). She highlights the following levels of professionalism :

• pre-professionalism (a person already works, but does not have the full set of qualities of a real professional);
• professionalism (a person is a professional, i.e. he works stably and does everything that is required of him);
• super-professionalism (creativity, personal development, what is called “acme” - the pinnacle of professional achievements);
• unprofessionalism, pseudo-professionalism (outwardly he is quite active, but at the same time either he makes a lot of “defects” in his work, or he himself degrades as a person);
• post-professionalism (a person may turn out to be a “professional in the past”, “ex-professional”, or may turn out to be an adviser, teacher, mentor for other specialists).

also highlights the following, more specific stages of mastering a profession :
1) adaptation of a person to the profession;
2) self-actualization of a person in the profession (adaptation of a person to the profession - “development of an individual professional norm”, a “bar” for self-realization, which the employee subsequently tries to raise);
3) harmonization of a person with profession (close to the level of “mastery” - according to E.A. Klimov). A person works as if “playfully”, easily completing tasks using mastered technologies;
4) transformation, enrichment of a person’s profession. This is the level of creativity when, for example, some masters even begin to worry and worry because, having mastered some actions, they can calm down and stop in their development. True creativity involves finding new, better ways to achieve the desired result. But at the same time, creativity involves real risk (the risk of failure), so not all good workers are ready for this and, as a result, do not always reach the level of real creativity and sometimes experience this greatly (as, for example, creative artists experience if they cannot find a new incarnation of some image on stage); to a large extent this is due to the problem of forming an individual style of activity, which will be discussed later;
5) the stage of fluency in several professions. It is assumed here that at high levels of mastering a profession, a specialist goes beyond the scope of his formal activities and increasingly becomes a cultural being (close to what E.A. Klimov called the “mentor” stage). For example, a good chemistry teacher is at the same time a philosopher, a psychologist, and a politician...
6) the stage of creative self-determination of oneself as a Personality (!). This assumes that a professional in his work strives to realize his main life idea and even finds opportunities and strength for this.
At the same time, A.K. Markova believes that stages four, five and six are stages of “super professionalism”.
Within each stage A.K. Markova highlights even more specific sub-steps . For example, at the level of adaptation to a profession, the following stages are distinguished (rather, the desired characteristics of an “adaptant”): trainee, convinced specialist, citizen, erudite, methodologist, colleague, specialist in extreme situations; specialist collaborating with social and psychological services, etc.
At the level of the stage of a person’s self-actualization in the profession, the following steps (or rather characteristics) are distinguished: self-diagnostic; conscious individuality; self-experimenter; a holistic personality with a self-concept; self-prognosticating specialist; professionally trained; having an internal locus of professional control; ready for differentiated assessment of his work; self-realizing his individual capabilities; conflict-resistant, etc.

 A.K. discusses the stages of mastering a profession. Markova (1996. pp. 49-54). She identifies the following levels of professionalism:

 pre-professionalism (a person already works, but does not have the full set of qualities of a real professional);

 professionalism (a person is a professional, i.e. he works stably and does everything that is required of him);

 super-professionalism (creativity, personal development, what is called “acme” - the pinnacle of professional achievements);

 unprofessionalism, pseudo-professionalism (outwardly he is quite active, but at the same time either he makes a lot of “defects” in his work, or he himself degrades as a person);

 post-professionalism (a person may turn out to be a “professional in the past”, “ex-professional”, or may turn out to be an adviser, teacher, mentor for other specialists).

A.K. Markova also identifies the following, more specific stages of mastering the profession:

1) adaptation of a person to the profession;

2) self-actualization of a person in the profession (adaptation of a person to the profession - “development of an individual professional norm”, a “bar” for self-realization, which the employee subsequently tries to raise);

3) harmonization of a person with a profession (close to the level of “mastery” - according to E.A. Klimov). A person works as if “playfully”, easily completing tasks using mastered technologies;

4) transformation, enrichment of a person’s profession. This is the level of creativity when, for example, some masters even begin to worry and worry because, having mastered some actions, they can calm down and stop in their development. True creativity involves finding new, better ways to achieve the desired result. But at the same time, creativity involves real risk (the risk of failure), so not all good workers are ready for this and, as a result, do not always reach the level of real creativity and sometimes experience this greatly (as, for example, creative artists experience if they cannot find a new incarnation of some image on stage); to a large extent this is due to the problem of forming an individual style of activity, which will be discussed later;

5) the stage of fluency in several professions. It is assumed here that at high levels of mastering a profession, a specialist goes beyond the scope of his formal activities and increasingly becomes a cultural being (close to what E.A. Klimov called the “mentor” stage). For example, a good chemistry teacher is at the same time a philosopher, a psychologist, and a politician...

6) the stage of creative self-determination of oneself as a Personality (!). This assumes that a professional in his work strives to realize his main life idea and even finds opportunities and strength for this.

At the same time, A.K. Markova believes that stages four, five and six are stages of “super professionalism.”

Within each stage A.K. Markova identifies even more specific substages. For example, at the level of adaptation to a profession, the following stages are distinguished (rather, the desired characteristics of an “adaptant”): trainee, convinced specialist, citizen, erudite, methodologist, colleague, specialist in extreme situations; specialist collaborating with social and psychological services, etc.

At the level of the stage of a person’s self-actualization in the profession, the following steps (or rather characteristics) are distinguished: self-diagnostic; conscious individuality; self-experimenter; a holistic personality with a self-concept; self-prognosticating specialist; professionally trained; having an internal locus of professional control; ready for differentiated assessment of his work; self-realizing his individual capabilities; conflict-resistant, etc.

Obstacles to professional development:

Professional aging - immunity to innovations, difficulties in adapting to changing conditions, slowdown in the pace of work.

Professional personality deformation is a change in personality qualities (stereotypes of perception, value orientations, character, methods of communication and behavior), which occur under the influence of prolonged professional activity. Due to the inextricable unity of consciousness and specific activity, a professional personality type is formed. Professional deformation has the greatest impact on the personal characteristics of representatives of those professions whose work is connected with people (officials, managers, personnel workers, teachers, psychologists). The extreme form of professional deformation of personality among them is expressed in a formal, purely functional attitude towards people. A high level of professional strain is also observed among medical workers, military personnel and intelligence officers.

OCCUPATIONAL DISEASES - diseases that arise when the body is exposed to unfavorable occupational factors. They are nonspecific, but characteristic clinical syndromes and forms of diseases, the occurrence and development of which is etiologically associated with exposure to only certain working conditions, or diseases that naturally occur more often when working with these factors than under other conditions.

43. Stages of development of a professional according to Klimov E.A. The panicle hypothesis and development in the profession of psychology.

Stages of the professional path according to E.A. Klimov

In professional activity, the formation of personality occurs especially intensively, since it concentrates the main activity of the subject on itself. The formation of personality here is a process of formation of a special type of systemic relationships. E. A. Klimov identified the main phases of professional development, giving an idea of ​​the holistic life path and the systemic relationships that characterize the personality.

1. The stage of pre-game (from birth to 3 years), when the functions of perception, movement, speech, the simplest rules of behavior and moral assessments are mastered, which become the basis for further development and introduction of a person to work.

2. Game stage (from 3 to 6-8 years), when the “basic meanings” of human activity are mastered, as well as familiarity with specific professions (playing driver, doctor, salesman, teacher...). Note that D.B. Elkonin, following G.V. Plekhanov, wrote that “game is the child of labor,” and the very emergence of children’s role-playing games occurred when the child could no longer directly master the work of adults, when the historical division and complication of labor took place (see Elkonin, 1978) .

3. The stage of mastering educational activities (from 6-8 to 11-12 years), when the functions of self-control, introspection, the ability to plan one’s activities, etc. intensively develop. It is especially important when a child independently plans his time when doing homework, overcoming his desire to take a walk and relax after school.

4. Optant (phase of optant, option) (from 11-12 to 14-18 years). This is the stage of preparation for life, for work, conscious and responsible planning and choice of a professional path; Accordingly, a person in a situation of professional self-determination is called an “optant”. This is the period when a person becomes concerned about choosing a profession or a forced change and makes this choice.

If the optant is a professional (who has partially lost his ability to work or who finds himself without work and forced to change his profession), then the calendar age here can be anything within the range of his ability to work.

5. Adept (or adept phase), the so-called “back-to-back” training, uniting all categories of starting professionals. An adept is a person who has taken the path of commitment to a profession and is mastering it (students of vocational schools, secondary and higher educational institutions, as well as those studying through a system of short-term forms of vocational training in production - students, cadets, students of master mentors). Depending on the type of profession, the adept phase can be many years or very short-term (simple instruction).

6. Adaptant (or the adaptation phase, the young specialist’s getting used to work). This is entry into a profession after completing vocational training, lasting from several months to 2-3 years. The young specialist adapts to the norms of the team he will join and gets used to solving various professional problems.

7. Internal (or internal phase) is entering the profession as a full-fledged colleague, capable of consistently working at a normal level. This is the stage that E.A. Klimov says that colleagues perceive an employee as “one of their own,” i.e. the employee has already entered the professional community as a full member (“inter” and means: entered “within the profession”).

8. Master (or the mastery phase, which will continue further, and the characteristics of the main phases are, as it were, added to its characteristics). The employee is the “best” among the “normal” ones, among the “good” ones, i.e. stands out noticeably against the general background. An employee can solve both simple and the most difficult professional tasks. He stands out either for some special qualities, skills or universalism, broad orientation in the professional field, or both. He has acquired his own individual, unique style of activity, his results are consistently good, and he has reason to consider himself in some way irreplaceable. Usually he already has some formal indicators of his qualifications (rank, category, rank).

9. Authority (or authority phase). "The best among the masters." It, like the mastery phase, is also summed up with the next one. This is a master of his craft, already well known, at least in the professional circle or even outside it (in the industry, at the inter-industry level, in the country). Depending on the forms of employee certification accepted in a given profession, it has certain formal indicators of qualifications (rank, category, academic degree, etc.). He solves professional problems due to his extensive experience, skill, ability to organize his work, and surround himself with assistants.

10. Mentor (phase of mentoring, a mentor in the broad sense of the word as a person from whom colleagues are ready to learn and adopt experience). The highest level of work of any specialist. This stage is interesting because the employee is not just an excellent specialist in his field, but turns into a Teacher, capable of passing on his best experience to his students and embodying in them a part of his soul (the best part of the soul). Thus, the highest level of development of any specialist is the pedagogical level. Let us note that it is pedagogy and education that are the core of human culture, since they ensure the continuity and preservation of the best experience of mankind. A professional who has become a Mentor-Teacher, in his own way, is also a cultural being in the best sense of the word. An authoritative master of his craft in any profession “grows” with like-minded people, students, and followers.

The crisis moments noted in the periodizations of age development partially coincide with crises of professional development. This circumstance is especially clearly manifested in the analysis of normative crises of adult life. Thus, the first normative crisis of adult life, which falls in the period of early adulthood, is associated with the task of transition to independent life and independence from parents. The beginning of independent professional activity, in fact, the “crisis of the birth of a professional,” also falls during this same period. It includes a number of difficulties: the difficulty of entering a tough regime, uncertainty in one’s capabilities, the need to complete one’s studies, and sometimes retrain, and adapt to professional relationships.

After completing the adaptation period, the young specialist needs some real confirmation of his professional achievements in the form of a salary increase, an increase in status, or an offer of interesting prospects. If this does not happen after 4-5 years of work, emotional discomfort and unconscious dissatisfaction with work appear; further persistence of the situation becomes the key to a more severe course of the next normative psychological crisis - the crisis of the 30th anniversary, one of the most acute crises of normative development. From the professional side, its main content is the need to sum up intermediate results, a feeling of some stagnation and the need for some tangible changes. There are 5 main ways to resolve this crisis: 1 - cessation of professional growth; 2 - stabilization at the achieved level; 3 - limitation of professional claims; strengthening one of the aspects of professional activity; 4 - search for new ways of development that lead to a higher professional level; 5 - destructive resolution-conflict, change of job, attempt to start over.

The normative crisis of mid-life (40-44 years) in professional activity is perceived as an opportunity for the last breakthrough in achieving the desired professional level. In general, the passage of professional development crises has a significant impact on the entire professional cycle.

To summarize, it should be noted that the professional development of an individual is a systemic phenomenon, determined by the general laws of mental development and occurring in certain sociocultural conditions. In this case, we should talk about an individual cycle of professional development, which has its own psychological content.

About “brooms”:

The essence of the proposed hypothesis is as follows. The development of the profession of psychologist as a system of labor functions does not proceed in “cycles”, not “in a spiral”, not “ascending” and not “descending”, but otherwise - through the emergence and elimination (not to say collapse) of a certain kind of successive ambient systems; Moreover, in principle, any successive system is born in the depths of the previous one long before it becomes obsolete. Speaking about comprehensive systems, we mean those that, in relation to psychology as a form of social consciousness, are “supersystems” (psychology is their subsystem) - worldview and attitude (worldview); and we will keep this in mind in the future without special reservations.

The new system is built as independently as possible from the previous one; at least, in the minds of people who have already grown accustomed to the new system, ideas of opposition to what is associated with the previous one may even dominate. Moreover, even what in fact the “neophytes” inevitably borrow from the past is redesignated and reinterpreted in the context (in the language) of the new system. As a result, the traditional system is interpreted in such a way that, in retrospect, it seems to be deprived of even what it in fact is by no means deprived of. Let’s say, an atheist psychologist (a convinced materialist) opposes himself to a minister of a religious cult as a distributor of “opium for the people,” although in fact both use the same natural properties of the human psyche (one, for example, practices a system of “autogenic training” formulas, and the other is the prayer “Lord, come and dwell in us”). In both cases, the positive effect occurs for the same reasons and laws. But the psychologist, located and oriented in his broom, wants to see and sees the beginnings of his profession within its boundaries - somewhere at the “dawn” of the appearance of people with the natural-scientific, for example, type of rationality. And a minister of a religious cult sees his predecessors in the professional community also at the beginning of a panicle, but in a different one, namely, his own, dear one. So, for example, a representative (minister) of the Christian religion, 9 in turn, rejects, as a monotheist, pagan ideas, fights against them, affirming the “true faith.” But at the same time, one must inevitably take into account the irresistible laws of consciousness, which in one way or another were modeled by both pagan practice and corresponding beliefs. As a result, pagan models are simply redesignated: for example, the pagan “cattle god” Veles in our Rus' at one time was transformed into the patron saint of animals, the Christian Saint Blaise (Mythological..., 1991, p. 128); and there are many phenomena of this kind, they constituted entire periods of confrontation between paganism and Christianity (Rybakov, 1988, pp. 382-411), “dual faith” (Nikolsky, 1988, pp. 21-31).

The same thing happens with systems of scientific psychological (professional) schools. One seeks and finds the “creation of the world” in S. L. Rubinstein, another in A. N. Leontiev, the third in even Robinson Crusoe (who, by the way, to the credit of Daniel Defoe, quite well understood the peculiarities of Friday’s consciousness and was successful in psychocorrective and pedagogical actions in relation to him), etc. But scientific psychological schools are a separate issue. Let us return to the “large-block” interpretation of panicles in connection with the issue of the emergence and development (genesis and evolution) of the profession of psychologist.

About development in the profession of psychologist:

Our hypothetical diagram shows five panicles. They, it seems, correspond to certain phases in the development of the profession of psychologist (in what follows, without special reservations, we will keep in mind the material of Russian history). Let's start with sweeps c4-d6 (fourth from the left). Let us assume that it corresponds in general to what we usually called “Soviet psychology.” The latter, as is known, included opposing directions and successive different phases of development (Petrovsky, 1967). In this sense, the panicle model, in principle, does not contradict reality. With all the subtleties of the author's differences, Soviet psychology is something holistic - specialists are characterized by the desire to develop science on an experimental basis and build significant theoretical generalizations of a fundamental nature. At the same time, this was accompanied by some (albeit implicit, but actually quite consistent) neglect of the individual and his personal problems; hence the lack of development of practical psychological techniques, a certain kind of physicalist model of “good” psychological research, the dominance of the conviction that everyone’s problems are solved on the basis of solving common problems.

But in the depths of this system, another type of professional psychologist was born. It is so different that those professional certification procedures that have been traditionally established (the presence of scientific publications in the generally accepted sense, teaching classes at a university or working in a scientific institution, successful work on a dissertation, etc.) and which, by the way, are completely unsuitable for it are still in use today. This other psychologist, no matter how successful he may be in practical work (directly with people or in the field of bringing psychological information to the consumer, etc.) remains not only not appreciated, but is invariably categorized as a failure (“well, when will you write dissertation" etc.); and in serious books, in psychology textbooks, many concepts and problems of a psychological and practical nature (psychological counseling, psychotherapeutic assistance, psychodiagnostics, information and psychological support for research, etc.) simply do not have a “legal registration”. Some emerging psychologists follow this path - they write and defend the required dissertation, so that later, if possible, they do not return to it; some continue to feel unfulfilled and find satisfaction in “live” work with people no longer in the status of a psychologist as such (the phenomenon of seeming departure from the profession - “a psychologist at heart and a boss or educator by position,” etc.). Nevertheless, sooner or later, the concept of “practitioner psychologist” or “practical psychologist” is established in the public and professional psychological consciousness. Although he is sometimes perceived by traditionally oriented specialists as something odious, and his activities as something inappropriate in the temple of science, as “shamanism,” nevertheless, strong logical justifications for this type of specialist appear, and he enters the life of the professional community, himself, in his in turn, sharpening his position and contrasting it with traditional scientism and physicalism as something inappropriate in modern conditions. We are all witnesses to this process; We assign to it the panicle a5-b7; In its depths, some new systems of professional and psychological functions may also arise, but we cannot know this for sure.

Now let us turn to the question of which psychologist preceded the “Soviet” one just considered. Let's imagine the beginning of the 20th century in Russia (panicle a3-b5); Only a certain kind of speculative and idealistic philosophy-oriented science of the soul has been institutionalized (somehow represented in special institutions - educational institutions), which has little connection with the main phenomena of social life (and this is, first of all, the development of capitalism in the country). Along with what has been noted, unofficial psychology is generated and invades life, created by doctors, engineers, factory inspectors and other workers plunged into social, production processes (see: Noskova, 1985 and her other works).

Pre-revolutionary psychology in Russia is heterogeneous, like Soviet psychology, and even less integrated, characterized by confrontations, mutual rejection or simply ignoring some of its components (official and unofficial areas of production and application of psychic knowledge), certain dynamics, and phases of development. There is no talk of a unified professional identity of the relevant workers as psychologists. They exist, slightly united by some publications - such as “Notes of the Russian Technical Society”, magazines “Railway Business”, “Electricity”, “Russian School”, “Bulletin of Psychology, Criminal Anthropology and Hypnotism”, etc. (in some of them , as is easy to understand, a traditional psychologist will not even think to look). There is nothing strange in the fact that Soviet psychologists did not at all trace their professional kinship to hygienists or factory inspectors (they seem to be oriented along the axis only of their mental system-broom, and tend not to see anything beyond it). But we must, seeing both, impartially perceive their similarity in the type of professional and labor functions performed.

But the question arises, in turn, on what soil, in the depths of what system, that undoubtedly psychological way of thinking arose, which characterized many people of the period just touched upon, who were looking for ways to overcome the inconsistencies between the personal qualities of the worker and the requirements of activity (analysis of the causes and ways to overcome accidents and injuries at work; searching for ways to teach new types of activities; taking into account the psychological characteristics of the consumer and developer when designing means of activity, etc.)? This soil (system) is displayed in the figure by the preceding panicle - с2-d4.

PSYCHOLOGY OF PROFESSIONALISM

Moscow 1996

BBK 88.4 M 26

annotation

The book outlines the psychological concept of professionalism developed by the author. For the first time, psychological criteria, levels, stages, steps of a working person’s advancement towards professionalism, and types of professional competence are described in a systematic summary form for the general reader. A task-personal approach to constructing a professionogram is outlined. An individual professional psychological diagnostic card is provided. The psychological factors that promote and hinder the professional growth of a specialist are summarized.

The book is addressed to a wide range of readers:

every working person thinking about the results and prospects of his professional development, and especially a young person just starting his professional path;

specialists (psychologists, social workers) who provide specific assistance to people in resolving problems of their professional growth;

heads of institutions involved in assessing and certifying the “level of professionalism of employees;

teachers of various types of vocational educational institutions teaching an introduction to the specialty;

scientists researching problems of professionalism.

ISBN 5-87633-016-7 © A.K. Markova, 1996

Chapter 1. What is professionalism 8

Subject of psychology of professionalism 8

Labor, its types, aspects of labor (object and subject of labor).10

Profession. Approaches to the classification of professions. Profession module 15

Model of a specialist, Professionogram. Psychogram. 20

Professionalism, competence, qualifications. . 31

Parties and criteria of professionalism. , 39

Chapter 2. The path to professionalism 49

Levels, stages, steps of professionalism 49

Professional and personal self-determination. 57

Professionalization and socialization 62

Motivational-meaning-target sphere of professionalism. Professional adaptation 67

Operational scope of professionalism. Professional abilities. Professionally important psychological qualities (PVK). Professional consciousness. Professional thinking. Professional creativity 82

A person’s ability to work in a professional community. Professional environment 99

Labor efficiency. Performance. Work ability. Career 116

Professionalism and age 127

Professionalism and individuality 135

Chapter 3. Obstacles on the path to professionalism 147

Professional aging. Professional personality deformations. Occupational diseases 147

Dynamics of professionalism in special and extreme working conditions 163

Reduced labor safety 172

Chapter 4. How to evaluate and improve professionalism. . . .180

Individual professional diagnostics. Professional suitability. Professional selection. Professional certification. Individual professional diagnostic card 202

Formation and development of a professional during training. Career guidance. Vocational education, vocational training 217

Professional development and retraining. Professional training. . 232

Professional training. Professional self-preservation 236

Vocational compensation and rehabilitation. .247

TEXTS

for the course “Introduction to psychological and pedagogical activity”

(reader)

Markova A.K. Psychology of professionalism. M., 1996………………2 pp.

Bityanova M.R. Organization of psychological work

At school. – M.: Perfection, 1998. Second edition, revised...28 pp.

Karandashev V.N. Psychology: Introduction to the profession: Educational

aid for students higher textbook establishments. – 2nd ed., revised. And

add. – M.: Smysl, 2003…………………………………………….…47 pp.

Rogov E.I. Handbook for a practical psychologist in

education. Moscow, “Vlados”, 1995………………………………..72 pp.

Ovcharova R.V. School psychologist's reference book. M., 1996…..74 pp.

I work as a psychologist... Experience, reflections,

advice / Ed. I.V. Dubrovina. M., 1999………………………….82 pp.

Markova A.K. Psychology of professionalism. M., 1996.

(Page 2 – 48)

annotation

The book outlines the psychological concept of professionalism developed by the author. For the first time, psychological criteria, levels, stages, steps of a working person’s advancement towards professionalism, and types of professional competence are described in a systematic summary form for the general reader. A task-personal approach to constructing a professionogram is outlined. An individual professional psychological diagnostic card is provided. The psychological factors that promote and hinder the professional growth of a specialist are summarized.

The book is addressed to a wide range of readers:

Every working person thinking about the results and prospects of his professional development, and especially a young person just starting his professional path;

Specialists (psychologists, social workers) who provide specific assistance to people in resolving problems of their professional growth;

Heads of institutions involved in assessing and certifying the level of professionalism of employees;

Teachers of various types of vocational educational institutions teaching an introduction course to the specialty;

Researchers researching problems of professionalism.

Introduction (from the author)

Giving lectures and conducting classes in various audiences, the author of this book has repeatedly been convinced that people from different spheres and walks of life, representatives of all adult ages, strive to learn what professionalism is, how to assess the level of their professionalism, how to become a professional, how to outline and implement the scenario of your future professional life. Interest in these issues is not accidental. It is caused by the fact that, as many would like to hope, the time of professionals is coming, when everything that is truly professional is highly valued (both morally and materially), when a kind of cult of professionalism is taking shape in society. For the renewal and prosperity of Russia, psychological personal maturity and high professionalism of the majority of its citizens are necessary. If every person at his workplace responsibly, with the application of skill and creativity, performs his work, then this not only ensures the progress of society, but is also the key to a decent existence for the person himself, protecting him from job loss, stress, and poverty.

Every working person needs to know about professionalism, although this need is not always realized. While a worker works only to earn his daily bread, he usually does not think about theoretical issues. But as soon as a person begins to set himself the task of self-realization of his personality in work, he inevitably turns to self-awareness of himself as a professional and begins to reflect on his contribution to the experience of the profession. Here he cannot do without knowledge in the field of professional psychology. Professional reflection in the work process is necessary for both a novice worker and a specialist at the peak of professional maturity. Each of them, albeit in different forms, needs to be able to assess their professional plans and aspirations, identify existing professional abilities and personal reserves, study the experience of their professional past and present, “calculate” their professional future, correlate the aspects of their competence with the changing demands of society and etc. This professional self-study requires reliance on knowledge about professionalism, which contains certain standards for self-analysis and self-evaluation. This kind of knowledge and information from many sources is provided in this book.

The author tried to create a kind of manual on the psychology of professionalism, relying on numerous scientific publications (see lists of references), as well as on the results of her own research; V In some cases, the author’s judgments are in the nature of assumptions, because a more definite coverage of the issue requires new scientific developments.

The theoretical objectives of the author of this book were to build as holistic a systemic understanding of professionalism as possible (to identify the components of professionalism - its motivational and operational sphere, to outline the criteria, levels, stages, steps of an employee’s advancement towards professionalism, to identify factors that promote and hinder professional growth and etc.), and also show professionalism in development, formation, age and individual dynamics, and identify contradictory trends in professional development. This generalized holistic and dynamic approach to professionalism can be applied to solving many specific problems and a number of practical issues.

The applied tasks of the author of the book were to show ways of using the psychological approach to professionalism in various areas of social practice - when a psychologist provides practical assistance to a beginner and a mature specialist, when a manager carries out professional certification of personnel, when building an educational process in a vocational educational institution from the point of view formation of psychological qualities of a future specialist.

One of the important practical objectives of the book was to emphasize for every working person the possibility of self-creation as a professional. The foundations of professionalism are laid in in humans, a society that constantly trains a worker throughout his life in various forms of vocational education in the standards of labor activity accumulated in professions. But it is the person himself who finally shapes and polishes himself as a professional, who, relying on socially accepted labor standards, at the same time strives to determine his individual professional “niche”, develops optimal individual standards and strategies for professional behavior. To carry out this internal work on yourself, you also need to have knowledge of the psychology of professionalism.

The book is equipped with tables that summarize the content of the text. Sometimes tables contain additional information and require special reading...

I express my sincere gratitude to Doctor of Psychological Sciences, Professor A.A. Derkach, whose scientific ideas in the field of acmeology and psychology of professional activity, as well as the atmosphere of scientific communication of the team he led, contributed to the author of this book turning to the problems of the psychology of professionalism.

A.K. Markova, Doctor of Psychology, Professor.