Mamko V. Personal determination of the reflexive competence of a psychologist

The subject of research is the personal determination of the reflexive competence of a psychologist. Research methods. In order to solve the research tasks and ensure the objectivity of the research in the work used a number methods: theoretical methods - theoretical analysis of sources, system-structural analysis and interpretation of the obtained data; empirical methods - methods of observation, modeling, analysis of performance, psychodiagnostic techniques. To establish the features of the current state of development of reflexivity and its personal determination used: questionnaire "Differential type of reflection" D. Leontiev; Conte's Psychological Intelligence Scale; Methodology of extreme meanings; McLain's tolerance scale for uncertainty; Questionnaire "Control of action" Kul; Metacognitive Awareness Inventory (MAI); scale of basic beliefs -WAS (Ronnie Yanov-Bulman); method "Metacognitive properties of personality" (D. Everson); questionnaire of formal-dynamic properties of individuality; method "Diagnosis of the structure of signaling systems" (E. Zeyer). To determine the professionally conditioned factors of reflexive competence of psychologists used: methods of studying professional identity (L. Schneider); questionnaire of implicit theories and goals of teaching Dweck. Methods of mathematical statistics: F-criterion; factor analysis; multiple linear modeling; correlation analysis. Statistical processing data was performed using SPSS computer software for Windows (version 22.0). The scientific novelty of the obtained results of the dissertation research is that for the first time the problems of studying different types of reflection are conceptualized: systemic, introspection, quasi-reflection in the context of phenomenology of metacognition, metacognitive involvement in activity, system of basic beliefs, intolerance / intolerance to intolerance. (extra-experiential phenomenology of reflection), the ability to verbalize and objectify the experiences of the individual; the empirical correlates of the reflexive competence of the psychologist are correlated with the paradigm of perception implicit theories and goals of training, the current state of development of professional identity; models of reflexive competence of psychologists depending on primary professional qualification are developed, their comparative analysis is carried out; predictors and effectors of reflexive competence of psychologists are determined; specified: the content of the formal-dynamic conditionality of the reflexive abilities of the individual, the paradigmatic and implicit level of reflexive competence of the specialist; the concept of development of reflexive competence of future psychologists through awareness of the methodological triad "the idea of ​​reflexive interaction - reflexive analysis - critical reflexive doubt"; got further development of the idea of: supervisory practice of specialists in social and behavioral sciences; predication of primary professional qualification and its influence on the formation of reflexive competence of the psychologist. The practical significance of the results is that developed models of reflexive competence of psychologists at the level of predictors and effectors can be used in training programs for psychologists, mental health professionals. Recommendations for the organization supervisory practice as a reflective, expert, facilitative and managerial technology can be implemented in the teaching of courses "Psychological Counseling", "Psychocorrection and Psychotherapy".