Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)

For citation:

Vagapova A. R. Presentation of Professionally Important Qualities of the Counselor by Students with Different Levels of Empathic Abilities. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2017, vol. 6, iss. 3, pp. 261-266. DOI: 10.18500/2304-9790-2017-6-3-261-266

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
Full text:
(downloads: 91)
Article type: 

Presentation of Professionally Important Qualities of the Counselor by Students with Different Levels of Empathic Abilities

Vagapova Alfiya R., Saratov State University

Counseling is one of the most popular and promising professions in this country. The article explores the topical problem of enhancing the efficiency of mastering the future professional activity during training and successful application of the acquired knowledge at work. The study includes an analysis of approaches to the study of professionally important qualities of a counselor, and an analysis of different approaches to solving this problem. The purpose of the study presented in the article is to study the structure of the concept of professionally important qualities of a counselor with different levels of empathic abilities. Based on an analysis of students’ views and the application of a set of techniques (Diagnostic Level of Empathic Abilities Technique (V. V. Boyko), Personality Self-Esteem Test (N. M. Peisakhov)), differences in the structure of views about both necessary qualities of a counselor, and about one’s own were identified. It was established that students with a high level of development of empathic abilities, out of necessary qualities and their own ones, identify qualities conducive to understanding human problems, suggesting readiness to be responsible, to work in a group of like-minded people. Students with a low level of development of empathic abilities are more focused on attracting attention to themselves, accepting the boundaries of both their own personality and those of others, less flexible (confident in the correctness of decisions taken). These features suggest that in their professional activity students will be inclined to use different strategies, that there are also risks of premature professional burnout of students of the first group, disappointment in the profession in the prepresentatives of the second one. The issue of quality and direction of the training of counselors remains debatable.


1. Dudkina M. V. Predstavlenie studentov ob obshchey kul’ture sotsial’nogo pedagoga (Students’ comprehension of social teacher’s general culture) Sovremennye problemy nauki i obrazovaniya (Modern problems of science and education), 2014, no. 1, pp. 82 (in Russian).

2. Kobysheva L. I. Predstavleniya budushchikh sotsial’nykh pedagogov o chertakh russkogo natsional’nogo kharaktera (Future social teachers’ ideas about features of russian national character) Obshchestvo: sotsiologiya, psikhologiya, pedagogika (Society: sociology, psychology, pedagogics), 2013, no. 4, pp. 73–77 (in Russian).

3. Kobysheva L. I. Cherty russkoy intelligentsii kak osnovopolagayushchie professional’no znachimye lichnostnye kachestva sotsial’nogo pedagoga (Lines of Russian intelligency as social teacher’s basic professionally signifi cant personal qualities). Naukovedenie: internet-zhurnal (Naukovedenie: e-journal), 2014, no. 4, pp. 22 (in Russian).

4. Karaman E. L., Kurbatova A. S. Gumanisticheskiy aspekt pod gotovki sotsial’nykh pedagogov (Humanistic aspects of social teachers’ training). Vestnik Mininskogo universiteta (Vestnik of Minin University), 2015, no. 4 (12), pp. 17 (in Russian).

5. Shubina S. S., Sharshov I. A. Kharakteristika lichnostnoprofessional’nykh kachestv budushchego sotsial’nogo pedagoga (Characteristics of future social teacher’s personal and professional qualities) Vestn. Tamb. un-ta. Ser. Gumanitarnye nauki (Tambov University Reports. Series Humanities), 2011, no. 12-1 (104), pp. 121–126 (in Russian).

6. Shubina S. S Pokazateli i urovni razvitiya lichnostnoprofessional’nykh kachestv budushchego sotsial’nogo pedagoga v vuze (Indicators and levels of future social teacher’s personal and professional qualities development in high school). Vestn. Tamb. un-ta. Ser. Gumanitarnye nauki (Tambov University Reports. Series Humanities), 2012, no. 11 (115), pp. 140–144 (in Russian).

7. Kukhtova N. V. Prosotsial’nost’ kak professional’no vazhnoe kachestvo sotsial’nogo pedagoga (Prosociality as social teacher’s professionally important qualities). Nauch. tr. Resp. in-ta vyssh. shk. (Scientifi c Works Of The Republican Institute Of Higher School), 2015, no. 15-2, pp. 125–133 (in Russian).

8. Kharabadzhakh M. N. Soderzhanie i struktura formirovaniya tolerantnosti budushchikh sotsial’nykh pedagogov (Content and structure of developing future social teachers’ tolerance). Problemy sovremennogo pedagogicheskogo obrazovaniya (Problems of modern pedagogical education), 2015, no. 48-1, pp. 307–317 (in Russian).

9. Tret’yakova T. V. Struktura tolerantnosti kak professional’no znachimogo kachestva sotsial’nogo pedagoga (Structure of tolerates as social-teacher’s professional-signifi cant quality) Vestn. Amur. gos. un-ta. Ser. Gumanitarnye nauki (Bulletin of the Amur State University. Ser. The humanities), 2011, no. 54, pp. 82–86 (in Russian).

10. Vil’tsan M. A. Bazovye kharakteristiki lichnosti v professional’noy deyatel’nosti sotsial’nogo pedagoga (Basic characteristics of personality in social teacher’s professional activity). Vestn. Tobol. gos. sots.-ped. akad. im. D. I. Mendeleeva (Herald of the Tobola State Social and Pedagogical Academy of Them. Di. Mendeleev), 2013, no. 5, pp. 24–29 (in Russian).

11. Fatykhova A. L., Suleymanova F. M., Kokhanovskaya I. I. Formirovanie professional’nykh sotsial’nykh kachestv pedagoga v sovremennoy obrazovatel’noy sisteme (Formation of teacher’s professional social qualities in modern educational system) Vestn. Orenb. gos. ped. un-ta (Vestnik of Orenburg State Pedagogical University. Electronic Scientifi c Journal). 2013, no. 3 (7), pp. 169–175 (in Russian).

12. Luk’yanova M. I. O razvitii psikhologo-pedagogicheskoy kompetentnosti sotsial’nogo pedagoga i ego professional’no znachimykh lichnostnykh kachestv (On social teacher’s psychological-pedagogic competency development and his professionally signifi cant personal qualities). Vestn. Kostrom. gos. un-ta im. N. A. Nekrasova. Ser. Pedagogika. Psikhologiya. Sotsial’naya rabota. Yuvenologiya. Sotsiokinetika (Vestnik of Nekrasov Kostroma State University. Ser. Pedagogy. Psychology. Social work. Socio-kinetics), 2012, vol. 18, no. 1–2, pp. 63–67 (in Russian).

13. Klenova M. A. Sotsial ‘nye predstavleniya o riske (Social representation of risk). Izv. Saratov Univ. (N. S.), Ser. Philosophy. Psychology. Pedagogy, 2011, vol. 11, iss. 2, pp. 58–62.

14. Bocharova E. E. Soderzhatel’nye kharakteristiki sotsial’nykh predstavleniy sub”ektov obrazovatel’nogo protsessa o psikhologe (Substantial characteristics of social representation of psychologist formed by subjects of educational process). Vestn. Pskov. gos. un-ta. Ser. Psikhologo-pedagogicheskie nauki (Vestnik of Pskov SU. Ser. Psychological and pedagogical sciences), 2016, vol. 11, no. 3, pp. 100–106 (in Russian).