This article explores the phenomenon of professional education for social sphere specialists through the lens of art-therapeutic approaches as an innovative resource for emotional, personal, and professional support. The authors provide a theoretical foundation for the integration of art therapy into the system of professional training and support, considering the psychological challenges associated with high emotional workload, stress-inducing factors of the professional environment, and constant interaction with vulnerable population groups. The paper outlines conceptual approaches to understanding professional education – including the personality-oriented, functional-practical, axiological, and cultural models – and offers an original definition of the term. Particular attention is given to the analysis of three fundamental approaches in art therapy – psychodynamic, cognitive-behavioral, and humanistic – and their application in fostering professional identity, self-reflection, emotional competence, and resilience. Within the framework of an empirical study conducted at a state-run social protection institution, the authors assessed the effectiveness of an 8-week art-therapeutic program for social work professionals. The results revealed positive dynamics in the development of key professional characteristics: increased emotional stability, clearer professional identity, enhanced self-reflection, and reduced symptoms of professional burnout and anxiety. The article provides practical recommendations for the integration of art-therapeutic methods into educational programs and continuing professional development systems for specialists in the social and humanitarian fields. The findings may be useful for educators, practicing psychologists, managers of social services, and researchers involved in the professional preparation and support of helping professionals.
ДАНИЛЬЧУК et al. (Wed,) studied this question.