Courses and trainings in psychology. Complete course in psychology "psychologist"
The Institute of Psychology and Personality at the MBA CITY Business Academy invites you to take a distance learning course in psychology with a diploma in the PSYCHOLOGIST program.
With the passage of distance learning in psychology, you will become a professional psychologist and a highly valuable specialist. In psychology training courses for students, novice psychologists and active professionals, you will learn how to effectively and efficiently conduct psychological consultations and understand psychological features personality. You will learn what a psychologically healthy person should be like, how to maintain psychological health, how psychology developed and what state it is in now.
At distance psychology courses in Moscow, you can get a quality education in the field of psychology and you will also master and be able to use in practice such important aspects of work as developmental psychology, psychology in creativity and psychology in education.
Developed by highly qualified specialists, the program of online psychology courses with a certificate is designed for those who want to gain the skill of highly professional work in the field of psychology. Professional distance learning at the Faculty of Psychology under the program of the course "PSYCHOLOGIST" will be an important step for you, useful for personal growth and rapid career advancement. Reach new heights thanks to the valuable knowledge gained at the University of Psychology!
Trying to make your specialized training in psychology as convenient, fast and efficient as possible, the Institute of Psychology and Personality has created a distance learning format for psychology specialists for the course "PSYCHOLOGIST". Today's leading and most popular distance learning for experts in psychology provides for your full participation in the process. After paying through your personal account on the site, you can start the second psychology training. You are given access to all assignments and lessons of the psychology course in absentia at the Institute of Psychology and Personality at the MBA CITY Business Academy, and you can master the program at a convenient pace and schedule, so the duration of training for a psychologist depends only on you.
In the course of studying psychology lessons in the course of lectures by psychologists, specialists from the Institute of Psychology and Personality of the MBA CITY Business Academy, if necessary, will provide you with professional and highly qualified support, and will be happy to answer all questions that have arisen during the study.
Successful completion of the PSYCHOLOGIST course will give you the opportunity to engage in psychological practice and learn how to professionally advise patients. This is your opportunity to become a truly in-demand specialist.
How much does it cost to become a psychologist? The cost of studying for a psychologist at the MBA CITY Business Academy is quite low for the opportunity to take advanced training courses in psychology, complete psychology courses and get an education in the field of psychology that is in demand in our time, improve your knowledge and skills and master interesting profession. This is your chance to expand your options for professional growth and increasing income. After the first lesson, you will be able to apply the techniques psychological counseling in practice, and your professional income will grow many times over! To pass the additional training program "PSYCHOLOGIST" means to become a sought-after and certified specialist in the field of psychology.
On the website of the Business Academy MBA CITY there are other types of psychology training for different goals and objectives, so that you can choose individual psychology training just for yourself.
Online training in the course of lectures in modern psychology at the MBA CITY Business Academy guarantees the receipt of a state-recognized certificate of completion of the PSYCHOLOGIST course, and this document will be a significant plus for your resume and an excellent confirmation of the acquired professional knowledge.
Licenses for educational activities №034972, 038379
The program of the full training course "PSYCHOLOGIST"
1. Consciousness in the psychology of behavior1.1 Methodology of reflexological research
1.2 Survey methodology
1.3 Research and experiment on human behavior
1.4 Behaviorism
1.5 Self-observation as a method psychological research
1.6 The nature of consciousness in psychology
1.7 Consciousness and structure of behavior
1.8 Behavioral biology
1.9 Physiology of behavior
1.10 Relationship between consciousness and reflexes
1.11 Self-awareness and self-observation
1.12 Origins of social behavior and consciousness
1.13 Instrumental method in psychological research
2. Tipping point in the history of psychology
2.1 The subject of general psychology
2.2 The need for general psychology
2.3 Stages of idea development
2.4 Four general ideas in psychology
2.5 Individual drills and general psychology
2.6 Comparison of different ideas
2.7 Methodological and empirical problems in the study of the unconscious
2.8 Behaviors and incentives
2.9 The question of the application of the biogenetic principle
2.10 The crisis of psychology in the mid-twentieth century
2.11 Münsterberg and causal psychology
3. Method for studying higher mental functions
3.1 Rationale for the choice of research method
3.2 The difference between the methods of old and new psychology
3.3 Methods of child psychology and the method of constructing an experiment
3.4 Principles of the method
3.5 Analyzing vestigial functions
3.6 The concept of cultural memory
3.7 The concept of cultural arithmetic
3.8 The concept of signification
3.9 The concept of autostimulation and half speech
3.10 Badge-to-gun relationship
3.11 Nature of the mediating activity
4. Analysis of higher mental functions
4.1 Subject and essence of the analysis
4.2 Main aspects of the analysis of higher forms of behavior
4.3 The main tasks of the psychological analysis of higher mental functions
4.4 Analyzing complex reactions
4.5 Performing dynamic analysis
4.6 We conduct an experiment with children on the reaction of choice
4.7 The difference between higher and lower forms of behavior
5. The structure of higher mental functions
5.1 Structural differences
5.2 Difficulty in mastering the behavior
5.3 The study of intellectual reactions in the development of behavior
5.4 The essence of cultural development
5.5 The importance of intelligence in development and imitation
6. The process of development of worldview and personality in children
6.1 Process of cultural development
6.2 Changing speech functions
6.3 Development of upright gait and language acquisition
6.4 Development at school age
7. The problem of age in children
7.1 Difficulty age periodization child development
7.2 Methods for constructing genuine periodization
7.3 Age problem and developmental dynamics
8. The question of education of thought
8.1 The concept of "thought"
8.2 Thinking process
8.3 Structure of reflective thinking
8.4 Importance of education of thought
8.5 Natural tools for educating thought
8.6 Nature of order
9. Origin of the logical
9.1 Analysis of the thinking process
9.2 5 logic stages
9.3 Induction and deduction as tools of logic
9.4 Inductive process control
9.5 Changing conditions in an experiment
9.6 Control of the deductive process
9.7 Dual points in education
9.8 Origins of ideas
9.9 The role of the concept in mental activity
9.10 Knowledge generation process
9.11 Differences between concrete and abstract thinking
9.12 The essence of empirical thinking
9.13 Applying the scientific method
10. The process of educating thinking
10.1 Initial degree of activity
10.2 Analysis of creative activities
10.3 Development of language and education of thought
10.4 Development of vocabulary accuracy and consistent reasoning
10.5 Observation and accumulation of information in the education of thinking
10.6 Ways and tools of observation in the school
10.7 Correlation of the process of teaching and educating thinking
11. Theory regarding assistance in personal growth
11.1 Primary hypothesis for assistance in personal growth
11.2 Motivation for change and results
11.3 General hypothesis about human relationships
11.4 Signs of helping behavior
11.5 The concept of “artificial” relationships
11.6 An objective view of psychotherapy
11.7 Process of change as a result of psychotherapy
11.8 Subjective view
12. The process of becoming a person
12.1 Areas of work of the psychotherapist
12.2 A conscious approach to experiences
12.3 Essence positive attitude to yourself
12.4 Positive side human personality
12.5 Penetration into the deep emotional
12.6 What is the process of becoming a person?
12.7 Feature of experiencing feelings
12.8 Be open to yourself and experience
12.9 Trust your body and the concept of internal locus
13. Psychotherapy as a process
13.1 Process conditions
13.2 Stages of the psychotherapy process
13.3 The psychotherapy process continuum
14. Building a philosophy of man
14.1 Choice of direction by customers
14.2 Failure to meet the expectations of others
14.3 Control over one's life and behavior
14.4 Be open to experience and believe in yourself
14.5 What does a "fully functioning person" mean?
14.6 The need for trust in human nature
15. Understanding the facts
15.1 Experience and psychotherapy
15.2 The view of science on psychotherapy
15.3 Changing perspective on science
15.4 Conducting a reality check
15.5 Scientific data
16. Change of personality in the process of psychotherapy
16.1 Criteria for the Study of Personality Change
16.2 The essence and purpose of the study
16.3 Ways to measure changes in self-perception
16.4 Correlation between the self-concept of the client and the diagnostician
17. Client-centered psychotherapy
17.1 Place of evaluation
17.2 Psychotherapy and involuntary functions
17.3 Various methods and client reactions to them
17.4 Self-concept analysis
18. The role of psychotherapy in education
18.1 Psychotherapy and knowledge acquisition
18.2 The role of psychotherapy for the educational process
18.3 The essence of learner-centered learning
18.4 The concept of non-directive learning
18.5 Ways to encourage thinking
19. The role of psychotherapy in family life
19.1 Ability to openly express feelings
19.2 Strong relationships based on feelings
19.3 Two-way communication process
20. The role of psychotherapy in interpersonal communication
20.1 The essence of the violation of interpersonal and intergroup communication
20.2 Learning understanding in large groups
20.3 What is congruence
20.4 The role of congruence in communication between people
21. Psychology creative process
21.1 Social need and creativity
21.2 Motives for the creative process
21.3 Internal conditions for creativity
22. Features of the sciences of human behavior
22.1 Innovations in the behavioral sciences
22.2 Behavior in groups
22.3 What influences human behavior
22.4 What influences animal behavior
22.5 Behavioral sciences and personality
22.6 Steps in the behavior management process
22.7 Theories of human behavior control
23. Introduction to the theory of motivation
23.1 Analysis of the individual as an integrated whole
23.2 The concept of motivational states
23.3 Ratio of motivations
23.4 Types of motives
23.5 The concept of unmotivated behavior
23.6 Conditions and influence of reality
24. Theory of motivation
24.1 Types of basic physiological needs
24.2 The nature of the need for security
24.3 The essence of the need for love
24.4 The essence of the need for knowledge and understanding
24.5 Essence of aesthetic needs
24.6 Rigidity of the hierarchical structure
24.7 Measurement of satisfaction
24.8 The concept of multiple determination of behavior
24.9 Feature of functional autonomy
25. The concept of satisfaction of needs
25.1 Consequences of satisfying any need
25.2 Consequences of meeting basic needs
25.3 The process of character formation
25.4 The Essence of Healthy Satisfaction
25.5 Hazards associated with satisfaction
25.6 Features of basic satisfaction
26. Theory of instincts and needs
26.1 Provisions of the theory of instincts
26.2 Shortcomings of the theory of instincts
26.3 Theory of instinctoid basic needs
26.4 Differences between higher and lower needs
27. Theory of psychopathogenesis
27.1 The essence of deprivation, frustration and threat
27.2 Relationship between conflict and threat
27.3 Origin of the threat
27.4 Essence of self-actualization
28. The concept of destructive behavior
28.1 Knowledge from ethology
28.2 Knowledge from child psychology
28.3 Anthropological research
28.4 Origin of destructive behavior
28.5 Clinical experience and disruptive behavior
28.6 Research in endocrinology, genetics and other sciences
29. Mental health analysis
29.1 Method of selection of subjects
29.2 Features of the perception of reality
29.3 The essence of the need for privacy
29.4 Self-reliance in mental health
29.5 Healthy experiences
29.6 Interpersonal relationships and mental health
29.7 Need to distinguish means from ends
29.8 Developed sense of humor
29.9 Cultural influence
29.10 Influence of values
29.11 Need to overcome dichotomies
30. Love of self-actualized people
30.1 Manifestation of self-actualization in love
30.2 The essence of care and responsibility
30.3 Respect for the individuality of the partner
30.4 The concept of love as the highest experience
31. The role of psychotherapy in good relations between people
31.1 The role of psychotherapy for health and motivation
31.2 Personal growth in the process of psychotherapy
31.3 The essence of relationships between people
31.4 Place of psychotherapy in society
31.5 Importance of knowledge and skill in psychotherapy
31.6 The essence of group psychotherapy
31.7 Concept of autotherapy
32. The concept of the norm
32.1 What is a norm
32.2 History of ideas about human nature
32.3 Inner human nature
32.4 The notion of a psychological utopia
32.5 Origins of the norm, environment and personality
33. Psychology of mistakes by Z. Freud
33.1 Introduction to the theory of psychoanalysis
33.2 Features of psychoanalysis
33.3 Essence of erroneous actions and side effects
33.4 Interpretation of erroneous actions
33.5 Criticism of psychoanalysis
33.6 Analysis of erroneous actions as mental acts
33.7 Analysis of intentions, slips and scams
33.8 Intent forgetting feature
33.9 Connection of mistakes and desires
34. Dreams in psychology
34.1 Understanding dreams
34.2 General characteristics dreams
34.3 Difference in dreams
34.4 Way of interpreting dreams
34.5 First thought reception
34.6 Essence of freely arising thoughts
34.7 The connection between dreams and hidden thoughts
34.8 Overt and covert dream structures
34.9 The difference between children's dreams
34.10 Differences between undistorted and distorted dreams
35. Symbols of dreams
35.1 The concept of dream censorship
35.2 Common dream symbols
35.3 Dream symbols with a sexual context
35.4 Origin of symbolic interpretations
35.5 How dreams work
35.6 How thoughts turn into images
35.7 Importance of Explicit Dreaming
35.8 Performing dream analysis
35.9 Criticism of dream analysis
36. Relationship between psychoanalysis and psychiatry
36.1 Psychoanalytic view of neurotic phenomena
36.2 Analysis of symptomatic action
36.3 The essence of the psychoanalysis of illness
36.4 Understanding the meaning of symptoms
36.5 Examples of conducting an analysis of obsessive symptoms
36.6 Various neurotic symptoms and reflection on experiences
36.7 Analysis of fixation on trauma, the role of the unconscious
36.8 Origin and purpose of symptom
37. General theory of neuroses
37.1 The Essence of Resistance and Repression
37.2 The developmental process of libido
37.3 The essence of the Oedipus complex
37.4 Understanding Development and Regression
37.5 Etiology of neuroses
37.6 The problem of conflict of desires
37.7 Modes of symptom formation
37.8 Purpose and origin of fantasy
37.9 The concept of nervousness and neurosis
37.10 Essence of neurotic fear
37.11 The nature of children's timidity
37.12 Relationship between libido, narcissism and selfishness
37.13 The nature of narcissistic neuroses
37.14 Presentation of psychoanalytic therapy
37.15 Question of the patient's interest in the doctor's personality
37.16 Process of recovery
37.17 Techniques of direct suggestion
37.18 Features of analytic therapy
37.19 Disadvantages of psychoanalytic therapy
38. Existential-phenomenological foundations in psychology
38.1 Existential-phenomenological foundations of personality
38.2 Different treatment of the patient
38.3 Existential-phenomenological grounds for understanding psychosis
38.4 Relationship with the patient through interpretations
38.5 Importance of recognizing individuality
38.6 The problem of ontological uncertainty
38.7 The concept of absorption and tearing
38.8 The concept of petrification and depersonalization
38.9 The relationship between dreaming and autonomy
38.10 Alarm state
39. The concept of self-consciousness
39.1 What is the embodied and non-embodied "I"
39.2 Features of the relationship of the individual with the "I"
39.3 Features of the inner "I" in the schizoid state
39.4 Difference between true and false self
39.5 "I" in relation to objects
39.6 Essence of self-consciousness
39.7 Defenses in schizoid conditions
39.8 Clinical case of the problem of self-consciousness
40. The process of development of psychosis
40.1 The problem of transition from mental health to illness
40.2 Representation of "I" in fantasy
40.3 Connecting with the real through pain
40.4 Ability to kill your "I"
40.5 Emerging Guilt
40.6 Features of splitting "I"
40.7 Cases of chronic schizophrenia
40.8 The Significance of Reflective Awareness
41. Introduction to family psychology
41.1 Features of therapeutic spontaneity
41.2 Training methods for family psychologists
41.3 Ways to learn new skills
41.4 Family as a subject family psychology
41.5 Features of an individual holon
41.6 Features of the marital holon
41.7 Features of the parent holon
41.8 Features of the sibling holon
41.9 Pairing process
41.10 Features of families with children
41.11 Special worldview of the family
42. Psychotherapy and methods of Buddhism, Vedanta, Yoga and Taoism
42.1 Psychotherapy as a process of liberation
42.2 Psychotherapy and connection with religion
42.3 The influence of society on the psyche
42.4 Man's place in the world
42.5 Place of tongue
42.6 Complexity of the process of psychotherapy and release
42.7 Mayan example
42.8 Significance of reincarnation
42.9 The role of guru, teacher and psychotherapist
42.10 Similarity of Buddhist principles
42.11 Similarity of Taoism
42.12 Explaining the relationship through neuropsychology
42.13 The problem of false sincerity and pseudo-humility
42.14 A question of trust in human nature
43. Positive perception of the world
43.1 Best qualities human
43.2 How to pass the Fordyce emotional test
43.3 An example from the life of Martin Seligman
43.4 What is the New Positive Psychology
43.5 Rapid positive efficacy test
43.6 Necessity of development of the intellect
43.7 Development of optimism and physical resources
43.8 Improving social skills
43.9 Pessimism as an obstacle to happiness
43.10 Creating an optimistic attitude towards the future
43.11 Ways to increase your optimism and hope
44. How to achieve personal satisfaction in life
44.1 Personal satisfaction in career
44.2 Importance of work in life
44.3 The difference between work and vocation
44.4 Determining the meaning of life and setting goals
45. The Importance of Love and Relationships in Positive Psychology
45.1 Ability to love and be loved
45.2 Three kinds of love
45.3 Features of "calm" affection in love
45.4 Embodiment of virtues and virtues in family life
45.5 The Importance of Listening
46. Examples of clinical cases
46.1 Bereavement disorders
46.2 Disorders related to excess
46.3 Disorders associated with the world of naive consciousness
46.4 Influence disorders
