Psychological Aspects of Designing the Education Process of Law Enforcement Personnel with their Subjective Position in Mind

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Abstract

The article justifies the necessity for studying and taking into account the subjective positions of law enforcement officers in designing their education. This is accomplished using skill- and personality-based approaches. The author's typology of such subjective positions is given. Psychological and educational risks of maladjustment in the process of professional and personal development are discussed along with the special psychological and educational counselling that are needed to handle them. The results of research are given, revealing average and absolute proportions of groups of students of the Academy of Management of the Ministry of Internal Affairs of Russia who were mapped to the four subjective positions that have been singled out. 422 respondents took part in the research, which was questionnaire based. Checking the obtained data with the contingency table and Pearson's chi-squared test confirmed the hypothesis of a relationship between the student's subjective position and the lecturer's role he/she needs. On the whole, the singled out learners' positions and the lecturers' roles are mutually correlated (at a 0.01 significance level 0,21≤r≤0,76). Basing on the theoretical analysis and the empirical data obtained we formulated methodological principles for designing of departmental education systems.

General Information

Keywords: education, designing of education process, law enforcement personnel, subjective position

Journal rubric: Interdisciplinary Studies

Article type: scientific article

DOI: https://doi.org/10.17759/psylaw.2021110115

For citation: Khodyakova N.V., Mitin A.I., Ulyanina O.A. Psychological Aspects of Designing the Education Process of Law Enforcement Personnel with their Subjective Position in Mind [Elektronnyi resurs]. Psikhologiya i pravo = Psychology and Law, 2021. Vol. 11, no. 1, pp. 195–209. DOI: 10.17759/psylaw.2021110115. (In Russ., аbstr. in Engl.)

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Information About the Authors

Nataliya V. Khodyakova, Doctor of Education, Professor of the Department of Psychology, Pedagogy and Organization of Work with Personnel, Academy of Management of the Ministry of Internal Affairs of Russia, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4340-0744, e-mail: hodyakova@yandex.ru

Alexander I. Mitin, Doctor of Education, Professor of Department of Applied Informatics & Multimedia Technologies, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9202-2087, e-mail: mitin_ai@mail.ru

Olga A. Ulyanina, Doctor of Psychology, Associate Professor, Head of the Federal Coordination Center for the Provision of Psychological Services in the Education System of the Russian Federation, Moscow State University of Psychology & Education, Corresponding member of the RAE, Chief Researcher of the Research Center, Academy of Management of the Ministry of Internal Affairs of Russia; Professor of Faculty of Social Sciences, School of Psychology at National Research University “Higher School of Economics”, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9300-4825, e-mail: ulyaninaoa@mgppu.ru

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