employee
The article analyzes the current state of teaching the psychological counseling practicum in higher education. The subject is pedagogical strategies for developing the professional self-concept and personality of future counselors. The aim is to develop a phenomenological teaching model for the practicum focused on developing the professional self-concept. The methodological foundation includes phenomenological pedagogy, professional personality de- velopment theory, and the competence-based approach. The research method is theoretical analysis of literature and educational programs. A contradiction has been identified between recognizing the counselor's personality as the primary instrument and insufficient evelopment of pedagogical strategies for its purposeful cultivation. It is shown that integrative approaches synthesizing various psychotherapeutic schools dominate current programs but remain technology-oriented. An original phenomenological teaching model is proposed, including four interrelated pedagogical strategies: phenomenological reflection, personal self-knowledge, dialogical interaction, and professional identification. The scientific novelty lies in developing a phenomenological model for fostering the future counselor's professional self-concept. Results can be used in designing educational programs.
phenomenological approach, professional self-concept, counselor personality, phenomenologi- cal model, pedagogical strategy, psychological counseling practicum
1. Academy of Psychology and Thinking. Educational program "The profession of a psychologist-consultant with additional training in systemic behavioral psychotherapy". Moscow; 2024. URL: https://academy-psychology.ru/programs/counselor (accessed date: 10.02.2026).
2. National University of Modern Technology. Professional retraining program "Consultative Psychology". Moscow; 2024. URL: https://nust.ru/counseling (accessed date: 10.02.2026).
3. Rogers K. Client-centered therapy. Moscow: Refl-book; 1997. 320 p.
4. Kochyunas R. Fundamentals of psychological counseling. Moscow: Academic project; 1999. 240 p.
5. Yalom I. Existential psychotherapy. Moscow: Independent firm "Class"; 1999. 576 p.
6. Chernyavskaya V. S. Communication in personality: from internal dialogue to the content of the I-concept. South Russian Journal of Social Sciences. 2023; 24 (3): 59–70. DOI:https://doi.org/10.31429/26190567-24-3-59-70
7. Nurkova V. V. Phenomenological pedagogy. Cultural and historical psychology. 2016; 12 (3): 27–35.
8. Shiyan A. A. Phenomenological pedagogy. Cultural and historical psychology. 2016; 12 (3): 13–26.
9. Kurenkova R. A. Phenomenological approach in the context of modern educational trends. Alma Mater (Bulletin of Higher Education). 2018; (3): 29–32. DOI: https://doi.org/10.20339/AM.03-18.029
10. Korneenko T. N. Features of the phenomenological approach in modern education. International Research Journal. 2013; 4 (11): 72–74.
11. Seer E. F. Psychology of professional development. Moscow: Academy; 2009. 240 p.
12. Povarenkov Yu. P. Psychological content of the professional formation of a person. Moscow: Publishing House of URAO; 2002. 160 p.
13. Klimov E. A. Psychology of professional self-determination. Moscow: Academy; 2004. 304 p.
14. Zimnaya I. A. Key competencies – a new paradigm of the result of education. Higher education today. 2003; (5): 34–42.
15. Khutorskaya A. V. Key competencies as a component of the personality-oriented paradigm of education. Public education. 2003; (2): 58–64.
16. Baidenko V. I. Competence approach to the design of state educational standards of higher professional education. Moscow: Research Center for Quality Problems of Training Specialists; 2005. 114 p.
17. Chernyavskaya V. S., Belikova K. A. Factors of the effectiveness of psychological counseling: semantic reconstruction. Territory of new opportunities. Bulletin of Vladivostok State University of Economics and Service. 2022; 14 (1): 144–151. DOI:https://doi.org/10.24866/VVSU/2073-3984/2022-1/144-151
18. Aleshina Yu. E. Individual and family psychological counseling. Moscow: Independent firm "Class"; 1999. 208 p.
19. Burns R. Development of the Self-concept and upbringing. Moscow: Progress; 1986. 422 p.
20. Stolin V. V. Self-awareness of personality. Moscow: Publishing House of Moscow State University; 1983. 284 p.
21. Pantileev S. R. Self-relationship as an emotional-assessment system. Moscow: Publishing House of Moscow State University; 1991. 110 p.
22. Adler A. Practice and theory of individual psychology. Moscow: Foundation for Economic Literacy; 1995. 296 p.
23. Institute of Psychological and Pedagogical Problems of Childhood of the Russian Academy of Education. Professional retraining program "Psychological counseling". St. Petersburg; 2024.
24. Yarygina N. Yu. The problem of personal characteristics of psychologist-consultants. Psychology, sociology and pedagogy. 2016; 11 (62): 45–49.
25. Psychological counseling: Professional retraining program / Psychological and educational center. Moscow; 2024.
26. University of Practical Psychology. Course "Psychologist-consultant with a diploma of the established form". Moscow; 2024.
27. Moscow Institute of Professional Retraining and Advanced Training of Teachers. Training course "Psychologist-consultant. Maximum practice". Moscow; 2024.
