Operational thinking in the structure of the diagnostic thinking of a modern teacher-psychologist
Diagnostic thinking is a vital professional component of many occupations, in particular, of a teacher-psychologist. The purpose of the study was to identify the place and role of various mental operations in the structure of diagnostic search carried out by a teacher-psychologist. The article explores cognitive operations used by a teacher-psychologist within the framework of a diagnostic algorithm. These operations are differentiated for various stages of diagnosis; their priorities are established. It is determined which operations are most important for each of the stages of the diagnostic algorithm. Mental operations (such as analysis, synthesis, analogy, generalization, comparison, etc.) are important for the diagnostic process and can be necessary components of diagnostic thinking. Comprehensive professional operational thinking of a teacher-psychologist is the basis of successful diagnostic activities. As for successful professional diagnostics, a teacher-psychologist also needs a system of categorical models of the diagnosable, the ability to analyze their diagnostic errors and ideas about categorical models of typical diagnostic errors. Special training in diagnostic thinking, in particular, the development of mental operations, which are necessary for teachers-psychologists to carry out effective diagnostics, is an essential component of their training and will increase the efficiency of their professional performance.