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Professional fears - indicators of the regulatory crisis of the professional development of the personality of the school psychologist

In domestic and foreign studies, the problem of crises in the professional development of an individual is closely related to the age periodization of a person’s life. The boundaries of adulthood are differently defined by different researchers. CE Pinyaeva and N.V. Andreev believes that this diversity in defining the boundaries of the period in question can be explained by the influence of temporary, economic, social and other factors. Given the existing periodization, CE. Pinyaeva and N.V. Andreev proposes attributing maturity to a segment of life between 20 and 60 years and describing it in phases — time intervals of 7-10 years (such a division is conditional). Each phase is completed by a regulatory development crisis, the success and resolution of which may vary depending on the nature of the preceding period, individual characteristics and circumstances of life in general (Pinyaeva, Andreev, 1998, p. 4).

By definition, E.F. Zeer and E.E. Symanyuk, under the crises of professional development, we mean short periods (up to a year) of a radical restructuring of the personality, changes in the vector of its professional development (Zeer, Symanyuk, 1997, p. 35). In the professional development of the personality, these researchers distinguish the following stages: options, vocational education and training, professional adaptation, primary and secondary professionalization, and mastery. The transition from one stage to another is accompanied by regulatory crises. In this paper, we will consider some of the professional fears of school psychologists, which are clearly manifested in the regulatory crises of the professional development of the individual at the stage of adaptation and at the stage of primary professionalization.

School psychologists, as practice shows, experience professional difficulties during the adaptation period, despite the fact that they possess certain knowledge in the field of self-regulation.
Adaptation of the psychologist in educational institutions has its own specifics. There are objective reasons for the problematic "entry" of the psychologist in the teaching staff. These include the inadequacy of functional-role expectations of teachers regarding the activities of a psychologist, lack of formation and inadequacy of requests from them for psychological work, as well as differences in the value-oriented sphere of psychologists and teachers (Leia, 1995, p. 42). The incompatibility of professional reality with the expectations of a young specialist causes a crisis of professional expertise. In this regard, the psychologist manifests professional fears: fear of the situation of communication with teachers, fear of being unclaimed at work, fear of rejection by the teaching staff. Lack of practical skills in work, lack of self-confidence leads to the fact that the psychologist begins to be afraid of situations that may hurt his pride and lower self-esteem.

At the stage of primary professionalization after 3-5 years of work in school, the psychologist becomes dissatisfied with his professional life. He feels the inertia of professional development, he has the fear of stopping his professional career. He is afraid not to realize his potential while working at school. If a psychologist feels the fear of stopping a career, then he will experience internal discomfort, mental tension, thoughts of a possible dismissal, a laughing profession. Professional fears, being indicators of the regulatory crisis of the professional development of a person, may indicate the phases of its manifestation and the intensity of the flow.
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Professional fears - indicators of the regulatory crisis of the professional development of the personality of the school psychologist

  1. Value concepts professional orientation, professional self-determination and professional fitness personality
    The formation of professional fitness, the formation of a professional is inextricably linked with the self-determination of the individual, that is, with self-realization, self-assertion, self-improvement, self-knowledge. This process is due to the manifestations of internal resources, forces, attitudes towards the professional development of the personality and its development. Self-determination of personality is a conscious act of identifying and
  2. General psychological and acmeological patterns of personal and professional development in the conditions of higher professional education
    The process of higher vocational education is presented as a transformation of educational processes as “a set of individual forms of development and transformation of opportunities,” taking into account the continuity of the stages of human development in man and those psychological neoplasms that appear in the educational process aimed at creating conditions for the design, construction
  3. Stages of the professional formation and development of the educational psychologist
    The pedagogue psychologist needs to know his individual characteristics and how they manifest themselves at a certain stage of professional development. This knowledge is needed in order to assess what strengths of an individual should be relied upon in a given period of time, what qualities need to be developed, what needs to be done to avoid overloading, including nervous ones, in work.
  4. RESEARCH OF PROFESSIONAL IMAGE OF THE WORLD OF STUDENTS IN THE COURSE OF PERSONAL PROFESSIONAL FORMATION
    RESEARCH OF PROFESSIONAL IMAGE OF THE WORLD OF STUDENTS DURING PERSONAL-PROFESSIONAL
  5. Abstract. Professionally determined destruction of the personality of the psychologist, 2010
    Discipline - Psychological conditions for the success of the professional activity of the psychologist Professionally determined destruction of the personality of the psychologist. Training exercises and psychotechnics in the development of the psychologically important professional qualities (PIC): the ability to plan
  6. PROFESSIONALLY CAUSED DESTRUCTIONS OF THE PERSONALITY OF THE PSYCHOLOGIST
    Any activity, including professional, leaves its mark on the person. Work may contribute to personal development, but may also have negative consequences for the individual. Probably, it is impossible to find a professional activity that would not have such negative consequences at all. The problem is in the balance, the ratio of positive and negative changes in the personality of the employee.
  7. Professional development of the personality of the student psychologist
    The development of a professional is a process of acquiring new professional opportunities, but it is not only about “technical” opportunities - knowledge, skills: a professional is an individual, and, therefore, the conversation is also about personal development. It is a natural question where to look for the source of professional development. Of course, one of them is the external environment - for example, in
  8. Forms of professional communication of psychologists and their professional communities
    The successful professional development of a psychologist is largely due to the presence and possibility of his involvement in the system of professional and activity relations and relations, which are a significant factor in the development of his personality. In the hierarchy of these relationships, at least four types of relationships can be distinguished: - relationships with clients and their environment; - relations with other psychologists; - relations
  9. The main professionally important qualities of the personality of the psychologist
    Sometimes you can hear a person say "Yes, you are a born psychologist." In fact, what kind of skills and personality traits you need to have when applying for this specialty, and what else can you learn? A recent survey of practicing psychologists themselves conducted on the website www.futurejob.ru showed that there are not so many necessary qualities, all the rest are professional skills
  10. Professional and personal qualities of a psychologist. Professional ethics of the psychologist
    Professional and personal qualities of a psychologist. Professional ethics
  11. Professional activity of the psychologist. Psychologists as a professional community
    Professional activity of the psychologist. Psychologists like professional
  12. Improving the style of professional activity, optimizing the relationship between individual groups of professional skills, increasing the number of "degrees of freedom" of the subject of professional activity
    This criterion of efficiency is a unique criterion of the acmeological training of the program-target orientation, since it is the real training that is aimed at fulfilling the task of improving professional skills as a whole and has sufficient methodological potential for its solution. In addition to the growth of the level of ownership of individual skills and psycho-corrected cash state
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