Social and Humanitarian Support for the Professional Development of an Employee of the Internal Affairs Bodies

Bobkov Aleksandr Ivanovich PhD in Philosophy Associate professor, Department of Social Philosophy and Sociology, Irkutsk State University 664000, Russia, Irkutsk, Lermontova Street 110, office #220 iab71@inbox.ru Other publications by this author     Nezhkina Larisa Yur'evna ORCID: 0000-0002-7838-0539 PhD in Pedagogy Associate Professor, Department of Philosophy and Social and Humanitarian Disciplines, East Siberian Institute of the Ministry of Internal Affairs of Russia 664074, Russia, Irkutsk region, Irkutsk, Lermontov str., 110 n.l.y@mail.ru

Gal'tsev Sergei Aleksandrovich PhD in Philosophy Associate Professor, Department of Physical Education, Irkutsk National Research Technical University 664074, Russia, Irkutsk region, Irkutsk, Lermontov str., 83 gans1958@mail.ru

In the scientific literature, the concept of "becoming" is most often considered in a single way with the concepts of "development" and "formation". In other words, the concept of "becoming" can mean a sufficient level of development (transition from the lowest to the highest) and the formation (result) of personality development in different directions and aspects. Activity is of fundamental importance in a person's life, since the process of development, formation and formation of personality, professional formation takes place in it. The result of a person's activity is a certain product, what a person does for society, as well as how he does it. A socially useful product of a person's activity characterizes him as a professional.

Professional formation in psychological and pedagogical theory and practice is considered from different positions, so M.I. Dyachenko, L.I. Kandybovich understand professional formation as a process that originates from choosing a profession, then to mastering professional knowledge, skills, and directly to performing practical work. Scientists note that the basis of professional development is motivation.

T.V. Kudryavtsev, N.V. Kuzmina talk about the four stages of professional development:

- formation of the choice of profession;

- professional training;

- professional adaptation;

- realization of personality in the profession.

The researchers note that its effectiveness depends on the passage of all stages, but emphasize the importance of vocational education in the formation of a professional [Dyachenko et al., 1976].

When considering the professional development of an employee of the internal affairs bodies, it is important to proceed from the peculiarities of the law enforcement system, which as a whole is a specific type of activity based on the law and aimed at ensuring public order.

The general specifics of the activity are presented in the Federal Law of the Russian Federation "On Police". The law defines the main tasks of a police officer (search, communicative, organizational, social), solving which he must show a high level of professional knowledge, skills and abilities, as well as abilities, high personal and moral maturity. It is obvious that these requirements for a law enforcement officer presuppose his willingness to perform the tasks assigned to him in the service [Nezhkina et al., 2014].

Based on this, the professional formation of an employee of the internal affairs bodies is a system of training in the conditions of an educational organization and adaptation to law enforcement activities aimed at the formation of professional knowledge, skills, significant business and personal qualities.

The educational environment is the place of attraction where a young person begins his path of professional development. And it is very important that this environment is a fertile ground for self-development, has a favorable impact on the professional development of an employee of the internal affairs bodies, that he will know how to implement his knowledge in professional activities, and how he will achieve the necessary result. However, the norms, requirements, standards established in the pedagogical structure can block his individual needs for self-development and impose his own "set" of values on him. The technocratization and reductionist tendencies existing in education (a simplified approach to a person, leveling his individuality) lead to the depersonalization of a person and the devaluation of pedagogical activity as a process necessary for the professional development of a person. Modern education literally suffers from bureaucratic overload and "humanitarian starvation" (E.D. Dneprov), and as a result, students are alienated from learning [Stepanchuk, 2011]. Such conditions can cause unnatural personality development deviating from healthy growth. I.L. Vakhnyanskaya notes that "In this deviation lies the source of dissatisfaction and behavior anomalies that many people suffer from" [Vakhnyanskaya, 1998]. A young man finds himself behind the "board" of the educational process and, in general, the understanding of professional formation in his life, the realization of himself in the profession. Uninteresting and unnecessary in education is the personality of the student, as in other things, and the personality of the teacher.

At the same time, it should be noted that the process of education as a pedagogical phenomenon is an interaction, a meaningful meeting of people (student and teacher), contact of personalities, dialogue between them, recognition of the value of the other. This is actually the humanitarian component of education ("Humanus" - "humanity, humanity"), which directly affects the professional development of a young person, since formation presupposes the development and self-development of the individual. Dialogue is a fundamental characteristic of personality-centered (humanistic) pedagogy, which differs from directive pedagogical concepts, in which authoritarian or manipulative styles of interaction are used. According to K. Rogers: "Helping people to be individuals is much more important than helping them become mathematicians or experts in the French language" [May, 1994].

In the process of professional development, an employee is faced not only with negative phenomena in the education system, but also with the specifics of law enforcement activities and, for example, such phenomena as routine, which lead to a significant decrease in the level of his psychological health, affect the general idea of the profession and the law enforcement system as a whole. Pedagogical experience shows that this negative factor affects the motivation of an employee during the period of professional formation, his orientation towards formal higher education, without a deep understanding of the essence of this process and his role in it.

Overcoming these negative phenomena is seen by us in the creation of social and humanitarian support for the professional development of an employee in an educational organization of the Ministry of Internal Affairs of the Russian Federation as a purposefully organized complex multi-professional approach. The implementation of this approach is a process of socio-cultural, developing psychological and pedagogical theories and practices aimed at the formation of professional knowledge, skills, personal and business qualities of an employee.

The system-forming factor of social and humanitarian support for the professional development of an employee is the unification of psychological and pedagogical work, i.e. teaching activities in the conduct of social and humanitarian disciplines and psychological support are combined into a single system (department).

A number of principles form the basis for the creation of social and humanitarian support:

- The principle of a humanistic (personality-centered) approach is to create for each student the necessary conditions to maximize their individual and professional abilities, involving psychological and pedagogical support and assistance to an employee in difficult, difficult life situations.

- The principle of a systematic approach contributes to solving the issues of training and psychological and pedagogical support in a holistic situation of employee development in the context of his connections and relationships with others.

         - The principle of the activity approach is aimed at studying the real process of interaction between personality and activity, solving professionally significant tasks. The implementation of the activity principle makes it possible to determine the tactics of social and humanitarian support, the choice of means and ways to achieve the goals.

- The principle of dialogism. The dialogue here is interpreted not in the ordinary sense (as a conversation between two people), but in the original (Greek. dia - through + logos - word, attitude) - symmetrical, equivalent interpersonal relationships that affirm the right of everyone to be understood and to understand the other; the right to mutual acceptance and mutual respect.

         In this regard, we have identified the main stages and areas of social and humanitarian support:

At the first stage, the psychological direction is activated. Psychologists-teachers directly implement psychological and pedagogical diagnostics of personal characteristics of employees. Diagnostics is carried out before the start of training sessions and, if necessary, during the period of adaptation (first year) of training in an educational organization of the Ministry of Internal Affairs of Russia.

Within the framework of the activity aspect, psychological and pedagogical diagnostics includes the study of professionally significant qualities of an employee, features of interpersonal interaction, the structure of intelligence, efficiency, motivation for work and learning, adaptive capabilities. In addition, psychological and pedagogical diagnostics is aimed at identifying maladaptive forms of behavior. As a result of the diagnosis, a forecast for further training is given. If necessary, an analysis of the causes of academic failure and discipline violations is carried out during the training period.

After the diagnosis, psychologists-teachers carry out adaptation and motivational training for first-year students. This work is also carried out before the start of training sessions. In the future, during the training period, within the framework of the socio-personal aspect, psychologists-teachers carry out:

- monitoring of professional and personal development;

- classes on the regulation of the emotional and volitional sphere; correction of negative emotional and personal characteristics, professional deformation;

- psychological assistance to students in resolving conflict situations; personal and family relationships, etc.

- interaction with course officers, curators of study groups on communication with students, their abilities.

At the second stage, pedagogical activity is mainly carried out:

- conducting training sessions (philosophy, psychology, ethics, sociology, etc.);

- counseling, conversations, moral and psychological assistance and support;

- methodological support in social and humanitarian disciplines;

- research activities.

It should be emphasized that at this stage, psychologists-teachers conduct classes in psychological disciplines in those groups where they conducted psychological and pedagogical diagnostics and adaptation and motivational training. Counseling, conversations, moral and psychological assistance and support can be provided by teachers of social and humanitarian disciplines.

Thus, there is a continuous psychological and pedagogical support of employees in the learning process. A social and humanitarian environment (provision) is being created in which, on the one hand, the student is under continuous psychological and pedagogical supervision, on the other hand, this humane supervision is aimed at timely assistance and support.

In general, during the period of professional formation, employees undergo training, as well as perform those types of useful activities, the final product of which can be used in specific conditions of service. The task of social and humanitarian support is to help employees adapt to training in the conditions of official activity and choose the path to self-development.

The first year of training (service) has a significant impact on the professional development of employees, since it determines the further professional orientation, social environment, etc. During the period of professional adaptation, it is important for a young employee not only to acquire the necessary knowledge, skills and abilities, he needs to understand and accept that the profession of a law enforcement officer is a "life credo", a lifestyle that involves the formation of, among other things, a professional concept, philosophical thinking. The professional concept is not just a task to survive in an unsafe world and ensure a peaceful existence, the employees of the internal affairs bodies have completely different tasks, to be needed, useful, and with security – as luck would have it. The professional concept reveals the personal meaning of the activity, helps to understand that service in the law enforcement system is associated with numerous problems, fears, losses, disappointments, loneliness, experiences and this is normal. The main salvation in these conditions of activity is love and you need to learn to love everything that you have. Such a philosophy is able to secure a person's difficult path, support and help him develop his abilities in the profession, realize himself in it. Actually, this is the social and humanitarian provision.

The third stage. Socio-psychological and pedagogical direction, which is carried out before graduation in an educational organization of the Ministry of Internal Affairs of Russia and includes the following areas of social and humanitarian support:

- conducting training sessions in social and humanitarian disciplines and research activities;

- organization of conferences on psychology, sociology, pedagogy, etc. for the purpose of development and education of employees and managers;

- study, evaluation, definition and creation of socio-psychological conditions for the adaptation of employees during their professional development, including a favorable socio-psychological climate in groups, management styles;

- conducting social and psychological communication training;

- monitoring the professional and personal development of students, providing them with psychological and pedagogical assistance and support.

Thus, the creation of social and humanitarian support for employees during their professional development in the educational organization of the Ministry of Internal Affairs of the Russian Federation contributes to the connection of two interrelated processes, such as the learning process and psychological support of students, aimed at implementing a humanistic approach in education so necessary for professional development.