Role Positions in Supervision as a Factor in the Formation of Psychologists’ Professional Thinking

In modern conditions professional training of psychologists pays attention to the development of thinking in future specialists, including through participation in supervision meetings. The article considers the correlation between the roles of participants in polymodal group supervision (supervisee, active participant and observer) and the components of the structure of a psychologist’s professional thinking, which is proposed in the author’s model. The aim of the study is the theoretical explain how different role positions help to form four components of professional thinking: procedural, content-related (cognitive), motivational-value and reflective-evaluative. The scientific novelty of the study lies in clarifying the role of polymodal supervision in the development of professional thinking and in systematizing ideas about which aspects of thinking are formed in each role position. An analytical model is proposed that helps to structurally consider the contribution of participation in different roles to the formation of the components of professional thinking. Thus, supervision in the context of changing role positions is seen as an important resource for professional development and can be used for educational purposes in building the individual development path of future psychologists.