(2018) Science and education, 1, 54-59. Odessa.

Olena Chuiko,
Doctor of Psychology, associate professor,
professor of the Department of Social Rehabilitation and Social Pedagogy,
Taras Shevchenko National University of Kyiv,
60, Volodymyrska Str., Kyiv, Ukraine

PERSONAL GROWTH DYNAMICS IN STUDENTS OF SOCINOMIC FIELD

The paper aims to research personal maturity of students majoring in socionomy as a main determinant of their professional competency. This is due to the fact the modern society requires graduates able to adapt to the dynamic changes of the present, to realize the extent of personal responsibility in a situation of human functioning in a crisis period, to respond to the emergence of new client groups, etc. The article reveals the results of the carried out empirical research aimed at revealing the students’ (n=227) personal growth dynamics in the context of early professionalization. It is assumed that personal immaturity can become a barrier in fulfilling professional duties. The following research methods were applied: Purpose-in-Life Test by Crumbaugh & Maholick in the modification of D. Leontiev; SelfAttitude Inventory by S. Panteleyev; 16PF Questionnaire by R. Cattell; S. Maddi’s Viability Test (in the adaptation of D. Leontiev and O. Rasskazov); Communicative Tolerance Test by V. Boiko. As a result of the conducted research, statistically significant correlations have been found between the features and dynamics of value-semantic, communicative, self-regulatory, cognitive substructures. It has been revealed that the maturation of personal structures is heterogeneous. Communicative and self-regulatory structures of the psyche become “professionalized” faster than the other ones. Instead, axiological structures are characterized by certain contradictions. Along with the ability for goal-setting, independency and focus on the future, there is ambition, projection, and detachment from real society needs and demands. The great role in the personal growth of specialists is played by their experience of participation in various profession-related social work: volunteer and community activities, training groups and social events, social projects and performances. The empirically distinguished so called Bachelor’s crisis period is explained by the lack of readiness of a graduate to be included in professional practice according to his/her major, which is due to the fact in the modern society Bachelor’s degree is considered as undergraduate education.

personal maturity, personal structures, early professionalization, Bachelor’s crisis, social practices, selfconcept of a young person.

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