THE PSYCHOLOGICAL FEATURES OF ARCHETYPICAL IMAGES CHANGING DURING STUDENTS-PSYCHOLOGISTS’ PROFESSIONAL FORMATION

Abstract

The article describes comparison of the components of professional development and archetypal images characteristic for first-, third- and final-academic year students. The main purpose is to present the statistical results of the empirical data and follow the changing of archetypal images at the entering stage, the stage of “mid-training crisis” and at graduation. Methods: the study was conducted at the Kherson State University and V.O. Sukhomlinsky National University in Mykolayiv with the participation of 196 students of different academic years. The selected research methods fully correspond to the study purpose, tasks put forward by the author, and can be processed statistically. The study results are statistically significant; one-way analysis of variance, H-test Kruskal-Wallis and U-test Mann-Whitney were used. The tables of significant indicators were generated by the SPSS program, version 17.0. The obtained results are described qualitatively and analyzed, using other scientists’ results also. The general tendencies characteristic for each groups are described in the conclusions; the specific features of archetypal images of a hero and an antihero are presented for each group; the dynamics of the components of professional development is described. The self-images of the student of different academic years had specific features. The archetype of a hero`s image was the most optimal at the first-year students and included the following characteristics: critical assessment of professional work and oneself as a professional, independence and autonomy in the performance of professional duties. The archetypal image of an antihero was the best formed at graduate students, they had the adequate attitude to negative personal qualities and the ability to use them in a constructive manner. The professional components showed also some dynamics: sensitivity, external positive motivation tend to increase at the third-year students and fall at the graduates; anxiety, self-esteem decreased steadily; lability decreased from the first to the third academic year, increased from the third to the final year, and was the same at the first- and the final- year students.