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

In domestic and foreign studies, the problem of crises in the professional formation of an individual is closely connected with the age periodization of human life. The boundaries of adulthood are differently determined by various researchers. CE Pinyaev and N.V. Andreev believes that such a variety in determining the boundaries of the period in question can be explained by the action of temporary, economic, social and other factors. Given the existing periodization, CE. Pinyaev and N.V. Andreev is proposed to attribute maturity to a segment of life between 20 and 60 years and describe it in phases - time intervals of 7-10 years (such a division is conditional). Each phase is completed by a regulatory crisis of development, the success and resolution of which can vary depending on the nature of the course of the previous period, individual characteristics and circumstances of life in general (Pinyaeva, Andreev, 1998, p. 4).

By definition, E.F. Zeera and E.E. Symanyuk, the crises of professional development are understood as short periods (up to a year) of cardinal restructuring of a person, changes in the vector of her professional development (Seer, Symanyuk, 1997, p. 35). In the professional development of 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 professional fears of school psychologists, which are clearly manifested in normative crises of professional personality formation at the adaptation stage and at the stage of primary professionalization.

School psychologists, as practice shows, experience professional difficulties during the period of adaptation, despite the fact that they possess certain knowledge in the field of self-regulation.
Adaptation of a psychologist in educational institutions has its own specifics. There are objective reasons for the problematic “entry” of a psychologist into the teaching staff. These include the inadequacy of the functional-role expectations of teachers regarding the activities of a psychologist, the lack of form and inadequacy of requests from them for psychological work, as well as differences in the value-orientation sphere of psychologists and teachers (Leey, 1995, p. 42). Inconsistency of professional reality with the expectations of a young specialist causes a crisis of professional projections. In this regard, the psychologist manifests professional fears: fear of a 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 lead to the fact that the psychologist begins to be afraid of situations that could hurt his pride and reduce his self-esteem.

At the stage of primary professionalization, after 3-5 years of work at school, the psychologist has dissatisfaction with professional life. He feels the inertia of professional development, he has a fear of stopping his professional career. He is afraid of not realizing his potential while working at school. If the psychologist is afraid of stopping his career, then he will experience internal discomfort, mental tension, and thoughts about a possible dismissal, a change of profession. Professional fears, being indicators of the regulatory crisis of the professional formation of the personality, can testify to the phases of its manifestation and the intensity of the course.
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Professional fears - indicators of the regulatory crisis of the professional formation of the personality of a school psychologist

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