Features of professional self-awareness of the individual. Features of the formation of professional self-awareness of student psychologists Components of professional self-awareness

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

Relevance of the problem

As established in the studies of K.A. Abulkhanova-Slavskaya, E.A. Klimova, T.V. Kudryavtseva, A.K. Markova, J.I.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.

An 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 professional 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 influence the consciousness and self-awareness of another person for the purpose of its development or correction (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 student psychologists 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 had been 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 system of professional education and the requirements for 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 features of the formation of professional self-awareness among psychology students at different stages of professional 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 professional training.

Research hypotheses. Professional self-awareness, formed in the process of professional training, goes through the stages of intense change, crisis and stabilization.

Research objectives:

1. Carry out a theoretical analysis of the main approaches in the study of personal self-awareness and professional self-awareness.

2. To clarify the concepts and determine the theoretical basis for conducting an empirical study of the dynamics of professional self-awareness of student psychologists.

3. Identify the components of professional self-awareness and empirical criteria for analyzing their special manifestations.

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

5. Conduct empirical research and analyze the results.

The methodological basis of the study 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 a systems approach, the principle of development. The initial theoretical positions were based on the basic theoretical positions on the problem of self-awareness C.JI. Rubinstein, on the concepts of self-awareness of I.S. Kona, V.V. Stolin,

I.I. Chesnokova.

Research methods:

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

1. Cognitive level of professional self-awareness: 1) methodology “Associative halo of the profession” by E.A. Klimova; 2) the author’s version of the standardized interview “Criteria of Professionalism”; 3) the author’s version of the “Self-assessment standards” methodology; 4) the author’s version of the “Assessment of Professional Development” methodology.

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

3) Dembo-Rubinstein technique (modification of A.M. Prikhozhan); 4) “Color relationship test” by E. F. Bazhin and A. M. Etkind.

3. Formation of professional identity: 1) “Color test of relationships” E.F. Bazhin and A. M. Etkind; 2) modification of the semantic differential technique of Ch. Osgood; 3) M. Kuhn’s technique - “Who Am I?”

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

Experimental base of the study: student psychologists of the Faculty of Psychology of Omsk State University. The study involved 210 people from various courses of study (years 1-5).

Scientific novelty and theoretical significance. The concept of “professional identity” is clarified; the main elements and parameters of professional identity are summarized and presented; a number of new data on the formation of professional self-awareness in professional and educational activities were discovered; the essential features of the formation of professional self-awareness of psychologists are determined. The identified features of the formation of professional self-awareness make it possible to carry out a staged differentiation of the process of formation of professional self-awareness during professional 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 psychocorrective work.

Generalized data on the characteristics of professional self-awareness for students of various courses can be used to correct professional training programs for psychology students, in the development of new psychological and didactic forms of training in psychology departments, 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 self-awareness occurs in the process of vocational training at a university; this process has its own characteristics, which manifest themselves differently at different stages of vocational training.

2. The data obtained in our study allows us to say that at the early stages of professional training, students already have professional self-awareness, which is manifested in the fact of awareness of 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 backdrop of a “blurred” idea of ​​the specifics of professional activity.

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

At subsequent stages of the formation of professional self-awareness, ideas about professional activity are deepened, an adequate system of criteria for professionalism is formed, self-esteem is increased and a professional image of oneself is adequately built with the identification of one’s professionally important qualities. But even in this case, the peculiarities of the formation of professional self-awareness appear. Thus, in the last (graduate) year of study there is a repeated decline in professional self-esteem, and in their self-image, students highlight primarily business, rather than professionally important qualities.

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

Approbation of work. The main theoretical principles and experimental results of the dissertation research were discussed at meetings of the Department of Psychology of the Faculty of Psychology of 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).

Structure and scope of the dissertation

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

The results of the study show that first-year students 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 have 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 a real absence of objects of identification. Finishing the sentences “In the professional sphere, I would really like to be like.”, “A reputable psychologist.” and others, they gave the following answers: “... like no one,” “... I don’t know,” “there is no ideal.”

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

The emotional attitude of first-year students towards the profession is generally highly positive. 83% of first-year students note a clearly positive attitude towards psychology and not a single one showed an ambivalent (contradictory) attitude. During the first period of professional training, students do not experience discomfort. The majority of students in the entire sample characterize the first course as neutral, not causing negative emotions or feelings of dissatisfaction.

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

In the second year, students develop a more in-depth understanding of the profession. But this can be defined as quantitative, rather than qualitative, growth. At this point, the image of professional activity includes many different features, but the essential features are not yet fully identified. Although there is a movement in this direction, 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 the 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 still, the criterion system does not change significantly qualitatively and quantitatively. For 2nd year students, we see almost the same set of abstract criteria as for 1st year students. Only when denoting criteria for professionalism do students now use psychological terms (for example, empathy, intelligence, communication skills).

In the professional image of themselves for 2nd year students, the characteristics that are manifested in their main activity (academic) come to the fore. Since efficiency and accuracy determine efficiency in the educational process, during this period of training these qualities begin to dominate in the structure of self-evaluation as a professional and in the image of an ideal psychologist (pushing aside communication skills).

Significant changes are observed in the professional self-esteem of second-year students. Firstly, in the 2nd year we see a decrease in emotional acceptance of oneself as a professional. Secondly, the attractiveness of the image of an ideal psychologist decreases. In general, this is reflected in the lowest professional self-esteem of second-year students among the entire sample.

The 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 may be due to the fact that they have a lot of weight in developing the final generalized professional self-assessment of students. In the 2nd year, the average indicators of professional self-esteem were 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 significantly 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 connection with this, 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 situation in professional self-awareness, in our opinion, are:

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

2) increasing 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” and change your professional choice.

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

Thus, for 2nd year students, all self-efficacy indicators are comparatively lower than for first-year students. 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, (in comparison with the first year) there are more students expressing ambivalent and neutral attitudes.

Students unanimously associate the second stage of training with negative emotions and dissatisfaction (emotionally unattractive colors in the CTC predominate here). In the 2nd year, as the results of the CTE showed, the neutral attitude characteristic of the initial period of study changes to an unsatisfactory one. The subjects unanimously “noted” the 2nd year as the period causing the greatest psychological discomfort.

The degree of professional identification of 2nd year students is lower than that of first year students. This can be seen from the results of several methods. But according to the results of the “Unfinished Sentences” technique, we see that, compared to the 1st year, in the 2nd year the number of students who have an object of identification increases, and the number of those who do not have an 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 2nd year of study is critical for university preparation, which is characterized by loss of orientation, insufficient subjective inclusion in vocational training, emotional alienation from the profession, significant changes in evaluative attitudes, attitudes, and judgments about the professional sphere as a whole.

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

The idea of ​​a profession continues to deepen, clarify 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 compared to 2nd-year students. The degree of awareness of the criteria is growing significantly. If 2nd year students have an average interview score of 9.5, then 3rd year students have an average score of 13.1 points. The degree of scientificity of the criteria is also increasing (for example, concepts such as “reflection”, “job satisfaction”, etc. appear). The situation with the applicability of these criteria in professional training has also changed. 89% of 3rd year students gave a positive answer to the question “Does awareness of the criteria you have identified influence your educational and professional activities and behavior?”

3rd year students are characterized by a discrepancy 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), goodwill (.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 this point: for the first time, the “Competence” factor begins to dominate in the image of an ideal psychologist (among 1st and 2nd year students it had a significantly lower rank in the hierarchy of factors).

Compared to 2nd year students, third year students rate their level of professionalism higher. But still, according to some scales of professional self-esteem, a tendency towards underestimation of self-esteem remains, 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 at an average of 68.5%, and their self-assessments on three other professional scales (Dembo-Rubinstein method) were slightly lower. In general, according to 3rd year students, they have already completed half the path of their professional development and have 50% professional competence.

For third-year students, more realistic indicators of the level of professional aspirations are also observed. 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, and practical experience.

The third stage of vocational training, as a rule, evokes positive emotions in most students. The colors that students associate with this course take first or second place in the layout according to preference. Those. students seem to emotionally accept this stage of professional training and are satisfied with the appropriate attitude towards this stage.

The situation is also changing in the field of professional identification. In the third year there is a certain “turn”, after which there is a tendency to emerge from the crisis state of the 2nd year. From the graphs of the results (CTO, “Semantic differential”) it is clear that the degree of identification with the image of a psychologist decreases from the first to the second year, but by the third year it returns to the same level, and the changes from the second to the third year are statistically significant. Characteristics of professional self-awareness of fourth-year students.

During this period, such operational and technical characteristics begin to occupy an increasing place in students’ ideas about professional activity. But another group of signs appears that set significant differences between practical psychology and other professions - these are ethical signs.

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

In the criterion system, we observe an increase in the number of criteria for professional competence, and their greater differentiation is evident. If in the 1st and 2nd years the group of criteria “practical skills” dominated, then in the 4th year such groups of criteria as “theoretical knowledge” and “practical skills” have an equally high rank of importance.

The degree of awareness of professionalism criteria, compared to the 3rd year, remains virtually unchanged; for 4th year students it is 13.4 points. The professionalism criteria for 4th and 5th year students are more specific, closer to practical activities, and specialized in nature. The set of “external”, “objective” criteria is expanding (for example, “demand among clients” and “authority among colleagues”). And now 100% of 4th year students give a positive answer to the question “Does awareness of the criteria you have identified influence your educational and professional activities and behavior?”, and then explain how this happens.

Significant features are observed in the professional self-image of 4th year students. They are characterized by a new understanding of their communication abilities in relation to their profession. That is, sociability, a friendly attitude towards others is considered not as an isolated personal quality (which we see among 1st year students), but in connection with practical activities (the qualities of sociability and competence constitute one factor).

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

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

But the high professional self-esteem of 4th year students is combined with a low level of professional self-realization. That is, fourth-year students realize that they actually have a much lower professional level than they could. This situation in professional self-awareness for many 4th year students develops into a state of decreased educational activity and desire 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.

4th year students are characterized by the highest levels of professional identity. Here we can observe the most favorable situation compared to other stages of vocational training. This situation arises, in our opinion, due to 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 awareness that the professional learning path is moving towards completion leads to greater acceptance of the profession. It’s too late to doubt “whether I chose the right profession.” Now consciousness is looking for confirmation of the correctness of the professional choice (and finds these arguments);

4) professional capabilities (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 immediate professional future.

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

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

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

The degree of awareness of professionalism criteria for 5th year students, compared to the 4th year, remains virtually unchanged and amounts to 13.04. Just like among fourth-year students, there is a high percentage of positive answers to the question: “Does awareness of the criteria you have identified influence your educational and professional activities and behavior?”

In the professional self-image of 5th-year students, we find dramatic changes compared to the sample in the 3rd and 4th years. The “Business Activity” factor becomes dominant, and the “Competence” factor ceases to be relevant. That is, for a fifth-year student it becomes clear that in professional development it is not just the passive assimilation of professional means or even professionally important qualities that is important, but the manifestation of business activity is important. During this period, the student identifies 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 recognize themselves as professionally prepared, capable of serious analytical work (the “Analytical abilities” factor is in second place in the hierarchical structure of self-image).

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

When analyzing the prognostic ideas of fifth-year students, it was revealed that the growth rate indicators are almost identical for all trajectories (“I want” - 50%, “I can” - 50% and “I have” - 51%). This means that in the minds of a fifth-year student, there is a clear impression that in 5 years of study, only half the path in professional development has been completed. At the same time, they believe that in the first stages of vocational training, professional growth was more intense than in the last courses.

In the 5th year, we already noted a large gap between the ranks of the concepts “I am a psychologist” and “ideal psychologist,” which can be interpreted as a slight decrease in professional self-esteem (according to the CTO). This discrepancy in the ranks of concepts in the 5th year may be explained by the fact that other factors (and not the content of the standard for self-esteem) begin to have a determining influence on the level of professional self-esteem.

Other methods (Budassy method, Dembo-Rubinstein method, Semantic Differential method) show a slight decrease in professional self-esteem, but these indicators are not so clear.

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

In the 5th year, high rates of activity self-efficacy and reduced rates of social self-efficacy are observed. The 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, and the presence of models for copying behavior. A decrease in the social efficiency indicator may be associated with worries about job prospects, failures to find a job, failures to establish professional connections, 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 towards this stage of professional and educational development. But in general, the attitude of students towards the last year of study can be described as positive.

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

The results using the CTO method show a significant identity between the student’s “I” and the professional role. But here the following fact should be specially noted: the difference between the “I” and “Ideal Psychologist” indicators receives a negative score (-0.5). This suggests that students are experiencing personal dissatisfaction.

Thus, on the one hand, we see a manifestation of professional identity, but, on the other, 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 increase in identification and identity with the professional role of a psychologist. But this is not observed to the extent that would be expected based on common sense.

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

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

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

2) awareness of insufficient practical training;

3) lack of confidence in one’s 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) greater responsibility for making decisions on determining the place of work.

In general, an 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 professional and personal development of students.

CONCLUSION

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

We tried to describe from a certain angle one of the key stages of an individual’s professional life: the stage of professional development at a university. The central link of this stage is training in a profession and specialty, entry into a professional environment and assimilation of professional culture. One of the indicators of effective professional training and development of 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 results of the study can be reduced to the following conclusions.

1. As a result of a theoretical analysis of the main psychological approaches to the problem of forming professional self-awareness, we can assume that 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, acting as a sublevel of general self-awareness and manifested in awareness of oneself as a subject of professional activity and self-determination in the socio-professional environment.

2. Professional self-awareness, having much in common with the self-awareness of the individual (structure, functions, mechanisms of development and functioning), also has its own specifics: a) regulates the professional behavior and relationships of the subject of professional activity; b) has 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-esteem is based on more formalized and operationalized criteria for assessing professional behavior.

3. The formation of professional self-awareness begins during professional training at a university, but this process has its own characteristics, which manifest themselves differently at different stages of training.

4. At the early stages of training, psychology students already have professional self-awareness, which is manifested in the fact of awareness of 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 “blurry” idea of ​​​​the specifics of professional activity.

5. At the second stage of professional training, a significant correction of ideas about professional activity occurs, which leads to a change in the professional self-image and 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 are deepened, an adequate system of professionalism criteria is formed, self-esteem increases and an adequate construction of a professional self-image occurs with the identification of one’s professionally important qualities. But even in this case, the peculiarities of the formation of professional self-awareness appear. Thus, in the last (graduate) year of study there is a repeated decline in professional self-esteem and in their self-image, students highlight primarily business, rather than professionally important qualities.

7. Differences at different stages of training 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 identify themselves to a high degree with a professional role, and the features 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 increases and identity grows.

8. Based on the above-mentioned features of professional self-awareness in different periods of professional training, it is possible to determine four stages of the formation of professional self-awareness at a university:

The stage of formal professional identification (entry to university and first-year studies), when a student, based on formal indicators, identifies himself with a professional role;

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

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

The stage of the secondary crisis of professional identity (5th year), when there is a change from educational and professional activities 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 a study by a student in the psychology department of Omsk State University, student psychologists believe that the majority of practicing psychologists are mediocre. Do you agree with these data?

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

185. How many of these criteria do you define for yourself? (for each criterion 1 point is given)

186. Can you rank the professionalism criteria you identified 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 criteria you listed is most important to you?

188. Name the next most important criterion.

189. Least significant criterion.

190. Have you ever had to think about assessing yourself as a professional? Possible answers: constantly thought about it 2; sometimes thought about it 1; never thought about it.10. In what situations?

191. According to your criteria, do you have sufficient professionalism?

192. What do you need to become a professional psychic?

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

194. What is more important to 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 activities of a practical psychologist?

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

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

198. Insight 13. Observation2. Erudition 14. Activity

199. Determination 15. Empathy

200. Sociability 16. Charm

201. Responsibility 17. Integrity

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. Self-assessment technique S.A. Budassi1. Instructions.

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

211. Deep theoretical knowledge

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