Psychology Training Research Articles

IJCM_328A: Operational Research on Capacity Building of Community Health Workers in Screening for Depression and Suicide risk

Background: The basic training for ASHA workers in Tamil Nadu include a module on Non-Communicable diseases with inadequate focus on Mental Health. As a part of the Community Based Assessment Checklist, ASHAs are trained in administration of Patient Health Questionnaire-2 to screen for depression. However, there is significant gap in the primary prevention of depression in the communities in terms of screening, basic counselling services and knowledge and attitude among community health workers Objective: This study aimed to assess the feasibility of capacity building of Community Health Workers in screening for depression and suicide risk and provision of Psychological First Aid Services Methodology: 117 Community Health Workers including ASHAs, AWWs, ANMs, WHVs, VHNs and UHNs were trained in WHO Psychological First Aid, PHQ-9 administration and WHO MhGAP 10 questions on suicide risk screening in Thiruvannamalai, Vellore and Tiruvallur District of Tamil Nadu Results: Of the 1371 individuals screened, 13.18% were positive for depression and 38% were positive for atleast one suicide risk. The most common suicide risk observed was chronic pain followed by extreme hopelessness. PHQ-9 and Suicide risk assessment was easy to administer among ANM, VHN and UHNs. However, ASHAs and Women Health Volunteers reported that PHQ-2/WHO Wellbeing Index was an easier tool to use in the field. Psychological First Aid training can be easily delivered by non-medical professionals to health workers. Conclusion: Community Health Workers can provide primary prevention in mental health by provision of Psychological First Aid to their community. Depression screening should be simplified by PHQ-2/WHO Well being index

Boxing behavior recognition based on artificial intelligence convolutional neural network with sports psychology assistant

The purpose of this study is to deeply understand the psychological state of boxers before the competition, and explore an efficient boxing action classification and recognition model supported by artificial intelligence (AI) technology through these psychological characteristics. Firstly, this study systematically measures the key psychological dimensions of boxers, such as anxiety level, self-confidence, team identity, and opponent attitude, through psychological scale survey to obtain detailed psychological data. Then, based on these data, this study innovatively constructs a boxing action classification and recognition model based on BERT fusion 3D-ResNet, which not only comprehensively considers psychological information, but also carefully considers action characteristics to improve the classification accuracy of boxing actions. The performance evaluation shows that the model proposed in this study is significantly superior to the traditional model in terms of loss value, accuracy and F1 value, and the accuracy reaches 96.86%. Therefore, through the comprehensive application of psychology and deep learning, this study successfully constructs a boxing action classification and recognition model that can fully understand the psychological state of boxers, which provides strong support for the psychological training and action classification of boxers.

The development of the PPN equality, diversity, and inclusion audit tool: What it is and how to use it?

There are a host of initiatives within the National Health Service (NHS) to increase the diversity of the workforce. The Psychological Professions Network (PPN) is funded by NHS England to enable a membership network and a platform for discussion, consultation, and development across the psychological professions. Equality, diversity, and inclusion (EDI) are key priorities for the NHS workforce, and the PPN South-East (PPN SE) commissioned a project aimed at exploring the facilitators and barriers to increasing the diversity of the workforce. As part of this project, following stakeholder consultation, the PPN SE EDI Audit Tool was devised to aid the development of effective and accountable EDI action plans based upon increasing the diversity of expert by experience involvement, students/trainees, and the NHS workforce. The aim of this paper is to provide a rationale for the Audit Tool, and detail step by step instructions explaining how to complete it, to help with accountability and planning for Psychological Training Programmes, Higher Education Institutions, Professional Bodies and NHS Trusts.

Perceived severity of childhood emotional, sexual, and physical abuse: Comparisons across psychologists, students, and the general public.

Childhood emotional abuse has been linked with mental and physical health concerns yet may be perceived as less severe than other forms of childhood abuse. The present study aims to (a) understand perceptions of childhood abuse forms across psychologists, general college-level students, and the general public and (b) investigate whether personal emotional abuse history affects perceptions of emotional abuse. Participants (N = 444) completed the Childhood Trauma Questionnaire-Short Form and provided perceived abuse severity and offender responsibility on eight case vignettes of emotional, physical, sexual, and no abuse. Research Question 1 was tested with a two-way (Vignette Type × Participant Type) multivariate analysis of variance performed on perceived severity and offender responsibility scores. Research Question 2 included abuse history as a third factor to examine potential moderation. All three groups perceived scenarios regarding emotional abuse as less severe and the offender less responsible than scenarios regarding sexual or physical abuse. Unexpectedly, psychologists were just as variable in their perceptions of abuse severity across abuse forms, as compared to the general public and college students. However, psychologists with emotional abuse histories provided more severe ratings on emotional abuse items, more in line with general public perceptions. College students' and the general public's relative ratings were roughly equivalent regardless of emotional abuse history. The study calls for more attention to emotional abuse in psychologist training programs. Research and training to increase understanding of emotional abuse and its sequelae could move forward related educational outreach and legal proceedings. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Physical Training Profile and Training Patterns of Paragliding Athletes

This study aims to determine the ideal physical training program and optimal training patterns for paragliding athletes. The research method used is qualitative with a case study approach to describe and analyze the perceptions of athletes and coaches. In this case, the participants in this study were 1 female athlete aged 22 years and 1 male coach aged 61 years in the paragliding sport of DKI Jakarta. Questionnaires, interviews, and documentation were used to collect data. The results of the athlete's questionnaire with the following indicators: 1) talent/seed guidance 83%, 2) coaching 67%, 3) physical, technical, tactical and psychological training program 75%, 4) nutrition intake 100%, 5) training cycle 50%, 6) facilities and infrastructure 100%, 7) Achievement 100%. Likewise, the results of the coach's questionnaire with the following indicators: 1) talent/seed guidance 100%, 2) coaching program 100%, 3) training cycle 75%, 4) management structure 80%, 5) facilities and infrastructure 50%, 6) Achievement 100%. This study shows that the ideal physical training pattern for paragliding athletes is one that is systematic, progressive, and tailored to the needs of the athlete, the optimal training pattern to improve the performance of paragliding athletes is to follow a structured and consistent training pattern.

Пресуппозиции и аксиосфера лидера в профессиональном и медийном дискурсах

The article examines the problem of modern leadership as a socially significant phenomenon caused, firstly, by the importance of finding effective speech tools for the persistence of discourse and, secondly, by the need to establish value parameters. This problem is solved by analyzing the discursive practices of the leadership personality. The material for the analysis was the recordings of psychological trainings devoted to the formation of leadership qualities in clients, as well as public speeches by business leaders, famous creative figures, politicians, and athletes. In line with the cognitive-discursive methodology based on the recognition of axiological parameters of discourse that determine cognition, the authors identified value components that are represented as “secrets of success” and as part of the presuppositional foundation of the leader’s personality. It was found that the qualities of the discursive personality of the leader belong to the highest level of the cognitive structure of the personality – its “orientation”, which includes the value orientations of the subjects focused on their goals, plans and dreams, hardworking, open to everything new and considering creative activity for the benefit of society as their mission. The axioms of consciousness are attitudes that allow to maintain faith in success with strong-willed efforts during stressful periods or periods of uncertainty, as well as to maintain the necessary level of optimism. Thus, we can talk about the possibility of identifying a special type of verbal activity of the leader – a linguistic personality that activates its cognitive-linguistic potential in a particular communicative situation.

Coping with Hostile Discrimination: The Roles of Self-Advocacy, Positive Psychology, and Unconscious Bias Training in Higher Education

The research on Coping with Hostile Discrimination through Self-Advocacy, Positive Psychology in Higher Education, and Unconscious-Bias Training mainly emphasizes on encountering issues related to hostile Discrimination leads to the development of negative feelings in the minds of female students, such as self-doubt due to which their aspirations related to careers also get negatively impacted. There is a lack of research studies regarding the importance of self-advocacy for dealing with the problem of hostile Discrimination. Moreover, in the previous empirical studies, the concept of unconscious bias training is also lacking, due to which their role in dealing with the pertinent issue is not clear. However, the concept of positive psychology has been referred to in the previous literature for dealing with hostile Discrimination. Hostile Discrimination leads to negative experiences in women's lives, such as the symptoms of depression and anxiety, along with reduced self-esteem in them. To conduct this research, a quantitative based study has been used. The sample size has been set at 345, and a margin for blank questionnaires has also been established. There were 320 fully completed questionnaires submitted by the respondents, which helped with the analysis and production of the results. This study has chosen a conventional sample size, aiding in reliable data. After the data collection and analysis, results indicated a significant relationship between positive psychology in higher education and hostile Discrimination. Whereas unconscious-bias training insignificantly moderates the relationship between self-advocacy and hostile Discrimination. The mediating impact of self-advocacy between positive psychology in higher education and hostile Discrimination was also significant. Apart from increasing the knowledge of the constructs under study, the present research has also been effective in practical implications. The present study has encouraged the management of various universities to take important measures to promote positive psychology in higher education. Fewer resources have forced the present study to focus only on Chinese universities. Future researchers could overcome this by integrating the universities from developed countries in the context of the present study.

Straddling two homes: Our evolving identities as first-generation migrant clinical psychology trainees in the UK

PHOTO CREDIT: Paul BuliaThis article draws on the experiences of clinical psychology training in the United Kingdom as discussed by three trainee clinical psychologists who identify as first-generation migrants. We reflect on the difficulties that accompany migration in the context of the Doctorate of Clinical Psychology (DClinPsy) and offer recommendations for aspiring clinical psychologists, fellow trainees, training courses, colleagues, and supervisors.

What racialised aspiring clinical psychologists need from a mentoring scheme

PHOTO CREDIT: Christina WocinIt has been long recognised that there is an increased gap between the application and acceptance rates of racialised applicants to clinical psychology training in the UK, relative to White applicants. In 2020, Health Education England released funding for UK training programmes to develop mentoring schemes for aspiring clinical psychologists from racialised groups. This study was undertaken to explore how such mentoring schemes might best support racialised applicants. Three focus groups, comprising a total of 24 racialised aspiring, trainee, and qualified clinical psychologists, were undertaken to gather views regarding how a mentoring scheme could support racialised aspiring clinical psychologists. Data was analysed utilising reflexive thematic analysis. Three themes were developed: ‘Gaining Access to a White Profession – What’s the White thing to say?’ captured participants’ views that mentoring schemes should support mentees to present themselves in ways that fit with what selection assessors will be looking for. ‘A Safe Space to Explore the Impact of Racialisation’ related to the importance of mentoring schemes creating safe opportunities to make sense of the impact of racism within their career. ‘Troubling Whiteness’ spoke to the importance of mentees being empowered to think with other racialised individuals about ways they could actively address Whiteness within the profession and services. The three themes have implications for the delivery and evaluation of mentoring schemes for racialised aspiring clinical psychologists.

Effects of Self-Care Training Combined with Stress Management on Treatment Adherence in Type 2 Diabetes People


 
 
 Objective: Diabetes is a chronic metabolic disorder that can be exacerbated by stress, poor compliance and self-care practices. This study investigated the effects of self-care training combined with stress management on treatment adherence in type 2 diabetes mellitus (T2DM) people.
 Materials and Methods: This is a randomized clinical trial with repeated measures. The study sample included 30 T2DM who were purposively selected among the eligible members of the Kerman Diabetes Association. The participants were randomized to the experimental group (stress management based on cognitive-behavioral therapy and self-care training) (n=15) and the control group (no intervention) (n=15). Both groups completed the Medanlo Treatment Adherence Questionnaire at the pretest, posttest, and follow-up time points. Data were analyzed statistically using ANOVA.
 Results: The post-test and follow-up mean scores of treatment adherence significantly increased in the experimental group compared with the control group (P< 0.001). In addition, the results demonstrated that treatment adherence improved in follow-up (P< 0.001).
 Conclusion: According to the study results, psychological training should be integrated with self-care training to achieve long lasting treatment adherence in T2DM people.
 
 

PSYCHOLOGICAL TRAINING AS A TOOL FOR PROFESSIONAL RESOURCEFULNESS DEVELOPMENT OF FUTURE PSYCHOLOGISTS IN WAR CONDITIONS

The article explores the development of professional resourcefulness among future psychologists in the context of the Russian-Ukrainian war. Drawing on theoretical frameworks and empirical research, the authors identify the main components of professional resourcefulness, including emotional intelligence and its elements, constructive coping strategies, and self-assessment of the professional development level. They highlight the importance of developing these resources through psychological training, utilizing techniques from cognitive-behavioural therapy, positive psychology, practices of emotional self-regulation and mindfulness. The authors present a training program designed to activate and enhance these professional internal resources. This study explores the effectiveness of a training program among psychology students. A quantitative and qualitative analysis was conducted to evaluate the program's impact on participants. Results indicate significant improvements in coping strategies, emotional intelligence elements, and self-assessment of the professional development level and its components among participants. Notably, the training program demonstrated efficacy in providing psychoemotional support during societal crises and psychologically traumatic events. These findings underscore the importance of psychological training in the resource provision of the psychology students' professional development.

Feasibility and practicality of a simulated placement: an exploratory pilot of a novel training method for postgraduate psychology students in the wake of COVID-19

ABSTRACT Objective In 2020, COVID-19 caused a drastic interruption to face-to-face postgraduate psychology placements in Australia, prompting the development of a simulated placement. This pilot project represents a preliminary evaluation of the program by exploring the feasibility of a simulated placement as a novel training modality for competence development in postgraduate psychology training. Method Students enrolled in a simulated postgraduate psychology placement in 2021 completed an online survey at the end of the placement. Acceptability, perceived competency and experience of the placement were assessed. Chi-square goodness of fit tests were used to evaluate the difference between rates of completion and the length of time it took to complete placement requirements between students enrolled in face-to-face placements in 2019 and 2020, and the simulated placement in 2021. Results The results showed an increase in proportion of students who completed the simulated placement than previous face-to-face placements and that students were able to complete training and meet competence in shorter time frames. Students reported increased psychological competency and confidence to practice at the completion of the simulated placement. Conclusions A simulated psychology placement is a novel teaching modality that may be feasible in the development of perceived psychological competence and confidence in postgraduate psychology students.

Exploring a practitioner-athlete relationship and facilitated learning throughout a psychological skills training program.

Psychological skills training (PST) programs have been consistently reported as an important part of preparation for optimal performance in high performance sport. However, there is much less research about the quality and characteristics of the working relationship between a sport psychology practitioner (SPP) and an athlete and, importantly, how that relationship facilitates learning. Therefore, the purpose of the present paper was to explore the working relationship between a SPP and a volleyball player and how that working relationship facilitated the learning processes utilized by this player, as she prepared for the demands of her sport and life. An instrumental case study methodology with a qualitative description approach was employed to illustrate different aspects of the evolving relationship and the athlete's experiences. The results of this case reflect an approach that combined features of both a directive approach in teaching specific psychological skills and a less directive and more collaborative approach, which, in turn, allowed an athlete to begin to learn how to guide their own learning.

Theoretical Basis of Training of Pedagogues and Psychologists for the Development of Cognitive Activity of Teenagers

The main problem: the current directions of its development are determined in the article by conducting a theoretical analysis of philosophical, pedagogical, psychological, scientific and methodical works on the training of specialists for the development of the cognitive activity of teenagers. Currently, it is shown that the training of specialists in the development of cognitive activity of teenagers is a pedagogical and psychological problem. Purpose: to clarify the theory and propose a technology for the training of pedagogical and psychological specialists for the development of the cognitive activity of adolescents. Methods: When conducting the research, it was important to take into account statistical data that were sufficiently understandable and reliable. Therefore, in the framework of our research, we used the methodology of B. E. Milman, survey, method of expert evaluation, conversation, questionnaire, interview, series of tests, which include observation and open questions. The results and their significance: according to the results, the methodological predominance of the average level of social intelligence allowed students to see the following signs: the social significance of professional behavior, actions, relationships, full mastery of theoretical knowledge. During the course, we believe that the existence of a reflexive culture, which is evidenced by the improvement of communication in everyday life, in turn, is very valuable. Development of thinking, training and education of future teachers-psychologists, preparation for creative activity depend on methodological competence, qualifications and training of the teacher in the organization of research activities. Self-learning needs and skills do not arise by themselves. Such qualities begin to be formed in the process of organizing educational activities during the joint work of teachers and students in and out of class, even during school. In accordance with the tasks of the professional training of the future pedagogue-psychologist, active methods of training - problem-based lectures, seminars, debates and discussions, professional-oriented special courses, course and diploma works, scientific studies of school pedagogy and didactics, educational events such as scientifically organized forms of continuous pedagogical practice. As a result of mastering pedagogical activity, professional motivation of future pedagogical-psychological specialists is formed, understanding of goals and tasks, subject, psychological-pedagogical and didactic-methodical knowledge is developed, as well as relevant skills and abilities necessary for the development of cognitive activity of teenagers.

Development of Cognitive Abilities of high School Students by means of Psychological Training

The main problem: the article examines the development of cognitive abilities of high school students by conducting a theoretical analysis of philosophical, pedagogical, psychological, scientific and methodological works and current directions of its development. Improving the educational process in secondary educational institutions and developing the cognitive abilities of high school students is an urgent problem. Therefore, the task arises of developing the thinking and activity of high school students while studying in secondary educational institutions, teaching them to use their knowledge and skills in new life situations. The implementation of these tasks makes it urgent to search for ways and forms of organizing the educational process, which will contribute to the formation of the skills to plan and organize the cognitive activity of high school students. Purpose: to substantiate the general logical coordinates and methods of reformatting various humanitarian paradigms used in action. Methods: ontological principle of logic with genetic content, method of transforming specific images of objects based on their abstract meaning, method of transition from abstract to concrete language, language of thinking of schematic images of thought and language of methodological theory. activities. Currently, such an update represents a transition to the methods and tools of active learning technology as a means of continuous development of science and school practice, the use of which in most cases helps to increase the interest and activity of adolescents. The results and their significance: logically substantiated universal abstract-concrete coordinates of the universal movement are presented. In relation to life and the world of activity, they can be defined by the coordinates: “standard of living - activity efficiency”, or “action efficiency - time”, or “result - costs”, or “quality - quantity” etc. Clarity of thinking is ensured by the logic of movement vectors descending from the real to the abstract, ascending from the abstract to the real, as well as their combination. The constant need for cognitive activity creates in students a feeling of cognitive satisfaction, seeing the result of curiosity, its planning and organization. This result teaches the teenager to actively seek new cognitive activities and gain experience in mastering the subject.

An Analytical Study of Impacts of Naad Yoga Therapy in Patients of Insomnia, Stress, Memory and Overall Brain Health

Chronic insomnia has been linked to a variety of contributing variables, including as psychological training, genetic predispositions, dysfunctional beliefs and attitudes, and cognitive and physiological arousal. The hyper-arousal theory of insomnia postulates that sleep disturbances are caused by an increase in physiological arousal based on the discovery of high physiological arousal, which may be connected to these people's active stress system. Sometimes, sleep issues including difficulties getting asleep, difficulty remaining asleep, or having poor-quality sleep are referred to as insomnia. Insomnia can be brought on by a variety of things, including the use of psychoactive drugs, caffeine, nicotine, amphetamines, and cocaine; hormonal changes, such as menstruation and menopause; stressful life events, like the birth of a child and bereavement; disruptions of the circadian rhythm, like shift work and jet lag; some neurological disorders; and medical conditions, such as hyperthyroidism and rheumatoid arthritis. Everything in the universe vibrates at a specific frequency, and when we are in a state of natural resonance, we are in perfect health. But if a bodily component begins to vibrate at the incorrect frequency, the energy becomes trapped, and illness appears. In order to release the repressed energy and return resonance to its natural level, chanting can therefore be employed to affect a therapy.

Professional and applied physical training as the main type of military professional activity of cadets

Abstract. The readiness of the Armed Forces to repel the armed aggression of the Russian Federation is determined by many factors, one of which is the training of personnel. The activities of all military specialists, including physical training specialists, are aimed at ensuring a high level of personnel training. This is due to the fact that the development of physical qualities, formation and improvement of military-applied skills and abilities of servicemen is the key to successful combat operations.
 Physical readiness is the physical condition of a serviceman characterized by appropriate bodily development, certain functional resources of the body and the required level of motor fitness, which ensures the successful performance of combat missions for the purpose.
 Automation, computerization of military equipment and changes in the methods of warfare have led to a decrease in the share of physical effort in its control and muscle work in the structure of professional combat activity of servicemen in general, and at the same time increased the level of neuropsychological stress and tension, expanded the range of adverse factors of military combat activity. The connection between physical fitness and combat activity of servicemen of some military specialties has become hidden and indirect.
 Reforming educational institutions in the Armed Forces of Ukraine requires addressing global issues of improvement and finding new ways to solve the problems of vocational training of military personnel. The effective performance of cadets in educational institutions largely depends on their professional and applied training.
 One of the main tasks of teaching cadets the techniques and methods of ensuring professional and personal safety in emergency circumstances and in extreme conditions is to improve their firearms skills, as well as to increase the level of resistance to physical activity in training and service activities.
 The most important components of the professional skills of cadets of educational institutions are physical, professional and applied physical, psychological and firearms training.
 They belong to the cycle of professional disciplines and are designed to promote readiness for armed defense of the law, to maintain the constant readiness of future defenders to resolutely and skillfully stop illegal acts using physical force, special means and firearms.

Psychological and Pedagogical Readiness of Future Officers to Perform Service and Combat Missions of the Troops of the National Guard of the Russian Federation

This article examines issues related to the role of psychological and pedagogical training in the formation of the readiness of future officers to perform service and combat missions of the troops of the National Guard of the Russian Federation. Based on the analysis of literature and research, it was concluded that psychological and pedagogical training plays an important role in shaping the readiness of future officers for service and combat tasks. The components of readiness are professional competence, personal maturity and motivation. Psychological and pedagogical training is aimed at developing qualities such as stress resistance, determination, leadership, communication skills, self-confidence and others that are necessary for the successful performance of military duties.

Личностно обусловленный контент доброты в контексте межличностных интеракций

The relevance of the research is due to the fact that in the modern technogenic world, kindness requires special attention because of several reasons: first, kindness is a gift that contributes to the preservation of the humane in a human; second, it resists the devaluation and depersonalization of human individuality; third, it unites people on the basis of deep spiritual values; and finally, kindness helps people develop and improve themselves through the expansion of social ties and activation of prosocial behaviors. The objective of the research is to identify how kindness in interpersonal relationships is specific to a person depending on its dominant mode. Hypothesis: the subjective experience of receiving and showing kindness in interpersonal interactions determines its content and the specifics of verbal referents. Participants: students (N = 75) of Saratov State University (Saratov) aged between 20 and 22 years (M=21.48; SD=1.12), 83% female. Methods (tools): prototypical methodology for describing the structure of the social concept of kindness (P. Verges); semantic differential technique to characterize the semantic space of the construct “kind person” (Ch. Osgood); methodology of kindness modes to determine its dominant mode (D. E. Youngs, M. A. Yaneva & D. V. Canter); self-actualization test for the diagnosis of the self-actualization index (E. Shostrom adapted by A. Jones, R. Crandall); behavioral activity questionnaire to determine its type (L. I. Wasserman and N. V. Gumenyuk). Results: the research reveals the structure of the social concept of kindness, constructs the semantic space of the concept “kind person”, identifies the three groups that differ in relation to themselves and Others, in relation to the modes of kindness, ideas of kindness, behavioral patterns and the specifics of verbal referents. Conclusions. The research has worked out the invariant meaning of the concept of good and kindness in different languages; the study has emphasized intersubjective (caring for the Other) and intrasubjective (caring for oneself) psychological orientations of kindness, which are associated with the responsibility of the individual for the present and future of their own and of the Other’s; the research has identified the tendency to understand kindness one-sidedly reducing it to a helping behavior and identifying it with the proper care of the Other; the study has established that the subjective experience of receiving and showing kindness in interpersonal interactions determines the type of the kindness mode and the specifics of verbal referents. Practical significance. The results of the study can be used in counseling and psychological training.

ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА ДО КЕРІВНИЦТВА УЧНІВСЬКИМ ІНСТРУМЕНТАЛЬНИМ КОЛЕКТИВОМ

The article deals with the problem of forming the future music teacher’s readiness for organizational and pedagogical activities in a student instrumental group. The twenty-first century’s teacher is a person who has a system of professional knowledge and skills, is able to maintain the level of psychological, pedagogical and professional training according to the latest achievements and scientific and pedagogical discussions at the national and world levels, strives for continuous selfdevelopment and self-improvement, and is ready for pedagogical activity. The criteria and indicators of the formed level of future music teachers' readiness for organizational and pedagogical work in a student instrumental group are identified and substantiated (motivational and cognitive, cognitive and operational, creative and activity, emotional and volitional criteria). In the course of the study, it was determined that the effectiveness of the formation of the future music teacher’s professional readiness for organizational and pedagogical work in a student instrumental group and its theoretical and methodological substantiation can be carried out under the following basic pedagogical conditions, namely: consistent motivational improvement of students' learning activities in an ensemble class; formation of performance culture as the basis of readiness for instrumental and performing activities; application of an individual approach to the formation of students' performing style of pedagogical guidance of a student instrumental group; systematic involvement of future music teachers in various forms of concert and performance activities; integration of various types of music and performance activities of students; optimal combination of theoretical and practical experience of students with a projection on practical work with students; reliance on the method of activating performance practice. The structure of the future music teacher’s readiness for organizational and pedagogical activities in a student instrumental group is determined, which involves the following components: motivational (responsibility for the task fulfilment), orientational (knowledge and understanding of the features and conditions of activity, requirements for personality), operational (mastery of methods and techniques of activity; necessary knowledge, skills, abilities; processes of analysis, synthesis, comparison, generalization), volitional (self-control, ability to manage actions, that make up the process of activity), evaluative (self-assessment of one’s own training and its relevance to the process of solving professional problems).