Development of Self-Confidence and Stress Resilience in Future Psychologists as a Prerequisite for a Successful Career Start
Abstract
Abstract. The article examines the levels of self-confidence and stress resilience in future psychologists as key determinants of a successful transition to professional practice and substantiates the psychological and educational conditions for their development within the higher education process. Given that professional psychological practice is associated with significant emotional demands, high responsibility, and complex interpersonal interaction, the development of these qualities is essential for the professional formation of young specialists. It contributes not only to the effectiveness of their professional performance but also serves as a critical preventive factor against emotional burnout and professional maladjustment at the stage of early career adaptation. The aim of the study is to empirically examine the levels of self-confidence and stress resilience in future psychologists and to develop and test a program for their purposeful formation as key psychological resources for a successful professional start. The objectives of the study include: diagnosing the levels of self-confidence and stress resilience in psychology students; analyzing the relationship between these characteristics and readiness for professional activity; and developing and theoretically substantiating a comprehensive program for their development. The methodological framework of the study is based on systemic-structural, activity-based, and humanistic approaches, as well as fundamental theories of personality and learning. A set of research methods was employed, including theoretical (analysis, synthesis, generalization) and empirical (questionnaires, interviews, and psychodiagnostic testing using R. Schwarzer’s methods and the CD-RISC scale). The empirical study was conducted at the Educational and Scientific Institute of Law and Psychology of the National Academy of Internal Affairs among 95 Bachelor’s students majoring in Psychology. The findings revealed a predominance of low and moderate levels of stress resilience among 81% of the respondents, which confirms the urgent need for targeted developmental interventions. The scientific novelty of the study lies in clarifying the relationship between the level of personal self-confidence and the capacity for adaptive stress management in future psychologists. The effectiveness of active learning methods as tools for professional training is substantiated. The author’s program, “Psychological Resource of a Psychologist: From Confidence to Resilience,” is presented, comprising four thematic modules: reflexive, personal, emotional-volitional, and practical. Particular attention is paid to practical approaches to developing resilience through personal growth training, role-playing, and the simulation of stressful professional situations. The study provides specific exercises and methodological recommendations for lecturers aimed at optimizing the educational process and outlines prospects for further research focused on longitudinal programs for the development of personal resources in future psychologists.
Keywords: future psychologists; self-confidence; stress resilience; professional development; career start; psychological resources; educational process; cultivation.
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