ACMEOLOGICAL POTENTIAL OF THE TASK-DASED ORGANIZATION OF UNIVERSITY PSYCHOLOGICAL SERVICE ACTIVITY

Abstract

The article explores the potential for implementing the acmeological approach in the work of university psychological services within the context of contemporary transformations in the educational environment. Special attention is given to the significance of the task-based (problem-task) approach as a methodological foundation for organizing the psychologist’s professional activity, aimed at supporting the personal and professional development of students. It is emphasized that this approach involves the transformation of students’ external difficulties into internally accepted tasks, which stimulate self-development, reflection, emotional maturity, and conscious professional choice, as well as continued engagement in university learning. A central focus of the study is the organizational-technological model of psychological service activity, which is structured through four key modules: informational-cognitive, regulatory-normative, value-reflective, and spiritual-realizational. This model provides a coherent, step-by-step, and content-rich framework for psychological support of university students. The psychological service is shown to perform not only a consultative function, but also to act as a catalyst for the development of the student’s internal potential, personal agency, and responsibility. The study demonstrates that the systematic activity of university psychological services, when implemented within a taskbased framework, contributes to the creation of a developmentally rich educational environment. Within this space, students gradually evolve from a state of initial adaptation to active self-determination and professional maturity. The task-oriented structure of psychological service activity is identified as a key driver of acmeological development – enabling individuals to reach the highest levels of personal and professional growth. The article concludes with a discussion of the innovative potential of acmeologically oriented psychological services in higher education and outlines perspectives for their practical implementation within educational institutions.