Diagnostic methods of determining of would-be psychologists’ readiness to work in inclusive educational institutions

Abstract

Proceeding from the literature review and the empiric material the article describes five main diagnostic methods of determining of would-be psychologists’ readiness to work in inclusive educational institutions: ‘Intolerance-tolerance’ (L. Pochebut), social and psychological mindset and instructions (O. Potiomkina), the characteristics of would-be psychologists’ sphere of individual and personal relationship (R. Cattell), motivation of affiliation (modification of M. Magomed-Eminov’s test), ‘Diagnostics of Social Empathy’ (L. Zhuravliova). Characterized diagnostics aim to define the person’s positive qualities and characteristics in the structure of would-be psychologists’ readiness to work in inclusive educational institutions (tolerance; social and psychological mindset and instructions, altruism, effectiveness, liberty and work; emotionality and will, intelligence and communicative abilities; affiliation; social empathy). The diagnostics are important, since in the process of professional activity a would-be psychologist works in an inclusive educational institution, is to take decisions and provide psychological support for a participant of educational process. Participant’s behavior does not always coincide with personal views of a psychologist towards a definite situation. Simultaneously, the necessity to act in accordance with the current legislation to limits and corrects practical psychologists’ and other participants’ of educational process actions while taking decisions on their further correlation. The used diagnostic methods are correlated and mutually supplemented because each method describes only separate aspect person’s positive qualities and characteristics in the structure of would-be psychologists’ readiness to work in inclusive educational institutions. Thus, their use is reasonable in correlation only.