The dissertation firstly presents a conceptual and methodological approach to the problem of personal self-development of future practical psychologists in the context of psychology of life, which is specified and substantiated the theoretical and methodological and methodical foundations of self-development process of adolescence; the psychological construct of personal self-development is constructed, its internal psychological factors (personal potential, personal growth, reflexion, activity) and four relative dimensions of display are revealed: subjective, personal crises, self-alienation and obstacles; the sensitive period of students' self-development process (middle and late adolescence) and individual activity regulators as a motivational basis of self-development (crises and innovations of adolescence) are established.
Based on the analysis of philosophical, sociological, psychological, pedagogical literature, the essence of the concepts "personal self-development", "professional self-development", "students’ age" within the psychology of personality creativity is specified; features of personal self-development in adolescence; forms and methods of psychological support of the process of future practical psychologists’ self-development. The study of the phenomenon of future practical psychologists’ personal self-development in the process of professional organization of the educational process is carried out; revealed external psychological factors (conditions under which the process becomes effective), which are reflected in the construction of the environment of psychological influence; described the psychological features of personal self-development of students (the process during the period of study at the HEI); identified gender differences in personal self-development of future psychologists.
A systematic description of the personal self-development as an integral object allowed us to identify its leading psychological factors: personal potential, personal growth, activity, reflexion; four relative dimensions of manifestation: subjective, personal crisis, self-alienation and obstacles. Based on the construction of a psychological construct in our research, self-development is defined as the activity of personal self-change, aimed at maximizing the disclosure of one's own personal potential on the basis of reflexion. At the structure level, it identifies the following components: cognitive (knowledge about yourself, about people, about the world); emotional-willed (initiative, life interest, self-knowledge and self-change interest); behavioral-activity (sociality, active position, communicativeness, responsibility), motivational-target (self-change, personal growth), reflexive-evaluative (developed reflexion, adequate self-esteem).
The results of the empirical research showed the need for a psychological support program, the purpose of which was to create psychological conditions to increase the ability of each participant to realize the students’ personal potential, which increases vitality, personal readiness for change, high level of reflexion and satisfaction with future profession. The support program included the use of various modern methods, including biographical and interactive group discussion, verbal and nonverbal techniques, relaxation, sand psychotherapy, symbol drama techniques, visualization, role and simulation games, music therapy techniques, meditative techniques, fairy tale therapy.
These results of the control phase of the experimental study testified to the effectiveness of the developed program of psychological support
