Keyword: «professional activity»

The relevance of the research is linked with the modern labor market demand for highly qualified specialists, which implies the introduction of new approaches at the university. The approaches are aimed at developing professional competences through the introduction of new forms of foreign language learning. The author attempts to introduce practice-oriented cases in English classes into the interim assessment procedure at the university. The purpose of the article is to theoretically substantiate, implement and experimentally verify the results of the work of the fourth-year International Relations students through the implementation of the case study method – from seminars to interim assessment procedure in English. The research is based on a competence-based approach and the methods: theoretical analysis of scientific and educational literature, study and synthesis of pedagogical experience, pedagogical experiment. 49 fourth-year International Relations students participated in the experiment. The article attaches particular importance to the case study method as an effective teaching tool for International Relations students aimed at developing critical thinking and the ability to creatively and effectively solve complex and critical situations based on meta-subject links. According to the research results, the integration of cases into the speaking component of the interim assessment procedure allows considering the ability of students to effectively make decisions, the ability to use professionally oriented vocabulary and demonstrate meta-subject links. Despite the positive aspects of the research, difficulties due to the lack of practical experience in solving cases have been identified, requiring the development of methodological recommendations for lecturers to prepare students for the exam. The theoretical significance of the article underlies the review of various interpretations of the concept "case study method", the development of practice-oriented cases in English and criteria for evaluating the results of solving cases among International Relations students. The practical significance is characterised by the introduction of practice-oriented cases in the English language in the interim assessment procedure in English for International Relations students and the generalization of the results. The author believes that the integration of the case study method into the interim assessment procedure demonstrates an indicator of students' readiness to solve situations in crisis and business conflicts, the development of professional competences, and the ability to cooperate with business partners.

The article is devoted to the study of the relationship between empathy and reflection in the professional activities of psychologists-consultants. Theoretical approaches to understanding these phenomena and their integration in counseling practice are analyzed. The cognitive, affective and behavioral components of empathic response, as well as mechanisms of reflective regulation of professional activity are considered. A methodological matrix for the development of integrative skills of empathy and reflection at various stages of professional development of specialists is presented. The necessity of a systematic approach to the formation of these competencies in the process of professional training and continuous development of psychologists-consultants is substantiated. Factors influencing the effectiveness of integration of empathic and reflective processes in therapeutic practice are identified. Directions for improving the system of professional training of specialists are proposed, taking into account modern requirements for the quality of psychological assistance.