The dissertation presents the results of theoretical generalization and solving the problem of forming readiness of intending psychologists to work with the families of adolescents in the process of professional training, which allowed to substantiate the model of ensuring this process, to determine and experimentally verify the pedagogical conditions in the system of professional training of intending psychologists. The relevance of the topic is proved, the state of its development is analyzed. The essence of the concepts such as "work of intending psychologists with the families of adolescents", "readiness of intending psychologists to work with families of adolescents", "formation of readiness of intending psychologists to work with families of adolescents in the process of professional training" is specified. The criteria (motivational-value, cognitive-intellectual, activity-practical), their indicators and levels of readiness of intending psychologists to work with the families of adolescents (high, medium, low) are specified.
The diagnosis of the readiness of intending psychologists to work with the families of adolescents in the process of professional training, which included conducting a pilot study and a qualifying experiment, was performed. The results of the aerodrome phase showed that the training of psychologists is directed, basically, to comprehensive work with students, forms the ways of self-improvement and self-knowledge of oneself as a professional, focuses on interaction with all participants in the educational process, in particular with parents; in the programs of psychological and pedagogical disciplines the problem of organization and implementation of work with the families of adolescents is not highlighted.
The results of the qualitative experiment showed the prevalence of low level of readiness among intending psychologists to work with the families of adolescents.
The model of forming readiness of intending psychologists to work with the families of adolescents in the process of professional training is developed and tested, which covers the following blocks and their components: a methodological and target (goal, approaches, principles); content-operational (stages, content, forms, methods, technologies); productive-evaluative (diagnostic tools, criteria, levels, results), reflecting the specificity of forming readiness of intending psychologists to work with the families of adolescents in the process of vocational training.
Pedagogical conditions of forming readiness of intending psychologists to work with the families of adolescents in the process of vocational training are determined and implemented: integration of psychological and pedagogical knowledge in the process of updating the content of professional disciplines; the development of the intending psychologists’ value-attitude towards the work with the families of adolescents on the basis of the use of innovative forms and active methods; inclusion of students in real practical interaction with the families of adolescents using pedagogical technologies through the optimal combination of classroom and non-classroom activities.
The first pedagogical condition was implemented on the basis of updating the content of the professional disciplines, introduction of special seminars, psychological and pedagogical trainings; organizational forms – lectures, seminars, disputes, discussions, quizzes, competitions, conferences, organization of independent psychological and pedagogical researches of a family and children; methods – a method of working in mini groups, writing essays, simulations and story-role games, "round tables".
