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

Article type: scientific article

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

Received: 18.10.2021

Accepted:

For citation: Dushkin A.S., Goncharova N.A., Konopleva I.N., Kostina L.N., Kovalchuk I.A. 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 [Elektronnyi resurs]. Psikhologiya i pravo = Psychology and Law, 2022. Vol. 12, no. 1, pp. 54–66. DOI: 10.17759/psylaw.2022120105. (In Russ., аbstr. in Engl.)

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Information About the Authors

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

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

Inga N. Konopleva, PhD in Psychology, Docent, Associate Professor, Department of Clinical and Forensic Psychology, Faculty of Legal Psychology, Moscow State University of Psychology & Education, Moscow, Russia, 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, Russia, ORCID: https://orcid.org/0000-0001-7285-2817, e-mail: kostin62@mail.ru

Ilya A. Kovalchuk, PhD in Psychology, Associated Professor Department of General and Pedagogic Psychology, Academy of Law Management of the Federal Penitentiary Service of Russia, Ryazan, Russia, ORCID: https://orcid.org/0000-0002-5400-9815, e-mail: iljakvlchk@rambler.ru

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