The problem of professional competence of the psychologist (special, clinical) on the basis of axiological, humanistic, acmeological, epistemological, contextual, systemic, integrative, reflexive and active, activity, personalyoriented approaches was structurally investigated in the dissertation research for the first time; theoretical and methodological foundations of professional competence of a psychologist (special, clinical) as a single phenomenon in the educational process of higher education were developed: the importance of competence was considered in various ways, on the basis of which the components were identified; pedagogical conditions, criteria and levels of components’ formation of professional competence of the psychologist (special, clinical), the components of the considered phenomenon are allocated and characterized and the description of their mutual influence were made; the methodology of the research and the state of the formed components of professional competence of the psychologist (special, clinical) are developed and substantiated, the levels and indicators of professional competence were defined and characterized; the essence of technologies of professional training of psychologists in an institution of higher education is established. Detailed theoretical analysis of the concept of "competency" and "competence" is made and the relationship between the concepts is thoroughly described and their distinction is substantiated. The concepts of "approach" and "professional competence" are theoretically substantiated. Psychological and pedagogical literature was analyzed, what allows us to assume that competence is a set of knowledge, skills and abilities that determine the result of work, the combination of theoretical and practical training of students and knowledge with professional and individual qualities, based on which the creative psychologist’s (special, clinical) potential and was built his professional activity. The concepts of professional competence of a psychologist (special, clinical) are covered. Approaches to the professional competence of a psychologist (special, clinical) are established.
The principles of professional competence of a psychologist (special, clinical) were common generalization of approaches. This structure of principles included: general didactic: systematic, professional and pedagogical orientation, scientific, continuity, humanization, unity of empirical, unity of rational and emotional and theoretical knowledge, accessibility, clarity, activity, purposefulness and motivation, significance of knowledge and professional competence, independence, the connection of the study of psychology with life and practice; special: diagnostic and corrective approach, creativity in the context of professional and pedagogical orientation, unity of subjectoriented and personaloriented study of special psychology, organization of constant professional interaction, integrative knowledge and modularity of integrative and interdisciplinary courses, self-knowledge, self-realization, self-management and self-development of the personality of the psychologist (special, clinical).
The components that form a certain environment, in the conditions of which in process of students’ training have a new professionally significant quality that determines the importance of in-depth study of such a phenomenon as professional competence are identified. The analyzed psychological and pedagogical sources allowed us to conclude that professional competence is a set of knowledge, skills and abilities that determine the result of work, a combination of practical and theoretical training of students, as well as knowledge of professional and personal qualities, which form creative potential, cooperation, initiative, ability to work in team, evaluate, communication skills, ability to learn, deeply analyze, select and build activities.
Analysis of the introduction of modern technologies in the psychologists’ (special, clinical) training identified the following areas: multifaceted interaction of different pedagogical systems and leducational technologies, practical application of new forms and inseparable pedagogical systems that ensure the effectiveness of the pedagogical process.
The demonstrated aspects provide the orientation of research to the creation and implementation of innovative functional system of professional competence of psychologists (special, clinical) as competitive specialists with other multifaceted values, as well as to allow its implementation as a comprehensive algorithm and components of the implementation program.
The recommended program of professional competence of a psychologist (special, clinical) predicts a systematic approach to the arsenal of a modern psychologist (special, clinical), what is mandatory structure of relevant new knowledge, practical and professional skills.
