BEYOND TRADITIONAL TRAINING: AI AS A SUPPORTIVE INSTRUMENT IN PSYCHOLOGIST DEVELOPMENT

Abstract

This study explores the integration of artificial intelligence (AI) into training and professional development of psychologists mastering the innovative Eco-Centered Psychological Facilitation (ECPF) method, developed within P.V. Lushyn's ecofacilitative approach. Psychologist-ecofacilitators are professionals who have mastered this method and practice based on ecofacilitative principles. The study focuses on AI's impact on skill development, motivation, and professional identity formation. Through a mixed-methods approach, the study examines AI-assisted learning within the ECPF framework, emphasizing ecological adaptability, tolerance for uncertainty, and facilitation of natural developmental processes. A pilot study involving 40 participants tested the effectiveness of AI (Claude 3.5 Sonnet) in various interaction formats—consultant, client, and supervisor—over a two-month period. Factor analysis identified a three-dimensional model of professional development, encompassing personal-professional orientation, technical mastery, and communicative competence. Cluster analysis revealed distinct motivational profiles among participants, highlighting the need for differentiated AI-assisted learning approaches. Findings indicate high user satisfaction (85% positive ratings) and demonstrate that AI serves as a valuable training tool, providing a safe and adaptive environment for skill acquisition and reflective practice. The study underscores the necessity of balancing structured learning with independent experimentation, as well as addressing ethical considerations in AI-assisted training. Practical recommendations include developing structured prompts, differentiated task design, and expanded group learning opportunities. The study contributes to ongoing discourse on AI-enhanced education, offering a novel model for integrating AI into psychologist training while preserving core ECPF principles. The findings pave the way for future research on AI-assisted facilitation, professional identity formation, and personalized learning trajectories in the digital era.

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