Abstract
The article presents the full cycle from development and implementation to the complete coverage and analysis of the results of the program of optimization of the development and psychocorrection of social expectations of personality, by an example of the project «Leader’s School» for the first time. A retrospective and comparative analysis of the project implementation experience is presented. The essence of stages of program development is revealed, psychological content parameters of social expectations of personality are investigated. A considerable amount of psychological content parameters, related to the motivational structure of the personality, sense of life orientations, subject control and exspectometric features has been analyzed. The program has been implemented, which has contributed to the positive dynamic changes in cognitive and behavioral readiness for the intended course of events, which in turn allowed the participants of the project group to be able to assess the future perspective, comprehend the content and organizational peculiarities of future professional activity, «take on the role of future work», which made adjustments to social expectations of the subjects, and affected the design of the expected future model. It was assumed that a significant proportion of students turned out to be unprepared to rapidly change their status, which was reflected on the level of social psychological peculiarities of the expected attitude of the individual towards participants in interpersonal interaction (Tp=16,00; Tn=44,00; p≥0,05). It is established that the process of formation of emotional readiness requires long-term external interventions.
 The author’s position is that the developed program for optimization of development and psychocorrection of social expectations of personality has become an effective, guided tool for solving a number of important social economic problems of the present, which lie in the sphere of interaction «institution of higher education – professional activity».
Highlights
The article presents the full cycle from development and implementation to the complete coverage and analysis of the results of the program of optimization of the development and psychocorrection of social expectations of personality, by an example of the project «Leader’s School» for the first time
The program has been implemented, which has contributed to the positive dynamic changes in cognitive and behavioral readiness for the intended course of events, which in turn allowed the participants of the project group to be able to assess the future perspective, comprehend the content and organizational peculiarities of future professional activity, «take on the role of future work», which made adjustments to social expectations of the subjects, and affected the design of the expected future model
The author’s position is that the developed program for optimization of development and psychocorrection of social expectations of personality has become an effective, guided tool for solving a number of important social economic problems of the present, which lie in the sphere of interaction «institution of higher education – professional activity»
Summary
Впровадження програми оптимізації розвитку соціальних очікувань особистості (на прикладі проекту «Школа лідера»). У статті вперше представлено повний цикл від розробки і впровадження до висвітлення та аналізування результатів програми оптимізації розвитку та психокорекції соціальних очікувань особистості на прикладі проекту «Школа лідера». Програму оптимізації соціальних очікувань особистості, на базі якої було організовано проект «Школа лідера», вважаємо унікальним засобом переходу студентів закладів вищої освіти від освітньої діяльності до професійної. Очікуваний результат» – було сформувати готовність учасників до майбутньої професійної діяльності, оптимізувати розвиток соціальних очікувань стажерів, збагатити їх прикладними інструментами для вирішення завдань на початковій стадії професіоналізації, розширити уявлення про деякі змістові психологічні особливості професійної діяльності, сформувати позитивний очікуваний образ майбутньої професійної діяльності
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