The conditions of the COVID-19 pandemic have led to difficulties in teaching students majoring in psychology, and the need to develop recommendations for universities to improve the system of distance learning at higher education institutions. Training of practical psychologists requires mandatory full-time participation in sessions of psychological counseling, passing supervision, familiarization with the leading areas of psychological counseling and psychotherapy, psychodiagnostics, and psychocorrective measures. These aspects are complicated by the restrictions caused by the pandemic, which complicates also the subsequent internship based on psychological centers, and the need to conduct practical training courses in a remote format. The purpose of the present research is to identify opportunities to improve the efficiency of distance learning for students majoring in psychology as well as university teachers in the context of the pandemic. The developed recommendations will be useful for improving the learning process of students of psychological specialties at higher education institutions. The proposed recommendations concern changes in the schedule of the university curriculum, and providing qualified support to teachers and students from the university’s psychological service and administration, implementing master classes for university practitioners, providing free access to video recordings of sessions of leading psychology consultants, as well as free practical online conferences and webinars of professional psychological and psychotherapeutic communities.
Актуальность исследования связана с тем, что рефлексия является одним из психологических факторов, способствующих достижению профессиональной успешности у студентов. Профессиональная деятельность будущих психологов сопряжена со многими сложностями, предполагающими высокий уровень профессиональной подготовки, самопознание своих качеств и характеристик, способность работать с трудными жизненными ситуациями клиентов. Рефлексия предполагает самопознание будущими психологами своих качеств, характеристик, интеграцию представлений о себе, основанных на прошлом опыте, в связи с настоящим временем и предполагаемым профессиональным будущим. Цель статьи: на основе теоретического исследования выявление значения ретроспективной, ситуативной и проспективной форм рефлексии в достижении профессиональной успешности студентов-психологов. В статье раскрыта характеристика временных форм рефлексии и их связь с достижением профессиональной успешности будущих психологов, отмечено, что высокий уровень ретроспективной рефлексии студентов-психологов характеризуется развитой способностью к анализу и оценке своего прошлого опыта, мотивов поведения и деятельности, установлению необходимых причинно-следственных связей и определению способов конструктивного поведения в сложных ситуациях. Ситуативная рефлексия студентов позволяет выйти за ограничения детерминизма и способствует адаптивности, осознаванию субъектом сложной профессиональной ситуации и самоанализу; необходима для координации и контроля компонентов деятельности человека. Высокий уровень проспективной рефлексии обеспечивает успешность предстоящей деятельности и включает функции целеполагания, планирования, прогнозирования предполагаемых результатов профессиональной деятельности и эффективных способов ее осуществления. The relevance of the study is due to the fact that reflection is one of the psychological factors contributing to the achievement of professional success among students. The professional activity of future psychologists is associated with many difficulties, involving a high level of professional training, self-knowledge of their qualities and characteristics, the ability to work with difficult life situations of clients. Reflection involves self-knowledge by future psychologists of their qualities, characteristics, integration of self-concepts based on past experience in connection with the present time and the expected professional future. The purpose of the article: on the basis of a theoretical study, to identify the significance of retrospective, situational and prospective forms of reflection in achieving professional success of psychology students. The article reveals the characteristics of temporary forms of reflection and their connection with the achievement of professional success of future psychologists, it is noted that the high level of retrospective reflection of psychology students is characterized by a developed ability to analyze and evaluate their past experience, motives of behavior and activity, establish the necessary cause-and-effect relationships and determine ways of constructive behavior in difficult situations. Situational reflection of students allows you to go beyond the limitations of determinism and promotes adaptability, awareness of a complex professional situation by the subject and self-analysis; it is necessary for the coordination and control of the components of human activity. A high level of prospective reflection ensures the success of the upcoming activity and includes the functions of goal-setting, planning, forecasting the expected results of professional activity and effective ways of its implementation.
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