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Psychology and Law
2022. Vol. 12, no. 1, 54–66
https://doi.org/10.17759/psylaw.2022120105
ISSN: 2222-5196 (online)

The Peculiarities of Tutors’ Professional Competences and In-terpersonal Relationships between Tutors and Interns in the System of the Ministry of the Interior of Russia

 
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Abstract

The article deals with the problem of mentorship within the MIA system. The solution to this problem ensures effective adaptation of the personnel to their professions. The sample comprised 91 internal affairs officers. The methodologies used are the following: 1) Diagnostics of Interpersonal Relations (DIR) questionnaire by Sobchik L.N.; 2) Commu-nicative and Organizational Aptitudes (COA) inventory; 3) an authorial methodology for assessing mentors’ professional competence. The results of the study demonstrated that the most significant competences that mentors possess are communication skills, analytical competence and knowledge of the divisions they work for. It has been established that trainees’ estimation of their mentors’ professional competence and knowledge of the divi-sions is better than that of the mentors (p ≤ 0.00001); the latter tend to underestimate their own professional skills, underrate their own virtues, show a lower level of organizational aptitudes, but a higher level of communicative ones. In their interpersonal relations mentors tend to assume an independent-dominant and “bossy”-dominant behavior style.

General Information

Keywords: mentors, trainees, professional competence, psychological counselling, self-esteem, communicative and organizational aptitudes, models for interpersonal relations

Journal rubric: Psychology of Professional Activity

OpenAlex citations: 4

OpenAlex trends: Psychology of Development and Education, Educational and Psychological Assessments, Teacher Education and Leadership Studies

Information about the work in OpenAlex

Number of citations: 4

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

Teacher Education and Leadership Studies

This cluster of papers focuses on teacher professional development, qualitative research methods, teacher identity formation, educational leadership, technology integration in education, teacher efficacy, professional learning communities, school improvement, and reflective practice. It explores the challenges and strategies for improving teaching practices, fostering a supportive educational environment, and enhancing the effectiveness of professional development programs for educators.

Number of works: 134932  |  Total number of citations: 1711506

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/psylaw.2022120105

Received 18.10.2021

Accepted

Published

For citation: Dushkin, A.S., Goncharova, N.A., Konopleva, I.N., Kostina, L.N., Kovalchuk, I.A. (2022). The Peculiarities of Tutors’ Professional Competences and In-terpersonal Relationships between Tutors and Interns in the System of the Ministry of the Interior of Russia. Psychology and Law, 12(1), 54–66. (In Russ.). https://doi.org/10.17759/psylaw.2022120105

© Dushkin A.S., Goncharova N.A., Konopleva I.N., Kostina L.N., Kovalchuk I.A., 2022

License: CC BY-NC 4.0

References

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Information About the Authors

Anton S. Dushkin, Candidate of Science (Psychology), Docent, Head, Department of Pedagogy and Psychology, Saint Petersburg University of the Ministry of Internal Affairs of Russia, St.Petersburg, Russian Federation, ORCID: https://orcid.org/0000-0001-9139-1585, e-mail: dushkin-ac@mail.ru

Natalia A. Goncharova, Candidate of Science (Psychology), Docent, Associate Professor of the Department of Legal Psychology, Saint Petersburg University of the Ministry of the Interior of Russia, St.Petersburg, Russian Federation, ORCID: https://orcid.org/0000-0003-0795-4969, e-mail: goncharova_n@bk.ru

Inga N. Konopleva, Candidate of Science (Psychology), Docent, Associate Professor, Department of Clinical and Forensic Psychology, Faculty of Legal and Forensic Psychology, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-8540-8667, e-mail: konopleva.i.n@gmail.com

Lyubov N. Kostina, Doctor of Psychology, Assistant Professor, head of the Department of psychology of the educational and scientific complex of service psychology, Vladimir Kikot Moscow University of the Ministry of Internal Affairs of Russia, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-7285-2817, e-mail: kostin62@mail.ru

Ilya A. Kovalchuk, Candidate of Science (Psychology), Head, Department of Psychology of Professional Activity, Academy of Law Management of the Federal Penitentiary Service of Russia, Ryazan, Russian Federation, ORCID: https://orcid.org/0000-0002-5400-9815, e-mail: iljakvlchk@rambler.ru

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