From the author: This article describes the possibility of creating an individual vector of professional development of a teacher, psychologist, coach.. Speaking about the effective professional activity of a teacher, psychologist, it is important to turn to professional competence as a defining characteristic the ability to solve professional problems and tasks that arise in real situations of pedagogical and psychological activity, using knowledge, professional and life experience, values ​​and inclinations. Many domestic and foreign authors have addressed various aspects of professional competence: V.I. Franchuk, G.S. .Nikiforov, E.A.Utkin, I.N. Drozdov, Yu.V. Vardanyan, I.E. Elina, I.P. Gomzyakova, I.A. Eliseeva, and also dealt with the formation of professionalism and considered in this regard issues related to professional competence (K.A. Abulkhanova-Slavskaya, L.I. Berestova, A.A. Bodalev, V. V. Butkevich, T.A. Venediktova, L.N. Zakharova, A. Kasprazhak, E.A. N. Karpetova, N. E. Kostyleva, I. F. Krivchansky, Yu. G. Kuznetsov, N. V. Kuzmina, T. A. Marina, A. K. Markova, V. E. Morozova, V. A. Naperov O.A. Ovsyanik, I.I. Prodanov, A.V. Solozhin, E.N. Starkova; A.A. Tolmachev), with the solution to the problems of developing professional skills (N.K. Baklanova, T.A. Benediktova, A. A. Derkach); and with the problem of qualifications (A.F. Anufriev, I.A. Volodarskaya, I.O. Kotlyarova and R.O. Orestov). If we talk about the professional competence of a teacher, psychologist, then we can identify a number of its necessary components: 1. The internal position of a student, a future professional, a specialist. Thus, Aleshina Yu.E. [1] emphasizes that a psychological diploma is necessary not simply because non-specialists do not know and do not understand much. Over the years of study at the Faculty of Psychology (if it was quite effective), students develop a special worldview. There are many jokes and ironic statements about it, there are certain costs in it, but from the point of view of providing psychological assistance, it is important that its basis is the idea of ​​​​the complexity, contradictory nature of the human psyche and behavior and the absence of any ordinary norms and dogmas, within which the client can be uniquely assessed. Such views of a professional psychologist mean not only a certain attitude towards people in general, and, consequently, towards clients, but also the ability to use these views, relying on data from psychological research, on the works of classics of practical and scientific psychology.2. Knowledge of other services, the ability to interact with them. Often during the reception it turns out that there is a need for a room to receive help from specialists of another profile, either from the client himself or from someone close to him. The range of specialists for whom the need most often arises after seeing a psychologist is small - mainly psychiatrists and lawyers. Since the psychologist quite regularly has to recommend contacting them, it is better if he not only advises the client who exactly is worth going to, but also gives the address and time of the appointment. The ideal option is when a psychologist works with such specialists in collaboration, has a regular opportunity to seek help and advice, and leads common clients. A psychologist should always work in collaboration with colleagues, feeling the elbow of his neighbor. The ability to transfer a client or recommend someone else to him is evidence of a specialist’s inclusion in the professional community, and usually this is perceived quite normally.3. Availability of communication skills. Thus, J. Kotler and R. Brown [2] identify the following necessary skills that a psychologist, especially one working in group work, must possess: Active listening - Non-judgmental perception of verbal and non-verbal aspects of receivedmessages, Reformulation - Paraphrasing the client's words, clarifying the meaning of his message, Clarification - Capturing the essence of the message both at the level of feelings and thoughts; simplifying the client's messages by distilling their essence, Summarizing - Bringing together important individual elements of an interaction or session, Questioning - Asking "open" questions through which the client explores what and how he is doing, Interpretation - Providing possible explanations for certain thoughts, feelings and actions, Confrontation - Calling on group members to pay attention to discrepancies between words and actions, bodily and verbal messages; addressing conflicting information or messages, Reflection of Feelings - Communicating understanding of the content of the client's feelings, Support - Providing encouragement and reinforcement, Empathy - Identifying with clients by adopting their perspectives, Facilitation - Providing specific and direct communication within the group; assisting participants in taking greater responsibility for the direction of the group's movement, Initiation - Activating group members to participate in common work, introducing new directions of movement into the group, Goal Setting - Setting specific goals for the group process and assisting participants in setting specific and meaningful ones goals, Evaluating - Assessing the development of group process and individual and group dynamics, Giving feedback - Expressing specific and honest reactions based on observations of the behavior of other group members, Giving advice - Providing advice and information, helping to determine direction and new behaviors, Advocacy - Protecting participants from unnecessary psychological risks in the group, Self-Disclosure - Disclosing participants' reactions to events occurring in the group, Modeling - Demonstrating desired behaviors through actions, Linking - Establishing connections between the work carried out by group members and general themes , raised in the group, Blocking - Intervention, with the help of which unproductive group behavior is blocked, Completion - Preparing the group to complete a separate session or classes as a whole. To this spectrum, in our opinion, it is important to add: “Advancement” is the proclamation of the virtues that a person has not yet demonstrated, advance payment to him of his success, “Closed questions” are questions that can be answered unambiguously, “Verbal mirroring” is an exact reproduction, repetition of the entire phrase or the last words of the interlocutor in order for him to understand the essence of his message and develop thoughts interlocutor, “Pause” is an opportunity for the interlocutor to feel himself, to appropriate the experience gained, to comprehend something.4. Supervised work: In order to master all of these skills and techniques at a truly high level, long hours of work under the supervision of an experienced professional supervisor are required. Only in this case can you see yourself from the outside, understand and reflect on much that would otherwise go unnoticed.5. Orientation in scientific data. To change clients’ attitudes, it may also be advisable to talk with them about people in general, using various psychological schemes and models as examples, referring to experimental facts that can serve as confirmation of the psychologist’s words, since “scientific” information usually sounds to clients , in particular parents, very convincingly. Of course, in order to use these and many other data, the psychologist must be well versed in them himself.6..,2001.