individual is the basis, the initial prerequisite for his mental development. But these prerequisites are realized in a certain society, in the social actions of the individual. The development of an individual does not begin from scratch, not from scratch. The old idea about its original basis as a “tabula raza” (a blank sheet on which life writes its letters) is not confirmed by science. A person is born with a certain set of biological properties and physiological mechanisms, which act as such a basis. The entire fixed system of properties and mechanisms is the general initial prerequisite for the further development of the individual, ensuring his universal readiness for development, including mental development.
It would be too simple to imagine that biological properties and mechanisms perform certain functions only at the initial stage of mental development, and then disappear. The development of an organism is a constant process, and these properties and mechanisms always play the role of a general prerequisite for mental development. Thus, the biological determinant operates throughout the life of an individual, although in different ways at different periods.
Psychology has now accumulated a lot of data that reveals the characteristics of sensations, perception, memory, thinking and other processes during different periods of human development. Scientists have proven that mental processes develop only in human activity and in the course of his communication with other people. In order to identify the laws governing human mental development, it is necessary to know how the biological support of developing mental processes changes. Without studying the biological development of the organism, it is difficult to understand the actual laws of the psyche. We are talking about the development of that highly organized matter, the property of which is the psyche. It is clear, of course, that the brain as the basis of the psyche does not develop on its own, but in the real life of a person. The most important aspects of development are the mastery of historically established methods of activity and methods of communication, the development of knowledge and skills, etc.
The prominent Russian psychologist B.F. Lomov devoted a lot of work to solving the problem of the relationship between the social and biological in personality. His views boil down to the following main points. When studying the development of an individual, psychology is not limited to the analysis of individual mental functions and states. First of all, she is interested in the formation and development of a person’s personality. In this regard, the problem of the relationship between the biological and the social appears primarily as a problem of the organism and the individual. The first of these concepts - “organism” - was formed in the context of biological sciences, the second concept, “personality”, is social. However, both of them treat the individual as a representative of the species “homo sapiens” and as a member of society. At the same time, each of these concepts captures different human properties. In the concept of “organism” - the structure of the human body as a biological system, in the concept of “personality” - the inclusion of a person in the life of society. As noted above, Russian psychology considers personality as a social quality of an individual. This quality does not exist outside of society. A person who lives and develops outside human society cannot be said to be an individual. Therefore, the concept of “personality” cannot be revealed outside of the “individual-society” relationship. The basis for the formation of an individual’s personal properties is the system of social relations in which he lives and develops.

In a broader sense, the formation and development of a personality can be considered as its assimilation of social programs that have developed in a given society at a given historical stage. It should be emphasized that this process is directed by society with the help of special systems, primarily upbringing and education systems.
From all of the above we can conclude: The development of an individual is complex, systemic and highly dynamic. It necessarily includes both social and biological determinants. Attempts to present a personality as the sum of two parallel or interconnected series are a very gross simplification that distorts the essence of the matter. Regarding the connections between the biological and the mental, it is hardly advisable to try to formulate some universal principle that is valid for all cases. These connections are multifaceted and multifaceted. Under some circumstances, the biological acts in relation to the mental as its mechanism, under others – as its prerequisite. Under some conditions, the content of mental reflection plays a role, under some conditions it plays the role of a factor influencing mental development, or the cause of individual acts of behavior. The biological can also be a condition for the emergence of mental phenomena, etc.
The connections between the mental and the social are even more diverse and multifaceted. This makes it very difficult to study the triadic structure of biological-mental-social. The relationship between the social and the biological in the human psyche is multidimensional and multi-level. It is determined by the specific circumstances of the mental development of the individual and develops differently at different stages of this process.
Let us now return to the question of the psychological essence of personality. To characterize what a personality is precisely in its meaningful psychological terms has turned out to be a difficult task for science. The solution to this issue has its own history.

Personality theories

One of the most popular approaches to considering personality is typological. Since ancient times, people have tried to connect some aspects of personality with physical characteristics of a person. In this way, various personality types and sets of personality traits that should be inherent in these types were identified.

Among the typological classifications developed in the 20th century, the typologies of Kretschmer (1925) and Sheldon (1954) should be noted. These psychologists made an attempt to relate human behavior to his physical design. According to the ideas of Kretschmer and Sheldon, tall and thin people (ectomorphic type) are most often timid, inhibited, prone to loneliness and mental activity. Strong, muscular people (mesomorphic type) should, as a rule, be dynamic and strive for dominance. Among short people with signs of obesity (endomorphic type), sociable, cheerful and calm people predominate.

HAND BOOK FOR A PRACTICAL PSYCHOLOGIST

Tutorial

IN two books

Book 2

Psychologist's work with adults. Corrective techniques and exercises

2nd edition, revised and expanded

BBK 88.4 R59

Reviewers:

A.O. Prokhorov, Doctor of Psychological Sciences (Kazan State Pedagogical University);

HELL. Alferov, Doctor of Pedagogical Sciences

Rogov E.I.

P59 Handbook for a practical psychologist: Textbook. manual: In 2 books. - 2nd ed., revised. and additional - M.: Guma-nit. ed. centerVLADOS, 1999. - Book. 2: Work of a psychologist with adults. Corrective techniques and exercises. - 480 s: ill. ISBN 5-691-00180-9. ISBN 5-691-00182-5(11).

The second book of the textbook contains diagnostic techniques that are most often used by domestic psychologists when working with adults - teachers and parents. The book also includes a set of corrective techniques and exercises necessary in the work of a psychologist in the educational field.

© Rogov E.I., 1998 JSI^"^ 0 " 9 ® "Humanitarian Publishing House

ISBN 5-691-00182-5(11) VLADOS center, 1998

PREFACE

Book 2 describes in detail the methods of psychodiagnostic and correctional communication between a psychologist and teachers, parents of students and school administration. The procedures for assessing the professional activity of a teacher, identifying his typological characteristics, professional orientation, ability to empathy, preferred methods of responding in conflict situations, possible barriers to teaching activity, determining the psychological climate in the teaching staff, etc. are described. In addition, it talks about working with students’ parents; methods for assessing the psychological atmosphere in the family are given; methods for assessing the leadership style of teaching staff, methods for correcting anxiety and shyness, psychological support and removing barriers to communication are described, and methods for regulating mental state, etc. are also shown.

The author expresses deep gratitude to colleagues, primarily E.K. Gulyants, A.K. Belousova, A.A. Osipova, T.P. Skripkina, who helped with their materials, comments, recommendations and direct participation.

PSYCHOLOGIST'S WORK WITH ADULTS

Chapter 1. WORK OF A PSYCHOLOGIST WITH A TEACHER

Many years of experience allow us to assert that often the teacher is the source of problems that are then discovered in the child, however, the work of a school psychologist with a teacher is often underestimated. When assessing the personal characteristics of a teacher, “traditional”, “universal” methods of personality research are usually used, without taking into account its professional specifics. The chapter attempts to at least partially correct this situation.

Rogov, Evgeniy Ivanovich

Rogov Evgeniy Ivanovich

Department of Organizational and Applied Educational Psychology

Scientific degree: Candidate of Psychological Sciences, Doctor of Pedagogical Sciences

Position: professor

1. Education

1979 – graduated from Rostov State University, majoring in psychology, teacher of psychology.

1986 – graduated from the postgraduate course of the Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR (Moscow) with the defense of a thesis for a candidate of psychological sciences in the specialty 19.00.07 developmental and educational psychology.

1999 – defense of the dissertation of Doctor of Pedagogical Sciences “Personal and professional development of a teacher in teaching” in specialty 13.00.08 “Theory and methodology of vocational education.”

2. Advanced training (over the last three years)

2.1. 2018, Federal State Autonomous Educational Institution of Higher Education "North Caucasus Federal University", training in the program "Use of electronic information and educational environment and information and communication technologies in the educational process", 72 hours

2.2. 2018, Federal State Autonomous Educational Institution of Higher Education "North Caucasus Federal University", training in the program "Providing first aid". 72 hours

2.3. 2018, Federal State Autonomous Educational Institution of Higher Education “Southern Federal University”, training in the program “Online learning technologies in teaching activities”, 72 hours

2.4. 2017, Federal State Autonomous Educational Institution of Higher Education "Southern Federal University", training in the program "Organizational and managerial foundations of inclusive vocational education", 72 hours;

2.5. 2016, Federal State Budgetary Educational Institution of Higher Education "Chechen State Pedagogical University", training in the program "Activities of a university teacher in the context of modernization of teacher education";

2.6. 2015, State Budgetary Educational Institution of Higher Professional Education "Moscow City Psychological and Pedagogical University", training in the program "Program for advanced training of teaching staff and personnel of educational and methodological services for the design and implementation of basic professional educational master's programs in the enlarged group of specialties "Education and Pedagogy" (direction preparation of Psychological and Pedagogical Education), involving an increase in research work and practice of students in network interaction with educational organizations at various levels", 72 hours.

3. Area of ​​scientific interests: Professional development and professional deformations of personality; Development of professional ideas in the process of professionalization of the subject; Studying psychology at school.

4. Disciplines taught: “Psychology of professional development of personality”; “Motivation in management activities”; “Scientific research in professional activities of psychological and pedagogical directions”; "Social psychology in education."

5. Publications:

Total publications on elibrary – 141, citations 4856

H-index according to RSCI - 10 (according to the core of RSCI-1)

Scientific publications over the past 5 years:

IN magazines Web of Science And Scopus

1. Zheldochenko L.D., Rogov E.I. INFLUENCE OF THE OBJECT OF PEDAGOGICAL ACTIVITY ON CHANGES IN PROFESSIONAL AND PERSONAL CHARACTERISTICS OF A TEACHER: DESTRUCTIVE ASPECT. // Russian psychological journal. 2016. T. 13. No. 2. P. 102-114.
2. Rogov E.I., Rogova E.E. Professional ideas as factor of attitude towards performed activity // . 2015, Pages 233-242

In journals included in the current list of the Higher Attestation Commission

1. Gabardasheva Z.I., Rogov E.I. FEATURES OF A COMPARATIVE STUDY OF THE LEVEL OF PERSONAL PROFESSIONALISM IN REPRESENTATIVES OF HUMANITARIAN PROFESSIONS // News of the Southern Federal University. Pedagogical sciences. 2017. No. 4. P. 81-90.

2. Rogov E.I. PROBLEMS OF PROFESSIONALIZATION OF STUDENTS' SELF-AWARENESS AT UNIVERSITY // News of the Southern Federal University. Pedagogical sciences. 2017. No. 8. pp. 59-66.

3. Rogov E.I. FORMATION OF PROFESSIONAL SELF-AWARENESS AT UNIVERSITY: CONTENT AND EVALUATION // News of Saratov University. New episode. Acmeology of education. Developmental psychology. 2017. T. 6. No. 4. P. 307-311.

4. Gabardasheva Z.I., Rogov E.I. THE ROLE OF THE SUBJECT OF ACTIVITY IN THE DEVELOPMENT OF PROFESSIONALISM OF STUDENTS OF HUMANITIES FACULTIES//World of Science. 2017. T. 5. No. 2. P. 7.

5. Rogov E.I. MULTI-DIRECTIONALITY OF APPROACHES TO THE CONTENT AND CRITERIA FOR THE FORMATION OF A STUDENT'S PROFESSIONAL SELF-CONSCIOUSNESS AT A UNIVERSITY//World of Science. 2017. T. 5. No. 4. P. 31.

6. Rogov E.I., Moiseenko O.S. RELATIONSHIP OF THE PROFESSIONAL AND PERSONAL ORIENTATION OF FUTURE TEACHERS WITH THEIR PERCEPTIONS ABOUT THE PROFESSION//News of the Volgograd State Pedagogical University. 2016. No. 8 (112). pp. 69-76.

7. Zheldochenko L.D., Rogov E.I. INFLUENCE OF THE OBJECT OF PEDAGOGICAL ACTIVITY ON CHANGES IN PROFESSIONAL AND PERSONAL CHARACTERISTICS OF A TEACHER: DESTRUCTIVE ASPECT//Russian psychological journal. 2016. T. 13. No. 2. P. 102-114.

8. Rogov E.I., Moiseenko O.S. PSYCHOLOGICAL PROBLEMS OF NETWORK INTERACTION OF EDUCATIONAL ORGANIZATIONS DURING THE CREATION OF A DISTRICT CLUSTER // News of the Southern Federal University. Pedagogical sciences. 2016. No. 6. P. 71-77.

9. Rogov E.I. SELF-EFFICACY AS A FACTOR OF PROFESSIONALIZATION OF HUMANITIES STUDENTS // News of the Southern Federal University. Pedagogical sciences. 2016. No. 8. pp. 71-78.

10. Rogov E.I., Moiseenko O.S. PROFESSIONAL VIEWS OF TEACHERS ABOUT NETWORK INTERACTION IN EDUCATIONAL ORGANIZATIONS//World of Science. 2016. T. 4. No. 3. P. 2.

11. Rogov E.I., Finaeva Yu.S. VIEWS ABOUT THE FUTURE PROFESSION OF STUDENTS WITH DIFFERENT TYPES OF PEDAGOGICAL ORIENTATION // World of Science. 2016. T. 4. No. 3. P. 20.

12. Rogov E.I., Gorbatykh A.V. DYNAMICS OF ASSESSMENTS OF PROFESSIONAL REPRESENTATIONS OF HUMANITIES STUDENTS WITH DIFFERENT LEVEL OF SELF-EFFICACY//World of Science. 2016. T. 4. No. 4. P. 24.

13. Rogov E.I. INADEQUACY OF PROFESSIONAL IMPLICATIONS ABOUT THE OBJECT OF ACTIVITY AS THE BASIS OF PROFESSIONAL DEFORMATIONS OF A TEACHER // Bulletin of the Chelyabinsk State Pedagogical University. 2015. No. 5. P. 92-101.

14. Rogov E.I., Zheldochenko L.D. THE ROLE OF PROFESSIONAL REPRESENTATIONS IN THE FORMATION OF THE TRAJECTORY OF PROFESSIONAL DEVELOPMENT // News of the Southern Federal University. Pedagogical sciences. 2015. No. 12. P. 107-112. eleven

15. Rogov E.I. CONCEPTUAL APPROACH TO SYSTEMATIZATION OF PROFESSIONAL DEFORMATIONS // News of the Southern Federal University. Pedagogical sciences. 2015. No. 2. P. 48-54.

16. Rogov E.I., Simonchik T.V. FEATURES OF PROFESSIONAL PERSPECTIVES OF ADDICTED TEENS IN EDUCATIONAL ORGANIZATIONS OF DIFFERENT TYPES // News of the Southern Federal University. Pedagogical sciences. 2015. No. 8. P. 101-109.

17. Rogov E.I., Zholudeva S.V., Antonova A.O. FEATURES OF PROFESSIONAL PERCEPTIONS AND PERCEPTIONS OF SUCCESS IN TECHNICAL STUDENTS // Engineering Bulletin of the Don. 2015. No. 3 (37). P. 190. 1

18. Rogov E.I. FEATURES OF PERCEPTIONS ABOUT ACTIVITY IN THE CONSCIOUSNESS OF THE SUBJECT // News of the Southern Federal University. Pedagogical sciences. 2014. No. 10. P. 39-51.

19. Rogov E.I. PROFESSIONALS AND AMATEURS: PSYCHOLOGICAL FEATURES OF FUNCTIONING // News of the Southern Federal University. Pedagogical sciences. 2014. No. 2. P. 28-36.

20. Rogov E.I., Simchenko A.N. THE INFLUENCE OF SOCIAL PERCEPTIONS ABOUT ACTIVITY ON THE FEATURES OF ITS IMPLEMENTATION // News of the Southern Federal University. Pedagogical sciences. 2013. No. 2. P. 059-066.

1. Rogov E.I., Zaplatnikova M.B. THE ROLE OF PATIENTS’ PERCEPTIONS ABOUT THE TREATMENT ACTIVITY IN THE FORMATION OF RELATIONSHIPS TO THE DOCTOR AND THE DISEASE // News of the Southern Federal University. Pedagogical sciences. 2013. No. 9. P. 097-108.

Monographs:

1. Rogov E.I. and others. Phenomenology and typology of professional interaction of a teacher. - Rostov-on-Don: RGPI, 1990.
2. Rogov E.I. and others. Pedagogical interaction: psychological aspect. - M.: Publishing House of the Academy of Pedagogical Sciences of the USSR, 1990.
3. Rogov E.I. and others. Rating as an indicator of professional development of a teacher. - Rostov-on-Don: RGPI, 1991.
4. Rogov E.I. Professional activities of the children's psychological center. - Mines: Printer, 1993.
5. Rogov E.I. Personality in teaching activities. - Rostov n/d: RGPU, 1994.
6. Rogov E.I. Teacher's personality: theory and practice. - Rostov n/a: Phoenix, 1996.
7. Rogov E.I. The teacher as an object of psychological research. - M.: "Vlados", 1998.
8. Rogov E.I. and others. Reasons for the spread and ways to prevent drug addiction. - Rostov-on-Don: RGPU, 2001.
9. Rogov E.I. Don psychological school: theory and reality. - Rostov-on-Don: RGPU, 2002.
10. Rogov E.I. and others. Personality formation in the development environment of an innovative school. - Pyatigorsk: PSLU, 2006.
11. Rogov E.I. and others. Professional ideas: theory and reality. / Edited by E.I. Rogova. - Rostov-on-Don: IPO PI SFU, 2008.
12. Rogov E.I. and others. Modern paradigm for the study of professional ideas. /Under the editorship of E.I. Rogov. - Rostov-on-Don: Foundation for the Development of Science and Education, 2014.
13. Rogov E.I. and others. Modern trends in the development of labor psychology and organizational psychology. / Edited by L.G. Dika - M.: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2015.
14. Rogov E.I. and others. Professional deformations in teaching activities. - Rostov-on-Don; KIBI MEDIA CENTER SFedU, 2015.
15. Rogov E.I. Psychology of the formation of professionalism. - Rostov-on-Don; KIBI MEDIA CENTER SFedU, 2015.

6. Scientific, pedagogical and organizational and managerial activities

• Dean of the Faculty of Psychology, Rostov State Pedagogical University (1994-2002);
• Head of the Department of Social Psychology, Russian State Pedagogical University (2000-2006);
• Head of the Department of Organizational and Applied Psychology at Southern Federal University (2006-2015);
• Head of master's programs: “Organizational psychology in education”, “Professional coach: coaching in education”:
• currently heads the REC “ISTOK” “Research of modern technologies in education and careers”, where, in addition to conducting scientific research, additional vocational training programs are being implemented intended for managers, psychologists, specialists of educational institutions of various types and types:
• "Basics HR - psychology"(professional retraining program of 520 hours);
• « Theoretical foundations of organizational psychology"(advanced training program of 144 hours);
• « Application Basics HR - psychology"(advanced training program of 180 hours)
• « Cases HR - manager"(advanced training program of 196 hours)
• "Employment Psychology"(additional education program of 32 hours)

7. Scientific activities within the framework of received grants:

7.1. 2014 - 2015 FCPRO (templan) project “Modern competency-based paradigm for the study of professional ideas, communicative abilities of the individual as a means of advanced training in socially oriented professions within various linguistic cultures.”

7.2. 2012-2013 Federal Center for Professional Education (templan) project “Comprehensive study of professional ideas as a means of increasing competence in socially oriented professions”;

7.3. 2008-2011 FCPRO (templan) project “Dynamics of professional ideas during the period of social transformations”;

7.4. 2007-2008 main competition of the Russian Humanitarian Foundation, the project “Dynamics of ideas about the object of activity in professional genesis”;