DEVELOPMENT OF REFLECTIVE THINKING AS A CONDITION FOR PREPARING FUTURE PSYCHOLOGISTS FOR SUPERVISION

Abstract

The article raises the problem of reflective thinking as a condition for preparing future psychologists for supervision. The features of supervision as cooperation between two professionals are revealed. It is shown that during supervision, the emphasis is on professional assistance to another psychologist by the supervisor in gaining experience in solving professional tasks. Supervision is an important component both at the stage of a psychologist’s professional development and in the process of his further professionalization. There are certain difficulties in organizing supervision at the stage of professional training of practical psychologists in Ukraine. It is argued that supervision presupposes the formation of the psychologist’s relevant competencies for its passage. One of which is professional reflection. The importance of reflection and reflective thinking as a condition for preparing future psychologists for supervisory activities is substantiated. The features of a psychologist’s reflective thinking are revealed. The psychologist’s reflective thinking is aimed at professional knowledge of the deep layers of the psyche by establishing a relationship between externally observed behavioural manifestations and deep psychological determinants in order to learn the patterns of functioning of the phenomenon of the psyche and determine effective ways of providing psychological assistance to the subject in solving his personal problem, which is accompanied by self-reflection by the specialist of the correspondence of his own methods of action to the tasks of professional activity. It is shown that the development of reflective thinking occurs in the process of deep psychocorrection using the method of active social and psychological cognition (ASPC). The methodological principles of deep psychocorrection, its methods and mechanisms of changes in participants are revealed. It is shown that the deep correction process is subject to the laws of positive disintegration of the psyche and its secondary integration at a higher level of development. One of the main methods of deep psychocorrection is dialogue, which is implemented in accordance with the basic provisions of the psychodynamic paradigm.