Psychological and pedagogical aspects of the problem of supervisory practice in the Ministry of Internal Affairs of Russia

Zolotova Irina Vladimirovna teacher, Department of Psychological, Pedagogical and Medical Support of the Department of Internal Affairs, FGOU DPO "All-Russian Institute for Advanced Training of Employees of the Ministry of Internal Affairs of Russia" 142007, Russia, Domodedovo, Fir street, 3 i.zolotova00@mail.ru

From an early age, a person acquires certain skills in various areas of life and does this, as a rule, based on the wishes and requirements of his parents, close relatives who are directly involved in his upbringing and training. Further, moving up the age ladder, his horizons expand and already to the development and formation of him as a person, and in the future as a specialist and professional, various pedagogical structures are connected, which carry out serious work with him, in accordance with the educational standards approved in the state and the requirements for the level of education in a broad sense.

Having approached the threshold of obtaining a citizen, in accordance with constitutional norms, compulsory basic general education, many people have a question of their further development and formation in accordance with their level of intelligence, creative abilities, skills and predisposition to a particular activity. Based on these circumstances, people choose various directions in which they continue their development and formation, hone their skills, increase their level of competence, etc. In the pedagogical sense, it is a great success if a young specialist is accompanied for a sufficient time by a professional colleague, mentor, who will be able to transfer his experienced knowledge and share practical and theoretical aspects of professional activity.

In my work, I would like to consider topical issues of supervision, supervisory practice in the field of organizing and conducting such work in the system of the Ministry of Internal Affairs of Russia, due to the fact that this area of work is important and necessary for many objective reasons.

Undoubtedly, many research papers of such authors as Smirnova S.V., Martinson K.E., Mikhailova S.E., Gotsiridze A., Mukhametkulova V.I., Varga A.Ya., Galasyuk I.N., Mitina O.V., Kotova S.A. and others are devoted to supervision issues. Scientists have considered a large number of problematic topics, such as the professional training of supervisors, their role in group supervision, levels and models of interaction, opportunities when working with a supervisor supervisor, as an effective tool for studying, analyzing and resolving complex situations in the practice of psychologists.

In our opinion, based on the accumulated experience and practical skills of many years of work as a psychologist, the implementation of teaching activities, when in the course of training you receive feedback from students with various psychological work experience, evaluate the information received, arguments and problems, we can conclude that supervisory practice in the system of the Ministry of Internal Affairs of Russia should develop and improve.

In her work, Yakimanskaya I.S. considers a supervisor as a psychologist with special training, qualification in the direction of "supervisory activity". In turn, psychological supervision is presented by her as one of the methods of professional development in the field of psychological counseling, where one psychologist helps another in identifying problem points, resolving difficulties, and professional development ^[1]. This is a point of view that we share with the author and believe that it is effective when conducting supervisory work with psychologists of the Ministry of Internal Affairs of Russia. In this creative, trusting work, it is very important to observe the basics of professional ethics of supervisors.

For several decades, supervision has been a targeted pedagogical product, providing clinical practice, professional development of a specialist, in a meaningful and qualitative aspect, anticipating and minimizing possible errors, the application of which is focused on those areas and professions in the center of which is a person. 

Based on world experience, there is a practice when a supervisor plays an important role in the formation of a psychologist's professionalism. And in this regard, of course, it is very important to note the motivation to undergo supervision on the part of various categories of specialists of the internal affairs bodies of the Russian Federation.

In general, supervision is a systematic format of work for specialists of helping professions. The role of the supervisor is not only to provide specific assistance, but also the ability to share responsibility for the decision made together with a less experienced specialist. Supervision is an effective and dynamic tool for finding new opportunities, gaining knowledge and acquiring the necessary experience, as well as comprehensive professional support.

Certain requirements are also applied to supervisors, which should be the rules in the organization of this work, namely:

• good level of work organization;

• competence;

• responsibility;

• confidentiality;

         And as Rettikh A.A. rightly notes in his work, during supervision, a specialist should monitor the dynamics of professional development of a psychologist receiving supervision ^[2].

         According to Varg A.Ya., Galasyuk I.N., Mitina O.V., the supervisor, assessing his expectations from supervision, identifies three components:

1. knowledge;

2. building a professional identity;

3. the focus of the work ^[3].

The researchers also noted that supervisors distinguish several important factors from the supervision process, which, in our opinion, is noteworthy from a pedagogical point of view:

- training,

- understanding;

- support;

- ethics;

- novelty.

Projecting these factors onto the pedagogical process carried out at the Department of Psychological, Pedagogical and Medical Support of the Department of Internal Affairs of FGKU DPO VIPK of the Ministry of Internal Affairs of Russia, during which students undergo advanced training, we note that these are classic components of the system of additional professional education, the purpose of which is to acquire new competencies based on the principles of humanism and democracy.

In our opinion, one of the examples of the implementation of the functions of supervisors can be considered the work of a teacher-curator on the organization of industrial practice of students undergoing professional training under the polygraph examiner training program for the internal affairs bodies of the Russian Federation, where all the functionality of interaction aimed at obtaining quality education takes place.

This should be done in order to assess the effectiveness of the professional training program for polygraph examiners, the Ministry of Internal Affairs of Russia conducts various methods of research and evaluation of learning outcomes. One of the most effective methods is the assessment of practical skills and abilities of polygraph examiners after completion of the training process ^[4].

Noteworthy is the definition of supervision as purposeful, organized advisory and educational support that an individual, group or organization receives in a professional context in order to improve professional competence and improve the quality of professional activity ^[5].

If the basis of supervisory practice in the system of the Ministry of Internal Affairs of Russia is based on the accumulated positive experience of this work from various sources, taking into account such basic functions of supervision as educational, support, management, control and evaluation, then in our opinion it is possible to put forward an assumption about the preparation of training programs for supervisors in the system of the Ministry of Internal Affairs of Russia, in the format of a pilot project and to introduce the obtained experimental result into departmental practical bodies, organizations and divisions. 

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