PSYCHOLOGICAL PREREQUISITES FOR FORMING THE PROFESSIONAL IMAGE OF A CHILD PSYCHOLOGIST IN A DIGITAL ENVIRONMENT

Relevance. The formation of a child psychologist’s image in the online environment is an important aspect of modern psychological practice. This is determined by the growing role of digital communications in organizing individuals’ lives and professional relationships, as well as the need for practical psychologists to adapt to the expectations of their potential online audience. The aim of this article is to present the results of theoretical justification, empirical research, and the development and testing of effective tools for creating a professional image of a child psychologist in the digital space. The material discusses the results of a study aimed at developing strategies for shaping the professional image of a child psychologist in the digital environment, demonstrates their novelty, and substantiates their practical significance. Methodology. The main research methods included content analysis of psychologists’ professional social media pages, surveys of parents and psychologists, as well as the application of specific psychodiagnostic tools such as the Beck Anxiety Inventory and the Worldview Flexibility Questionnaire. Results. The obtained results demonstrate the following: for the successful formation of a child psychologist’s image, it is important for the specialist to systematically and actively engage with their audience using specific strategies, diverse content, and adhere to ethical standards of online communication. Empathy, low anxiety, worldview flexibility, professionalism, and adapting the content of a professional website to the specific needs of parents and children contribute to increased trust and effective interaction between the child psychologist and their audience. The tested author’s training program for child psychologists who aim to develop their professional activities and increase their online visibility and trust from potential clients has proven to be an effective evidence-based practice.