Coaching in professional training of psychologists: development of reflection and personal resources
DOI:
https://doi.org/10.29038/2227-1376-2026-47-kulKeywords:
coaching, reflection, personal resources, psychologist training, self-awareness, goal-settingAbstract
Purpose. To theoretically substantiate and empirically investigate the effectiveness of coaching technologies in the professional training of future psychologists, particularly their impact on the development of reflection and personal resources.
Methods. The study employed theoretical analysis and synthesis of scientific literature, a pedagogical experiment, and psychodiagnostic tools, including the "Reflective Skills (Personal Level)" and "Reflective Skills (Metacognitive Level)" inventories by O. V. Savchenko, the Personal Psychological Resourcefulness Questionnaire by O. S. Shtepa, content analysis, and mathematical statistics methods. The sample consisted of 84 psychology students.
Results. The implementation of coaching technologies was found to significantly enhance the level of reflectivity among psychology students (p < .05), broaden the spectrum of personal resources, and foster goal-setting skills and a sense of responsibility. The group coaching format proved more effective in developing the social and communicative resources of the individual.
Conclusions. Coaching represents a promising approach to psychologist training, as it integrates the development of professional competencies with personal growth. Future research directions include the design of structured coaching programs for different stages of university education.
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