Types of professional destruction of personality. Experience in working with healthcare professionals to prevent occupational destruction
Professional destruction of a psychologist
Kinds professional destruction and their causes
There are different approaches to the systematization of different types of professional destruction. For example, E.F. Zeer proposes the following classification.
1. General professional destruction, typical for workers in this profession. For example, for doctors - the syndrome of "compassionate fatigue" (emotional indifference to the suffering of patients); for law enforcement officers - the syndrome of "asocial perception" (when everyone is perceived as a potential violator); for managers - the syndrome of "permissiveness" (violation of professional and ethical standards desire to manipulate subordinates).
2. Special professional destructions arising in the process of specialization. For example, in the legal and human rights professions: the investigator has legal suspicion; an operative worker has actual aggressiveness; the lawyer has professional resourcefulness; the prosecutor has an indictment. In 3 medical professions: in therapists - the desire to make "threatening diagnoses"; surgeons have cynicism; nurses have callousness and indifference.
3. Professional and typological destruction caused by the imposition of individual psychological characteristics of the personality on psychological structure professional activity. As a result, professionally and personally-conditioned complexes are formed:
Deformations of the professional orientation of the personality (distortion of the motives of activity, restructuring value orientations, pessimism, skepticism towards innovations);
Deformations that develop on the basis of any abilities - organizational, communicative, intellectual, etc. (superiority complex, hypertrophied level of claims, narcissism);
Deformations caused by character traits (role expansion, lust for power, "official intervention", dominance, indifference).
All this can manifest itself in a variety of professions.
4. Individual deformations due to the characteristics of workers in various professions, when certain professionally important qualities, as well as undesirable ones, develop excessively, which leads to the emergence of superqualities, or accentuations. For example: super-responsibility, super honesty, hyperactivity, labor fanaticism, professional enthusiasm, obsessive pedantry, etc. “These deformations could be called professional cretinism,” writes E.F. Zeer.
One of the most common causes of professional destruction, according to experts, is the specifics of the immediate environment with which a professional specialist is forced to communicate, and the specifics of his activities. Other no less important reason is the division of labor and increasingly narrow specialization of professionals, which contributes to the formation of professional habits, stereotypes, determines the style of thinking and communication. In this regard, the main groups of factors that determine professional destruction are distinguished:
1) objective, related to the socio-professional environment (socio-economic situation, image and nature of the profession, professional-spatial environment);
2) subjective, due to the characteristics of the individual and the nature of professional relationships;
3) objective-subjective, generated by the system and organization professional process, quality of management, professionalism of managers.
The second group of reasons is psychological. We must not forget that no matter how difficult professional or family situations are, no matter how “pressed” on a person external factors However, he always makes his own decisions and bears responsibility for them. Therefore, without questioning the influence of these factors, at the same time, special attention should be paid to the personal qualities of the employee and his possible certain predisposition to the emergence and manifestations of professional destruction.
Thus, the theoretical analysis carried out confirms the interdependence between the psychological phenomenon - professional destruction - and personality traits. Indeed, on the one hand, the deepening of various professional destructions introduces significant, often negative, changes in the character of the individual, and on the other hand, certain character accentuations create a predisposition to the formation of these destructions.
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professional destruction- gradually accumulated negative change in the way of activity and personality. Destructions are generated by long-term performance of the same work and cause professionally undesirable qualities. Their appearance and development gives rise to psychological stress and crises.
Signs of destruction:
Unsuccessful choice motives - a person consciously or unconsciously makes a choice that is not related to reality or a deliberately negative choice.
· The search for "cardinal" methods of work - most often happens at the stage of entry into the profession.
· Strengthening stereotypes in professional behavior, lack of creativity, problems of adequate response in a non-standard situation.
Emotional tension, often repeated negative emotional states.
Decrease in the level of professional activity, interest in the profession, stagnation in professional development.
Reinforcement various forms psychological defense (rationalization, denial, projection, identification, alienation), which hinder the timely adequate response to the situation and reduce the flexibility of labor behavior.
· Decrease in the level of intelligence with the growth of work experience, which is largely due to the lack of demand for part of the intellectual abilities in a particular activity. Unclaimed abilities fade away.
Increased job dissatisfaction.
Professional accentuations of character - an excessive strengthening of individual character traits, properties and qualities of a person, due to the characteristics of work. (Violation of professional and ethical standards, the desire to manipulate, authoritarianism, hypercontrol, permissiveness complex, superiority complex, hypertrophied level of claims, role expansion, lust for power, "official intervention", excessive dominance, labor fanaticism, obsessive pedantry, etc.).
· Socio-psychological aging - the restructuring of motivation, the growing need for approval.
· Moral and ethical aging - obsessive moralization, skepticism towards everything new, exaggeration of the merits of one's generation, skepticism towards young people.
· Occupational aging - resistance to innovation, the difficulty of adapting to changing conditions, slowing down the pace of work.
A. K. Markova highlights the main trends in the development of professional destruction:
1. lag, slowdown in professional development compared to age and social norms;
2. unformed professional activity (the employee, as it were, gets stuck in his development);
3. disintegration of professional development, disintegration of professional consciousness and, as a result, unrealistic goals, false meaning of work, professional conflicts;
4. low professional mobility, inability to adapt to new working conditions;
5. inconsistency of individual links of professional development (for example, there is motivation for professional work, but the lack of a holistic professional consciousness interferes);
6. deterioration of previously available professional data, weakening of professionally important qualities;
7. distortion of professional development, the appearance of negative qualities, deviations from social and individual norms of professional development that change the profile of the individual;
8. the appearance of persistent deformations of the personality (for example, emotional exhaustion and burnout, as well as a flawed professional position, especially in professions that bring power and fame);
9. termination of professional development due to occupational diseases or disability.
Professional destruction - these are changes in the existing structure of activity and personality that negatively affect labor productivity and interaction with other participants in this process (E.F. Zeer).
E.F. Zeer divides all the factors that cause professional destruction into three groups:
· objective, related to the socio-professional environment: the socio-economic situation, the image and nature of the profession, the professional-spatial environment;
Subjective, due to the characteristics of the individual and the nature of professional relationships;
· objective-subjective, generated by the system and organization of the professional process, the quality of management, the professionalism of managers.
There are the following psychological determinants of personality deformation generated by these factors. It should be noted that the same determinants appear in all three groups of factors.
1. Prerequisites for development professional deformations already rooted in motives for choosing a profession. It's like conscious motives: social significance, image, creative nature, material goods - and unconscious: the desire for power, domination, self-affirmation.
2. The trigger mechanism for deformation is expectation destruction at the stage of entry into an independent professional life. Professional reality is very different from the representation formed by a graduate professional educational institution. The very first difficulties prompt the novice specialist to search for "cardinal" methods of work. Failures, negative emotions, disappointments initiate the development of professional maladjustment of the personality.
3. In the process of performing professional activities, a specialist repeats the same actions and operations. Under typical working conditions, education becomes inevitable stereotypes implementation of professional functions, actions, operations. They simplify the performance of professional activities, increase its certainty, and facilitate relationships with colleagues. Stereotypes give stability to professional life, contribute to the formation of experience and individual style of activity. It can be stated that professional stereotypes have undoubted advantages for a person and are the basis for the formation of many professional personality destructions.
Stereotypes are an inevitable attribute of a specialist's professionalization; the formation of automated professional skills and habits, the formation of professional behavior is impossible without the accumulation of unconscious experience and attitudes. And there comes a moment when the professional unconscious turns into stereotypes of thinking, behavior and activity.
So, stereotyping is one of the virtues of the psyche, but at the same time it introduces great distortions in the reflection of professional reality and gives rise to various types of psychological barriers.
4. The psychological determinants of professional deformations include different forms psychological protection . Many types of professional activity are characterized by significant uncertainty, causing mental tension, often accompanied by negative emotions, destructions of expectations. In these cases, the defense mechanisms psyche. The following types of psychological defense most influence the formation of professional destructions: denial, rationalization, repression, projection, identification, alienation.
5. The development of professional deformations contributes emotional tension professional labor. Frequently recurring negative emotional states with the growth of work experience reduce the frustration tolerance of a specialist, which can lead to the development of professional destruction.
The emotional saturation of professional activity leads to increased irritability, overexcitation, anxiety, and nervous breakdowns. Such an unstable state of the psyche is called the syndrome of "emotional burnout". This syndrome is observed in teachers, doctors, managers, social workers. Its consequence may be dissatisfaction with the profession, the loss of prospects for professional growth, as well as various kinds of professional destruction of the personality.
6. In the studies of N.V. Kuzmina on the example of the teaching profession, it was found that at the stage of professionalization, as the individual style of activity develops, the level of professional activity of the individual decreases, conditions arise for stagnation professional development. The development of professional stagnation depends on the content and nature of labor. Monotonous, monotonous, rigidly structured labor contributes to professional stagnation. Stagnation, in turn, initiates the formation of various deformations.
7. On the development of specialist deformations big influence renders level reduction his intellect . Research on the general intelligence of adults shows that it decreases with increasing work experience. Of course, there are age-related changes, but main reason lies in the features of normative professional activity. Many types of labor do not require workers to solve professional problems, plan the labor process, and analyze production situations. Unclaimed intellectual abilities are gradually fading away. However, the intellect of workers engaged in those types of labor, the performance of which is associated with the solution of professional problems, is supported by high level until the end of their professional lives.
8. Deformations are also due to the fact that each person has limit of development level of education and professionalism. It depends on social and professional attitudes, individual psychological characteristics, emotional and volitional characteristics. The reasons for the formation of a development limit can be the psychological saturation of professional activity, dissatisfaction with the image of the profession, low wages, and lack of moral incentives.
9. The factors initiating the development of professional deformations are various accentuations of the personality's character. In the process of many years of performing the same activity, accentuations are professionalized, woven into the fabric of an individual style of activity and transformed into professional deformations of a specialist.
10. The factor initiating the formation of deformations is age-related changes associated with aging. Specialists in the field of psychogerontology note the following types and signs psychological aging person:
socio-psychological aging, which is expressed in the weakening of intellectual processes, the restructuring of motivation, changes emotional sphere, the emergence of maladaptive forms of behavior, the growth of the need for approval, etc.;
moral and ethical aging, manifested in obsessive moralization, a skeptical attitude towards the youth subculture, opposing the present to the past, exaggerating the merits of one's generation, etc.;
professional aging, which is characterized by resistance to innovations, canonization of individual experience and the experience of one’s generation, difficulties in mastering new means of labor and production technologies, a slowdown in the performance of professional functions, etc.
The point of view of S.P. Beznosov. In his opinion, relationship between a specialist and a patient (student, client, blue) within the framework of professions of the "man-man" type, they can only have a subject-object character . In the process of performing any professional activity, a specialist acts only as a subject, but not a person. The author considers the subject of professional activity as a factor in the deformation of the consciousness of the individual. He proposed a new classification of professions according to the differences in their objects of labor, which made it possible to identify and analyze a new subtype of professions - "The man is an abnormal man." For example, teachers in the process of professional activity deal with not yet trained, not capable, not educated people - schoolchildren, students, cadets, etc. And in this regard, with "abnormal", not yet "cultivated".
Considering professional destruction in general , E.F. Zeer notes: "... long-term performance of the same professional activity leads to the appearance of professional fatigue, impoverishment of the repertoire of ways to perform activities, loss of professional skills, reduced efficiency ... the secondary stage of professionalization in many types of professions such as "man - technology", "man - nature", is replaced by deprofessionalization ... at the stage of professionalization, professional destructions develop. Professional destruction - these are gradually accumulated changes in the existing structure of activity and personality, which negatively affect labor productivity and interaction with other participants in this process, as well as the development of the personality itself.(Zeer, 1997, p. 149).
A.K. Markov highlights main trends in the development of professional destructions :
o lag, slowdown in professional development in comparison with age and social norms;
o unformed professional activity (the employee, as it were, "gets stuck" in his development);
o disintegration of professional development, disintegration of professional consciousness and, as a result, unrealistic goals, false meanings of work, professional conflicts;
o low professional mobility, inability to adapt to new working conditions and maladjustment;
o inconsistency of individual links of professional development, when one area, as it were, runs ahead, while the other lags behind (for example, there is motivation for professional work, but the lack of a holistic professional consciousness interferes);
o curtailment of previously available professional data, a decrease in professional abilities, weakening professional thinking;
o distortion of professional development, the appearance of previously absent negative qualities, deviations from social and individual norms of professional development that change the profile of the individual;
o the appearance of personality deformations (for example, emotional exhaustion and burnout, as well as a flawed professional position - especially in professions with pronounced power and fame);
o termination of professional development due to occupational diseases or disability.
Thus, professional deformations violate the integrity of the personality; reduce its adaptability, stability; negatively affect performance.
Key Conceptual Provisions Important for Development Analysis professional destruction:
1. Professional Development- this is both gains and losses (improvement and destruction).
2. Professional destruction in the most general view- is: a violation of already learned ways of activity; but these are also changes associated with the transition to subsequent stages professional development; and changes associated with age-related changes, physical and nervous exhaustion.
3. Overcoming professional destruction is accompanied by mental tension, psychological discomfort, and sometimes crisis phenomena(without internal effort and suffering, there is no personal and professional growth).
4. Destructions caused by many years of performing the same professional activity give rise to professionally undesirable qualities, change the professional behavior of a person - these are "professional deformations": it is like a disease that could not be detected in time and which turned out to be neglected; the worst thing is that the person himself imperceptibly resigns himself to this destruction.
5. Any professional activity is already at the stage of development, and in the future, when performed, it deforms the personality ... many human qualities remain unclaimed ... As professionalization progresses, the success of an activity begins to be determined by an ensemble of professionally important qualities that are "exploited" for years. Some of them are gradually transformed into professionally undesirable qualities; at the same time, professional accentuations gradually develop - overly pronounced qualities and their combinations that adversely affect the activity and behavior of a specialist.
6. Long-term performance of professional activity cannot be constantly accompanied by its improvement... Periods of stabilization, albeit temporary, are inevitable. At the initial stages of professionalization, these periods are short-lived. At subsequent stages, the stabilization period for some specialists can last quite a long time. In these cases, it is appropriate to speak of the onset of professional stagnation of the individual.
7. Sensitive periods of the formation of professional deformations are crises of the professional development of the individual. An unproductive way out of the crisis distorts the professional orientation, contributes to the emergence of a negative professional position, and reduces professional activity.
· Psychological determinants of professional destructions:
1. The main groups of factors that determine professional destruction:
§ objective associated with the socio-professional environment (socio-economic situation, image and nature of the profession, professional-spatial environment);
§ subjective, due to the characteristics of the individual and the nature of professional relationships;
§ objective-subjective generated by the system and organization of the professional process, the quality of management, the professionalism of managers.
2. More specific psychological determinants of professional destruction:
§ unconscious and conscious unsuccessful motives for choice (either inconsistent with reality, or having a negative orientation);
§ The trigger mechanism is often the destruction of expectations at the stage of entering an independent professional life (the very first failures prompt one to look for "cardinal" methods of work;
§ formation of professional behavior stereotypes; on the one hand, stereotypes give stability to work, help in the formation of an individual style of work, but, on the other hand, they prevent them from acting adequately in non-standard situations, which are sufficient in any work;
§ different forms of psychological defenses that allow a person to reduce the degree of uncertainty, reduce mental tension - these are: rationalization, denial, projection, identification, alienation ...;
§ emotional tension, often recurring negative emotional states (syndrome of "emotional burnout");
§ at the stage of professionalization (especially for socionomic professions), as an individual style of activity develops, the level of professional activity decreases and conditions arise for the stagnation of professional development;
§ a decrease in the level of intelligence with an increase in work experience, which is often caused by the peculiarities of regulatory activity, when many intellectual abilities remain unclaimed (unclaimed abilities quickly fade away);
§ individual "limit" of the employee's development, which largely depends on the initial level of education, on the psychological saturation of labor; the reasons for the formation of the limit may be dissatisfaction with the profession;
§ character accentuations (professional accentuations are an excessive strengthening of certain character traits, as well as individual professionally determined properties and qualities of a person);
§ Worker aging. Types of aging: a) socio-psychological aging (weakening of intellectual processes, restructuring of motivation, an increase in the need for approval); b) moral and ethical aging (obsessive moralization, skepticism towards youth and everything new, exaggeration of the merits of one's generation); c) professional aging (resistance to innovations, difficulties in adapting to changing conditions, slowing down the pace of performing professional functions).
Levels of occupational destruction:
1.
General occupational destruction typical for workers in this profession. For example: for doctors - the syndrome of "compassionate fatigue" (emotional indifference to the suffering of patients); for law enforcement officers - the syndrome of "asocial perception" (when everyone is perceived as a potential violator); for managers - the syndrome of "permissiveness" (violation of professional and ethical standards, the desire to manipulate subordinates).
2.
Special professional destructions arising in the process of specialization. For example, in the legal and human rights professions: the investigator has legal suspicion; an operative worker has actual aggressiveness; for a lawyer - professional resourcefulness, for a prosecutor - accusation. In the medical professions: in therapists - the desire to make "threatening diagnoses; in surgeons - cynicism; in nurses - callousness and indifference.
3.
Professional-typological destruction caused by the imposition of individual psychological characteristics of the individual on the psychological structure of professional activity. As a result, professionally and personally conditioned complexes are formed: 1) deformations of the professional orientation of the personality (distortion of the motives of activity, restructuring of value orientations, pessimism, skepticism towards innovations); 2) deformations that develop on the basis of any abilities: organizational, communicative, intellectual, etc. (superiority complex, hypertrophied level of claims, narcissism…); 3) deformations caused by character traits (role expansion, lust for power, "official intervention", dominance, indifference ...). All this can manifest itself in a variety of professions.
4.
Individual deformations due to the characteristics of workers in various professions, when certain professionally important qualities, as well as undesirable qualities, develop excessively, which leads to the emergence of super qualities or accentuations. For example: super-responsibility, super honesty, hyperactivity, labor fanaticism, professional enthusiasm, obsessive pedantry, etc. "These deformations could be called professional cretinism," writes E.F. Zeer.
Examples
professional destruction teacher
(Zeer, 1997, pp. 159-169). Note that in psychological literature there are almost no examples of such destructions of a psychologist, but since the activities of a teacher and a practicing psychologist are close in many respects, the following examples of professional destructions can be instructive in their own way for many areas of psychological practice:
1. Pedagogical aggression. Possible reasons: individual characteristics, psychological defense-projection, frustration intolerance, i.e. intolerance caused by any small deviation from the rules of conduct.
2. Authoritarianism. Possible reasons: protection-rationalization, inflated self-esteem, dominance, schematization of types of students.
3. Demonstrativeness. Reasons: protection-identification, inflated self-esteem of the "image-I", egocentrism.
4. Didactic. Reasons: stereotypes of thinking, speech patterns, professional accentuation.
5. Pedagogical dogmatism. Reasons: stereotypes of thinking, age-related intellectual inertia.
6. Dominance. Causes: incongruence of empathy, i.e. inadequacy, inconsistency of the situation, inability to empathize, intolerance for the shortcomings of students; character accentuation.
7. Pedagogical indifference. Reasons: protection-alienation, "emotional burnout" syndrome, generalization of personal negative pedagogical experience.
8. Pedagogical conservatism. Reasons: protection-rationalization, stereotypes of activity, social barriers, chronic overload of pedagogical activity.
9. Role expansionism. Reasons: stereotypes of behavior, total immersion in pedagogical activity, selfless professional labor, rigidity.
10. Social hypocrisy. Reasons: protection-projection, stereotyping of moral behavior, age idealization life experience, social expectations, i.e. unsuccessful experience of adaptation to the socio-professional situation. Such destruction is especially noticeable among history teachers, who, in order not to let their students down, who will have to pass the relevant exams, are forced to present the material in accordance with the new (next) opportunistic-political "fashions". It is noteworthy that some former high-ranking officials of the Ministry of Education of the Russian Federation publicly stated that "most of all, in their many years of work in the Ministry of Education, they were proud of precisely the fact that they changed the content of the History of Russia course, i.e. "adapted" the course to the ideals of "democracy" …
11. Behavioral transfer. Causes: protection-projection, empathic tendency to join, i.e. manifestation of reactions characteristic of pupils. For example, the use of expressions and behaviors that some students exhibit, which often makes such a teacher unnatural even in the eyes of these students.
E.F. Zeer means and possible ways of vocational rehabilitation , allowing to some extent reduce the negative consequences of such destructions:
o increasing socio-psychological competence and self-competence;
o diagnostics of professional deformations and development of individual strategies to overcome them;
o training for personal and professional growth. At the same time, serious and in-depth trainings for specific employees are desirable to take place not in real work collectives, but in other places;
o reflection of professional biography and development of alternative scenarios for further personal and professional growth;
o prevention of professional maladaptation of a novice specialist;
o mastering techniques, methods of self-regulation of the emotional-volitional sphere and self-correction of professional deformations;
o advanced training and transition to a new qualification category or position (increased sense of responsibility and novelty of work).
Any activity, including professional, leaves its mark on a person. Work can help personal development, but it can also have negative consequences for the individual. It is probably impossible to find a professional activity that would not have such negative consequences at all. The problem is in the balance - the ratio of positive and negative changes in the personality of the employee. Those professions, or that particular job, where the balance is not in favor of positive changes, and cause the so-called professional destruction. Professional destruction is manifested in a decrease in labor efficiency, in the deterioration of relationships with others, in the deterioration of health, and most importantly, in the formation of negative personal qualities and even - in the disintegration of the integral personality of the worker.
Considering professional destruction in general terms, E.F. Zeer notes: "... long-term performance of the same professional activity leads to the appearance of professional fatigue, impoverishment of the repertoire of ways to perform activities, loss of professional skills, reduced efficiency ... the secondary stage of professionalization in many types of professions such as "man - technology", "man - nature", is replaced by deprofessionalization ... at the stage of professionalization, professional destructions develop. Professional destructions are gradually accumulated changes in the existing structure of activity and personality that negatively affect labor productivity and interaction with other participants in this process, as well as the development of the personality itself "(Zeer , 1997, p. 149).
A. K. Markova identified the following trends in the development of professional destruction (Markova, 1996. - P. 150-151):
Lagging, slowdown in professional development compared to age and social norms;
Unformed professional activity (the employee, as it were, "gets stuck" in his development);
Disintegration of professional development, disintegration of professional consciousness and, as a result, unrealistic goals, false meanings of work, professional conflicts;
Low professional mobility, inability to adapt to new working conditions and maladjustment;
The inconsistency of individual links of professional development, when one area, as it were, runs ahead, while the other lags behind (for example, there is motivation for professional work, but the lack of a holistic professional consciousness interferes);
Curtailment of previously available professional data, a decrease in professional abilities, a weakening of professional thinking;
Distortion of professional development, the appearance of previously absent negative qualities, deviations from social and individual norms of professional development that change the personality profile;
The appearance of personality deformations (for example, emotional exhaustion and burnout, as well as a flawed professional position - especially in professions with pronounced power and fame);
Termination of professional development due to occupational diseases or disability.
The main conceptual provisions important for the analysis of the development of professional destructions (Zeer, 1997, pp. 152-153):
1. Professional development is both acquisitions and losses (improvement and destruction).
2. Professional destruction in its most general form is: violation of already learned methods of activity; but these are also changes associated with the transition to subsequent stages of professional development; and changes associated with age-related changes, physical and nervous exhaustion.
3. Overcoming professional destruction is accompanied by mental tension, psychological discomfort, and sometimes crisis phenomena (without internal effort and suffering, there is no personal and professional growth).
4. Destructions caused by many years of performing the same professional activity give rise to professionally undesirable qualities, change the professional behavior of a person - these are "professional deformations": it is like a disease that could not be detected in time and which turned out to be neglected; the worst thing is that the person himself imperceptibly resigns himself to this destruction.
5. Any professional activity is already at the stage of development, and in the future, when performed, it deforms the personality ... many human qualities remain unclaimed ... As professionalization progresses, the success of an activity begins to be determined by an ensemble of professionally important qualities that are "exploited" for years. Some of them are gradually transformed into professionally undesirable qualities; at the same time, professional accentuations gradually develop - overly pronounced qualities and their combinations that adversely affect the activity and behavior of a specialist.
6. Long-term performance of professional activity cannot be constantly accompanied by its improvement... Periods of stabilization, albeit temporary, are inevitable. At the initial stages of professionalization, these periods are short-lived. At subsequent stages, the stabilization period for some specialists can last quite a long time. In these cases, it is appropriate to speak of the onset of professional stagnation of the individual.
7. Sensitive periods of the formation of professional deformations are crises of the professional development of the individual. An unproductive way out of the crisis distorts the professional orientation, contributes to the emergence of a negative professional position, and reduces professional activity.
Levels of occupational destruction (see Zeer, 1997, pp. 158-159):
1. General professional destruction typical for workers in this profession. For example: for doctors - the syndrome of "compassionate fatigue" (emotional indifference to the suffering of patients); for law enforcement officers - the syndrome of "asocial perception" (when everyone is perceived as a potential violator); for managers - the syndrome of "permissiveness" (violation of professional and ethical standards, the desire to manipulate subordinates).
2. Special professional destructions arising in the process of specialization. For example, in the legal and human rights professions: the investigator has legal suspicion; an operative worker has actual aggressiveness; for a lawyer - professional resourcefulness, for a prosecutor - accusation. In the medical professions: in therapists - the desire to make "threatening diagnoses; in surgeons - cynicism; in nurses - callousness and indifference.
3. Professional-typological destruction caused by the imposition of individual psychological characteristics of the individual on the psychological structure of professional activity. As a result, professionally and personally conditioned complexes are formed: 1) deformations of the professional orientation of the personality (distortion of the motives of activity, restructuring of value orientations, pessimism, skepticism towards innovations); 2) deformations that develop on the basis of any abilities: organizational, communicative, intellectual, etc. (superiority complex, hypertrophied level of claims, narcissism…); 3) deformations caused by character traits (role expansion, lust for power, "official intervention", dominance, indifference ...). All this can manifest itself in a variety of professions.
4. Individual deformations due to the characteristics of workers in various professions, when certain professionally important qualities, as well as undesirable qualities, develop excessively, which leads to the emergence of super qualities or accentuations. For example: super-responsibility, super honesty, hyperactivity, labor fanaticism, professional enthusiasm, obsessive pedantry, etc. "These deformations could be called professional cretinism," writes E.F. Zeer (Ibid., p. 159).
Examples of teacher's professional destructions (Zeer, 1997, pp. 159-169). We note that in the psychological literature there are almost no examples of such destructions of a psychologist, but since the activities of a teacher and a practicing psychologist are close in many respects, the following examples of professional destructions can be instructive in their own way for many areas of psychological practice:
1. Pedagogical aggression. Possible reasons: individual characteristics, psychological defense-projection, frustration intolerance, i.e. intolerance caused by any small deviation from the rules of conduct.
3. Demonstrativeness. Reasons: protection-identification, inflated self-esteem of the "image-I", egocentrism.
4. Didactic. Reasons: stereotypes of thinking, speech patterns, professional accentuation.
5. Pedagogical dogmatism. Reasons: stereotypes of thinking, age-related intellectual inertia.
6. Dominance. Causes: incongruence of empathy, i.e. inadequacy, inconsistency of the situation, inability to empathize, intolerance for the shortcomings of students; character accentuation.
7. Pedagogical indifference. Reasons: protection-alienation, "emotional burnout" syndrome, generalization of personal negative pedagogical experience.
8. Pedagogical conservatism. Reasons: protection-rationalization, activity stereotypes, social barriers, chronic overload of pedagogical activity.
9. Role expansionism. Reasons: stereotypes of behavior, total immersion in pedagogical activity, selfless professional work, rigidity.
10. Social hypocrisy. Reasons: protection-projection, stereotyping of moral behavior, age idealization of life experience, social expectations, i.e. unsuccessful experience of adaptation to the socio-professional situation. Such destruction is especially noticeable among history teachers, who, in order not to let their students down, who will have to pass the relevant exams, are forced to present the material in accordance with the new (next) opportunistic-political "fashions". It is noteworthy that some former high-ranking officials of the Ministry of Education of the Russian Federation publicly stated that "most of all, during their many years of work in the Ministry of Education, they were proud of precisely the fact that they changed the content of the course" History of Russia ", i.e. "adapted" the course to the ideals of "democracy" …
11. Behavioral transfer. Causes: protection-projection, empathic tendency to join, i.e. manifestation of reactions characteristic of pupils. For example, the use of expressions and behaviors that some students exhibit, which often makes such a teacher unnatural even in the eyes of these students.
Naturally, many of the listed examples of professional destruction of teachers are also characteristic of psychologists. But psychologists have one important feature in the formation of negative qualities. In essence, psychology is focused on the development of a true subject of life, on the formation of a holistic, independent and responsible personality. But many psychologists are often limited only to the formation of individual properties, qualities and characteristics, which supposedly make up a personality (although the essence of a personality is in its integrity, in an orientation towards the search for the main meaning of one's life).
As a result, such fragmentation gives rise to situations where the psychologist, firstly, tries to justify for himself his professional primitivism (expressed in a conscious avoidance of more complex professional problems and the formation of a fragmented person, but not a whole personality) and, secondly, inevitably turns himself yourself into a fragmented person. An important feature of such a fragmented personality is manifested in the fact that she is deprived of the main idea (meaning, value) of her life and does not even try to find it for herself - she is “well” anyway.
The profession of a psychologist provides an individual with excellent opportunities for creative tension, and for solving really significant personal and social problems, and for the full-fledged self-development and self-realization of a psychologist. The only problem is to see these opportunities and take advantage of them, without bringing the idea of creative tension in labor (“the pangs of creativity”) to the point of absurdity and sad ridicule.
E.F. Zeer also indicates possible ways of vocational rehabilitation that allow to some extent reduce the negative consequences of such destruction (Zeer, 1997, pp. 168-169):
Improving socio-psychological competence and self-competence;
Diagnostics of professional deformations and development of individual strategies for overcoming them;
Passage of trainings for personal and professional growth. At the same time, serious and in-depth trainings for specific employees are desirable to take place not in real work collectives, but in other places;
Reflection of professional biography and development of alternative scenarios for further personal and professional growth;
Prevention of professional maladaptation of a novice specialist;
Mastering techniques, methods of self-regulation of the emotional-volitional sphere and self-correction of professional deformations;
Advanced training and transition to a new qualification category or position (increased sense of responsibility and novelty of work).
