Analysis of modern training programs aimed at developing the professionally important qualities of specialists working with young people

Karpov Denis Valer'evich ORCID: 0000-0003-2955-5387 Senior Lecturer; Department of Design and Folk Art Crafts; State University of Education 10A Radio str., building 2, Basmanny district, Moscow, 105005, Russia k-denis1998@yandex.ru

introduction

The current stage of development of state youth policy in the Russian Federation is characterized by the institutionalization of a new professional field, within which a specific category of labor subjects is being formed — specialists in youth work, as well as groups actually related to them: teachers of socio-humanitarian disciplines of universities, curators, mentors of student and public associations, organizers of federal and regional youth projects. The expansion of the functionality of this professional group, due to strategic objectives in the field of education, civic formation and social development of young people, actualizes the issues of psychological support and scientifically based formation of professionally important qualities (hereinafter referred to as the COC) of these specialists.

In labor psychology, engineering psychology and cognitive ergonomics (scientific specialty 5.3.3 "Labor Psychology, engineering psychology, cognitive ergonomics"), professionally important qualities are traditionally understood as a set of individual psychological properties of a labor subject that ensure the success of mastering and implementing professional activities and determine its productivity, reliability and psychological stability ^{[1, pp. 47-63; 2, pp. 78-94]}. In relation to specialists working with young people ^{[3, pp. 124-156]}, communicative-semantic, value-motivational, regulatory-volitional and reflexive-personal characteristics are of particular importance, since the professional activity of this category of subjects is realized in conditions of high uncertainty, value-based poly-conflict, emotional intensity of interactions and increased requirements for semantic and pedagogical competence. ^{[4, pp. 156-189; 5, pp. 67-98]}.

Meanwhile, the psychological sophistication of the issue of developing the quality of education for youth professionals lags behind the pace of institutional expansion of relevant educational initiatives regulated in the main regulatory documents. The federal programs that have been actively implemented in recent years are "Voice of the Generation. Teachers", "DNA of Russia", "Club of creators of meanings", "Guides of Meanings", programs of the FADM "Rosmolodezh", programs of the Management Workshop "Senezh" of ANO "Russia — the land of opportunities", educational intensive courses and forums for youth leaders, programs of curators and mentors of universities — form a large-scale training infrastructure, however, their The psychological component remains largely implicit and scientifically unverified. Modern studies of the professional development of specialists in helping and socionomic professions confirm the increasing importance of psychological support and purposeful formation of professionally important qualities ^{[21, pp. 21-33; 22, pp. 45-67; 24, pp. 112-138]}, and foreign systematic reviews record a steady gap between the declared importance of "flexible" competencies and their methodically ensured development in educational programs ^{[25, pp. 567-589; 26, pp. 1834-1847; 27, pp. 1-56]}. The lack of systematic empirical research focused on assessing the psychological effectiveness of these programs from the standpoint of labor psychology ^{[1, pp. 47-112; 6, pp. 67-98]} determines the scientific problem of this study. The subject of the study is the nature of the representation of the tasks of developing professionally important qualities in the goals, content, educational technologies and training mechanisms of modern federal programs for training specialists in youth work.

The purpose of the study is to conduct a comprehensive scientific analysis of modern educational, training and educational programs implemented in relation to youth workers and related categories of subjects of professional activity, and to identify the degree of their focus on the development of professionally important qualities from the standpoint of scientific specialty 5.3.3.

It is important to emphasize that this study does not pretend to evaluate programs according to the criteria of their own programmatically stated goals (ideological, design, educational), which can be successfully achieved regardless of the psychological architecture of training. Programs are considered exclusively as educational environments in which individual psychological characteristics of subjects of professional activity are formed; the criterion of effectiveness in this work is the degree of purposefulness and consistency of the development of professionally important qualities from the point of view of labor psychology.

The scientific novelty of the work consists in the formation of the author's analytical model for comparing training and educational programs of youth policy according to the criteria of psychological effectiveness, systemic development of the CIP, scientific validity, availability of diagnostic and accompanying procedures; in substantiating the author's typology of the nature of the CIP development (purposeful, indirect, fragmentary, declarative, systemic, scientifically based); in identifying a systemic deficit the psychological component and in the formulation of the conceptual foundations for building a specialized model of psychological support for the professional development of specialists in youth work.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF THE ANALYSIS OF PROFESSIONALLY IMPORTANT QUALITIES OF SPECIALISTS IN YOUTH WORK

The conceptual basis of this study is the provisions of Russian labor psychology developed in the works of E. A. Klimov ^{[7, pp. 45-87]}, V. D. Shadrikov ^{[2, pp. 78-115]}, A. K. Markova ^{[4, pp. 23-48]}, Yu. P. Povarenkov ^{[8, pp. 12-34]}, V. A. Bodrov ^{[1, pp. 47-112]}, A. A. Derkacha ^{[9, p. 156-198]}, N. S. Pryazhnikova ^{[10, p. 45-67]}, according to which PVCs are a system-forming component of professional aptitude and psychological readiness for activity and are formed in the process of professionalization as a personal and professional development of the labor subject ^{[5, p. 89-124; 11, p. 1-11]}. Within the framework of the subject-activity approach (S. L. Rubinstein ^{[12, pp. 535-567]}, A.V. Brushlinsky ^{[13, pp. 24-58]}, K. A. Abulkhanova ^{[14, pp. 3-21]}), a specialist in youth work is considered as a subject of professional activity with professional subjectivity — the ability to self-determination, reflection and conscious transformation professional field ^{[15, pp. 45-57; 16, pp. 67-98]}.

In relation to the category of labor subjects under consideration, the content of the labor code is structured according to several functionally different blocks: communicative qualities (including the ability to interpersonal interaction, empathy, dialogical competence); regulatory-volitional properties (self-regulation, stress tolerance, psychological stability, the ability to work in conditions of uncertainty ^{[17, pp. 67-98]}); cognitive-semantic resources (cognitive flexibility, reflexivity ^{[15, pp. 45-57]}, the ability to make sense, professional identity ^{[18, pp. 67-98]}); emotional and personal characteristics (emotional intelligence, motivational and value components, professional responsibility); organizational and managerial qualities (leadership qualities, organizational abilities, team interaction ^{[19, p. 156-198]}); adaptive and resource characteristics (adaptivity, psychological resources of personality ^{[20, pp. 234-267]}, professional adaptation). This structure corresponds to modern ideas about the multilevel organization of professional aptitude ^{[1, pp. 113-156]} and is consistent with the ergonomic aspects of the professional activities of subjects of helping, communicative and pedagogical professions ^{[6, pp. 234-278]}.

From the standpoint of labor psychology, the training of a specialist in youth work does not involve separate educational influences, but a systematic program of psychological support for professional development ^{[9, pp. 234-267; 5, pp. 156-198]}, including: psychodiagnostic identification of the current level of professional development; targeted training effects; reflexive psychotherapeutic practices; supervision; monitoring the sustainability of results and feedback the connection. It is within this methodological framework that we will consider the content and architecture of modern programs.

METHODOLOGY OF PROGRAM SELECTION AND ANALYSIS: THE EMPIRICAL BASIS OF THE STUDY

The empirical basis of this study was formed by programs in which the author was directly involved as a listener and/or expert practitioner in the framework of his professional activities in the field of youth policy and teaching. This circumstance provided an opportunity for included observation and substantive acquaintance with the content, format, educational technologies and training mechanisms of each of the analyzed programs from the inside, which significantly increased the validity of subsequent psychological analysis and reduced the risk of a formal description based solely on open sources.

The selection of programs for analysis was carried out according to a set of the following criteria:

1. the federal or systemic regional status of the program;

2. Targeting youth professionals, teachers, mentors, supervisors, and other actors who actually perform the functions of youth work;

3. the relevance of the implementation in 2022-2025.;

4. methodological documentation of the program, which allows for its substantive and psychological analysis;

5. accessibility for direct participation of the author or for expert interaction with its organizers and graduates.

The content analysis of program and regulatory documents was carried out according to the following units of analysis: declared goals and objectives of the program; target audience; competence model; list of competencies and qualities being formed; educational technologies and training mechanisms; forms of psychological support; diagnostic procedures; forms of post-program support and sustainability of results. Each unit of analysis was compared with a psychological correlate in the categorical system of labor psychology — at the level of professionally important qualities, psychological readiness for activity and psychological resources of the individual.

The comparative analysis of the programs is based on the author's analytical matrix, which includes seven criteria (see Table 1) and a rating system ("high / medium / low", "systemic / indirect / fragmentary / declarative", "provided / not provided"). The summary assessment for each program was formed on the basis of triangulation of three data sources: a meaningful analysis of the program documentation, reflective observation of the author as a participant in the programs and public materials of the organizers. The final typologization of programs is based on the logic of generalization from partial estimates to generalizing characteristics, which corresponds to the inductive-analytical scheme of qualitative research.

The volume of the empirical base amounted to nine programs at the federal and system regional levels, implemented in the period 2022-2025: "Voice of the Generation. Teachers", "DNA of Russia", "Club of creators of meanings", "Guides of Meanings", Rosmolodezh program.Grants, forum programs of the FADM "Rosmolodezh", programs of the Management Workshop "Senezh", training programs for curators and mentors of universities, educational intensive courses for youth leaders. The unit of analysis was program documents (program regulations, descriptions of competence models, educational and thematic plans, materials from the Academy of Rosmolodezh platform), as well as observations by the participating author in the format of included observation.

The operationalization of the author's typology of the character of the development of professionally important qualities is carried out on the basis of six binary signs recorded in the program documentation:

1. the task of developing professionally important qualities in the formally declared objectives of the program;

2. availability of diagnostic procedures of the initial and final level of professionally important qualities;

3. the presence in the program of specially designed training modules aimed at specific qualities;

4. the presence of reflexive practices, methodically designed as an independent developing technology;

5. availability of individual psychological support and/or supervision;

6. availability of post-program monitoring of the stability of the developed characteristics. The program belonged to one of six types of typology based on a combination of these features, which ensured reproducibility of the classification solution and allowed an independent researcher to come to a similar result in the presence of the same documents.

INSTITUTIONAL RANGE OF TRAINING PROGRAMS FOR YOUTH PROFESSIONALS: INSTITUTIONAL AND FUNCTIONAL MAP

The modern infrastructure for training specialists in youth work is a hierarchically organized field in which several functionally different levels are distinguished. The federal level is formed by the programs of the Ministry of Education and Science of the Russian Federation, FADM Rosmolodezh, ANO Russia — the Land of Opportunities, the Russian Society Znanie, and the Ministry of Education. The institutional level is formed by knowledge centers (primarily Mashuk in Pyatigorsk), the Senezh Management Workshop, the Tavrida art cluster, and youth forums. The local level includes programs from universities, competence centers, regional ministries and youth policy committees, and municipal youth centers.

Functionally, the programs can be classified according to their primary orientation: ideological and value-based ("DNA of Russia", "Voice of the generation. Teachers", programs on the "Fundamentals of Russian statehood"); organizational and project (Rosmolodezh.Grants, project intensive courses, forum campaigns); managerial and leadership (programs of the Senezh Management Workshop, programs of the Elbrus Club); educational and communicative (Guides of Meanings, programs of the Russian Society Znanie); post-guidance (Club of Creators of Meanings); professional and pedagogical (programs of curators and university mentors).

Such diversity creates the impression of an abundance of educational opportunities, however, from the point of view of labor psychology, the key question remains to what extent this infrastructure ensures the holistic development of higher education and it is this question that is the subject of subsequent psychological analysis.

THE PROGRAM "VOICE OF THE GENERATION. TEACHERS": COMPETENCE MODEL AND PSYCHOLOGICAL POTENTIAL

The program was developed in 2022 by the Ministry of Education and Science of the Russian Federation in cooperation with the Rosmolodezh Academy of Medical Sciences and is being implemented on the basis of the Mashuk Knowledge Center, as well as in flagship universities. Its stated goal is to form a community of teachers with systematic management skills in the field of youth policy, who are able to convey traditional values and apply updated methods of working with young people. The target audience consists of representatives of the teaching staff of social and humanitarian disciplines, persons conducting educational work, vice-rectors and curators. According to the reporting materials of the Russian Ministry of Education and Science, in 2024^[1] more than 5,000 teachers became participants in the program, and streams were implemented in several federal districts.

The program format is modular and forum—based, with elements of project activities, foresight sessions, group work and presentations of final developments. Educational technologies include lecture blocks, discussion platforms, group moderation, and design workshops. Training mechanisms are presented mainly in the logic of interactive formats and socio-psychological exercises, which are not separated into a separate methodically verified component ^{[10, pp. 234-267]}.

From the standpoint of labor psychology, the program is focused on the formation of mainly value-semantic and design-organizational components of professional competence ^{[4, pp. 156-189]}. Among the potentially developed PVCs, the following dominate: professional identity as a teacher included in the educational circuit ^{[18, pp. 67-98]}; motivational and value components focused on the translation of state-significant meanings; communicative qualities and team interaction skills; organizational abilities; elements of leadership and managerial qualities. The qualities associated with the subject's regulatory, volitional and emotional self-regulation (stress tolerance, psychological stability, emotional intelligence ^{[17, pp. 67-98; 20, pp. 234-267]}) are less represented; cognitive flexibility and work in conditions of uncertainty develop indirectly through involvement in group and project dynamics.

The program does not provide for a systematic psychodiagnostic procedure aimed at assessing the initial and dynamic level of cognitive development; reflexive practices are implemented in forms of group feedback, not structured as methodically verified psychological tools ^{[15, pp. 45-57]}; post-program support for participants was episodic until recently and was significantly compensated only by the introduction of the program "Club of Creators meanings". In general, we qualify the development of the IAC in this program as indirect, partially systemic, but not scientifically based enough in psychological terms: the emphasis is on the content-ideological and project results, and the psychological contour of the development of the subject of professional activity remains implicit.

THE DNA OF RUSSIA PROJECT: BETWEEN IDEOLOGICAL AND PSYCHOLOGICAL ARCHITECTURE

The DNA of Russia project, developed by the Ministry of Education and Science of the Russian Federation in accordance with the recommendations of the Expert and Methodological Council of the Commission of the State Council of the Russian Federation, is aimed at involving the academic community in the development and teaching of the educational module "Fundamentals of Russian Statehood"^[2]. The project includes dozens of flagship universities and interdisciplinary centers; the teacher training program is implemented in the format of additional professional retraining and advanced training, covering, according to official data from the Russian Ministry of Education and Science, a significant array of teachers of social and humanitarian disciplines throughout the country.

The competence model of the project is focused on the substantive and methodological development of the themes of statehood, worldview, historical memory, and the value foundations of Russian civilization. Educational technologies include distance, face-to-face and final certification stages, lecture and seminar formats, defense of project work, foresight sessions and scientific and methodological conferences. The program is structured primarily as a subject retraining program, rather than as a training program for the development of the military-industrial complex ^{[4, pp. 234-267]}.

Psychologically, the project has a significant but implicit potential for the development of a number of skills: the ability to form meaning (actualized when working with ideological contents) ^{[18, pp. 124-156]}, professional identity as a teacher of social and humanitarian knowledge ^{[5, pp. 89-124]}, communicative qualities in the format of seminars and discussions, partly reflexivity ^{[15, pp. 45-57]} and cognitive flexibility (through working with contradictory ideological positions). At the same time, the psychological components associated with emotional intelligence, stress tolerance, self-regulation, skills of working in uncertainty and teamwork ^{[17, pp. 67-98; 19, pp. 156-198]} are not identified as independent targets.

The development of PVK in the DNA of Russia project is characterized as primarily declarative and indirect: the program creates conditions for the formation of individual semantic and identification characteristics of the subject of professional activity, however, it does not contain a scientifically verified model of psychological development, psychodiagnostic procedures and individualized support ^{[9, pp. 156-198; 10, pp. 234-267]}. The pronounced content and subject orientation of the project is logical from the point of view of its initial ideological task, but does not allow it to be qualified as a full-fledged tool for the development of labor psychology from the standpoint of labor psychology ^{[1, pp. 47-112]}.

"CLUB OF CREATORS OF MEANINGS" AND "GUIDES OF MEANINGS": A NEW LOGIC OF POST-ENTERTAINMENT AND COMMUNICATIVE PROFESSIONALISM

The Club of Creators of Meanings program, which started in May 2025, was developed by the Ministry of Education and Science of the Russian Federation together with the Rosmolodezh Foundation and the DNA of Russia project as a program for comprehensive post-program support for participants of the Voices of the Generation and teaching the Fundamentals of Russian Statehood module. Its declared goal is to form a stable professional community of teachers who guide value and semantic attitudes and provide methodological, event and project support to graduates of previously implemented programs. The program includes online training in methods for creating value-based events and communities, face-to-face educational events, and the involvement of participants as speakers and moderators.

The "Guides of Meanings" program, implemented by the Rosmolodezh Foundation since 2025, is aimed at youth professionals, teachers, advisers to educational directors, coaches, and activists, and involves the training of "guide teams" whose responsibilities include holding field meetings in schools, colleges, and universities to inform young people about self-realization opportunities. and the system of state youth policy. The program is based on five thematic blocks devoted to key values, organizations and tools of youth work, and includes an online course "Youth Policy System" on the Rosmolodezh Academy platform.

From the standpoint of labor psychology, both programs have an increased potential for developing communicative qualities, the ability to interpersonal interaction ^{[4, pp. 156-189]}, public communication skills, organizational abilities, partially teamwork ^{[19, pp. 156-198]} and reflexivity ^{[15, pp. 45-57]}. The Club of Creators of Meanings program additionally provides a certain development of professional identity and sense formation through inclusion in a stable community and accompanying event work ^{[18, pp. 124-156; 5, pp. 89-124]}. At the same time, the programs are conceptually designed as educational and communicative, rather than as psychologically sound programs for the development of physical education: there is no diagnostic contour, there are no differentiated training modules aimed at stress tolerance, emotional intelligence, self-regulation and psychological stability ^{[17, pp. 67-98; 20, pp. 234-267]}, there is no individualized psychological support for participants.

The development of PVK in these programs is assessed as systemic in the form of communicative inclusion, but fragmented and non-reflexive in psychological terms: with the unconditional value of post-program, accompanying and educational functions, the programs do not implement a holistic model of personal and professional development of the subject ^{[5, pp. 156-198]}.

THE FADM "ROSMOLODEZH" AND ROSMOLODEZH PROGRAMS.GRANTS: PROJECT OPTICS FOR THE DEVELOPMENT OF PROFESSIONALLY IMPORTANT QUALITIES

The Rosmolodezh FADM program range includes forum campaigns (Territory of Meanings, Tavrida, regional forums and intensive courses), and Rosmolodezh grant competitions.Grants, the program of civic-patriotic and socially useful youth tourism "More than a journey", educational intensive courses for youth leaders, specialized programs of guides and mentors. The target audience includes both young people themselves and youth professionals who act as organizers, experts, mentors, and project coordinators.

Educational technologies in this range of programs are mainly focused on project-based, forum-based, intensive formats. Training mechanisms are presented in the form of short socio-psychological games, master classes, and facilitation sessions ^{[10, pp. 234-267]}. Grant component (Rosmolodezh.Grants) form a special logic of working with specialists in youth work and active youth: they find themselves in the position of project leaders who are obliged to make decisions in conditions of limited resources, time frames and public responsibility ^{[19, pp. 234-267]}.

In the logic of labor psychology, such a program architecture has the potential to develop a number of skills: organizational abilities, project and managerial competence, leadership skills, skills of working in uncertainty, teamwork, professional responsibility, partly stress tolerance and self—regulation (under the stress of project cycles) ^{[17, pp. 67-98]}. At the same time, precisely as a result of design—effective optics, psychological components related to emotional intelligence, reflexivity ^{[15, pp. 45-57]}, psychological stability and adaptability ^{[20, pp. 234-267]} develop sporadically and are not accompanied by purposeful methodological procedures.

The development of PVK is qualified as indirect, situationally intensive, but episodically systemic: programs create a developing environment for the formation of individual competencies, but do not ensure the sustainability of results and do not involve psychological support for professionalization in the long term ^{[5, pp. 156-198]}. Grant logic, for all its motivating function, additionally creates risks of emotional burnout, overload, and the formation of an outwardly active but psychologically non-reflexive subject position ^{[20, pp. 312-356; 11, pp. 1-11]} (when external project activity is not accompanied by internal semantic formation).

MANAGEMENT WORKSHOPS AND MENTORING PROGRAMS: THE MANAGEMENT PARADIGM IN THE DEVELOPMENT OF PVC

The Senezh Management Workshop, established in February 2019 in the structure of ANO Russia — the Land of Opportunities, is a modern educational center that implements programs for managers, leaders of public organizations, promising young professionals, as well as accompanying programs for graduates of youth forums and finalists of presidential platform contests. The Workshop includes the Voice of Generation Management Reserve program, the Mayaki program (for the development of youth policy in new territories), the Strategy for the Development of Universal Competencies program in cooperation with university competence centers, the School of Coaches and Moderators program, the Elbrus Mentoring Club program, and other initiatives.

The educational technologies of the workshops differ from the previously considered programs by a more pronounced elaboration of the managerial component, the use of strategic sessions, skills sessions, training of managerial competencies, elements of coaching, group dynamics, and team projects ^{[19, pp. 156-198]}. The training mechanisms are more structured, and the professional mentoring environment includes finalists and winners of the Leaders of Russia, which provides an increased level of substantive expertise.

From the standpoint of labor psychology, workshop programs have the most pronounced potential for the development of managerial skills ^{[9, pp. 234-267]}: leadership skills, organizational abilities, teamwork, skills of working in uncertainty, cognitive flexibility, partly stress tolerance and self—regulation ^{[17, pp. 67-98]}. The program "Strategy for the development of universal competencies" is additionally focused on the formation of "flexible skills" through educational and extracurricular activities of universities, which brings it into the plane of developing the professional skills of future specialists in youth work.

At the same time, here, too, the psychological contour remains predominantly auxiliary: trainings, as a rule, are aimed at competencies, rather than at the full personal and professional development of the subject ^{[5, pp. 156-198]}; diagnostic procedures are used only to a limited extent and are not always methodically verified ^{[15, pp. 45-57]}; long-term psychological support and supervision are selective nature. The development of PVK in this group of programs is qualified as more systematic and well-developed in the management segment, but fragmented in the psychological and personal dimension.

UNIVERSITY CURATOR AND MENTOR TRAINING PROGRAMS AND EDUCATIONAL INTENSIVE COURSES FOR YOUTH LEADERS

Training programs for curators of academic groups, mentors of project teams and student activists are implemented at the level of individual universities and competence centers, often in cooperation with the Senezh Management Workshop, the Russian Znanie Society, and regional ministries of youth policy. The target audience consists of teachers who conduct educational work, advisers to directors of education, curators, tutors, representatives of student councils and activists who actually perform the functions of specialists in youth work.

The content of the programs varies from short-term methodological seminars to long-term modular courses that include elements of group dynamics training, dialogic practices, mediation, conflictology, and project management ^{[19, pp. 156-198]}. Educational intensive courses for youth leaders (regional forums, asset schools, educational shifts) are implemented in an immersion format with intensive group and project work.

Psychologically, these programs have significant potential for the development of communicative qualities, leadership skills, organizational abilities, team interaction, partly reflexivity (through structured feedback) ^{[15, pp. 45-57]} and emotional intelligence (through group exercises). At the same time, the degree of elaboration of the psychological component varies greatly depending on the methodological culture of a particular university or center, there is no unified scientific and methodological platform for the development of psychological training ^{[5, pp. 89-124]}, systematic psychodiagnostic support is not provided, and the diagnosis of results in most cases is reduced to satisfaction surveys.

The development of PVC is characterized as heterogeneous in terms of consistency, mostly fragmented and dependent on the resource and methodological potential of a particular organization.

SUMMARY COMPARATIVE ANALYSIS OF PROGRAMS ACCORDING TO THE CRITERIA OF LABOR PSYCHOLOGY

To systematize the results obtained, we have developed an analytical table of comparative analysis of programs according to seven criteria relevant to the scientific specialty 5.3.3: psychological effectiveness, systematic development of medical education, scientific validity, availability of diagnostic procedures, availability of psychological support, sustainability of results, connection with the professional activity of a specialist in youth work. Tables 1 and 2 below are designed in accordance with the requirements of GOST 7.32–2017 "System of standards for information, librarianship and publishing. Research report. Structure and design rules": each table has an ordinal number and a thematic heading placed above the table on the left without paragraph indentation, and is provided with a link in the text of the work.

Table 1 – Comparative analysis of modern training and educational programs according to the criteria for the development of professional skills of specialists in youth work (from the standpoint of a scientific specialty).3.3) Source: developed by the author.

As the data in Table 1 show, none of the reviewed programs implements a full-fledged model of psychological support for the professional development of youth workers from the point of view of labor psychology: even the most well-developed management programs (Senezh Management Workshop) do not contain a systematic psychodiagnostic, developmental and accompanying architecture.

Table 2 – The author's typology of the nature of the development of PVC in modern training programs for specialists in youth work

Source: developed by the author.

A comparison of the two typological matrices presented in Tables 1 and 2 reveals a structural paradox: with a significant volume of programs implemented and a wide audience coverage, the dominant type of CIP development is indirect and fragmented, whereas the systematic and scientifically based type in modern practice of training specialists in youth work is fragmented and not institutionalized ^{[1, pp. 47-112; 2, pp. 234-267; 5, pp. 156-198]}.

PSYCHOLOGICAL MECHANISMS AND DISADVANTAGES OF PSYCHOLOGICAL SUPPORT OF MODERN PROGRAMS: A CRITICAL ANALYSIS

A psychological analysis of the architecture of the considered programs allows us to identify a number of mechanisms that provide a certain, but limited effect of the development of PVC. Firstly, it is a mechanism of group resonance and social identification, implemented through forum, intensive and project formats and providing reinforcement of the motivational and value components, a sense of professional belonging and elements of professional identity ^{[18, pp. 124-156; 3, pp. 234-267]}. Secondly, the mechanism of project inclusion, which forms organizational abilities, leadership qualities, skills of working in uncertainty and teamwork ^{[19, pp. 156-198]}. Thirdly, the mechanism of semantic construction ^{[12, pp. 535-567]}, activated in programs with a pronounced ideological component and working on the ability to make sense and professional responsibility.

However, the analysis reveals a number of systemic shortcomings in the psychological support of modern programs.

The first disadvantage is the lack of a psychodiagnostic base. The vast majority of programs do not provide for an entrance, intermediate and final diagnosis of the level of PVK ^{[1, pp. 156-198; 2, pp. 234-267]}; conclusions about effectiveness are based mainly on subjective satisfaction surveys and formal coverage indicators.

The second disadvantage is the lack of individualization. The programs are built according to the logic of mass replication, do not take into account individual psychological resources and limitations of the subject ^{[2, pp. 156-198]}, do not provide individual educational trajectories and individual psychological support ^{[5, pp. 156-198]}.

The third disadvantage is the lack of a well—developed component of emotional and volitional regulation. Stress tolerance, psychological stability, emotional intelligence and self-regulation ^{[17, pp. 67-98; 20, pp. 234-267]}, which are of critical importance for professions associated with intensive communication, conflict situations and the risk of emotional burnout ^{[20, pp. 312-356; 11, pp. 1-11]}, are not purposefully formed.

The fourth disadvantage is the weak representation of reflexive practices, methodically verified within the framework of labor psychology ^{[15, pp. 45-57; 16, pp. 67-98]}. Reflexivity is often reduced to the final feedback and is not implemented as an independent developing technology.

The fifth disadvantage is the lack of system post—program support and supervision. Despite the introduction of the "Club of Creators of Meanings" and the "Guides of Meanings" program, most of the participants find themselves outside a stable professional environment after completing the intensive and do not receive systematic support ^{[9, pp. 234-267]}.

The sixth disadvantage is the lack of elaboration of the psychological component of training in regulatory and program documents. The content of the programs is described mainly in the categories of values, competencies and project results; the concepts of "professionally important qualities", "psychological support", "psychological readiness for activity", "professional subjectivity", "psychological resources of the individual" are limited or absent.

The seventh drawback is the lack of a systematic model for the development of PVC ^{[2, pp. 234-267; 5, pp. 156-198]}, built in the logic of a holistic cycle of professionalization: "diagnosis — development — consolidation — sustainability monitoring — corrective support."

The eighth disadvantage is the inconsistency of individual architectural solutions with the provisions of labor psychology ^{[1, pp. 47-112; 6, pp. 234-278]}, in particular, ignoring the requirements for taking into account the functional states of the subject ^{[17, pp. 67-98]}, ergonomic aspects of professional activity, risks of overload and emotional exhaustion, especially characteristic of design and grant logic.

These shortcomings do not indicate that the programs are ineffective in relation to their own program goals: a significant part of them successfully solves the stated ideological, design, communicative, and organizational tasks. The concept of "effectiveness" in this study is not used in a generalized form, but exclusively in relation to the development of professionally important qualities of specialists in youth work as an independent task of labor psychology. The results obtained are consistent with the data of modern domestic and foreign studies, indicating that the development of psychological stability, emotional-volitional self-regulation and personal resources requires specially designed, methodically verified training solutions, rather than the indirect effect of meaningful activity ^{[23, pp. 8-25; 27, pp. 63-76]}. However, from the standpoint of a scientific specialty 5.3.3 they cannot be qualified as programs that ensure the systematic and scientifically based development of the professional skills of youth workers.

THE AUTHOR'S CONCEPTUAL SCHEME: DIRECTIONS OF BUILDING A SPECIALIZED MODEL OF PSYCHOLOGICAL SUPPORT

Based on the analysis, we propose a conceptual scheme for a multilevel model of psychological support for the professional development of youth specialists ^{[9, pp. 234-267; 5, pp. 156-198]}, focused on integration into existing programs or deployment as an independent system. The circuit includes four functional circuits.

The diagnostic contour involves an entrance, intermediate and final psychodiagnostic examination of program participants using verified methods ^{[2, pp. 234-267]}, focused on assessing communicative qualities, stress tolerance ^{[17, pp. 67-98]}, emotional intelligence, reflexivity ^{[15, pp. 45-57]}, leadership qualities, professional identity ^{[18, pp. 67-98]}, cognitive flexibility, the ability to make sense, the motivational and value sphere, psychological stability and adaptability ^{[20, pp. 234-267]}. The contour provides individualization of educational trajectories and scientific verification of effectiveness ^{[1, pp. 156-198]}.

The development cycle includes targeted training modules addressing specific learning needs: stress tolerance and self-regulation trainings ^{[17, pp. 156-198]}, emotional intelligence trainings, reflexive practices ^{[15, pp. 45-57]}, uncertainty management trainings, team interaction and leadership trainings ^{[19, pp. 234-267]}, meaning formation and professional identity development programs ^{[18, pp. 124-156]}. The development contour is based on the principles of consistency, scientific validity, methodological verification and continuity ^{[10, pp. 234-267]}.

The accompanying contour provides individual and group psychological support for participants during the learning process and during the post-program period ^{[9, pp. 234-267]}: supervision, Balint groups, reflective sessions, mentoring and coaching support, prevention of emotional burnout ^{[20, pp. 312-356]}, crisis support. The contour is implemented in the logic of long-term personal and professional development ^{[5, pp. 156-198]}.

The monitoring and feedback loop is focused on assessing the sustainability of the results, monitoring the functional states of the subject of professional activity ^{[17, pp. 67-98]}, adjusting programs based on empirical research data and forming a scientific and methodological framework for the development of professional skills of specialists in youth work ^{[6, pp. 234-278]}.

The integration of these contours into the infrastructure of existing programs would make it possible to transform primarily the content-based design logic of training into the logic of systemic personal and professional development that meets the modern requirements of labor psychology, engineering psychology and cognitive ergonomics ^{[1, pp. 47-112; 2, pp. 234-267]}.

SCIENTIFIC DISCUSSION: ALTERNATIVE POSITIONS AND LIMITATIONS OF THE AUTHOR'S MODEL

It is advisable to consider the conclusions obtained in the context of alternative positions existing in modern labor psychology and educational psychology. A number of researchers consider the indirect development of professionally important qualities not as a disadvantage, but as a regular feature of deep-learning training models ^{[22, pp. 45-67]}: according to this position, the PVCs are most stably formed in conditions of full-fledged inclusion of the subject in real professional activity, whereas an artificially isolated "training" contour is able to generate declarative knowledge about competencies that do not transform into a stable professional subjectivity. From this point of view, the architecture of Rosmolodezh-type programs.Grants focused on project inclusion have no less, and in some cases, greater, developmental potential than formalized training.

A similar position is presented in foreign studies of soft skills, which record that direct training formats for the development of "flexible" competencies demonstrate limited effectiveness compared to integrative approaches combining formal training, practical experience and mentoring ^{[25, pp. 567-589; 26, pp. 1834-1847]}. Systematic reviews show that placing soft skills in a separate educational block does not lead to sustainable changes unless accompanied by a change in the holistic educational context ^{[27, pp. 1-56]}.

There is also an opposite clinical and psychological position, according to which the implicit, non—reflexive development of PVK is associated with an increased risk of emotional exhaustion, professional deformations and the formation of an outwardly active, but psychologically non-reflexive subject position among specialists in helping professions ^{[23, pp. 8-25; 21, pp. 21-33]}. From this point of view, the lack of a psychodiagnostic base and supervision in mass programs is not a methodological gap, but a professional risk factor, especially significant in the project and grant logic.

Recognizing the validity of each of these positions, we consider it necessary to explicitly identify the limitations of the author's proposed four-circuit model of psychological support. Firstly, the model is conceptual and methodological in nature and needs empirical verification on representative samples of youth specialists; until the model is confirmed in the format of a quasi-experimental study with pre-test / post-test, its effectiveness remains assumed. Secondly, the four-circuit architecture involves significant resource costs (psychodiagnostic tools, qualified supervisors, and continuous monitoring), which limits its direct scalability within the framework of massive federal programs. Thirdly, the model tends towards a "full" support cycle and may be redundant for short educational intensive courses, for which lightweight options with an emphasis on diagnostic and developmental contours are more relevant. Fourthly, the operationalization of a number of concepts, in particular, "professional subjectivity" and "the ability to form meaning", remains methodologically controversial and requires clarification of the battery of diagnostic techniques ^{[24, pp. 112-138]}.

These limitations do not negate the scientific and practical significance of the proposed model, but they identify a specific front for further research and invite a meaningful discussion with representatives of alternative approaches to the development of professionally important qualities of specialists in youth work.

PRACTICAL RECOMMENDATIONS FOR IMPROVING PROGRAMS

Based on the analysis, practical recommendations have been formulated aimed at program developers, youth policy organizers, methodological services of universities and competence centers. The first is to integrate into the programs a basic diagnostic module (input and final assessment of key professionally important qualities), implemented using standardized psychometric techniques verified in Russian occupational psychology; for short—term intensive courses, the use of reduced batteries of 4-6 scales is acceptable.

The second is to integrate an independent training block of 12-16 academic hours into the existing modular forum formats (FADM Rosmolodezh programs, Senezh Management Workshop programs), which specifically addresses the regulatory—volitional and emotional-personal components of training (stress tolerance, self-regulation, emotional intelligence); their development in the current architecture is episodic and It needs to be strengthened methodically.

The third is to develop and implement regulations for post—program supervision of program participants using Balint groups and individual reflection sessions at least once a quarter during the year following the program; this support regime corresponds to the international practice of preventing professional burnout among specialists in helping professions.

The fourth is to update the normative and methodological description of the programs in terms of including the section "Psychological competencies and professionally important qualities", in which the tasks of developing these qualities are formulated explicitly, operationalized through measurable indicators and accompanied by references to psychodiagnostic and training tools.

The fifth is for programs implemented in the project-grant logic (Rosmolodezh.Grants), to introduce mandatory monitoring of the functional states of project managers at the implementation stage in order to detect signs of emotional exhaustion early and prevent professional deformation; the organizational basis is the inclusion of a psychologist-supervisor in the architecture of project team support.

conclusions

Based on the results of the conducted research, the following scientific conclusions are formulated.

Firstly, the modern infrastructure for training specialists in youth work is represented by a wide range of federal, institutional and local programs that provide large-scale audience coverage and significant ideological, organizational and project results.

Secondly, the psychological component of training in the considered programs is presented mainly implicitly: the development of professionally important qualities is implemented mainly indirectly, fragmentally and declaratively, without a systematic diagnostic, developmental and accompanying architecture verified from the standpoint of labor psychology ^{[1, pp. 47-112; 2, pp. 234-267]}.

Thirdly, none of the analyzed programs fully implements the models of purposeful, systematic and scientifically based development of the military-industrial complex; the most developed in the management segment is the program contour of the Senezh Management Workshop, however, it does not cover the entire structure of professionally significant psychological characteristics of the subject ^{[9, pp. 234-267]}.

Fourthly, according to the results of the content analysis of the program documentation of nine federal programs, systemic deficiencies in the psychological support of programs have been identified: lack of a psychodiagnostic base ^{[2, pp. 234-267]}, lack of individualization, insufficient elaboration of regulatory-volitional and emotional-personal blocks of the PVK ^{[17, pp. 67-98; 20, pp. 234-267]}, weak use of reflexive the practitioner ^{[15, pp. 45-57]}, the lack of systemic post-program support and supervision ^{[9, pp. 234-267]}, the conceptual insufficiency of the psychological content of program documents.

Fifthly, the necessity of developing a specialized model of psychological support for the professional development of specialists in youth work ^{[5, pp. 156-198]}, built in the logic of four functional circuits: diagnostic, developmental, accompanying and monitoring.

Sixth, the prospects for further research are related to the empirical verification of the author's model, the development of a battery of psychodiagnostic techniques aimed at youth specialists, the conduct of longitudinal studies of the sustainability of the developed PVCs ^{[8, pp. 89-124]}, the empirical study of the functional states of the subjects of project, grant and forum activities ^{[17, pp. 67-98]} and with justification of ergonomic requirements to the organization of work of specialists of this category ^{[6, pp. 234-278]}.

conclusion

The conducted psychological analysis of modern training and educational programs confirmed the lack of elaboration of their psychological component and allowed us to substantiate a holistic approach to the development of professionally important qualities of specialists in youth work.

The totality of the results obtained confirms the need for the institutionalization of psychological support for the training of specialists in youth work as an independent direction in the structure of state youth policy and as an urgent task of the scientific specialty 5.3.3 "Occupational psychology, engineering psychology, cognitive ergonomics".

All tables presented in this article (Table 1, Table 2) are copyrighted and developed personally by the author of the publication in the course of this research. The use of these tables by other persons is allowed only if the bibliographic reference to the present work is correct.

^[1] ON THE RESULTS OF THE ACTIVITIES OF THE MINISTRY OF SCIENCE AND HIGHER EDUCATION OF THE RUSSIAN FEDERATION IN 2024 https://minobrnauki.gov.ru/upload/2025/07/%D0%94%D0%BE%D0%BA%D0%BB%D0%B0%D0%B4.pdf (Date of request: 05/12/2026)

^[2] The educational program is being implemented in order to implement Decree of the President of the Russian Federation No. 809 dated November 9, 2022 "On Approval of the Fundamentals of State Policy for the Preservation and Strengthening of Traditional Russian Spiritual and Moral Values"

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