The success of psychological counseling largely depends on how the therapeutic relationship develops between the client and the psychologist. The basis of this relationship is trust. Thanks to him, the client shares with the psychologist what is important and dear to him, opens up his experiences. The well-being and health of not only the client and his family, but also other people sometimes depends on how the specialist uses the information received during counseling.

Let's give a clear example. Victoria, 22 years old, has been going to psychologists for seven of them at her mother’s insistence. Symptoms are increased anxiety, attacks of fear, accompanied by suffocation. “I come to the session just to “chat”, about nothing. Why would I open my soul to psychologists? Then they tell my mom everything! I didn’t know I had a right to privacy!” Victoria suffered for seven years, experiencing attacks of acute anxiety, the girl’s family wasted money, her anxiety disorder became chronic - all because the psychologists consulting her violated the principle of confidentiality.

As a result of such actions, families can be destroyed, careers and health can be damaged, work results can be devalued, and even the very idea of ​​psychological counseling. This is why confidentiality is present in all ethical codes of psychologists and psychotherapists.

The first code of ethics for psychologists

The first ethical code of psychologists was developed by an authoritative organization - American Psychological Association, its first edition appeared in 1953. This was preceded by a five-year work of a commission on ethical standards, which examined many episodes of psychologists’ behavior from an ethical point of view.

According to the code, psychologists must protect confidential information received from clients, and discuss issues of its protection at the beginning of the therapeutic relationship, and if circumstances change during counseling, return to this issue again. Confidential information is discussed only in scientific or professional purposes and only with persons related to this. Information can be disclosed without the client’s consent only in a number of cases prescribed in the code. The main points of such disclosure are related to preventing harm to the client himself and other people.

Among practicing psychologists in the USA, ethical American Counseling Association Code.

In the USA, you can pay for a violation with a license.

“According to the code of ethics of the American Counseling Association, publication of a case is possible only after the client has read the text and given written permission or the details have been changed beyond recognition,” says Alena Prikhidko, family therapist. – The consultant should discuss with the client the issue of who, where and when will have access to confidential information. The psychotherapist is also required to obtain the client’s permission to discuss his case with relatives. Taking a case into public space without permission threatens at least a fine, maximum - deprivation of license. Psychotherapists in the USA value their licenses, because obtaining them is not easy: you must first complete a master’s degree, then complete an internship for 2 years, pass exams, undergo supervision, and know the laws and ethical codes. It is therefore difficult to imagine that they would violate the code of ethics and describe their clients without permission - for example, in in social networks».

What about us?

Russia has not yet adopted a law on psychological assistance, there is no code of ethics common to all psychologists and no major prestigious psychological associations that would be widely known.

Russian psychological society (RPO) tried to create a unified code of ethics for psychologists. It is published on the society’s website, and is used by psychologists included in the RPO. However, while the RPO does not have much authority among professionals, not all psychologists strive to become members of the society, and the majority know nothing about this organization.

The RPO code of ethics says little about confidentiality in counseling relationships: “Information obtained by a psychologist in the process of working with a client on the basis of a trusting relationship is not subject to intentional or accidental disclosure outside the agreed terms.” It is clear that the psychologist and the client must agree on the terms of disclosure of confidential information and further adhere to these agreements.

It turns out that in Russia there is no common understanding of the principles of professional ethics among psychologists

Ethical codes of psychologists created at the level Russian associations in areas of psychotherapy, are also required for use only by members of associations. However, some associations do not have their own codes of ethics, and many psychologists are not members of any associations.

It turns out that today in Russia there is no common understanding among psychologists of the principles of professional ethics. Professionals often have a very superficial understanding of ethical principles, including little awareness of the principle of confidentiality. Therefore, you can increasingly see how popular psychologists describe sessions without obtaining clients’ permission, compile lists of ridiculous client requests, and in the comments to posts they diagnose commentators.

What to do if your case becomes public

Let's say that information about working with you was posted by a psychotherapist on the Internet - for example, on social networks. Find out which professional community your psychologist is a member of (if you did not find out before the first consultation).

If the psychologist is professional association, you will be able to prevent violations of confidentiality in relation to other clients, as well as damage the professional reputation of the specialist. Find a site professional community in the Internet. Look for the Code of Ethics section and read it carefully. File a complaint and contact the community ethics committee. If you do not find the code and ethics committee contacts, file a complaint directly with the community president.

Under pressure from colleagues, the psychologist will be forced to reconsider his attitude to professional ethics. Perhaps he will be expelled from society, but in any case he will not lose his practice, since the activities of psychologists in our country are not yet licensed.

How to prevent violation of the principle of confidentiality

To prevent ethical violations, a number of actions need to be taken at the stage of choosing a psychologist.

It is important that the consulting psychologist has not only basic psychological education, but also professional retraining in one or more areas of psychotherapy. He also needs to undergo personal therapy and regular supervision from more experienced colleagues, and be a member of professional communities.

When choosing a specialist...

...ask for copies of your diploma on higher education and certificates of professional retraining.

...find out what professional community the psychologist belongs to and who his supervisor is. Visit the association's website, look for your specialist among the society's members. Review the association's code of ethics.

...ask your psychologist's understanding of confidentiality. Set concrete questions: “Who besides you will have access to confidential information? Who will be able to know what we will talk about during the consultation?” An adequate response from a psychologist in this case would be: “I may want to discuss your case with my supervisor. What do you think about it?"

These precautions will help you find a truly professional psychologist whom you can trust and, as a result of working with whom, you will receive effective psychological help.

Principle of confidentiality

The main question: “To whom and how to report test results?” Information regarding the results of the child’s examination is discussed only for professional purposes and only with people who are included in the comprehensive medical, psychological and pedagogical assistance to the child. Of course, the results of a psychological examination must be reported to parents, but in a form free from special terms and professionalism. Parents don't care about specific grades IQ, much for them more useful information about the declining and preserved aspects of a child’s intelligence. In the case, for example, of informing parents about the reduced intellectual capabilities of their child, it is necessary to emphasize the positive aspects, compensatory possibilities, ways of correction and developmental programs. Report similar information should be done in a delicate and gentle manner and only personally to the parents. At the same time, you should not give written conclusions on the test results to parents, educators, or teachers, since it is impossible to foresee how these results can be used in the future and whether this will harm the child. Written opinions can only be issued by official request any organization (school, court, correctional institution etc.). This conclusion must be consistent specific purpose and carry within themselves the observance of the rule “do no harm” in relation to the child.

When communicating any information related to intelligence testing, it is necessary to take into account the characteristics of its recipient. This applies not only to a person’s general educational level and knowledge of psychology, but also to his expected emotional reaction to such information. In general, the issue of reporting test results requires great forethought and caution. If the result is reported correctly and accepted psychologically, then this process in itself is psychotherapeutic and psychocorrective, but if the psychologist makes mistakes, then the communication of test results turns out to be useless at best.

All behavior of the psychologist should be aimed at creating an atmosphere of trust among parents and the child. The basis of a trusting relationship is the psychologist’s unconditional respect for the child and his parents. Parents must feel that the psychologist is sincerely interested in helping their child, that he has no other goals other than this goal. A psychologist cannot allow direct criticism of parents’ actions towards their child. Any hint of improper upbringing of a child in the family can lead to severe psychological protection and the impossibility as a result of this to establish contact with parents, which means it will close the way for a frank discussion of all psychological problems. In his work with parents, a psychologist must constantly strive to ensure that parents become his allies in providing psychological assistance to the child.

Particular caution is required when communicating with parents who have children with mental retardation and mental retardation. Such parents have a hard time and react emotionally to any word carelessly spoken by the psychologist.

The psychologist needs to clearly tell parents about the characteristics of their child, explain how to deal with him and what to pay attention to. At the same time, it is necessary to take into account the specifics of each family so that the advice does not turn out to be difficult for parents to implement and they do not have a feeling of helplessness.

One more important point Confidentiality is a matter of protecting the identity of the subject. Psychodiagnostic results are used in scientific reports or publications only when the identity of the subjects is appropriately masked. The psychologist is responsible to the subjects for their awareness of the boundaries of confidentiality. Only after permission is it allowed to disclose the identity of the subjects in publications. The psychologist is also responsible for maintaining confidentiality while maintaining experimental results.

Thus, testing children's intelligence is not a formal measurement IQ, it requires the professionalism of a psychologist, his ability not only to conduct the testing itself, selecting appropriate methods for each age stage, but also to draw adequate conclusions from its results, taking into account the data of related specialists.

Unfortunately, in practical work One often comes across a lightweight approach to testing the intelligence of children. When passing industrial practice Psychology students bring some kind of test, taken from nowhere, with many errors in the description of methods for processing and interpreting data, which is facilitated by the printing of intelligence tests in many popular publications. As a result, kindergarten teachers, teachers, and parents are beginning to test children. At the same time, we encounter cases where a child is literally trained to perform the Wechsler test, which makes it impossible to adequately determine the level of his intellectual development.

The multidimensional requirements of practical medicine and biology, on the one hand, and the social and humanistic expectations of society, on the other, led to the need to develop universal ethical principles - fundamental concepts of biomedical ethics, on the basis of which specific moral standards behavior of a doctor and medical researcher and which can form the basis of a complex system for ensuring population health. It should be noted that the international community and the scientific and medical community are leading permanent job in this direction. It is enough to recall the ethical principles biomedical research Nuremberg Code (1947), Declaration of Helsinki (1964), Council of Europe Convention on Human Rights in Biomedicine (1996), etc. The Declaration of Helsinki includes among the basic principles of bioethics such as the principle personal autonomy, informed consent And privacy. The medical scientific community is also developing and discussing principles of bioethics that could be considered universal. First of all, they admit respect for personal autonomy(her rights to self-determination) and commitment to the welfare of the patient, based on fundamental democratic values, which are, in particular, solidarity, participation, compassion, the idea of ​​communicative interests (B. Jennings). The “classical” principles of bioethics proposed by T. Beachamp and J. Childress - the so-called “Georgetown mantras” (named after the university in the USA where the authors work) also include: respect for personal autonomy, fairness, non-infliction of evil, orientation to the good (do good). Basic ethical principles European bioethics and biolaw, developed within research project European Commission, - “Kemp principles” (named after P. Kemp - coordinator and author of conceptual ideas) - include as fundamental autonomy personality, human dignity, integrity And vulnerability person.

It is obvious that the principle personal autonomy is recognized by all authors without exception and is placed in first place by them. As for other principles, they appear in a different set and sometimes carry different contents, reflecting the specifics of regional approaches to human rights, national traditions and values.

Personal autonomy– the principle of biomedical ethics, based on the unity of the rights of the doctor and the patient, presupposing their mutual dialogue, in which the right of choice and responsibility are not concentrated entirely in the hands of the doctor, but are distributed between him and the patient. According to this principle, making an ethically sound medical decision is based on mutual respect between doctor and patient and their active joint participation in this process, which requires competence, awareness patient and voluntariness decision making . Complex medical interventions are carried out with written consent patient, familiar with their purpose and possible results. The ethical basis of the principle of personal autonomy is the recognition her independence and the right to self-determination. Thus, respect for autonomy refers primarily to an individual who has the opportunity and right to control her life and health, up to the point of consciously refusing treatment, even if this decision costs her life. The principle of personal autonomy is closely related to another fundamental principle of bioethics - informed consent.

Informed consent– the principle of biomedical ethics, which requires respect for the patient’s right to know the whole truth about the state of his health, about existing methods treatment of his disease and the risks associated with each of them. In the autonomous model of relationships, this principle is not a gesture of goodwill or desire of the doctor, it is his responsibility. Informed consent is a communicative dialogue between a doctor and a patient, which involves compliance with a number of ethical and procedural rules: accounting mental state, level of culture, national and religious characteristics of the patient, tactfulness of the doctor or researcher, his moral qualities, ability to ensure the understanding of information by the patient. Correct information about the state of health and its prognosis gives the patient the opportunity to independently and with dignity dispose of his right to life, providing him with freedom of voluntary choice.

Voluntariness is another principle of biomedical ethics related to patient autonomy. This is respect for the freedom of expression of the individual, which presupposes independent decision-making or consent to medical manipulations or research, subject to awareness and the absence of external coercion - not only physical or moral pressure, but also dependencies various kinds. In turn, voluntariness and lack of dependence lead to demand and expectation privacy.

Confidentiality– the principle of biomedical ethics, manifested in mutual trust between doctor and patient. Violation of confidentiality worsens the relationship between the patient and the doctor and makes it difficult for the latter to fulfill his duties. The principle of confidentiality is based on moral considerations, according to which each individual has the right to decide to whom and to what extent he can convey his thoughts, experiences, feelings, and life circumstances. Confidentiality requires strict adherence medical confidentiality, reliable storage by the doctor of information received from the patient, anonymity of the research, minimization of interference in the patient’s personal life, careful storage of confidential data and restriction of access to it not only during the life of the patient, but also after the death of the patient.

The principles we have considered - personal autonomy, informed consent, confidentiality, voluntariness - are the principles of one thing - “subject-subject” order, presupposing equality and independence of partners, the active role of the patient and his right to self-determination in the process of treatment or examination. But as medicine develops and becomes involved in biomedical research and manipulation, more and more more people, principles begin to play a special role, relatively speaking, “passive” order, implying the concern of society and physicians - doctors and researchers about compliance with ethical requirements in relation to patients who fall into addiction from them.

Absolutely special place in this row occupies the category dignity. In a broad ethical context, this is, first of all, an objective self-worth that every person has by right of birth, because he is a person. From here - human dignity. Therefore, all people, including patients, regardless of their social status, mental and physical condition and behavior have equal rights for recognition and respect self-esteem. Thus, in biomedical practice, this principle covers a wider range of situations than the principle autonomy, which presupposes the conscious capacity and independence of the individual. Respect human dignity is associated not only with the presence of a feeling and consciousness of one’s dignity, which manifests itself in the individual’s internal confidence in one’s own worth, in resistance to attempts to encroach on one’s individuality and independence, in self-respect (they may not exist). The principle of respect for dignity also applies to situations where a person is unable to express his will, when, due to his physical or mental disorder he is completely incapable of autonomous actions when we are not even talking about human personality, but about the human being. It's about about situations such as vegetative existence, severe forms of geriatric conditions, experiments with human embryos, etc.

Special role in the system of bioethical principles the principles play in this regard integrity And vulnerabilities, put forward by European bioethicists. These principles are directly related to respect for the dignity of the individual and affect both the physical and mental aspects of an individual’s life.

Integrity- this is what ensures the identity of the individual with himself, his self-identification, and therefore should not be subject to manipulation or destruction. It is associated with the “life history” of an individual, which is created by the memory of the most important events of one’s own life and the interpretation of life experiences. In other words, the integrity of a person is its uniqueness, individuality and uniqueness. Unfortunately, some medical interventions that have a good goal to restore a person’s health and improve his condition are often associated with a violation of integrity. The need to protect the psychophysical integrity of a person and minimize its violations requires today the development of ethical and legal norms relating, in particular, to genetic manipulations and interventions in the genetic structure of an individual, to the problem of using parts of the human body - organs and tissues, etc.

Vulnerability as a principle of bioethics should be understood in two senses: Firstly, as a characteristic of any living being (not necessarily human), each separate life, by its nature finite and fragile. In this sense, vulnerability is general characteristics life can have a broader meaning than bioethical: it can become a connecting link between socially and morally alienated people in society, uniting them in the quest to overcome their own vulnerability. To a certain extent, all progress in medicine and biology can be seen as a struggle against human vulnerability, caused by the desire to minimize or “push back” it. At the same time, vulnerability - including mortality and finitude - is optimistically regarded as a certain circumstance that can and should be overcome. True, there is a danger here of depriving a person of the experience of pain and suffering, which are very significant in our perception of reality. The second understanding of vulnerability - in a narrower sense - refers to individual human groups and populations (the poor, the illiterate, children, prisoners, the disabled, etc.). Here this principle lies at the basis of special care, responsibility, empathy towards another, weaker and dependent, and requires for its implementation compliance with another principle of bioethics - principle of justice.

Justice– within the framework of the humanistic bioethical paradigm, a principle that involves the implementation of a social program, in accordance with which equal access to all segments and groups of the population is ensured public goods, including the receipt of biomedical services, the availability of pharmacological agents necessary to maintain health, and the protection of the most vulnerable segments of the population during biomedical research. According to the principle of fairness, the benefit to the patient must always outweigh the scientific or public interest.

Thus, bringing together and comparing the American and Western European models of bioethical principles demonstrates, first of all, their conceptual unity and, therefore, “workability” in any conditions. On the other hand, there are some differences. American model is focused mainly on the interaction between doctor and patient, while the European one is more “sociologized” in nature: the authors believe that fundamental bioethical principles should be considered as norms for protecting the individual in the state, which requires a broader social context of justice, responsibility and solidarity .

At the same time, the considered fundamental principles bioethics do not exhaust the methodological basis for moral regulation in biomedicine. Its basic principles also include higher moral values, acting as a form of manifestation and addition of bioethical principles. Among them, the most important are Good and Evil, Suffering and Compassion, Freedom and Responsibility, Duty and Conscience, Honor and Dignity.

means that the material obtained by the psychologist in the process of his work with the subject on the basis of a trusting relationship, is not subject to conscious or accidental disclosure outside the agreed conditions and must be presented in such a way that it cannot compromise either the subject, or the customer, or the psychologist, or psychological science. The principle is fulfilled if the relevant rules regulate the process of exchange of information of a psychological nature between the customer and the psychologist, between the customer and the subject.

4.1. Rule for coding information of a psychological nature . The psychologist is obliged on all materials of a psychological nature, from protocols to the final report, to indicate not the surnames, first names, patronymics of the subjects, but the code assigned to them, consisting of a certain number of numbers and letters. The document, which indicates the surname, name, patronymic of the subject and the corresponding code, known only to the psychologist, is drawn up in a single copy, stored separately from the experimental materials in a place inaccessible to outsiders and transferred to the customer according to the act , if necessary due to working conditions.

4.2. Rule for controlled storage of psychological information.

The psychologist must first agree with the customer on the list of persons who have received access to materials characterizing the subject, the place and conditions of their storage, the purposes of their use and the terms of destruction.

4.3. The rule for the correct use of psychological information.

The psychologist must reach an agreement with the client about exclusion accidental or intentional communicating the results to the subject his research, which could injure him, and create conditions for the implementation of this agreement. Information of a psychological nature about the subject should in no case be subject to open discussion, transfer or communication to anyone outside the forms and purposes recommended by the psychologist.

5. Principle of informed consent requires that the psychologist, customer and subject were notified about ethical principles and rules psychological activity, goals, means and expected results of psychological activity and took part in it voluntary participation.

1.4. Rights and responsibilities of psychologists

The psychologist must take Active participation in solving issues of scientific, social, industrial life. His responsibilities include the following.

1. Using psychology, increase labor productivity and product quality, reduce material, energy, time and labor costs.

2. Promote through psychological means the introduction of social, technical and other innovations.

3. Improve the quality of specialist training through the use of psychological career guidance, career counseling, professional selection, vocational training and psychoprophylaxis.

4. Achieve a reduction in staff turnover and the formation of stable teams, relying on the psychological patterns of these phenomena.

5. Achieve a return to active work and social life people in need psychological rehabilitation, psychological consultation on professional issues and on problems of personal and public life.

6. Strive for... psychological optimization of parameters environment, equipment, technological processes.

7. Predict the socio-psychological consequences of social, scientific and technical innovations.

8. Develop theoretical and methodological support[its activities].

9. Be guided in your work ethical principles and the rules and law “do no harm.”

The psychologist has the following rights.

1. Receive confidential information about psychological properties, characteristics and conditions of people acting as subjects.

3. Participate in the work of the commission to discuss and agree on projects, charters, laws, etc.

4. Conduct research into the causes of incidents, accidents, and various types of events and report the results at meetings of commissions to investigate them.

5. Take part in the work to improve methods of education and training and implement them into practice.

6. Participate in the work of admissions, qualification, certification commissions as their member.

7. Study and seek, if necessary, changes performance characteristics equipment, technological process parameters, and surrounding working environment.

8. Use the materials of your work in the process of individual psychological counseling in enterprises, schools, consultations, etc. medical institutions, report them at conferences, conventions and in the press.

9. Develop new methods psychological work and obtain copyrights for them with all the ensuing legal consequences.

LITERATURE

1. Abramova G.A. Introduction to practical psychology. M., 1990

2. Questions of psychology, 1989, No. 3 and 1986 No. 3.

4. Questions of psychology, 1990. N 5, 6. P.148-153.

5. Gippenreiter Yu.B. Introduction to general psychology. M.: Moscow State University Publishing House, 1988, pp. 7-19.

6. Klimov E.A. Community of psychologists in Russia: what is and what should be // Questions of psychology, 1995, No. 2, p. 118-124.

7. Workshop on general and experimental psychology / Ed. A.A. Krylova, S.A. Manicheva. Ed. 2nd, St. Petersburg, Moscow, Kharkov, Minsk, 2000, pp. 545-552.

Control questions

1. Name external functions professional community of psychologists.

2. Name the internal functions of the professional community of psychologists.

3. What are the main qualities professional activity a qualified psychologist?

4. Name the basic principles of the work of a psychologist.

5. What are the rights of a practical psychologist?

6. What are the responsibilities of a practical psychologist?

Lecture 2. The personality of the psychologist and its connection with the characteristics of the activity performed.

Questions:

Personality of a theoretical psychologist and a practicing psychologist.

The idea of ​​a self-actualizing personality in psychology.

2.1. Personality of a theoretical psychologist and a practicing psychologist

Psychology refers to professions of the “person-to-person” type. This is one of those professions in which professional and personal qualities. There are two types of professional psychologists: the practicing psychologist and the theoretical psychologist.

For a long time psychology was a theoretical and experimental-applied science. Now processes are taking place in the self-awareness of psychologists that indicate an intraprofessional division of labor (E.A. Klimov). Along with psychologists traditional type, producing scientific psychological information, a type of practicing psychologist appeared. This process is reflected in the fact that at the Faculty of Psychology of Moscow State University there are two options curriculum: "Psychologist. Teacher" and "Psychologist. Practical psychology".

Thus, psychology is the field of information production and, at the same time, the field of producing useful actions of a certain kind. These areas are interconnected.

However, this relationship is not complete for a number of reasons. Theorists do not always take into account the needs of practice, and practicing psychologists often do not have the necessary information, either due to its inaccessibility, scattering in special publications, or due to lack of time for studying it by a practical psychologist. There is also such a reason as practitioners ignoring theoretical laws and scientific and experimental data. This trend is already emerging within the walls of the university, although it is common knowledge that theory without practice is dead, and practice without theory is blind. Sometimes a situation arises when psychology is in individual execution individual specialists are neither alive nor dead. In such cases, research is carried out for its own sake or for the needs of the day, to satisfy spontaneously arising requests from practice without a deep understanding of the reasons for the revealed facts.

Knowledge of theory and practice, mastery of experimental research skills is necessary for all psychologists - both theorists and practitioners. At the same time, it is important to exclude intra-professional disputes such as “Who is the most needed?” (E.A. Klimov).

The search for fundamental patterns, on the one hand, and the work of a practicing psychologist, on the other, require different warehouses professional personality. This is due to the difference product work of a psychologist. For a theorist, a product is new facts, disclosure of the content of new phenomena, systematization of concepts, development of concepts. The person is considered as an object experimental study whose characteristics should be analyzed. A practicing psychologist views a person as a whole subject of attention and care, for which they mobilize various resources Sciences.

The personal qualities of psychologists - practitioners and theorists (E.A. Klimov) are also different. Psychologist-practitioner must be contactable, proactive in communication, empathic, tolerant, observant, and a good organizer of a communication situation. He must keep in memory many facts of human behavior and a lot of theoretical knowledge, have good distribution and switching of attention. Psychologist, busy fundamental research , must have the ability to focus on narrow and perhaps currently useless issues for practice. He must have the ability to see hidden connections, be analytical and deep in his thinking, and be able to generalize scattered facts.

It is often said that the main working tool of a psychologist is his personality. V.F. Petrenko conducted a study identifying the professional ideas of student psychologists about people in their profession (according to the proposed list of qualities). Several factors have been identified and are summarized below.

1 factor “real guy”;

Factor 2 reflects the image of a reserved, correct “correct” person;

3 factor - businesslike factor;

4th factor - factor of social maturity, experience;

5th factor – standard factor.

These are the students’ ideas about people in their profession. In psychology, there is a certain standard, an “ideal” person - these are ideas about a self-actualizing personality, developed in humanistic psychology.

2.2. The idea of ​​self-actualizing personality in psychology.

The idea of ​​a self-actualizing personality was developed American psychologists Carl Rogers (1902-1987) and Abraham Maslow (1908-1970).

From the point of view of A. Maslow, every person has an innate desire for self-actualization. Self-actualization is the most complete disclosure of abilities and the realization of the hidden potential in a person. A. Maslow considers the need for self-actualization to be the highest human need. In his opinion, in order for this need to manifest itself, a person must satisfy the entire hierarchy of underlying needs. What is a self-actualizing personality? A. Maslow studied people who achieved success in life (everyone understood it in their own way), people who can be considered healthy psychologically. Having summarized the data obtained, he identified the following features inherent in these people: - objective perception of reality;

Complete self-acceptance (accepting yourself as you are);

Passion for something, devotion to something or someone;

Spontaneity - simplicity and naturalness in behavior;

The need for privacy, autonomy, independence;

Intense mystical and religious experience, the experience of higher experiences. Higher experiences mean a strong and unusual feeling of love, pleasure from communication with nature and works of art;

Acceptance of others as they are, a friendly and sympathetic attitude towards people;

Nonconformism (resistance to external pressure);

Democratic type character;

The need for creativity, a creative attitude to life;

High level social interest.

According to A. Maslow, people with such traits make up no more than 1% of the population in the American population. Usually these are middle-aged and older people. They, as a rule, are not susceptible to neuroses.

This is one of the standards of personality developed in psychology. Let's get acquainted with one more standard. According to K. Rogers, psychological health or full disclosure of personality is characterized by the following features:

Openness to new experiences of any type;

Intention to live life to the fullest at any moment;

The ability to listen more to one’s own instincts, to intuition, than to reason and the opinions of others;

A feeling of freedom in thoughts and actions;

High level of creativity.

LITERATURE

1. Questions of psychology, 1986, No. 3.

2. Questions of psychology, 1989, No. 3.

3. Klimov E.A. Psychology of a professional. - M., 1996.

4. Ovsyannikova V.V. Dynamics of the “Image of one’s profession” depending on the degree of familiarization with it // Questions of psychology. 1981. No. 5.S. 133-137.

5. Workshop on general and experimental psychology / Ed. A.A. Krylova, S.A. Manicheva. Ed. 2nd, St. Petersburg, Moscow, Kharkov, Minsk, 2000, pp. 545-552.

6. Petrenko V.F. Semantic analysis of professional stereotypes // Questions of psychology, 1986, No. 3, p. 133.

7. Person and profession. L.: Lenizdat, 1984. Vol. 8.

Control questions

1. What are the main features of a psychologist - theorist?

2. Name character traits practicing psychologist?

3. What causes differences in the personality of a psychologist - theorist and practical psychologist?

4. Name 7-8 traits of a self-actualizing personality.

All information obtained during the survey must be strictly confidential: it must be accessible only to those for whom it is intended.

Unlike the previous problem, in this case the question is about to whom and in what form the psychologist can communicate information based on the results of the examination. One

from the answers to this question follows from principle 4: information can be provided to those persons about whom the subject has been warned. Well, what kind of people are these anyway? Does the subject himself have the right to receive this information? Or the parents of the examined child? If you inform a student’s parents about test results, how should they do this?

The psychologist must ensure that information is presented in such a way that parents are aware of their personal responsibility for the possible poor results of their child

according to tests, and did not see this only as the fault of the child, who “can and should be punished” for this. But if the child has not been warned that teachers and parents will learn the results of the test, then the psychologist has no right to communicate them to either one or the other.

Special situations arise when diagnostic results are requested by new people, as when a prospective employer or college asks for data from an individual's school-based test.

In such cases, it is required to obtain the individual's consent to transfer data. The same applies to examination in a clinic or consultation, as well as testing carried out for research purposes.

Another issue relates to the retention of diagnostic data within institutions.

In cases where data is obtained either for long-term use in the interests of the individual or for scientific purposes, in order to prevent its misuse, the psychologist is strictly required to ensure strict control over access of any persons

to this data, including teachers and school administrators. The psychologist is obliged to provide information on these tests upon special request, answering the questions asked by the teacher or school director. The requirement of confidentiality of psychological information can only be violated in those

cases where non-disclosure of diagnostic data poses a danger to the individual being examined or to society.

In relation to the examination of children at psychological and pedagogical consultations (commissions) in order to identify developmental deficiencies, it should be noted that the school receives general conclusion about the results of the study, but official data on the results of the tests used can only be transmitted with the consent of the examined person, his parents or persons representing him (for example, guardians). The provision on the confidentiality of diagnostic information was introduced, in particular, into the draft Law Russian Federation“On the education of persons with disabilities health."

6. The principle of psychoprophylactic presentation of results

IN Lately The following ethical standard is increasingly being adopted in many countries: the test subject should also have the opportunity to comment on the content of his results and, if necessary, clarify or correct factual information. Obviously, in this case we get at least two serious derived requirements:

a) when reporting the results to the subject himself, appropriate precautions must be taken against their misuse, misinterpretation or the possible occurrence of neurotic-depressive reactions or exacerbation of the Depressive State (that is, the result should be presented, if possible, in an encouraging manner that is not traumatic to the psyche and self-esteem context),

b) if the subject insists on “doing it over” test, the psychologist must have at the ready a “backup” version of an almost equivalent technique (a number of professional techniques specifically have the so-called

“parallel forms”) to convince the subject himself that he has been given an additional chance, on the one hand, and that the results of the first test were sufficiently reliable, on the other hand.

In cases where school psychologist it is known that testing data can be used by the student’s parents or teachers as additional tool in a confrontation with him, which is psychologically traumatic for the child, then he must present his information in a form that reduces the risk of exacerbation of such a confrontation.

If the teacher does not request any information about the child, and the psychologist has this information, but is afraid that this information will lead to a worsening of the child’s position in the class, then the psychologist has the right not to disclose this information to the teacher at all.

In all his professional actions, the psychologist follows the main imperative of his ethical code: “Do no harm!” And knowledge about this should make it clear to everyone why a psychologist limits the dissemination of psychodiagnostic information: he does this not for the sake of keeping this information secret, but for the sake of well-being, mental and physical health of all people, and at school - first of all for the sake of children. But, since all the activities of the teacher must also be subordinated to this highest ethical priority, then for the productive cooperation of the psychologist

and the teacher at school, all the necessary objective prerequisites exist.