Supervision as one of the conditions for the formation of the professional identity of a psychologist
The article is devoted to the professional identity of the psychologist and the analysis of the conditions of its development. The purpose of the work is to determine the formation of the professional identity of the psychologist, depending on the ability to undergo supervision. It is shown that the profession of a psychologist requires additional attention to the training of specialists and the organization of the educational process at the University. The paper presents data on the contradictions associated with the indication of the need for supervision for the formation of a psychologist and the lack of it in the practice of training and support of psychologists in Russia, which determines the relevance of the study. The novelty of the work is that there is still a lack of empirically confirmed data on the relationship between professional identity and supervision. An empirical study was conducted using a survey, including the method of L.B. Schneider and the author's method of determining the professional identity of a psychologist. The sample included psychologists-practitioners with different professional experience (from one year to 15 years) and students of higher education institutions in the field of Psychology. The research data were processed using prametric statistics. The results show that many psychologists have difficulties in determining their own professional identity. The overall indicator of professional identity formation was higher for the group that noted the opportunity to undergo supervision. This trend was manifested in the average values of each of the components of identity: behavioral, cognitive-semantic, emotional-volitional. Other conditions conducive to the formation of professional identity include communication with representatives of the professional community, including university teachers, the creation of a practice-oriented educational environment, the participation of psychologists in training sessions, and individual professional counseling. All these conditions must be actively implemented both in the educational process, and at the stage of direct professional activity.