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General idea of ​​personality development in the profession

A.K. Markova distinguishes: 1) a model of an existing specialist and 2) a model of specialist training (based on an analysis of the educational activities of future specialists and their orientation on the model of a ready-made specialist). When describing the model of a ready-made specialist, the following are distinguished: a model of a specialist’s activity, as well as a model of a specialist’s personality. One of the most acute problems in compiling a “specialist model” is the allocation of a “specialist personality model”. Traditionally, psychologists use tests to identify the most pronounced personal qualities of successfully working specialists on different scales and parameters, and thus, it seems that they get the "personal profile of a specialist." But to measure love for people, decency, honesty is not possible. In order to somehow get out of the impasse, experts sometimes go “on the contrary”, trying to highlight obvious contraindications for working as a psychologist. Such contraindications for a psychologist can be:

Hatred of people, the desire to "take revenge" they do not understand why

Frank mental ill health.

Inability to communicate, inability to build relationships with people on a mutually respectful basis.

In relation to the future student-psychologist, one can distinguish such undesirable qualities as “laziness”, lack of initiative.

When considering the basic requirements (and contraindications) for a professional psychologist, one should also recall the inevitable formation of an individual style of work among experienced specialists ?, which is difficult to adapt to some generally accepted standards and profiles. The general logic of the formation of an individual style of professional activity of a psychologist suggests the following important points:

First, the psychologist relies on his existing abilities and skills, gradually adapting them to solve their professional problems.

Further, on the basis of existing qualities and skills, new, previously absent qualities often arise.

Finally, a complex interconnected system of available adapted and new professionally important qualities is gradually being formed. We can distinguish the main stages in the formation of an individual style of psychologist's activity:

At the first stage, it is important to master professional activities according to already established schemes and procedures, i.e. learn to work "as expected." This is what guarantees the successful completion of tasks. At this stage, the following sub-steps can be distinguished:

The general orientation in this activity, when a novice employee “as a whole” already knows (or imagines) how to work, but cannot perform the work itself as a whole.

The development of individual actions and operations, as well as the development of individual procedures, techniques and work methods.

Finally, the development of activities in general (according to the normatively approved, “right” model).

At the second stage, a more experienced specialist (who has learned to perform certain tasks and even mastered certain types of professional activity as a whole) can allow himself some deviation from the normatively approved work patterns.
Here you can distinguish approximately the following sub-steps:

The emergence of the general idea of ​​work in a new, different way (at least an approximate idea of ​​how to successfully carry out a professional task differently than is usually done).

Testing and mastering individual actions in a new way.

The gradual design and development of all activities in a new way, i.e. the formation of their own individual style of professional activity. The following stages of the professional development of psychologists can be distinguished:

Ecstatic and romantic, when the psychologist has not yet “grown up” to serious “disappointments”. The stage of self-affirmation, a very important and necessary stage, is the basis of future professional pride and self-esteem.

The first disappointments, and then there will be subsequent ones, about which much has already been written above. These are the most critical stages. Since the main question is being solved here: will a student psychologist learn to overcome these "crises of disappointment" or they will simply "break" him. Recall that the most important condition for overcoming such crises is the search for new personal meanings in learning and in subsequent work. We also note that these meanings can only be found on their own, because only then can they become "personal."

The beginning of an independent solution of certain psychological problems (theoretical or practical) using already known technologies and methods. This stage ends with a gradual accumulation of negative experience in using these technologies and attempts to work somehow differently (the beginning of real professional creativity and the formation of one's individual style of activity).

The first serious attempts to work in a new way. Often, these attempts also end in “self-disappointment” and the desire to still bring their ideas to perfection. Appeal to the theoretical and methodological foundations of psychology, i.e. to all that at the stage of study at a university, many students usually cause a frank “allergy”.

Improvisation and professional creativity is already based on an updated theoretical and methodological base, where theory and practice, science and art are organically combined.
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General idea of ​​personality development in the profession

  1. General idea of ​​personality development in the profession
    1. The problem of the “specialist model” and the individual style of psychologist’s activity The very idea of ​​a “specialist model”, especially when applied to such a creative and complex profession as a psychologist, is sometimes in doubt. Typically, the following rationale is given: it is impossible to squeeze into the "model" all the characteristics of professional activity (along with the need to improvise in work), and
  2. General idea of ​​the profession
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  15. Correlation of the ideal "peak" of personality development, its real state and method of improvement as an acmeological model of personality
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  16. Personality development in adulthood. Features of a Mature Person
    According to domestic and foreign psychologists, a person in adulthood is capable of development. According to L. A. Petrovskaya, this is due to the process of socialization. An essential reason for rethinking adults the existing experience may be the desire to approach oneself, to a greater extent correspond to the original own internal nature. If you do not simplify the problem of personality and do not
  17. The history of the development of ideas about "development"
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