Examples of practical application of educational training

Variant 1. Educational discipline "Legal psychology" training on the topic "Peculiarities of a police officer's communication with children of different ages" (topic No. 4 "Effective communication of a police officer").

Purpose: to provide police officers with social and psychological tools for working with children, to help the police officer master communication skills with different age groups of children and teenagers, with a group of teenagers, including aggressive ones, and to teach the police officer's algorithm of actions in the event that a child has run away from home.

Variant

2. A teacher of a higher education institution and a practical employee

For example, a practical lesson from the discipline "Legal Psychology" on the topic "Psychology of Juvenile Criminals" can be conducted by a teacher of psychological disciplines and an investigator. The teacher-psychologist characterizes the main features inherited by a juvenile criminal, defines the psychological features of the interrogation of a juvenile, while the investigator gives examples from official activities, emphasizes certain legal norms of interrogation.

Variant 3. Educational discipline "Professional and Psychological Training of a Police Officer“. Training on the topic "Psychological First Aid for Those Who Find Themselves in Extreme Conditions (Elements of Body-Oriented Therapy)“. Topic No.8 "Psychological Features of a Person in Extreme Conditions".

Purpose: to train police officers to adapt to an extreme situation, to develop endurance, to take care of their health, and to train the skills of providing psychological first aid to those who find themselves in extreme conditions.

Тренінг - це:

•група, яка допомагає стати кожному її учаснику більш компетентним;

•процес, під час якого учасники вступають у взаємодію;

•процес, у центрі якого є проблема та її розуміння учасниками групи, а не компетентність ведучого щодо зазначеної проблеми;

•навчання, під час якого активність учасників вища, ніж активність ведучого;

•навчання, яке дає учасникам задоволення, активізує їх, стимулює інтерес до пізнання;

•навчання, результат якого досягається у взаємодії всіх тренінгу;

•відкриття учасниками в собі нових можливостей, відчуття того, що вони знають і вміють більше, ніж до цього часу думали про себе;

•можливість відкриття інших людей, навчання через взаємодію з ними, розуміння того, на що здатні люди, від яких раніше не очікувалося нічого цікавого;

•можливість у безпечних, з одного боку, трохи штучних, а з іншогонаближених до реальності умовах взаємодії з іншими людьми досягти бажаних змін.

Conclusions

Training is:

- a group that helps each of its members to become more competent;

- the process during which participants enter an interaction;

- a process centered on the problem and its understanding by the group members, rather than the competence of the presenter regarding the specified problem;

- training, during which the activity of the participants is higher than the activity of the presenter;

- training that gives participants pleasure, activates them, stimulates interest in knowledge;

- training, the result of which is achieved through the interaction of all training participants;

- discovery of new opportunities by the participants, feeling that they know and are capable of more than they thought about themselves;

- the possibility of discovering other people, studying through interaction with them, understanding what people are capable of, from whom nothing interesting was expected before;

- an opportunity to achieve the desired changes in safe, on the one hand, slightly artificial, and on the other hand, close to reality conditions of interaction with other people.