Methodological Tools for Carrying Out Psychological Training


  • Tamara Kryvonis Faculty of Postgraduate Education Natoinal Pirogov Memorial Medical University
  • Olha Artemova Rivne State University of the Humanities
  • Kseniia Androsovych International Scientific and Technical University Named after Academic Yuri Bugay, Ukraine
  • Maryna Zaushnikova State Tax University
  • Iryna Agapova Privat Higher Educational Institution "Dnipro Humanitarian University"
  • Valentina Kutishenko Borys Grinchenko Kyiv University



Psychocorrection, technology, methodological principles and requirements, clients, training, personal development, methods and techniques


In article theoretical, methodological and methodical bases of carrying out of psychological training are reflected; essence of psychocorrectional technique as training technology is opened. The psychological and technological approach to the methodological means of psychological training as a technology of impact on learning and personal development of the participants of training and correction to change their behavior is carried out. The psychological conditions of the use of methodological tools in psychological training are indicated. On the basis of the theoretical and methodological analysis the methodological tools are divided into basic blocks: educational-informational, psychological, simulation and role-playing. The stages of creating a self-efficient team are suggested. The main task of the trainer is to understand individual psychological features of clients and to choose the most adequate methodological means of training in order to change behavior or personal development in the necessary and used training technologies. Depending on the paradigm and purpose of psychological training, partner (democratic) and authoritarian (centrally managed) means of its carrying out are distinguished. The trainer's perceptions of the expectations and needs of the customers (training participants) and their capabilities are directly related to the design and selection of methodological tools for psychological training and to individual effectiveness and development - accordingly to the technological concept of training. The training technologies represent a creative resource for the training activity of a psychologist. The effectiveness of training depends on the technological concept of training, methodological principles and rules, taking into account the individual approach, the specificity of the problems of training in accordance with its main goals and objectives, the personal and professional competence of the trainer and partnership relations of the active group-team.

Author Biographies

Tamara Kryvonis, Faculty of Postgraduate Education Natoinal Pirogov Memorial Medical University

DS, Associate Professor, Department of Psychiatry, Addiction Medicine, General and Medical Psychology

Olha Artemova, Rivne State University of the Humanities

Candidate of Pedagogical Sciences. Associate Professor Department of General Psychology and Psychological Diagnostics

Kseniia Androsovych, International Scientific and Technical University Named after Academic Yuri Bugay, Ukraine

Candidate of Psychological Sciences, Senior Researcher, Docent, Head of the Department of Psychology,  

Maryna Zaushnikova, State Tax University

Candidate of Psychological Sciences, Associate Professor of the Department Psychology, Pedagogy and Sociology

Iryna Agapova, Privat Higher Educational Institution "Dnipro Humanitarian University"

PhD in Psychology, Senior Lecturer of Department Psychology

Valentina Kutishenko, Borys Grinchenko Kyiv University

Candidate of Psychological Sciences, Docent, Associate Professor of Department Personality Psychology and Social Practices, Faculty of Psychology, Social Work and Special Education, Borys Grinchenko Kyiv University, Ukraine


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How to Cite

Kryvonis, T., Artemova, O., Androsovych, K., Zaushnikova, M., Agapova, I., & Kutishenko, V. (2023). Methodological Tools for Carrying Out Psychological Training. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 14(1), 59-74.

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