Keyword: «professional training»

The relevance of studying the problem of the development of students' professional self-expression culture is due to the fact that its characteristics, demonstrated by beginning specialists at the start of their working activity, determine the degree of their adaptation in the team, the achievement of results that are acceptable to them and necessary for the successful functioning of the organization. The aim of the study is to describe the essence of the students’ professional self-expression culture, the regularities and principles of its development. The study used: theoretical methods – analysis, generalization, systematization of scientific materials on the topic; empirical methods – testing. The use of theoretical methods resulted in the conclusion that self-expression has essential characteristics, including the ways in which people express themselves in the world, demonstrate their preferences, values, and beliefs. It necessary to note the importance of the ability to implement it taking into account the norms of social and professional culture. This creates the preconditions for analyzing issues concerning the culture of professional self-expression. These are the characteristics and methods of self-organized activities performed by students, in which the values of the profession are demonstrated, emotions are expressed in accordance with their internal status and the requirements of the area of training, based on reflection and the search for the most successful options for self-expression. The regularities of the development of the professional self-expression culture identified by the author are combined into three groups – regularities of essence, development, and effectiveness demonstrating, respectively, the essential characteristics of the phenomenon being studied, the specific features of the changes occurring with them during professional training, and the results of this process. Each regularity is realized according to the basic principles: systematicity and integrity, consistency, competence-axiological conditioning, cultural-professional context, acmeological orientation. The theoretical significance of the work lies in the systematization of views on self-expression, the identification of regularities and principles of the development of students' professional self-expression culture. The practical significance is determined by the fact that the pedagogical conditions created in professional training lead to positive changes in the studied culture, ensuring academic success for students and creating a foundation for future successful adaptation in work teams and career advancement.

The article is devoted to the development of a methodology for modeling a training workshop aimed at improving the effectiveness of professional training and the formation of practical skills. The main stages of building a training session model are considered, including setting goals, choosing content and teaching methods, designing interactive exercises, and evaluating the results of mastering the material. Special attention is paid to the use of active learning methods, such as business games, case studies, role-playing situations, and group discussions, which allow participants to gain experience in independent decision-making, develop their communication skills, and learn to analyze real professional tasks. A comparative analysis of traditional and innovative approaches to conducting workshops was conducted, and the advantages of the new model were identified, including a high degree of participant engagement, a focus on individual progress, and the achievement of sustainable learning outcomes. The findings indicate the prospects of the proposed model, which opens up broad opportunities for improving the system of additional professional education and improving the quality of training specialists in the conditions of constantly updated requirements of the labor market.

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.