The relevance of the conducted research is due to the fact that long-term socio-economic changes in a country require the actualization of the personality's subjective properties - proactiveness, self-discipline, activity, purposefulness, responsibility, professionalism, thanks to which self-improvement, self-regulation, professional competence will be strengthened and a stable (strong) basis society's life activity will be formed.After all, the socio-political and economic circumstances that have arisen in our country require a constructive recomprehension of customary, i.e. formed, norms, values, ideals, relationships both in a mass context and in an individual-personal one.In this regard, professional responsibility becomes one of the most effective means in the processes of social regulation of various relations, connections, and attitudes, as it permeates all structural layers of the social organism - from a specific person to society in general.
The purpose of the study is the theoretical substantiation and empirical confirmation of the psychological dynamics of the interdependent component-by-component development of a psychologist's responsibility in the process of his professional formation.
The object of the study is the professional responsibility of the of future psychologists' personality in the educational space of higher education institutions.
The practical significance lies in the fact that the materials of the dissertation are substantiated and proposed specifically-thematic, practically oriented recommendations concerning the optimization of professional responsibility of future psychologists (basic rules, advice on psychological enrichment, its recognition indicators, signs, characteristics, aspects, programs of personal growth, prescriptions , algorithms, ethical alphabet, etc.), which are filled with the content of both the four structural components of this responsibility and categorical concepts, can be used in their daily work during: a) conducting trainings for personal and professional growth, b) effective psychological support of young psychologist specialists in the process of developing their professional responsibility and career progression, c) consulting them with the aim of determining the scope of the psychologist's professional activity and organizing its effective planning in the future, d) preparing and holding seminars, conferences, workshops aimed at increasing the level of professional responsibility in its four-component development unity.
The scientific novelty is that: clarified and substantiated: the content of the concept about psychologist's professional responsibility not from the traditionally singled out three-component structure, but from the quaternary – in the relationship of mental-cognitive, emotional-motivational, behavioral-volitional, moral-spiritual components, as well as the name of the structural component of professional responsibility supplemented for the first time – cognitive, by the concept of mental, which appears in the formulation of mental-cognitive and it has been revealed its psychological content; for the first time: content filling (including delimitation and grouping) of the conceptual-categorical apparatus of psychological cognition of four structural components of a psychologist's professional responsibility is carried out, where mental-cognitive is described through belonging, archetypeness, obligation, search, logic, intelligence, predictability, meaningfulness, cognitivity, etc.; emotional-motivational – through necessity, need, focus, initiativeness, self-effectiveness, etc.; conative-volitional – through persistence, self-discipline, competence, productivity, creativity, principledness, purposefulness, stability, overcoming; and the fourth component – moral-spiritual – is correlated accordingly with such as voluntariness, dignity, grace, righteousness, reflexivity, freedom, altruism; experimentally investigated the dynamics' development of four components of future psychologists' professional responsibility of control and experimental groups at bachelor's and master's levels of training together with psychological factors of responsible efficiency, which made it possible to obtain psychological profiles of psychologists' professional responsibility, to standardize the questionnaire scales of component-by-component structure of this responsibility, to create a classification of indicators for each of the components and to determine the overall level of this integral personality trait development.
