Exploring Dialogic Position of Psychology Students in Educational Process

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Abstract

The process of psychotherapeutic practice requires the psychologist to be able to engage in dialogue. To date, no express tests have been developed to assess the dialogic position. In the course of theoretical analysis we identified the main views on understanding the dialogic position, qualities that contribute to its development (empathy, reflectivity, personality orientation in communication) and developed a projective technique for its assessment. The expression of these qualities was in- vestigated in 80 students of biotechnology and clinical psychology programmes. The sample was represented by one experimental (20 subjects) and three control groups (20 subjects each). The following research techniques were applied: “Reflectivity as a psychological attribute” by A.R. Karpov; “Assessment of empathy levels” by V.V. Boyko; “Personality orientation in communication” by S.N. Bratchenko. Analysis of the results’ factor structure showed the presence of three fac- tors closely related to empathy, reflectivity, features of dialogic orientation and dialogic position. The study confirmed the hypothesis that there is a relationship between the orientation of the educational process and the development of the dialogic position. The procedure of verification of the developed technique con- firmed its effectiveness in assessing the dialogic position.

General Information

Keywords: dialogic position, empathy, reflectivity, orientation of communication, educational process, position of outsideness, dialogic and monologic attitudes.

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2021260407

For citation: Suryaninova T.I., Fetisova A.S. Exploring Dialogic Position of Psychology Students in Educational Process. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 4, pp. 80–90. DOI: 10.17759/pse.2021260407. (In Russ., аbstr. in Engl.)

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Information About the Authors

Tatyana I. Suryaninova, PhD in Psychology, Associate Professor, Chair of Psychology, Kursk State Medical University, Kursk, Russia, ORCID: https://orcid.org/0000-0002-0484-5997, e-mail: kypck046@bk.ru

Alexandra S. Fetisova, Assistant, Chair of Pediatrics, Kursk State Medical University, Kursk, Russia, ORCID: https://orcid.org/0000-0002-3972-7835, e-mail: kypck046@bk.ru

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