Visual narratives in the training of psychologists: cinema as a means of forming professional competencies

Abstract

In modern psycho-pedagogical education, there is an increasing interest in humanitarian technologies that promote the personal and professional development of students. One of such means is feature films, which have a high potential for the formation of key professional competencies of future psychologists. The article discusses the theoretical foundations and practical models of using feature films in the educational process, including the development of empathy, emotional intelligence, critical and analytical thinking, ethical reflection and communicative skills. The concepts of humanistic and narrative psychology, as well as ideas of contextualized learning, serve as the basis for analysis. Examples of the use of movies in psychology courses are presented, as well as a methodology for assessing the pedagogical potential of films. The peculiarities of film training and social-emotional learning are considered, and the importance of pedagogical reflection and psychological safety when working with emotionally intense stories is emphasized. The possibilities of integrating film into professional training as a way of modeling real psychological situations and forming readiness for counseling practice are discussed. It is emphasized that a feature film can be not only an educational resource, but also a tool for professional assistance. It emphasizes the importance of consciously selecting films that are appropriate to the learning objectives and the level of students. The study actualizes an interdisciplinary approach to the training of specialists of “helping professions” and emphasizes the value of cinema as a means of forming a humanistically oriented professional.