N. G. Rukavishnikova

The study of the formation of the teacher's professional self-awareness opens up broad prospects for advanced training and improving the quality of training of specialists. the formation of this phenomenon of mental life is a prerequisite for improving the personality as a subject of labor, communication and cognition.

Special studies of the regulatory role of self-awareness in the field of professional labor were initiated by the following domestic psychologists as Yu.N. Kuliutkin, G.S. Sukhobskaya, V.D. Shadrikov and others. But the term "professional identity" itself appeared relatively recently.

S.V. Vaskovskaya interprets professional self-awareness as a special phenomenon of the human psyche, which determines self-regulation by the personality of his actions in professional field based on knowledge of professional requirements, their professional capabilities and emotional relationship to myself as a subject professional activity... A.K. Markova defines professional self-awareness as "a complex of a person's ideas about oneself as a professional, it is a holistic image of oneself as a professional, a system of attitudes and attitudes toward oneself as a professional."

Professional self-awareness characterizes a certain level of personality self-determination. Personality, self-determined professionally - an individual who is aware of his life goals, plans related to self-realization in the professional sphere, professional intentions (what he wants), his personal and physical qualities (what he is as a professional), his capabilities, abilities , talent (what he can, the limits of his self-improvement), the requirements of the activity, the professional group (what is required of him).

As professionalism grows, professional identity changes. It expands due to the inclusion of new features of the developed profession, which makes new demands on a person - a professional; the very criteria for evaluating oneself as a professional are changing. The expansion of professional self-awareness is expressed in an increase in the number of signs of professional activity reflected in the consciousness of a specialist, in overcoming stereotypes of the image of a professional, in a holistic vision of oneself in the context of all professional activity.

In general, most authors (E.M.Bobrova, S.V. Vaskovskaya, V.N. Koziev, A.K. Markova) note that professional self-awareness requires special work on development, formation, but often it develops spontaneously. But in teaching activities where there is a professional need to improve the efficiency of this process, the organization and management of the cognitive activity of the individual, the observance of psychological conditions and the principles of its development can bring tangible results.

One of the first experimental studies of the teacher's professional self-awareness belongs to G.I. Metelsky. Examining a large sample of teachers of various levels of pedagogical skill, he showed fundamental differences in their knowledge of not only the psychology of students, the content and methods of influencing them, but also the characteristics of the process and the result of their own activity, its advantages and disadvantages. G.I. Metelsky identified three levels of development in a teacher of the ability to reflect, self-knowledge. The low level is characterized by an unstable, fragmentary reflection of students' actions and only partial correction. The middle level is characterized by a higher awareness of the teacher about the personality of the student, a more adequate reflection of his characteristics. The teacher shows the ability to sustainably and comprehensively reflect himself as a performer, but does not know how to manage his personality and activities on this basis. High level - vivid example the unity of informative and regulatory functions, which are manifested by teachers both in the perception of students and in the process of self-knowledge. If, interacting with students, the teacher accumulates information about them in order to regulate their activities, then the ideas and concepts about oneself, formed as a result of self-reflection, contribute to the regulation of his executive activity and, in general, growth. professional excellence teacher. Thus, the study of G.I. Metelskiy confirmed the assumption that the system of knowledge and skills acquired by the teacher in the process of cognizing the student's personality and self-knowledge is one of essential conditions creative solution of pedagogical problems and serves as a prerequisite for improving the teacher as a subject of labor, cognition and communication.

V.N. Koziev considers the teacher's professional self-awareness as a complex personal mechanism that plays an active regulating role in the teacher's activities, with the help of which active self-development is possible, the conscious formation of professionally significant personality traits and professional skills in oneself. Only in the case when a teacher knows, on the one hand, what qualities he should possess, and on the other, to what extent these qualities are developed in him, can he consciously strive to form and develop these qualities in himself. Only knowledge and comparison of one's own personality psychological characteristics with the requirements of professional activity can stimulate the activity of future teachers aimed at self-improvement and self-education of the necessary qualities. As can be seen from the proposed definitions, many researchers understand professional self-awareness for the most part as the process of professional self-knowledge, awareness and correlation of a person's own characteristics with the requirements of real professional activity. According to L.M. Mitina, the low level of development of the teacher's professional self-awareness is characterized by the awareness and self-esteem of only individual properties and qualities, which add up to an unstable image that determines non-constructive behavior and pedagogical interaction. For teachers with a high level of professional self-awareness, the holistic image of the I fits into common system his value orientations associated with the awareness of the goals of his professional activity and the means necessary for their constructive achievement.

In the study by N.V. Kuzmina showed that teachers of a high level of productivity are characterized by continuous self-knowledge, based on a harmonious combination of all components of experience, knowledge of other people and oneself (high auto-psychological competence). They are characterized by the most adequate self-esteem, special sensitivity to the merits and demerits of their own personality and activities, the ability to understand the reasons for their creative successes and failures, the ability to analyze and generalize the results of their own professional activities, to compare it with the work of other teachers. Highly productive teachers, thanks to the skillful diagnosis of their professional capabilities, successfully regulate their own pedagogical actions, in solving educational problems they reach a high level - they model not only the system of students' knowledge, but also form the necessary value orientations and personality traits in them.

The theoretical analysis of the structure of the teacher's professional self-awareness showed that its structure in general coincides with the structure of the personality's self-awareness and is a complementary combination of three substructures: cognitive, affective and behavioral (L.M. Mitina, A.K. Markova).

The cognitive substructure includes the teacher's awareness of himself in the system of pedagogical activity, in the system determined by this activity interpersonal relationships and in its system personal development... Gradually, the teacher, based on the idea of ​​himself in certain pedagogical situations, on the basis of the opinions of students and colleagues, develops a stable self-concept that gives him a sense of professional confidence or insecurity.

In the affective-evaluative attitude of teachers to themselves, they distinguish between the teacher's assessment of their current capabilities (actual self-assessment), yesterday's (retrospective self-assessment) and future achievements (potential or ideal self-assessment), as well as an assessment of what others think of him (reflexive self-assessment). According to A.K. Markova, if the actual assessment is higher than the retrospective one, and the ideal one is higher than the actual one, then this indicates the growth of professional self-awareness. The most important thing for a teacher is the formation of a positive self-esteem in general. A teacher who perceives himself positively increases self-confidence, satisfaction with his profession, and overall work efficiency. Such a teacher strives for self-realization. Especially important is the fact that the teacher's positive self-concept contributes to the development of a positive self-concept in his students.

And, finally, the third component of the teacher's professional self-awareness - behavioral - means the ability to act on the basis of knowledge about oneself and attitude to oneself.

The question of professional self-awareness is inextricably linked with the problem of self-determination of the teacher's personality. So, P.A. Shavir believes that the degree of formation of the professional self-awareness of a university graduate can serve as an indicator of the success and completeness of his professional self-determination. Therefore, taking into account the peculiarities of professional self-awareness, the search for reserves for its improvement is a prerequisite for the success of all career guidance work in a university.

What is the dynamics of professional self-knowledge of students of a pedagogical university?

Student age is the beginning of the transition from adolescence to adulthood, the most important period in the development of self-awareness and mature self-esteem. This is phenomenally manifested in the awareness of one's individuality, uniqueness, motives of behavior and activity, intimization inner life... The professional self-determination of students is also in the final stage. All this makes not only possible, but also necessary, special work on the management of the process of the student's professional self-awareness, the formation of his professional self-concept.

The article is devoted to one of the important problems of social rehabilitation of persons with disabilities - their professional education and development in it.

The features of the professional self-awareness of persons with disabilities, the influence of health characteristics on the professional development of students, their educational goals, professional prospects, qualities important for the profession, components of educational, professional and professional activities, difficulties in learning and their influence on the development of professional self-awareness of students with disabilities are revealed.

The concept of professional identity intersects with the concepts of "I-concept", "self-determination" and "professionalism". The main elements of professional self-awareness include cognitive, affective, and behavioral components. Important role in professional self-consciousness, thereby, the professional image of "I", the professional I-concept, plays. Professional self-awareness can be represented as the awareness of the subject of labor in the system of professional activity and his own personality. Therefore, professional self-awareness is considered as a result of professional self-determination [see. 2, 3]. Professionalism is the result of the development of professional self-determination, the highest level of professional development and self-awareness.

I would like to note that the main Scientific research Russian scientists devoted to the study of self-awareness in general and professional self-awareness in particular belong to B.G. Ananiev, V.V. Stolin, E.A. Klimov, E.F. Seeer, A.K. Markova, E.Yu. Pryazhnikova, etc.

The development of professional self-awareness at the stage of university education depends on the correct choice of profession, the goals of education and the development of the student's personality at the stage of university education, the personality of teachers and the technologies they use.

Applicable to persons with HVZ professional self-determination can be understood as a long-term process:

· Search for and finding personal meaning in the chosen and mastered professional activity;

· Formation of readiness to consciously and independently determine, plan and implement a professional career, based on the existing social and specific living conditions, medical and physiological specifics, the characteristics of the system of relations of persons with disabilities, certain diseases and its consequences [see. 1].

If we talk in general about the psychological study of the characteristics of persons with disabilities, it is worth noting that at present in the literature it is customary to separate two concepts - a disabled person and a person with disabilities. For all their synonymy, there are some differences. If the first concept has a definition clearly fixed in the legislation, the rights and social security of persons with disabilities are also defined at the level of laws, then the concept of “a person with disabilities” does not have a clear and formal limitation.

According to it, a disabled person is any person who cannot independently fully or partially meet the needs of a normal personal and (or) social life due to a deficiency, congenital or not, of his (or her) physical or mental capacity. Official documents of Russia define a disabled person as a person who has a health disorder with a persistent disorder of the body's functions, caused by diseases, the consequences of injuries or defects, leading to a limitation of life and necessitating his social protection [see. 4].

The concept of a “person with disabilities” is not clearly defined, despite the frequent use in regulatory, methodological and other documents, in the press and the media. Persons with disabilities include both disabled people and persons who have not been assigned a disability, but who have any (even temporary and insignificant) limitation in health. This is, for example, the assignment to persons with disabilities in the order of admission to higher educational establishments approved by the Ministry of Education and Science of the Russian Federation in 2009 and 2011. So, any person can be classified as persons with disabilities [see. 5, 6].

Thus, the concept of "person with disabilities" does not fully reflect the main characteristics social group disabled people and does not change their position, attitude towards them on the part of society, but introduces confusion, ambiguity, ambiguity in theory and practice. The concept of “person with disabilities” unites various categories of the population that belong to risk groups with limited life opportunities, and the term “disability” itself does not carry a negative meaning. A person with disabilities who have constant health problems can be fully correlated with the concept of “disabled”. It is this category of persons with disabilities that will be considered by us, because it is the constant health problems that leave an imprint on a person's life. Temporary health restrictions may not affect the development of the human psyche.

Empirical research conducted by the faculty distance learning MGPPU in 2012/2013 academic year... The study accepted 30 first and second year students (out of 40 students under the budget program) who were studying at the faculty at that time.

The psychological characteristics of the professional self-awareness of psychology students with disabilities are determined by health limitations to the extent that interferes with normal socialization or has already disturbed it. First of all, it is worth noting the differences in persons with disabilities - with congenital or acquired diseases. These two lines - a violation of socialization by the disease and the variant of its acquisition - determine the strategy for the future psychologist to enter the profession.

Here are some statistics on diseases and their impact on learning.

If we count on congenital and acquired diseases, then the ratio will be 17 to 7.

For visually impaired people (5 people), learning problems are not observed, despite the fact that the learning conditions for them are the most unadapted.

The largest category of students with disabilities are persons with problems of the musculoskeletal system - 15 out of 24. They are acquired for 5 of them, for 10 - congenital. The last students in socialization and in mastering school curriculum there were significant problems as the training took place at home. Therefore, they have average academic performance (mainly on the marks "good" and "satisfactory").

For four students with medical conditions, health problems did not have a negative impact.

Our sample includes people of different age groups. So, out of 24 first-year students, the age was distributed as follows:

The number of 1st year students of the 2012/2013 academic year by year of graduation from school is presented as follows:

Thus, out of 24 students in the 1st year in the 2012/2013 academic year, half graduated from school (college) within five years before admission (with only 6 students (25%) in the previous two years). The second half of the students in this set graduated from school more than 5 years ago. This makes it difficult for them to get higher education since the learning skill was lost in most of them. Moreover, not all of them had it formed well enough. Students with disabilities, 1st year students in the 2012/2013 academic year, with an acquired disease (7 people) are active in work and study, have an active life position. With a certain depressive state in connection with an injury or the acquisition of a disease, they have a pronounced desire to be in time for a lot, to learn their profession faster.

Non-working students with disabilities, 1st year students in the 2012/2013 academic year, with congenital diseases, who entered the university immediately after school or no more than 5 years after graduation, have an active desire to get an education.

The study used the methods of E.Yu. Pryazhnikova:

1) a self-assessment questionnaire for the main components of professional activity;

2) a questionnaire on self-assessment of the main components of educational and professional activities;

3) questionnaire "Difficulties of studying at a university";

4) a questionnaire for psychology students in order to identify ideas about their future work as a psychologist;

5) questionnaire "I am real and I am ideal".

The self-assessment questionnaire of the main components of educational and professional activities was conducted in order to identify students' ideas about their educational activities.

When asked about the purpose of studying at a university in your specialty (why are you studying at this university and in this specialty?), The majority (67%) answered that they want to work, and this is difficult without higher education. In this group, the majority of respondents (54% of all respondents, they simultaneously declared their desire to work) want to realize themselves in the profession of a psychologist. The same percentage of respondents strive to get education in order to help other people in their psychological problems... It should be noted that this desire is addressed to people with health problems.

Upon further study, we identified five main goals of learning activities as a student. These include:

1) obtaining knowledge, skills, experience necessary in subsequent professional activities;

2) obtaining a profession, higher education, the formation of professionalism;

3) obtaining the ability to learn and skills of self-organization, the development of their mental qualities;

4) creative and professional self-realization;

5) communication.

Among the main methods and principles of successful educational work in mastering a profession, students distinguish four types. Reading, studying and taking notes teaching materials, repetition is the most common set of ways students work. At the same time, attending classes, completing assignments as a criterion contributing to the success of studies, was noted by the least of all students. Perseverance, attentiveness, concentration, hard work, systematicity were highlighted among the important qualities required by the student. Many students to attend classes and perform study assignments motivation and self-motivation are important.

Students identified the following important student qualities:

• active life position;
• attentiveness;
• literacy and knowledge;
• interest in the subject;
• communicativeness;
• leadership skills;
• high level of motivation;
• learnability;
• organization, diligence, punctuality;
• a responsibility;
• switchability of attention;
• working capacity;
• hard work;
• perseverance.

Students see their prospects as follows:

1) 12 people do not know about them or have not determined the direction of work;

2) scientific activity 4 people see teaching as their future work;

3) 15 people see themselves in work by profession, including helping people with disabilities in their rehabilitation.

The self-assessment questionnaire of the main components of professional activity was conducted with the aim of identifying ideas about their future work.

If we talk about the goals of working in the profession, then students with disabilities see them as follows.

Table 1. Objectives of students with disabilities

But students with disabilities see the main goal of their profession in psychological assistance population, psychodiagnostics and solving human problems, solving his difficulties, helping in adaptation in society.

Only 13.34% of students (4 people) do not know about the prospects in their profession. The rest of the students see their prospects as follows.

Table 2. Prospects of students in the profession

The students identified the following qualities that contribute to professional success.

Table 3. Qualities contributing to professional success

Qualities for professional success	Percentage of those who noted this quality (set of qualities)
Hard work, efficiency, victory over laziness
Desire to help
Sociability, desire and ability to communicate, sociability
Respect for other people, their opinions, understanding them, the ability to hear and respond to their requests
Personal motivation in the profession
Striving for self-development, education and professionalism, ambition
Self confidence
Compliance with ethical standards, a sense of tact
Responsibility and self-organization
Perseverance, persistence, dedication, perseverance
Attentiveness
High level of intelligence, cognitive ability, knowledge

Also, such qualities as were singly noted:

• prudence;
• flexibility;
• grammatically correct speech;
• kindness;
• sincerity;
• creativity;
• observation;
• hope;
• optimism;
• openness;
• ability to analyze.

The questionnaire "I-real and I-ideal" was carried out in order to identify ideas about their personal and professional qualities... In it, students were asked to highlight the most important qualities for a student-psychologist and a specialist-psychologist and evaluate, rank these qualities according to two indicators - how much the student now corresponds to each quality (image of the real I) and according to the degree of development of his ideal, what kind of student would like to become ideally (the image of the ideal self). These indicators are one of the components of the educational, professional and professional self-awareness of the student, the degree of correlation with the chosen profession.

When determining the differences between a psychology student and a professional psychologist, all the interviewed students noted the difference in knowledge, in its direction. So, a professional has practical knowledge at a high professional level. Knowledge of students, in their opinion, is aimed at theory, professional - at practice. But not all students point out the reasons for the differences in this knowledge. Only 15.38% of the respondents identify as the reason for the differences the student's lack of a theoretical base, the inability to rely on the method scientific knowledge, and 30.77% - the proper level of professionalism and skills in working with psychological tools (23.08%).

Just over half of the students (53.85%) note that in order to be a professional, you need not only professional, but also life experience. Also, students highlight such qualities that distinguish a professional as responsibility (23.08%), attentiveness (15.38%), independence of decision-making (15.38%), self-confidence (15.38%), involvement in the profession ( 30.77%).

On such formal criteria as the presence of a diploma, the end of higher education, the level of workload, communication with potential clients ( customer base), say 15.38% of the students who enrolled in the study.

The reasons that prevent you from becoming good student(which prevents them from approaching their ideal student self-image), the subjects distinguish the following. Most of the students believe that in their studies they are hindered by the inability to manage their time, disorganization, personal shortcomings (53.8% each) and laziness (30.8%). Students include their character, absent-mindedness, shyness, self-doubt, irresponsibility, complexes, fatigue, etc. as personal handicaps. The state of health, physical capabilities, according to the students, influence significantly less, this indicator was singled out by only 23.1%. To a lesser extent, the absence of stress resistance and difficulties in mastering the program affect the student's formation (15.4% each). Only 7.7% believe that they have no difficulties or they are easy to overcome.

The reasons that prevent them from becoming good psychologists in the future (to approach the ideal image of a psychologist's "I"), students consider the following qualities:

• laziness;
• lack of resistance to stress, failure at work;
• health problems;
• personal qualities (bad character, rejection of a certain type of people, lack of tolerance);
• difficulties in mastering the program;
• competition;
• ignorance of the profession;
• disorganization;
• there are no difficulties or they are easy to overcome.

When assessing the presentation by students of their future work, the following distribution was distinguished: from 0 to 20% - 30.77% of respondents, from 21 to 40% - 30.77%, from 41 to 60% - 15.38%, from 71-100 % - 23.08%. Zero and one hundred percent indicators were not observed.

The questionnaire "Difficulties of studying at a university" was conducted in order to reveal ideas about the main problems associated with training in a specialty. When describing the difficulties of learning, data from a survey conducted at the Faculty of Distance Learning among students after the first semester of the 2011-2012 academic year were also used.

How well students with disabilities manage to successfully combine learning with everyday life, work, other studies or other activities can be concluded from the following table.

Table 4. Quality of combination of training with other activities

When organizing independent work With the help of distance technologies, the majority of students have difficulties, but students cope with them on their own (40.2%).

Table 5. Difficulties in organizing independent work

Thus, in the course of the preliminary research, we identified the specific goals of work in the profession, which are set by students with disabilities.

Table 6. Specific goals of work in the profession for students with disabilities

We have identified such professional prospects that students see:

• 50% of students see themselves as working by profession, including helping people with disabilities in their rehabilitation;
• 40% of respondents do not know about them or have not determined the direction of work;
• 13% of the subjects see scientific activity and teaching as their future work.

We have identified the main reasons that complicate education and professional development, in the opinion of students with disabilities themselves. They turned out to be not health problems, but laziness, disorganization and other personal qualities (bad character, rejection of a certain type of people, lack of tolerance, lack of stress resistance).

So, we have identified the main features of the professional self-awareness of psychology students with disabilities:

• desire to help people with the same diseases as students;
• getting higher education for the sake of communication;
• an attempt to understand yourself.

So, the professional self-awareness of psychology students with disabilities:

• is directly based not on health problems, but on the social situation of the development of their personality in connection with these problems;
• aimed at cooperating with people, helping them, respect for future customers;
• is socially oriented.

These features are based on the social developmental situation in which students found themselves during their studies at school, after graduation and before entering the university.

Bibliography

1. Degtyareva T.N. Professional education of persons with disabilities in terms of entering the Bologna process: sociological aspect [Text] / T.N. Degtyareva // Bulletin of Tomsk state university... - 2009. - No. 319. - P. 60-64.

2. Zeer E.F. Psychology vocational education[Text]: textbook. manual / E.F. Zeer. - 2nd ed., Rev. - Moscow: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing House NPO "MODEK", 2003. - 480 p.

3. Pryazhnikova E.Yu. Career guidance [Text]: textbook. manual / E.Yu. Pryazhnikova, N.S. Pryazhnikov. - Moscow: Academy, 2008 .-- 496 p.

4. Russian Federation... O social protection disabled people in the Russian Federation. the federal law dated November 24, 1995 No. 181-FZ [Text] // Collected Legislation of the Russian Federation. - 11/27/1995. - No. 48. - Art. 4563.

5. Russian Federation. On approval of the Procedure for admitting citizens to those with state accreditation educational institutions higher professional education. Order of the Ministry of Education and Science of Russia dated December 28, 2011 No. 2895 [Text] // Russian newspaper. — 16.12.2009. — № 241.

6. Russian Federation. On the approval of the procedure for admitting citizens to educational institutions of higher professional education. Order of the Ministry of Education and Science of Russia of December 28, 2011 No. 2895 [Text] // Rossiyskaya Gazeta. - 27.01.2012. - No. 17.

Pryazhnikova E.Yu., Chistovsky D.I.

• Specialty HAC RF
• Number of pages 186

CHAPTER 1. Professional Development personality and professional identity. -.

1.1 general characteristics the process of professionalization as a condition for the dynamics of professional self-awareness.

1.2 Self-awareness of personality: structure, mechanisms and development.

1.3 The concept of "professional identity".

1.4 The structure of professional identity and its components.

1.5 Dynamics and mechanisms of development of professional identity.

1.6 Features of professional activity and professional identity of a psychologist.

Preliminary conclusions.

CHAPTER 2. Methods and technology of empirical research.

2.1 Objectives, general technological scheme and research parameters.

2.2 Research methods.

CHAPTER 3. Features of the formation of professional self-awareness of psychology students at various stages vocational training.

3.1 Formation of cognitive components of professional identity.

3.2 Formation of cognitive-affective components of professional self-awareness.

3.3 Formation of professional identity.

3.4 Comparative characteristics professional self-awareness at certain stages of vocational training.

Dissertation introduction (part of the abstract) on the topic "Features of the formation of professional identity at various stages of vocational training: On the example of psychology students"

In domestic and foreign psychology, there are many approaches to the study of self-awareness, but in last years increased interest in the applied aspect of this psychological direction. One of these applied aspects is the study of self-awareness in the framework of professional formation and development.

The urgency of the problem

As established in the studies of K.A. Abulkhanova-Slavskaya, E.A. Klimova, T.V. Kudryavtseva, A.K. Markova, JI.M. Mitina, on><; этапе профессионального становления происходят наиболее существенные изменения в структуре образа-Я субъекта деятельности. В свою очередь наблюдается и обратная тенденция: изменение в самооценке себя как профессионала влияет на динамику профессионального обучения и на профессиональную эффективность. Отсюда вытекает значимость теоретических и практических исследований проблемы профессионального самосознания.

The analysis of scientific research shows that the very concept of professional self-awareness is not sufficiently developed, the stages and mechanisms of the formation of professional self-awareness are poorly analyzed, and changes in this mental construct during the period of vocational training at a university are almost not considered. Also, very few studies are devoted to the analysis of the professional self-awareness of those who, by the nature of their activities, are involved in active interaction with other people and affect the consciousness and self-awareness of another person in order to develop or correct it (teacher, psychologist and other professions of the "person-to-person" type) ...

In our opinion, the existing system of professional training of practicing psychologists pays insufficient attention to the personal development of psychology students and practically does not consider the student's self-awareness as a resource source of professional formation and development. This problem requires active participation and development. According to incomplete data, by January 1997, about 120 psychological faculties and departments were created in state and non-state universities of the Russian Federation. Today this figure is even higher.

Thus, the practical and theoretical relevance of the problem under consideration is determined, on the one hand, by the dynamic processes in the vocational education system and the requirements for the high efficiency of trained psychologists, and, on the other hand, by the need to take into account the individual characteristics of professional development and the psychological mechanisms of the formation of professionalism.

Purpose of the study. Theoretical analysis and empirical study of the peculiarities of the formation of professional self-awareness among psychology students at different stages of vocational training.

Object of study. Professional self-awareness of students.

Subject of study. Structural, qualitative and quantitative features of professional self-awareness of students at different stages of vocational training.

Research hypotheses. Professional self-awareness, forming in the process of vocational training, goes through the stages of intensive change, crisis and stabilization.

Research objectives:

1. To carry out a theoretical analysis of the main approaches in the study of personality self-awareness and professional self-awareness.

2. To clarify the concepts and determine the theoretical foundations for conducting an empirical study of the dynamics of professional self-awareness of psychology students.

3. To highlight the components of professional self-awareness and empirical criteria for the analysis of their special manifestations.

4. Build and prepare a methodological battery for empirical research.

5. Conduct empirical research and analyze the results.

The methodological basis of the conducted research is the general scientific principles of psychology, in particular, the principle of the unity of consciousness and activity, the principle of determinism, the principle of the systems approach, the principle of development. The initial theoretical positions were based on the basic theoretical positions on the problem of self-consciousness C.JI. Rubinstein, on the concepts of self-awareness by I.S. Cohn, V.V. Stolin,

I.I. Chesnokova.

Research methods:

To solve the problems posed in the study, the cross-sectional method was used. The main complex of psychodiagnostic techniques and questionnaires includes research methods:

1. The cognitive level of professional self-awareness: 1) the methodology "Associative aureole of the profession" Е.А. Klimov; 2) the author's version of the standardized interview "Criteria of Professionalism"; 3) the author's version of the methodology "Self-assessment standards"; 4) the author's version of the methodology "Assessment of professional development".

2. Cognitive-affective level of professional self-awareness: 1) modification of the methodology of S.А. Budassi; 2) collective assessment by the method of paired comparisons;

3) Dembo-Rubinstein technique (modification by A.M. Parishioners); 4) “Color test of relations” by EF Bazhin and AM Etkind.

3. Formation of professional identity: 1) "Color test of relationships" by E.F. Bazhin and A. M. Etkind; 2) modification of C. Osgood's semantic differential technique; 3) M. Kuhn's method - "Who am I?"

The reliability of the study was ensured by the representative sample of subjects, the use of complementary techniques, qualitative interpretation of data, comparative analysis of the results using the methods of mathematical statistics.

Experimental research base: psychology students of the Faculty of Psychology of Omsk State University. The study involved 210 people from various training courses (1-5 courses).

Scientific novelty and theoretical significance. Clarifies the concept of "professional identity"; summarized and presented the main elements and parameters of professional identity; a number of new data were found on the formation of professional self-awareness in professional and educational activities; the essential features of the formation of professional self-awareness of psychologists are determined. The revealed features of the formation of professional self-awareness make it possible to carry out a stage-by-stage differentiation of the process of formation of professional self-awareness during vocational training at a university.

Practical significance. The psychodiagnostic tools developed and tested within the framework of our study can be used to diagnose and predict the features of the formation of professional self-awareness and professional development of psychology students. In turn, this will allow for timely psychoprophylactic and psychocorrectional work.

The generalized data on the characteristics of professional self-awareness for students of various courses can be used to correct programs for the professional training of psychology students, in the development of new psychological and didactic forms of education at the faculties of psychology, as well as in individual psychological counseling of students. Based on the results of the dissertation research, a special course was developed for psychology students at Omsk State University.

Provisions for Defense:

1. The formation of professional identity occurs in the process of vocational training at a university, this process has its own characteristics, which are manifested in different ways at different stages of vocational training.

2. The data obtained in our study allows us to say that at the early stages of vocational training, students already have professional self-awareness, which is manifested in the fact of realizing their professional abilities, potentials and prospects. At the same time, there is a tendency to overestimate professional self-esteem and the level of aspirations against the background of a "vague" understanding of the specifics of professional activity.

At the second stage of vocational training, there is a significant correction of ideas about professional activity, which leads to a change in the professional image of oneself and the correction of professional self-esteem. These changes occur with the manifestation of emotional discomfort.

At the subsequent stages of the formation of professional self-awareness, there is a deepening of ideas about professional activity, an adequate system of criteria for professionalism is formed, an increase in self-esteem and an adequate construction of a professional image of oneself with the isolation of their professionally important qualities. But even in this case, the features of the formation of professional self-awareness are manifested. So, in the last (graduation) course of study, there is a repeated decline in professional self-esteem, and in the ideas of themselves, students highlight primarily business, and not professionally important qualities.

3. Differences at different stages of vocational training are clearly observed on the cognitive, affective levels of professional self-awareness and in the professional identification of students.

Approbation of work. The main theoretical provisions and experimental results of the dissertation research were discussed at the meetings of the Department of Psychology, Faculty of Psychology, Omsk State University, as well as at the interregional scientific and practical conference "Problems and Practice of Rehabilitation of Unemployed Citizens and the Unemployed Population" (Omsk, 1997); at the international scientific and practical conference “Society. Economy. Work. Culture. Man "(Omsk, 1997); at the scientific conference "Modern Society" dedicated to the 25th anniversary of Omsk State University (Omsk, 1999).

The structure and scope of the thesis

The dissertation work consists of an introduction, three chapters, a conclusion, a bibliography and annexes. The text is illustrated with tables, histograms and graphs. The total volume of the thesis is 169 pages of typewritten text. The bibliographic list contains 190 titles.

Similar dissertations in the specialty "Educational Psychology", 19.00.07 code VAK

• Formation of professional self-awareness of students of pedagogical specialties in the conditions of higher education 2007, candidate of psychological sciences Rydnova, Anna Aleksandrovna

• Enrichment of the professional experience of psychology students as a condition for the formation of professional self-awareness 2008, candidate of psychological sciences Plotnikova, Margarita Yurievna

• Formation of the teacher's professional self-awareness 2005, Doctor of Pedagogical Sciences Smolyar, Antonina Ivanovna

• Formation of professional identity among students of a pedagogical university 2005, candidate of psychological sciences Mishchenko, Tatiana Vladimirovna

• Professional self-awareness as the basis of the professionalism of a practical psychologist 2005, candidate of psychological sciences Taraskina, Tatiana Vsevolodovna

Conclusion of the thesis on the topic "Educational Psychology", Efremov, Evgeny Georgievich

The results of the study show that freshmen have a pronounced professional identification, acceptance of the profession and professional role.

The objects of professional identification for a freshman are professionals who have made a career, have influence in the professional field and possess a certain set of qualities (smart, open to others, sensitive, attentive, with a strong character and great knowledge). But at the same time, 55.6% of first-year students note the real absence of identification objects. Finishing the sentences "In the professional sphere, I would very much like to be like.", "Authoritative psychologist." And others, they gave the following answers: ". No one", "

The situation with a high score for professional identity and the absence of a real object of identification suggests that the freshman is aware of the profession through abstract ideal constructs and social stereotypes. Consequently, when receiving more objective information about the features of professional activity, about the professional role and requirements of the profession, the student's self-consciousness may come into conflict. It turns out that, on the one hand, the student highly appreciates his professional abilities, and on the other hand, he is just beginning his professional development and therefore does not objectively understand the features of the profession and professional requirements. Hence the inadequacy of his self-esteem follows. When this becomes obvious to the student himself, then we can talk about the emergence of a state of crisis of professional identity. This state is manifested in the professional identity of second and, in part, third year students.

The emotional attitude of freshmen to the profession is generally highly positive. 83% of first-year students note an unambiguously positive attitude towards psychology and none of them showed an ambivalent (contradictory) attitude. During the first period of vocational training, students do not experience discomfort. Most of the students in the entire sample characterize the first course as neutral, not causing negative emotions and feelings of dissatisfaction.

Characteristics of the professional self-awareness of second-year students.

In the second year, students develop a deeper understanding of the profession. But this can be defined as quantitative, not qualitative, growth. At this point, the image of professional activity includes many different features, but the essential features here have not yet been fully isolated. Although movement in this direction is taking place, and this can be seen in the example of changes in the system of criteria for professionalism.

During this period, there is a leap in differentiation and in the degree of awareness of the criteria of professionalism. The degree of awareness of criteria among 2nd year students has an average score of 9.5, which is one and a half times more than that of 1st year students. But nevertheless, qualitatively and quantitatively, the criterion system does not change significantly. In 2nd year students, we see practically the same set of abstract criteria as in 1st year students. Only when identifying the criteria of professionalism, students now use psychological terms (for example, empathy, intelligence, communication skills).

In the professional image of oneself for second-year students, such characteristics that are manifested in their main activity (educational) come to the fore. Since efficiency and accuracy determine the effectiveness in the educational process, then during this period of training these qualities begin to dominate in the structure of self-assessment as a professional and in the image of an ideal psychologist (pushing aside sociability).

Significant shifts are observed in the professional self-esteem of sophomores. First, in the 2nd year we see a decrease in the emotional acceptance of ourselves as a professional. Secondly, there is a decrease in the attractiveness of the image of the ideal psychologist. On the whole, this is reflected in the lowest professional self-esteem of sophomores among the entire sample.

A decrease in the generalized professional self-esteem of students in the 2nd year coincides with a decrease in the self-esteem of such components of professionalism as "professional practical skills and abilities" and "professional abilities and inclinations". This is possibly due to the fact that they have a lot of weight in the development of the final generalized professional self-assessment of students. In the 2nd year, the average indicators of professional self-esteem ranked as follows: in the first place is the assessment of professional abilities and inclinations (62,13), then the assessment of professionalism in general (47.3) and professional skills and abilities (46, 7), and the assessment their theoretical knowledge is much lower (42.7).

A situation of contradiction arises in the professional self-awareness of 2nd year students. On the one hand, they are characterized by a new understanding of the requirements of the profession, a new idea of ​​the ideal psychologist and, in this regard, low professional self-esteem, and on the other hand, a high level of professional aspirations remains and a strong desire for professional growth remains.

The reasons for the crisis in professional consciousness, in our opinion, are:

1) overestimation of general and professional self-esteem after successful admission to a university;

2) raising awareness of the profession after the first year of study;

3) the state of still low adaptation to the educational process;

4) the realization that the professional path is just beginning and there is still an opportunity to "replay", to change your professional choice.

The consequence of this crisis of professional self-awareness is a drop in self-confidence as a psychologist, a change in the emotional attitude towards professional activity and vocational training, and a decrease in the indicator of professional identity.

Thus, for 2nd year students, all self-efficacy indicators are comparatively lower than for freshmen. And this is the lowest level among all courses.

The attitude towards psychology is also changing. Although the percentage of students who expressed a positive attitude is high, there are more students expressing an ambivalent and neutral attitude than in the first year.

Students unanimously associate the second stage of training with negative emotions, dissatisfaction (here emotionally unattractive colors prevail in TEC). In the 2nd year, as shown by the results of the CTE, there is a change from the neutral attitude, characteristic of the initial period of study, to an unsatisfactory one. The subjects unanimously "noted" the 2nd course as the period causing the greatest psychological discomfort.

The degree of professional identification of 2nd year students is lower than that of 1st year students. This can be seen from the results of several methods. But according to the results of the "Unfinished Sentences" methodology, we see that in comparison with the 1st year in the 2nd year, the number of students who have an object of identification increases, and the number of those who have no object of professional identification decreases (29, 5%).

Thus, our study confirms the opinion of other authors (G.V. Akopov, 1989; T.K. Poddubnaya, 1998) that the second year of study is critical for university training, which is characterized by a loss of orientation, insufficient subjective inclusion in vocational training, emotional alienation of the profession, significant changes in value attitudes, attitudes, judgments about the professional sphere in general.

Characteristics of the professional self-awareness of third-year students.

The concept of the profession continues to deepen, refine and differentiate. In the image of the profession, such signs appear that characterize the operational and technical side of the activity of a practical psychologist.

In the system of criteria for professionalism among third-year students, we observe changes in comparison with second-year students. The degree of awareness of the criteria is growing significantly. If the second-year students have an average score of 9.5 in interviews, then the third-year students have 13.1 points. The degree of scientific character of the criteria also increases (for example, such concepts as "reflection", "satisfaction with work", etc., appear). The situation has also changed with the applicability of these criteria in vocational training. 89% of 3rd year students gave a positive answer to the question "Does the awareness of the criteria you have identified affect your educational and professional activities and behavior?"

The third-year students are characterized by a mismatch in their ideas about themselves as a psychologist and about an ideal psychologist. In assessing themselves, they note, first of all, the qualities of "Internal control" (self-control (, 872), benevolence (, 802), sociability (, 736), patience (, 739), empathy (, 654)). And in the standard of an ideal psychologist such factors as "Competence" come to the fore; "Efficiency", "Observation". At the same time, it is important to fix the following moment: for the first time, the “Competence” factor begins to dominate in the image of an ideal psychologist (for 1st and 2nd year students, it had a significantly lower rank in the hierarchy of factors).

Compared to second-year students, third-year students give a higher assessment of their level of professionalism. But nevertheless, according to some scales of professional self-esteem, a tendency to underestimate self-esteem persists, and an increase in integral professional self-esteem occurs due to a high assessment of one's inclinations. Thus, they rated their professional abilities and inclinations on average by 68.5%, and their self-assessments on three other professional scales (the Dembo-Rubinstein method) are somewhat lower. In general, according to the 3rd year students, they have already passed half the path of their professional development and have 50% of professional competence.

For third-year students, more realistic indicators of the level of professional aspirations are also traced. In the 3rd year, there is also a comparative increase in self-efficacy indicators, which will persist at subsequent stages of training. In our opinion, this is due to the fact that 3rd year students already have experience in professional and educational activities, examples of professionalism for copying behavior, experience in internship.

The third stage of professional education, as a rule, evokes positive emotions in the majority of students. The colors that students associate with this course are ranked first or second in the preference layout. Those. students, as it were, emotionally accept this stage of professional education and are satisfied with the appropriate attitude to this stage.

The situation is also changing in the field of professional identification. In the third year, there is a certain "turning point", after which there is a tendency to get out of the crisis state of the second year. From the graphs of the results (CTO, "Semantic Differential"), it can be seen that the degree of identification with the image of a psychologist falls from the first to the second year, but returns to the third to the same level, and the changes from the second to the third year are statistically significant. Characteristics of the professional self-awareness of fourth-year students.

During this period, such operational and technical characteristics begin to take an increasing place among students in the idea of ​​professional activity. But there is also another group of signs that set significant differences between practical psychology and other professions - these are ethical signs.

The appearance of ethical parameters in the image of a profession in senior courses speaks of the understanding of a new aspect in the professional activity of a psychologist, associated with restrictions in the profession and an awareness of its high responsibility.

In the criterion system, we observe an increase in the number of criteria for professional competence, and their great differentiation is manifested. If at the 1st and 2nd courses the group of criteria "practical skills" dominated, then at the 4th year such groups of criteria as "theoretical knowledge" and "practical skills" have an equally high rank of significance.

The degree of awareness of the criteria of professionalism, in comparison with the 3rd year, practically does not change, for the 4th year students it is 13.4 points. The criteria for the professionalism of 4th and 5th year students are more specific, close to practical activities, and specialized. The set of "external", "objective" criteria (for example, "demand among clients" and "authority among colleagues") is expanding. And now 100% of the 4th year students give a positive answer to the question "Does the awareness of the criteria you have identified affect your educational and professional activity and behavior?", And then explain how this happens.

In the professional self-image of the 4th year students, there are significant features. They are characterized by a new understanding of their communication skills in relation to the profession. That is, sociability, a benevolent attitude towards others is considered not as a separate personal quality (which we see in 1st year students), but in connection with practical activity (the qualities of sociability and competence constitute one factor).

At the same time, a significant coincidence of the first factors in the professional image of oneself and in the image of the ideal speaks of the high professional self-esteem of 4th year students.

Based on the results of the methods for diagnosing professional self-esteem, we see that 4th year students in general assess their professional capabilities as high, but their real professional achievements are low. Compared to other courses, here we see the highest indicator of the level of professional self-esteem. Moreover, the hierarchy of professional self-assessment is as follows: self-assessments of professional abilities and inclinations and theoretical training coincide (69.2). The indicator of general professionalism is shown below (63.85), which is a consequence of the low assessment of professional skills and abilities (60.95).

But high professional self-esteem of 4th year students is combined with a low indicator of professional self-realization. That is, fourth-year students realize that in reality they have a much lower professional level than they could. This situation in professional consciousness for many 4th year students develops into a state of decreased learning activity and striving for professional development. From our point of view, this is a consequence of a more realistic assessment of one's potential and a deeper understanding of the complexity of the professional activity of a practicing psychologist. This conclusion is confirmed by an increase in the realism of the level of professional aspirations.

The 4th year students are characterized by the highest indicators of professional identity. Here we can observe the most favorable situation in comparison with other stages of vocational training. This situation is developing, in our opinion, for the following reasons:

1) a higher degree of awareness of students about the profession;

2) a state of high adaptation to the educational process;

3) the realization that the path of vocational training is moving towards completion leads to greater acceptance of the profession. It's too late to doubt whether I have chosen the right profession. Now consciousness is looking for confirmation of the correctness of the professional choice (and finds these arguments);

4) professional opportunities (knowledge, abilities, skills) and resources are more deeply understood and positively assessed;

5) the social status of a representative of a certain professional group is recognized and accepted;

6) there is still time to choose a place of work after university and there is no "burden" of problems associated with resolving the issue of the near professional future.

Characteristics of the professional self-awareness of fifth-year students.

Here we see the clearest and most differentiated view of professional activity.

The criteria of professionalism among 5th year students are numerous, varied, specific and are not only subjective, but also objective. For 5th-year students, the criterion group "theoretical knowledge" (93%) is extremely important. Among the criteria that fifth-year students additionally note, groups related to professional and ethical norms should be noted. These criteria emphasize the specifics of professional activity and in the fifth year, it becomes an important construct of consciousness.

The degree of awareness of the criteria of professionalism for 5th year students, in comparison with the 4th year, practically does not change and is 13.04. Just like the fourth-year students, there is a high percentage of positive answers to the question: "Does the awareness of the criteria you have selected affect your educational and professional activity and behavior?"

In the professional image of ourselves among the 5th year students, we find dramatic changes in comparison with the sample in the 3rd and 4th years. The factor "Business activity" becomes dominant, and the factor "Competence" ceases to be relevant. That is, it becomes clear for a fifth-year student that in professional development it is not just passive assimilation of professional means and not even professional-important qualities that is important, but the manifestation of business activity is important. During this period, the student distinguishes in himself not so much professional qualities as business ones, and realizes that this is more important for the implementation of his plans for the future (getting a job, adapting to a new workplace, meeting the expectations of future management, etc.). At the same time, students perceive themselves as professionally prepared, capable of serious analytical work (the factor "Analytical abilities" is in second place in the hierarchical structure of the self-image).

During this period of professional training, another important fact is noted, but already in the idea of ​​an ideal psychologist. There is a realization that a professional psychologist is not just the presence of rational qualities (erudition, analyticism, purposefulness), but also irrational characteristics (empathy, charm, originality). In our opinion, this understanding comes from the awareness of professionalism as a kind of art that cannot be learned at a university, and which comes through the experience of professional work.

When analyzing the prognostic ideas of fifth-year students, it was revealed that the growth rate indicators are practically identical for all trajectories ("I want" - 50%, "I can" - 50%, and "I have" - ​​51%). This means that in the presentation of the fifth-year student, the opinion is clearly formed - in 5 years of study, only half of the path in professional development has been covered. At the same time, they believe that in the first stages of vocational training, professional growth was more intensive than in the last courses.

We have already noted in the 5th year of study a large gap between the ranks of the concepts "I am as a psychologist" and "an ideal psychologist", which can be interpreted as a slight decrease in professional self-esteem (according to TEC). Such a discrepancy in the ranks of concepts in the 5th year may be explained by the fact that other factors begin to have a decisive influence on the level of professional self-esteem (and not the content of the standard for self-esteem).

According to other methods (the Budassi method, the Dembo-Rubinstein method, the "Semantic Differential" method), there is a slight decrease in professional self-esteem, but these indicators are not so unambiguous.

Thus, according to the "Semantic Differential" methodology, we again observe an increase in the gap between the "self-image" and "the image of a person of the profession." And in the methodology "Incomplete sentences" a large number of fifth-year students indicate that there are no objects of professional identification for them. In the 5th year, compared with the 4th year, the number of students expressing a positive attitude to the profession decreases, and the number of those who express an ambivalent attitude increases.

In the 5th year, there are high indicators of activity self-efficacy and reduced indicators of social self-efficacy. An increase in activity self-efficacy is due, in our opinion, to the experience of educational and professional activities, the presence of practice, little experience of professional work, the presence of models for copying behavior. The decrease in the social efficiency indicator is possibly associated with the experience of the prospects for employment, failures in finding a job, failures in establishing professional ties, etc. social actions (many 5th year students noted this problem in interviews).

In the fifth year of study, there is a slight decrease in the number of students who have a positive attitude to this stage of professional and educational development. But on the whole, the attitude of students towards the last year of study can be characterized as positive.

It would seem that the upward trend in professional identity in the fifth year should continue, but the results suggest otherwise. There is a slight drop in the indicators of identity. The overall score of professional identity is 15 here, and it is lower compared to the fourth due to the fact that the number of those who indicated professional concepts in the answers according to the methodology in places from 11 to 20 (M. Kuhn's method) increases. Although it is clear from the results obtained by M. Kuhn's method that fifth-year students clearly understand their professional role. There are already answers "almost a psychologist", "a working psychologist". But, nevertheless, the concepts "psychologist" and "future psychologist" receive low scores (12 and 8).

In the results according to the methodology of TEC, there is a significant identity between the "I" of the student and the professional role. But here the following fact should be specially noted: the difference between the indicator "I" and "Ideal psychologist" receives a negative score (-0.5). This suggests that students experience personal dissatisfaction.

Thus, on the one hand, we see a manifestation of professional identity, but, on the other hand, a change in attitude towards oneself in a negative direction (as mentioned above, a tendency towards a slight decrease in professional self-esteem).

All these data force us to take a fresh look at the professional self-awareness of fifth-year students. Yes, indeed, fifth-year students are graduates, many of them are already working in their specialty, and they have the right to consider themselves specialists with higher education. And it would be quite justified to predict an even greater growth of identification, identity with the professional role of a psychologist. But this is not observed to the extent that common sense would expect.

In our opinion, the essence of this provision is that students move from one type of activity - educational, to another - professional and labor. At the same time, a contradiction arises in the awareness of what a student has as a result of professional training and the requirements that are presented by the real practice of professional activity.

The reasons for the decline in professional identity among 5th year students:

1) the complexity and differentiation of ideas about their professionally important qualities and limitations is growing;

2) awareness of insufficient practical training;

3) lack of confidence in their professional abilities;

4) lack of experience in interacting with agents of practical activity (customer, client, head of the organization in which the young specialist intends to work);

5) uncertainty in the professional future;

6) great responsibility for making decisions on determining the place of work.

In general, the analysis of the totality of the results obtained in our study showed that the last stage of training is a kind of turning point in the course of professional and personal development of students.

CONCLUSION

This scientific study is aimed at identifying a number of significant psychological mechanisms and patterns of the process of professional formation and development.

We tried to outline from a certain angle one of the key stages of the professional life of an individual: the stage of professional development at a university. The central link of this stage is the training of the profession and specialty, entry into the professional environment and the assimilation of professional culture. One of the indicators of effective vocational training and mastering professional culture is the adequate formation of professional self-awareness. This intrapersonal education, on the one hand, is a consequence of professional development, and on the other, it itself determines the nature of this development.

The obtained results of the conducted research can be reduced to the following conclusions.

1. As a result of the theoretical analysis of the main psychological approaches to the problem of the formation of professional self-awareness, it can be considered that the researchers attribute this construct to the key mechanisms of professional formation and development. This mechanism is a specific, selective, differentiating and integrating activity of consciousness, which acts as a sublevel of general self-awareness and manifests itself in the awareness of oneself as a subject of professional activity and self-determination in the social and professional environment.

2. Professional self-awareness, having much in common with personality self-awareness (structure, functions, mechanisms of development and functioning), has its own specificity: a) regulates the professional behavior and relations of the subject of professional activity; b) has a professional-activity content of self-images; c) the composition and structure of self-images is determined by the specifics of professional activity; d) professional self-assessment is based on more formalized and operationalized criteria for assessing professional behavior.

3. The formation of professional identity begins with vocational training at a university, but this process has its own characteristics, which are manifested in different ways at different stages of training.

4. At the early stages of training, psychology students "already have professional self-awareness, which manifests itself in the fact of realizing their professional abilities, potentials and prospects. At the same time, there is a tendency to overestimate professional self-esteem and the level of aspirations with a" vague "understanding of the specifics of professional activity.

5. At the second stage of vocational training, there is a significant correction of ideas about professional activity, which leads to a change in the professional image of oneself and the correction of professional self-esteem. These changes occur with the experience of emotional discomfort.

6. At the subsequent stage of the formation of professional self-awareness, ideas about professional activity deepen, an adequate system of criteria for professionalism is formed, self-esteem is increased and a professional image of oneself is adequately built with the isolation of their professionally important qualities. But even in this case, the features of the formation of professional self-awareness are manifested. So, in the last (graduation) course of study, there is a repeated decline in professional self-esteem, and in the ideas about themselves, students highlight primarily business, and not professionally important qualities.

7. Differences at different stages of education are observed not only at the cognitive and affective levels of professional self-awareness, but also in the professional identification of students.

First-year students already to a high degree identify themselves with a professional role, and the peculiarities of the process of professional identification at subsequent stages correspond to the dynamics at the cognitive and affective levels of professional self-awareness. That is, professional self-esteem decreases and, accordingly, identity decreases; self-esteem rises and identity grows.

8. On the basis of the above-mentioned features of professional identity in different periods of vocational training, it is possible to determine four stages of the formation of professional identity in a university:

The stage of formal professional identification (admission to a university and training in the 1st year), when a student, on the basis of formal indicators, identifies himself with a professional role;

The stage of the primary crisis of professional self-awareness (2nd year), when the formation of basic ideas about professional activity and the experience of a mismatch between ideas about oneself and professional requirements;

Leveling stage (3rd and 4th year), when professional ideas and self-esteem are corrected;

The stage of the secondary crisis of professional self-awareness (5th year), when there is a change from educational and professional to professional and practical activities and new requirements for the individual are realized.

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181. Standardized interview "CRITERIA OF PROFESSIONALISM".

182. Do you consider yourself a professional psychologist?

183. According to the research of a student of the psychological department of Omsk State University, psychology students believe that the majority of practicing psychologists are mediocre. Do you agree with this data?

184. Do you have criteria on the basis of which you can assess the professionalism of a psychologist? Answer options: I have clear criteria 2; I rather have than not 1; I estimate intuitively 0.

185. How many such criteria do you designate for yourself? (1 point is given for each criterion)

186. Can you arrange the criteria of professionalism you have singled out in order of preference for determining the professional competence of a psychologist? Answer options Yes 2; More likely yes than no 1; No 0.

187. Which of the listed criteria is of the greatest importance to you?

188. Name the next most important criterion.

189. Least significant criterion.

190. Have you ever had to think about evaluating yourself as a professional? Variants of answers: constantly thought (a) about this 2; sometimes thought about it 1; never thought about it 10. In what situations?

191. Do you have sufficient professionalism according to your criteria?

192. What do you need to become a professional psycho shooter?

193. Does the awareness of the criteria you have identified affect your educational and professional activities, behavior? Answer options: Yes 2; Rather yes. than not 1; No 0.14. How?

194. What is more important for you at this stage: your internal assessment or the assessment of your professional competence by other people?

195. By what criteria do you judge the effectiveness of the professional activity of a practical psychologist?

196. What is the result of the professional activity of a practical psychologist for you?

197. List of scales for assessing yourself as a professional and an ideal psychologist.

198. Insight 13. Observation2. Erudition 14. Activity

199. Purposefulness 15. Empathy

200. Sociability 16. Charm

201. Responsibility 17. Good faith

202. Goodwill 18. Deep knowledge

203. Strong Will 19. Practical Skills

204. Patience 20. Ability for introspection

205. Self-control 21. Initiative

206. Originality 22. Ability to analyze

207. Independence 23. Efficiency

208. Accuracy 24. Curiosity

209. Methodology of self-assessment by S.А. Budassi 1. Instruction.

210. Then rank these qualities in order of weakening of their severity in yourself as a psychologist (1 is the most significant, 20 is the least significant). Enter your ranking results in the "I am as a psychologist" column.

211. Deep theoretical knowledge

212. Availability of practical skills1. Reflexivity 1. Initiative 1. Analytical thinking 1. Ability to predict 1. Efficiency 1. Fast orientation 1. Perseverance 1. Curiosity

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Full text

Professional identity is discussed in psychology as a "complex integrative psychological phenomenon", as "a leading characteristic of a person's professional development, which indicates the degree of acceptance of the chosen professional activity as a means of self-realization and development", as an awareness of one's identity with a group and an assessment of the significance of membership in it and etc.

In contrast to gender, ethnicity and other types of identity, professional identity provides for special purposeful, socially organized training and is performed for a certain remuneration. Under "special purposeful training organized by the society" is understood, among other things, to study in higher educational institutions with the aim of obtaining a certain specialty. The process of studying at a university is accompanied, according to many researchers, by the formation of a professional identity. But scientists do not separate the concepts of "professional identity of a specialist" and "professional identity of a student", considering them as a general psychological phenomenon, but only among representatives of different groups (students and working people). We consider the professional identity of the student and the professional identity of the specialist as two different psychological phenomena of a successive nature.

Many researchers emphasize that professional identity is a product of long-term personal and professional development, which appears at fairly high levels of mastering a profession. For example, E.P. Ermolaeva notes that professional identity develops when the subject reaches a high level of professional skill and acts as a stable coordination of the main elements of the professional process.

In light of this, the results of numerous studies on professional identity and conducted on students look ambiguous. Thus, the professional identity of a student and the professional identity of a specialist are different psychological phenomena that require separate consideration.
LB Schneider points out that most researchers interpret identity as the result of a process (self-knowledge, self-understanding, identification, identification-alienation, etc.). In line with this interpretation, we understand the professional identity of students as a result of the purposeful activity of the subject in the framework of educational and professional activities, which characterizes the importance of a profession for a student as a means of satisfying his needs.

A student's professional identity is a unity of self-images, emotional experiences and conscious activity associated with acquiring a profession, on the basis of which a feeling of identity with oneself as a future specialist appears. The system of ideas about oneself within the framework of the student's professional identity contains ideas about oneself as a future specialist (belonging to a certain professional group), about one's professional and educational-professional goals, about one's capabilities to realize these goals.

In accordance with the above data, we assume that it is possible to identify and describe the psychological characteristics of the professional identity of students.

Methodology

In order to identify the main psychological characteristics of the professional identity of students, we conducted a theoretical and experimental study of this issue. A direct experimental study was carried out from October 2005 to May 2006 on the basis of the Vyatka State Humanitarian University (Kirov). It was attended by 206 students of the Faculty of Psychology from the first to the fifth year. In the pilot study, the following techniques were used:

personal professional plan (E. A. Klimov, adapted by LB Schneider);

questionnaire of student's professional identity (author's development);

Who am I? (T. McPartland - M. Kuhn);

Motivation for vocational training (V. G. Katashev);

Life-meaning orientations test (LSS) (D. A. Leontiev);

Identification Research (B. Long, R. Ziller, R. Henderson);

on the study of reflexivity (A. V. Karpov);

diagnostics of the level of empathic abilities (V.V. Boyko);

value orientations (M. Rokich);

to professional reflection.

The results were processed using SPSS (Statistical Data Processing Software, Version 12) and Microsoft Excel.

results

Based on the methodology of E. A. Klimov and L. B. Schneider "Personal professional plan", all subjects were divided according to the levels of professional identity: low (14% of respondents), medium (56% of respondents) and high (30% of respondents).

The analysis of the results according to the author's methodology "Questionnaire of students' professional identity" showed that 64% of students with a low level of development of professional identity (compared with 6% of students with a high level) are characterized either by the manifestation of negative emotions in relation to their future profession, or by the manifestation of passivity, or and both, taken together. At the same time, 37% of subjects with a high level of development of professional identity (compared with 8% of students with a low level) are characterized by either positive emotions in relation to their future profession, or an active attitude towards it, or both, taken together.

Indicators reflecting the personal component of professional identity, which was studied using the methods of A. V. Karpov "Research of Reflexivity" and V. V. Boyko "Diagnostics of the level of empathic abilities", state its significance. Of the subjects who are at a low level of development of professional identity, 50% have a low level of development of reflexivity and 32% have a low level of development of empathic abilities, while of those who are at a high level of development of professional identity, 79% have an average and high level of reflexivity and 87% have an average and high level of development of empathic abilities.
The motivational component of professional identity was investigated using the methodology of V. G. Katashev “Motivation of vocational training”. It was found that the level of motivation for vocational training is different among psychology students who are at different levels of development of professional identity. Among the respondents with a low level of development of professional identity, only 5% are students with high motivation for vocational training, while among respondents with an average and high level of development of professional identity - 52% and 43%, respectively.

Analyzing the indicators of the value-semantic component of professional identity ("Test of meaningful life orientations" by D.A. professional identities have an average and high level of meaningfulness in life).
The most significant values-goals, which were studied according to the method of M. Rokich "Value orientations", for all students are: love - spiritual and physical intimacy with a loved one (average rank in the sample - 5.04), physical and mental health (average rank in the sample - 5.4), the presence of good and faithful friends (average rank in the sample - 6.63). In our opinion, these are significant universal human values ​​that characterize the broad social group “students”. Adherence to these values ​​bridged the differences between groups based on the professional identity of students.

The data on the mechanisms of development of professional identity, obtained according to the methodology of B. Long, R. Ziller, R. Henderson "Identification Research", and on the assignment for professional reflection, indicate that groups of students with different levels of development of professional identity significantly differ from each other. by identification with samples: “practical psychologist” (significance level 0.002), “profession of a psychologist” (significance level 0.0001), “psychologist” (significance level 0.02), “student - future psychologist” (significance level 0.019). Thus, the actualized processes of professional identification are significantly associated with the level of development of students' professional identity. The same can be said about the mechanism of professional reflection. Of all students with an activated mechanism of professional reflection, 6% have a low level of development of professional identity, 46% and 48% have an average and high level of development of professional identity, respectively.

The discussion of the results

On the basis of the obtained data of quantitative and qualitative processing of the results, we identified the below-described psychological characteristics of the professional identity of students.

1. The professional identity of students is of an activity nature. The professional identity of students develops as a result of educational and professional activities and contributes to the successful mastering of knowledge, skills and abilities for further professional activity. Professional identity can develop in the conditions of specially organized classes through activities in which the subject of purposeful activity is the development of components, characteristics and mechanisms of the professional identity of students - future psychologists.

2. Professional identity of students is probabilistic. Despite the fact that the university creates the same conditions for the development of professional identity for all students, by the fifth year 38% of graduates acquire a high level, and 18% - a low level of development of the professional identity of students - future psychologists. Some of the students after graduating from a higher educational institution plan to work in their specialty, the rest prefer other professions that are not related to the specialty received at the university.

3. Professional identity of students is developing unevenly.
In development, latent and crisis periods alternate; stages with an evolutionary and revolutionary course can be distinguished.

Yu. P. Povarenkov. notes that "the leading sign of uneven professional development are professional macro and micro crises." The study of the professional development of students of the pedagogical university allowed this author to single out two main crises - the second and fourth years.
Our research at the Faculty of Psychology of the Vyatka State Humanitarian University showed that each course is characterized by certain crisis phenomena. So, in the first year, the crisis begins after the first session and can be described as emotional. Comparing the results obtained in the first and in the second semester, we can conclude that there was a decrease in the positive emotions of first-year students regarding the profession of a psychologist and everything connected with it (at a significance level of 0.01). With the statement "The profession of a psychologist does not always cause me positive emotions" agreed in the first semester - 17% of the subjects, in the second already 50% (the differences are significant at the level of 0.002).

In the first semester, 24% of the respondents agreed with the statement “The profession of a psychologist does not satisfy all my needs and requests,” in the second - already 54%. Most of the students of all courses at the first stage of the study could unequivocally assert that working as a psychologist is their vocation.
In the first semester of the first year, this figure was 68%. In the second, it is lower than in any of the courses - 33%. Thus, we can state the emotional crisis of the first course after the first session.
Compared to the rest, the second course looks the most prosperous, but starting from the third year, crisis manifestations begin to intensify, grow every year and reach their critical values ​​in the fifth year. By the fifth year, many indicators reflecting the student's professional identity sharply decline. By analyzing the results obtained, we can diagnose a severe mental state and strong emotional experiences of graduates.

The crisis of professional identity of graduates is characterized by a decrease in positive emotions about the profession. This is due to the fact that, in their opinion, the profession of a psychologist does not satisfy all vital needs. This is the opinion of 70% of graduates. In connection with the changed needs (for example, freshmen do not yet think about how the profession can provide them financially, and for fifth-year students this is already very important), the satisfaction with the future profession has also changed. 24% of fifth-year students have no desire to work in their specialty (compared to 5% in the first year). 18% of graduates (compared with 5% of first-year students) responded positively to the statement “If I were once again in a situation of choice, I would not have chosen psychology as a field of professional activity”. The general indicator of the professional identity of students also significantly decreased from the first to the fifth year.

The psychological essence of the crisis lies in the fact that the majority of students studied for all five years in order to "provide professional psychological assistance to other people" (82% ± 8% in all courses), for them "the profession of a psychologist is one of the ways of self-realization in life." (83% ± 6% in all courses), about 60% in all courses can unambiguously affirm that "the profession of a psychologist is my vocation."

4. The next psychological feature of the professional identity of students is that it has an individual character of development. Despite the highlighted periods of the crisis, each has its own pace and course of development. It depends on the personal qualities of students (including their compliance with the requirements of the profession), on the readiness (intellectual, motivational, psychophysiological, etc.) to study at the university, on the social environment (negative attitude towards the acquired profession or parental support and friends), etc. The development of students' professional identity has different motivational grounds and their degree of expression.

5. The development of professional identity can be traced gender characteristics... In particular, the construction of correlation pleiades showed that among males the interconnections between the components of students' professional identity are more pronounced (r = 0.4–0.6 at a significance level of 0.01) and form a clear structure, which is closed on professional identification, while while among girls the components of a student's professional identity are weakly interconnected (r = 0.2–0.3) and form a blurred structure. Although if we compare the absolute indicators for all methods, then the results of girls surpass the results of young people in all cases.

6. Also, one of the psychological features of the professional identity of students is the characteristics of students' professional identity.

According to the results of the correlation and factor analysis of the results of the author's methodology "Questionnaire of the student's professional identity" (we wrote about its creation in the previous article), two factors that were deliberately not laid down by us were identified, which determine the rest of the structural components. We designated these bipolar factors as "Emotions from satisfaction / dissatisfaction of a person's needs in a given profession" and "Position of a student's active / passive attitude to the acquired profession."

The first factor "Emotions from satisfaction / dissatisfaction of a person's needs in this profession"(scale "Emotional attitude"). A person has a set of certain conscious or unconscious needs (physiological, material, spiritual, social, etc.). Choosing a certain profession, a person hopes to satisfy his existing needs. When a student begins to study, becoming more familiar with the true content of the profession, he more clearly understands how this profession is capable of satisfying his needs and how suitable it is for this profession. The prerequisite for any activity is this or that need, respectively, the prerequisite for the educational and professional activities of students are those needs that are planned to be satisfied in future professional activities. Therefore, we can assert that the professional identity of students directly depends on the satisfaction / dissatisfaction of the needs that caused the educational and professional activity and the accompanying emotions.

Second factor "The position of the student's active / passive attitude to the acquired profession"(Scale "Conscious activity"). The position of the student's conscious active attitude to the profession being acquired can also be designated as the position of the “subject”. The importance of this student's position in obtaining a quality education has been discussed more than once. As the main prerequisite for the successful mastering of the profession, many authors consider "not so much specific knowledge and skills and not so much psychophysiological characteristics that could be useful in the chosen profession, as ... a subjective attitude to their actions and deeds."
Depending on the results, all subjects can be placed at the intersection of two factors and nine types of students' professional identity can be distinguished. The distribution of subjects according to the types of student's professional identity is presented in the table.

By criterion H Kruskal-Wallace, these types at a significant level (up to 0.0001) differ from each other in the parameters identified by the conducted methods. Let us present the psychological characteristics of psychology students with different types of professional identity.

Type 1 characterized by a passive position, accompanied by negative emotions regarding the future profession. Students of this type believe that this profession is not for them, it is not able to satisfy their needs, and they cannot realize themselves in it. There is a passive attitude towards the acquired profession, there are negative emotions regarding the profession and everything connected with it. Most likely, there was a disappointment in the profession.

Type 2 characterized by a passive position, accompanied by neutral emotions regarding the future profession. The predominance of a passive attitude towards the acquired profession. Students of this type are confident that their university education will be enough for their further work, but they do not make definite plans of what they will do after graduation. The prevalence of emotions in relation to the acquired profession depends on different situations.

Type 3 characterized by a passive position, accompanied by positive emotions regarding the future profession. Students of this type are dominated by positive emotions in relation to their future profession, there is a desire to spend most of their time doing things related to the profession, but, despite this, there is a passive attitude towards the acquired profession. Most likely, these students can be classified as “dreamers”.

Type 4 characterized by a moderately expressed active position, accompanied by negative emotions regarding the future profession. Students of this type have negative emotions regarding this profession and everything connected with it, since they believe that the profession of a psychologist does not satisfy all of their vital needs and demands. But these students can relate to different educational and professional situations in different ways: somewhere they are actively setting goals and fulfilling their plans, and somewhere they let things go by themselves.

Type 5 characterized by a moderately expressed active position, accompanied by neutral emotions regarding the future profession. Students of this type have no pronounced tendencies, the indicators are at an average level. This suggests that a student can treat different educational and professional situations in different ways, the prevalence of emotions also depends on different situations. Potentially, students of this type, under certain circumstances, can switch to any other type.

Type 6 characterized by a moderately expressed active position, accompanied by positive emotions regarding the future profession. The professional identity of students of this type is predominantly active and pronounced. These students consider the profession of a psychologist to be their vocation, one of the ways of self-realization in life. The thought that they will work in their specialty makes them happy; there is a desire to spend most of the time doing what is associated with the profession. Conscious activity in relation to the future profession is at an average level.

Type 7 characterized by an active position, accompanied by negative emotions regarding the future profession. Despite the fact that students of this type have negative emotions about this profession and everything associated with it, they strive to achieve certain goals in this profession and show significant activity in educational and professional activities. It can be assumed that there are some external stimuli for their activity, in addition to the content of the future profession itself (social obligations, parental opinion, etc.).

Type 8 characterized by an active position, accompanied by neutral emotions regarding the future profession. Students of this type do not have vivid positive emotions (they vary depending on the situation), but the position of an active attitude to the acquired profession is traced, which can also be designated as the position of the "subject". Students who take an active position in relation to the acquired profession, set goals for themselves in the professional sphere and strive to achieve them, plan their lives in the mainstream of the profession, know how to get the information they are interested in, additionally read specialized magazines and books.

Type 9 characterized by an active position, accompanied by positive emotions regarding the future profession. The student's professional identity is strong and active. Students who adhere to this position believe that the profession of a psychologist satisfies their needs and demands, in it they see their vocation and a way of self-realization. They calculate their future in such a way as to work as a psychologist, set goals and achieve them. At every opportunity, they try to gain experience in practical psychological activity; read additional psychological literature.

The sixth and eighth types of students' professional identity are similar in their high results according to various methods, i.e., students belonging to these two types use different identification strategies (based on emotions or conscious activity), but in the end, both of them turn out to be by highly professionally identified students.

7. The next psychological feature of the professional identity of students is the possibility of its development through the mechanisms of identification and reflection.

In our opinion, one of the important conditions for the development of a student's professional identity is the constant activation of such mechanisms of personal development as identification and reflection.

Identification and reflection as mechanisms of self-knowledge is indicated by
V. G. Maralov: “Identification with oneself acts as one of the most powerful mechanisms of self-knowledge ..., reflection makes it possible to“ look ”at the whole process as if from the outside” and also acts as a mechanism of self-knowledge.

We understand identification as a process of identifying oneself with a significant person, image, social group based on a positive emotional connection. In our opinion, identification with people who are significant in this profession is one of the most powerful mechanisms for the development of professional identity at a student age. It is in the university that young men and women get acquainted with representatives of this profession, especially in the framework of courses on the history of the development of science.

The results of the identification process, even under the condition of emotional acceptance of the material and, as a consequence, the appearance of a desire among students to be more active, to work more on themselves, to set high goals and achieve them, may not have the proper impact on the development of the subject position and remain at the level of memories for students. and emotions.

To prevent this from happening, the following mechanism for the development of a student's professional identity is necessary - reflection. Reflection is the process of self-knowledge by the subject of internal mental acts and states, "going beyond any immediately, automatically current process or state."

8. One of the main psychological features of a student's professional identity, in our opinion, is that it can be activated through special developmental classes.

Two academic groups of third-year students of the Faculty of Psychology of the Vyatka State Humanitarian University were involved in the study, which were not selected in relation to the experiment procedure itself.

The total duration of the formative experiment was 36 hours (4 months). The experimental and control groups were represented by students of 17 and 21 people. Before the beginning of the formative experiment, the groups had indicators that did not differ significantly from each other (the level of significance of differences according to the criterion U-Mann-Whitney is greater than 0.76).

The experiment was based on the hypothesis that an increase in the professional identity of students is possible through the activation of the mechanisms of professional identity and through the purposeful activity of students in relation to the components of professional identity. The group process of developing practical exercises included the following types of methodological tools, techniques and tasks: role-playing games, analysis of professional situations, reflective analysis, thematic discussions and discussions, tasks for self-knowledge, self-development and self-prediction, exercises for the development of identification and reflection, autogenic and relaxation techniques, and dr.

The analysis of the results of the study of the level of development of the professional identity of the students of the experimental and control groups, obtained after the formative experiment, made it possible to judge the rather high efficiency of the conducted developmental classes. In order to statistically compare the indicators measured under two different conditions on the same sample of subjects, we used T-criterion Wilcoxon. It allows you to establish not only the direction of changes, but also their severity.

The analysis shows that during the developmental practical classes, the students of the experimental group began to more consciously plan their future in psychology, correlate the requirements of the profession and their capabilities, clearly see the ways of preparing for the implementation of their professional goals. Almost everyone who did not connect their future with psychology changed their minds and defined themselves as future practical psychologists. Students began to assess their lives as productive and meaningful (the level of significance of positive changes in T-criterion Wilcoxon less than 0.03).

At the same time (under the influence of some uncontrolled variables) there were negative changes in the control group. Professional identity and professional reflection have significantly decreased. More students, in comparison with the first section, stopped planning their lives in the mainstream of psychology, decreased emotions received from meeting the needs of the profession. Weakened identification with the model of a “practical psychologist” (the level of significance of negative shifts in
T-criterion Wilcoxon less than 0.04).

This can be explained by the fact that the time of the second control cut fell at the beginning of the summer session. Therefore, it can be assumed that the students who did not participate in the developmental practical classes showed signs of an emotional "pre-session" crisis. And those students who participated in developmental practical classes not only improved their indicators of professional identity, but were also able to successfully cope with this crisis.
In addition, the analysis of correlation pleiades was carried out (according to Pearson's criterion r) before and after the formative experiment in groups in order to diagnose qualitative changes. From the analysis of the correlation pleiades, it can be concluded that the relationships in the control group remained practically unchanged. At the same time, in the experimental group, the professional identity of students became interconnected with the meaningfulness of life ( r = 0,645, R < 0,01). Направленность и осмысленность жизни в целом стала коррелировать с профессиональным будущим (r = 0,591, R < 0,05).

In the experimental group, goals in life and goals for a future profession ceased to exist separately from each other (experimental group r = 0,609, R < 0,01; контрольная группа r = 0,209, R> 0.05). The professional identity of students from the experimental group began to correlate with the idea of ​​themselves as a strong personality with sufficient freedom of choice to build their lives in accordance with their goals and ideas that life is in their hands and they control it ( r = 0,657, R < 0,01).

Thus, we can conclude that a comprehensive program aimed at developing the professional identity of students influenced the level of development of the professional identity of students - future psychologists, the awareness of students' planning their future in psychology, the adequacy of the ratio of the requirements of the profession and their capabilities, the ability to clearly see ways to prepare for the implementation of the professional goals. In addition, there have been qualitative changes in the structure of interrelationships of students' professional identity. The studied psychological phenomenon has become more interconnected with the meaningfulness of life in general, with life goals, with the idea of ​​oneself as a strong personality and with the processes of professional identification.

conclusions

Professional identity of students is an independent psychological phenomenon.

The professional identity of students has its own psychological characteristics: activity, probabilistic, uneven and individual character of development.

You can also highlight gender characteristics, the possibility of development through the mechanisms of identification and reflection in the process of special developmental classes.

In the course of the research, the main characteristics of a student's professional identity were identified: "Emotions from satisfaction / dissatisfaction with a person's needs in this profession" and "Position of an active / passive student's attitude to the acquired profession."

Through the implementation of a special program, it is possible to effectively influence the development of a student's professional identity.

Application

Questionnaire of professional identity of students - future psychologists (author of U.S. Rodygina)

Instructions for the subject. You will have to give answers to several statements of the questionnaire. We ask you to carefully record your answers on a special form. There are no right or wrong answers to the following questions. Please answer each one according to your own opinion. Read the questions carefully and indicate your level of agreement / disagreement with each statement below using the following scale: 5 - Strongly agree; 4 - agree; 3 - I didn't think about it, I don't know; 2 - disagree; 1 - totally disagree.

I am very upset at the thought that due to some circumstances I will not be able to work as a psychologist.

I am disappointed because I had a slightly different vision of the profession of a psychologist.

I believe that in the profession of a psychologist, you cannot set goals for yourself, plan, so as not to be disappointed later.

I can say unequivocally that working as a psychologist is my vocation.

Psychology, like any other specialty, is only a means of making money.

Processing of results

Scale 1"Positive emotions associated with meeting human needs in this profession": questions 2, 4, 5, 11, 17, 20.

Scale 2“Negative emotions associated with the dissatisfaction of a person's needs in this profession”: questions 1, 6, 8, 15, 16, 18.

Scale 3"The position of the student's active attitude to the acquired profession": questions 3, 4, 7, 12, 13, 20.

Scale 4"The position of the student's passive attitude to the acquired profession": questions 8, 9, 10, 14, 19, 21.

Further, to find out about the prevalence of positive emotions over negative ones, you need to subtract the results on a scale of 2 ( negative emotions). If the number (Indicator of the predominance of emotions) turned out to be negative, then the subject is dominated by negative emotions associated with the dissatisfaction of a person's needs in this profession.

The same should be done with scales 3 and 4. From the results on scale 3, subtract the results on scale 4. If a negative number (activity indicator) is obtained, this student is dominated by the position of a passive attitude towards the acquired profession.

As a result, we see that two values ​​characterize the student's professional identity: the indicator of the predominance of emotions and the indicator of activity.

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Rodygina Have. WITH. Diagnostics of the professional identity of students - future psychologists // Modern technologies and active methods of teaching at a university as a condition for training a specialist: materials of the IV interregion. interuniversity. scientific method. conf. Kirov, 2006.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MINISTRY OF EDUCATION OF THE MOSCOW REGION

STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

"MOSCOW STATE REGIONAL

SOCIAL AND HUMANITARIAN INSTITUTE "

Department of Psychology

CourseworkWork

Topic: "Features of professional identity at different stages of professionalization of workers"

Completed a 4th year student

Faculty of Technology

(extramural)

Manaev M.A.

Checked by: Orlova L.V.

Kolomna 2013

INTRODUCTION

CHAPTER 1. PROFESSIONAL CONSCIOUSNESS AND THE PROBLEM OF FORMATION OF THE PERSONALITY OF A PROFESSIONAL

1.1 Theoretical approaches to the study of self-awareness and its structure

1.2 Features and problems of self-awareness in adolescence

1.3 Formation of professional identity

1.4 Components of professional identity

CHAPTER 2. ESSENCE, FEATURES AND STAGES OF PERSONNEL PROFESSIONALIZATION

2.1 The impact of professional development on personality

2.2 Professionally important personality traits as a condition for the effective activity of a professional

2.3 Communicative competence as a condition for the effectiveness of a professional

2.4 Psychological characteristics of a professional

2.5 Stages of professional development

2.6 The active nature of the professionalization of personnel

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

The formation of professional self-awareness of the personality of future specialists in the process of their educational and professional activities is one of the urgent problems of psychology. In our country, the problem of professional self-awareness, the psychological and pedagogical conditions of its formation, has become most acute today in connection with the changed social and economic conditions, innovations in the field of education, and especially professional, as well as with the need to change the attitude of the subject of labor to his professional activity.

The new meaning of modern professionalism and the role of the individual in its formation entailed a radical reassessment of the values ​​of professional development. The requirements for a specialist, his training and education, for the responsibility of the subject for his career, professional future and his life ideas and professional plans have increased.

The problem of self-awareness of the individual and the diverse manifestations of its essence arose together with the person. This problem has been continuously developing, expanding its problem field, changing and transforming in accordance with the socio-economic and scientific-technological transformations in society, which led to the differentiation of studies of this phenomenon. So, since the 1950s. Psychologists in their research turn to the study of self-awareness, depending on the specific types of life activities of the individual, to the study of professional self-awareness.

There are various systems for training specialists, acquiring professional skills and competence.

Professionalization is an integral continuous process of the formation of a specialist's personality, which begins from the moment of choosing and accepting a future profession, and ends when a person stops active labor activity. The most intensive period of professionalization is considered to be studying at a university.

The most important role in professionalization is played by the formation of professional self-awareness, which is expressed in professional identity. Professional identity is "a multidimensional and integrative psychological phenomenon that provides a person with integrity, identity and certainty in professional activity." A person's sense of his own competence, efficiency and personal influence can speak of the formation of a professional identity.

The relevance of this work is due, on the one hand, to the demands of practice, requiring further improvement of the system of professional psychological education and quality improvement, on the other hand, to the urgent need to understand and substantiate the essence of the changes in the personality of the future specialist taking place in the process of professional education.

The purpose of this work: analysis of the formation of professional identity in the process of professionalization.

According to this, subject is an formation of professional self-awareness, a object -process professional development self-awareness youthful professional personality

As tasks, allowing to achieve the set goal, were made by:

1) the study of ideas about professionally important personality traits

2) determination of the characteristics of the professional component of self-awareness of students examined at various stages of professionalization;

3) determination of the structure of ideas about the professional identity of students at various stages of professionalization;

Course work consists of an introduction, two chapters, conclusions and conclusions, a list of references. The total volume of the course work is 50 pages.

Chapter 1.professional self-awareness and the problem of forming the personality of a professional

One of the most important strategic decisions in the life of every person is the choice of a profession. Making an appropriate decision, a person thereby makes not only a choice of occupation, but also performs a complex act of self-determination.

The choice here goes beyond solving the problem of the preference of a particular profession, turning for the individual into the need to answer for himself “eternal questions” about human destiny, about the meaning of being, about his place in life.

Professionalization is an integral continuous process of the formation of a specialist's personality, which begins from the moment of choosing and accepting a future profession, and ends when a person stops active labor activity. The most important role in professionalization is played by the formation of professional self-awareness, which is expressed, in particular, in the formation of a professional identity, which makes it possible to talk about a person's feeling of his own competence, efficiency and personal influence, and awareness of the boundaries of his profession.

1.1 Theoretical approaches to the exploredyu self-awareness and its structure

A significant number of works are devoted to the problem of self-awareness, both in domestic and foreign psychology. In Russian psychology, these studies are concentrated mainly around three groups of issues: philosophical and methodological historical and cultural aspects of self-awareness associated with personal responsibility, moral choice, moral self-awareness [I.S. Kon, 1978, A.G. Spirkin 1972, A. I. Titarenko 1974] and others; general psychological aspects of the formation of self-awareness in the context of the problem of personality development [LI Bozhovich, 1968; I.I. Chesnokova, 1977; S. L. Rubinstein, 1989] and others; social-perceptual aspects of the formation of self-awareness in the context of the problem of personality development (L.I.Bozhovich, 1968; I.I. their relationship with the assessments of others, with self-awareness and knowledge of other people (A.V. Zakharova, 1980; A.I. Lipkina, 1976;

Many different terms are used in the literature: "self-consciousness", "I", "I-concept", "self-image", "attitude to oneself", "self-esteem", "self-image", etc. The authors of a number of works tried to correlate concepts, to streamline the terminological field of the problem. (M.I. Lisina, 1980; V.V. Stolin, 1983).

The concept of "self-awareness" is used as a generic one to refer to the entire area as a whole, including both procedural and structural characteristics. The terms "self-awareness", "self-image" are used to describe the cognitive side of self-awareness, a person's knowledge of himself. The emotional side of self-awareness is described using the terms "attitude towards oneself" and "self-esteem". The “self-image” is viewed as a structural formation of self-awareness, a kind of “final product” of the inextricable activity of its three sides - cognitive, emotional and regulatory. (V.V. Stolin, 1983 (the greatest interest among domestic psychologists is the problem of the emergence of self-consciousness, its structure and level organization.

II Chesnokova (1977) proposes to distinguish between two levels of self-awareness according to the criterion of the framework in which the correlation of knowledge about oneself takes place. At the first level, such a correlation occurs within the framework of the compositing of the “I” and “the other person”. First, a certain quality is perceived and understood in another person, and then it is transferred to oneself. The corresponding internal methods of self-awareness are mainly self-perception and self-observation. At the second level, the correlation of knowledge about oneself occurs in the process of autocommunication, i.e. within the framework of "I and I". A person operates with ready-made knowledge about himself, to some extent already formed, obtained already at different times, in different situations. Introspection and self-reflection are indicated as a specific internal technique of self-awareness. At this second level, a person correlates his behavior with the motivation that he realizes. ... Self-awareness at the second level reaches its highest development during the formation of life plans and goals. Its social value, its own dignity. (I.M. Chesnokova, no. 49)

I.S. Kon formulates the level concept of the “I” image somewhat differently. The image of the "I" is understood as an installation system; attitudes have three components, cognitive, affective and behavioral derived from the first two. The lower level of the “I” image is made up of “unconscious attitudes, presented only in the experience, traditionally associated in psychology with“ well-being ”and an emotional attitude to oneself; higher are the awareness and self-esteem of individual properties and qualities; then these private self-assessments are added to a relatively holistic image; and this very image of "I" fits into the general system of value orientations of the personality associated with the awareness of his goals for his life and the means necessary to achieve these goals (I.S. Kon, 1978, No. 16, p. 72-73) According to V.V. Stolin (1983), self-awareness is carried out on three levels: it is a reflection of the subject in the system of his organic activity, in the system of his collective objective activity and his deterministic relations, and in the system of his personal development associated with the plurality of his activities. (VV Stolin No. 43) W. Jams was the first psychologist who began to develop the problems of the self-concept. He considered the global, personal I, as a dual formation, in which I-consciousness and I, as an object, are connected. These are two sides of the same wholeness, always existing at the same time. One of them is pure experience (I-conscious), and the other is the content of this experience (I, as an object). According to James, I, as an object, is everything that a person can call his own. In this area, James identifies four components and arranges them in order of importance: the spiritual self, the material self, the social self, and the physical self.

As we had the opportunity to see, in many psychological theories the problem of self-consciousness is one of the central ones. Most researchers of the problem of self-awareness believe that self-awareness is, first of all, a process by which a person cognizes himself and relates to himself. “Self-awareness in the mental activity of a person acts as a particularly complex process of mediated self-cognition, deployed in time, associated with movement from single situational images through the integration of such numerous images into a holistic education - into the concept of one's own self as a subject, distinct from other subjects. The multi-stage and complex process of self-knowledge is associated with a variety of experiences, which in the future are also generalized into the emotional-value attitude of the individual to himself. " [I.I.Chesnokov No. 49, p. 122].

Self-awareness is a dynamic system that has its own characteristics at different age stages.

1.2 Featuresand problems are self-consciousadolescence

The central psychological process of adolescence is the development of self-awareness, which encourages a person to measure all his aspirations and actions with certain attacks and the image of his own "I" The youthful "I" is not yet defined, vague, it is often experienced as a vague anxiety or a feeling of inner emptiness fill with something. Hence, the need for communication grows and at the same time its selectivity, the need for solitude, increases. The young man's idea of ​​himself always correlates with the group image of “We”, that is, the image of a typical peer of his gender, but never completely coincides with this “We”.

Self-esteem is an extremely important instance of self-awareness, largely laid down in early adolescence. This concept is ambiguous, it implies self-satisfaction, and self-acceptance, and self-esteem, and a positive attitude towards oneself, and the coherence of one's present and ideal “I”. Depending on whether we are talking about an integral self-esteem of oneself as a person or about any individual performed social roles, one distinguishes between general and private self-esteem.

A person with high self-esteem considers himself to be no worse than others, believes in himself and that he can overcome his shortcomings. Low self-esteem, on the contrary, presupposes a persistent feeling of inferiority, inferiority, which has an extremely negative effect on the emotional well-being and social behavior of an individual. For young men with low self-esteem, the general instability of self-images and opinions about oneself is typical. They are more inclined to “close” from others more than others, presenting them with some kind of “false face”, “represented by I”.

In adolescence, within the framework of the formation of a new level of self-awareness, a new level of attitude towards oneself is also developed. One of the central moments here is a change in the grounds, criteria for self-esteem - they shift, in the words of Vygodsky, “from the outside, to the inside,” acquiring qualitatively different forms, in comparison with the criteria for evaluating other people by a person. The transition from private self-assessments to a general, holistic one (change of grounds) creates conditions for the formation, in the true sense of the word, of one's own attitude towards oneself, quite autonomous from the attitude and assessments of others, private successes and failures, all kinds of situational influences. Assessment of individual qualities, aspects of the personality plays a subordinate role in this own attitude towards oneself, and some general, holistic "self-acceptance", "self-respect" turns out to be the leading one.

Self-esteem is given a leading role in the study of the problems of self-awareness.

Self-esteem is a person's assessment of himself, his capabilities, qualities and place among other people. [№18] Self-esteem is characterized as the core of the process of self-awareness, an indicator of the individual level of its development, an integrating principle and its personal aspect, organically included in the process of self-knowledge.

In adolescence, two opposite tendencies in communication are noted: the expansion of its sphere on the one hand, and the growing individualization, isolation - on the other. Communicating with people, young men and women feel the need to find their position in their environment, their "I". But comprehension of this need and the ways of its realization is possible if there is a need for privacy. [A.V. Mudrik. No. 26]

Thus, self-awareness in adolescence acquires a qualitatively specific character. It is connected with the need to assess the qualities of one's personality, taking into account specific life aspirations, in connection with the solution of the problem of professional self-determination.

Professionalization, as a form of becoming a subject of activity, affects all levels of self-awareness. Professional self-awareness is one of the most important components of human self-awareness as a subject of activity. The formation of professional self-awareness occurs against the background of the social experience of the individual with the inclusion of this experience in the "professional I" of the individual. There are several approaches to understanding professional identity. For example, B.D. Porygin (1971) believes that professional self-awareness is a person's awareness of their belonging to a certain professional group. VD Bragina makes the main emphasis in professional self-awareness on the cognition and self-assessment of professional qualities and attitude towards them. PA Shavir interprets this concept as the selective activity of the personality's self-awareness, subordinate to the task of professional self-determination; awareness of oneself as a subject of one's professional activity. Such interpretations of the term "professional identity" do not contradict each other, but rather complement each other, reflecting various aspects of this broad concept. [L.M. Mitina # 24]

A professional with such a level of self-awareness increases self-confidence, satisfaction with his profession, and the desire for self-realization increases [A.K. Markova No. 22]. At the same time, as A.K. Markova points out, in the process of professionalization, the professional awareness itself also changes. It is expanding, the very criteria for assessing their professional capabilities are changing.

In most studies, dependence is considered as the leading components of the structure of self-awareness:

1. self-awareness from the leading activity of the previous period;

2. self-awareness from the emergence of reflection, awareness of their individuality, the discovery of "I";

3. self-awareness from professional self-determination.

In terms of researching the holistic process of professional determination, there are three directions. The essence of the first approach lies in the fact that professional self-determination is considered in narrow, clearly defined ones - as an essential and inalienable component of the individual's professional development of the individual. In other words, the choice of a profession by a person is an indicator that the process of professional self-determination is entering a new phase of its development. According to T.V. Kudryavtsev, the professional formation of a personality goes through four stages in its development:

1. the formation of professional intentions;

2. vocational training;

3. professional adaptation;

4. partial or complete realization of the personality in professional work. [No. 17].

The second approach to the study of the professional maturation of a person was developed by I.S. Cohn, who singles out the ability to work for the future as one of the main indicators of moral and psychological maturity. According to this approach, the most important aspect of the formation of "I" is the formation of the life plans of the individual. On the one hand, the life plan arises as a result of the consolidation and generalization of the goals that a person sets for himself. This is a kind of hierarchy and integration of personality motives, the formation of a stable core of its value orientations. In the process of the formation of life plans, a differentiation and concretization of motives and goals takes place, a more or less real, reality-oriented plan gradually emerges.

According to the author, abilities, inclinations and interests are present at the initial stage of professional choice. A more generalized value orientation, both social - the awareness of the social value of a particular profession, and the personal formation of a system of personal values, what a person wants for himself, develops later.

Thus, in the works of I.S. Cohn attaches particular importance to the relationship between the general social development of an individual and his professional self-determination. E.A. Klimov, in the study of professional self-determination, examines the stages of this process, the stages of this process associated with changes, associated with changes in professionally oriented attitudes and individual psychological characteristics of the individual. This is the basis for the development of the third approach to the problem of choosing a profession.

According to E.A. Klimova, “professional self-determination, understood as one of the most important manifestations of the subject of activity, can be considered at two interrelated but distinguishable levels: gnostic (in the form of restructuring of consciousness, including self-consciousness) and practical (in the form of real changes in social status, a person's place in the system of interpersonal relations) ". [E.A. Klimov, 1983, pp. 62-63].

In the works of S.N. Chistyakova associates professional self-determination with the all-round development of the individual and her social activity. [S.N. Chistyakov No. 50]. E.Yu. Prezhnikova (1994) identified the main tasks of professional self-determination:

Formation of a general readiness for self-determination;

And for high school students and school graduates, this is help in making a specific choice.

The main goal of professional self-determination is the gradual formation of the student's internal readiness for conscious and independent construction, adjustment and implementation of the prospects for his development (professional, life and personal), the readiness to consider himself developing in time and independently find personally meaningful meanings in specific professional activities. (N.S.Prezhnikov # 33)

1.3 Formation of professional identity

Self-awareness in the mental human activity acts as a complex process of mediated knowledge of oneself, deployed in time, associated with movement from single, situational images through the integration of such situational images into a holistic education - the concept of one's own "I".

Unlike self-awareness in general, professional self-awareness is more specific in its content - in professional self-awareness, the content related to professional activity is brought to the fore.

B.G. Parygin considers professional self-awareness as an awareness of one's belonging to a professional group. Z. Ivanova and K. Kosev understand professional self-awareness as cognition and self-assessment of professional qualities and attitude towards them. V.N. Kaziev believes that professional self-awareness is the instance in which the assessment of existing achievements, planning the direction of self-development, and its implementation takes place.

P.A. Shavir defines professional self-awareness as a selective activity of self-awareness, subordinated to the task of professional self-determination. In the most generalized form, it manifests itself in the awareness of oneself as a subject of future professional activity. It is customary to consider professional self-determination as the choice and implementation of a method of interacting with the outside world and finding meaning in this activity.

It can be noted that professional self-awareness is directly related to a person's awareness of oneself in professional activity, i.e. the content of professional self-awareness refers to professional activity and to oneself, as to the subject of this activity. If self-awareness is formed in life and communication with people around and is the result of knowing oneself, one's actions, mental qualities, etc., then professional self-awareness is a projection of all structural components of self-awareness on professional activity.

For the purpose of practical study of professional self-awareness, taking into account the function of professional self-awareness as a means of self-regulation of professional activity, the structural structure of professional self-awareness can be represented by the following component composition: awareness of professional morality; awareness of professional morality; awareness of oneself as a subject of professional activity; awareness and assessment of relationships; awareness of their own development in a temporary connection.

An important component of self-awareness, according to many scientists, is a person's awareness of himself as a subject of his activity. He chooses the means, takes into account the conditions for the performance of the activity, while knowing well the final product of his labor. Awareness of oneself as a subject of professional activity means an awareness of one's responsibility and one's role in setting goals, in setting goals, in choosing the means of performing activities, in obtaining the final product. No less important is the awareness of one's individuality in the performance of activities.

Traditionally, awareness of personality traits is considered important in the structure of self-awareness. Professional self-awareness contains an understanding of precisely those properties and qualities that are necessary for the successful implementation of professional activities, i.e. professionally important qualities. These qualities will be different for different professions, but the degree of their awareness has a noticeable effect on the choice of tasks, on the course of performing activities, on self-confidence.

The structure of professional self-awareness, as well as self-awareness in general, includes awareness and assessment of relationships. The inclusion of a person for a long time in the composition of the reference group determines the development of these relations. It is in these conditions that a person's attitude towards himself as a specialist, attitude towards colleagues in the profession, attitude towards his professional activities are formed.

The process of entering a young person into his chosen profession is not only the acquisition of appropriate labor skills and abilities, but also active personal development, acceptance of the profession, and getting used to it.

Personal development is associated with the formation and development of her relationship to people, to the world, to her activities, to herself and, as a result, to her own life. The transformation of these relations into stable, consciously built ones, marks the formation of a person as a subject of his life. Becoming a person the subject of his own life means his self-determination not only in relation to individual events, but also to life in general.

1.4 Components of professional identity

In the studies of A.A. Derkach and O.V. Moskalenko highlighted the functional and structural components of professional self-awareness: cognitive, realized in self-knowledge; motivational, realized in self-actualization; emotional, realized in self-understanding; operational, realized in self-regulation.

1. Cognitive component... It is the initial link that forms self-awareness. Carrying out self-knowledge, that is, turning mental activity on the study of himself, a person makes a conscious assessment of his actions and himself as a whole. Revealing the features of the process of self-knowledge should reveal how a person receives knowledge about himself, how he develops this knowledge, how they are formed from single situational images into concepts that reflect the essence of a person, in which the degree of his social value is expressed. And the correlation of knowledge about himself with social requirements and norms gives him the opportunity to determine his place in the system of social relations. In the process of interacting with the outside world, a person, acting as an active person, cognizes him, and at the same time cognizes himself. If any thing, a phenomenon can be cognized through a relationship with other things or phenomena, through the process of revealing their numerous interrelationships, then self-knowledge of a person can be realized only through the relationship of a given person to other people, through various forms of communication of his "I" with "I" others. The individual's ideas about himself, as a rule, seem convincing to him, regardless of whether they are based on objective knowledge or objective opinion, whether they are true or false. Concrete ways of self-perception, leading to the formation of the image of "I", can be very diverse.

So, according to scientists, self-knowledge as a process is manifested in the continuity of its movement from one knowledge about oneself to another knowledge, its refinement, deepening, expansion, etc.

Self-knowledge is a complex, multilevel process, individual in time. I.I. Chesnokova conventionally and in general form divides it into two levels:

· Through various forms of correlating oneself with other people. With this knowledge of oneself, a person predominantly relies on external moments, including himself in a comparative context with others. The main internal technique of such self-knowledge is self-perception and self-observation. However, at the stage of more or less mature self-knowledge, introspection is also included;

· A person operates with ready-made knowledge about himself, to some extent formed, obtained at different times in different situations. The leading internal techniques of this level of self-knowledge are introspection and self-reflection, which are based on self-perception and self-observation.

2. Emotional component... For self-awareness, it is most important to become oneself (to form oneself as a person), to remain oneself (in spite of negative influences) and to be able to support oneself in difficult states and conditions. Self-understanding allows you to expand your understanding of the nature of the "I", being a necessary moment in the process of self-awareness. Moreover, this personal education is not reduced to either self-knowledge, or self-attitude, or knowledge about oneself. These concepts in no way constitute a synonymous series, each of the listed concepts has its own systemic load in the structure of self-awareness.

Self-understanding is an internal condition that largely determines the development of the personality and the formation of individual-typological features of its structure. It is important to be equal to yourself and it is very important to get to know yourself. The process of self-understanding determines a change in ideas about oneself. Through the formation of problems, tasks and their solution, the new knowledge is correlated with a certain system of values. There is an emergence of "life" tasks and tasks to determine their capabilities.

Self-understanding as a process manifests itself in its continuous movement from one knowledge of oneself to another knowledge, in the formation of individual situational images and vague, vague ideas to a more or less stable concept of oneself. According to researchers, self-understanding functions as a process of building and correcting the image of "I" (filling self-awareness with content that connects a person with other people and his life). The attitude of the individual to others and the attitude of society to the individual in a situation of agreement, obstacles, conflict, crisis contributes to the organization of thinking about oneself, the comprehension of one's inner "I". Through the assessments and values ​​of other people included in the personality relationship, the subject acquires his place, the place of his “I” in society.

The formation of self-understanding occurs in several directions:

1) the discovery and comprehension of your inner world, when the analysis of your emotions begins not as derivatives of external events, but as the state of your “I”, and there is a feeling of your own peculiarity, dissimilarity to others;

2) the emergence of the ability to comprehend the irreversibility of time, to understand the finiteness of one's existence, to comprehend one's goals, life aspirations, the essence and meaning of one's being;

3) the formation of a holistic and value-based understanding of knowledge about oneself, attitude to oneself, and self-understanding not only acts as a characteristic of the analysis of the characteristics of one's body, appearance, attractiveness; knowledge about oneself is comprehended, depending on the specific case, associated with the analysis of one's own psychological, intellectual qualities.

3. Motivational target component... The content of this component is realized through self-actualization. To be actualized means to become real, to exist in fact, and not only potentially. K. Rogers believed that the personality has an innate tendency to self-actualization and the desire for it is manifested in the purposeful satisfaction of the need for self-actualization in its life reality. Self-actualization involves the realization of personal potential and human improvement. Self-actualizing personalities, according to A. Maslow, fully realize everything they are capable of. They reach their intended professional heights. An important point in self-actualization is taking responsibility for your actions. A high level of self-actualization contributes to the achievement of a person's creative maturity

4. Operational component... Self-regulation is the disclosure of a person's reserve capabilities, and, consequently, the development of a person's creative potential. The use of self-regulation techniques involves active volitional participation and, as a result, is a condition for the formation of a strong, responsible personality.

Self-regulation is an integrative fusion of innate and acquired strategies of response and readiness for a certain form or mode of relationship with the environment. The system of mental self-regulation has a hierarchical structure and includes two levels - voluntary and involuntary. Arbitrary self-regulation is a conscious self-regulation, which is always individually and personally colored. Through voluntary self-regulation, the ability to adapt to various difficult conditions can increase and expand. At this level, the personal regulation of internal activity is realized.

We can say that the most complex forms of self-regulation also arise as the final stage of a self-conscious personality.

The considered functional components of professional self-awareness are interconnected, their identification can be accepted only conditionally. These components are implemented in two plans. Objectively, their indicator is professional skill, subjectively - “I-concept”. Professional skill as a holistic education is influenced by external (vocational training, society, its requirements, morality, etc.) and internal (self-actualization, self-knowledge, self-regulation, self-understanding) conditions, as a result of which the “I-concept” changes. Conversely, a changing “self-concept” affects professional excellence.

CHAPTER 2. BASIC APPROACHES TO SOLVING THE PROBLEM FORMATION OF PERSONALITY PROFESSIONAL

2.1 Impact of professional development on personality

The problem of the relationship between subjective experience and the image of the world is central in the research of E.Yu. Artemyeva. She writes about how through the concept of “subjective experience” one can approach the problem of the professional component in the structure of the image of the world. The subjective representation of the world (the image of the world) bears in itself "traces of the entire prehistory of the mental life of the subject." E.Yu. Artemyeva distinguishes three layers that are part of the structure of subjective experience:

The first, most superficial layer is the perceptual world. "It is defined as a set of objects ordered relative to each other, among which is the body of the subject."

The next layer is semantic. “Traces of interaction with objects are recorded in this layer in the form of multidimensional relations: traces are attributed to a subjective relationship (good - bad, strong - weak, etc.).

The deepest layer is the layer of amodal structures formed during the "processing" of the semantic layer.

In turn, S.D. Smirnov proposes to separate superficial and nuclear structures in the image of the world: superficial as a sensory design of ideas about the world, and nuclear, rejected from sensuality (amodal) sign systems, as a reflection of the world as a whole. V.V. Petukhov differentiates according to the "language" of description: surface structures are "representations of the world", and nuclear structures are "representations of the world."

The formation of the image of the world of a particular subject cannot but be influenced by his profession. At the same time, each profession (or group of professions) has its own way of constructing images of objects in the world, and, therefore, representing the world as a whole. Thus, the professional component of subjective experience is one of the components of the image of the world.

Professionals who accept their profession as a way of life acquire a special vision of the world around them, a special categorization of it, a special relationship to a number of objects, and sometimes special properties of perception that optimize interaction with these objects. Such professional features of reflection of objects and situations E.Yu. Artemiev and Yu.G. Vyatkin was called "the world of this profession." The subjective model of the world is formed in a professional in interaction with a specific object of labor, depends on the method of participation in distributed labor, on the type of communication in the labor process, on the orientation of the educational impact when acquiring a profession. Thus, a person's understanding of the world of his profession goes through the same path of formation and is influenced by the same formative factors as the system of meanings - the subjective semantics of the personality.

In the development of this thesis, E.Yu. Artemiev and I.B. Khanin introduced the concept of "professional vision of the world." The main goal is to identify the features of professional activity not only from the point of view of the nature and characteristics of labor, but also from the standpoint of what it actually is for the subject.

The professional vision of the world is considered as a system of relations between a specialist-professional and objects of the world. Its structure is determined by the following generators: 1) professional semantics; 2) features of professional reflection of the situation; 3) features of professional interpersonal perception; 4) professional aspects of communication.

The professional vision of the world makes it possible to determine: what exactly from the profession is introduced into the person's image of the world; how is the formation of a professional vision of the world in the real learning process; specialization within the profession.

In the context of the above, we note that E.A. Klimov singles out another category - “subjective image”, which, in our opinion, is close in meaning to the concept of “professional vision of the world”.

According to E.A. Klimov, “... the images of a person's self-awareness (along with the images of the surrounding world) are a necessary basis for the expedient regulation, self-regulation of his labor activity and interaction with people around him, for this interaction is essentially determined by how a person understands his place among people, "For whom he takes himself", what he thinks about how he looks "in the eyes" of others. " And further: “developed self-awareness is one of the conditions for the formation of an individual style, ... one of the necessary conditions for a person to find the most suitable place for him, in particular in a professional community, as well as a condition for planning and building personal professional plans at the stage of choosing a profession, it is also important the criterion for the preparedness of a specialist. A professional is not just someone who is well trained in the job, but who proudly considers himself to be a certain community of workers. One of the main tasks of labor psychology is to study the structure and dynamics (development) of professional self-awareness as the most important regulator of labor and the construction of professional life paths, "careers", "labor destinies" of people. " Thus, the formation of a professional is a complex process primarily of psychological changes in the personality sphere and the entire complex system of social relations of the individual.

The most important component and the most important regulator of labor activity is the “image of the world” of professionals, which is formed in different ways by representatives of different professions and influences in different ways the attitude of professionals, as well as the image of their place in the world.

According to E.F. Zeer, the orientation of the personality, which includes the following components: motives, value orientations, professional position, professional self-determination. At the same time, "at different stages of formation, these components have different psychological content, due to the nature of the leading activity and the level of professional development of the individual."

The study of the personal development of the teacher allowed A.K. Markova highlight the following criteria of professionalism: the desire to develop oneself as a professional; the presence of an internal locus of professional control (i.e., the search for reasons for success - failure in oneself and within the profession); full awareness of the necessary personality traits and characteristics of a professional, the acquisition of a developed professional consciousness, a holistic vision of the image of oneself as a future professional; self-development by means of the profession, self-compensation for missing qualities, etc.

An important role in understanding professional self-awareness is played by the phenomenon named by E.A. Klimov's "professional ideology" and defined by him as "... a system of statements that are outside the category of truth and aimed at substantiating social status, status, professional or intraprofessional grouping, or even an individual."

The well-known American psychologist A. Meneghetti describes a phenomenon close to professional ideology - the "stereotype of professional association", which "configures and prescribes behavior and attitudes within the framework of any social institution, law, religion, any social group" and which mainly concerns representatives of " free professions ". At the same time, it is noted that the “greatness” or “insignificance” of a person is often determined by how “large” or “insignificant” the socio-professional group or party with which he relates himself, and that “our initial strength, the ability to structure the power of self-defense, self-determination is irrevocably destroyed when we are bound by the framework of a stereotype that forms a kind of cage around us ”(quoted by).

Everything described above is close to another concept - “social and professional identification”. From the standpoint of psychoanalysis, this is "a process as a result of which an individual unconsciously (or partially unconsciously), thanks to emotional connections, behaves (or imagines himself to be leading) as if he were the person with whom this connection exists"; in social psychology, it is "the individual's identification of himself with another person, the direct experience by the subject of one degree or another of his identity with the object."

Professional identity is also associated with the development of professionalism. Among other conditions influencing the formation of a professional, A.K. Markova also identifies such as "adequate self-esteem and readiness for a differentiated assessment of one's level of professionalism", "a person's idea of ​​the profession, criteria for evaluating a person's profession, professionalism in it, as well as criteria for evaluating a professional in himself."

In the conducted psychological studies of the development of an adult in the process of professional development and professional activity, the emphasis is mainly on the study of a variety of cognitive and personal acquisitions that arise in the process of professional development. For example, professional self-determination, the emergence of new knowledge, skills and abilities, the sequence (staging) of the formation of various forms of professionalism, methods of planning career growth, the accumulation of unique individual experience, the development of special abilities, etc. With this view, the phenomenon of “professional development” (development in connection with increasing professionalization) is the formation of specialized neoplasms in various spheres of the psyche: in the cognitive sphere, motivation, systems of regulation of behavior and activity, etc.

With this approach, professional development is considered, first of all, as the emergence of specialized neoplasms and an assessment of their positive or negative role in the life of a particular person is carried out. As a result, the changes that psychological structures undergo in accordance with age and the period of professional development remain completely outside the field of vision of researchers. In addition, this approach to the analysis of the problem practically does not take into account those systemic restructuring of the psyche that occur under the "pressure" of the profession or working conditions. It is these complex and ambiguous structural transformations, in our opinion, that provide gradual adaptation in the process of professional development, and then, with a successful coincidence, and professional development of the individual.

The professional development of the personality itself, the formation of professional self-awareness is closely related to the concepts of "professional orientation of the individual" and "professional self-determination".

2.2 Professionally important personality traits as a condition for the effective activity of a professional

The well-known domestic specialist in the field of psychological counseling R. Kociunas summarized and highlighted several factors that can form the core of the personality model of an effective counseling psychologist (as a specialist closest to a clinical psychologist):

Authenticity. According to J. Bujenthal, authenticity is the pivotal quality of the psychotherapist and the most important existential value. He identifies three main features of authentic existence: full awareness of the present moment; choice of a way of life at the moment; taking responsibility for your choice. First of all, it is an expression of sincerity towards the client. The authentic person longs to be and is himself, both in his immediate reactions and in his holistic behavior.

Openness to your own experience . Here, openness is understood as sincerity in the perception of one's own feelings. An effective counselor accepts all of his feelings, including negative ones. Only in this case can you successfully control your behavior, since repressed feelings become an irrational source of uncontrollable behavior. When a professional is aware of his emotional reactions, he can choose one or another way of behavior in a situation and not allow unconscious feelings to disrupt the regulation of behavior.

Development of self-knowledge . Limited self-knowledge means limiting freedom, and deep self-knowledge increases the possibility of choice in life. It's important to be realistic about yourself. The answer to the question of how you can help another person lies in the counselor's self-esteem, the adequacy of his attitude to his own abilities and, in general, to life.

Personality strength and identity . The consultant must know who he is, who he can become, what he wants from life, what is essentially important for him. He turns to life with questions, answers the questions put to him by life, and constantly tests his values. In both professional work and personal life, the consultant should not be a mere reflection of the hopes of others, he should act in accordance with his own inner attitude.

Tolerance to uncertainty . The consultant absolutely needs self-confidence in situations of uncertainty. In essence, these are the situations that constitute the “fabric” of counseling. R. Kociunas argues that confidence in one's intuition and the adequacy of feelings, conviction in the correctness of decisions made and the ability to take risks - all these qualities help to withstand the tension created by uncertainty in frequent interactions with clients.

Taking personal responsibility. Understanding your responsibility allows you to freely and deliberately make choices at any time during the consultation. Personal responsibility helps you take criticism more constructively. In such cases, criticism does not evoke psychological defense mechanisms, but serves as a useful feedback that improves the efficiency of activities and even the organization of life.

The depth of relationships with other people . The consultant has to evaluate people - their feelings, views, peculiar personality traits, but it is necessary to do this without judgment and labeling. An effective counselor is able to freely express his feelings to others, including clients.

Setting realistic goals. An effective consultant must understand the limitations of their capabilities. First of all, it is important not to forget that any consultant, regardless of professional training, is not omnipotent. In reality, no consultant is able to build the right relationship with every client and help all clients solve their problems. The consultant must give up the unrealistic desire to become perfect. If the therapist allows his own limitations, then he avoids unnecessary stress and guilt. Then the customer relationship becomes deeper and more realistic. A correct assessment of your own capabilities allows you to set achievable goals.

2.3 Communicative competence as a condition for the effectiveness of a professional

The main factor that is significant for the effective interaction of a client with a psychologist is an important psychological parameter, defined as “communicative competence”. Communicative competence refers to the ability to establish and maintain the necessary contacts with other people, which implies the achievement of mutual understanding between communication partners, a better understanding of the situation and the subject of communication. Communicative competence is also viewed as a system of internal resources required to build effective communication.

As in the previous approach, there is no systematization of the accumulated information and no clear delineation of representatives of the same type of professions. Therefore, we will also use the terms "psychologist", "consultant", "psychotherapist" as synonyms.

The well-known Russian researcher V.A. Tashlykov, who for a long time was engaged in the training of doctors-psychotherapists and clinical psychologists, described four components of alternative pairs of psychological types of specialists in the field of the so-called. "Mental medicine": "empathic" and "emotionally neutral", "directive" and "non-directive". Various combinations of the presented pairs of qualities can be of four types: empathic non-directive, empathic directive, emotionally neutral non-directive, emotionally neutral directive.

In various areas of psychotherapy and counseling, there are different requirements for the communicative characteristics of the counselor.

...

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