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DOI: https://doi.org/10.34069/AI/2023.61.01.12

How to Cite:

Mytnyk, A., Ivashkevych, E., Chanchykov, I., Predko, V., & Stakhova, O. (2023). Professional training of future psychologists in

the information space in higher education institutions. Amazonia Investiga, 12(61), 112-121.

https://doi.org/10.34069/AI/2023.61.01.12

Professional training of future psychologists in the information space

in higher education institutions

48

Професійна підготовка майбутніх психологів в інформаційному просторі

закладів вищої освіти

Received: January 5, 2023 Accepted: February 28, 2023

Written by:

Alexander Mytnyk49

https://orcid.org/0000-0002-2916-7344

Ernest Ivashkevych50

https://orcid.org/0000-0001-7219-1086

Illia Chanchykov51

https://orcid.org/0000-0003-4023-8622

Viktoria Predko52

https://orcid.org/0000-0001-5160-7636

Olha Stakhova53

https://orcid.org/0000-0002-6884-6032

Abstract

The article lights up the professional training of

future psychologists in higher education

institutions of Ukraine and considers the

specifics of the professional training of future

psychologists. Future specialists professional

training in psychology is considered one of the

key problems of the theory, science and practice

of psychology. The article reviews the main areas

of work of a psychologist in the education

system. We noted various criteria for personal

self-realization of future psychologists. The

article shows the theoretical foundations of the

structure of the psychologist's professional

personality for work with adolescent children.

The use of modern pedagogical technologies

during the professional training of future

psychologists is currently expedient in the

informational educational space. The article

shows that the desire to quickly win the status of

an adult, to achieve independence, is

characteristic of adolescence, and the

Анотація

У статті висвітлено професійну підготовку

майбутніх психологів у закладах вищої освіти

України та розглянуто особливості професійної

підготовки майбутніх психологів. Професійна

підготовка майбутніх фахівців з псизології

вважається однією з ключових проблем теорії,

науки і практики психології. Стаття оглядає

основні напрями роботи психолога в системі

освіти. Ми зауважили різні критерії

особистісної самореалізації майбутніх

психологів. У статті показано теоретичні

засади структури професійної особистості

психолога для роботи з дітьми підліткового

віку. Використання сучасних педагогічних

технологій під час професійної підготовки

майбутніх психологів є нині доцільним в

інформаційному освітньому просторі. У статті

показано, що своєрідним для підліткового віку

є прагнення швидше вибороти статус

дорослого, досягти самостійності, а також

розглянуто особливості психолого-

49

Doctor of Pedagogical Sciences, Professor, Head of the Department of Practical Psychology, Faculty of Pedagogy, National

Pedagogical Dragomanov University, Ukraine.

50

Ph. D in Psychology, Professor’s Assistant of the Department of English Language Practice and Teaching Methodology, Rivne

State University of the Humanities, Ukraine.

51

Ph.D in Psychology, Teacher of the Department of Practical Psychology, Faculty of Pedagogy, National Pedagogical Dragomanov

University, Ukraine.

52

Ph. D., Senior Research Fellow Ukrainian Scientific and Methodical Center of Practical Psychology and Social Work Kyiv, Ukraine.

53

Ph. D. in Psychology, Associate Professor at the Department of Psychology, Speech Therapy and Inclusive Education, Zhytomyr

Ivan Franko State University, Ukraine.

Mytnyk, A., Ivashkevych, E., Chanchykov, I., Predko, V., Stakhova, O. / Volume 12 - Issue 61: 112-121 / January, 2023

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peculiarities of psychological and pedagogical

conditions and the organization of the

educational process of training practical

psychologists in the information space are also

considered. During the analysis of scientific

works and consideration of trends in the

development of education, the article revealed

contradictions characteristic of the system of

higher psychological education.

Keywords: psychologist, information space,

teenagers, education, professional training.

педагогічних умов та організації освітнього

процесу підготовки практичних психологів в

інформаційному просторі. Практика

підготовки психологів показує, наразі звична

система навчання не повною мірою забезпечує

формування майбутнього фахівця, який

спроможний належним чином здійснювати

свої професійні обов’язки та виконувати

професійні функції. Під час аналізу наукових

праць та розгляду тенденцій розвитку освіти, у

статті виявлено протирічча, характерні системі

вищої психологічної освіти.

Ключові слова: психолог, інформаційний

простір, підлітки, освіта, професійна

підготовка.

Introduction

The latest period of the development of

Ukrainian society can be considered a crisis:

military actions, political and social instability -

all this provokes the development of insecurity in

one's future, a decrease in self-confidence,

endurance and vitality of the individual. There is

an urgent problem among young people who are

just entering active public life and acquiring the

profession of a psychologist (Shevchenko, 2018).

Psychological science is reaching new frontiers

and fulfills an increasing role in solving urgent

problems of education, production, and the

sphere of human communication. The strategy

for the development of the psychological service

of the education system of Ukraine, approved by

the Ministry of Education and Science of

Ukraine, emphasizes the need for professional

assistance in the self-development of an

individual, the protection of the mental health of

all participants in the educational process.

The success of these assignments depends on the

degree of professional skill of psychologists and

the formation of their readiness for practical

activities. Readiness for work is a complex

personal creation that involves a number of

components that collectively allow a certain

person to successfully implement a specific job.

The practice of training psychologists shows that

the existing traditional education system does not

fully ensure the formation of a future specialist

who can fulfill his professional duties and fulfill

professional functions at a high level. Not every

specialist who has a professional education is

able to perform the functions of a psychologist,

and even more so to provide psychological

assistance to clients.

The analysis of trends in the development of

higher education, scientific works and modern

practice of psychological activity revealed a

number of contradictions inherent in the system

of higher psychological education: between the

objective and socially determined need of society

for psychologists capable of preventive,

psychodiagnostic and psychocorrective work

with clients and their lack of orientation towards

this professional training in the conditions of the

institution; between the level of preparation of

students and the ability to apply their knowledge,

abilities and skills in practice (Bochelyuk, 2014).

The need for the domestic system of higher

education to enter the world educational space,

the importance of raising the competitiveness of

graduates of higher education institutions on the

labor market poses the task of an unbiased

assessment of the current situation, primarily

from the standpoint of the existing world.

Improving the procedure for training specialists

also outlines the identification of the causes of

existing contradictions and the search for

opportunities to overcome them. These

circumstances determine the relevance of this

study (Vintyuk, 2016).

The purpose. The purpose of this paper is to

determine the specifics of professional training

of future psychologists in the information space

of higher educational institutions and emphasize

the importance and necessity of the

psychological readiness of doctors for work,

who, according to the requirements of their

profession, must be highly qualified

psychologists for quality patient care.

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Literature Review

O. Kokun (2012) considers the main

psychological problems of professional

development of a modern psychologist. He paid

special attention to the psychological features of

the professional development of specialists in

professions of the "person-person" type. The

author describes that «…results of empirical

research aimed at identifying the peculiarities of

the development of professional orientation and

competence of specialists at different stages of

professional development».

O. Vasylieva (2021) considered that «…the

importance of innovative pedagogical

technologies in the system of professional

training of future psychologists in higher

education, as well as their role as a means of

optimizing professional psychological

education». She analyzed the basic concepts of

the terminological apparatus of pedagogical

modernization. The author emphasized that

«…the study offers a list of innovative

educational technologies that should be used in

the system of professional training of

psychologists to increase the level of

effectiveness of their professional education:

personality-oriented, developmental, research,

modular development, distance, project, group,

differentiated training». In the article attention is

focused on the fact that the implementation of

innovative procedures at all levels of

professional training of students of higher

educational institutions should be regular and be

built taking into account the realities of the

changing world and the requirements of the labor

sphere.

T. Kravchenko et al., (2022) underlines that

«…the innovation of computer technologies,

especially multimedia ones, is a necessary

condition for the functioning of specialists in

modern society, since specialists are at the center

of the educational process, during the

improvement of professional competence».

O. Plakhotnik et al., (2022) illustrate the position

of multimedia teaching tools which are hopeful

and very effective tools that let the educator not

only to present an array of information in a larger

volume than traditional sources of information,

but also to include text, graphs, diagrams, sound,

animation, video, etc. in a visually integrated

form.

O. Shchyrbul et al., (2022) explane the essence

of the concept of multimedia. In the situation of

media education, multimedia lists a number of

functions: informational, interpretive, cultural,

entertainment, and educational. The necessity to

see the requests charted in the article in the

circumstances of informatization of the

educational process involves the educator to have

knowledge and skills in the field of multimedia

pedagogical technologies, knowledge of

advanced methods and means of modern science.

S. Shevchenko (2018) considered the problem of

the relationship between self-confidence and

resilience in the background of professional

future psychologists training. The author

emphasizes that «…based on the theoretical

analysis of scientific research, it defines the

content of the concepts of "viability" and

"resilience", it is argued that self-confidence acts

as a certain hypothetical construct that allows a

person to choose a certain value position in

relation to himself, to the world and, based on

this position, build his own strategy of life».

V. Bochelyuk (2014) proved that «…the

experience of training psychologists shows that

the existing traditional training system does not

fully ensure the formation of a future

professional who is able to perform his

professional duties and realize professional

functions at a high level».

Yu. Vintyuk (2016) notes that «…the

improvement of the system of training

psychologists and provides for identifying the

causes of existing inconsistencies of specialists

and finding opportunities to overcome them».

Methodology

To achieve our objective, we used a set of

research methods that complement and test each

other, which include: theoretical methods:

studying the works of teachers, psychologists,

methodologists, philosophers, psychological

specialists, as well as government documents on

research, the use of modern teaching methods

and technologies; studying and analyzing

methodological manuals and recommendations;

empirical methods: psychological and

pedagogical observation.

Theoretical methods.

According to V. Noskov (1999), the training of

modern psychologists is impossible «…without

changing the content of the educational process,

the educational values of which should be:

humanistic principles, scientifically based

psychological and pedagogical teaching

methods, the certainty of psychologists-teachers

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regarding the understanding of the mechanisms

of psychophysical mental movement, spiritual

properties of the individual».

The problem of using innovative technologies

and methods in the system of professional

training of future specialists and doctors is

relevant in modern higher education. The

orientation of the modern education system is

reflected in the new system of requirements for

the content of educational programs, methods of

their implementation, and learning outcomes.

New approaches to professional training of

future psychologists and doctors require teachers

of higher educational institutions to master and

implement innovative teaching methods, use

innovative learning technologies in the

information space.

Modern training of specialists has a technocratic

orientation, which is expressed in the information

and subject content of training and in didactic

and algorithmic methods that correspond to the

traditional attitude in psychology to teaching

methods of assimilation and understanding of

knowledge. When training future specialists, the

emphasis should be placed on the acceptance of

knowledge, on the transformation of message

values into the recipient's own values, since only

the values accepted by the person form the basis

of his activity and regulate individual behavior.

At the same time, external orientations can be

included in their own value system if: this does

not cause moral and orientation dissonance,

internal discomfort; external values do not

contradict the values already existing in the

personal structure; a new orientation that has

arisen as a result of accepting values allows the

individual to satisfy any of their needs (Yaraya,

2011; Radchuk, Adamska, & Oliinyk, 2019;

Sapargaliyeva et al., 2023).

Empirical methods

Generalization of the main theoretical aspects of

pedagogical innovation in the psychological and

pedagogical literature allows us to reveal

innovative pedagogical technologies, the use of

which in the process of professional training of

future psychologists and doctors is appropriate

and rational at the present stage in the

information space (the research was based on

O. Vasylieva (2021):

− personality-oriented training aimed at

ensuring independent thinking, making your

own choice in the learning process;

− developmental training aimed at developing

of new design technologies, methods of

developing and finding optimal solutions to

problem situations is implemented by

immersing students in the developing

environment, giving them freedom to put

forward hypotheses with their subsequent

justification and independent choice of ways

to solve problems;

− research activities aimed at developing

future specialists' research skills, educating

an active creative person;

− modular and educational training aimed at

the formation of self-educational

competence among future specialists, which

is possible thanks to innovative software and

methodological support, in particular:

electronic textbooks, graph schemes of

academic disciplines, research projects, self-

realization programs, etc.;

− distance learning aimed at interaction of

teachers and students in the process of

mastering knowledge, skills, abilities and

methods of cognitive activity in the

educational environment of information and

communication technologies;

− project-based training aimed at stimulating

students' interest in new knowledge,

developing their own personality by solving

personal problems and using this knowledge

in practical activities;

− group training on the use of interactive

methods of personal and educational

influence, aimed at the formation of internal

motivation for active assimilation of

knowledge, communicative qualities of

future specialists, activation of mental

activity in particular (group, frontal;

collective, cooperative; situational

modeling; discussions);

− differentiated training aimed at developing

the ability to learn, the need to find

alternative solutions to typical and non-

standard situations, the ability to generate

new original ideas.

The analysis of innovative pedagogical

technologies gives grounds for highlighting the

features of this approach, in particular:

− creation of an educational environment in

the information space, in which

interpersonal and intergroup mechanisms of

successful development and self-

development of the individual and group,

cognitive activity, cooperation and creativity

are updated;

− interaction and mutual integration of the

vocational training system with practice,

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which implies compliance of the goals,

objectives, content of vocational education

with the real needs of practice, prospects for

its development, and at the same time

modern scientific achievements.

Fundamental concepts and original technologies

are the theoretical and methodological basis for

the development of subject-oriented professional

training of psychologists at the current stage.

The methodology for selecting the content of the

professional training of future psychologists

should be aimed at solving both tactical and

strategic tasks and be based on a set of both

general didactic principles and provisions

specifically aimed at ensuring the effectiveness

of such training.

The modern methodology of professional

training of future practical psychologists assumes

personal centering.

For the most part, educational and

methodological provision of professional

training of practical psychologists is not

addressed to the personality of the future

professional, which does not provide for the

actualization of its potential and does not create

a "zone of its promising development"

The issue of modernization of higher education,

improvement of the traditional system of

professional and methodical training of future

psychologists is acute. Emphasis is placed on

increasing the level of their professionalism,

competence, and intellectual culture. All these

questions are considered by us in the article.

Results and Discussion

The experience of training psychologists shows

that the existing traditional training system does

not fully ensure the formation of a professional

psychologist who is able to perform various

duties at a high level that he faces in practice.

In the professional activity of a psychologist and

doctor, there are several main areas of work, such

as psychodiagnostics, correction, counseling,

prognostics, rehabilitation, therapy, and

prevention. Among them, psychodiagnostic and

correctional work is of key, initial importance,

and serves as the basis for all other activities of a

practical psychologist and doctor. The role of

these activities increases when working with

adolescents whose mental development is

accompanied by certain difficulties and problems

that require timely identification and correction.

Therefore, it is especially important to study the

development of personal readiness of

psychologists, first, for diagnostic and

correctional work with schoolchildren. The

initial link of the system of training practical

psychologists should be special professional

training in this direction, integrating all other

elements of this system (Vyshnovskyi, 2007).

One of the most important problems of our time

is the problem of pedagogically expedient and

non-confrontational adaptation of a young

person's personality to social changes, his

preparation for independent life in society. This

requires the help of psychologists who carry out

career guidance, diagnostic, correctional and

developmental, rehabilitation and educational

work with all participants in the educational

process: students of general education schools

and vocational educational institutions, students,

teachers, parents. Such activities have a positive

impact on the development and formation of the

personality of young citizens of Ukraine. The

creation of optimal psychological and

pedagogical conditions for the formation of

future specialists, increasing the level of their

professional training, socialization and

adaptation to activities in the labor collective

require appropriate psychological support. In

addition, the development of psychological

support for the purpose of constructive

implementation of practical social and

psychological assistance in the educational

process, in a person's life, the use of modern

psychological approaches by teachers and

doctors, the development of psychological

recommendations regarding the style of

pedagogical influence, etc.

Employees of the psychological service of

educational institutions should assist future

specialists in choosing a specific field of

professional activity and recommendations for a

successful choice of profession. Because of

psychological consultation, it is planned to

identify physiological, psychophysiological

capabilities and features of the human body,

formulate conclusions about the presence or

absence of medical contraindications to work in

the chosen specialty, and so on. This makes it

possible to draw a scientifically based conclusion

about the professional suitability of an individual

for a particular profession (Rudenko et al., 2012;

Andrushchenko et al., 2022).

The following criteria for personal self-

realization of future psychologists and doctors

are highlighted:

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a) low level of personal anxiety;

b) low level of aggressiveness;

c) the expressed strength of the «I»;

d) flexibility of views;

e) developed empathy;

f) high level of creativity;

g) self-confidence;

h) emotional stability;

i) independence (independence of judgments).

Speech is one of the main tools of a

psychologist's and doctor activity and a form of

representation of his professional consciousness,

and speech competence is a professionally

important quality for a psychologist. As a

component of professional competence, a

complex of knowledge, skills, characterizes it

and abilities that provide the ability to perceive,

understand and create texts that contain

information expressed by specific means of

language concerning the object of his profession,

as well as store such information in memory and

process it in the course of mental operations.

Speech proficiency, as the most active means of

psychological influence, is an important

regulatory mechanism for professional

interaction between a psychologist and doctor

with a client. The psychologist's speech influence

on the client is determined by the level of

development of the linguistic structure of

utterances, their psychological saturation and

verbal creativity of the psychologist and doctor

(Antonova, 2007).

As shown by N. Antonova (2007), at different

stages of professionalization, the professional «I-

concept» of psychologists and doctors undergoes

significant changes: ideas about the ideal

psychologist, about real well known

representatives of this profession and about

themselves as a professional change:

• The stage of choosing a profession (starting

professional training). First-year students

are characterized by greater anxiety. They

are not very sure that the psychologist has

the qualities attributed to him, and doubt that

they have them in themselves. At this stage,

the professional «I-concept» is blurred and

contradictory. This is also confirmed by the

fact that first-year students attribute opposite

qualities to the professional psychologist

and themselves, such as the desire for

affiliation and self-affirmation, trust and

skepticism.

• The stage of the beginning of professional

development (completion of training). For

fifth-year students, a greater «saturation» of

the image of a psychologist with

professionally important qualities is

characteristic, which add up to a complete

picture. When describing one's real «I»,

certain contradictions continue to persist, but

the description of the «I-ideal» practically

coincides with the image of a real

psychologist and is characterized by the

absence of intrapersonal contradictions.

Therefore, we can say that the desire to join

the professional community is characterized

by the desire to adapt to objective

requirements, without violating the integral,

harmonious, internally coordinated

personality, which should become a

professional psychologist. By the fifth year,

the desire for greater sobriety in grades

(yourself, people, and profession) also

increases.

• Stage of professional adaptation. Young

professionals (with up to three years of

experience) attribute quite high indicators to

their own real image, which may indicate

recognition and perception of the versatility

of their own personality. There is also a

desire to focus on cooperation, instead of a

willingness to help and sympathize with

others. Contact with the real work of a

psychologist leads to a departure from the

desire to help «each and every one», the

content of targeted assistance that is

necessary for a particular person in this

situation is realized, that is, there is a

decrease in the romanticization of the chosen

specialty.

The stage of forming an individual activity style.

Specialists with more than three years of

experience note in their real image of the «I» the

predominance of an optimistic and active mood,

focused on their own picture of the world, with a

tendency to authenticity and optimism. The self-

image is almost formed (Andrushchenko et al.,

2022).

A. Matvienko and A. Zatvorniuk (2014)

highlighted that «…the peculiarities of

psychological and pedagogical conditions and

organization of the educational process of

training practical psychologists in the

information space»:

1) designing the content of psychological

disciplines with a focus on the formation of

a culture of thinking of future psychologists

and constructive solution of professional

problems;

2) application in the educational process of

fundamental, conceptual and

psychotechnical knowledge of psychology,

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as well as game and creative methods that

activate the personal potential of future

practical psychologists, guide and improve

the process of professional training;

3) taking into account the level of reflectivity,

formation of self-management skills and

creative thinking of students in the

framework of training for the purpose of

self-development and self-improvement of

future specialists in the field of psychology;

4) the use of psychological means of activating

students' professional training in the forms

of purposeful application of professionally

important qualities;

5) application of the main forms of

psychological support for future

psychologists in extracurricular activities

(psychological counseling centers,

psychological clubs);

6) the use of socio-psychological trainings of

professional and personal growth aimed at

activating the relevant structures in the

personality of the future specialist;

7) participation in training groups to master a

set of relevant psychological knowledge for

self-knowledge and the ability to have a

positive self-attitude to yourself and life;

8) the use of various training activities aimed at

solving the problems of professional training

of future psychologists.

Let us highlight the features of professional

training of future psychologists:

− not everyone can work as a psychologist, so

the training process should include the

formation of professionally important

personality traits of a specialist

(psychological worldview, personality

orientation, self-regulation skills,

development of professional intuition,

specific self-concept, altruistic attitudes,

etc.);

− forms and methods of professional training

in the field of psychology should be

commensurate with the content of this

training, so in the course of training they

should evolve from academic lectures, at the

stage of theoretical assimilation of

knowledge, to practical, more active ones –

seminars, trainings, workshops and others;

− practicing psychologists should specialize in

a specific type of practical psychology, in

the process of professional training, the

selection and deepening of professional

orientation of future specialists should be

carried out, a certain specialization in a

specific type (technique) of work (child

psychotherapy, marital counseling,

individual psychocorrection of deviant

behavior);

− the central method of organizing and

presenting educational material should be a

random (situational) approach;

− professional training of a psychologist is

impossible without theoretical and practical

assimilation of ethical norms (psychological

deontology) (Matvienko & Zatvornyuk,

2014). This position is important for doctors,

who, according to the requirements of their

profession, must be highly qualified

psychologists for quality patient care.

The features of the professional position of a

psychologist of an educational institution

include:

− double subordination: according to the

professional line, it reports to the head of the

relevant department in the educational

management bodies, according to the

administrative line ‒ to the director of the

educational institution, which often creates

unfavorable conditions of activity. As a

result of contradictory tasks set by the

administration that do not agree with the

professional principles of the psychologist;

− takes a «position next to» in relation to the

child, unlike the teacher with a position

«opposite» to the child. The psychologist of

an educational institution does not have the

right to refuse to work with a child who

needs it; on the contrary, he is obliged to take

all measures to make this work possible;

− since most of the child's psychological

problems are secondary, arising from a wide

range of social, economic, and pedagogical

problems, their solution requires the

psychologist of the educational institution to

be an intermediary in coordinating the

efforts of all parties, sometimes not

interested in joint activities. Unlike a teacher

who independently solves educational tasks,

the activity of a psychologist and its

effectiveness depend on the degree of

acceptance of its tasks by other participants

in the pedagogical process;

− in comparison with a consulting

psychologist, he faces a much larger range

of tasks, so he does not have enough

knowledge and skills of one or two types of

activities;

− the content of the activity requires

possession of not only special psychological

knowledge, but also knowledge of modern

pedagogical technologies used in education;

− in the course of the psychologist's activity,

his functional status is updated, depending

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on the professional situation, with whom

(adults or children, with sick or healthy

people, etc.) and with what type of problems

(professional, personal, family, etc.) he

works. Studying the features of the

educational space and the above-mentioned

features of the activity of an educational

psychologist, we can assume a less

pronounced nature of updating its

professionally differentiated properties;

rather, on the contrary, the formation of

professionalism of an educational

psychologist is associated with the

universalization of his knowledge and

experience (Kobylyanska, 2019).

The features of the result of the activity of a

psychologist of an educational institution

include:

− the result of the activity of a psychologist of

an educational institution is not obvious and

achieved, in contrast to the result of the

teacher's activity measured by students'

knowledge;

− in comparison with the immediate result of

the practical psychologist's activity in the

form of positive reflection of the client with

the effect of assistance, participation and

hope for improvement. The immediate result

of the educational psychologist's activity

may be a reflection of a different nature,

caused by the concern «what is wrong with

me (my child, my activity) that attracted the

attention of the psychologist of the

educational institution»;

− the delayed result of the psychologist-client

interaction is usually known only to the

client himself, while the delayed result of the

educational psychologist's activity is

expected, it can be observed and evaluated

by all participants in the pedagogical

process;

− responsibility for the course and result of the

activities of the practical psychologist and

the client, as a rule, is assigned to the client

himself, responsibility for the course and

result of pedagogical activities depends not

only on the specific teacher. Also on his

colleagues, the student himself and on his

family, while responsibility for the course

and result of the activities of the educational

psychologist is individual, that is, entirely

lies with this specialist (Kobylyanska,

2019).

Professional training of future psychological

personnel is one of the key problems in the

theory, science and practice of psychology.

Researchers and practitioners who assess the

education system draw conclusions about the

crisis state of training psychologists. The crisis is

manifested in the fact that the level of readiness

of graduates of higher educational institutions in

our country does not meet the requirements of

society and international standards. Modern

professional training is not focused on quality

indicators, new principles and technologies of

training. There is a gap between the general

cultural and professional components in training,

which does not ensure the formation of a

professional culture of a psychologist, his

readiness for professional activity.

As the experience of highly developed countries

shows, the tasks of training future specialists of

the education system are most effectively solved

on the ways of its professionalization,

humanitarization, and creativity. The key

problems are the humanitarization of education,

because it sets the strategy for creating a holistic

education system. Therefore, a new approach to

the very understanding of specialist training in

line with general humanistic trends in society is

important.

The main areas of work of a psychologist in the

education system are defined as

psychodiagnostics, psychocorrection,

psychoprophylaxis, rehabilitation, psychological

forecasting, and psychological expertise.

In the process of professional development of

future psychologists-practitioners and doctors, it

is important to diagnose their readiness for

professional activity: not only theoretical training

is important, but also age, psychological

characteristics of the future specialist, existing

experience in communicating with children,

formed value orientations. Having an initial level

of Teacher Education, future psychologists and

practitioners get the opportunity to implement in

practice the theoretical knowledge gained during

their studies.

Professional training of practical psychologists

consists of three conditional blocks: theoretical

and experimental training – the study of classical

psychological disciplines, carried out by

traditional methods (general psychology, history

of psychology, personality psychology, age

psychology, experimental psychology, etc.).

Mastering the theoretical foundations of practical

psychology, which is carried out through the

participation of students in active (interactive)

forms of educational activities: seminars, master

classes, trainings, discussions (psychological

counseling, the basics of psychotherapy and

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psychocorrection, psychological service in the

education system, etc.). Mastering practical

psychological technologies, techniques and

methods of forming skills in working with people

(groups), which is carried out in the process of

practical work and during participation in

workshops. Such three-level training of future

practical psychologists will allow: to carry out

professional selection in the course of training

and deepen the professional orientation of

students; systematically teach the basics of

scientific and practical psychology; to form

professionally significant personality traits and

skills of practical work of a specialist

(Shavrovska & Smalius, 2011).

Conclusions

Therefore, the professional training of future

psychologists in higher education institutions of

Ukraine is highlighted. The article considers the

features of professional training of future

psychologists, the main directions of work of a

psychologist and doctors in the education system.

Criteria for personal self-realization of future

psychologists are highlighted. The theoretical

foundations of the formation of a professional

psychologist to work with adolescent children

are considered. Generalization of the main

theoretical aspects of pedagogical innovation in

the psychological and pedagogical literature

allowed us to reveal innovative pedagogical

technologies, the use of which in the process of

professional training of future psychologists is

appropriate and rational at the present stage in the

information space. In the professional activity of

a psychologist, several main areas of work,

which is an important aspect for doctors, who,

according to the requirements of their profession,

must be highly qualified psychologists for

quality patient care.

We see prospects for further research in finding

out the main areas of work of a psychologist in

the education system.

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