PROFESSIONAL SPEECH ACTIVITY OF FUTURE PSYCHOTHERAPISTS IN THE SYSTEM OF INNOVATIVE PROCESSES IN HIGH SCHOOL

Abstract

The article deals with innovative continuing education and self-education of the future psychotherapist, in which the most important role belongs to the formation of his professional speech activity. If we consider the professional speech activity of higher school students in line with the activity theory of learning as a system of speech and thought actions, as a public expression, it will necessarily include: a) professional-speech motive-goal (meaning formulation); b) specific professional intention (the presence of a deep psychotherapeutic thought directed on a client); c) special goal-setting (construction of a statement for influencing the feelings, behavior and consciousness of a client); d) internal programming (meaning formation and choice of meanings, syntax and choice of language meanings, both lexical and grammatical); e) grammatical structuring (appropriate choice of psychotherapeutically oriented tokens and grammatical forms that provide the most accurate and complete expression of meanings in the discourse produced by the therapist; g) establishing effectiveness (the degree of coincidence of the achieved result in the statement with the intended purpose); f) control over the course and results of the speech act.
In the educational space, a student is considered as a subject of study, a subject of professional speech and mental activity, and transformation of psychotherapeutic speech and language reality, speech individuality, a source of metalanguage knowledge and language functioning in psychotherapeutic discourse; the personality of a bearer of speech culture. Educational psychotherapeutically oriented speech communication of students, in particular public expression in learning during the discursive training, is the most difficult form of learning for students: professional verbal communication, semantic aspect of educational interaction, educational professional speech oral public communication.
When students implement educational tasks in the psychotherapeutic discourses produced by them, an understanding of the meanings expressed by them is achieved by other students and it provides the feedback. In this form, their speech acquires the signs of self-worth and can be correlated with classical activities, as it becomes organized, as well as the other its types, and begins to be characterized by a subject motive, purposefulness, heuristics, phasing (orientation, planning, implementation of the plan, control). Thus, the professional speech activity of future psychotherapists under conditions of its purposeful formation in university students will be able to develop as an independent activity and be characterized by a specific motivation. This is professional speech motivation: motivation of a discursive influence, motivation of psychotherapeutic speech achievement. In this case, the speech activity of future psychotherapists can become a specialized use of speech for communication – a kind of communication activity. It can also be considered as an activity of educational and psychotherapeutic communication, and as an activity of professional verbal communication.