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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
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  3. Stages of the professional formation and development of the educational psychologist
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  5. Abstract. Professionally determined destruction of the personality of the psychologist, 2010
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