Personal therapy as an important aspect of psychologists and psychotherapists' professional training

2021 ◽  
Vol 2-3 (23) ◽  
pp. 77-90
Author(s):  
Helena Lazos ◽  
Keyword(s):  
Personal Experience ◽  
Professional Training ◽  
The United States ◽  
Training And Development ◽  
Educational Process ◽  
Self Awareness ◽  
Personal Therapy ◽  
Relevant Research ◽  
Professional Identification ◽  
Professional Goals

ntroduction. Personal therapy is an emotionally and professionally important experience that should be central to the training and development ofhealth professionals -psychologists and psychotherapists.Aim. Based on the analysis of latest research, to identify the main trends in giving personal therapy to counselors and psychologists as a mandatory part of their professional training.Results. Personal therapy, according to foreign research, is at the epicenter of psychologists' educational space. In most European countries and the United States, personal therapy is a prerequisite to obtaining a degree in counseling. In those countries, personaltherapy is received by every three out of four psychology students, while in Ukraine only one out of four students goes into therapy. Specialists value their personal experience of therapy more than their didactic training. The inclusion of personal therapy in the educational process helps to achieve students' personal and professional goals, as well as to increase their levels of self-awareness and professional identification through the internalization of their professional qualities.Conclusions. The analysis of latest relevant research has found a strong need for psychology/psychotherapy students' personal therapy as an effective method of forming their professional position and necessary professional qualities.

scholarly journals DEVELOPMENT OF FUTURE TEACHERS’ PERSONAL EXPERIENCEIN THE PROCESS OF THEIR PROFESSIONAL TRAINING

2020 ◽  
pp. 5-12
Author(s):  
Olena KONONKO ◽  
Keyword(s):  
Personal Experience ◽  
Professional Training ◽  
Functional Model ◽  
Preschool Education ◽  
Educational Process ◽  
Value Systems ◽  
Self Awareness ◽  
Self Confidence ◽  
Problem Situations ◽  
The Future

ntroduction. The article reveals the es-sence of the concept of "personal experience", which means a set of knowledge, skills, abilities, habits, value systems; it is substantiated that the phenomenon is mani-fested in the ability of the future specialist of preschool education to make theirown adequate decisions. Criteria and indicators of development of personal experience of the student in educational process of ZVO of a pedagogical profile are defined, its typology is characterized. The author's model of optimization of educational process is presented, principles, psychological and pedagogical conditions, methods and forms of actualization and en-richment of personal experience are definedThe purpose to theoretically substantiate the phenom-enon of personal experience, to characterize theauthor's typology of personal experience of the future specialist of preschool education, to present the model of its effective actualization and development.Methods:analysis and generalization of data of philo-sophical and psychological–pedagogical literature; theo-retical modeling to build an experimental structural and functional model of the study; questionnaires, creation of problem situations, project method.Results.It is substantiated that the problem of devel-opment of personal experience of future specialists in preschool education is insufficiently studied by domestic science. The content and structure of the leading category are determined, the criteria for assessing the degree of development of students' own experience are developed. The criteria include: the productivity of their lives and activities, the development of self-awareness, the nature of motivation, basic qualities and properties. The indica-tors of the criteria were the degree of formation of knowledge, skills and attitudes of thesubjects to the profession and their own experience as a personal re-source. The author's typology of personal experience of future specialists in the preschool sphere has been devel-oped, which consists of four types–spiritually oriented, personalized, technologically subordinated and pragmat-ic. It is stated that in the traditional organization of the educational process in the Free Economic Zone, the vast majority of future professionals are characterized by insufficient independence, self-confidence andcreativity.An author's model of optimization of the educational process aimed at updating and developing the personal experience of future preschool education specialists has been created. The psychological and pedagogical condi-tions include: the development of reflection, adequate assessment of events, situations, achievements and shortcomings; bringing the content of education closer to the realities of modern life; exercise in the ability to per-ceive and interpret phenomena, actions, results of activi-ties from different points of view, to distinguish appropri-ate and unreasonable; fostering openness to new experi-ences, development of interest and ability to experiment, vary, show independence and creativity, move away from patterns. An effective method of implementing this strate-gy has been developed.Originality: for the first time: criteria for assessing the types of personal position of future preschool education specialists are determined, an author's typology is creat-ed, a structural-functional modelof optimization of the educational process is developed; received further devel-opment of key research concepts.Conclusion.The future experience of the future spe-cialist of preschool education as a personal integral and an important resource contributes to the full professional development of student youth. The author's model of optimization of the process of personal and professional training of young people actualizes the problem of person-al experience, determines the vectors and tools of its development. The developed structural and functional model is aimed at creating a creative environment in the institution of higher education, ensuring the balance of basic and new information, the formation of students' conscious attitude to life and the chosen profession.Keywords:

scholarly journals PARTISIPATIVE APPROACH AS EDUCATIONAL INNOVATION OF PROFESSIONAL TRAINING FUTURE TEACHERS

2020 ◽  
pp. 176-182
Author(s):  
Olga POLEVIKOVA ◽  
◽  
Tetiana SHVETS ◽  
Keyword(s):  
Professional Training ◽  
Educational Innovation ◽  
Preschool Education ◽  
Participatory Approach ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Identification ◽  
Professional Activities ◽  
And Behavior

The article analyzes the problem of participatory approach to professional training of future teachers in the modern space of education, highlights its theoretical aspects, and outlines the scope of its practical application in the field of preschool education. In particular, the peculiarities of the organiza- tion of the educational process based on participa- tory approach are traced. The authors revealed the peculiarities of the organization of the educational process based on a participatory approach as one of the components of the theoretical and methodological basis for the development of professional competencies of future teachers. This will allow modeling the social content of future professional activity through awareness, acceptance of the principles of participation, which is an alternative to authoritarianism. The authors of the article consider the participatory approach as an educational strategy, the implementation of which allows involving future teachers in making hypothetical management decisions, promotes the formation of initiative, responsibility and independence in solving trivial and non- standard problems in educational and professional activities. The results of the application of a participatory approach in the process of development of profes- sional competencies of future teachers can be a) increase the motivation to learn, job satisfaction; b) disclosure of own potential, primary professional identification; c) satisfaction of the need to achieve, self-realization, self-affirmation; d) the formation of qualification and professional and personal guidelines of consciousness and behavior.

scholarly journals Pedagogical potential of gestalt therapy in the context of future primary school teachers’ professional training

2021 ◽  
Vol 1 (3) ◽  
pp. 43-46
Author(s):  
Tetiana Halyna ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Gestalt Therapy ◽  
Self Awareness ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Worth ◽  
Primary School Pupil ◽  
Primary School Pupils

The article reveals the pedagogical potential of gestalt therapy in the context of professional training of future primary school teachers. The influence of gestalt therapy on the development of the emotional sphere of the personality of a primary school pupil is revealed. The main tasks of gestalt therapy in the educational process of primary education are determined. The expediency of using the methods of gestalt therapy in the process of the development of self-awareness and self-worth of the personality of primary school pupils is revealed

scholarly journals Actualization of the professional self-concept in the future orchestra conductors training

2021 ◽  
Vol 7 (Extra-E) ◽  
pp. 1-12
Author(s):  
Yaroslav Sverliuk ◽  
Olga Oleksiuk ◽  
Dmytro Mazur ◽  
Olga Fabryka-Protska ◽  
Olena Rebrova ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Self Concept ◽  
Self Awareness ◽  
Professional Activities ◽  
Professional Self ◽  
Inner World ◽  
Personal Qualities ◽  
Broad Understanding

Professional training of orchestra conductors is traditionally aimed at performing primarily educational and creative tasks. At the same time, the inner world of a conductor as a leader of the ensemble still needs deeper study. In particular, formation of the conductor’s professional competence will not be effective without necessary personal qualities, self-awareness, self-concept, which involves a total reflection of his activities. The phenomenon of the orchestra conductor’s self-concept is presented not only as a set of ideas and attitudes towards oneself, which has certain characteristics, but also as a subject, which is entrusted with cultural and aesthetic professional responsibilities. The study of the self-concept will facilitate understanding the regulation and management of the internal process in the professional activities of the orchestra conductor. The study relevant because it can reorient the purpose of the educational process from the formation of knowledge, skills and abilities to a broad understanding of the multifunctionality of future conducting and orchestral activities.

scholarly journals Specifics of Future Border Protection Specialists’ Training in the USA and Ukraine: Comparative Analysis

2018 ◽  
Vol 8 (2) ◽  
pp. 95-100
Author(s):  
Tetiana Tron
Keyword(s):  
Comparative Analysis ◽  
National Security ◽  
Professional Training ◽  
The United States ◽  
Training System ◽  
Educational Process ◽  
Theory And Practice ◽  
The Usa ◽  
Professional Requirements ◽  
Current Article

Abstract Nowadays the issue of border protection is vitally important for national security of every country to guarantee protection of citizens. In this regard, it is important to study positive experience of world practices in this field. The current article deals with the comparative analysis of the system of border protection specialists’ training in the United States and Ukraine. The article focuses on specifying learning methods, forms of border protection specialists’ training. Moreover, the issue of border protection specialists’ training within the framework of pedagogical theory and practice has been presented; main stages of development of the USA and Ukrainian border protection training system have been processed and presented; professional requirements of American and Ukrainian border protection specialists have been described and compared. Additionally, curriculum standards of physical, firearm, law, operational and communicative aspects of professional training in the field of border protection in the USA and Ukraine have been mentioned. Furthermore, the research investigates principles and specifics of future border protection specialist’ professional training with detailed description of the educational process in the USA and Ukraine. Great attention has also been paid to the specific forms, methods and strategies of professional border protection training. The comparative analysis of American and Ukrainian professional training system in the field of border protection has been conducted. Basing on criteria of different training aspects, the conducted analysis enables to state new possibilities of progressive American ideas in the field of border protection issues to be implemented into the practice of Ukrainian future border protection specialists’ training.

Professional training of specialists in acting based on the competence approach

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 150-162
Author(s):  
Liliya Grin ◽  
Tatyana Petrik ◽  
Kostiantyn Kuzmin ◽  
Liydmyla Bilozub ◽  
Nadiia Stadnichenko ◽  
...  
Keyword(s):  
Professional Training ◽  
The United States ◽  
Educational Process ◽  
Educational Institutions ◽  
Stanford University ◽  
Individual Level ◽  
Film And Television ◽  
Complex Process ◽  
National University ◽  
The Individual

The purpose of this study is to establish a pattern for promoting the implementation of professional training of professionals in acting based on the competency approach, to establish the benefits of using the competency approach in educational institutions and identify acquired skills as a result training of specialists in acting based on the competence approach. Research methods based comparative analysis; systematization; generalization. It is established that the TOP-20 educational institutions that provide training for professionals in acting are mainly located in countries such as the United States, Great Britain, Hong Kong, Australia and France. It is determined that the educational process at Stanford University is focused on a theoretical course, and at the Kyiv National University of the Theater, Film and Television named after Ivan Karpenko-Kary there is a voluminous practical course, compared to Stanford University.  As a result of the study it was found that the implementation of the competency approach is a complex process due to the large number of variables that should be taken into account both at the training course and at the individual level.

Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach

2019 ◽  
Vol 40 (3) ◽  
pp. 235-250 ◽  
Author(s):  
Yi Ding ◽  
Su-Je Cho ◽  
Jiayi Wang ◽  
Qiong Yu
Keyword(s):  
United States ◽  
School Psychologists ◽  
Professional Training ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Relevant Research ◽  
The Us ◽  
Bilingual School ◽  
Local Levels

The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed.

scholarly journals The concept of nonlinearity in contemporary music and pedagogical discourse

2020 ◽  
Vol 1 (189) ◽  
pp. 39-44
Author(s):  
Olga Oleksyuk ◽  
Keyword(s):  
Art Education ◽  
Professional Training ◽  
Contemporary Music ◽  
Educational Process ◽  
Necessary Condition ◽  
Self Awareness ◽  
Classical Methodology ◽  
Professional Self ◽  
Pedagogical Innovations ◽  
The Individual

The article is devoted to the problem of studying the peculiarities of nonlinear thinking, its manifestations in musical and pedagogical activity. The article presents the way of development of the concept of «nonlinear thinking» in the scientific literature, the analysis of historical preconditions of its origin and registration in the context of post-classical methodology. As a result of theoretical analysis of the works of modern philosophers, teachers, musicologists, the concept of nonlinear thinking of the individual in the field of music is substantiated. If we consider creativity, including music, as a process of evolutionary self-organization of the individual, we can find a successful application of the ideas of synergetics and nonlinear thinking in music pedagogy. In the process of professional training of musicians-teachers and concert performers in institutions of higher art education, the disproportion and ambiguity of the development of nonlinear thinking of the individual is especially noticeable. The practice of higher art education institutions shows that there are contradictions between the development of pedagogical innovations with a focus on changes in educational technologies and the lack of research related to the transformation of professional self-awareness of future professionals, the specifics of their thinking. Musical and creative activity has a harmonizing effect on the psychophysical and social processes of the individual, provides ample opportunities for pedagogical creativity. Correct and timely managerial influences on the part of the teacher allow to choose the optimal ways of self-development of the student's personality. According to the principle of resonant excitation, a small but accurately calculated energy injection at the required space-time point is enough for this. In the process of pedagogical regulation of the educational process should take into account their own trends in the development of the student's personality, strive to strengthen his abilities to work independently and to cooperate with the teacher. The presence of feedback, ie the active influence of the results of the student's activities on his personality is a necessary condition for the intensification of the educational process.

scholarly journals Pedagogical Conditions for the Use of Andragogical Principles in the Professional Training of Teachers of Economic Disciplines

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 98-108
Author(s):  
Nataliia Chernenko ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Self Awareness ◽  
Gradual Change ◽  
Future Teachers ◽  
Creative Development ◽  
Significant Process ◽  
Andragogical Principles

The article presents a structural and comparative analysis of the components of pedagogical and andragogical models of learning. The differences and parameters of using different models depending on educational needs are determined. The essence of the andragogical model is revealed, which takes into account the psychological characteristics of the student, gives more freedom for creative development, generates experience as a source of knowledge, skills and abilities, and uses the level of self-awareness as a lever in shaping future teachers of economics. The basic andragogical principles on the basis of which the organization of training of an adult category of the population takes place are allocated. It is revealed that the training of future specialists, which is based on andragogical principles of education, involves the transformation of students' learning activities into professional with a gradual change of cognitive needs and motives, goals, actions and means, subject and becomes professional; creation of certain pedagogical conditions for the possibility of determining the student's own goals and ways to achieve them, the transfer of his activities from study to work. The activity of the future specialist is considered as a personally significant process of formation of professional competence. The pedagogical conditions which will allow realizing and fully function the above-stated principles and will promote creation of comfortable conditions for development and optimization of educational process are characterized. The directions of integration of andragogical principles into professional training of future teachers of economic disciplines are presented.

scholarly journals ORGANIZATIONAL AND DIDACTIC FEATURES OF SOCIAL REHABILITATION STUDENTS’ PROFESSIONAL TRAINING IN THE USA

2021 ◽  
pp. 68-71
Author(s):  
J. DEMCHENKO
Keyword(s):  
Problem Solving ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Real Life ◽  
The United States ◽  
Educational Process ◽  
Interactive Technologies ◽  
Academic Degree ◽  
Social Rehabilitation ◽  
Wide Range

The article analyzes organizational and content features of social rehabilitation students’ professional training at higher education institutions in the United States. The two-year college programs for obtaining Associate’s degree, four-year Bachelor’s and interdisciplinary Master’s degree university programs for professional training in social rehabilitation have been characterized. The peculiar features of these programs for each academic degree have been determined. It has been identified that professional training is carried out on an interdisciplinary basis by integrating general scientific, professional and subject-specific knowledge, introducing wide range of elective courses. Three models for training social rehabilitation students have been defined: traditional didactic, problem-solving and facilitated. Preference is given to the facilitated model, the conceptual idea of which is the idea of an integral professional and personal development of a social rehabilitation student as a subject of educational process throughout the study period and further professional activities. According to these models, the key teaching technologies have been divided into three groups: traditional didactic (demonstration, asking and answering questions), problem-solving (discussions, problem-based situations, conversations) and facilitated (interactive technologies such as round-table discussions, brainstorming activities, case study etc.). It has been found out that American college and university teachers prefer interactive (group learning, gaming, reflective, combined, integrated, project-based, information and communication) technologies, the essential features of which are the problem-based nature of co-operative learning, partnership and dialogue. Effective use of interactive technologies helps to involve students in the process of cognition, develops students’ critical thinking, encourages them to participate in learning activities, become independent, develop their professional outlook, reflect upon their own educational and cognitive activities by promptly defining their learning outcomes, modeling real life situations, creating the atmosphere of community and co-operation. It has been found out that the system of professional training provides conditions for professional self-determination, self-development and self-improvement.

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