Formation of professional thinking of psychology students in the process of group supervision

materials and methods: this study examines the impact of group supervision on the development of professional thinking in psychology students. The study involved 107 students who attended polymodal supervisions once a week for three months. Each meeting lasted two academic hours and included group work on a real case, elements of reflection, didactic analyses of the conducted analyses, and analysis of participation in the roles chosen by the participants (supervisor, participant, and observer). The format of the meetings was adapted to the learning objectives: introduction of flexible timing, emphasis on emotional feedback, dynamic analysis, and a softer distribution of roles, which helped to reduce anxiety and increase the involvement of the participants. The questionnaire was conducted before and after participation in the supervision cycle and included open and closed questions, focusing on the analysis of the motivational and value component of professional thinking. Results. The results showed positive dynamics: an increase in internal motivation, increased awareness of the professional role, development of reflection and strengthening of the metaposition of students were observed. In addition, an increase in confidence in the professional role and an improvement in critical analysis skills in the process of analyzing cases were recorded. Conclusion. The data obtained confirm the importance of group supervision as an effective tool for the formation of professional thinking of psychology students and demonstrate the success of its adapted format in the educational environment at the stage of professional development of future specialists.

professional thinking, psychology students, group supervision, motivational-value component, professional identity, multimodal approach