Exercise “Barriers to professional development of personality. Psychological barriers to professional development

Spiritual progress should be measured by the strength with which one overcomes oneself.

I. Loyola

A person who embarks on the path of self-development inevitably faces many difficulties, difficulties and obstacles, i.e. barriers to self-development.

In modern science, there are opposing points of view about the relationship between the concepts of "difficulty" and "barrier". In some cases, the concepts of "difficulty" and "barrier" are identified and defined through each other; in other cases, barriers and difficulties are considered independently; thirdly, barriers and difficulties are considered as psychological mechanisms of each other.

We start from understanding difficulties as a subjective attribute of activity, as a reflection of its complexity (which is far from always adequate). Difficulty is inherently a negative experience of the impossibility to achieve a satisfactory result on time and in a qualitative manner, signaling to a person about the presence of objective or subjective obstacles that he perceives psychologically as barriers.

The best definition psychological barrier , in our opinion, is given by R. Kh. Shakurov. The author understands a psychological barrier as a psychological phenomenon, which reflects the properties of an object to limit the manifestations of a person's vital activity, to prevent the satisfaction of his needs. The barrier is a subjective-objective category. We emphasize the fact that the barrier in this case is considered as a subjective-objective category. In other words, barriers can be created both by the activity itself as a result of its objective complexity, and by an individual due to the inability or inability to find the resources necessary to achieve the goal. In any case, the inability to overcome the emerging obstacle is reflected by the person in experiencing the difficulty.

Let us turn to the characteristics of some barriers to self-development [Maralov, 2015].

The most serious barrier, an obstacle to self-development is the fact that far not always a person becomes the subject of his own development , other people perform this function for him. Hence the lack of adequate motivation and self-development goals. A person begins to go with the flow, as it were, the self-building of his personality is determined by random events, it is difficult for him to decide in a particular situation, it is even more difficult to build adequate prospects. Therefore, this category of people most often complains about the circumstances that allegedly interfere with the achievement of their goals. At the same time, it should be noted that sometimes circumstances turn out well, which undoubtedly gives rise to a feeling of satisfaction with life and oneself. But these are rather rare examples when a person, not being a subject of self-development, nevertheless achieves significant results and objectively improves himself. More often, even favorable circumstances are perceived as obstacles to self-realization, especially since this self-realization itself goes on the wrong path. In such cases, overcoming the barriers of self-development is clearly associated with the need to provide assistance to a person from significant other people. This barrier is overcome on its own in extremely rare cases.

"Leaving" from self-development as a variant of a passive life strategy. Considering a variety of life strategies, K. L. Lbulkhanova-Slavskaya singles out the strategy of psychological care as one of the options for passive strategies. She considers the exit strategy as an inability to resolve the contradictions of life, as a strategy for moving into a new area of ​​life, “as if free from contradictions, as if opening up the opportunity to start all over again” | Abulkhanova-Slavskaya, 1991, p. 2781.

The work of Yu. V. Trofimova “Self-development and the phenomena of psychological “withdrawal” from it” in a generalized form characterizes the phenomena widely known in modern psychology as the phenomena of a person’s failure as a person capable of self-development. Let's use this article and briefly describe the phenomena identified by the author [Trofimova, 2010, p. eight]:

• - "flight from freedom" Freedom, according to E. Fromm, brought a person independence and rationality of his existence, but at the same time isolated him, aroused in him a feeling of powerlessness and anxiety. And in this situation, a person faces a choice: either get rid of freedom with the help of a new dependence, a new subordination, or grow up to the full realization of positive freedom based on the uniqueness and individuality of each;
• - "learned helplessness" ”, which manifests itself in isolation, emotional instability, timidity, frustration, passivity and, in its psychological content, is opposite to independence. "Learned helplessness" is also characterized by the fact that inhibition of motor activity occurs, the ability to learn is lost, somatic disorders appear, thereby becoming the basis of a depressive state;
• - "pseudo-creativity" and "repressed creativity". The first is manifested in the desire to preserve creativity, but this is achieved at the cost of sacrificing personal adaptation, while the second concept reflects the suppression of creativity, which leads to a complete conformal deindividualization of the personality;
• - "avoidance of responsibility". Options for this care model

V. Frankl sees it either as a flight into the typical, into a seemingly destined belonging to a type, or as a flight into the mass, which is understood as belonging to a group. At the same time, a person feels himself only a part of the whole, and only the whole, in his opinion, can be the basis of true life;

- "getting away from the problem." It manifests itself in the desire to get away from a potential problem. In such situations, the person demonstrates either "refusing to seek" or "ignoring the problem."

The next group of barriers is related to underdevelopment of the ability to self-knowledge. A fuzzy, vague idea of ​​​​oneself, narrowing the spheres and areas of functioning of one's own "I-concept" leads to the fact that the individual sets either unrealistic or inadequate goals for self-development, as a result, he receives results that do not satisfy him far, do not allow him to feel full subject, author of his own life. Self-knowledge and self-development are interrelated and interdependent processes, the ability to adequate and comprehensive self-knowledge is a condition for purposeful self-development.

A group of barriers should be singled out, which are caused by the system of existing stereotypes and attitudes. This group of obstacles to self-development is pointed out by many representatives of various schools and trends in psychology. For example, K. Rogers sees the basis of stereotypes of behavior and actions in the excessive commitment and compliance of the individual to the social environment. The desire to behave and act like everyone else, the absence of alternatives in the self-construction of a person - and such alternatives always exist and are embedded in the deep, individual experience of each person - lead to a series of stereotypical reactions, to a constant look at the assessments of other significant and less significant people.

Maslow directly points to the fact that the obstacles to personal growth are:

• 1) the negative impact of past experience, habits that push people to unproductive forms of behavior;
• 2) social influence and group pressure, which the individual is not able, unwilling and unable to resist (any confrontation turns, in the opinion of such an individual, only into trouble);
• 3) the presence of a system of internal defenses, the functioning of which creates the appearance of well-being and adaptation of the individual to the surrounding reality.

It is impossible to ignore the group of barriers that are determined by unformed mechanisms of self-development. Non-acceptance of oneself or partial acceptance leads to an incorrect strategy of self-development, when a person begins to spend his strength not on creating something new in himself, but on fighting his negative (by his definition) qualities. Valuable time can be spent on this, and the results, both for the individual and for the environment, remain unsatisfactory.

The role must also be specified. unformed mechanism of self-forecasting personality. Many examples can be given when a person is unable to recreate the desired image of his own personality, to reveal his true life goals. If such an image and such goals are presented clearly enough, this is not a guarantee that they express and reflect the deepest needs of the individual. Often we can be witnesses to the fact that an individual draws not so much a desirable and real image of himself in the future, but a socially acceptable and approved one, where generally accepted views on a prosperous life and activity are reflected in the form of trends. This idealization of the image of "I" is typical for many young people. It is clear that no one wants to predict their own failures, failures, difficulties (the desire for a prosperous life and happiness is a fundamental and universal dream), but nevertheless, a clear differentiated vision of oneself in the future is a necessary attribute of self-development, carried out in various forms. Only in this case, when both possible successes and possible failures are predicted against the background of a general positive emotional attitude, a truly realistic perspective is created that allows you to work on yourself in the present in order to achieve a realistic future.

Finally, a special group of barriers can be distinguished, which is associated with procrastination , laziness , lack of self-education skills , ignorance and inability to attract such methods that would allow one to build oneself in the right direction and realize it to the fullest. Often this is accompanied by a lack of volitional impulses, when a person, having determined for himself some time frames for self-development and self-change, nevertheless does not withstand them, continues to behave, act in the old way. The phenomenon of postponing things “for later” has received a name in psychology procrastination. A procrastinator is a person prone to delaying decision making, postponing the execution of various tasks. The phrase is well known: "I'll take it from Monday ...". But Monday comes and everything remains the same. Non-fulfillment of self-obligations, postponing things “for later”, laziness cause negative experiences in a person, dissatisfaction, remorse, deep doubts that he is able to do what he has planned.

Many people suffer from lack of will to self-development. At the same time, such a statement of the problem and a way to solve it from the point of view of self-education and self-development are far from always correct. Only people with a really very strong will are able to immediately change something in themselves, start a new life. For the vast majority of people, this is only a path to grief and self-loathing. In order to give up something, you need to find it replacement , and the replacement is not just equivalent, but better. If you want to quit smoking - answer the question what do you want to get in return (more positive) and how you will use it. If you want to get rid of egocentrism - do not reject it, but find an equivalent or better replacement, for example, try to feel all the joys of being in the opponent's position, which is opposite to yours, etc. Only in these situations the problem of will, volitional effort on oneself is removed by itself. In any area of ​​life, you can find alternatives to past forms of behavior and attitudes that will be perceived by the individual not only more painlessly, but also with deeper satisfaction.

The barriers to self-development can be other people which unknowingly (unconsciously) or purposefully hinder the self-development of a particular person. Due to envy or unwillingness for someone to be better, more perfect, they create barriers, obstacles, often even for their loved ones. And there is nothing surprising here: the laws of competition, the laws of one's own personal self-affirmation, work. If you want to be at the top, put the other down, don't let him move forward. It is clear that this is the formula of a simple layman, but such a position spoils the lives of very many. Finding the strength to overcome the barriers built by other people is sometimes very difficult, even more difficult than to overcome your own barriers, and here the ability to own autonomy, independence from others comes to the rescue. It is important to build a line of one's own life and behavior in such a way that one's own striving for perfection does not infringe on the interests of others, does not arouse, as far as possible, even their natural envy. This line in psychology is called assertiveness. Only in this case does a self-affirming and self-actualizing individual acquire real authority in the eyes of his potential "ill-wishers". But this is already an area that goes beyond the psychology of self-development and falls within the competence of social psychology and the psychology of non-violent interaction.

barriers , hindering the processes of self-realization of the individual. This type of barriers was singled out and described in modern psychology by L.A. Korostyleva. The author identifies three types of barriers: value barrier , semantic construct barrier and dispositional barrier , and correlates them with the levels of self-realization of the individual. These levels are: primitive-performing; individual performance; implementation of roles and norms in society; the level of meaningful and valuable realization. It is noted that the lowest level is characterized by the presence of all three of these types of barriers, the high intensity of the impact of which leads to special difficulties in the process of self-realization, the emergence of a feeling of basic dissatisfaction. At the next (medium-low) level of self-realization, there are barriers of the first and second types, although they are not as pronounced as at the lowest level. For the next, higher (medium-high) level, the barrier of the first type is most characteristic, the essence of which lies in the lack of harmony in the interaction of values ​​and needs, i.e. it can be said that its influence sometimes manifests itself in a fragmentary way. At the highest level, stable barriers do not arise in the course of self-realization, and temporary barriers are overcome by the individual adequately (weak situations predominate). Korostyleva also shows that the transition to a higher level of self-realization is possible in the absence or overcoming of barriers (obstacles of a psychological nature). Otherwise, if barriers arise or are not overcome, a transition to a lower level is likely.

In this tutorial, we did not aim to paint a complete picture of the barriers to self-development. It should be noted that the barriers to self-development are diverse and are determined not only and not so much by general trends, but by the characteristics of the individual's life path, the originality of his individual perception of himself, his attitude towards others, his life goals, including the goals of self-development and self-improvement. Each person, really seriously thinking about who he is, how he lives, where he is moving in his development, he himself will determine what prevents him from becoming better, more perfect, more independent. The main thing is to set ourselves such problems in time and seriously think about their resolution.

A barrier is a psychological phenomenon (represented in the form of sensations, experiences, images, concepts, etc.), which reflects the properties of an object to limit the manifestations of a person’s vital activity, to prevent the satisfaction of his needs.

Functions of psychological barriers: stabilization (stop the movement, give it static); corrections (having encountered an obstacle, the movement changes its direction); energization (the energy of movement is accumulated under the influence of the barrier that holds it); dosing (obstacles dose movement, determine its measure); mobilization (living organisms, faced with an obstacle, mobilize their energy and other resources to overcome obstacles); development (changes that occur in organisms during repeated mobilizations are fixed, which increases the functionality of a living system, gives it a new quality); braking (the barrier slows down movement, restrains activity); suppression (constantly blocking the vital activity of the organism, its requests, the barrier weakens and undermines its functionality).

Types of psychological barriers: crises of professional development of the individual; individual psychological qualities of a person (rigidity, low tolerance, aggressiveness, etc.); deterioration of professional psychological health; professional destruction.

Crises of professional development of a person are short periods of life, accompanied by a radical restructuring of the subject of activity, changes in the activity itself.

Determinants of crises: changes in the leading activity (change in the leading activity, change in the way of performing the activity, improvement in the way of performing the activity and stereotyping of the activity); changes in the social situation of development (deterioration of the socio-economic situation, unfavorable circumstances in the implementation of professional plans, random events); subjectivity of the personality (increase in socially professional activity, dissatisfaction with the needs of the individual, decrease in socially professional activity, unpreparedness for professional self-determination, desire for self-development and self-realization, subjective feeling of a stop in development, age-related psychophysiological changes).

Signs of professional development crises: loss of meaning in the activities performed; loss of feeling new; subjective sense of developmental stoppage; the predominance of negative emotions in relation to work; irritability or apathy.

Crisis of educational and vocational orientation (14 15 or 16 17 years old) at the option stage Factors: impossibility to realize professional intentions. Choosing a profession without taking into account individual psychological characteristics and psychophysiological properties. Situational choice of vocational school. Coping: Psychologically competent professional counseling. Correction of professional intentions.

Crisis of professional choice (16–18 years old or 1921 years old) at the stage of vocational education Factors: Dissatisfaction with vocational education and training. Changing socio-economic conditions of life. Restructuring of leading activities. Ways to overcome: Activation of educational and cognitive activity. Change of motives for educational and professional activities. Profession choice correction

Crisis of professional expectations (18-20 years old or 21-23 years old) at the stage of professional adaptation Factors: Difficulties in professional adaptation. Mastering a new leading activity. The discrepancy between professional expectations and reality. Ways to overcome: Activation of professional efforts. Correction of labor motives and I concept. Change of specialty and profession

Crisis of professional growth (30 33 years) at the stage of primary professionalization Factors: Dissatisfaction with the possibilities of the position held and with their professional growth. The need for professional self-assertion and the difficulty of meeting it. Ways to overcome: Increasing social professional activity and qualifications. Change of place of work and type of activity.

Crisis of professional career (38-40 years old) at the stage of secondary professionalization Factors: Dissatisfaction with one's social and professional status, position. A new dominant of professional values. Crisis of age development. Ways to overcome: Increasing social professional activity. Development of an individual style of activity, qualitative improvement of the methods of activities performed. Development of a new specialty, advanced training. Transition to a new job

The crisis of socio-professional self-actualization (48-50 years) at the stage of mastery Factors: Dissatisfaction with the opportunities to realize oneself in the current professional situation. Dissatisfaction with their social and professional status. Psychophysiological changes and deterioration in health status. Ways to overcome: Transition to an innovative level of performance. Above normative social and professional activity.

The crisis of loss of professional activity (55–60 years) at the stage of loss of profession Factors: Retirement and a new social role. Narrowing of the social professional field. Psychophysiological changes and deterioration in health status. Ways to overcome: Socially psychological preparation for a new type of life activity. Organization of socio-economic mutual assistance of pensioners. Involvement in socially useful activities.

Health is physical, mental and social well-being (as defined by WHO). Occupational health is the body's ability to maintain compensatory and protective mechanisms that ensure performance in all conditions and at all stages of professional activity (V. A. Ponomarenko). Psychological health is a state of mental well-being, characterized by the absence of painful mental manifestations, which provides regulation of behavior and activity adequate to the conditions of reality (G.S. Nikiforov).

Factors that determine psychological health: abrupt socio-economic changes (exacerbate social insecurity, depress the sense of security); features of the organization and content of activities; working conditions; job satisfaction; satisfaction with interpersonal relationships; team leadership style; socio-psychological climate; the number and nature of occupational stress; labor motivation; personality adaptability.

Signs of professional trouble: negative subjective status (well-being, activity, mood); the presence of pain syndrome (including psycho-emotional - “soul hurts”); reduction or complete loss of ability to work; reduction in the volume and degree of mobilization of functional reserves; reduced tolerance for increased physical and mental stress; deterioration of adaptive capacity (decreased interest in innovation, resistance to it); manifestations of psychological abuse.

Indicators of psychological health: prevailing good health; deep understanding and acceptance of oneself; positive harmonizing orientations to constructive communication and doing business, to creative play, etc.; high satisfaction with life and profession, the nature of their communication, the course of affairs, their health, lifestyle, and the creative process; a high level of self-regulation (but not too high!) of one's desires, emotions and actions, one's habits, the development process, etc. adequacy to age: psychological harmony.

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.

Typology of professional destructions: Professional orientation (learned helplessness and professional alienation); Professional competence (preservation of experience); PVC (professional deformations); Psychophysiological properties (do not change significantly in professional activities).

Learned helplessness decrease in the level of professional activity as a result of indifference to organizational events, lack of initiative, avoidance of situations associated with failure. Studied by: M Seligman, N. A. Baturin, D. Ziering, I. V. Devyatovskaya.

Factors in the development of helplessness: Previous experience of the influence of uncontrollable unpleasant influences; Formation of confidence that control over an unpleasant stimulus depends only on chance; Dominance of external locus of control; The cognitive dissonance.

Characteristics of learned helplessness: belief in the uncontrollability of the result; desire to end this situation as soon as possible; desire to stop all efforts; loss of self-control; hope to find a solution; belief in one's own inability to resolve the situation; desire to escape from this situation; anger at oneself; anger towards external objects.

Professional alienation loss of identity with one's professional role and the professional community as a whole. A person does not identify himself with the activities performed, does not take responsibility for what is happening in the organization, does not share organizational values.

Behavioral signs of alienation: closeness in relations with colleagues, aggressiveness, lying as an unconscious distortion of facts, deliberate lies, exaggeration of one's merits, cynicism.

Determinants of professional alienation: Professional maladaptation (occurs at all stages of professional development); Double morality; Substitution of professional mentality for philistine one; Absolutization of the principle of expediency; De-ideologization or super-ideologization of consciousness; Ambition of specialists or incompetence of decision makers; One-dimensionality of assessments, uncritical thinking; Lack of professional legal self-awareness.

Professional stagnation conservation of professional experience, avoidance of innovation, work at the level of outdated knowledge, skills and abilities.

Professional deformations Distortion of the level of expression of professionally important personality traits (V. V. Boiko, R. M. Granovskaya, A. A. Krylov, E. S. Kuzmin, V. E. Orel, E. I. Rogov). Deformation of a personality is a change in its qualities and properties (stereotypes of perception, value orientations, character, ways of communication and behavior) under the influence of certain factors that are of vital importance for it.

Professional deformations of psychologists: Demonstrativeness is a personality quality that manifests itself in emotionally colored behavior, the desire to please, the desire to be seen, to prove oneself. Indifference is characterized by emotional dryness, ignoring individual personality traits. Role expansionism is manifested in total immersion in the profession, fixation on one's own problems and difficulties. Social hypocrisy is due to the need to justify the high moral expectations of customers.

Instruction. Choose the three barriers that seem the most difficult to you. Now each participant takes a piece of paper and independently, without any discussion, writes down: 1) on the basis of what he judged the presence of this barrier in professional development; 2) how he determines if he has this barrier.

Having written, the participants exchange notes, read them. The exercise is followed by a discussion and exchange of opinions.

Issues for discussion:

1. How do your answers agree and how do they differ?

2. Are there any noticeable differences between the answers to item 1 and item 2?

Psychological comment. The ability to look at yourself through the eyes of another person, to check the usual ideas about yourself by turning to the analysis of your actions, deeds, features of relationships with people around you, is the way to make your idea of ​​yourself more realistic.

Break

Theoretical part

(presentation 2)

Trenin (part 2)

Learning phase

At this stage, the identification and awareness of psychological problems, as well as strategies for overcoming barriers to professional development, is carried out.

Exercise "My Strengths"

Instruction. Each of you as a professional has strengths, what you value in yourself, what gives you a sense of inner freedom and self-confidence, which helps you to endure in difficult times. When articulating strengths, don't belittle your strengths. These qualities will make up the first column on the sheet. In the second column, you can note the professional positive qualities that you would like to develop in yourself that are not characteristic of you. You have 5 minutes to complete the list. Then sit in a large circle, each participant will read their list and comment on it. When you speak, speak directly and confidently. Each person is given 2 minutes to speak. Listeners can only clarify details or ask for clarifications, but do not have the right to speak. You are not obliged to explain why you consider certain qualities of yours to be a fulcrum, a strength. It is enough that you yourself are sure of it.

It is more expedient to conduct a discussion when the participants sit in a circle, and with a large number of participants - in microgroups of 7-8 people. At the end, a group discussion should be held, paying attention to what was common in the statements and to the feelings that everyone experienced during the exercise.

Psychological commentary. This exercise is aimed not only at identifying your own strengths, but also at developing the ability to think positively about yourself. Therefore, when performing it, it is necessary to ensure that the participants avoid even insignificant statements about their shortcomings, mistakes, weaknesses. Any attempt at self-criticism and self-condemnation must be stopped.

Exercise "French weaving"

Instruction. Now you are invited to formulate your goal. Recall a goal that is relevant to you and formulate it clearly. Write down this goal.

Now imagine that one of your friends has succeeded in realizing a similar goal, or even succeeded in something. Determine how your knowledge of the successes of your comrades helps you to achieve your own goal. Determine how your family helps you achieve this goal. Determine how the beloved man (beloved woman) helps to achieve the goal.

Think of something that happened to you today or yesterday. It can be a joyful event, and an unpleasant, and ambivalent (polysemantic). Determine how this event can help you achieve your goal. Unpleasant events create discomfort, and the great motivating power of discomfort has long been known. Pleasant events inspire, give a surge of energy. True, this energy does not have a definite direction, and our task is precisely to direct it towards the realization of the set goal. Surprises make you look for new moves, which means they stimulate creativity.

Each time, determine what energy any event in your life gives you to achieve your goal. Use this energy by reminding yourself how this event helps you.

Psychological comment. This exercise is aimed at training the use of various motives and desires to achieve the goal.

Exercise "My professional self"

Instruction. One third of the day a person spends at work, performing their professional functions. Do you know your I and professional I? Write down your main indicators: in one column - personal, and in the other - professional (interests, inclinations, values, attitudes, professionally important and personal qualities, knowledge, skills, psychophysiological characteristics). Then each will talk about their characteristics.

Psychological comment. This exercise is designed to form an attitude towards the perception of oneself in the unity of professional and personal.

Exercise "My desires"

Instruction. Clearly imagine your inner self and realize what you want. Now ask yourself the question you want answered (“What do I want?”, “What do I really want?”, “What do I want to achieve?” etc.). Write down the first answer that pops into your head. Keep asking the same question until the answers stop coming spontaneously. Then review all your answers. The time to complete the exercise is 10-15 minutes.

Issues for discussion:

1. What do these questions say about you and the goals you want to achieve?

2. How important are these goals?

Psychological comment. The image of the desired future makes only a person who is characterized by achievement motivation act. A person with an avoidance motivation can only be acted upon by the image of an undesirable but impending future.

DOI: 10.12731/2218-7405-2016-10-115-125 UDC 159.99

professional conflict

SELF-DETERMINATION AND PROFESSIONAL

personality crisis as psychological BARRIERS of professional DEVELOPMENT

Sadovnikova N.O.

The article analyzes the categories of "psychological barriers to professional development", "conflict of professional self-determination" and "professional personality crisis". It is noted that the conflict of professional self-determination is always an intrapersonal conflict associated with a clash of values, interests, motives, representation of the individual with the requirements of professional activity or socio-professional situation. The professional personality crisis is a short period of life, accompanied by a radical restructuring of the subject of activity, changes in the professional activity itself. The rationale is given that both conflict and crisis can act as psychological barriers to professional development, performing both constructive and destructive functions. It is proposed to understand the psychological barrier of professional development as a state of temporary stagnation arising from the impossibility of implementing a professional plan by a person, accompanied by stress, actualization of the need to overcome and self-determination.

Key words: conflict of professional self-determination; professional identity crisis; psychological barrier.

THE CONFLICT OF PROFESSIONAL SELF-DETERMINATION AND PROFESSIONAL IDENTITY CRISIS AS A PSYCHOLOGICAL BARRIER PROFESSIONAL DEVELOPMENT

Sadovnikova N.O.

The article describes the "psychological barriers of professional development" category "professional self-determination" and "professional identity crisis". The conflict professional self-determination - is always intrapersonal conflict associated with the clash of values, interests, motives, views of the person with the requirements of the professional activity or the socio-professional situation. The professional identity crisis is a short period of life. The fundamental restructuring of the subject of activity and changes in the most professional activities are characteristics of the crisis.

The article gives the justification that as a conflict and crisis can act as psychological barriers to professional development. These barriers perform as constructive and destructive functions. It is proposed under the psychological barrier of professional development to understand the status of temporary stagnation that occurs as a result of the non-feasibility of the individual professional plan, accompanied by stress-actualization needs overcoming and self-determination.

Keywords: conflict of professional self-determination; a professional identity crisis; a psychological barrier.

Introduction

The professional development of the individual as a subject of research became the focus of attention of scientists at the end of the 19th century. Since then, various aspects of professional development have been explored: career choice, career, professional suitability, job satisfaction, and much more.

Professional development is the subject of research by many scientists (N.S. Glukhanyuk, A.A. Derkach, V.G. Zazykin, E.F. Zeer, E.A. Klimov, A.K. Markova, L.M. Mitina, N.S. Pryazhnikov, E.Yu. Pryazhnikova, etc.). Most of them note that professional development is a process of “shaping the personality”, adequate professional activity.

An analysis of the work of domestic and foreign researchers allows us to state that professional development should be understood as an uneven, non-linear process of personality change (progressive and regressive) in the course of mastering and performing professional activities. As an individual enters the professional environment, mastering the standards and values ​​of the professional community, a change in personality occurs, its genesis, which can be considered both as development, enrichment, and as belittling, degradation, deformation.

Important events in the process of professional development of the individual are the experience of conflicts of professional self-determination and professional crises of the individual, which act as barriers to the professional development of the individual, while performing both positive and negative functions.

For the first time, the role of psychological barriers in personality development was revealed by Z. Freud. In psychoanalysis, human behavior is described using two concepts - "cathexis" and "anti-cathexis". Cathexis is the psychic energy of instincts directed at certain objects, requiring discharge, and anticathexis is a barrier that blocks the path to satisfaction of the instinct. Behavior and all psychodynamic processes unfold as a result of the interaction of instincts and barriers, external and internal.

In Russia, the concept of "barrier" was actively studied in the field of scientific creativity. In later studies, the phenomenon of psychological barriers was considered in various aspects: barriers to the implementation of innovations (A.V. Filippov), communication barriers (B.D. Parygin, B.F. Lomov, E.A. Klimov, etc.), barriers pedagogical interaction (I.A. Zimnyaya, N.V. Kuzmina, A.A. Leontiev, etc.), barriers in the development of activity and personality (R.Kh. Shakurov), etc. At the same time, barriers are usually interpreted as an obstacle, an obstacle in development that needs to be removed.

An interesting and important approach to understanding psychological barriers in the context of our study is offered by R.Kh. Shakurov. According to the researcher, barriers are a universal and constant attribute of life. The presence of barriers will determine the very existence of any system. In other words, barriers are a necessary factor in development (both activity and personality).

The barrier performs the following functions:

Stabilization: the barrier stops the movement, gives it static;

Correction: when faced with an obstacle, the system changes its trajectory;

Energetization: the energy of movement accumulates under the influence of the barrier that holds it;

Dosage: obstacles dose the movement, determine its measure;

Mobilization: when faced with an obstacle, living systems mobilize their energy and other resources to overcome obstacles;

Development: changes that occur in organisms during repeated mobilizations are fixed, which increases the functionality of the system, gives it a new quality;

Suppression (deprivation): in a situation of constant blockade of the vital activity of the system, the barrier weakens, undermines its functionality.

In other words, depending on the nature of the barriers, an activity can perform both constructive and destructive functions in relation to its subject.

Based on the foregoing, we will give the following definition of the concept of "psychological barrier of professional development". The psychological barrier of professional development is a state of temporary stagnation that occurs as a result of the impossibility of implementing a professional plan by a person, accompanied by stress, actualization of the need to overcome and self-determination. It is psychological barriers that give the process of professional development personal meaning, determine the professional future. The absence of barriers means evolutionary, linear development, leads to the stagnation of the individual.

As psychological barriers to professional development, in our opinion, it is advisable to consider conflicts of professional self-determination and a professional personality crisis.

The concepts of "conflict of professional self-determination" and "professional identity crisis"

The most important criterion for the awareness and productivity of the professional development of a person is his ability to find personal meaning in professional work, independently design, create his professional life, make responsible decisions about choosing a profession, specialty and place of work. Of course, these vital problems arise before a person throughout his life. Constant clarification of one's place in the world of professions (or a specific profession), understanding one's socio-professional role, attitude to professional work, the team and oneself become important components of a person's life. Sometimes there is alienation from the profession, a person begins to be weary of it, feels dissatisfaction with his professional position.

zhenie. Cases of a forced change of profession (specialty) and place of work are not uncommon.

It can be stated that a person constantly faces problems that require him to determine his attitude to professions, sometimes analyze and reflect on his own professional achievements, make a decision about choosing a profession or changing it, career correction, and solving other professionally determined issues. This whole complex of problems in professional studies is explained by the concept of "professional self-determination".

Professional self-determination involves the development of one's own position in a situation characterized by a high degree of uncertainty. In order to determine the problem-orientation situation, a person needs to correlate his needs, positions, interests, dreams with his own capabilities: readiness, abilities, emotional-volitional qualities, state of health. Opportunities, in turn, must be correlated with the requirements of a vocational school, profession, specialty, specific job function.

It is often difficult to agree on all these positions. If we also keep in mind socio-economic factors, the positions of relatives, then it becomes obvious that professional self-determination, as a rule, means conflict. Since we are talking about self-determination, this conflict has an intrapersonal character. Its resolution is carried out by revision and correction of professional aspirations, and of course, an intrapersonal conflict can be resolved productively and destructively.

The parties to the intrapersonal conflict of self-determination are various components of the personality structure. Conflicts of professional self-determination can be initiated by various factors. Among them: a mismatch between the components of the orientation of the personality, a mismatch between the nature of professional activity and the level of professional competence, a mismatch in the idea of ​​one’s own

professional merits and real professional opportunities: contradictions between, etc.

The category of crisis has taken a strong position in psychological science. For example, life crises were the subject of study by foreign psychologists B. Livehud, E. Erickson, G. Sheehy, Ch. Bühler, S.-H. Fillip et al. Existential crises have become a subject of interest for R.K. James, A. Olson, D. Ulich.

The beginning of the study of developmental crises in Russian psychology was laid by L.S. Vygotsky. His merit is that he proposed a new model for explaining the psychological meaning and mechanisms of age-related developmental crises. The crisis in his concept is a natural and necessary link in development.

The problem of professional development crises is analyzed in the works of L.I. Antsyferova, N.S. Glukhanyuk, E.F. Zeera, E.L. Klimova, A.K. Markova, L.M. Mitina, N.S. Pryazhnikova, E.E. Symanyuk, A.R. Fonarev and other researchers.

In our research, based on the work of the above researchers, at the same time we introduce the concept of "professional personality crisis".

The professional personality crisis is a short period of life, accompanied by a radical restructuring of the subject of activity, changes in the professional activity itself. The crisis affects the sphere of professional orientation of the individual: motives, needs, values, meanings; “forces” a person to build the boundaries of his value-semantic sphere, actualizes the process of experiencing. The key features of the process of experiencing a professional personality crisis are: 1) localization in time and space; 2) instability of images and thoughts about oneself as a professional, loss of professional identity; 3) a blurred temporary professional perspective or its absence and, as a result, the actualization of the need to choose a further scenario of professional life; 4) actualization of meaningful life experiences, manifested in a reduced

striving for self-development, self-assertion, self-realization, feeling of being useless and worthless; 5) the presence of persistent affective reactions, tension.

The emergence of a professional personality crisis is characterized by the appearance of a person’s lack of confidence in his abilities, disagreement with himself, awareness of the need to reevaluate himself, the appearance of ambiguity in life goals, a lack of understanding of how to live on, loss of a sense of the new, lagging behind life, etc. We can talk about that a professional personality crisis is a situation of “impossibility” to realize an internal professional plan, a situation when a person is faced with a “meaning task” that requires its resolution.

In our opinion, it is the crises of professional development that are the most significant in the formation of a professional personality, since the professional future of the individual depends on the success of overcoming them.

So, the conflict of professional self-determination is a clash of oppositely directed goals, interests, positions. In turn, the crisis arises in the process of accumulation of various contradictions. In both cases, we are talking about the process of resolving contradictions. The difference lies in the form of experience: conflict is a more acute emotional experience, crisis is a deeper, more complex experience. They differ in their influence on personality. The crisis, in our opinion, causes cardinal changes in the consciousness and activity of the individual, is directly related to the process of personality development and has a decisive influence on the formation of the individual.

The resolution of both a professional personality crisis and conflicts of professional self-determination requires high psychological competence and is not always within the power of the person himself. Methods for resolving intrapersonal conflicts depend on the nature of the contradictions and disagreements that arise in the process of a person's professional development. In some cases,

the unresolved conflict of professional self-determination develops into a professional personality crisis.

The study is being carried out with the financial support of the Russian Humanitarian Foundation within the framework of the research project “Psychological mechanisms of experiencing a professional personality crisis by teachers”, project No. 16-36-01031.

The work was tested at the All-Russian scientific and practical conference "Professional self-determination of the youth of the innovative region: problems and prospects" (October 20 - November 20, 2016), held with the financial support of the Krasnoyarsk Regional Fund for Support of Scientific and Scientific and Technical Activities.

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st. Mashinostroiteley, 11, Yekaterinburg, 620012, Russian Federation [email protected]

DATA ABOUT THE AUTHOR Sadovnikova Nadezhda Olegovna, Head of Department, Department of Psychology and Physiology, PhD in Psychology, Associate Professor

Russian State Vocational Pedagogical University

11, Mashinostroitelej St., Yekaterinburg, 620012, Russian Federation