THE USE OF "ABC-MODEL" FOR FORMING A VALUE COMPOSITION OF COGNITIVE COMPONENT OF PROFESSIONAL IDENTITY OF A SOCIAL PEDAGOGUE WORKING IN INCLUSIVE EDUCATION SYSTEM

Abstract

The article deals with the peculiarities of using "ABC-model" to influence the value component of the professional identity of teachers working in inclusive education system. Change in cognitive assessments that the teacher gives to a complex situation leads to a decrease in the intensity of emotional experience. The article reveals the peculiarities of the professional activity of the social pedagogue who may cause difficulties in the regulation of unpleasant emotional states. The peculiarities of the use of the ABC-model for the influence on the value component of the cognitive part of the professional identity of the social pedagogue working in the system of inclusive education are explained; the essence of the professional identity of social educators is highlighted; the approaches of different scholars to understanding the value system and the peculiarities of its changes in the context of the professional activities of the social teacher. The characteristic of the ABC model in the interpretation of integrative cognitive behavioral therapy is proposed: sensations and emotions are the result of evaluations that are the product of the deep beliefs and values of a personal values system. The features of the use of the ABC-model for working with the value component are outlined. The scheme of work on changing irrational beliefs with the help of the Socratic Dialogue method is described, which consists in using different types of questions to ascertain the logic of the person's prevailing beliefs. The scheme of work with the value component of the cognitive component of the professional identity of a social teacher is described on the example of the use of the ABC model. It is substantiated how it is possible to approach the change of irrational interpretations and causes of the appearance of unpleasant emotional states on the example of analysis of life situations from social and psychological practice. Conclusions are made on the factors influencing the social teacher who works in the system of inclusive education and associated with the emergence of unpleasant emotional states. Integrative cognitive-behavioral therapy offers a number of techniques for successful work with such problems and one of the most effective is the ABC model. It is shown how the technique allows to influence the system of values of the social teacher related to the causal concepts of the formation and manifestation of emotions, which is an important component of the cognitive part of the professional identity and influences the effectiveness of the manifestation of professional identity in emotionally difficult situations. Using these psychological techniques, the teacher can form new rational beliefs and improve his level of adaptation to complex professional situations. Further research of the topic may be related to the identification of factors that stimulate or slow down the development of new beliefs in the cognitive component of professional identity.