LIFE VIRTUES OF PSYCHOLOGISTS

Abstract

Relevance of the research. The problem of personal virtues as a resource of a psychologist's personality has not been studied. S. Macdonald and others question the reliability of the VIA's six virtues construct. They found that these 24 preferences were well represented in four factors rather than a six-factor model. In the study of O. Kuznetsov (2024) and co-authors, a questionnaire of personal virtues was standardized. The presented study uses this model and questionnaire to study the personal virtues of psychologists in the conditions of modern challenges. The goal is to determine the level of development of personal virtues among psychologists of different levels of training and field of activity.

 Methods and sample. The research sample consisted of 138 people, among whom 36 were practicing psychologists, 29 were graduate psychologists, 26 were psychology teachers, and 27 were school psychologists, 20 were representatives of other professions. To study personal virtues, we used the VIA method standardized by O. Kuznetsov (2024) and colleagues.

Conclusions. The research shows that personal virtues are abilities (properties) to feel, think and structure one's behavior in such a way as to ensure optimal functioning in achieving goals. It was determined that psychologist teachers have advantages in all 24 personal virtues. Fairness, consistency, integrity, humor, gratitude, self-regulation, compassion, leadership, justice, and citizenship are also highly developed in school psychologists. Practicing psychologists have high indicators of social intelligence, love of learning, prognostication, prudence and self-regulation. Future psychologists have the lowest indicators of personal virtues, which raises the question of the implementation of appropriate interventions within the framework of psychological and pedagogical support of psychologists as part of the educational process in higher education.