Characteristics of structural components of personal professional self-improvement

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Characteristics of structural components of personal professional self-improvement

Haborets О.А.,

Introduction

Many scholars argue that the process of selfdevelopment is much broader than professional self-improvement. Therefore, there is a need to disclose the meaning of the concept of "selfdevelopment" and analysis of the concept of "professional self- development". A number of dissertation researches in Ukraine are devoted to the issue of professional specialists' self-development. Thus, in the dissertation research T. Stritievich interprets professional self-development as a conscious process of personal development in order to effectively selfrealization on the basis of significant aspirations and external influences. It's worth agreeing with the opinion of Ignatsevich that the profe ssional development of a future specialist is considered as a conscious, purposeful process of increasing the level of professional competence and development of professionally significant qualities in accordance with external social requirements, professional conditions and own development program [1]. professional personal specialist

Presenting main material. The author draws attention to the fact that there are no limits to professional self-development, because this process is dynamic, dialectical and caused by new goals and requirements that appear in accordance with changing standards of professional activity, ideal ideas about the meaning, content, forms and methods of professional activity [1]. Domestic researcher A. Bystryukova analyzes the structure of professional self-development of the future specialist, which consists of personal qualities and a set of competencies, the formation of which occurs consistently - from mastered at the stage of student self-determination to self-organization to self-realization as a professional. The scientist also identifies external and internal factors and conditions to promote the formation of readiness for professional self-development in future professionals [2]. The famous scientist R. Vainola interprets the professional development of the individual as "a continuous, dynamic process of involvement in professions, professional realization and selfrealization, during which there is a qualitative improvement of the individual as a subject - a representative of a certain profession" [3, p.16]. In our opinion, the professional self-development of a future social worker is not a mass and not a typical phenomenon, because not everyone is endowed with the qualities that are necessary for purposeful and continuous work on yourself. Professional self-development occurs only in those individuals who have the necessary qualities, the main of which are: intrinsic motivation for professional tasks; understanding the content and methodological foundations of self-development; achieving high results in solving problems; motivation for yourself; ability to self-development. Based on the analysis of scientific sources [4] on the essence of professional self-development, we found that this multidimensional and continuous process must be considered in conjunction with professional self-knowledge and self-education. First of all, the process of professional self-knowledge should be considered in the professional self-development of future doctors. The place and significance of the process of selfknowledge in the regulation of professional activity is revealed in the researches of K. Baklanov, N. Kuzmina, Y. Kulyutkin, L. Mitina, V. Stolin, N. Trotsenko, M. Tkach, O. Stepanova, V. Polishchuk, I. Melnychuk, T. Veretenko, O. Denisyuk, O. Karpenko and others. The concept of selfknowledge can be interpreted as a process of conscious management of the development of their personal qualities and abilities. Analyzing the essence of professional self-knowledge, domestic scientists M. Tkach and O. Stepanova believe that self-knowledge is actualized under the influence of a certain motivation, which is determined primarily by the personality of the employee, the uniqueness of his activities, features of communication [5]. The most typical motives of professional self-knowledge are distinguished by the following: 1) self-knowledge encourages interest in oneself as a person, determines the desire to identify their strengths and weaknesses, expand their horizons, know themselves; 2) the need for selfknowledge arises when an employee feels an imbalance between his work and its results. Self-study, identification of the causes of imbalance allow the specialist to eliminate shortcomings in activities, behavior, communication; 3) self-knowledge is activated as a result of critical remarks addressed to him by: the administration, colleagues, parents, clients; 4) the motives of professional self-development are selfaffirmation, self-improvement, self-actualization.

That is, the employee knows himself in order to significantly improve their activities, grow as a person, to achieve significant results in their work. If this process is dominated by motives for self-improvement and self-actualization, then self-knowledge acquires a deep meaning associated with the awareness of the need for personal growth [5]. Based on the analysis of scientific research [2] it can be argued that in addition to the process of professional self-knowledge, as an important component of professional self-development, also important are the processes of planning, implementation of the plan (program) of control and regulation. In the process of professional self-knowledge, the student reveals his skills and abilities in professional training, reveals his level of professional development. It is necessary to agree with I. Melnychuk that the process of professional self-knowledge should be realized in several directions: selfknowledge in the system of social and psychological relations, under the conditions of educational activity and those requirement s which the direction of activity provides; self-knowledge of the level of competence and personal qualities, which is carried out through self-observation, selfanalysis of actions, behavior, results of activities; critical analysis of comments to your address, self-examination in different conditions and activities; self-esteem, which is formed on the basis of comparing the available knowledge, skills, personality traits with the requirements, and which provides a critical attitude of the future social security worker to their positive results and shortcomings. [6, p. 45] Also in the process of professional self-knowledge an important role is played by selfobservation, self-analysis, self-assessment. Self-observation is manifested in the observation of their actions, deeds, thoughts, feelings. It is a necessary prerequisite for personal control over their behavior and activities. Introspection means thinking about your behavior, actions and deeds. Its use helps to identify the causes of success or failure, develops self-awareness and encourages self-knowledge. Self-esteem is a person's judgment about the degree of presence in it of certain qualities, features and comparing them with a certain standard, pattern. The definition and role of self-education in professional activity are considered in the works of the following scientists: E. Klimov, O. Kochetov, O. Maksimova, O. Hlavatka, N. Trotsenko and others. The process of self-education is interpreted as one of the types of human activity, which is primarily characterized by hard work on yourself. The effectiveness of self-education is influenced, first of all, by the purposefulness of a person, the presence of a stable motivation, positive attitudes, the right choice of ways of self-improvement, systematic efforts and constant self-control. Without self-education it is impossible to succeed in social activities. That is why this process is an important component of the multidimensional phenomenon of professional selfdevelopment. According to the national scientist O. Hlavatka, selfeducation is a conscious, controlled by the individual self-development, in which, in the interests of the individual, the qualities, properties, strengths and abilities of person are systematically formed. She emphasizes that selfeducation is a conscious self-development. [4, p. 34] It also identifies three structural elements of the process of self-education: 1) cognitive component (self-knowledge); 2) emotional and evaluative component (selfassessment); 3) effective-volitional, regulatory component (self-regulation). [7, p. 35] One can agree with the author's opinion that these elements are the threefold basis of any self-education. The first component is selfknowledge, which is the initial link through which a person reveals a certain knowledge of himself as a subject that is different from other people. The process of self-knowledge consists of two main stages. At the first level of self-knowledge occurs within the relationship "I - not I", which involves the formation of self-awareness through comparison with other people. The second stage of self-knowledge is characterized by the analysis of knowledge about oneself within the relationship "I - I", the basis of which is a certain set of formed knowledge about oneself and selfreflection. At the emotional-evaluative stage, the formation of emotional - value attitude to oneself is carried out, which is implemented in the direction of generalization of homogeneous experiences in the composition of feelings and differentiation at a new, higher level of feelings, with different semantic meaning. As a result, in the field of cognition and in the field of emotional and value attitude to oneself, there is a special formation of self-awareness - self-esteem. It is self-esteem that is the basis of the third component of self-education - self-regulation. Self-assessment determines the direction of the regulatory component and provides a choice of methods of self-regulation. If the characteristic feature of professional selfdevelopment is that it does not depend on the will and consciousness of a person, then self-education is a process during which the development of abilities is under the control of consciousness and guided by the individual. The process of self-education and professional self-development have the same nature, although self-education is the highest form of personal development, because it is a process in which development is guided by individual. The process of professional self-development and selfeducation, as a constant process of involvement in professional realization, aims to change one's own personality, which requires intense psychological activity of the subject. According to E. Klimov, O. Kochetov, O. Maximov, self-education can be analyzed as a conscious and person ality-driven process of self-development, in which in accordance with the laws of society, the needs and interests of man himself formed projected forces and abilities. [8, p. 149-150] The desire for professional self-development of future physicians can be a positive example in working with clients that will contribute to their personal growth. Therefore, analyzing selfeducation as an element of professional future doctors' self-development, it should be noted that the guideline in planning students' self-education process is the qualification characteristics of the specialist, based on which to create a program of individual self-training for future professional activities. The requirements for a modern specialist must meet the needs of the modern world. However, only in mutual connection, the processes of self-knowledge and self-education have an impact on the nature of human work on themselves, actualize the process of professional growth and development of future employees, and knowledge of the principles allows future professionals to consciously and creatively solve self-development. As we can see, on the basis of professional self-knowledge and selfeducation as components of professional self-development, a decision to work on oneself is formed and a model of self-improvement is built. It should be noted that it is at the stage of professional self-knowledge that the motivational component of the professional model of the future social security worker is formed. According to scientist I. Melnychuk, "the motivational component of the professional model of the future physicians is characterized by the presence of cognitive interest in the profession, cognitive activity, due to the desire to identify those professional positions (indicators) that can and should be improved, ie focus on self-development" [9, p. 99]. Thus, the professional self-development of the future employee appears as a complex structure, important components of which are the processes of professional self-knowledge and self-education. After all, the profession of a social security worker is one of those professions that does not tolerate stagnation in knowledge. This is due to significant scientific, technical and social progress, moral development of society, the intensive growth of customer demand and needs. But the most important thing is that modern practice sets so many tasks and situations, the solution of which can be found not just educated, but one who thinks. All this obliges the future physicians to systematically improve his professional skills by engaging in professional self-knowledge and self-education. In his scientific work, T. Severin argues that the process of self-development is much broader than the process of self-improvement. It is realized in both consciously defined and unconscious forms in order to form or change physical or moral qualities. And the process of self-improvement involves a conscious, purposeful, transformative, positive impact on one's own personality in accordance with a certain strategy of self-creation. According to the scientist, close to the concept of personal self-improvement in its essence is the concept of personal growth, because their fundamental basis is the genesis of moral self-consciousness of the individual. Selfimprovement is analyzed as the highest degree of conscious selfdevelopment of the individual, as an opportunity for personal growth and his independent desire to approach a specific ideal in order to acquire personality traits and qualities. Self-improvement is a human activity aimed at forming new and strengthening existing positive qualities and properties, skills and abilities, as well as at correcting one's shortcomings; presupposes action on oneself, means a person's resistance to the best in himself, the expansion of this best and the advancement to his own peak (selfperfection), the achievement of acme (Gr. acme - prosperity, peak). The phenomenon of self-improvement of personality in psychology is often defined as a quality that expands the possibilities of consciousness, forms a place for spiritual growth, human disclosure of its essence, selfactualization (R. Burns, I. Bech, M. Borishevsky, M. Bowen, G. Kovalev, I. Cohn, G. Kostyuk, A. Maslow, Y. Orlov, K. Rogers, L. Ruvinsky, etc.). The scientific bases of understanding self-improvement as a factor of personality development taking into account the idea of recognizing the uniqueness and value of the personality, which should be an active subject of the educational process, were defined in their works by Sh. Amonashvilli, M. Yevtukh, V. Lozova, O. Savchenko, A. Sushchenko, A. Trotsko, L. Khomych and others. Self-improvement as one of the factors of personality development was considered by scientists of pedagogy and psychology B. Ananiev, L. Vygotsky, O. Leontiev, A. Makarenko, S. Rubinstein, V. Sukhomlynskyi, K. Ushynskyi. Self-improvement as the highest form of conscious self-development of personality was studied by N. Makarts and V. Tertychna.

1) encourage activity, self-initiative and creativity;

2) to include a specialist in a situation that requires search, puts him in front of the need to solve complex social problems;

3) to promote the satisfaction of socially significant needs of the individual;

4) give the opportunity to achieve the desired result.

An integral condition of the process of self-improvement is the attitude of the specialist to the requirements for him. The individual learns to coordinate his own behavior, and at the appropriate stage of development begins to consciously organize his own lives, to determine their own development. According to Leontiev, self-improvement is a purposeful human activity to change the personality, the highest level of self-change. The scientist believed that along with the birth of action, the main structural "unit" of human activity, there is a basic, social in nature "unit" of the human psyche - the rational meaning for human of what his activity is aimed at. "Understanding the meaning of action and occurs in the form of reflection of its subject as a conscious goal" [12, p. 211]. According to L. Ruvinsky, "self-improvement is not always systematic and is carried out according to a pre-established plan" because "the nature of the individual's activities to educate any qualities or correct certain shortcomings is largely determined by environmental conditions; the nature of self-improvement depends on the inner world of the individual; the nature of selfimprovement depends to some extent on the specifics of its tasks [13, p.11]. Considering the determination of personality development, it is necessary to highlight the importance of its activity. The prerequisite for personal development is the most intense activity, available to person only in the depths of the inner world. Internal activity is much more complex in its structure and requires internal tension. Arbitrary behavior is a human activity, because it is, to a greater extent, associated with those actions and deeds, the motive of which is a meaningful decision. Volitional manifestations are characterized by the fact that they transform the thinking of the individual into action, effective, emotional and volitional. This is the way to the development of an active, creative personality. According to P. Podkasisty, the process of personality formation is considered in terms of its determination by psychophysical characteristics of the individual, social circumstances, acting in the unity of internal processes and external factors of personality development, as well as depending on the individual's own activity aimed at self-improvement. communication [14, p.47]. Believing self-improvement as an activity and a higher form of personal activity, it should be borne in mind that this activity, like any other, is a certain social experience. The process of self-improvement occurs through selfknowledge, motivation, self-coercion, self-regulation. Aware of their achievements and shortcomings, the individual shows a desire for selfimprovement, self-education and self-education. Self-improvement of the individual as the highest form of self-development is carried out in the moral coordinate system as a means of self-creation. This process requires moral reflection, creative exit of the individual in its entirety beyond the real. Professional self-improvement is a conscious, purposeful process of increasing the level of one's own professional competence and development of professionally significant qualities in accordance with social requirements, conditions of professional activity and one's own development program. The basis of this process is a psychological mechanism of constant overcoming of internal contradictions between the existing level of professionalism, which can be called "I am a real professional" and its imaginary state "I am an ideal professional". Professional self-improvement of the future specialist takes place in two interrelated forms: self-study and self-education.

There are four important elements of self-study (according to V. Buryak), which is a synthesis of internal conditions that guarantee the fundamental implementation of this process [15]: 1) a holistic emotional and personal apparatus, which includes - the internal need for selfimprovement, personal values, emotional -volitional mechanism, general mental abilities, etc.); 2) the system of knowledge, skills, abilities in selfeducation, which is assimilated by the individual (indicators of which are the completeness and depth of scientific concepts, relationships between them, the ability to relate scientific concepts to objective reality, understanding the relativity of knowledge and the need to test them systematically cognition, etc.); 3) ability and skills to work competently with social media, including books, bibliographic systems, automated information retrieval tools, radio, television, specialized lectures (the ability to navigate a large amount of information, choose from it the main thing, record it, etc.); 4) a system of organizational and managerial skills (to set and perform tasks of self-education, plan their activities, skillfully allocating time to various responsibilities, create favorable conditions for activities, exercise self-control, self-analysis of results and nature of amateur activities, etc.). In the pedagogical process of higher education V. Buryak identifies three stages of students' readiness for self-study. At the initial stage, the motives of self-study in students are mostly spontaneous, future professionals do not yet link personal needs for self-education with public interests. The acquired knowledge in academic disciplines is isolated, students often do not see interdisciplinary links between different scientific concepts. The ability to work with sources of information is not systematized, some students do not know how to use them. At this level, students do not know how to organize self-study, and can only in some way honestly follow the instructions and recommendations of teachers.

Signs of the middle level are the desire to learn to set goals for selfstudy and achieve them. Students begin to understand the need to link selfstudy to the interests of society, but do not always know how to clearly formulate the task. Knowledge of subjects is systematized, but interdisciplinary connections are not always clearly understood. Students are able to work with the main sources of information, but the ability to use them rationally is not yet sufficiently developed. They are able to independently organize the process of self-study and rationally plan it. A higher level is characterized by a deep understanding of the individual's need to be guided in self-education by socially significant goals, the ability to clearly articulate the goal and the desire to achieve it in optimal ways. The knowledge of the individual is holistic, it is based on a deep understanding of the existence of intra - and interdisciplinary links in science. Each subject of self-study is able to rationally apply various sources of information in their scientific activities, optimally manage the process of self-study from planning goals to the implementation of plans and self-control of the results [15]. The effectiveness of the educational process depends on the ability of teachers to pedagogically coordinate the self-study of students, the readiness of students for self-study and the appropriate means. To implement pedagogical management, each teacher must have the following abilities and knowledge: to be an enterprising, creative person, a confident supporter of self-study, able to raise the individual to a high level of readiness for self-study; know the psychological and pedagogical foundations of educational and self-study activities, as well as have the subject of self-study of the individual; be able to competently design a holistic pedagogical process that will maximize the professional self-improvement of students. Often a person self-improves subconsciously. Unconscious self-education is usually episodic and irregular in nature, carried out without a clear plan and a comprehensive program, which reduces its effectiveness. Conscious self-education is much more effective. In order for self-education to become conscious and professionally oriented, the future employee must feel and evaluate his / her suitability for the chosen profession. An important role in this belongs to the school. He has the task of organizing self-education of future professionals, including: explanation of the importance, relevance of the process of self-education for the comprehensive development of personality; fostering the ability to evaluate oneself objectively; education of readiness to cooperate with experienced specialists. Self-education is a long process that consists of several levels [15]: self-knowledge, planning, implementation of the plan (program), control and regulation. 1. Selfknowledge. At this stage, the student shows their abilities and capabilities, level of development. Self-knowledge is carried out in the following areas: - self-knowledge in the system of social and psychological relation s under the conditions of the educational process and the requirements of this process; - self-knowledge of the level of competence and personal qualities, which occurs due to self-observation, self-analysis of actions, behavior, results of activities; - critical analysis of statements and remarks addressed to him, self-examination in different conditions of activity; - self-esteem, which is formed on the basis of comparing existing knowledge, skills, personality traits with the requirements set before it, which is a prerequisite for a critical attitude of the future specialist to their positive and negative qualities. Self-knowledge and self-assessment are the basis for forming a decision about the need for self-education and self-improvement, creating a model of future work on yourself. At the stage of self-knowledge the use of self-observation, self-analysis, self-evaluation is effective. Self-observation is expressed as observation of their activities, actions, thoughts, feelings. This process is a necessary prerequisite for personal control over their own behavior and activities. Self-analysis is characterized by reflections on their activities, individual actions. It helps to reveal the causes of success and failure, develops self-awareness and is a prerequisite for self-knowledge. Self-esteem is the judgment of the individual about the extent to which he has certain qualities, traits and comparing them with a certain standard or ideal. 2. Planning of self-education, which involves: - outlining the purpose and definition of the main tasks of the future at certain stages of life and activities of the student; - creating a personal development program; - determination of means and conditions for self-education (formation of own rules of conduct, choice of forms, means, methods and techniques for solving problems while working on oneself). Well-planned actions to improve their personality are a prerequisite for effective self-education. The plan should be specific in content and have a clear sequence of tasks. This stage of work on oneself involves the use of self-commitment (for example, written commitments to oneself over a period of time to achieve some results: the formation of specific positive qualities, elimination of negative, etc.; creation of their own rules of conduct); personal plan of work on yourself (creation of a system of measures aimed at educating certain personal qualities necessary for a future specialist); self-education program (aimed at disclosing the content of the student's work on improving their personality for a long period); motto of life (aptly formulated life credo, a goal that determines the daily behavior of man). 3. Implementation of the program of self-education. This process aims to use such methods of selfeducation as self-persuasion, self-suggestion, self-encouragement, selfcondemnation, self-order. Self-belief is that the future specialist in a particular situation is looking for arguments to make sure the right or wrong choice of their actions. Self-belief is used when, having accepted a suggestion, instruction or order, a person due to lack of determination does not act in accordance with them. Self-suggestion is the process of a person's mental influence on himself by repeating certain phrases or judgments mentally or aloud until he has mastered himself completely (for example, "I will be able to listen to remarks calmly"). Self-encouragement is resorted to if necessary to overcome negative traits or character traits. Selfcondemnation is a manifestation of dissatisfaction with their activities, actions, behavior. As a result, remorse affects the mind, causing inner anxiety and guilt. This process determines the desire to get rid of negative traits in behavior. Self-order involves the individual's decision never to deviate from existing principles. The student's activity at the stage of selfeducation program implementation is that he controls his work, keeps it within his reflection and on this basis timely detects deviations of the program results from a certain model, prevents them, makes appropriate adjustments to future work. 4. Control and regulation of self-education. In the process of this stage use the techniques of self-control, self-report, selfassessment. Self-control is a type of conscious regulation of a person's own behavior and activities to ensure compliance with the results of work to the goals, requirements, rules and patterns. The self-report involves reporting to the individual in various forms (mentally or in writing) about the fulfillment of existing obligations, the implementation of the plan and program of self-education. The effectiveness of self-education of the future employee largely depends on the pedagogical guidance of this process. This means the optimal organization of their lives, focusing on the problems of self-development, responsibility for themselves, social responsibility, their present and future, as well as stimulating self- educational activities during the educational process. Pedagogical guidance should be carried out in the following areas [15]: - constant study of individual characteristics of students, stimulating their work on themselves; - explaining to students the modern requirements for the personality of a highly qualified specialist; the importance of professional selfimprovement and the definition of specific tasks and goals in self-study and self-education; - acquaintance of students with effective means and methods of work on themselves; - formation of positive public opinion, social activity; - control and assistance to students in working on professional self-improvement; - involvement of students in various forms of activity that contribute to the intensification of the process of selfimprovement; - providing the necessary conditions for systematic purposeful work of students on themselves. The reference point in designing the process of professional self-education by future specialists is the qualification characteristic of the specialist, on the basis of which the program of individual self-preparation for future professional activity should be built. The requirements facing the modern specialist must meet the needs of today. These include: high professionalism in the chosen field; innovative style of thinking and readiness for change; management skills; personal creative orientation, readiness to provide conditions not only for the realization of their creative potential, but also for the potential of subordinates; ability to understand other people, their desires, motives, interests, etc .; high spiritual and moral principles and beliefs; high political, legal and economic culture; system thinking, which is the basis of psychological readiness, ability and skills of a systematic approach to situational tasks; willingness to take responsibility; sociability, business thinking, ability to interpersonal and managerial communication; knowledge of one of the most common foreign languages; knowledge of computer technology and innovative technologies. In the process of professional self-improvement of future physicians it is important to take into account and qualitatively improve their professional orientation, i.e. personal desire to apply their knowledge, experience, skills in the field of future profession. The professional orientation of the individual implies a positive attitude to the profession, interest in it, the desire to improve material and spiritual needs, to work in the chosen profession. Professional orientation is focused on accepting the goals and objectives of professional activity, interests, ideals, attitudes, beliefs, views that are inherent in it. Positive changes in the content of professional orientation are manifested when the motives associated with the future profession are strengthened (the desire to perform their business duties honestly, to show th emselves as an informed, highly qualified specialist), the need to successfully solve complex educational tasks increases, the sense of responsibility and desire grow professionally at work. M. Solovey and V. Demchuk consider it expedient to introduce the personal creative "portfolio" of each student into the practice of the university. Its purpose is to ensure the active participation of students in the educational process, greater incentives for self-improvement and self-education. Such a "portfolio" or portfolio is a package of documents that reflect the path and effectiveness of personal and professional growth of the student. The creative "portfolio" of the future specialist may include the following elements: - personal creative passport (includes official documents on educational achievements (certificates, certificates of completion of curricula, courses, etc.), cultural and professional achievements (diplomas, certificates of victory in student competitions) disciplines, competitions of scientific works, reviews of amateur art, sports competitions, etc.); publications, author's inventions); - personal creative biography (experience of student participation in scientific sections, amateur art circles, sports competitions, student selfgovernment bodies, etc.; efficiency and results of this activity, its impact on the formation of the student as a person and future professional); - personal creative dossier (samples of various materials of the student, which most reflect his creative side of personality (descriptions of social ideas, development of educational classes, pedagogical projects, educational tasks); individual creative achievements (photographs, drawings, etc.)). Creating such a "portfolio", its regular content, systematic self-assessment of the student's effectiveness, tactful assessment of his personal and professional development by the teacher or mentor will allow the future employee to become an active subject of educational process, lifelong learning, professional self-improvement, self-education all the life. Such an innovative method will be an effective tool in the formation of each student's personal responsibility for their level of professional development

[15] . Another important component of employee self-improvement is the ability to self-manage. Professional activities involve stress, effort, and self-management helps to rationally allocate and plan time. O. Shtepa notes that the concept of "self-management" can be considered in several definitions: the science of self-management and human self-organization; a person's work on himself within the framework of personal development and mastering the methods of business activity (including project and money management), managing a person's own life; a person's ability to organize their activities in such a way as to clearly plan work and leisure; management of own resources, ie the ability to acquire, store, develop and rationally use them and be a successful and self-sufficient person.

Conclusions

Organizers, electronic applications for time planning, notebooks, notebooks can become tools for self-management. Mastering the self-management the future physicians will allow them to effectively organize professional activities, be an organizer of their clients, solve a number of personal issues. Important factors of self-management are selfdetermination, self-realization, self-control. These qualities will help social workers to make changes and adjustments in their activities and interactions with clients. All of these components are closely linked to the professional self-improvement of future social workers.

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