- DEVELOPMENT OF PROFESSIONAL VALUES OF PSYCHOLOGY STUDENTS
- PROFESSIONAL DEVELOPMENT
- PROFESSIONAL VALUES OF PSYCHOLOGISTS
The results of a study of the professional values of the psychologist profession are presented. The concept of “professional values of a psychologist” is defined and their components are considered. It is shown that obtaining a university education influences the formation and change of professional values of students.
- System of concepts and general content of orientation in the world of professions
- Socio-psychological specificity of adolescence (student) age
- Psychological characteristics, socio-psychological patterns and specifics of personality development in adolescence
- Family perspectives of women raising children with disabilities
- Professional development of the personality of a trainer-teacher
Nowadays, there are a huge number of different professions from which a young person must choose at the beginning of his life and professional journey. If previously there was no such problem, due to the fact that the choice of a future profession was made by repeating this choice by the parent, today, more than ever, young people are burdened with this problem.
E.A. was and is very actively involved in studying the issue of professional development of personality. Klimov, T.V. Kudryavtsev, Yu.P. Povarenkov, O.G. Noskova, N.S. Pryazhnikov, E.Yu. Pryazhnikov and others. Particular attention should be paid to E.F. Zeer, from his point of view, professional development has its own development potential. This includes socially significant qualities, professional skills, education, general and special abilities, and much more. The realization of this potential depends on a large number of factors, such as a person’s innate predisposition, the specifics of a professional’s activity, and the social situation. However, all these factors are secondary; the primary factor is the system of those objective requirements for the individual that are determined by professional activity. This is explained by the fact that in the course of performing this activity, new qualities and unique properties arise that are not inherent to the student, but are available in the arsenal of a certified specialist. As such, the author defines professional development as a set of social methods of influencing a person, including him in various significant types of professional activity in order to form a complex of professionally important forms of behavior, individual ways of performing professional activities, etc. In other words, this is “shaping” a person who is suitable and adequate to the requirements imposed by this or that professional activity. That is, in a narrow sense, we can say that the process of professional development is a process, first of all, of instilling in a person the values necessary for the successful implementation of professional activities. Of course, in each type of professional activity these values can differ significantly.
Along with many other professional values, there are professional values of such a profession as a psychologist. The question of exactly what values can be attributed to this group is considered by many authors (I.A. Ralnikova, E.A. Ippolitova, E.V. Sidorenko, N.Yu. Khryashcheva, M.V. Molokan, E.E. Werner, etc.). N.V. Bachmanov and N.A. Stafurin is identified as the necessary ability to fully and correctly understand a person, the ability to understand the internal properties and characteristics of a person, the ability to empathize, the ability to analyze one’s behavior and the ability to manage oneself and the communication process. N.N. Obozov, considering the specifics of psychological counseling, identifies the following professionally important qualities of a consulting psychologist: sociability - as contact; dynamism - flexibility of behavior; avoidance of various kinds of subjective deviations in one’s own assessments and behavior; tolerance to possible breakdowns (neurotic), the ability to listen and understand; ability to consider the situation of difficulties together with the client; knowledge of possible conflict options. E.V. Sidorenko and N.Yu. Khryashchev identify some of the common personal and professional qualities of a psychologist, the formation of which, in their opinion, will ensure effective psychological activity. As these qualities of a psychologist, the authors identify psychological observation, empathy and creativity, psychological thinking, self-control and listening skills. I.A. Ralnikova and E.A. Ippolitova used professional values for her research that, according to experts, are adequate for the profession of a psychologist. This is the ability to empathy (empathy); ability to establish contact; general intelligence; observation; ability to reflect; creative mind; the ability to clearly formulate questions and express your thoughts; health (physical and psychological); good relationships in the team; freedom to make decisions; favorable working conditions; career growth; decent wages; recognition of professionalism by other people.
Thus, we can conclude that there are small differences among the authors’ definitions of the professional values of a psychologist, but in general, researchers agree on their understanding. Most often, the authors agree in understanding the professional values of a psychologist as the values and personality traits necessary for the successful implementation of professional psychological activities; and in recognizing the professional values of psychologists as reflection, empathy, observation and spontaneity.
Thus, the object of the work is professional values, the subject is the Professional values of psychology students.
The purpose of the work is to identify the characteristics of professional values among psychology students in the process of their training.
The research hypothesis is that the professional values of psychology students undergo changes during the learning process.
The following methods were used in the study: analysis of literary sources, a modified version of the methodology of E.B. Fantalova “The relationship between the value and accessibility of professional psychological values.”
Study sample: 15 1st year psychology students and 15 4th year psychology students took part in the study. The study was conducted on the basis of Altai State University.
Based on the results of the empirical study, it was revealed that for first-year students such values as the ability to empathy turned out to be of higher priority (p<0,001), умение устанавливать контакт (р<0,001), общая интеллектуальность (р=0,002), наблюдательность (р<0,001) и творческий склад ума (р<0,001). Вероятно, это обусловлено идеализацией студентами на данном этапе профессии психолога, актуализацией ценностей, свойственных именно для данной профессии. Для студентов 4 курса более приоритетными ценностями оказались здоровье (р<0,001), хорошие взаимоотношения в коллективе (р<0,001), свобода принимать решения (р=0,001), благоприятные условия труда (р<0,001), достойная заработная плата (р<0,001) и на уровне тенденции карьерный рост (р=0,051). Вероятно, это детерминировано становлением в конце обучения более реалистичного взгляда на профессиональную деятельность. Повышается значимость ценностей, обуславливающих общий психологический, физический и материальный комфорт в работе, на которую студенты намерены устраиваться. Критерий U-Манна-Уитни показал отсутствие значимых различий в ценностях способности к рефлексии, умении четко формулировать вопросы и выражать свои мысли, признании профессионализма другими людьми. Вероятно, данные ценности актуальны как для студентов, обучающихся на 1 курсе, так и для студентов, заканчивающих обучение и нацеленных на трудоустройство. В целом, можно сделать вывод о том, что студенты 4 курса имеют более «универсальные» ценности, являющиеся позитивными во многих других профессиях. Скорее всего, это связано с их скорым входом непосредственно в профессиональную сферу.
Thus, we can conclude that obtaining a university education really influences students, the transformation of their life prospects and the actualization of the search for alternative options for professional development in the event of failure to realize themselves in the profession of psychologist.
Bibliography
- Zeer E.F. Psychology of professions. Textbook for university students. - 2nd ed., revised, additional. - M.: Academic Project; Ekaterinburg: Business book, 2003.- 15-18 p.
- Bachmanova, N.V., Stafurina, N.A. On the issue of professional abilities of a psychologist // Modern psychological and pedagogical problems of higher education: collection of scientific works. - Vol. 5. - L., 1985. p.62-67
- Obozov N.N. Psychological consultation. – St. Petersburg, 1993 – p.32
- Sidorenko E.V. Training of communicative competence in business interaction. – St. Petersburg: Rech, 2008. – p.84
- Ralnikova I.A., Ippolitova E.A.. Transformation of students’ ideas about professional prospects as a factor of self-organization during crisis periods of studying at a university // Siberian Psychological Journal. – 2009 - No. 32. – p.18-22
The social value of labor is how significant this or that type of labor is for society in terms of achieving its goals.
For the sociology of labor, this phenomenon is of the greatest interest, since it allows us to establish the degree of significance of various types of labor for any type of society.
Society's assessment of a person's work has a dual form of manifestation. On the one hand, society evaluates human activity for its usefulness. Labor is an exclusively socially useful activity, and, as mentioned above, useless labor does not exist. Moreover, the utility of labor is always constant. For example, the work of a teacher, a doctor, a miner, or a janitor cannot be compared in terms of differences in utility. Everyone’s work is equally useful for society, since it is in demand on an equal basis with others. Let’s imagine that there is no such work (and, accordingly, those who carry it out) that allows one to get rid of illnesses or receive secondary education, which provides raw materials to maintain heat in houses or keeps courtyards and roads clean and tidy. Obviously, it is impossible to establish which of the listed jobs is more useful than others. All of them are equally useful, since each solves its own list of tasks, thereby satisfying a certain block of social needs. If, for example, the work of a janitor turns out to be unclaimed by society, then it will simply cease to exist as work.
On the other hand, it is obvious that society values the work of different professions differently, i.e. different types of labor have different social value. It all depends on how much this or that work is in demand by society and how valuable it is for society. The value of a particular type of labor is determined by a fairly large list of various requirements for its implementation. The most significant include the following:
- 1. Types of work activity that are vital for every person. For example, at all times, the work of a teacher and the work of a doctor have had high value in society.
- 2. Types of labor that require lengthy training, special knowledge and themselves create new knowledge for society. An example here is the work of scientists, designers, and IT project managers.
- 3. Special, non-standard, highly specialized types of labor, requiring creative abilities and skills for implementation. An example is the profession of a conductor or composer, which requires not only long-term special education, but also talent.
Thus, work that requires a high level of knowledge, long-term specialized training, creative potential and creative abilities is of high value to society.
You can also list labor that has relatively low value. This is work that does not require special long-term training, standardized, i.e. accessible in its implementation to most people, not requiring special talents and abilities. This may include the work of a salesperson in a store, a controller in public transport, a security guard, a cloakroom attendant, etc.
It should be noted that value is a dynamic characteristic of work. At different times, the value of the same type of labor may be different. For example, the work of a blacksmith in the Middle Ages was highly revered in society, as it required special training, skill, professional knowledge, including secrets. The product of blacksmithing was in great demand among peasant farms, since farmers, as a rule, could not independently create high-tech labor tools at that time. Everything changed with the spread of industrial production. The use of machines, such as a forging press and rolling mill, simplified and intensified the work of forging metal. Their implementation no longer requires high professional knowledge from the employee. He rather became an auxiliary labor force, dependent on and servicing the machine, rather than a primary producer. Such work is not highly appreciated by society.
Valuation allows you to compare the work of different professions. Moreover, we can name criteria for the value of a particular type of work. The economic criterion for assessing labor in a market economy is income (wages). The social criterion is respect and recognition by society of the importance of certain professions. It should be noted that the economic criterion is not always identical to the social one. For example, in show business, fees are high, although the value of the work and its product is often very questionable. On the contrary, work in the fields of education and medicine is highly valued by the public, but wages, for example in the Russian Federation, turn out to be clearly underestimated.
Finally, the value of work determines the social status of the person performing it. In the modern world, it is difficult to talk about a close correlation between these two parameters, but it certainly exists and can be defined as follows: the higher the social value of work, the higher the status of a person in society. Activities for the benefit of society presuppose public encouragement, which consists of confirming or changing the status of a person included in society. Moving up the career ladder from an ordinary accountant to a top manager of a corporation and from a musician at a regional philharmonic to a conductor at the Bolshoi Theater undoubtedly implies an increase in social status.
So, the value of labor is the most important phenomenon for sociological research. Through the study of this phenomenon, sociology can identify the preferences formed in people in the process of choosing a profession, the attractiveness of a particular type of work, motivation for its implementation, expectations from the process of its implementation, social attitudes and stereotypes regarding work, etc. The most important thing: determining value labor makes it possible to find out whether it represents a goal for a person, and therefore a source of development, or is only a means of achieving goals of a different order. The value of labor in society depends on the content and nature of it.
For the past few years I have been watching children grow up. It is very exciting. While enjoying parenthood, solving problems, and analyzing my parenting abilities, I noticed that young children do not doubt themselves. Daughters still do not know restrictions, feelings of guilt and shame, or excessive introspection. At what point does it usually end? When will children begin to judge themselves and begin to view their actions as valuable and not valuable? When they start asking themselves: “Is this what I’m doing?” or “Will others understand this?”
I remember the day my eldest daughter was born. I became a father for the first time, and the responsibility for human life fell on me. I clearly understood that I loved the child not for his actions or compliance with my expectations, but with pure unconditional love.
It seems to us: we are what we do. Value is determined by our actions
But at some point, expectations do interfere with the relationship between parent and child. “Get dressed quickly, we’re late!”, “Don’t talk to your mom in that tone!”, “Don’t hit your sister.” I still love my daughter, but I have developed expectations about her behavior. Of course she feels it. He must be thinking, “Mom and Dad get so angry when I’m slow to put on my socks. What's the big deal?
“Do this to get recognition”, “Don’t do this so as not to harm others”, “Don’t say that, otherwise everyone will turn away from you”, “Others will not approve if I do this”... Everyone has similar thoughts and doubts . The problem is that we equate ourselves with actions. We think we are what we do. Value is determined by our actions.
Many fight a silent internal battle. It might look like this:
"I'm not like others."
"I'm worse than the rest."
"I don't measure up."
"I am a loser".
“No one would want to be in my place.”
“I’m special, that’s why I can behave like this.”
"People don't understand my problems."
“I always get what I want. I deserve it."
“I am better than others because I have more abilities.”
These thinking patterns are wrong. All people are equally valuable. Without realizing this fact, it is impossible to develop a healthy sense of self-worth. We deserve love and recognition no more and no less than any other person.
Think about the messages society conveyed as you grew up. “Get good grades, win competitions, show off your talents and prove that you are special.” When we don't receive recognition, don't excel at sports, or don't meet the accepted standard of beauty, we feel inferior. It seems like we're missing something. But this is an illusion. Healthy self-esteem involves recognizing that we are all unique, but no one is special. No one is better than the rest. No one reached the final destination first.
Comparison, arrogance and self-deprecation have never helped anyone
Avoid being a victim and feeling privileged. No one can give us a sense of self-worth, only we can do it ourselves. If we expect praise for our work and hope that the next achievement will help increase our self-esteem, we are left with nothing. No matter how successful we are in life, it does not make us more important or valuable than others.
Comparison, arrogance and self-deprecation have never helped anyone. We always feel like we are not successful enough and don’t have enough. This ultimately leads to sobering questions. Why don't what I do and what others think of me make me happy? Why am I trying to please everyone?
Finding answers is a difficult path, but it is worth going through. Perhaps we will eventually find the child within us who appreciates himself for who he is. This is a part of our personality that has gone dormant and is waiting to be found and recognized again. We are all unique and important. This value is given to us by birthright. Believe it.
about the author
John Harrison- psychologist and coach.
Meanings and values in the professional activity of a psychologist. Typology of human modes
being (according to A.R. Fonarev). The concept of help in psychology, medicine, pedagogy, religion, jurisprudence
tions. Professional competence and its criteria. Professional competence of a psychologist in
V.N. Karandashev. A.K. specialist model Markova. Professional profile of a specialist. Professional and job requirements. Qualification profile. Model of the activity of a psychologist according to Allen - Abramova. Features of “professional burnout” in the work of a practical psychologist.
1. Meanings and values in the professional activity of a psychologist
Meaning- a reasonable connection between value and means (by moving towards it). "What is the point?" - this is the question “For what? In the name of what? For what value?
If something serves something, is a means, it is meaningful, it has meaning. If something is not a means to achieve values and goals, it is meaningless, there is no point in it.
Personal meaning. Meaning is always subjective in the sense that it does not exist outside the perception or attitude of the subject. At the same time, the meaning of a knife can be generally understandable and generally accepted (in a separate group of people at a certain point in time) (a knife as a means of cutting), or purely individual, personal (memory of the trip where it was given to you).
The meaning of professional activity- these are the grounds for a person’s assessment of the significance of professional activity for himself personally, that is, a person’s biased, personally mediated attitude to work.
It is common for a mature personality to constantly search for new, deeper or more individual meanings of work.
Value - a socially approved and shared idea by most people of what is the ideal and standard of what should be done.
Value orientations- a person’s orientation towards certain values arises as a result of their preliminary positive assessment. However, we can talk about orientation towards a particular value only when the subject has projected in his consciousness (or subconscious) mastery of it. And a person does this, taking into account not only his needs, but also his capabilities. For some individuals, the path to forming value orientations may not be from needs to values, but the exact opposite: by adopting from the people around them the view of something as a value worthy of being guided by it in their behavior and activities, a person can thereby instill in himself the basis of a new need that he did not have before.
Value orientations in professional activities- The basis developed and accepted by society for assessing the purpose of work, its aspects, the system of spiritual values, professional mentalities, and the rules of professional ethics.
2. Typology of modes of human existence (according to A.R. Fonarev)
A. R. Fonarev, based on the ways of life identified by S. L. Rubinstein, proposed three modes of human existence. The approach developed by A. R. Fonarev explains how a person’s individual resources are used in his life and professional activities, whether their actualization leads to progressive development, stagnation or regression.
A. R. Fonarev gave the following designation for the varieties of these modes (from lat. modus– way, image, type) of human existence:
1) mode of possession;
2) mode of social achievements;
3) mode of service.
Fonarev Alexander Ratmirovich Candidate of Psychological Sciences.
3. The concept of help in psychology, medicine, pedagogy, religion, jurisprudence
The concept of “psychological help” reflects a certain reality, a certain psychosocial practice, the field of activity of which is a set of issues, difficulties and problems related to a person’s mental life.
Already such a preliminary, albeit obvious, assumption requires, in turn, clarification of the boundaries of the concepts “psyche”, “mental”. And here, I think, a not unreasonable criterion can be the idea of a person, which has become widespread in recent decades both in domestic and foreign psychology, as a three-level unity: physical (body), psycho-emotional (mind) and spiritual (spirit).
Even such a schematic division of a person’s understanding quite clearly indicates the scope of application of efforts reflected by the phrase “psychological help.”
It is obvious that the field of activity of the corresponding specialist is a wide range of problems related specifically to the middle link of the specified trinomial: problems that reflect the characteristics of the mental life of a person as a social being, as well as the characteristics of the community, which reflect the psychological specifics of its functioning.
Psychological assistance is an area and method of activity designed to assist a person and community in solving various problems generated by a person’s mental life in society. It is clear, therefore, that understanding the problems of psychological assistance is associated with understanding the psyche as such a space (level, method) of human existence, the diversity and versatility of which determines the totality of problems in the activities of the corresponding specialist: interpersonal relationships, emotional intrapersonal (both deep-seated and situational) conflicts and experiences; problems of socialization (choosing a profession, starting a family, various forms of public functions), problems of personalization (age-related and existential), i.e. the entire spectrum of the emotional and semantic life of a person as a social being endowed with a psyche.
The development of experimental psychology, which began with the creation in 1879 of the first psychological laboratory of W. Wundt in Leipzig.
Formation of a new, humane and scientific approach to people suffering from mental illness (from F. Pinel, who in 1793 removed the chains from patients in a psychiatric hospital, to J. Charcot and P. Janet, who described such a mental disorder as “hysteria”, with the subsequent justification of the cathartic-hypnotic method of its treatment by J. Breuer and S. Freud and - in parallel with the discovery of the pallidum spirochete in 1905, which directly proved the material conditionality of the defeat of mental functions - before the emergence of psychoanalysis as the forerunner of all modern scientific psychotherapy).
The development of psychological testing and the movement for mental hygiene (this direction is associated with the activities of F. Galton and F. Binet, who created the first IQ tests, L. Theremin, E. Thorndike and K. Beers, who organized the Society for Mental Hygiene in the USA at the beginning of the century).
The emergence in Boston in the first decade of the twentieth century (thanks to F. Parson) of counseling related to career choice and intended to help a person choose a suitable job in the name of “a useful and happy life” (Belkin G., p. 17).
The emergence and establishment in the 1940s in the USA of “non-directive psychotherapy” by C. Rogers, who introduced the philosophy of existentialism into psychotherapy, abandoned the term “patient” in favor of the term “client” and, in essence, consolidated the idea of psychological help in the public consciousness , which is what it is at the present time, incorporating both counseling itself and psychotherapy.
Finally, going back to the American tradition of Protestantism, which arose in the years preceding World War II, the institution of religious counselors (counselors) and social workers. Being graduates of the combined faculties of philosophy and theology, as well as the faculties of sociology, these specialists were called upon to provide direct mentoring and practical assistance to individuals who found themselves in difficult emotional or everyday situations.
Thus, by the 50s of the twentieth century, diverse trends in psychological, psychiatric, psychotherapeutic, social and religious practice led to the formation of a specific area of human activity called “counseling” (consulting, mentoring, psychological assistance).
4. Professional competence and its criteria
Competence(from lat. competere- correspond, approach) - the ability to apply knowledge, skills, to act successfully on the basis of practical experience in solving problems of a general kind, also in a certain broad area.
Professional competence is the ability to successfully act on the basis of practical experience, skills and knowledge in solving professional problems.
When determining competence, attention is paid to three aspects. The first relates to the degree of mastery of the necessary skills; the second - to legal compliance; the third - to the question of whether this or that specialist is experienced enough to engage in professional activities.
Professional competence of a psychologist characterized by the formation of a single complex of knowledge, abilities, skills, and psychological positions.
5. Professional competence of a psychologist according to V.N. Karandashev
According to V.N. Karandashev, the professional competence of a psychologist includes:
professional knowledge,
professional skills,
professional skills,
capabilities.
6. Model of a specialist according to A.K. Markova
Specialist model - this is a reflection:
volume and structure of professional and socio-psychological qualities;
knowledge, skills, which together represent his generalized characteristics as a member of society.
There are:
specialist model (working, functioning);
specialist training model .
Markova Aelita Kapitonovna - Doctor of Psychology, professor, specialist in the field of psychology of professionalism, teacher psychology, motivation of educational activities.
The famous psychologist A.K. Markova identifies the following main components of the specialist model:
1) professiogram, that is, a description of the psychologist’s activities;
2) professional job requirements (minimum required knowledge and skills when performing certain professional tasks);
3) qualification profile (knowledge and skills of the employee in accordance with the tariff grades of remuneration).
Particularly important for psychological understanding of the basic requirements for a psychologist is a description of the psychologist’s activity itself, as well as a description of activities in various psychological specialties
7. Professional profile of a specialist
Professionogram (from Latin Professio - specialty, Gramma - record) is a system of characteristics that describe a profession, including a list of norms and requirements for this profession.
A professiogram is scientifically based norms and requirements of the profession for the types of professional activities and personality traits of a specialist, which allow him to effectively fulfill the requirements of the profession, obtain a product necessary for society and at the same time create conditions for the development of the personality of the worker himself.
A professiogram is a generalized reference model of a successful specialist in a given field, although it is sometimes noted that the professiogram must also take into account options for performing professional activities at an “average” level.
From the professionogram a person receives information about the objective content of work, about the psychological qualities required of a person.
A professiogram is not a rigid standard scheme, but a flexible indicative basis for the development of a specialist.
A professionogram should not hinder the individual creative development of a specialist, but only provide guidelines for the objective requirements of the profession for a person.
A professiogram can change as the profession changes, so it is necessary to refer to a professiogram one way or another throughout one’s professional life, both for a specialist psychologist and for every working person in order to correct psychological qualities taking into account the modern requirements of the profession
8. Professional job requirements
Professionally - job requirements– this is the minimum necessary knowledge and skills to perform certain professional tasks
9. Qualification profile
Qualification profile- this is the knowledge and skills of the employee in accordance with the tariff categories of remuneration.
10. Model of the activity of a psychologist according to Allen - Abramova
11. Features of “professional burnout” in the work of a practical psychologist and their undesirable consequences
Professional burnout is a syndrome that develops against the background of chronic stress and leads to the depletion of the emotional, energetic and personal resources of a working person. Professional burnout occurs as a result of the internal accumulation of negative emotions without a corresponding “discharge” or “liberation” from them. Essentially, professional burnout is distress or the third stage of the general adaptation syndrome - the stage of exhaustion (according to G. Selye).
In 1981 E. Moppoy (A. Morrow) offered a vivid emotional image that, in his opinion, reflects the internal state of an employee experiencing the distress of professional burnout: “The smell of burning psychological wiring.”
Indifference, boredom, passivity and depression (low emotional tone, feeling depressed);
Increased irritability to minor, minor events;
Frequent nervous “breakdowns” (outbursts of unmotivated anger or refusal to communicate, “withdrawal”);
Constant experience of negative emotions for which there is no reason in the external situation (feelings of guilt, resentment, suspicion, shame, constraint);
Feelings of unconscious anxiety and increased anxiety (the feeling that “something is not right”);
A feeling of hyper-responsibility and a constant feeling of fear that “it won’t work out” or that the person “can’t cope”;
A general negative attitude toward life and professional prospects (like “No matter how hard you try, nothing will work out”).
The feeling that the work is getting harder and harder, and doing it is getting harder and harder;
The employee noticeably changes his work routine (comes to work early and leaves late, or, conversely, comes to work late and leaves early);
Regardless of the objective need, the employee constantly takes work home, but does not do it at home;
The leader refuses to make decisions, formulating various reasons to explain to himself and others;
Feelings of uselessness, lack of faith in improvements, decreased enthusiasm for work, indifference to results;
Failure to complete important, priority tasks and “getting stuck” on small details, spending most of the working time not meeting job requirements on little or unconscious performance of automatic and elementary actions;
Distance from employees and clients, increased inappropriate criticality;
Alcohol abuse, a sharp increase in cigarettes smoked per day, drug use.