METHODOLOGICAL BASIS FOR TEACHING THE DISCIPLINE «BASICS OF PSYCHOLOGICAL TRAINING» IN THE PROFESSIONAL TRAINING OF FUTURE PSYCHOLOGISTS

Abstract

The article focuses on the theoretical and methodological foundations of the academic discipline «Fundamentals of Psychological Training» in the preparation of students pursuing a degree in psychology. It outlines the objectives, tasks, workload, and structure of the course, presents the topics of the lecture material and the types of educational activities planned for practical classes («Creating a Time Map», «Group Spirit», «Wheel of Life Balance», «Group Sculpture», «Principles in Practice») and for independent work by students. The emphasis is on the analysis of modern approaches to teaching the discipline, in particular, activity-based, competence-based, and axiological approaches, which ensure the integration of theoretical training and practical experience of students. The principles of conducting psychological training based on the scientific achievements of domestic and foreign researchers are revealed. The results of an anonymous survey of 40 higher education students conducted after completing the course «Fundamentals of Psychological Training» are presented. The survey covered questions aimed at identifying difficulties in acquiring training skills, understanding the key stages of training work, the peculiarities of forming professional identity, and assessing the practical value of various forms of educational activity. The results showed that the most difficult aspect of coaching for students is managing group dynamics, while sharing is perceived by them as an important tool for reflecting on their own experience. The survey revealed that students prefer qualities such as authenticity and environmental friendliness in defining the professional identity of a coach. It has been proven that the use of activity-based, competency-based, and axiological approaches to teaching the discipline ensures that the educational process is oriented toward an active position of the student, the development of professionally significant skills and abilities, and the formation of a value-based attitude toward the participants in the training and the ethical principles of the trainer’s work. A promising direction for research has been identified ‒ the study of mechanisms for forming trainer skills in managing group dynamics.