A barrier is a psychological phenomenon (represented in the form of sensations, experiences, images, concepts, etc.), which reflects the properties of an object to limit the manifestations of a person’s vital activity, to prevent the satisfaction of his needs.
Functions of psychological barriers: stabilization (stop the movement, give it static); corrections (having encountered an obstacle, the movement changes its direction); energization (the energy of movement is accumulated under the influence of the barrier that holds it); dosing (obstacles dose movement, determine its measure); mobilization (living organisms, faced with an obstacle, mobilize their energy and other resources to overcome obstacles); development (changes that occur in organisms during repeated mobilizations are fixed, which increases the functionality of a living system, gives it a new quality); braking (the barrier slows down movement, restrains activity); suppression (constantly blocking the vital activity of the organism, its requests, the barrier weakens and undermines its functionality).
Types of psychological barriers: crises professional development personality; individual psychological qualities of a person (rigidity, low tolerance, aggressiveness, etc.); deterioration of professional psychological health; professional destruction.
Crises of professional development of a person are short periods of life, accompanied by a radical restructuring of the subject of activity, changes in the activity itself.
Determinants of crises: changes in the leading activity (change in the leading activity, change in the way of performing the activity, improvement in the way of performing the activity and stereotyping of the activity); changes in the social situation of development (deterioration of the socio-economic situation, unfavorable circumstances in the implementation of professional plans, random events); subjectivity of the personality (increase in socially professional activity, dissatisfaction with the needs of the individual, decrease in socially professional activity, unpreparedness for professional self-determination, desire for self-development and self-realization, subjective feeling of a stop in development, age-related psychophysiological changes).
Signs of professional development crises: loss of meaning in the activities performed; loss of feeling new; subjective sense of developmental stoppage; dominance negative emotions regarding work; irritability or apathy.
Crisis of educational and vocational orientation (14 15 or 16 17 years old) at the option stage Factors: impossibility to realize professional intentions. Choosing a profession without taking into account individual psychological characteristics and psychophysiological properties. Situational choice of professional educational institution. Coping: Psychologically competent professional counseling. Correction of professional intentions.
Crisis of professional choice (16-18 or 19-21 years old) at the stage of vocational education Factors: Dissatisfaction vocational education and vocational training. Changing socio-economic conditions of life. Restructuring of leading activities. Ways to overcome: Activation of educational and cognitive activity. Change of motives for educational and professional activities. Profession choice correction
Crisis of professional expectations (18-20 years old or 21-23 years old) at the stage of professional adaptation Factors: Difficulties in professional adaptation. Mastering a new leading activity. The discrepancy between professional expectations and reality. Ways to overcome: Activation of professional efforts. Correction of labor motives and I concept. Change of specialty and profession
Crisis of professional growth (30 33 years) at the stage of primary professionalization Factors: Dissatisfaction with the possibilities of the position held and with their professional growth. The need for professional self-assertion and the difficulty of meeting it. Ways to overcome: Increasing social professional activity and qualifications. Change of place of work and type of activity.
Crisis of professional career (38-40 years old) at the stage of secondary professionalization Factors: Dissatisfaction with one's social and professional status, position. A new dominant of professional values. A crisis age development. Ways to overcome: Increasing social professional activity. Development of an individual style of activity, qualitative improvement of the methods of activities performed. Development of a new specialty, advanced training. Transition to a new job
The crisis of socio-professional self-actualization (48-50 years) at the stage of mastery Factors: Dissatisfaction with the opportunities to realize oneself in the current professional situation. Dissatisfaction with their social and professional status. Psychophysiological changes and deterioration in health status. Ways to overcome: Transition to an innovative level of performance. Above normative social and professional activity.
The crisis of loss of professional activity (55–60 years) at the stage of loss of profession Factors: Retirement and a new social role. Narrowing of the social professional field. Psychophysiological changes and deterioration in health status. Ways to overcome: Socially psychological preparation for a new type of life activity. Organization of socio-economic mutual assistance of pensioners. Involvement in socially useful activities.
Health is physical, mental and social well-being (as defined by WHO). Occupational health is the body's ability to maintain compensatory and protective mechanisms that ensure performance in all conditions and at all stages of professional activity (V. A. Ponomarenko). Psychological health is a state of mental well-being, characterized by the absence of painful mental manifestations, which provides regulation of behavior and activity adequate to the conditions of reality (G.S. Nikiforov).
Factors that determine psychological health: abrupt socio-economic changes (exacerbate social insecurity, depress the sense of security); features of the organization and content of activities; working conditions; job satisfaction; satisfaction with interpersonal relationships; team leadership style; socio-psychological climate; the number and nature of occupational stress; labor motivation; personality adaptability.
Signs of professional trouble: negative subjective status (well-being, activity, mood); the presence of pain syndrome (including psycho-emotional - “soul hurts”); 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; deterioration of adaptive capacity (decreased interest in innovation, resistance to it); manifestations of psychological abuse.
Indicators of psychological health: prevailing good health; deep understanding and acceptance of oneself; positive harmonizing orientations to constructive communication and doing business, to creative play, etc.; high satisfaction with life and profession, the nature of their communication, the course of affairs, their health, lifestyle, and the creative process; high level self-regulation (but not too high!) of their desires, emotions and actions, their habits, the process of development, etc. adequacy to age: psychological harmony.
Professional destruction is a change in the existing structure of activity and personality that negatively affects labor productivity and interaction with other participants in this process.
Typology of professional destructions: Professional orientation (learned helplessness and professional alienation); Professional competence (preservation of experience); PVC (professional deformations); Psychophysiological properties (do not change significantly in professional activities).
Learned helplessness decrease in the level of professional activity as a result of indifference to organizational events, lack of initiative, avoidance of situations associated with failure. Studied by: M Seligman, N. A. Baturin, D. Ziering, I. V. Devyatovskaya.
Factors in the development of helplessness: Previous experience of the influence of uncontrollable unpleasant influences; Formation of confidence that control over an unpleasant stimulus depends only on chance; Dominance of external locus of control; The cognitive dissonance.
Characteristics of learned helplessness: belief in the uncontrollability of the result; desire to end this situation as soon as possible; desire to stop all efforts; loss of self-control; hope to find a solution; belief in one's own inability to resolve the situation; desire to escape from this situation; anger at oneself; anger towards external objects.
Professional alienation loss of identity with one's professional role and the professional community as a whole. A person does not identify himself with the activities performed, does not take responsibility for what is happening in the organization, does not share organizational values.
Behavioral signs of alienation: closeness in relations with colleagues, aggressiveness, lying as an unconscious distortion of facts, deliberate lies, exaggeration of one's merits, cynicism.
Determinants of professional alienation: Professional maladaptation (occurs at all stages of professional development); Double morality; Substitution of professional mentality for philistine one; Absolutization of the principle of expediency; De-ideologization or super-ideologization of consciousness; Ambition of specialists or incompetence of decision makers; One-dimensionality of assessments, uncritical thinking; Lack of professional legal self-awareness.
Professional stagnation conservation of professional experience, avoidance of innovation, work at the level of outdated knowledge, skills and abilities.
Professional deformations Distortion of the level of expression of professionally important personality traits (V. V. Boiko, R. M. Granovskaya, A. A. Krylov, E. S. Kuzmin, V. E. Orel, E. I. Rogov). Deformation of a personality is a change in its qualities and properties (stereotypes of perception, value orientations, character, ways of communication and behavior) under the influence of certain factors that are of vital importance for it.
Professional deformations of psychologists: Demonstrativeness is a personality quality that manifests itself in emotionally colored behavior, the desire to please, the desire to be seen, to prove oneself. Indifference is characterized by emotional dryness, ignoring individual personality traits. Role expansionism is manifested in total immersion in the profession, fixation on one's own problems and difficulties. Social hypocrisy is due to the need to justify the high moral expectations of customers.
DOI: 10.12731/2218-7405-2016-10-115-125 UDC 159.99
professional conflict
SELF-DETERMINATION AND PROFESSIONAL
personality crisis as psychological BARRIERS of professional DEVELOPMENT
Sadovnikova N.O.
The article analyzes the categories of "psychological barriers to professional development", "conflict of professional self-determination" and "professional personality crisis". It is noted that the conflict of professional self-determination is always an intrapersonal conflict associated with a clash of values, interests, motives, representation of the individual with the requirements of professional activity or socio-professional situation. The professional personality crisis is a short period of life, accompanied by a radical restructuring of the subject of activity, changes in the professional activity itself. The rationale is given that both conflict and crisis can act as psychological barriers to professional development, performing both constructive and destructive functions. It is proposed to understand the psychological barrier of professional development as a state of temporary stagnation arising from the impossibility of implementing a professional plan by a person, accompanied by stress, actualization of the need to overcome and self-determination.
Key words: conflict of professional self-determination; professional personality crisis; psychological barrier.
THE CONFLICT OF PROFESSIONAL SELF-DETERMINATION AND PROFESSIONAL IDENTITY CRISIS AS A PSYCHOLOGICAL BARRIER PROFESSIONAL DEVELOPMENT
Sadovnikova N.O.
The article describes the "psychological barriers of professional development" category "professional self-determination" and "professional identity crisis". The conflict professional self-determination - is always intrapersonal conflict associated with the clash of values, interests, motives, views of the person with the requirements of the professional activity or the socio-professional situation. The professional identity crisis is a short period of life. The fundamental restructuring of the subject of activity and changes in the most professional activities are characteristics of the crisis.
The article gives the justification that as a conflict and crisis can act as psychological barriers to professional development. These barriers perform as constructive and destructive functions. It is proposed under the psychological barrier of professional development to understand the status of temporary stagnation that occurs as a result of the non-feasibility of the individual professional plan, accompanied by stress-actualization needs overcoming and self-determination.
Keywords: conflict of professional self-determination; a professional identity crisis; a psychological barrier.
Introduction
The professional development of the individual as a subject of research became the focus of attention of scientists at the end of the 19th century. Since then, various aspects of professional development have been explored: career choice, career, professional suitability, job satisfaction, and much more.
Professional development is the subject of research by many scientists (N.S. Glukhanyuk, A.A. Derkach, V.G. Zazykin, E.F. Zeer, E.A. Klimov, A.K. Markova, L.M. Mitina, N.S. Pryazhnikov, E.Yu. Pryazhnikova, etc.). Most of them note that professional development is a process of “shaping the personality”, adequate professional activity.
An analysis of the work of domestic and foreign researchers allows us to state that professional development should be understood as an uneven, non-linear process of personality change (progressive and regressive) in the course of mastering and performing professional activities. As an individual enters the professional environment, mastering the standards and values of the professional community, a change in personality occurs, its genesis, which can be considered both as development, enrichment, and as belittling, degradation, deformation.
important events The process of professional development of the personality is the experience by the personality of conflicts of professional self-determination and professional crises of the personality, which act as barriers to the professional development of the personality, while performing both positive and negative functions.
For the first time, the role of psychological barriers in personality development was revealed by Z. Freud. In psychoanalysis, human behavior is described using two concepts - "cathexis" and "anti-cathexis". Cathexis is the psychic energy of instincts directed at certain objects, requiring discharge, and anticathexis is a barrier that blocks the path to satisfaction of the instinct. Behavior and all psychodynamic processes unfold as a result of the interaction of instincts and barriers, external and internal.
In Russia, the concept of "barrier" was actively studied in the field of scientific creativity. In later studies, the phenomenon of psychological barriers was considered in various aspects: barriers to the implementation of innovations (A.V. Filippov), communication barriers (B.D. Parygin, B.F. Lomov, E.A. Klimov, etc.), barriers pedagogical interaction (I.A. Zimnyaya, N.V. Kuzmina, A.A. Leontiev, etc.), barriers in the development of activity and personality (R.Kh. Shakurov), etc. At the same time, barriers are usually interpreted as an obstacle, an obstacle in development that needs to be removed.
An interesting and important approach to understanding psychological barriers in the context of our study is offered by R.Kh. Shakurov. According to the researcher, barriers are a universal and constant attribute of life. The presence of barriers will determine the very existence of any system. In other words, barriers are a necessary factor in development (both activity and personality).
The barrier performs the following functions:
Stabilization: the barrier stops the movement, gives it static;
Correction: when faced with an obstacle, the system changes its trajectory;
Energetization: the energy of movement accumulates under the influence of the barrier that holds it;
Dosage: obstacles dose the movement, determine its measure;
Mobilization: when faced with an obstacle, living systems mobilize their energy and other resources to overcome obstacles;
Development: changes that occur in organisms during repeated mobilizations are fixed, which increases the functionality of the system, gives it a new quality;
Suppression (deprivation): in a situation of constant blockade of the vital activity of the system, the barrier weakens, undermines its functionality.
In other words, depending on the nature of the barriers, an activity can perform both constructive and destructive functions in relation to its subject.
Based on the foregoing, we will give the following definition of the concept of "psychological barrier of professional development". The psychological barrier of professional development is a state of temporary stagnation that occurs as a result of the impossibility of implementing a professional plan by a person, accompanied by stress, actualization of the need to overcome and self-determination. It is psychological barriers that give the process of professional development personal meaning, determine the professional future. The absence of barriers means evolutionary, linear development, leads to the stagnation of the individual.
As psychological barriers to professional development, in our opinion, it is advisable to consider conflicts of professional self-determination and a professional personality crisis.
The concepts of "conflict of professional self-determination" and "professional identity crisis"
The most important criterion for awareness and productivity professional development personality is its ability to find personal meaning in professional work, independently design, create their own professional life, make responsible decisions about choosing a profession, specialty and place of work. Of course, these vital problems arise before a person throughout his life. Constant clarification of one's place in the world of professions (or a specific profession), understanding one's socio-professional role, attitude to professional work, the team and oneself become important components of a person's life. Sometimes there is alienation from the profession, a person begins to be weary of it, feels dissatisfaction with his professional position.
zhenie. Cases of a forced change of profession (specialty) and place of work are not uncommon.
It can be stated that a person constantly faces problems that require him to determine his attitude to professions, sometimes analyze and reflect on his own professional achievements, make a decision about choosing a profession or changing it, career correction, and solving other professionally determined issues. This whole complex of problems in professional studies is explained by the concept of "professional self-determination".
Professional self-determination involves the development of one's own position in a situation characterized by a high degree uncertainty. In order to determine the problem-orientation situation, a person needs to correlate his needs, positions, interests, dreams with his own capabilities: readiness, abilities, emotional-volitional qualities, state of health. Opportunities, in turn, must be correlated with the requirements of a vocational school, profession, specialty, specific job function.
It is often difficult to agree on all these positions. If we also keep in mind socio-economic factors, the positions of relatives, then it becomes obvious that professional self-determination, as a rule, means conflict. Since we are talking about self-determination, this conflict has an intrapersonal character. Its resolution is carried out by revision and correction of professional aspirations, and of course, an intrapersonal conflict can be resolved productively and destructively.
The parties to the intrapersonal conflict of self-determination are various components of the personality structure. Conflicts of professional self-determination can be initiated by various factors. Among them: the mismatch between the components of the orientation of the personality, the discrepancy between the nature of professional activity and the level professional competence, the mismatch of ideas about their
professional merits and real professional opportunities: contradictions between, etc.
The category of crisis has taken a strong position in psychological science. For example, life crises were the subject of study by foreign psychologists B. Livehud, E. Erickson, G. Sheehy, Ch. Bühler, S.-H. Fillip and others existential crises became a subject of interest for R.K. James, A. Olson, D. Ulich.
The beginning of the study of development crises in domestic psychology supposed to L.S. Vygotsky. His merit is that he proposed a new model for explaining the psychological meaning and mechanisms of age-related developmental crises. The crisis in his concept is a natural and necessary link in development.
The problem of professional development crises is analyzed in the works of L.I. Antsyferova, N.S. Glukhanyuk, E.F. Zeera, E.L. Klimova, A.K. Markova, L.M. Mitina, N.S. Pryazhnikova, E.E. Symanyuk, A.R. Fonarev and other researchers.
In our research, based on the work of the above researchers, at the same time we introduce the concept of "professional personality crisis".
The professional personality crisis is a short period of life, accompanied by a radical restructuring of the subject of activity, changes in the professional activity itself. The crisis affects the sphere professional orientation personalities: motives, needs, values, meanings; “forces” a person to build the boundaries of his value-semantic sphere, actualizes the process of experiencing. Key Features the process of experiencing a professional personality crisis are: 1) localization in time and space; 2) instability of images and thoughts about oneself as a professional, loss of professional identity; 3) a blurred temporary professional perspective or its absence and, as a result, the actualization of the need to choose a further scenario of professional life; 4) actualization of meaningful life experiences, manifested in a reduced
striving for self-development, self-assertion, self-realization, feeling of being useless and worthless; 5) the presence of persistent affective reactions, tension.
The emergence of a professional personality crisis is characterized by the appearance of a person’s lack of confidence in his abilities, disagreement with himself, awareness of the need to reevaluate himself, the appearance of ambiguity in life goals, a lack of understanding of how to live on, loss of a sense of the new, lagging behind life, etc. We can talk about that a professional personality crisis is a situation of “impossibility” to realize an internal professional plan, a situation when a person is faced with a “meaning task” that requires its resolution.
In our opinion, it is the crises of professional development that are the most significant in the formation of a professional personality, since the professional future of the individual depends on the success of overcoming them.
So, the conflict of professional self-determination is a clash of oppositely directed goals, interests, positions. In turn, the crisis arises in the process of accumulation of various contradictions. In both cases, we are talking about the process of resolving contradictions. The difference lies in the form of experience: conflict is a more acute emotional experience, crisis is a deeper, more complex experience. They differ in their influence on personality. The crisis, in our opinion, causes cardinal changes in the consciousness and activity of the individual, is directly related to the process of personality development and has a decisive influence on the formation of the individual.
The resolution of both a professional personality crisis and conflicts of professional self-determination requires high psychological competence and is not always within the power of the person himself. Methods for resolving intrapersonal conflicts depend on the nature of the contradictions and disagreements that arise in the process of a person's professional development. In some cases,
the unresolved conflict of professional self-determination develops into a professional personality crisis.
The study is being carried out with the financial support of the Russian Humanitarian Foundation within the framework of the research project “Psychological mechanisms of experiencing a professional personality crisis by teachers”, project No. 16-36-01031.
The work was tested at the All-Russian scientific and practical conference"Professional self-determination of the youth of the innovative region: problems and prospects" (October 20 - November 20, 2016), carried out with the financial support of the Krasnoyarsk Regional Fund for Support of Scientific and Scientific and Technical Activities.
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st. Mashinostroiteley, 11, Yekaterinburg, 620012, Russian Federation [email protected]
DATA ABOUT THE AUTHOR Sadovnikova Nadezhda Olegovna, Head of Department, Department of Psychology and Physiology, PhD in Psychology, Associate Professor
Russian State Vocational Pedagogical University
11, Mashinostroitelej St., Yekaterinburg, 620012, Russian Federation
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. The study of 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 tasks: 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 language, 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 communicative barrier is a psychological obstacle to the adequate transfer of educational information between participants in the pedagogical process. In the event of a barrier educational information 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 in order to theoretical analysis the effect 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 of difficulty. 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 relations largely influence the nature of the joint educational activities of students and the pedagogical activities 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 it 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 it is difficult for a person, when performing any new activity, 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, intra-personal barrier is due both to the individual characteristics of the teacher and the 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 different points of view, in the variety of ways of interacting 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 free associations 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.
Psychological foundations self-regulation includes managing how 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.
Solving the problems of overcoming psychological barriers is embodied in a set of methods active learning, each of which is aimed at overcoming a certain kind of barriers. One of these methods is "brainstorming" (or "brainstorming").
Brain attack
"Brain Attack" - reduces self-criticism and prevents repression original ideas into the subconscious as dangerous to the social or scientific reputation. The atmosphere itself brainstorming favors 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 is opened, and due to this, creative potentials all participants in the attack.
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, while 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 slows it down. further development, so 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 of creative abilities is 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 towards new information, group psychotraining has been increasingly used in recent years. 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. Arises internal conflict, which provokes the inclusion of a psychological defense mechanism, leading to the fact that information that traumatizes us (“We are doing wrong, 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 techniques do not need 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 behind his behavior 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 his way intellectual development. 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 - a new social role;
2. low level of communicative culture - not the ability to communicate with people;
3. fear of new information technologies - 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:
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 professional excellence, engaging the media.
6. Development of individual programs to overcome psychological barriers associated with joining a 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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Life loses its meaning in two cases: when obstacles are insurmountable and when they are absent.
Psychological barriers can be attributed to the stages when there is a transition in the functioning of the psychological system from a lower to a higher level of development. On the one hand, “barriers” can have a destructive function that reduces activity and leads to depression, on the other hand, psychological barriers perform an activating, creative function, when difficulties are experienced as something positive and stimulating to action. Modern tendencies developments in psychological science raise the problem of studying the creative role of psychological barriers for the individual, which manifests itself in the construction and dynamization of activity, the mobilization of energy and other resources, and the increase in the functional capabilities of a living system, indicating a transition to a new quality.
Considering the concept of "barrier" K.D. Ushinsky noted that "the existence of obstacles is a necessary condition for the existence of activity - a condition without which the activity itself is impossible ...". In the work of N.A. Podymov, the psychological barrier is considered as an internal obstacle reflected in the human mind, expressed in violation of the semantic correspondence of consciousness and objective conditions and methods of activity. According to E.E. Symanyuk, a psychological barrier is a subjectively colored experience of difficulties, due to objective restrictions on the manifestations of a person’s vital activity and preventing the satisfaction of his needs.
The constructive role of psychological barriers is considered in the works of R.Kh. Shakurov, he understands the psychological barrier as external and internal obstacles that resist the manifestations of the subject's vital activity, his activity. “Speaking of barriers, we mean such influences on a person (exogenous and endogenous), which limit the freedom of manifestations of his activity, first of all, freedom in satisfying the needs of aspirations, in realizing attitudes.” "The barrier is a universal and constant attribute of life, its indispensable and necessary companion". The barrier in the understanding of R.Kh. Shakurov is, first of all, a subjective-objective category. This means that barriers can be created both by the activity itself and "by the individual due to the inability or inability to find the resources necessary to achieve the goal."
In his psychological theory of coping, R.Kh. Shakurov reveals the mechanisms for the development of the creative forces of the individual in overcoming various barriers. In his opinion, it is the barriers that are a necessary and constructive factor, as they stimulate, ensure the development of activity and, consequently, the personality.
V.G. Maralov notes, "overcoming difficulties and obstacles, a person develops and, at the same time, acquires the very ability for self-development."
Psychological barriers that give rise to mental tension and give the process of development instability, imbalance, are the main construct that determines the dynamics of development. The barriers that accompany the development of the individual perform a creative function, provided that they contribute to rapid adaptation to various changes.
E.E. Symanyuk, I.V. Devyatovskaya note that “overcoming behavior is an individual way of interacting with a difficult external or internal situation, determined, on the one hand, by its logic and significance for a person, and on the other hand, by its psychological capabilities. The range of both constructive and destructive coping strategies is quite large - from unconscious psychological defenses to purposeful overcoming of crisis situations.
In the psychological and pedagogical literature, the following constructive functions of barriers are distinguished:
- indicator (show feedback on the quality of the impact);
- stimulating, mobilizing;
- creative function - aimed at overcoming obstacles;
- developing - contributing to the development and formation of the personality and individuality of a person;
- educating - forming a system of value orientations, developing the spiritual, moral, intellectual and physical qualities of the individual, the ability to self-organize;
- protective - aimed at stabilizing the personality, protecting consciousness from unpleasant, traumatic experiences associated with internal and external conflicts, states of anxiety and discomfort;
- training - forming the ability to overcome obstacles;
- emotional - forming the ability to realize one's mental states and their causes;
- regulatory - regulating the development of relations in situations of a different nature;
- adaptive - establishing a correspondence between the needs of the individual and his capabilities, taking into account specific conditions;
– correction functions – changing the direction of the system movement;
- energization - the energy of movement is accumulated under the influence of the barrier that holds it;
- development - changes that occur in organisms during repeated mobilizations are fixed, which increases the functionality of a living system, gives it a new quality.
An analysis of the literature showed that psychological barriers play a constructive role in human life, they mobilize the resources of the body, activate creative activity contribute to the development of personality. The psychological barrier is, first of all, a subjective-objective category, so one person will perceive the difficulty on the way to achieving the goal as an insurmountable obstacle, the other as an insignificant obstacle.
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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 it. negative impact or use the defense of denying or misrepresenting 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.
Talking about the role of barriers in social life, R.H. 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
