Anti-victim and risk-oriented thinking as competencies of a university graduate

The issues of formation and development of competencies for solving professional problems using algorithms of victimization, anti-victimization and risk-oriented types of thinking among university students are considered. The current approach in psychological science to dividing thinking operations into universal (analysis, synthesis, etc.) and disciplinary (subject-specific) specific to a particular scientific discipline is being updated. It is shown that risk-oriented (or risky) and anti-victim types of thinking occupy a special place in this established classification. The objective operations that make up these types of thinking can be radically different from each other, despite the fact that both types of thinking are focused on solving problems under conditions of uncertainty, aggravated by factors of danger to the person or his property. The author's methodology for developing the skills to distinguish between victim, anti-victim and risk-oriented thinking is proposed. The participants of the study were second-year students of Yelets State University, 40 people. The methods used were experiment and group interview. It was found that students mostly made mistakes in solving problems to identify the type of thinking that people used when solving ambiguous situations recorded in educational cases. Moreover, even when solving problems correctly, students were not always able to formulate criteria for distinguishing one type of thinking from another. Errors manifested themselves in the failure to distinguish between risk-oriented thinking and victim, anti-victim and risk-oriented. Most often, errors were recorded when solving problems involving older people. It is concluded that it is necessary to include competencies in anti-victim thinking in educational standards.

competencies, risk-oriented thinking, anti-victim thinking, universal thinking operations, objective thinking operations, old age