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Abstract
The article provides a theoretical substantiation of the content of psychological correction of the self-concept of humanities professionals and develops a structural-process model for its implementation. The study is based on the premise that professional activity in the humanities involves intensive interpersonal interaction and requires professionals to continuously correlate their personal characteristics, professional capabilities, values, and behavioral patterns with the requirements of their professional role. Under these conditions, the self-concept functions as an important internal regulator of professional activity, while its inconsistency, rigidity, or instability may hinder professional self-realization, reduce confidence in one’s own competence, and increase emotional tension.
The study employed analysis and synthesis of scholarly works addressing self-concept, professional identity, and personal and professional development; conceptual and terminological comparison; systematization; theoretical generalization; structural-functional and conceptual modeling. The methodological framework comprises person-centered, cognitive-behavioral, reflective, resource-oriented, and competency-based approaches.
The concept of psychological correction of the self-concept of humanities professionals has been clarified. A structural-process model has been substantiated, comprising diagnostic-reflective, cognitive-reconstructive, emotional-value, behavioral-activity, and integrative-reflective components. The psychological mechanisms of correction have been identified, including self-observation, reflection, awareness of discrepancies between the real and desired self, cognitive restructuring, reinterpretation of professional experience, activation of personal resources, development of more adaptive patterns of professional behavior, and integration of changes into the professional self-image.
Psychological correction of the self-concept of humanities professionals should be viewed not as the formation of an «ideal» image of a professional, but as the creation of conditions for developing a more realistic, holistic, differentiated, and positively accepted perception of oneself as both a person and a subject of professional activity. Its outcomes include greater coherence among the components of the self-concept, development of professional reflection and self-acceptance, increased awareness of one’s own resources and limitations, enhanced professional self-efficacy, and a greater capacity for flexible self-regulation.
References
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