Psychological and pedagogical correlates of formation of communicative competence of future psychologists-practitioners

Abstract

The article describes the personality characteristics of future psychologists-practitioners, who may at the same time be constituents of their professiogram, among which communicative competence occupies an important place. The purpose of our research was to study the psychological and pedagogical correlates of communicative competence of future psychologists-practitioners through the analysis of its separate components, which are resources for building effective communications. Communicativeness is defined as a professional basic competence that includes the following elements: tolerance, intolerance, acceptance of oneself, acceptance of others, self-regulation of one’s own emotions and states, flexibility, contactability, understanding of client’s emotions. At the same time, communicativeness is explored as the basic competence of a psychologist-practitioner, which sets the client up for positive and productive interaction in the process of psychological help, which is not an innate skill, so it can be improved during both professional training and during life. The statistical significance of the selected psychological and pedagogical correlates and their psychological components is determined. The multidimensional correlation study showed significant positive and negative correlations between the studied indicators. The components of psychological and pedagogical correlates of communicative competence are analyzed and substantially explained: tolerance, intolerance, flexibility in the communicative process, contactability, communicative control, communicative abilities.