Self-improvement Psychologist

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Self-improvement Psychologist
Self-improvement Psychologist
Anonim

Taking a certain position, anticipating his future, realizing his real achievements and shortcomings, a person strives for self-improvement through his own activities, communication with other people. He acts as a subject of his own development, determining his life program. For him, there is a need for self-improvement, in building himself as a person. Expanding the boundaries of one's own capabilities is development management.

In general, there are two main directions ("vectors") professional self-improvement of a psychologist:

  1. Continuous improvement of their work, which, in turn, involves:

    • solving clients 'problems (ideally - forming clients' readiness to independently solve their problems);
    • development of new working methods;
    • the formation in oneself of readiness to solve more and more complex (and interesting) psychological problems, that is, the development of oneself as a professional, etc.
  2. Personal development and self-development in the profession.

The professional activity itself is understood here as one of the important conditions for the realization and development of the best creative possibilities of a person. At the same time, the profession of "psychologist" provides special opportunities and prospects for this, and it is foolish not to use them.

At the highest levels of their manifestation, both professional, life, and personal development lines interpenetrate and complement each other.

The development of the subject of professional self-determination, in this case, a professional psychologist, inevitably goes through crises that have yet to be realized in order to control and correct the process of their course. Since the crises of the formation of the subject are inevitable, such an important condition for the full formation of the subject of professional self-determination as the client's readiness to overcome these crisis situations comes to the fore. And here the most important for him becomes not so much intellect (or other traditionally distinguished "qualities"), as the moral and volitional basis of self-determination. At the same time, the will itself makes sense only with a conscious choice of life and professional goals, as well as with the pursuit of this goal.

In this regard, even somewhat paradoxical situations arise:

The first such situation is associated with the often arising need of the psychologist to consciously abandon those of his desires (and corresponding goals) that no longer correspond to his changed (or developed) ideas about happiness and success in life. Here we have to question the requirement, traditionally singled out in professional self-determination and in career psychology, to always take into account the desires of a self-determined person.

Another situation is associated with the need to refuse taking into account the existing abilities and opportunities to achieve professional and life goals. Since abilities not only change themselves in the course of the development of a self-determined person, but also change by himself (or with the help of his friends and teachers) arbitrarily, the traditional "mogu" is also questioned. If we base our reasoning on the "moral-volitional" component of subjectivity, then we must focus on the inevitable change in existing abilities ("can") as a result of volitional efforts of the developing subject of professional self-determination.

Doubts are also raised by the traditionally singled out in professional self-determination "must", that is, taking into account the needs of society ("labor market") in a given profession in what it "should be". It is unclear who defines this "must", and whether it is always caused by objective socio-economic circumstances. But it can be assumed that a developed subject of self-determination should independently determine what is “proper” and “essential” both for his own development and for the development of society, and not just adapt to the conjuncture of the “labor market” and existing social prejudices. All this also presupposes that the psychologist (as well as the self-determining student) has a developed will, that is, his readiness to independently navigate social processes, overcoming the stereotypes of social consciousness.

As for psychology students, the process of enhancing reflection on the above-described problems presupposes a special participation of teachers and scientific leaders in this, however, a psychology student must first of all ask himself such questions and try to find answers to them. If a student finds a real teacher among the teachers, then interesting dialogues can arise between them. At the same time, at first, the initiative may come from the teacher, who actually turns into a professional consultant who helps the future psychologist to build prospects for his professional and personal development. Such assistance from a teacher-consultant (or scientific advisor) presupposes that he has developed professional ethics, that is, minimizing manipulation of the student's consciousness. But in reality it is impossible to abandon manipulation altogether, for example, there are many situations when a student-psychologist who is "disappointed" in everything and the whole is simply inexperienced or is in a state of passion. In these and similar cases, a certain responsibility for making decisions falls on the supervisor, and then "subject-object" relations between him and the student become inevitable. But even here a paradoxical situation arises: a teacher-professional consultant may not take an active position in his work, that is, he may give up the right to be a full-fledged subject of his professional activity. In practice, this is not only possible, but often done.

Naturally, all that has been said also applies to the self-determined student-psychologist (especially since teachers and scientific leaders, indeed, formally "are not obliged" to act as such "assistants" and "professional consultants"). To a large extent, a student psychologist himself must act in relation to his problems in the role of such a "one-to-one professional consultant". At the same time, it is very important to be ready to overcome the internal crisis of educational activity.

The essence of this crisis is expressed in the violation of harmony and the contradiction arising on this basis between different components or different lines of development. The main problem of the crisis is the awareness of these contradictions and the competent management of these contradictory processes. Thus, the more these contradictions are realized by a self-determined person (a student or a young psychologist), and also recognized by everyone who seeks to help a psychologist in his professional development, the more they become manageable.

Briefly, the following options for the contradictions of a self-determining personality can be identified:

  1. The contradiction between sexual and social development of a person (according to L. S. Vygovsky).
  2. The contradiction between physical, intellectual and civil, moral development (according to B. G. Ananiev).
  3. Contradictions between different values, contradictions of the unformed value-semantic sphere of the individual (according to L. I. Bozhovich, A. N. Leontiev).
  4. Problems associated with the change in value attitudes in the adult periods of the development of the subject of labor (according to D. Super, B. Livehud, G. Shehi).
  5. Identity crises (according to E. Erickson).
  6. Crisis resulting from a significant mismatch between the "real I" and the "ideal I" (according to K. Rogers).
  7. The crisis between the orientation towards the generally accepted "life success" and the orientation towards the search for a unique and unrepeatable path of self-improvement (according to A. Maslow, V. Frankl, E. Fromm, Ortega-i-Gassetouaschr).
  8. Crises of age-related development based on the contradiction of motivational and operational lines of development (according to B. D. Elkonin).
  9. Crises of professional choice proper, based on the contradictions "I want", "I can" and "I must" (according to E, A. Klimov), etc.

You can build one of the possible options for the "space" of professional and personal self-determination, where the following "coordinates" are conditionally distinguished:

  1. Vertical - the line of orientation of a self-determined person (psychologist) to "altruism" or "egoism";
  2. Horizontally - the line of orientation towards "norms of everyday consciousness" (when happiness and professional "success" are built according to a "ready-made model") or orientation towards "uniqueness" and "originality" (when a person seeks to live a unique and unrepeatable professional life).

You can also designate different lines of professional development, for example, take advantage of the professional intentions ("I want"), professional opportunities ("I can"), traditionally allocated in professional self-determination, and the awareness of the need for this professional activity on the part of society or an objective need for oneself ("it is necessary "). Here we are talking about developing and changing "want", "can" and "must", and not about stable formations.

There is some contradiction (mismatch) in the direction "I want" (more oriented towards "altruism"), on the one hand, and, on the other hand, "I can" and "I must", more oriented towards "uniqueness", which may not always correspond with an "altruistic" orientation (in this example, the orientation toward "uniqueness" seems to be "torn" between the altruistic and egoistic orientations, which may already give rise to some internal conflict). In addition, there is some discrepancy between the magnitude of the vectors "can" and "must" (in this example, "must" has a more pronounced orientation). And as noted earlier, the inconsistency of "want", "can" and "must" inevitably requires their correction and development, and not just "taking into account" when planning their prospects, as is done in traditional career guidance approaches.

A competent and creative psychologist must constantly look for new ways and variants of "spaces", choosing for himself only the most suitable directions of his development. These directions also need to be aligned with worthy goals and ideas.

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