PEDAGOGICAL CONDITIONS OF THE FORMATION OF FUTURE PSYCHOLOGISTS’ READINESS TO WORK WITH THE ADOLESCENTS PRONE TO DEVIANT BEHAVIOR

Abstract

The article is dedicated to the theoretical analysis of pedagogical conditions of the formation of futurepsychologists’ readiness to work with the adolescents prone to deviant behaviour. The content of the problemin the scientific literature is analyzed, the main pedagogical conditions of the formation of the futurepsychologists’ readiness to work with deviant adolescents are determined. It is revealed that in the scientificliterature the generalization concerning pedagogical conditions of formation of future psychologists’readiness to professional activity is presented, among which single out forms and methods of the organizationof the educational environment in an educational institution, interaction between psychology studentsand lecturers, students’ inclusion in solving problems of professional direction and implementation of a creativeapproach in teaching. Looking at the readiness of the future psychologists to work with the adolescents proneto deviant behaviour as the systemic formation that includes cognitive, motivational-value, creative-practical and regulative components, we consider that the development of these components of readiness depends onthe pedagogical conditions implemented in the professional training process.In the process of scientific search, we used the following methods of research: analysis, synthesis,comparison, generalization, systematization, specification.The pedagogical conditions of formation of future psychologists’ readiness to work with adolescents proneto deviant behaviour are generalized as a set of pedagogical measures, requirements, external influenceswhich provide construction of educational space, effective course of educational processes and allow to formreadiness of the specified quality in future graduates.Pedagogical conditions that will contribute to the formation of the future psychologists’ readiness of thisquality are highlighted, in particular: the focus of the educational environment on quality theoretical trainingof future psychologists to work with adolescents prone to deviant behaviour; implementation of practiceoriented,acmeological and competency-based approach in the training of future psychologists; reflectiveattitude of psychology students to education in the chosen field of study; use of innovative and problemsearchingteaching methods that will contribute to the formation of future psychologists’ cognitive activity.