VOCATIONAL EDUCATION
UDC 37.013.83:37.015
BBK Ch432+Yu962.3 GSNTI 15.81.21 Code VAK 19.00.07
Devyatovskaya Irina Vladimirovna,
Candidate of Psychological Sciences, Associate Professor, Associate Professor of the Department of Philosophy and Acmeology, Ural State Pedagogical University; 620017, Ekaterinburg, Cosmonauts Ave., 26, room. 414; e-mail: [email protected]
PROFESSIONAL DEVELOPMENT WITHOUT BARRIERS: THE ROLE OF LIFELONG EDUCATION FOR ADULTS
KEYWORDS: professional development; psychological barriers; personal development; adult continuing education; overcoming psychological barriers; andragogy.
ANNOTATION. The article is devoted to the analysis of psychological barriers professional development identity and role of technology continuing education in the constructive overcoming of these barriers. The article describes the emergence of psychological barriers in the process of professional development of the individual and their essence. The author analyzes the possibilities of overcoming emerging barriers with the help of lifelong education and adult learning. A review of the methods of teaching adults is presented and the possibilities of these methods for overcoming the psychological barriers of the professional development of the individual are analyzed.
Devyatovskaya Irina Vladimirovna,
Candidate of Psychology, Associate Professor, Department of Philosophy and Acmeology, Ural State Pedagogical University, Ekaterinburg, Russia.
PROFESSIONAL DEVELOPMENT OF A PERSON WITHOUT ANY LIMITS: THE ROLE OF CONTINUOUS EDUCATION OF ADULTS
KEYWORDS: professional development; psychological barrier; personal development; continuous education for adults; psychological barrier overcoming; andragogy.
ABSTRACT. The paper is dedicated to the analysis of psychological barriers of professional development of personality and the role of continuous education technologies in overcoming these barriers. The paper describes the appearance of psychological barriers in the course of professional development of a person and studies their essence. The author analyzes the possibilities of overcoming the barriers with the help of continuous education for adults. There is an overview of methods of teaching adults and the analysis of the role of these methods in overcoming psychological barriers of professional development of a person.
Performance professional activity, structuring the course of life and shaping the identity of the individual, is an integral part of the lives of many people. On the one hand, work makes it possible to satisfy many vital needs, is a source of respect and self-respect, self-realization, creative development, and on the other hand, it can be the cause of physical and mental illness, dissatisfaction, as well as changes in a person’s whole life as a result of certain events in professional life.
The professional development of a personality is a complex, time-consuming, multidirectional and multifactorial process. Both domestic and foreign psychologists (A. A. Derkach, E. F. Zeer, E. A. Klimov, N. V. Kuzmina, A. K. Markova, L. M. Mitina, Yu. P. Povarenkov, E. E. Symanyuk,
R. Gasteiger / R. Gasteiger, D. Hall / D. Hull, J. Super / J. Super) professional development of the personality is described as an uneven, non-linear stadial process of personality change in the process of performing professional activities
IN modern theories professional development, the term “fluid professional development” is used, defined as “self-directed professional path based on the values of the individual, her ability to change herself and adapt to external changes, and at the same time, retaining identity and responsibility for her own professional development. The determining factor of competitiveness is the activity of the individual, his competence and personal qualities, readiness to change himself and the world, openness to the new, the desire to respond to the challenges of our time.
The study was financially supported by the Russian Humanitarian Foundation (project No. 15-36-01306 "Overcoming the psychological barriers to the professional development of the individual in the process of continuing education")
© Devyatovskaya I. V., 2016
Under these conditions, the study of the features of professional development and personality changes in the process of performing professional activities, which can be both constructive and destructive, is being updated. As constructive changes, one can note the formation of new professional and general competencies, the enrichment of the social environment and the emergence of new professional ties, the setting of new goals and the expansion of development horizons. Destructive personality changes, as a rule, include destruction and deformation of the personality, emotional burnout, professional stagnation, as well as psychological barriers to professional development, which will become the subject of study in this article.
The psychological barrier is psychological phenomenon(presented in the form of sensations, experiences, images, concepts, etc.), which limits personal and professional development, prevents the satisfaction of needs and causes emotional discomfort. In the psychological and pedagogical literature, the barrier is described, on the one hand, as a subjective category, and on the other hand, its objective nature is emphasized - the insurmountability or surmountability of an obstacle for one is not and is not perceived as such for another.
Psychological barriers to professional development can manifest themselves in the form of crises in the professional development of the individual, professional destruction and deformation, as well as deterioration in professional and psychological health.
According to the concept of professional development by E. F. Zeer, crises are short periods of life, accompanied by a radical restructuring of the subject of activity and changes in the activity itself. Crises of professional development can be initiated both by activity-related factors (change of activity, its improvement or stereotyping), and by external conditions (socio-economic situation, various circumstances for the implementation of professional plans, random events), as well as by the characteristics of the personality itself (the level of socio-professional activity, needs, features of professional self-determination, desire for self-development and self-realization, age-related psychophysiological changes).
The symptoms of professional development crises are the loss of the meaning of the activity performed, the loss of a sense of
new, dominance negative emotions in relation to work, irritability or apathy. As noted by E. F. Zeer, crises accompany the process of professional development and, as a rule, have a certain stage affiliation.
An analysis of foreign psychological and pedagogical literature and research on the problems of professional development of a personality has shown that the concepts of "crisis", "life crisis", "crisis life events" are used, as a rule, in the context of describing a person's life and his biography, and not in the context of analysis professional development . Among scientists and practitioners in the field of psychology of professional development, the most common is the definition of a crisis proposed by G. Kaplan Caplan.), namely: a crisis is understood as a period of imbalance, limited in time, accompanied by unpleasant mental and physical feelings (sensations), sometimes severely debilitating abilities personality is competent to overcome or cope with the situation. In other words, a crisis is "a severe emotional imbalance that is limited in time and cannot be overcome with the response regulation mechanisms currently available to the individual experiencing the crisis."
At the same time, A. Shreyogg (Schreybgg) rightly notes that any personal crisis event can also affect the professional behavior of the individual, since many of these events (for example, the death of loved ones) can cast doubt on the whole picture of the human world, including , lead to a reassessment of professional life . In this case, the professional crisis is initiated by personal factors. In addition, individual professional crises can be caused by situational factors, such as retirement, job change, special conditions in the workplace, factors of a national and even international nature.
Professional destruction and deformation, that is, changes in the existing structure of activity and personality, which negatively affect labor productivity and interaction with its other participants, also act as a psychological barrier to professional development. Signs of professional destruction are the slowdown in professional development; mismatch of personal and professional values, pseudo-professional meanings of labor, pro-
professional conflicts, the formation of negative personality traits. In the works of domestic (S. P. Beznosov, E. F. Zeer, A. K. Markova, O. B. Polyakova, E. E. Symanyuk) and foreign (M. Domnowski ^. Domnowski, J. Fengler ^ Fengler, A. Shreyogg ^. Schreybgg.), scientists unanimously note that the risk group for the occurrence of professional deformations are socially oriented professions (doctors, teachers, managers, lawyers, etc.). So, J. Fengler^. Fengler uses the concept of "professional deformation" to describe various damages and distortions, adverse development, signs of exhaustion and deterioration, stagnation, erroneous orientations, alienation, loss of a sense of reality and truthfulness, underestimation of experiences and sensations, as well as behavior and thoughts that appear in the process of professional activity. and they are called by it.
The deterioration of professional and psychological health can also create obstacles to the constructive professional development of the individual. As B. Kollat notes, in industrialized countries more and more people live in a state of "half healthy", that is, they do not feel healthy due to the diseases of our time, life, professional and semantic crises.
In addition, the very conditions for performing professional activities today are, as a rule, stressful in nature - with the increasing complexity of professional tasks, flexibility in decision-making and choosing a method of activity is in demand, new technologies and methods of their application are constantly emerging, pressure is increasing due to lack of time or a forced increase in performance. All this leads to a deterioration in professional and psychological health, which is indicated by a negative subjective status (poor health and mood, low activity); psychosomatic disorders; reduction or complete loss of ability to work; reduction in the volume and degree of mobilization of functional reserves; reduced tolerance for increased physical and mental stress; manifestations of psychological violence (mobbing, bullying, etc.).
Maintaining vitality and preserving the health of the individual (physiological, psychological, mental) in the process of implementing professional activities is one of the most important tasks for organizations, as it affects the performance of its activities.
The emergence of psychological barriers in the process of professional development is associated with the experience of uncertainty, instability, the need to make difficult decisions, but at the same time, the barriers carry the potential for personal learning. Therefore, when accompanying a person during periods of overcoming the barrier, it is necessary to concentrate on learning processes as one of the leading strategies for overcoming barriers. The potential of adult learning technologies lies in their focus on activating learning methods, which allows developing relevant competencies, updating life goals and tasks, to revise the available resources and, in general, to increase the self-efficacy of the individual both in overcoming the barrier and in the implementation of his professional development trajectory.
Let's consider the possibilities of some technologies and methods of continuous adult education in the context of overcoming the psychological barriers of professional development.
Educational counseling is aimed at understanding, using and optimizing the available resources and potential of the individual. As a rule, this method is aimed at compensation, that is, "strengthen strengths" and "weaken weak sides» . The reason for using this method of work may be cognitive deficits associated with the deterioration of professional and psychological health and overload at the workplace; motivational deficits characteristic of the situation of experiencing a crisis, as well as in the case of destruction of the professional orientation of the individual; problems in the social environment that accompany the experience of barrier situations. An important condition for the application of training counseling, there must be a readiness and desire of the student to deal with the existing problem situation and, together with the consultant, identify new development prospects.
Coaching is an equal, partnership joint work of a consultant (coach) with a healthy client who needs to help him in self-determination, goal setting, problem solving, development of certain competencies, including competencies to overcome difficult situations. Coaching as a practice- and result-oriented interaction is currently, along with counseling and training, one of the most common and effective technologies continuing education for adults. Coaching can be
is aimed both at working with one person and with a group, team, organization, which allows, in a situation of objective barriers to professional development, to reveal the potential of all parties involved in order to constructively overcome it.
Moderation, according to H. Siebert, is, along with training and counseling, one of the most important pedagogical activities, since it can be used to guide and optimize the learning process. The task of the moderator is to find a correspondence between the experience, knowledge and interests of the participants and a specific goal, as well as to verbalize the results obtained. Following the “red thread” of the discussion in this way allows you to concentrate on solving the problem. The focus of moderation on mobilizing the potential of the individual and self-organization of the group makes it possible to use this method when working with overcoming professional crises of the individual, in situations of deterioration in professional health, as well as for the prevention of destructive personality changes (deformations of professionally important qualities or professional stagnation).
Theme-centered interview is one of the methods of teaching adults, which allows integrating new knowledge and life experience of the individual and the characteristics of his personality.
biographies. It is known that one of the didactic principles of adult education is the congruence of new knowledge and existing experience, in order to be assimilated, new knowledge must become personally significant. This method is that students ask each other about their personal experience feelings and attitudes regarding a specific topic (for example, what does going through a crisis mean for you? How do you perceive your health at this stage of life? What is the meaning of the activity performed? Etc.). Thus, the existing knowledge is verbalized, thanks to the comparison of each other's experience, the range of opportunities for understanding the current situation and choosing a way to overcome it expands.
Of course, the contribution of continuing adult education to overcoming barriers to professional development is not limited to the use of these technologies. As already noted, the very idea of continuous education contains a developing potential that allows one to reveal the resources of the individual, form the necessary competencies, create conditions for self-effective life, harmonize the relationship of the individual with himself and the world around him, overcoming any barriers, including in professional development.
LITERATURE
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Spiritual progress should be measured by the strength with which one overcomes oneself.
I. Loyola
A person who embarks on the path of self-development inevitably faces many difficulties, difficulties and obstacles, i.e. barriers to self-development.
IN modern science but there are opposing points of view about the relationship between the concepts of "difficulty" and "barrier". In some cases, the concepts of "difficulty" and "barrier" are identified and defined through each other; in other cases, barriers and difficulties are considered independently; thirdly, barriers and difficulties are seen as psychological mechanisms each other.
We start from understanding difficulties as a subjective attribute of activity, as a reflection of its complexity (which is far from always adequate). Difficulty is inherently a negative experience of the impossibility to achieve a satisfactory result on time and in a qualitative manner, signaling to a person about the presence of objective or subjective obstacles that he perceives psychologically as barriers.
The best definition psychological barrier , in our opinion, is given by R. Kh. Shakurov. The author understands a psychological barrier as a psychological phenomenon, which reflects the properties of an object to limit the manifestations of a person's vital activity, to prevent the satisfaction of his needs. The barrier is a subjective-objective category. We emphasize the fact that the barrier in this case is considered as a subjective-objective category. In other words, barriers can be created both by the activity itself as a result of its objective complexity, and by an individual due to the inability or inability to find the resources necessary to achieve the goal. In any case, the inability to overcome the emerging obstacle is reflected by the person in experiencing the difficulty.
Let us turn to the characteristics of some barriers to self-development [Maralov, 2015].
The most serious barrier, an obstacle to self-development is the fact that far not always a person becomes the subject of his own development , other people perform this function for him. Hence the lack of adequate motivation and self-development goals. A person begins to go with the flow, as it were, the self-building of his personality is determined by random events, it is difficult for him to decide in a particular situation, it is even more difficult to build adequate prospects. Therefore, this category of people most often complains about the circumstances that allegedly interfere with the achievement of their goals. At the same time, it should be noted that sometimes circumstances turn out well, which undoubtedly gives rise to a feeling of satisfaction with life and oneself. But these are rather rare examples when a person, not being a subject of self-development, nevertheless achieves significant results and objectively improves himself. More often, even favorable circumstances are perceived as obstacles to self-realization, especially since this self-realization itself goes on the wrong path. In such cases, overcoming the barriers of self-development is clearly associated with the need to provide assistance to a person from significant other people. This barrier is overcome on its own in extremely rare cases.
"Leaving" from self-development as a variant of a passive life strategy. Considering a variety of life strategies, K. L. Lbulkhanova-Slavskaya singles out the strategy of psychological care as one of the options for passive strategies. She considers the exit strategy as an inability to resolve the contradictions of life, as a strategy for moving into a new area of life, “as if free from contradictions, as if opening up the opportunity to start all over again” | Abulkhanova-Slavskaya, 1991, p. 2781.
The work of Yu. V. Trofimova “Self-development and the phenomena of psychological “withdrawal” from it” in a generalized form characterizes the phenomena that are widely known in modern psychology as phenomena of the failure of a person as a person capable of self-development. Let's use this article and briefly describe the phenomena identified by the author [Trofimova, 2010, p. 8]:
- - "flight from freedom" Freedom, according to E. Fromm, brought a person independence and rationality of his existence, but at the same time isolated him, aroused in him a feeling of powerlessness and anxiety. And in this situation, a person faces a choice: either get rid of freedom with the help of a new dependence, a new subordination, or grow up to the full realization of positive freedom based on the uniqueness and individuality of each;
- - "learned helplessness" ”, which manifests itself in isolation, emotional instability, timidity, frustration, passivity and, in its psychological content, is opposite to independence. "Learned helplessness" is also characterized by the fact that inhibition of motor activity occurs, the ability to learn is lost, somatic disorders appear, thereby becoming the basis of a depressive state;
- - "pseudo-creativity" and "repressed creativity". The first is manifested in the desire to preserve creativity, but this is achieved at the cost of sacrificing personal adaptation, while the second concept reflects the suppression of creativity, which leads to a complete conformal deindividualization of the personality;
- - "avoidance of responsibility". Options for this care model
V. Frankl sees it either as a flight into the typical, into a seemingly destined belonging to a type, or as a flight into the mass, which is understood as belonging to a group. At the same time, a person feels himself only a part of the whole, and only the whole, in his opinion, can be the basis of true life;
- "getting away from the problem." It manifests itself in the desire to get away from a potential problem. In such situations, the person demonstrates either "refusing to seek" or "ignoring the problem."
The next group of barriers is related to underdevelopment of the ability to self-knowledge. A fuzzy, vague idea of oneself, narrowing the spheres and areas of functioning of one's own "I-concept" leads to the fact that the individual sets either unrealistic or inadequate goals for self-development, as a result, he receives results that do not satisfy him far, do not allow him to feel full subject, author own life. Self-knowledge and self-development are interrelated and interdependent processes, the ability to adequate and comprehensive self-knowledge is a condition for purposeful self-development.
A group of barriers should be singled out, which are caused by the system of existing stereotypes and attitudes. This group of obstacles to self-development is pointed out by many representatives of various schools and trends in psychology. For example, K. Rogers sees the basis of stereotypes of behavior and actions in the excessive commitment and compliance of the individual to the social environment. The desire to behave and act like everyone else, the absence of alternatives in the self-construction of a person - and such alternatives always exist and are embedded in the deep, individual experience of each person - lead to a series of stereotypical reactions, to a constant look at the assessments of other significant and less significant people.
Maslow directly points to the fact that as obstacles personal growth are:
- 1) Negative influence past experiences, habits that push people to unproductive forms of behavior;
- 2) social influence and group pressure, which the individual is not able, unwilling and unable to resist (any confrontation turns, in the opinion of such an individual, only into trouble);
- 3) the presence of a system of internal defenses, the functioning of which creates the appearance of well-being and adaptation of the individual to the surrounding reality.
It is impossible to ignore the group of barriers that are determined by unformed mechanisms of self-development. Non-acceptance of oneself or partial acceptance leads to an incorrect strategy of self-development, when a person begins to spend his strength not on creating something new in himself, but on fighting his negative (by his definition) qualities. Valuable time can be spent on this, and the results, both for the individual and for the environment, remain unsatisfactory.
The role must also be specified. unformed mechanism of self-forecasting personality. Many examples can be given when a person is unable to recreate the desired image of his own personality, to reveal his true life goals. If such an image and such goals are presented clearly enough, this is not a guarantee that they express and reflect the deepest needs of the individual. Often we can be witnesses to the fact that an individual draws not so much a desirable and real image of himself in the future, but a socially acceptable and approved one, where generally accepted views on a prosperous life and activity are reflected in the form of trends. This idealization of the image of "I" is typical for many young people. It is clear that no one wants to predict their own failures, failures, difficulties (the desire for a prosperous life and happiness is a fundamental and universal dream), but nevertheless, a clear differentiated vision of oneself in the future is a necessary attribute of self-development, carried out in various forms. Only in this case, when both possible successes and possible failures are predicted against the background of a general positive emotional attitude, a truly realistic perspective is created that allows you to work on yourself in the present in order to achieve a realistic future.
Finally, one can single out special group barriers associated with procrastination , laziness , lack of self-education skills , ignorance and inability to attract such methods that would allow one to build oneself in the right direction and realize it to the fullest. Often this is accompanied by a lack of volitional impulses, when a person, having determined for himself some time frames for self-development and self-change, nevertheless does not withstand them, continues to behave, act in the old way. The phenomenon of postponing things “for later” has received a name in psychology procrastination. A procrastinator is a person prone to delaying decision making, postponing the execution of various tasks. The phrase is well known: "I'll take it from Monday ...". But Monday comes and everything remains the same. Non-fulfillment of self-obligations, postponing things “for later”, laziness cause negative experiences in a person, dissatisfaction, remorse, deep doubts that he is able to do what he has planned.
Many people suffer from lack of will to self-development. At the same time, such a statement of the problem and a way to solve it from the point of view of self-education and self-development are far from always correct. Only people with a really very strong will are able to immediately change something in themselves, start new life. For the vast majority of people, this is only a path to grief and self-loathing. In order to give up something, you need to find it replacement , and the replacement is not just equivalent, but better. If you want to quit smoking - answer the question what do you want to get in return (more positive) and how you will use it. If you want to get rid of egocentrism - do not reject it, but find an equivalent or better replacement, for example, try to feel all the joys of being in the opponent's position, which is opposite to yours, etc. Only in these situations the problem of will, volitional effort on oneself is removed by itself. In any area of life, you can find alternatives to past forms of behavior and attitudes that will be perceived by the individual not only more painlessly, but also with deeper satisfaction.
The barriers to self-development can be other people which unknowingly (unconsciously) or purposefully hinder the self-development of a particular person. Due to envy or unwillingness for someone to be better, more perfect, they create barriers, obstacles, often even for their loved ones. And there is nothing surprising here: the laws of competition, the laws of one's own personal self-affirmation, work. If you want to be at the top, put the other down, don't let him move forward. It is clear that this is the formula of a simple layman, but such a position spoils the lives of very many. Finding the strength to overcome the barriers built by other people is sometimes very difficult, even more difficult than to overcome your own barriers, and here the ability to own autonomy, independence from others comes to the rescue. It is important to build a line of one's own life and behavior in such a way that one's own striving for perfection does not infringe on the interests of others, does not arouse, as far as possible, even their natural envy. This line in psychology is called assertiveness. Only in this case does a self-affirming and self-actualizing individual acquire real authority in the eyes of his potential "ill-wishers". But this is already an area that goes beyond the psychology of self-development and falls within the competence of social psychology and the psychology of non-violent interaction.
barriers , hindering the processes of self-realization of the individual. This type of barriers was singled out and described in modern psychology by L.A. Korostyleva. The author identifies three types of barriers: value barrier , semantic construct barrier and dispositional barrier , and correlates them with the levels of self-realization of the individual. These levels are: primitive-performing; individual performance; implementation of roles and norms in society; the level of meaningful and valuable realization. It is noted that the lowest level is characterized by the presence of all three of these types of barriers, the high intensity of the impact of which leads to special difficulties in the process of self-realization, the emergence of a feeling of basic dissatisfaction. At the next (medium-low) level of self-realization, there are barriers of the first and second types, although they are not as pronounced as at the lowest level. For the next, higher (medium-high) level, the barrier of the first type is most characteristic, the essence of which lies in the lack of harmony in the interaction of values and needs, i.e. it can be said that its influence sometimes manifests itself in a fragmentary way. At the highest level, stable barriers do not arise in the course of self-realization, and temporary barriers are overcome by the individual adequately (weak situations predominate). Korostyleva also shows that the transition to more high level self-realization is possible in the absence or overcoming of barriers (obstacles psychological nature). Otherwise, if barriers arise or are not overcome, a transition to a lower level is likely.
In this tutorial, we did not aim to paint a complete picture of the barriers to self-development. It should be noted that the barriers to self-development are diverse and are determined not only and not so much by general trends, but by features life path individual, the originality of his individual perception of himself, his attitude towards others, his life goals, including the goals of self-development and self-improvement. Each person, really seriously thinking about who he is, how he lives, where he is moving in his development, he himself will determine what prevents him from becoming better, more perfect, more independent. The main thing is to set ourselves such problems in time and seriously think about their resolution.
Article Yadrova N.V.
"Psychological barriers in the professional activity of a teacher"
The term "barrier" (from the French - an obstacle, an obstacle) in a psychological sense is considered as a person's psychological reaction to an obstacle, accompanied by the appearance of a tense mental state.
In the profession of a teacher, the ability to communicate becomes a professionally necessary quality. Studying the experience of novice teachers allowed researchers, in particular V.A. Kan - Kalik, to identify and describe the most common "barriers" of communication that make it difficult to solve pedagogical problems: mismatch of attitudes, fear of the class, lack of contact, narrowing of communication functions, negative attitude towards the class, fear of pedagogical error, imitation. However, if novice teachers experience psychological "barriers" due to inexperience, then teachers with experience - due to underestimation of the role of communicative support of pedagogical influences, which leads to an impoverishment of the emotional background of the educational process. As a result, personal contacts with children are also impoverished, without emotional contact productive, spiritualized by positive motives activity of the individual is possible.
The relevance of the problem of "barriers" to communication is due to a number of factors. First of all, the presence and expansion of the sphere of influence of such types of professional activity, the existence of which is associated with the system of relationships "man-man". It is obvious that in the sphere of business, pedagogy, engineering work, etc., it is impossible to carry out an affective activity in the absence of well-established, difficult relationships. The development and solution of the problem of "barriers" is of practical importance for improving the effectiveness of communication and joint activities. Recognition of "barriers" in the early stages of their manifestation contributes to the optimization of joint activities. Solving the problem of "barriers" of communication involves a multidimensional nature of the study, taking into account the diversity of "barriers" and the vastness of the scope of their manifestations. All these requirements are quite successfully solved in line with the personal approach. The fact is that the process of communication is primarily the relationship of individuals, each of which has a specific set of individual psychological and psychophysiological characteristics. In this regard, in the problem of the issue (TM) of "barriers" of communication, it is necessary to take into account the personal aspect, as determining the individual-selective relationship of a given person to reality. The following definition can be considered the most appropriate for the problem posed:
The "barrier" of communication is a phenomenon of a subjective nature that occurs in an objectively existing situation, the signal of which is acute negative emotional experiences, accompanied by neuropsychic stress and hindering the process of interaction.
The personal aspect is also decisive in the presented classification of "barriers" based on the provisions of the psychology of relations Myasishchev V.N. .
They differ: 1) "barriers" of reflection are barriers that arise as a result of distorted perception:
yourself (inadequate self-esteem);
partner (attributing properties, abilities that are not inherent in him);
situation (inadequate assessment of the significance of the situation);
2) "barrier" relationship - these are the barriers resulting from inadequate attitude:
to oneself (dissatisfaction with one's role status);
to a partner (feeling of antipathy, dislike for a partner);
to the situation (negative attitude to the situation);
3) "barriers" of treatment as a specific form of relationship. These "barriers" arise:
with forms of address that lead to cooperation, cooperation, etc. (compliments, praise, any encouraging gestures, etc.);
with forms of address leading to unproductive communication (raised tone of voice, non-verbal means used in conflict situations, offensive expressions, etc.).
The study of the problem of "barriers" of communication in the context of a personal approach allows us to talk about a scheme for getting out of the "barrier" situation, where the main thing is the principle of relationships leading to cooperation and mutual understanding, taking into account the individual psychological characteristics of communication partners.
Psychological barriers - a mental state that manifests itself in inadequate passivity of the subject, which prevents him from performing certain actions. The emotional mechanism of psychological barriers consists in strengthening negative experiences and attitudes - shame, guilt, fear, anxiety, low self-esteem associated with the task (for example, "stage fright").
In the process of communication between the teacher and the student, the task is not only and not so much to convey information, but to achieve its adequate understanding by the latter. That is, in interpersonal communication, the interpretation of a message received from a teacher to a student and vice versa is a special problem. Firstly, the form and content of the message significantly depend on the personal characteristics of both the teacher and the student, their ideas about each other and the relationship between them, the whole situation in which communication takes place. Secondly, the educational message transmitted by the teacher does not remain unchanged: it is transformed, changed under the influence of the individual typological characteristics of the student, his attitude to the teacher, the text itself, and the situation of communication.
The adequacy of the perception of educational information depends on a number of reasons, the most important of which is the presence or absence of communication barriers in the process. In the most general sense, a communication barrier is a psychological obstacle to the adequate transfer of educational information between participants. pedagogical process. In the event of a barrier, educational information is distorted or loses its original meaning.
Currently, difficulties, or "barriers" to communication are considered from different positions, depending on the basis of their analysis and approach. So, within the framework of general psychological interpretation, they are classified as semantic, emotional, cognitive, tactical. In the activity approach, motivational and operational difficulties are identified, correlated with the two main aspects of communication - communicative and interactive. They, in turn, manifest themselves in the cognitive, affective and behavioral spheres.
At the same time, a person's difficulties in communication can be correlated not only with the nature of the activity or emotional, cognitive (for example, cognitive style) and other areas of the personality, but also be the result of deeper and at the same time broad influences. The following main areas of human difficulties in communication can be distinguished: ethno-sociocultural, status-positional-role, age, individual-psychological, activity, area of interpersonal relations. They, of course, overlap, interact with each other in a single integral system "man", but for the purposes of theoretical analysis, the action of each of them can be considered separately.
Ethno - socio-cultural area of difficulty. Difficulties in this area are associated with the peculiarities of ethnic consciousness, values, stereotypes, attitudes of human consciousness, manifested in communication in the specific conditions of its social and cultural development. As a rule, communication difficulties caused by the ethno-socio-cultural characteristics of its subjects are taken by people as a matter of course. At the same time, it is obvious that each subject of activity, communication partner as a carrier of a certain mentality, as a person whose thinking, according to the apt expression of L.V. Shcherby, "cast" in the form mother tongue(the same thought was also expressed by W. Humboldt), interacts with other people in accordance with the norms, traditions, image of the world and attitude inherent in the people of which he is a representative.
Status-positional-role area of difficulty. The unity of the teacher's status as a representative of the school, education, his position - transmission, translation of social experience and his role - the developing, educating and teaching subject is expressed in the authority of the teacher. Authority combines at least two components: the authority of the individual and the authority of the role. Formed from the first school bell the authority of the teacher as a bearer of the values of the new, unknown, necessary for later life, the value of teaching is universally recognized. However, he often acquires the features of indisputability, absoluteness, which excludes the student from even trying to express, let alone defend his opinion. At the same time, the role of a teacher involves such personal qualities as competence, objectivity, tact and a desire to help. If the formal role of the teacher is not filled with value content and personally he is not authoritative, then communication is difficult, it becomes factual or purely conventional. There is a situation of rejection of the teacher as a partner of communication, which is a prerequisite for supplementing conventional roles with negative interpersonal relationships.
Age area difficulties. Difficulties in communicating with an adult, with a teacher most often arise due to the fact that a student, especially a teenager, believes that his inner world is incomprehensible to adults, who continue to refer to him as a child (therefore, the teacher's address in the "Children" or "Boys and Girls" class may cause a negative or skeptical restrained reaction). Difficulties in communication may arise when a teacher, due to employment or other interests, really does not know the world of music, painting, dance, cinema, the language and values of the youth subculture. In this case, he does not general subject communication with students (“There is nothing to talk about with him except physics” - such is the assessment of the teacher as a communication partner). The problem of fathers and children in pedagogical communication, as it were, shines through the fabric of role relations. teacher-student» .
Area individually - psychological difficulties. This is explained, firstly, by the fact that these difficulties are the result of the interconnection and interaction of at least three forces: the individual psychological characteristics of the teacher (teacher), pupil (student) and their acceptance by each other. Secondly, this difficulty in pedagogical communication can be explained by the conscious lack of regulation, restraint by the teacher of their individual psychological characteristics that negatively affect communication, such as irritability, excessive emotionality, criticism, skepticism, etc. The teacher, as a person, first of all should know their individual psychological characteristics, characteristics of students and take them into account to prevent difficulties in communication.
Pedagogical activity as an area of difficulties. IN pedagogical activity Difficulties can be caused both by the subject matter itself, i.e. the level of the teacher's knowledge of the knowledge, the organization of the assimilation of which is the basis of his activity, as well as professional and pedagogical skills, didactic competence, i.e. means and methods of pedagogical influence on students. Accordingly, the main directions of pedagogical difficulties are associated with the development itself, the content and forms of the educational process, as well as with the characteristics of the teacher (teacher) as a subject of training and education and with the process of communication.
Interpersonal relationships as an area of difficulty. Interpersonal relationships greatly influence the nature of the joint learning activities students and pedagogical activity of the teacher (teacher). Sympathy (antipathy), acceptance (rejection), coincidence of value orientations or their divergence, correspondence or difference between cognitive and, in general, individual styles of activity (communication), and much more, which underlie these relationships, can facilitate or significantly complicate the interaction of people, up to its termination. . As for pedagogical communication, modern pedagogy and the practice of education have proved that effective learning today, and learning is effective, and is possible only on the positions of pedagogy of cooperation. The success of pedagogical communication depends on the ability to overcome psychological barriers in communication and compliance with certain rules of communication:
1. Pedagogical communication does not tolerate vanity and idle talk. Words should not be at odds with deeds;
2. pedagogical communication is demanding of oneself and others in everything related to education and upbringing;
3. conciseness in deeds, deeds, speech; the dynamism of communication depends on the inner composure of the individual.
Even higher requirements are imposed on a person by the need to overcome psychological barriers in a situation of interpersonal or functional communication, as well as in innovative activities. Scientists have found that a person when performing any new activity it is difficult to destroy the usual system of ideas and approach this phenomenon from a new point of view, that is, to include it in new system knowledge. In some specific problems, this difficulty is associated with the peculiar veiling of some initial data and the introduction of others. This is where the concept of “psychological barrier” comes from.
The relevance of studying psychological barriers in innovative activity is due to the need to increase a person's adaptation to the new, to self-improvement, to self-realization in modern society.
Historically, everything new and unknown has always caused anxiety and fear. Consequently, due to the emergence of negative feelings, the existence of stereotypes of individual and mass consciousness, innovations that affect the way of life, interests and habits of people can cause them painful phenomena. This is due to the blocking of vital needs for security, security, self-affirmation, comfort, etc.
A.M. Khon singles out two types of psychological barriers to the new that teachers have: cognitive and regulative. According to the author, cognitive psychological barriers to the new manifest themselves in the absence of certain knowledge about the new, beyond sensitivity to novelty and cause passive resistance. Regulatory psychological barriers to the new are manifested in distrust of the initiators, the leadership, the newest and often cause active opposition to innovation. A.I. Prigozhy singles out the anti-innovation barrier in innovation barriers, a concept traditionally used in sociological and psychological literature. The psychological, intrapersonal barrier is due to how individual features teacher, and socio-psychological features of the community in which he is included. Outwardly, this barrier appears in defensive statements that often reflect stereotypes that exist in society regarding specific innovations.
The above innovation barriers include barriers to creativity:
1. Tendency to conformism.
2. Fear of being a "black sheep" among people.
3. Fear of seeming too extravagant.
4. Fear of retribution from another person.
5. Personal anxiety.
6. Rigidity ("viscosity") of thinking.
As predisposing conditions for frustration with innovations, E.N. Ermolaeva stand out:.
too fast innovation;
overly frequent innovations (permanent);
large-scale (systemic) innovations;
non-alternative innovations.
In the literature devoted to the analysis of psychological barriers, a logically coherent system for their assessment, developed by V.I. Antonyuk. Psychological barriers are considered as:
1. the form of manifestation of the socio-psychological climate of the team in terms of innovation in the form of negative mental states of workers caused by innovation;
2. in the totality of actions, judgments, concepts, conclusions, expectations and emotional experiences of employees, in which conscious or unconscious, hidden or explicit, intentionally or unintentionally, negative mental states are expressed.
The parameters of psychological barriers are:
1. Barrier components, i.e. specific factors that cause a negative reaction of people.
2. The degree of psychological barrier, determined by the number of people with negative psychological conditions.
3. The nature and forms of manifestation of negative reactions of people: passive forms of manifestation, active, extreme.
So, these studies show that the psychological barrier is a developing socio-psychological formation, its parameters change markedly in space and time at different stages of innovation, in different organizations, among different categories of workers.
Conditions for overcoming psychological barriers in the professional activities of a teacher
A person who is engaged in pedagogical activity and relates to life creatively needs freedom. This freedom lies, first of all, in the ability to look at events from the different points vision, in a variety of ways to interact with the world. But psychological barriers stand in the way of an unbiased perception of surrounding things and events. They are like blinders, filters, lenses, limiting and distorting the perception of the world. As soon as a person does not perceive some part of the world, and another is deformed for him, he may not see objective patterns in the external environment, which sharply limits the variety of hypotheses put forward in solving problems.
Psychological barriers are formed and strengthened as a system of protection against traumatic factors that threaten a person's positive self-esteem. But at the same time they are the shell in which a person lives, and sometimes it is so hard that he cannot "sprout" beyond it. For the manifestation of the creative possibilities of the individual, it is useful to limit the influence of these barriers, i.e. put them at the required height and position them in the best possible way, since these barriers play both a negative and a positive role (they condense, focus, collect thought, preventing it from spreading excessively).
Subconscious barriers reflect a person's opposition to himself. The unawareness of their influence on behavior and their deep connections with physiology make them difficult to manage. But if the existing state of things is not realized and recognized, then it will be impossible to change it, and it will inevitably arise again and again.
Awareness is a necessary but not sufficient condition for overcoming psychological barriers. Awareness of the situation is worth nothing if it is not pretended to be an inner experience, if the answer "gets stuck in the head and does not penetrate the heart." It is necessary not to know, but to comprehend the truth - not intellectually, but through the unconscious components of experience. Therefore, to weaken the influence of subconscious factors, it is necessary not only to realize their properties and mechanisms of action, but also to effectively respond. After all, if acquaintance with the contents of the unconscious were enough to radically improve well-being, then lectures and books could alleviate suffering. However, only a new experience allows you to re-evaluate the previously repressed and remember it in a new way. In this sense, the reduction of barrier effects depends not only on assistance in solving problems and understanding all possible approaches to overcome them, but also on channeling their energy potential, i.e. creating conditions for the response of old foci.
So the challenge is to recognize and respond. There are special techniques that facilitate the withdrawal of subconscious ideas into consciousness. This role can be played by free association and psychoanalytic conversations. But professional help can hardly be provided to everyone who needs it. That is why the "educational program on introspection" has such great importance. Everyone is able to master the simplest techniques aimed at returning thoughts and feelings previously transformed by censorship into the sphere of consciousness. Then the probability of their directed response increases, i.e. overcoming, without which peace of mind is impossible.
An important aspect in the professional activity of a teacher is self-regulation. The need for self-regulation arises when the teacher is faced with a new, unusual, intractable problem for him, which does not have an unambiguous solution or involves several alternative options. In a situation where the teacher is in a state of increased emotional and physical stress, which prompts him to impulsive actions. Or if he is in a situation of evaluation by children, colleagues, other people.
The psychological foundations of self-regulation include management, as cognitive processes and personality: behavior, emotions and actions. Currently, the so-called neurolinguistic programming is used for self-regulation of mental states. In line with this direction, G. Dyakonov (1993) developed a cycle of exercises focused on restoring the resources of the individual. Knowing himself, his needs and ways to satisfy them, a person can more effectively, rationally distribute his forces during each day, the whole academic year.
The solution to the problems of overcoming psychological barriers is embodied in a set of active learning methods, each of which is aimed at overcoming a certain type of barriers. One of these methods is "brainstorming" (or "brainstorming").
Brain attack
"Brain attack" - reduces self-criticism and prevents the displacement of original ideas into the subconscious as dangerous to social or scientific reputation. The very atmosphere of brainstorming is conducive to the emergence of new ideas, giving rise to a sense of psychological security.
Without the pressure of criticism and self-criticism in the process of brainstorming, the point of view of its participants on how to solve the task assigned to them is modified and polished until the pool of new ideas is depleted in the group. The facilitator makes special efforts to turn off everyone's inner critic if he suddenly becomes active. Indeed, otherwise, one disparaging remark is enough to make an insecure participant and his interesting, but risky proposal on the go be replaced by another - proven, but uninteresting. As you know, an idea that is in an "embryonic" state may look helpless, unproven, and therefore unattractive not only to others, but also to the creator himself.
Reducing criticality in brainstorming is achieved by creating favorable external conditions, a special inviting atmosphere. The possibility of moving to someone else's position opens up, and due to this, the creative potentials of all participants in the attack are summed up.
As part of the brainstorming method, various methods of activating thinking are used.
Synectics
The "synectics" method assumes a disposition to improvisation and is aimed at activating the basic operations of the subconscious. In order to speed up the process of generating ideas, with synectics, the task is first of all freed from the context, habitual associations. In synectics, analogies are widely used that contribute to the implementation of the basic operations of the subconscious - direct, subjective, symbolic and fantastic. Analogies make it easier to overcome subjective limitations associated with the perception of basic patterns, ideas about the universe.
According to this technique, barriers are overcome by creating conditions under which, simultaneously with the search for a solution, another process proceeds that is not directly related to the first (analogy, association, metaphor, etc.). The imposition of these processes helps to see the answer to the tormenting question. The key link in this is the intersection in time, which changes the perspective of the problem. Bridges between these processes help build metaphors and analogies. The types of analogies used extract information from different sources.
Direct analogies most often find the desired elements in biological systems that solve similar problems. Subjective ones make you pay special attention to motor sensations, for example, imagine your body in the place of the created object, feel like it. With symbolic individual characteristics of one object are identified with the characteristics of another, and fantastic ones require us to imagine things as we would like to see them, allowing us to ignore any physical laws. Thus, synectics excites and uses analogies as a means of shifting the process from the level of conscious thinking to the level of subconscious activity.
The productivity of synectics is increased by meditation. It allows you to focus on the object to the utmost, creating optimal conditions for activating the intuitive process. Meditation gives this object a dominant position in the mind for a while. Synectics takes into account that premature verbalization of an idea hinders its further development, therefore it is recommended to postpone the evaluation of the result. A person conducts an internal conversation, actively creates, updates and maintains his model of the world.
business games
Another example of group development creativity are business games. It is the spirit of competition that encourages insights that allow finding original solutions. Here acceptance of a role acts as reception. Taking on the role allows the participant to play the "other" without changing the height of psychological barriers. After all, in an alien position, you can afford other, atypical criteria. Therefore, games contribute to the formation of a different point of view on the situation, lead to its rethinking. The key point in business games is the ability to perform various roles, which excludes complete identification with any of them and allows you to move to other positions.
Games help to learn new solutions. There is no risk in them, and it becomes possible to temporarily or partially change one's approach to disturbing problems, which means that some changes are made to attitudes, i.e. opens the way for information previously inaccessible. Innovations in the system of attitudes, in turn, predetermine the metamorphosis, due to which the rule from the external becomes internal.
As an effective technique aimed at removing a number of subconscious barriers, changing attitudes that determine the usual forms of interaction with other people and attitudes to new information, in last years group psychotraining is increasingly used. Its task is to correct the formations responsible for the perception of oneself, to overcome stereotypes.
Overcoming stereotypes
It is very difficult to overcome stereotypes and habitual ways of solving problems. After all, it was not for nothing that they became a habit - for many years they were useful, faithful assistants, they helped out, they believed in them. And suddenly they become a barrier. This is in serious conflict with all previous experience and undermines the self-image, violating self-esteem. An internal conflict arises, which provokes the activation of a psychological defense mechanism, leading to the fact that the information that traumatizes us (“We are acting incorrectly, illiterately, we can no longer keep up with the times”) will be processed so that a person will find an excuse for himself (“Let others do it, those who are dumber and chasing fashion, or those who are younger"). If such a rationalization did not arrive in time, then the person will simply "throw everything out of his head" - he will try to forget. One way or another, rejection will occur - the specialist does not realize the opportunity to act in a new way, to move in step with the times.
A completely different situation develops if, without any declarations regarding our own experience, in the process of solving specific problems, we are convinced that the old strategies are not suitable, and we learn to use new ones. Then new tricks don't have to break through psychological protection: relevant information is included in the hierarchy of human attitudes in the usual way, correcting the entire system, and already this changed system will control further actions, encouraging the use of new strategies.
Stereotypes and personality deformations
Professional stereotypes significantly affect the personality, lead to personal deformations, tend to spread and capture other areas, which adversely affects work and communication in everyday life. The transfer of work skills to other areas of communication (domestic, family, friendly) and excessive filling of professional activity with them affect a person’s self-esteem, his ability to be critical of himself and his habits and correct them in a timely manner.
Hardened attitudes can lead to the fact that even a simple and obvious solution is not noticed. They form an inertial link, and new approaches and methods are assimilated more and more weakly, since the need for them is not sufficiently recognized. One of the sides of the deformation is manifested in the appearance of a false idea that even without new knowledge, the accumulated stereotypes provide the necessary speed, accuracy and success of the activity.
Excessive cliché in approaches is fixed, simplification in views on working problems, which leads to a decrease professional level. It is necessary to pay special attention to this when improving the qualifications of specialists in order to encourage them to abandon outdated stereotypes and attitudes in a timely manner, replacing them with more adequate ones. The other side of the deformation is the transfer of professional habits that are useful at work to friendly and family communication.
The nature of the deformation can be determined not only by the profession itself, but by the position in the hierarchy of power. When a person acquires a certain power over others, and feedback, criticism, public control over his behavior is weakened, his personality is transformed. A specialist who constantly gives orders is in danger of developing feelings of superiority or even arrogance, which weakens his ability to self-criticize. At the same time, it was noted that, first of all, the sense of humor suffers, in particular, the understanding of jokes addressed to oneself. Such insensitivity blocks the path of intellectual development for him. The administrative activities of some employees, official adherence to rules and regulations, often quite formal, sometimes contribute to the general impoverishment of their emotional sphere, the appearance of formalism and dryness in personal relationships.
The critical factor of personal deformation is chronic overload. Because of it, work does not bring satisfaction and adversely affects relationships, especially in the family. Overload leads to a sharp narrowing of the circle of communication and a pathological change in views on the world. That is why personal growth trainings are so necessary, especially in the current conditions.
Thus, the analysis of the literature on this topic allows us to formulate a theoretical position, according to which there are a number of psychological barriers that block the formation of teacher motivation:
1. advanced training - new social role;
2. low level communicative culture- inability to communicate with people;
3. fear of new ones information technology- computerization;
4. low level of creative self-expression;
5.social insecurity of the teacher;
6. linguistic, ethnic barriers - belonging to another group of people, migration.
There are also ways to overcome these psychological barriers, which include:
1. Development of programs for teachers - based on the principles:
Differentiation and individualization;
The relationship of certification with advanced training;
The optimal combination of theory and practice, the expansion and deepening of theoretical knowledge in combination with the practical orientation of training.
2. Development of psychological programs for the development of the communicative culture of teachers:
Psychological trainings;
Group discussions
3. Development of psychological programs to increase the level of creative self-expression:
Protection of own scenarios for pedagogical leisure.
4. Organization of the reward system:
Moral;
material;
5. Development of trade union activities, holding competitions of professional skills, involvement of the media.
6. Development individual programs to overcome the psychological barriers associated with entering into new team, psychological support during the period of adaptation to new working conditions.
The result of measures to overcome psychological barriers will ultimately be the satisfaction of the personal and professional needs of the teacher, increasing his professional competence, raising the level of his communicative culture, creating conditions for the personal and professional self-expression of the teacher.
BIBLIOGRAPHY
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Instruction. Choose the three barriers that seem the most difficult to you. Now each participant takes a piece of paper and independently, without any discussion, writes down: 1) on the basis of what he judged the presence of this barrier in professional development; 2) how he determines if he has this barrier.
Having written, the participants exchange notes, read them. The exercise is followed by a discussion and exchange of opinions.
Issues for discussion:
1. How do your answers agree and how do they differ?
2. Are there any noticeable differences between the answers to item 1 and item 2?
Psychological comment. The ability to look at yourself through the eyes of another person, to check the usual ideas about yourself by turning to the analysis of your actions, deeds, features of relationships with people around you, is the way to make your idea of yourself more realistic.
Break
Theoretical part
(presentation 2)
Trenin (part 2)
Learning phase
At this stage, the identification and awareness of psychological problems, as well as strategies for overcoming barriers to professional development, is carried out.
Exercise "My Strengths"
Instruction. Each of you as a professional has strengths, what you value in yourself, what gives you a sense of inner freedom and self-confidence, which helps you to endure in difficult times. When articulating strengths, don't belittle your strengths. These qualities will make up the first column on the sheet. In the second column, you can note the professional positive qualities that you would like to develop in yourself that are not characteristic of you. You have 5 minutes to complete the list. Then sit in a large circle, each participant will read their list and comment on it. When you speak, speak directly and confidently. Each person is given 2 minutes to speak. Listeners can only clarify details or ask for clarifications, but do not have the right to speak. You are not obliged to explain why you consider certain qualities of yours to be a fulcrum, a strength. It is enough that you yourself are sure of it.
It is more expedient to conduct a discussion when the participants sit in a circle, and with a large number of participants - in microgroups of 7-8 people. At the end, a group discussion should be held, paying attention to what was common in the statements and to the feelings that everyone experienced during the exercise.
Psychological commentary. This exercise is aimed not only at identifying your own strengths, but also at developing the ability to think positively about yourself. Therefore, when performing it, it is necessary to ensure that the participants avoid even insignificant statements about their shortcomings, mistakes, weaknesses. Any attempt at self-criticism and self-condemnation must be stopped.
Exercise "French weaving"
Instruction. Now you are invited to formulate your goal. Recall a goal that is relevant to you and formulate it clearly. Write down this goal.
Now imagine that one of your friends has succeeded in realizing a similar goal, or even succeeded in something. Determine how your knowledge of the successes of your comrades helps you to achieve your own goal. Determine how your family helps you achieve this goal. Determine how the beloved man (beloved woman) helps to achieve the goal.
Think of something that happened to you today or yesterday. It can be a joyful event, and an unpleasant, and ambivalent (polysemantic). Determine how this event can help you achieve your goal. Unpleasant events create discomfort, and the great motivating power of discomfort has long been known. Pleasant events inspire, give a surge of energy. True, this energy does not have a definite direction, and our task is precisely to direct it towards the realization of the set goal. Surprises make you look for new moves, which means they stimulate creativity.
Each time, determine what energy any event in your life gives you to achieve your goal. Use this energy by reminding yourself how this event helps you.
Psychological comment. This exercise is aimed at training the use of various motives and desires to achieve the goal.
Exercise "My professional self"
Instruction. One third of the day a person spends at work, performing their professional functions. Do you know your I and professional I? Write down your main indicators: in one column - personal, and in the other - professional (interests, inclinations, values, attitudes, professionally important and personal qualities, knowledge, skills, psychophysiological characteristics). Then each will talk about their characteristics.
Psychological comment. This exercise is designed to form an attitude towards the perception of oneself in the unity of professional and personal.
Exercise "My desires"
Instruction. Clearly imagine your inner self and realize what you want. Now ask yourself the question you want answered (“What do I want?”, “What do I really want?”, “What do I want to achieve?” etc.). Write down the first answer that pops into your head. Keep asking the same question until the answers stop coming spontaneously. Then review all your answers. The time to complete the exercise is 10-15 minutes.
Issues for discussion:
1. What do these questions say about you and the goals you want to achieve?
2. How important are these goals?
Psychological comment. The image of the desired future makes only a person who is characterized by achievement motivation act. A person with an avoidance motivation can only be acted upon by the image of an undesirable but impending future.
45. Barriers to professional development, options for overcoming them. Crises of professional development caused by changes in the sphere of employment.
PSYCHOLOGICAL BARRIER (... from the French barriere - an obstacle, an obstacle) - a psychological state that manifests itself as inadequate passivity that prevents the performance of certain actions. Emotional mechanism P. b. consists in strengthening negative experiences and attitudes associated with the task - shame, fear, guilt, anxiety, low self-esteem. IN social behavior P. b. are represented by communicative barriers (communication barriers), manifested in the lack of empathy, the lack of flexibility of interpersonal social attitudes, etc., as well as semantic barriers (mutual misunderstanding between people, which is a consequence of the fact that the same phenomenon has different meanings for them) . P. b. often arise as a result of fear, rejection of new methods of management (for example, with the help of automated control systems), the introduction of new technology (for example, computers), new methods and methods of work, etc. P. b. can arise during the interaction of a person and a computer (fear of a dialogue with a machine, distrust of the results it produces, impatience when waiting for a computer response, etc.). All of these and many other situations are the object of study of engineering psychology and management psychology.
There are various approaches to the definition of psychological barriers.
In the psychoanalytic theory of Z. Freud, the barrier is seen as an obstacle that stands in the way of human development, associated with a threat to the individual, causing one of the types of anxiety: realistic, neurotic or moral. Overcoming anxiety is possible in two ways - to interact with the problem and reduce its negative impact or to apply protection, which consists in denying or distorting the situation.
The followers of Z. Freud - the authors of psychoanalytic concepts of personality (A. Adler, K. Horney, K. Jung) characterize psychological barriers as protective mechanisms that arise in the process of overcoming the conflict of consciousness and the unconscious. According to A. Adler, psychological barriers prevent success and are associated with an inferiority complex.
The representative of the humanistic concept of personality A. Maslow believes that the internal obstacle to the development of personality can be "Protection of the ego". A busy, active life seems unbearably difficult to many. In moments of great happiness and joy, people often say, "This is too much for me" or "I can't take it." In order to solve problems with "defenses", first of all, it is necessary to understand their essence, what they are directed against, and the mechanism of their action. The individual must then try to minimize the strains created by the "defenses" in his own psyche.
Maslow adds to the traditional psychoanalytic list of defenses (projections, suppression, denial, etc.) two more - desacralization and the Jonah complex.
The term desacralization characterizes the act of impoverishing mental life due to the individual's refusal to take it seriously and interestedly. A. Maslow calls the Jonah complex the unwillingness of the individual to realize his natural abilities. Just as Jonah tried to avoid the responsibility of a prophet, many people also avoid responsibility, fearing to use their full potential. They prefer to set small goals for themselves, do not strive to succeed in their careers and prove themselves.
The roots of the Jonah complex can be seen in the fact that people are afraid to change their uninteresting, limited, but well-established existence, they are afraid to break away from everything familiar, to lose control over what they already have. Group pressure and social propaganda can also limit personal development opportunities. They prevent the individual from showing independence, stifle the ability to make independent judgments, forcing a person to replace his own judgments and tastes with the generally accepted standards of A.L. Svenitsky defines a psychological barrier as “an obstacle imagined by an individual on his way to achieving a goal”, which is often the cause of intrapersonal conflicts and can contribute to the emergence of a state of frustration.
L.A. Karpenko characterizes a psychological barrier (French: barriére - an obstacle, an obstacle) as “a mental state that manifests itself in an inadequate passivity of the subject, preventing him from performing certain actions. The emotional mechanism of psychological barriers consists in strengthening negative experiences and attitudes - shame, guilt, fear, anxiety, low self-esteem associated with the task"
At the same time, many researchers consider psychological barriers as the most important components of the integral structure of the subject's activity, which have a significant impact on its development and formation.
R.H. Shakurov considers the psychological barrier to be a universal category of cosmic scale "... and a constant attribute of life, existing wherever some forces, movements interact, regardless of their nature", he also notes the positive impact of obstacles on character formation, personality hardening.
Speaking about the role of barriers in social life, R.Kh. Shakurov notes their stabilizing and regulating function in the process of life (prohibitions, requirements, norms, laws, customs, traditions), and the essence of the barrier lies in the impact it exerts - resistance, inhibition, containment, opposition, blocking, etc.
The concepts of "barrier" and "overcoming" R.Kh. Shakurov compares with systemic concepts that allow you to take a fresh look at the subject under study, in the "process of changing scientific thought."
Among the functions of psychological barriers R.Kh. Shakurov singles out the developmental one, because “the changes that occur in organisms when they collide with an obstacle, which contribute to the mobilization of energy and other resources, are fixed during repeated mobilizations, which increases the functionality of a living system, gives it a new quality”
Considering psychological barriers as “mental processes, properties or even the state of a person as a whole, which conserve the hidden emotional and intellectual potential of his activity”, B.D. Parygin connects the urgency of the problem, "on the one hand, with the expansion of the socio-psychological foothold, constantly generating and multiplying psychological barriers, and on the other hand, with the increasingly tangible need to overcome them", which contributes to the mobilization of internal reserves of the socio-psychological activity of the individual
