Psychological Competence Research Articles

Розвиток професійної компетентності майбутніх фахівців транспортних технологій на морському та річковому транспорті через професіогенез

The purpose of the article is to conduct research and analyze the issue of forming the social and psychological competence of future specialists in transportation technologies in the maritime and river transport industry. The overall goal of the study is to identify key aspects and factors that influence the process of applicants’ professional development and their readiness to perform professional duties in the modern conditions of transportation industry development. The article explores important aspects of training future specialists who will work in the field of transport technologies, in particular, in maritime and river transport. The author of the article analyzes the theoretical foundations of the formation of professionogenesis and socio-psychological competence of applicants aimed at creating a basis for the professional development of future specialists. In order to achieve this goal, the scholars have developed a methodology for organizing an experimental study that allowed to determine the level of readiness of applicants of higher and vocational education institutions to obtain technical education and form competencies for further professional growth in the transport industry. The study identified the key components that affect the readiness of applicants to work in the transport industry, in particular in the field of maritime and river transport. Practical recommendations for the implementation and improvement of the professional qualities of applicants in the field of preparation for professional activities in the transport industry, in particular in the water transport sector, are elaborated. The practical significance of the study lies in the fact that through this research, the scientific community has the opportunity to obtain new data regarding the formation of professionogenesis and professional growth of applicants specializing in transportation fields, particularly in maritime and river transport. The research findings can be used to improve educational programs and teaching methods aimed at providing more effective training for future professionals in the transportation industry. Overall, this article represents a significant contribution to the development of scientific thought in the field of professional preparation for future specialists in transportation technologies, and it also provides practical recommendations for their successful professional development in the transportation sector, fostering the further growth and enhancement of this industry.

Антимотивационные детерминанты учебной деятельности младших школьников с позиции их родителей

The article reveals the results of the study of peculiarities of understanding by parents of primary school students of determinants of negative-motives of children's learning activity, which along with positive motives determine the child's general attitude to learning and are extremely understudied in domestic and foreign psychology. A questionnaire was used to collect empirical data; the sample consisted of 252 parents whose children study in schools of various types from the first to the fourth grades. The results were processed and interpreted using content analysis, ranking, χ2 Pearson criterion, comparative analysis with the results of our previous studies conducted on children and teachers groups. The leading determinant of demotivation for learning activities of primary school students, according to the general sample of parents, is the complexity of the educational programme, the second and third in the ranking are the child's being fond of or misuse of gadgets and children's hobbies. The totality of demotivational determinants of children's learning activity from the parents' point of view was differentiated into groups according to the personal-social conditions. It was found that the largest group of determinants of negative-motivation of children's learning activities in the opinion of parents of primary school students is defined by deficiencies in professionalism of the teacher, as well as by his personal characteristics. This demonstrates modern parents being very particular about teachers’ professional activities, and also indicates that parents reduce their own responsibility for the development of children's academic motivation, and insufficient psychological competence of parents. The most significant demotivation determinant of learning activity for primary school students is a set of personal characteristics of students, from the teachers' point of view - the content-related aspects of education and personal characteristics of students. The low criticality of parents to family factors and personal characteristics of children as possible demotivation determinants of learning activity of primary school students was recorded. It was found that the perceptions of parents with pedagogical and/or psychological education about the importance of a number of determinants of negative-motivation in the learning activities of primary school students were statistically significantly different from the position of the rest of the sample of parents. The results of the study allowed us to determine the content-related and organizational aspects of the necessary educational and developmental work with parents of primary school students to improve their psychological and pedagogical competence in the field of motivation of child's personality, reduction of negative-motives of children's learning activity.

ПСИХОЛОГИЯ В ЮРИДИЧЕСКОМ ОБРАЗОВАНИИ: СОВРЕМЕННЫЕ ВЫЗОВЫ И СОСТОЯНИЕ ПРАКТИКИ

The article discusses the importance of psychology in the training of future specialists in the field of jurisprudence. The content of the discipline “Legal Psychology” is analyzed from the standpoint of theoretical and practical knowledge, the main approaches to the study of the problems of professional formation of personality, stated in the psychology of higher education, are considered. The article is devoted to an urgent topic – the role of psychology in the training of a future specialist in a transforming society. It is noted that the importance of studying the course “Legal Psychology” at universities is primarily due to the fact that psychological science makes a great contribution to solving the multi-profile tasks of strengthening the legal system and implementing the efforts of the state in the fight against offenses, crimes. As is known, the law enforcement activity of most legal professions takes place in the field of public relations and presupposes high emotional tension, self-organization and the development of skills in communication activities. The formation of psychological knowledge among lawyers is the most important task of training a specialist. Being a borderline science between psychology and jurisprudence, legal psychology is designed to provide a future specialist with an understanding of the psychological features of such a socio-cultural phenomenon as law, the socio-psychological essence of legal regulation, psychological features of human behavior in the field of relations regulated by law. It is noted that psychological knowledge will contribute to the development of psychological competence of students on issues most significant in their future professional activities. The author has made an attempt to investigate the mechanisms of organizing the training of students of law schools in psychology. Training is considered as a complex system that affects all key aspects of the educational process of the university. The objectives of the training are outlined, the methodological basis for planning and organizing psychological education of law students under the guidance of a teacher is presented. The principles of teaching in the context of the organization of the educational process are revealed, during the implementation of which the educational context of psychological disciplines is filled with practice-oriented professional content. This is achieved, according to the author of the article, by updating the content of psychological training of future specialists in the field of jurisprudence.

DETERMINATION OF STRATEGICALLY IMPORTANT DIRECTIONS IN THE WORK OF THE PSYCHOLOGICAL SERVICE AT A MEDICAL UNIVERSITY

The paper discusses the relevance for modern medicine of developed and effective communication skills in doctors. The psychological competence of a doctor is presented as an important factor in the effective-ness of the therapeutic process, the basis for the formation of patient compliance, which is especially im-portant in modern high-tech medicine. It is noted that insufficient attention to these competencies in the process of studying at a medical university can be a prerequisite for professional deformation and emo-tional burnout of future doctors. As our research shows, by senior years, a significant part of medical stu-dents have symptoms of emotional burnout and reduced levels of empathy. Studies on professional orien-tation ofmedical university applicants and junior students also show a reduced interest in the field of «person-to-person»activity. Thus, the paper reveals the importance of the organization of psychological services at medical universities and determines the main strategies for their operation. With regard to the process of psychological work with students of medical professions, it is proposed to pay attention to their deeper understanding of their profession as an activity that requires effective communication skills and empathy, and it is also essential to provide the teaching of psychological disciplines to them.

Особливості дослідження пріоритетності психологічних компетентностей конкурентоздатності особистості в умовах інноваційної діяльності організацій, з використанням цифрових і STEM-методів (частина 13)

Особливості дослідження пріоритетності психологічних компетентностей конкурентоздатності особистості в умовах інноваційної діяльності організацій, з використанням цифрових і STEM-методів (частина 13)

To the Issue of Improving the Psychological Competence of Nurses in Preschool Educational Institution

Today, the problem of maintaining and improving the health of children is especially acute. Nurses of preschool educational institutions are also involved in solving it. The article highlights the specifics of the work of nurses of preschool educational institutions and ways to improve psychological competence in order to increase the effectiveness of medical and health activities medical and health-improving activities with the pupils in preschool educational institutions. The study aimed to study the psychological specifics of the activities of nurses in preschool education. And the need to form the psychological competence of nurses of preschool educational institutions. Theoretical (analysis of scientific sources) and empirical (observation, experiment - a temporary research team, interview, questionnaire, testing, description) research methods were used. We analyzed the specifics of the professional activity of a nurse of a preschool educational institution and the peculiarities of the requirements for her work. We found that, given the specifics of work in the school, the nurse has completely different powers and responsibilities than the nurses of medical institutions. They have formed various professional qualities, as evidenced by the results of our study covered in the Content Analysis. The need for the formation of psychological competence in nurses of preschool educational institutions was clarified. In particular, the author formed the content and structure of personal qualities that underlie it, as well as factors that contribute to the formation of psychological competence (personal maturity, due to empathy, assertiveness, emotional stability, flexibility, friendliness). We have developed a program of postgraduate training of nurses in preschool educational institutions, which is valid and effective for assessing the effectiveness of education. In the participants of the experimental group, we formed psychological competence within the activities of the temporary research team. As a result of his work, it was found that nurses of preschool educational institutions have increased interest in professional growth. Improving the psychological specifics of the activity will contribute to improving the professional competence of nurses of preschool educational institutions.

Социальные, психологические и организационные факторы, влияющие на психологическую безопасность образовательной среды

According to data of the Security Council of the Russian Federation, various forms of violations of human behavior are seen in the education and youth environment, including through immersion in destructive ideologies on the Internet. These data write down the need to study the factors affecting the psychological safety of the environment, especially the educational and youth environment (students and schoolchildren). In this regard, the purpose of the study is to identify the influence of social, psychological and organizational factors on the psychological safety of the educational environment. The study was conducted based on big data analysis of 164 schools. They include data from schools on the following indicators: “suicides”, “suicide attempts”, “crimes”, “psychological competencies of managers”, “staff turnover”, etc. The statistical method of big data analysis is the leading one in describing the results of the study. Factor analysis was used to describe a multidimensional model of psychological safety of the educational environment. A two-sample F-test was used to compare the sample populations. The results of the study allowed us to identify factors influencing the psychological safety of the educational environment: high turnover of teaching staff, lack of psychological competencies in the administration of educational organizations, the number of suicidal attempts, a large number of representations of the prosecutor's office, etc. The results of the study made it possible to form instructions to the executive authorities of the Republic of Tatarstan signed by the President of the Republic of Tatarstan – Chairman of the Anti-Terrorist Commission in the Republic of Tatarstan. The instructions are aimed at improving the effectiveness of the psychological service in education; the formation of psychological competencies of key managers responsible for the organization of psychological, social and educational activities; the inclusion in the job descriptions of key managers responsible for the organization of psychological, social and educational activities of new labor functions for the formation of psychological security of the educational environment, as well as the identification and support of students in need of socio-psychological support.

Continuing education in diversity and multicultural factors: Current state psychology board requirements and a call to action

Objective: A growing body of literature shows the unequivocal importance of incorporating diversity-related factors into the practice of clinical neuropsychology. Thus, it is imperative that we continue to seek and obtain updated training and knowledge on how culture and diversity intersect with our clinical roles throughout our careers, not merely to satisfy initial coursework requirements. Although most professional organizations pertaining to clinical psychology – and thereby neuropsychology – strongly encourage the pursuit of training in diversity-related factors, explicit requirements for such training across one’s career are minimal. Method: The Asian Neuropsychological Association Advocacy Committee reviewed continuing education (CE) requirements for all US states. Results: We found that only 8 states mandated CE credits pertaining to diversity-related factors for the renewal of licensure. Discussion: Given how inseparable cultural competence is from any aspect of clinical work (and the harm that can be done if culture is not considered), it is essential that our field shift from aspirational guidance to firm requirements with regard to cultural competence and diversity-related training in psychology. Requiring CE units devoted to diversity-related factors represents one avenue to pursue this goal. This commentary outlines the current status of diversity-related CE for psychology licensure renewal and offers future directions for incorporating such training as a part of continuing professional development and education.

A Study of Impact of School Teaching-Learning Facilities on Psychological Competencies of Adolescence

The impact was seen on all the dependent variables considered in this study except Cognitive Capabilities of the students. Advanced schools offer an environment conducive to learning which promotes the psychological health of an adolescent to achieve the desired results. Unlikely, moderate level schools lack the basic infrastructure and facilities, have shown a negative impact on the student’s psychological health. Students from both categories of school exhibited different levels of competence with regards to their psychological well-being, motivation and outlook towards life. A good school infrastructure provides a sense of safety and security to parents; hence the presence of such facilities is found to be associated with the performance of the students.

Organizational and Pedagogical Modeling of Entrepreneurship Education in Higher Education: Psychological Aspect

The article provides an analysis of approaches to the entrepreneurship education organization at university with an example of an empirical study of its psychological and pedagogical components. The relevance of the student entrepreneurship competencies in all areas of training is due to the request for the implementation of the cross-functional principle in modern management. The basis of such formation is mastering by students of a three-level structure: the competencies fostering the development of an entrepreneur personality, creating projects and entrepreneurial interaction. A systematic understanding of students’ entrepreneurship competencies is reflected in the model of entrepreneurship learning in the framework of the university educational environment, which includes both infrastructural and psychological and pedagogical components that directly affect the personal development of students. The effectiveness of the entrepreneurship education model at the university was evaluated on a sample of 105 students of Sevastopol State University (SevGU). As a key individual psychological competence for the training of an entrepreneurial type specialist, we viewed the degree of responsibility for the results of activities (internality). The assessment of internality was carried out according to the method of diagnosing the level of subjective control, based on the concept of the locus of personality control. Comparison of the degree of responsibility of students was carried out between students majoring in management and students majoring in economics. The redesign of the educational process for management majors based on the model of entrepreneurship education at university created additional opportunities for the purposeful formation of entrepreneurial thinking among students and their development as future entrepreneurial managers. This modification of the organizational and pedagogical conditions was reflected in the results of the study. The value of internality (responsibility) on most of the presented scales is more than twice as high for management students than for economics students . The results of the study confirmed the importance of organizing entrepreneurial education at university for the development of personal qualities inherent in an entrepreneurship behavior model, gaining experience in solving entrepreneurship problems, and increasing the likelihood of successful implementation of professional activities by students.

Defining psychosocial strength and conditioning coaching competencies: A participatory action research approach

Strength and conditioning (S&C) practitioners need to know and apply varying and diverse psychosocial competencies in their practice. The definitions of psychosocial coaching competencies are poorly understood and multiple interpretations exist. The purpose of this study was to define psychosocial S&C practice terms (i.e. pedagogical, philosophical, psychological, sociocultural) from the perspectives of S&C researchers and practitioners. Using a participatory action research approach, qualitative data were collected from 13 researchers and 30 stakeholders with the United Kingdom Strength and Conditioning Association (UKSCA). A qualitative summative content analysis was used to analyze the researchers’ and UKSCA stakeholders’ definitions of psychosocial competencies. Pedagogical competencies were defined related to the themes of instruction, learning, skill acquisition, feedback, and design structure. Philosophical competencies were defined related to themes of beliefs, values, and style. Psychological competencies were defined related to communication, mindset, relationships, motivation, emotions, learning, and behavior. Sociocultural competencies were defined related to sport norms, understanding differences and different backgrounds, adapting to culture, and coaching behavior and biases. Significant differences existed between researchers’ and practitioners’ definitions of these terms, particularly with pedagogical, philosophical, and sociocultural competencies. Practitioners often associated psychological coaching competencies with subject matter outside of biophysical knowledge or many aspects spanning diverse social and behavioral sciences.

PROSPECTS OF LEARNING PSYCHOLOGICAL DISCIPLINES FOR HR

Studying at the National University of Food Technologies provides for systematic surveys of applicants for higher education aimed at optimizing the pedagogical process, in which, in particular, respondents note the high quality of teaching psychological disciplines and the need for further in-depth study of them. This fact determines the relevance of the problem of studying psychological disciplines for HR. The paper analyzes the compliance of the existing academic disciplines with the author's programme for the formation of psychological competence on the example of the pedagogical process of applicants for the educational degrees "Bachelor" and "Master" of the educational and professional programme "Personnel Management" full-time and part-time forms of education, that is, HR managers. The psychological content of the integral, general, professional competencies and programme learning outcomes illustrates the importance of mastering psychological disciplines for the HR sphere. The implementation of the original programme for the formation of the psychological competence of food industry specialists developed by the author in previous studies in the educational and professional process of future HR managers is effective, as evidenced by applicants for higher education, after mastering the "Fundamentals of Psychology", then they regularly choose psychological disciplines from the catalogue of the educational programme and the general university catalogue: Fundamentals of psychodiagnostics for HR, Psychology of HR professional activity, Psychology of soft skills in personnel management, Psychology of success, Leadership and team building. The best graduates apply the acquired psychological competencies in their own professional activities and become stakeholders, who, in turn, encourage the deepening of knowledge, skills and abilities during the learning of psychological disciplines in the process of social and educational training of personnel managers. The author determined that the study of psychological disciplines will allow applicants for higher education to be successful HR managers and to fulfill effectively their professional duties in future.

Mengenalkan Sertifikasi Kompetensi dan Pemeliharaan Kompetensi

Understanding of competence and maintaining competence is an important part of human resource development in Indonesia. Higher Education which is part of human resource development needs to ensure that students have the same understanding. The activity aims to provide an understanding of the importance of certification and competency maintenance. The activity was carried out by online method through the Zoom Room Meeting application, with 79 participants from various backgrounds. In collaboration with the Psychology Competency Test Center of Universitas Muhammadiyah Surakarta, the material presented for 60 minutes includes the understanding and elements of competence, recognition of competence, and strategies for maintaining competence. The success of the activity was assessed by measuring the understanding of competence before and after giving the material (pre-test and post-test), with the results showing an increase in the average value of pre-test and post-test although not statistically significant. The next event is recommended to use a more practical method regarding the same material.

INSTITUTIONAL AUDIT OF EDUCATIONAL INSTITUTIONS AS AN IMPORTANT COMPONENT OF ENSURING THE QUALITY OF EDUCATION IN UKRAINE

The article analyzes the experience of conducting institutional audits of general secondary education institutions in Ukraine in 2019-2021.
 The research highlights the positive aspects of institutional audit, including: audit by independent state structures with the participation of trained experts who have undergone training organized by the State Education Quality Service of Ukraine; unification and publication on the Service’s website the assessment directions, requirements/rules for the organization of educational processes, criteria, indicators and assessment tools; synchronous use of a wide range of tools in institutional audit procedures; clear regulation and experts’ unconditional compliance with the audit procedure; evaluation of the activities of educational institutions in their interaction with the founders and territorial communities; taking into account the opinion of the participants in the educational process; focusing the institutional audit on providing consulting assistance to the institutions; non-interference of the experts in the educational process; the possibility of carrying out separate assessment procedures remotely; granting the right to the experts, managers and/or founders of educational institutions to record the evaluation and inspection procedures by means of audio, photo and video means; the possibility of using the results of an institutional audit to generalize educational information and track the trends in the development of the educational sphere throughout Ukraine.
 The main problematic aspects of the audit are considered, including: the lack of procedures for assessing the quality of education in the institutional audit; the lack of consistency of the criteria and indicators for evaluating educational and management processes with regard to the content of the professional competencies of the teacher and the head of the educational institution, defined by the relevant professional standards; the inability of the State Education Quality Service of Ukraine to audit a significant number of educational institutions; the complexity of the institutional audit toolkit for evaluating educational and management processes of educational institutions.
 It is emphasized that measures are being taken in the educational sphere to eliminate the mentioned negative aspects. In particular, the Ministry of Education and Science of Ukraine has approved the Procedure for accreditation and keeping a register of public professional associations and other legal entities that carry out independent evaluation of the quality of education and educational activities of general secondary education institutions, which will allow non-state structures to be involved in public accreditation of educational institutions. In order to provide assistance to the experts in the assessment of educational and management processes in the institutions of general secondary education, the State Education Quality Service of Ukraine has developed and implemented the EvaluEd information and analytical system.
 It has been concluded that the institutional audit should be supplemented with the procedures and tools for evaluating the quality of education. In addition, it is advisable to supplement the criteria and indicators for evaluating educational and management processes with the criteria and indicators that will make it possible to assess the language-communicative and emotional-ethical competence of the teacher, the competence of the education head regarding the organization of the activities of the educational institution on the basis of the external system of ensuring the quality of education, to more fully assess psychological competence of the teacher as well as the leadership and informational-digital competence of the head of the general secondary education institution.

The Perception of Health Professionals in Bangladesh toward the Digitalization of the Health Sector.

Bangladesh is undertaking a major transformation towards digitalization in every sector, and healthcare is no exception. Digitalization of the health sector is expected to improve healthcare services while reducing human effort and ensuring the satisfaction of patients and health professionals. However, for practical and successful digitalization, it is necessary to understand the perceptions of health professionals. Therefore, we conducted a cross-sectional survey in Bangladesh to investigate health professionals’ perceptions in relation to various socio–demographic variables such as age, gender, location, profession and institution. We also evaluated their competencies, as digital health-related competencies are required for digitalization. Additionally, we identified major digitalization challenges. Quantitative survey data were analyzed with Python Pandas, and qualitative data were classified using Valence-Aware Dictionary and Sentiment Reasoner (VADER). This study found significant relationships between age ; location ; and profession ; with technical competency. These variables also have similar influences on psychological competency. According to VADER, 88.1% (583/701) of respondents have a positive outlook toward digitalization. The internal consistency of the survey was confirmed by Cronbach’s alpha score (0.746). This study assisted in developing a better understanding of how professionals perceive digitalization, categorizes professionals based on competency, and prioritizes the major digitalization challenges.

МЕТОДОЛОГІЧНІ ПІДХОДИ ЩОДО ФОРМУВАННЯ У МАЙБУТНІХ ПСИХОЛОГІВ КОМПЕТЕНТНОСТІ СТВОРЕННЯ КОМАНДНО-ЦІЛЬОВОЇ МОТИВАЦІЇ ДЛЯ НОВИХ ЧЛЕНІВ ПРОФЕСІЙНОЇ ГРУПИ

The professional competence of various specialists is the main resource for the optimal solution of crisis phenomena and problems of modern society, an important factor in its progressive development. Updating the attention of the modern pedagogical community to the formation of professional competence of the future specialist is, in our opinion, one of the main ways to improve the quality of education. The article updates the importance of training competent psychologists, due to the transformations of modern society, the modernization of the system of higher professional education. The work used methods of comparative analysis, synthesis and generalization of the content of domestic and foreign studies describing methodological approaches to the formation of professional competence in the higher education system. In the context of the search for new resources to solve this problem, the category of competence to create command and target motivation for new members of the professional group is distinguished and the peculiarities of its formation at the stage of training psychologists in the Western Military District are analyzed. In order to form the most holistic idea of the essence of competence to create command-targeted motivation for new members of the professional group, its structural and meaningful characteristics, as well as the laws of its development among students - future psychologists - fundamental methodological approaches to its study were systematized: competent, systemic, personality-oriented, acmeological, synergistic, activity, reflective, integrative, creative. Taking into account these approaches will contribute to the formation of competence among future psychologists to create command and target motivation for new members of the professional group, the development of the necessary knowledge, skills, professional and individual qualities and, as a result, the formation of a competitive specialist in the labor market.

Career adaptability of interpreting students: A case study of its development and interactions with interpreter competences in three Chinese universities.

The issue of employability has already become a well-delineated topic of study among interpreting educators. However, the current literature still lacks descriptive research on interpreting students' employability development and ignores the developmental effects of interpreter competences in this process. Moreover, the advantage of using career adaptability for measurement is also under-researched. This exploratory case study aims at taking an initial step forward, surveying interpreting students' career adaptability development and the developmental effects of different interpreter competences on major adaptability resources, and ultimately diagnosing curriculum problems and making modifications accordingly. Thirty grade 2019 interpreting students from three Chinese universities contributed to data collection, through six questionnaires in a two-wave survey. The results highlight that, throughout the Chinese MTI program, interpreting students could become more concerned and well prepared for their future (concern), more curious to explore themselves and their surroundings (curiosity), and more capable of solving problems (confidence). The results also indicate that students' knowledge and language competence serve as the major facilitators in this process, and that other interpreter competences, such as psychological competence, transfer competence, professionalism, and cross-cultural competence, are also instrumental. In order to further boost their adaptability constructs, the results suggest that students' language and knowledge competence, professionalism, and cross-cultural and mental agility still need to be improved. Five suggestions for curriculum revision have been raised accordingly. As an initial effort, the current study will hopefully inspire further studies on interpreting students' career adaptability and add more knowledge to the curriculum design from this viewpoint.

Digital competency of Psychologists in Aotearoa New Zealand: A cross-sectional survey.

BackgroundThe increasing implementation of digital health into psychological practice is transforming mental health services. Limited clinical resources and the high demand for psychological services, alongside the restrictions imposed on services during the global COVID-19 pandemic, have been a catalyst for significant changes in the way psychologists work. Ensuring Psychologists have the skills and competence to use these tools in practice is essential to safe and ethical practice.AimThis study aimed to explore the digital competence of psychologists working in Aotearoa New Zealand and their use of digital tools in the practice.MethodsA cross-sectional online survey was conducted with Aotearoa New Zealand Registered Psychologists (n = 195) between July and November 2021.ResultsParticipants reported varying degrees of competence across the digital tasks presented, with participants most commonly reporting moderate to high competence for engaging in remote supervision via digital means (86%) and obtaining client's informed consent for digital work (82%). In contrast, tasks that participants most reported not being moderately or highly competent in included working with interpreters remotely and evaluating the effectiveness and security of smartphone apps. Motivations to use digital technologies included meeting client preferences and needs, necessity for continuity of care, and the benefits of increased accessibility and reach. In contrast, the barriers to using digital technologies included client characteristics or preference, clinical factors, clinician preferences and skills, and workplace or technical issues or concerns. The majority (91.1%) were potentially interested in further training in this area.ConclusionsThe current study offers insights into the digital competencies of a workforce that has required rapid incorporation of technologies into professional practice over recent years. This snapshot of the digital skills of psychologists demonstrates a large variation in digital competence. In the current context, developing digital competencies seems a fundamental requirement for psychologists to work in ways that appropriately and safely deliver client-centred care.

Psychological Aspects of Professional Development: Through the Eyes of Students and Professors

The article reveals the psychological aspects of the professional development of a future specialist and presents the results of an empirical study. The empirical study is focused on the analysis of the content of reflection by professors and students of the psychological characteristics of the professional formation of a future specialist. The ascertaining study covered 589 Ukrainian students of course years from 1 to 6 (future psychologists, teachers, lawyers) and 487 Ukrainian professors. The following methods were used: survey, calculation of average values, ranking and comparative analysis. The content of the survey was identical for both samples of respondents and assumed the subsequent comparison and analysis of the answers of students and professors. The study made it possible to establish the similarity of reflection by professors and students of types and factors of professional formation of future specialists. At the same time, a number of differences were identified in matters of motivation for professional choice, priority areas for becoming a professional, determinants of success, and obstacles to the professional formation of future specialists. The identified differences in the reflection of professors and students of the psychological characteristics of the formation of a professional expressively indicate gaps in the awareness of higher education professors and the average level of their competence regarding this issue. The empirical data obtained, including questionnaires as an effective diagnostic tool, can be used to improve the psychological competence of professors in order to improve the quality of their support for the professional formation of students.

ESTABLISHMENT AND DEVELOPMENT OF PSYCHOLOGICAL SERVICE IN THE EDUCATION SYSTEM OF DNIPROPETROVSK REGION: HISTORICAL AND LEGAL ASPECT

Decentralization in education management, empowerment of united territorial communities to influence the educational process encourage psychological professionals to significantly reconsider organizational forms, scientific and methodological support, content and directions of their work on psychological and socio-pedagogical support of all participants in the educational process. The effectiveness and efficiency of educational reforms largely depends on the effectiveness of their psychological support because it is the psychological service has the ability to determine the levels and characteristics of individual development of students and use effective tools to correct the content and directions of this development in the educational process. It is also important to understand that the Concept of the New Ukrainian School defines personally oriented education and upbringing as one of the state priorities in education, which requires the psychologization of the educational process by increasing the psychological competence of the administration, teachers, and parents. A significant role in solving this task belongs to the psychological service of the education system. In the Dnipropetrovsk region, there is a positive trend in its development. It is also important to understand that the Concept of the New Ukrainian School defines personally oriented education and upbringing as one of the state priorities in education, which requires the psychologization of the educational process by increasing the psychological competence of the administration, teachers, and parents. A significant role in solving this task belongs to the psychological service of the education system. In the Dnipropetrovsk region, there is a positive trend in its development. The article considers the peculiarities of the formation and development of psychological services in the education system of Dnipropetrovsk region. The historical and legal aspect of the formation of the structure, organization, system, basic regulations governing the activities of the psychological service in the education system of Dnipropetrovsk region is highlighted. The analysis of the historical formation of the psychological service of the education system of Dnipropetrovsk region and the characteristics of the main conceptual and methodological approaches to the idea of a holistic study of the child’s personality and patterns of its development at each stage of formation. Describing the current state of development of the regional psychological service, the author highlights a number of major trends and suggests ways to further develop and improve the psychological service of education in Dnipropetrovsk region based on understanding it as a single system that provides psychological support of the educational process. The study allowed to determine the stages of formation and prospects for the development of psychological services of educational institutionsof Dnipropetrovsk region in the current conditions of their reform; emphasize the need to develop psychological services as a tool for qualitative change in the education system.