THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF THE PSYCHOLOGICAL PROGRAM FOR DEVELOPING JUSTICE IN LAW STUDENTS

Abstract

The article substantiates a psychological program for the development of justice as a professional value (quality) in law students, created on the basis of a comprehensive empirical study of the cognitive, emotionalvalue, and conative components of this integral personal formation. It analyzes classical and modern approaches to understanding the phenomenon of justice by foreign scholars, as well as domestic research on morality and the professional training of future lawyers. The article presents the results of an empirical study of justice among students pursuing legal education. It is noted that most respondents demonstrate a sufficiently developed cognitive component of justice, which is manifested in their established understanding of moral norms. At the same time, the emotional-value and behavioral components appear contradictory: about half of future lawyers show a high level of acceptance of others, while simultaneously displaying tendencies toward social pessimism; approximately two-thirds of respondents are willing to violate rules in the absence of external control. This highlights the need for integrative psychological work. Based on the obtained data, a program is proposed that includes three interrelated modules aimed at developing the cognitive, emotional-value, and conative components of justice in future lawyers. The program incorporates training sessions, group discussions, role-playing, case analysis, sociodrama, supervision, and individual reflection. Expected outcomes include improved moral judgment, the development of empathy, tolerance, and positive self-attitude, a reduction in moral disengagement, and the formation of readiness to assume personal responsibility in situations involving moral choice. The article outlines prospects for further research, including the experimental verification of the effectiveness of the proposed program.