The concept of development of future psychologists’ professional creative abilities

Abstract

The theoretical generalization and methodological solution of the actual problem - system development of professional creative abilities of future practical psychologists is carried out in the work. The results of the scientific substantiation and categorical analysis of the concepts of “creativity” and “creative professional abilities” are presented, and then on their foundation the conceptual basis of A.V. Furman’s cyclic-deed approach to the development of creative abilities of psychological profile students are defined. It has been established that in the structure of the readiness of professional psychologists, a significant role belongs to the creative component, namely to professional creativity as the ability of personality to display and creatively change the products of psychological work, becoming an active subject, responsible and ready to create individuality. The levels of development of the basic components of future psychologists’ professional creativity have been empirically detected and the interdependence of these components has been substantiated. The realization of creative grounds and practical aspects of the development of these abilities is conditioned by the establishment of certain regularities of their formation. In particular, there is: a) a progressive sequence of stages of the cyclical course of personal creative action, starting with the emergence of problematic situations, the identification of original solutions, the emergence of a motivated creative field and a full understanding of a new way of solving the problem and critical awareness of the personal dynamics and results of creation the creativity products; b) cyclicality of deployment of the creating process by personality the results of creation and features of search-and-brain creative work, determining the way-method to solve the problem and reflection of creatively-oriented self-actualization of personality; c)  metasystematic in the formation of professional creativity of the specialist as a set of search strategies (analogizing, combining, reconstructing, etc.), which is the basis of creative design of the original or personalized product; d) self-organization of the personality’s creative process as a synergistic integrity of intellectually and existentially coordinated behavioral and action stages of realization, which actualizes the potential of her volitional, mental, motivational, communicative activity and, as a consequence, stimulates the development of creative approach to the effective implementation of industrial or business tasks. The organizationally active game technology as an effective psychocultural form of training the psychologist-professional personality is substantiated and the expediency of using this technology to actualize the creative potential of future specialists of psychological profile and their readiness for productive work is proved. Fulfillment of principles and norms of the cyclical-gradual approach made it possible to enrich the substantive-semantic field of development of professional creative abilities of applicants for higher education. First of all, psychodidactic conditions are defined, that is, the development and implementation of such an educational model is carried out, which reflects the system-building unity of causes and circumstances in creative cognition and thought-producing activities, and thus realizes the accelerated formation of creative individuality. The proposed model contains a set of qualitative and quantitative characteristics-elements of both creativity in general and the creative potential of personality in particular, in the dynamics of the actualized creative process of professional improvement. The following components of the psychologist’s act of creativity are singled out in the psychological structure: emotional-cognitive (ability to situationally mobilize his psycho-energy, purposefulness, volitional resource of behavior), need-motivational (needs, motives, goals, other stimuli – desires, beliefs, etc., occurrence of the creative activity interest) communicative-productive (realization of the optimal style of communication, discussion of the creative act process, precise realization of creative actions) and professional-creative (conscious control over the result of his creative act and in terms of his creative development and / or individual achievements). Therefore, the development of the psychologist’s professional creative abilities is first and foremost a qualitative change of search creative activity spheres, their components and structural components by entering it into the sphere of productive activity. And it is better to develop this level of opportunity through the involvement of those psychological mechanisms that represent an influential system of different conditions, relationships, means, connections and actualization of other mental phenomena and tendencies that ensure the development of the abilities of creative individuality. The author’s methodological and theoretical models of the development of professional creative abilities on the basis of logical-psychological structure of the act in the complementarity of situational, motivational, active and after-action components, which made it possible to single out and describe the stages, phases, strategies and levels of the personally creative deed and realization by students-psychologists their own creative potential. The effectiveness of the proposed cyclically-deed technology of actualizing the creative abilities of students and the formation of their creative personality precisely as professional psychologists has been proved experimentally.