Practical training as a factor in developing consultative readiness of future psychologists

Abstract

Abstract. Objective. The purpose of the article is to theoretically substantiate the role of practical training as a factor in the formation of consultative readiness of future psychologists and to analyze the development of professional motivation and students’ confidence during practical activities. The relevance of the study is determined by the need to improve the effectiveness of professional training of psychologists in the context of contemporary social challenges, in particular distance learning and martial law conditions, which complicate the formation of practical professional competencies. Methods. The study employed theoretical analysis and generalization of scientific sources, systematization of scientific approaches to the problem of psychologists’ professional training, as well as a student survey method. The empirical part of the research involved a survey of fourth-year psychology students aimed at identifying their perceptions of the psychologist profession, professional motivation, readiness for consultative activity, and difficulties experienced during pre-diploma practice. Results. The theoretical analysis demonstrated that practical training is an important component of the professional development of future psychologists and contributes to the formation of consultative competence, professional identity, and reflective skills. The results of a survey of 50 students showed that practical experience contributes to a more realistic understanding of the content of a psychologist’s professional activity, increases the level of professional motivation, and strengthens readiness to work in the profession. It was found that students involved in the activities of the Mental Health Clinic established at Alfred Nobel University demonstrate a higher level of professional interest and greater confidence in their consultative skills. Direct participation in consultative work under supervision promotes the development of professional reflection, practical skills of interaction with clients, and awareness of professional responsibility. Conclusions. Practical training is one of the key factors in the formation of consultative readiness of future psychologists. The effectiveness of this process largely depends on the organization of a practice-oriented educational environment that includes students’ involvement in real consultative activities, supervisory support, and analysis of professional cases. The results of the study confirm the importance of integrating practical forms of learning into the system of professional training of psychologists.