SOCIO-PSYCHOLOGICAL ADAPTATION OF STUDENTS-PSYCHOLOGISTS AS A CONDITION OF THEIR SUCCESSFUL SOCIALIZATION

Abstract

Formulation of the problem. Socio-psychological adaptation increases the adaptability of the individual, ie the degree of its adaptation to life in society. The variant of social and psychological adaptation, in which the personality can partially change in the environment and at the same time remain by itself, which provides congruence and comfort of psychological balance of the personality, is optimal for successful professional socialization of the future specialist, in particular psychologist. Analysis of recent research and publications. The ability of an individual to engage in adaptive social behavior, understand other people, and control their behavior is related to social intelligence. For the development of the theory of socio- psychological adaptation of personality, it is important to study the self-concept of personality. All types of professional competence are correlated with the social intelligence of the future specialist. Formulating the purpose of the article. The aim is to reveal the features of social and psychological adaptation of students-psychologists in the process of their professional socialization. The presentation of the main material. Social intelligence, as an integral intellectual ability that determines the success of communication and social adaptation, combines and regulates cognitive processes associated with the reflection of man as a communication partner or group of people, was diagnosed by the test of social intelligence J. Guilford and M. O ' Sullivan. The experimental group of subjects consisted of two groups, in which the formative influences were realized (24 persons in each), and two control groups - a total of 96 persons. From demographic indicators, the sex and age of the subjects were taken into account. Statistical processing of the obtained results was carried out using the methods of mathematical statistics in Excel and SPSS - 17. For statistical analysis, the Mann-Whitney U-test for independent and Wilcoxon W-test for dependent samples were used. The training was conducted in the format of classroom classes (lectures or laboratories) according to the program, the theoretical basis of which is interactive technologies and methods that implement the principles of adult learning and focus on the development of social intelligence. The selection of methods implemented in this program was carried out on the basis of: modern research in the field of general, age and pedagogical psychology; concepts of self-regulation of activity and activity of the subject; theories of psychological trauma, mechanisms of psychological protection, modern theoretical and empirical studies of social and emotional intelligence; provisions of the subjective approach; methodological and methodological aspects of the implementation of special courses for senior students and the organization of socio-psychological training. Conclusions and prospects for further research. Thus, the development of social intelligence of students can be effectively carried out through the creation of a favorable educational and cultural environment taking into account the personal characteristics of the future specialist, especially such as: previous sociocultural experience, values and meaningful orientations of students, motivational factors. adaptation, based on indicators of social intelligence. These indicators provide adaptation regardless of the type of social organization in which future psychologists will have to work, because they are universal. Accordingly, based on the obtained data, it is necessary to construct the content of educational training programs in such a way that they contribute primarily to the development of their adaptive abilities, because they are a new mastery in practice of professional competencies: communicative, personal, technological.