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Any activity, including professional, leaves its mark on a person. Work can contribute to personal development, but can also have negative consequences for the individual. Probably, it is impossible to find professional activities that would not have such negative consequences. The problem is the balance, the ratio of positive and negative changes in the personality of the employee. Those professions or that particular job, where the balance is not in favor of positive changes, and causes the so-called professional destruction. Professional destruction is a change in the existing structure of activity and personality that negatively affects labor productivity and interaction with other participants in this process.

Professional destruction is manifested in a decrease in labor efficiency, in the deterioration of relationships with others, in the deterioration of health and, most importantly, in the formation of negative personal qualities and even in the breakdown of the holistic personality of the employee.

A.K. Markova identified the following trends in the development of professional destruction [2]:

1. Lag, slowdown in professional development. For a psychologist-professional consultant, this may be due to the fact that “everyone is bored” in work, the motive for mastering new ways of working, the desire to solve new problems are lost.

2. The lack of professional activity. For a psychologist-professional consultant, this may be due to “getting stuck” in professional and personal development, which was already mentioned in the previous section.

3. Disintegration of professional development, disintegration of professional consciousness and, as a result, unrealistic goals, false meanings of labor and professional conflicts arising on this basis. The danger of “false meanings” and “unrealistic goals” is especially great in such an “exotic” profession as a psychologist, where one wants to “break away from reality” or “build another reality”.

4. Low professional mobility, inability to adapt to new working conditions, resulting in complete or partial maladaptation. Unfortunately, psychologists have developed some professional arrogance (if not to say, professional “redneck”) in relation to representatives of other (less prestigious and less “exotic”) professions, and the danger of such destruction is quite real.

5. The inconsistency of the individual links of professional labor, when one sphere seems to run ahead and the other lags behind. Psychologists, for example, often have situations when they use only “funny” methods of work, with which they can easily gain cheap popularity and “love” of clients, or when psychology students study only “interesting” courses, and “boring” courses and special courses are simply ignored. As a result, a holistic professional consciousness is not formed where different methods and forms of work would organically complement each other, where everything positive that was accumulated in different areas of psychology and in different scientific schools would be combined.

One of the options for the mismatch (disharmony) of the psychologist’s professional development may be excessive enthusiasm for “psychological knowledge”, the desire to become a “scholar” without correlating this knowledge with real psychological problems, and the inability to fully apply the method of scientific knowledge. We are talking about the so-called psychological "rolls" that "pump" themselves with knowledge, often unsystematic and meaningless. The main problem of such “roll psychologists” (by analogy with the “rolls”, who develop their muscles before stupefying) is that they often do not have an idea, purpose, or sense of their professional activity, for which this knowledge could be used. The result is "knowledge for the sake of knowledge." Even for a banal self-affirmation, this is not the best option, since a person who does not use his capabilities (for example, his undoubted vast psychological knowledge) in critical life situations, this is a “fool” [3; 4; 5].

6. The weakening of previously available professional data, a decrease in professional abilities, a decrease in professional thinking. It is known that the overuse of some quality leads not only to its training and development, but from some point to extinction. Firstly, this quality or skill gradually moves to the stage of automatism, i.e. it ceases to be realized, is fulfilled as if by itself and begins to develop according to its own laws, which does not require additional stress from a specialist psychologist. As a result, such a quality can simply stop in its development. Secondly, the performance of the same work during the exploitation of the same qualities can lead to the fact that the psychologist becomes "disgusting with himself." As a result, some “hatred” for certain types of work that is repeated day after day, and at the same time “hatred” for its individual qualities used in this work, can even form on an unconscious level.

Distortion of professional development, the appearance of previously absent negative qualities. For example, specialists usually identify and analyze negative qualities that are formed in the work of school teachers, whose activities are very close to psychologists in terms of intensity and nervous costs [1; 5]:

? authoritarianism (which is based on “psychological defense in the form of rationalization”, as well as the teacher’s high self-esteem and schematization of student types when the teacher is not able to see specific personalities in the students); demonstrativeness (both the teacher and the psychologist have many opportunities for self-beauty and self-affirmation, which is based on excessive self-esteem and egocentrism);

? didacticity (based on stereotypes of professional thinking and speech patterns);

? dominance (based on the inability to empathy, and sometimes the usual fear of students);

? pedagogical indifference (supposedly "forced" professional indifference, which forms in conditions when students have to take part in the problems almost daily);

? pedagogical conservatism (based on stereotypes of thinking, when you have to repeat the same, often outdated material many times, which is exacerbated by the traditional overload of teachers);

? pedagogical aggression (often based on "psychological defense" from the possible "aggression" of the children themselves);

? pedagogical expansion (based on total workload and the desire to pass on their "dedication" in work to children, forcing them to strain)

? pedagogical social hypocrisy (when you have to say things in lessons that a teacher has not believed in for a long time, for example, in history lessons in a modern Russian school since the time of “democratic transformations”);

? pedagogical transfer (the manifestation of reactions and behaviors that are characteristic of students who are significant for the teacher, for example, transferring into their behavior certain statements of “difficult” students with whom the teacher has established contact).

The appearance of personality deformations (emotional exhaustion and “burning”, as well as a flawed professional position).
Both in the work of the teacher and in the work of the psychologist, such deformations are also quite real, if only because the psycho-hygienic load standards are still very poorly developed. For a psychologist, this can be manifested in the fact that due to accumulated problems (and emotional fatigue), he constantly begins to “tear off his evil” on other people, in particular, on clients who trust him.

Termination of professional development due to occupational diseases or loss of working capacity. Unfortunately, in psychology there may be cases of the development of mental illnesses, which is usually caused by nervous exhaustion due to excessive zeal and dedication "for the sake of the interests and welfare of clients", but to the detriment of the interests of their own and those close to them. Sometimes the cause of mental illness of psychologists (and even some “impressionable” students) may be too much shock from the “crisis of disappointment” in psychology and the inability to move from an enthusiastic romantic level to the level of real creativity ...

E.F. Seeer specifically investigated the problem of professional destruction of various specialists and came to the conclusion that the main reason is the long-term performance of a monotonous activity, which often leads to dulling of professional abilities and unwillingness to adapt to developing production [1]. Moreover, E.F. Seer refers to the experience of training various specialists in West German firms, as reflected in Martens research.

Naturally, many of the listed examples of professional destruction of teachers are also characteristic of psychologists. But psychologists have one important feature in the formation of negative qualities. At its core, psychology is focused on the development of a genuine subject of life, on the formation of a holistic independent and responsible person. But many psychologists are often limited only to the formation of individual properties, qualities and characteristics from which the personality supposedly develops (although the essence of the personality lies in its integrity, in orientation to the search for the main meaning of their life).

As a result, such fragmentation gives rise to situations when the psychologist, firstly, tries to justify his professional primitivism (expressed in the conscious withdrawal from more complex professional problems and the formation of a fragmented person, but not a holistic personality), and, secondly, turns inevitable himself into a fragmented personality. An important feature of such a fragmented personality is manifested in the fact that she is deprived of the main idea (meaning, value) of life and does not even try to find it for herself: she is “good” anyway. When a person does not have such a leading value, he can easily be "bought with giblets" - in parts.

At the same time, a person easily justifies his “venality” by the fact that at least he was “bought” in some way, but in another he remained “good”. Thus, fragmented personality does not allow a person to fully realize the most important thing - to affirm his dignity, and it is precisely a sense of self-esteem that is often singled out as a leading, meaning-forming life value and is even considered as a “primary good” [6]. Intuitively feeling that in something most important it is necessary to compromise, the psychologist, relying on his “education” and probably the available intellectual abilities, tries to justify himself (and of course he justifies - he is so “smart” and “educated”!) . But this gives rise to the most terrible destruction - the destruction of sophisticated self-deception.

Of course, in calling for the integrity of the individual, we do not mean a certain “monolith”. In its development, the personality of the psychologist also overcomes “crises” and goes through various stages from the state of internal contradiction (as the basis of the crisis) to the state where the contradictions are removed and a feeling of some integrity appears. The psychologist is also a living person, and he is also in constant internal movement and in contradictory development. A sense of integrity is formed on the basis of the selection (or creative search) of some kind of internal “core”, which can become the basis for asserting just your dignity, precisely your own uniqueness, and, as a result, asserting your right to “really be in this world” , and not just be someone’s “shadow”, someone’s “copy” or “likeness”.

The main danger of the formation of professional destruction is that they develop quite slowly, and therefore, imperceptibly. This not only complicates their timely recognition and adoption of some countermeasures, but also creates a situation where the psychologist, again “gradually”, begins to get used to these negative trends in development, and destruction becomes an integral part of his personality.

Probably, the most important condition for the prevention of professional destruction in the work of a psychologist could be the development of ideas about their professional and life prospects. When a person (including a psychologist) has an optimistic, significant (not petty, not philistine) life goal (dream), then many problems seem to go by the wayside. Considering the conditions for overcoming the negative consequences of stress (more precisely, distress), G. Selye gives a simple and understandable recommendation: “Strive for the highest goals available to you. And do not enter the struggle because of the trifles ”[7]. At the same time, the outstanding psychophysiologist speaks of the inextricable link between stress and work, when, on the one hand, “the main source of distress is dissatisfaction with life, disrespect for one’s professional activities,” and on the other hand, it is stress and creative stress in work that give “flavor” and the taste of life. " He quite seriously calls to fight boredom in his profession, because "insufficient workload threatens to become extremely dangerous" [7].

The profession of psychologist provides individuals with excellent opportunities for creative exertion, and for solving truly significant personal and social problems, and for the full self-development and self-realization of a psychologist. The only problem is to see these opportunities and take advantage of them, without bringing the idea of ​​creative tension in work (“torment of creativity”) to absurdity and a sad ridicule.
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  1. Abstract. Professionally determined personality psychologist destruction, 2010
    Discipline - Psychological conditions for the success of the professional activity of a psychologist. Professionally determined destruction of the personality of a psychologist. Training exercises and psychotechnologies in the development of professionally important qualities (PVC) of a psychologist: the ability to plan
  2. The problem of professional destruction in the development of a psychologist
    Any activity, including professional, leaves its mark on a person. Work can contribute to personal development, but can also have negative consequences for the individual. Probably, it is impossible to find professional activities that would not have such negative consequences. The problem is the balance - the ratio of positive and negative changes in the personality of the employee.
  3. The problem of professional destruction in the development of a psychologist
    Any activity, including professional, leaves its mark on a person. Work can contribute to personal development, but can also have negative consequences for the individual. Probably, it is impossible to find professional activities that would not have such negative consequences. The problem is the balance - the ratio of positive and negative changes in the personality of the employee.
  4. 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 under consideration can be explained by the action of temporary, economic, social and
  5. Professional development of the personality of a student psychologist
    the development of a professional is a process of acquiring new opportunities for professional activity, but this is not only about "technical" opportunities - knowledge, skills: a professional is a person, and, therefore, we are talking about personal development. A completely natural question is where to look for the source of professional development. Of course, one of them is the external environment - for example, in
  6. Basic professionally important personality traits of a psychologist
    Sometimes you can hear how people say "Yes, you are a born psychologist." In fact, what kind of skills and personality traits must you have when entering this specialty, and what else can you learn? A recent survey of practicing psychologists on the site www.futurejob.ru showed that there are not so many necessary qualities, all the rest are professional skills that
  7. Correlation of concepts professional orientation, professional self-determination and professional suitability of an individual
    The formation of professional suitability, the formation of a professional is inextricably linked with self-determination of a person, that is, with self-realization, self-affirmation, self-improvement, self-knowledge. This process is due to the manifestations of internal resources, forces, attitudes towards the professional formation of personality and its development. Self-determination of personality is a conscious act of identifying and
  8. The concept of "personality." Personality and its professional characteristics
    To discuss issues related to the personal characteristics of the subjects of a particular professional activity, you must first determine the boundaries of the concept of "personality". Otherwise, the conversation runs the risk of being pointless or blurred. The author of the Great Explanatory Psychological Dictionary, Arthur Reber, a famous American psychologist, in an article on
  9. Professional and personal qualities of a psychologist. Professional Ethics Psychologist
    Professional and personal qualities of a psychologist. Professional ethics
  10. Professional activity of a psychologist. Psychologists as a professional community
    Professional activity of a psychologist. Psychologists as a professional
  11. The concept of personality in psychology. The essence of personality and the factors of its formation
    In psychological science, the category of "personality" refers to the number of basic concepts. However, the concept of personality is not purely psychological and is studied by all social sciences, including philosophy, sociology, pedagogy. From the perspective of psychological science, a person is a specific person, taken in the system of his stable socially determined psychological characteristics, which
  12. 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 being included in the system of professional-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 customers and their environment; - relations with other psychologists; - relations
  13. Practical Psychology as a Field of Professional Psychologists
    Practical psychology as a field of professional activity
  14. Isolation of acme in the professional activity of an individual
    To highlight acme in the professional activities of the individual, we examined the biography of such an outstanding scientist of the 20th century as Albert Einstein (1879 - 1955). Albert Einstein was born on March 14, 1879 in Ulm (Württemberg, Germany) in the family of a small businessman. He studied at the Catholic public school, at the gymnasium. By the age of 16, Einstein had mastered the basics of mathematics, including differential and
  15. Nikitchenko TG. Personality of a Practical Psychologist, 2011
    The personality of a practical psychologist as a subject of professional activity: - the concept of "personality". Personality and its professional characteristics. - personality traits of a practical psychologist as a consequence of the specifics of his profession. “A psychologist is not a person, but a profession.” “A psychologist is first and foremost a person.” - Psychological burnout syndrome: its causes, stages and methods
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