DIAGNOSTICS OF READINESS FOR PROFESSIONAL ACTIVITY OF HIGHER EDUCATION STUDENTS MAJORING IN PSYCHOLOGY

Abstract

The article is devoted to a comprehensive analysis of the problem of diagnosing the readiness of higher education students majoring in Psychology for professional activity, which is of particular importance in the current conditions of socio-economic and socio-political challenges, in particular during the period of martial law in Ukraine. It is emphasized that a high level of professional readiness of future psychologists is a key prerequisite for the effective performance of their professional functions, the provision of psychological assistance to the population and military personnel, as well as the maintenance of mental health in society.The study substantiates the conceptual foundations of understanding readiness as an integral personal formation, which includes interrelated cognitive-informational, motivational-value and behavioral-reflective components, each of which has its own criteria and indicators of readiness for professional activity of higher education students majoring in Psychology. The levels of readiness for professional activity are identified and characterized: high, medium and low.The complex of theoretical and empirical methods used is described in detail, including analysis, synthesis, generalization, systematization of scientific sources, testing, surveys, psychodiagnostic methods for studying professional motivation, value orientations, emotional stability, communication and behavioral skills. The article presents the results of an empirical study conducted on a sample of higher education students of the Academician Stepan Demianchuk International University of Economics and Humanities, which showed the prevalence of an average level of readiness by all criteria, indicating the presence of basic professional training with insufficient integration of its components. It is concluded that there is a need for purposeful formation of readiness through the introduction of innovative educational technologies, interactive forms of learning and practice-oriented methods that can ensure the development of flexible competencies, professional identity and emotional stability of future psychologists.