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Лифинцева Н. И. Святоотеческое наследие как источник формирования смыслового пространства современной педагогики // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2013. Вып. 3 (30). С. 69-83.
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The problem of sources for formation and development of professional and pedagogical consciousness and its semantic content is updated in the article. The author proves the urgency of the contemporary pedagogical appeal to Christian anthropological patristic heritage, to the experience of spiritual personal growth because that is patristic heritage which consists of both understanding and prophetic attitude to future. The phenomena composing content and mechanisms of evaluating person’s soul birth and transformation and his spiritual awakening in the process of upbringing are revealed in the article. The role of upbringing under conditions of post-modernistic values statement, of educational commercialization is viewed. Consequences of transformation of knowledge and education into a commodity for psychological and spiritual health of a person being developed are examined. Basing on the methodology of a holistic systematic and pragmatic approach to the person’s development, his personal and spiritual ascension the author makes a conclusion that contemporary teaching practice and Pedagogy as a science and a form of art responsible for personal education should be “lighted” with cultural and human ideas and focused on the utmost top meaning of human existence. The analysis of ecclesiastical literature shows that human knowledge without divine enlightenment is nothing but rationalism. If science helps to personal enlightening it is not simply able but should be used in our spiritual life. It is underlined in the article that the urgent problem of the contemporary Pedagogy is that of working out an adequate conception of moral education and personal development, his internal education, soul education, spiritual transformation.
semantic content of pedagogy, pedagogical consciousness, education of a person, psychological health, “ordinary” person, educational services, cultural sense, conceptional Pedagogy
1. Antony Surozhskij. Duhovnaya zhizn (Spiritual Life), Kiev, 2008.
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3. Bachtin M. M. Estetika slovesnogo tvorcestva (The Aesthtics of Verbal Creative Work), Moscow, 1986.
4. Bim-Bad B. M. Put k spaseniyu: pedagogicheskaya anropologiya I. Kanta (The Way to Salvation: Pedagogical Anthropology of I. Kant), Moscow, 1994.
5. Ilin I.A. Put k ochevidnosti (The Way to Evidence), Moscow, 1993, vol. 2.
6. Leontev D. A. 2011, in Voprosy psichologii (The Issues of Psychologi), vol. 1, pp. 10-12.
7. Mamardaschvili M.K. Kak ya ponimayu filosofiyu (How I Understand Philosophy), Moscow, 1990.
8. Porfirij Kavsokalivit. Tsvetoslov sovetov (The Antologion of Advices), Moscow, 2008.
9. Puzypej A. A. Psychologiya. Psychotechnika. Psychagogika (Psychology. Psychotechnics. Psychogogy), Moscow, 2005.
10. Uschinskij K. D. Pedagogicheskie sochineniya (Selected Pedagogical Works), Moscow, 1950, vol. 10.
11. Zenkovskij V. V. 2003, in Voprosy filosofii, vol. 12.
12. Zinchenko V. P. Zhivoe znanie: psichologicheskay pedagogika (The Live Knowledge: Psychological Pedagogics), Samara, 1996.
Лифинцев Д. В., Анцута А. Н., Лифинцева А. А. Супервизия в подготовке специалистов помогающих профессий: проблема психологических границ // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2020. Вып. 56. С. 97-105. DOI: 10.15382/sturIV202056.97-105
This article describes and analyses the problems of employng supervision in the academic process of training students who are future helping professionals (clinical psychologists, psychologists, social workers). Supervision is presented as a special type of professional relations and interpersonal contact between the supervisor (teacher) and the one supervised (student), the result of which is the professional development. The article presents the normative, reconstructive-supporting and formative functions of supervision. It discusses the problems of using supervision in the system of higher education, i.e. the supervisor’s adherence to a certain psychological school, the limitations of formats and its functions, the duality of relations between the supervisor and the trainee. The article also presents results of an empirical study, the purpose of which was to evaluate and analyse the problems of using the supervision in training of future specialists in helping professions. The main diffi culties in using supervision in the higher education system mentioned by the participants of the study are the preparation of a case for supervision, lack of compliance of supervision with real professional needs of the trainee, issuing orders and commanding alongside the lack of alternatives in selecting the supervisor, inability to discuss personal issues in the supervisory process and the “permeability” of psychological boundaries. Most participants in the study proposed to withdraw supervision from the academic process, leaving it to curators of practical activities that are not connected with the institution of higher education. The main focus of supervision should be the development of students’ professional identity; training in emloying techniques; ability to transform knowledge into practice; ability of professional self-awareness.
supervision, psychological boundaries, duality of interpersonal relations, professional training
  1. Bernard J. M., Goodyear R. K. (2013) Fundamentals of Clinical Supervision. Edinburgh.
  2. Corey G., Haynes R., Moulton P., Muratori M. (2010) Clinical Supervision in the Helping professions: A practical guide. Washington, DC.
  3. Ellis M., Berger L., Hanus A., Ayala E., Swords B., Siembor M. (2013) “Inadequate and Harmful Clinical Supervision”. The Counseling Psychologist, 42 (4), 434–472.
  4. Hess A. K. (1980) Psychotherapy Supervision: Theory, Research, and Practice. New York.
  5. Milne D. L., Watkins C. E. (2014) “Defi ning and Understanding Clinical Supervision”, in C. E. Watkins, D. L. Milne (eds) The Wiley International Handbook of Clinical Supervision. Oxford. Pp. 1–19.
  6. Robiner W. N., Fuhrman M., Ristvedt S. (1993) “Evaluation Diffi culties in Supervising Psychology Interns”. The Clinical Psychologist, 46 (1), 3–13.
  7. Shchukina Iu. (2011) “Aktual'nye problemy supervizorskoi praktiki” [Current issues in supervisory practice], in Teoreticheskie i prikladnye aspekty deiatel'nosti Tsentra ekstrennoi psikhologicheskoi pomoshchi MGPU [Theoretical and applied aspects of the Centre for Psychological Emergency Assistance of Moscow City University]. Moscow (in Russian).
Lifintsev Dmitry
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Immanuel Kant Baltic Federal University, 15–14 Griga Street, Kaliningrad, 236006, Russian Federation;
ORCID: 0000-0001-9276-4363;
Email: psyrgu@gmail.com. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.
Antsuta Anna
Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Immanuel Kant Baltic Federal University, 25-2 Mishina Str., Kaliningrad, 236006, Russian Federation;
ORCID: 0000-0002-7141-3377;
Email: allifintseva@gmail.com. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
Lifintseva Alla
Academic Degree: Doctor of Sciences* in Psychological Sciences;
Academic Rank: Associate Professor;
Place of work: Immanuel Kant Baltic Federal University, 15–14 Griga Str., Kaliningrad, 236006, Russian Federation;
ORCID: 0000-0003-4047-3876;
Email: aalifintseva@gmail.com. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.
The study was supported by the Russian Foundation for Humanities, project №15-06-10871, «Social support as a communicative phenomenon in social work and pedagogical practice».