phenomenological approach, professional self-concept, counselor personality, phenomenologi- cal model, pedagogical strategy, psychological counseling practicum

The article analyzes the current state of teaching the psychological counseling practicum in higher education. The subject is pedagogical strategies for developing the professional self-concept and personality of future counselors. The aim is to develop a phenomenological teaching model for the practicum focused on developing the professional self-concept. The methodological foundation includes phenomenological pedagogy, professional personality de- velopment theory, and the competence-based approach. The research method is theoretical analysis of literature and educational programs. A contradiction has been identified between recognizing the counselor's personality as the primary instrument and insufficient evelopment of pedagogical strategies for its purposeful cultivation. It is shown that integrative approaches synthesizing various psychotherapeutic schools dominate current programs but remain technology-oriented. An original phenomenological teaching model is proposed, including four interrelated pedagogical strategies: phenomenological reflection, personal self-knowledge, dialogical interaction, and professional identification. The scientific novelty lies in developing a phenomenological model for fostering the future counselor's professional self-concept. Results can be used in designing educational programs.