REFLECTIVE-ROLE ANALYSIS OF PROFESSIONAL COMPETENCE OF FUTURE PSYCHOLOGISTS

Abstract

The article is devoted to highlighting the integrity of the personality, which is considered in the unity of internal (dispositional) characteristics and their external manifestations in role positions and is implemented by the repertoire of role behavior. Research methods: categorical-conceptual analysis; structural-functional analysis, systematization, generalization; methods: “Who Am I?” by M. Kuhn and T. McPartland (verbal form “Twenty statements self test”), method “Level of expression and direction of reflection” by M. Grant; Methodology “Professional Self-Efficacy Scale” B. Schins and G. von Collani (Occupational self-efficacy scale), nursery of metacognitive involvement inactivityThe idea of using reflexive-role analysis of the integrity of the personality as an important component of self-awareness of indicators of self-development of professional competence by a student is theoretically substantiated.The essence of this approach is based on the idea of the unity of reflection, as an internal mechanism for structuring component dispositions, with an external way of its manifestation in a role position. The authors propose to define two types of reflection according to the organization of thinking: 1) constructive reflection – an existential construction,which is manifested by the ability to act in relation to oneself as well as in relation to others, a manifestation ofcreative thinking in a problem situation; 2) destructive reflection is characterized by little-conscious introspectionof one’s own self, the predominance of emotional experience, which provokes primitive protective mechanisms of the infantile self.It has been found that types of reflection are structured on interconnected ideas about one’s own self, whichdetermine role behaviour in communication. The feasibility of further work on the development of positivereflection as a prerequisite for rethinking the substantive and semantic meaning of the identity of role behaviour is substantiated. That is, reflective-role analysis allows the student to develop the ability to analyses the role and the correspondence of the type of reflective analysis.