The problem of professional adaptation of specialists and ways to solve it in modern conditions. Features of the process of professional adaptation of youth in modern conditions Professional adaptation in social work

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Specifics of social, professional and psychological adaptation of young specialists

1. Methodological aspects of social and professional adaptation of young specialists

Specifics of psychological adaptation of young specialists

The problem of professional self-determination of youth in the context of modernization of the education system

Literature

1. Methodological aspects of social and professional adaptation of young specialists

Modern Belarus has a high intellectual potential for innovative development. But potential is not a resource. In order for intellectual potential to become a resource for the development of Belarusian society and strengthen its competitive advantages, which primarily include science and education, specific government actions are needed aimed at creating conditions for the formation of a new quality of human capital. The dynamism of profound socio-economic transformations in all spheres of society gives rise to a number of new social problems related to the professional development and functioning of young specialists. Analysis of data from a number of sociological studies and assessments of expert groups shows that there is a contradiction between the real level of professional preparedness of a significant part of young specialists (university graduates) and the requirements placed on them by the modern labor market. Accordingly, the study of various aspects and factors of successful and effective social and professional adaptation of young specialists becomes particularly relevant.

An analysis of the degree to which the problem of socio-professional adaptation has been developed shows that the modern general theory of the process of socio-professional adaptation has been quite widely developed. Moreover, psychological and pedagogical studies of this problem prevail.

Professional adaptation can be defined as the process of establishing an optimal match between the individual and the professional environment during a young specialist’s professional activity. The professional environment includes the object and subject of labor, means of labor, goals and professional tasks, working conditions and the social environment. Adaptability as a person’s ability to adapt is associated with the coordination of goals and results of professional activity.

Professional adaptation is a continuous process, constantly intensifying in the changing conditions of the social and professional environment. Most researchers believe that the adaptation process includes two aspects - this is, in fact, professional adaptation and socio-psychological. Professional adaptation is expressed in a certain level of mastery of professional skills and abilities, in the formation of professionally necessary personality qualities, in the development of a stable positive attitude of an employee towards his profession. Socio-psychological adaptation consists of mastering the socio-psychological characteristics of the work collective, entering into the system of relations that has developed within it, and positive interaction with its members

Most authors consider professional adaptation as both a process and a result. When considering professional adaptation as a process, its temporal characteristics and stages of adaptation are distinguished, and their length is considered. Within the framework of this direction, the main elements of the adaptation process are identified, connected into a single logical and temporal sequence. In the process of adaptation to professional activity, a person goes through a number of stages: primary adaptation, a period of stabilization, possible disadaptation, secondary adaptation, age-related decrease in adaptive capabilities.

Famous Russian psychologist A.A. Rean adds one more to the two traditional aspects of considering adaptation (as a process and as a result): adaptation is something that an organism or population develops in itself, which they have the potential for successful existence in conditions that change in the future. This conceptual premise allowed A.A. Rean considers adaptation not only as a process and a result, but also as a basis for the formation of new social and professional qualities. Identification of new human formations formed during adaptation (as an individual, personality, subject of activity and individuality) allows us to more fully consider the adaptation process in its development. As noted by S.A. Druzhilov, development at any level is always the generation of something essentially new.

When considering the process of socio-professional adaptation, researchers especially emphasize the role of social interaction and personal adaptation resource. Accordingly, two types of adaptation process are distinguished, characterized, respectively: 1) the predominance of passive, conformal acceptance of value orientations; 2) with a predominance of a person’s active influence on the professional and social environment. In this regard, a number of researchers believe that the adaptation process proceeds according to the type of active search in the social and professional space for a new professional environment for which the adaptive potential of a given person is sufficient. The last circumstance is fundamentally important, because each person has his own individual resource for professional development, which can ensure adaptation and development of his professionalism in some conditions, but cannot ensure its adaptation in other conditions. A person’s professional development is not limited (and fundamentally cannot be limited) to development within one initially chosen profession. For a number of reasons, a person may feel limited in his professional development within a given profession. It follows that it is advisable to consider conscious leaving the profession as a result of awareness of a crisis situation, the impossibility of self-realization in the profession, and the need to change personal and professional perspectives.

The process of professional adaptation of young specialists develops normally if a correspondence is established between the subsystems of the following characteristics: a set of requirements imposed by modern society on the individual specialist and associated with his readiness for professional activity (a high level of professional knowledge, love for his specialty, initiative, independence, organization and other professionally significant qualities), and a set of expectations and requirements on the part of specialists for their future place of work. These are expectations associated both with the activity itself (relevance, diversity, complexity of the tasks being solved, opportunities for professional growth, actualization of creative abilities) and broader work opportunities: communication with colleagues, prospects for job growth, material security, improvement of social and living conditions.

Thus, despite all the differences in views on the essence and criteria of the process of socio-professional adaptation, researchers agree that for successful adaptation it is necessary to create fairly comfortable conditions for the young specialist in the workplace, it is necessary to assess his psychological qualities, the level of his professional training, level of aspirations and the correspondence of the level of aspirations to his creative potential. That is, it is necessary to create adaptation mechanisms and mechanisms for preparing young specialists to work in real teams with their problems and traditions.

2. Specifics of psychological adaptation of young specialists

The rapid inclusion of young specialists in the activities of the organization is of great importance, since the effectiveness of all their subsequent activities, stability, level of activity, the state of labor discipline, and the process of personality formation depend to a certain extent on the degree, timing and results of adaptation. It is so important that from the very first days of work, a young specialist realizes his involvement in the common cause, organically enters into the corporate culture of the organization, and feels comfortable.

Adaptation refers to the controlled process of adapting a new employee to the organizational culture of the organization, to his primary team, to the requirements imposed on him by the company and his workplace.

Professional adaptation consists of actively mastering the techniques and methods of carrying out professional activities, acquiring the necessary skills in the workplace.

Psychophysiological adaptation consists of adapting the worker’s body as a whole to the working conditions, as a result of which the worker’s fatigue is reduced; the effectiveness and time of such adaptation largely depends on the physiology and psychology of the person, his health and working conditions.

Socio-psychological adaptation is the process of including a subject into a new team, mastering the individual’s role when entering a new social situation. According to its results, socio-psychological adaptation can be positive and negative, according to the mechanism of implementation - voluntary and forced.

During the adaptation process, a young specialist goes through the stages of familiarization, adaptation, assimilation and identification.

At the familiarization stage, the individual masters the norms, values, attitudes, ideas, and stereotypes of the organization. The duration of the familiarization stage is one month. During this period you can demonstrate your capabilities.

At the adaptation stage, gradual habituation and the assimilation of behavioral stereotypes occurs. Duration - up to one year. During this period, compatibility with colleagues is achieved.

The assimilation stage involves complete adaptation to the environment. There is a gradual integration of the employee into the organization.

At the identification stage, the employee identifies personal goals with the goals of the team.

The adaptation process of young specialists includes the following stages:

First stage. The HR service informs about the team as a whole and about future work. He receives more detailed information from the head of the department or group when he gets acquainted with his future place of work and is formally accepted into the team. Managers should be mediators in establishing the right business relationships.

Second phase. The circle of acquaintances, chosen based on common interests, is expanding, with whom normal business relationships are established. Coming to work is perceived positively, because... The staff is generally pleasant. The young specialist has not yet proven himself in conflict situations, so he is “good” for the team.

Third stage. The young specialist quickly grasps the general mood and is well disposed towards the team. Positive, from the point of view of the team, behavior in several conflict situations leads to the fact that he is taken into account and gains authority.

Fourth stage. The young specialist takes part in public life, innovations, and offers new ideas. He exhibits a certain creative intensity in his work, which contributes to further advancement.

Fifth stage. He perceives all the successes and failures of the team as personal. He often speaks at team meetings, where he defends his point of view. His opinion is being taken into account.

Sixth stage. Demonstrates good work in his specialty. Shows balance and common sense when analyzing specific work situations. He is promoted to responsible positions.

The main factors influencing the adaptation of young specialists include: compliance of the work with the specialty acquired at the university; the opportunity to diversify a specialist’s work and make it more attractive; creating conditions for intra-organizational mobility, creative creation and professional advancement; introduction of scientific organization of labor in the workplace; relationships in the organization horizontally and vertically; microclimate in the team; social welfare; organization of free time.

An integrated approach to organizing work with young specialists, as well as planning it for the future, is the basis for their successful adaptation, contributes to the growth of labor activity, improvement of qualifications and professional skills.

If socio-psychological adaptation is successful, this indicates that the young specialist has found his place in the team, has become an organic part of it, is satisfied with interpersonal and business relationships with work colleagues, has mastered the values ​​and group norms of behavior in it, and has also learned core values ​​of corporate culture.

3. The problem of professional self-determination of youth in the context of modernization of the education system

social adaptation youth psychological

In 1990, specialists with specialized secondary education were trained in 147 educational institutions, where 143.7 thousand people studied. Over the next twenty years, the number of educational institutions at this level has increased significantly and in 2009 amounted to 211 secondary specialized educational institutions (including 12 private ones). The number of students in them reached 166.6 thousand people.

In the field of vocational and technical education, the opposite process was observed. If the vocational training of skilled workers in 1990 was carried out in 225 vocational educational institutions, in which at that time there were 141.1 thousand students, then by 2009 the number of vocational schools decreased slightly - to 223 institutions, and the number of students in them - to 105.7 thousand people.

The innovations undertaken in the field of education objectively contributed to expanding access to higher education for wide sections of Belarusian youth, increasing enrollment in educational institutions and, at the same time, reducing the threshold of knowledge requirements imposed by competitive selection for admission. This contributed to the enrollment in universities of people who differed greatly in the quality of their general educational training, which subsequently could not but affect the quality of the graduates.

Increasing the efficiency of managing innovation processes and such an economic resource as the youth workforce requires studying the process of professional self-determination of Belarusian youth and their professional socialization. Professional self-determination of youth is essentially the process of young people choosing the type of future professional activity. This process includes such steps as choosing a vocational school; actual training in a profession (specialty), the individual’s acquisition of professional knowledge, skills and abilities; subsequent reproduction of this knowledge in activities, assimilation of the role behavior of a representative of a professional group; acceptance and internalization of professional norms and values ​​that ensure the integration of the individual with a certain professional stratum of society.

The process of choosing a profession is influenced by a number of factors: political, economic, socio-psychological. The choice of profession is greatly influenced by the prestige of the profession, the need for specialists in a particular sphere of the national economy, the scale of unemployment, professional conditions in the labor market (including its regional specifics), the influence of family and family professional traditions, the availability of a certain level of education (level of individual training , the family’s ability to pay for education), etc.

Interesting empirical data were obtained during a 2009 sociological study among graduates of educational institutions providing vocational education. The study “Labor self-determination of youth: interests, social and professional orientations, employment strategies” was carried out with the support of the BRFFR (grant G07-321) under the leadership of O.G. Lukashova. The survey was conducted among graduate students from 14 vocational education institutions. The sample size was 500 respondents.

Based on these data, we can conclude that among young people there is a high level of random choice of profession. At the initial stage of choice, young people rely on ideal ideas about their future profession and work, rather than on knowledge of their basic characteristics. Thus, young people’s desire for self-affirmation often manifests itself through the choice of a prestigious profession, without taking into account the real situation on the labor market. Practice shows that professional choice is not always a deeply thought-out decision made in accordance with the internal needs and interests of the individual, and is also not always based on an assessment of the individual’s real abilities for a particular type of activity.

A study of the motives for choosing a profession shows that only a quarter of students (25.4%) associate the choice of a profession and the corresponding educational institution with their vocation, that is, with a propensity for a certain type of activity. Vocation, considered as a matter of life, a person’s purpose presupposes high dedication, responsibility, initiative, a constructive, creative approach to work, and dedication to the chosen profession. If among university students less than a third of respondents (31.5%) motivated their choice by calling for a certain profession, then in other educational groups this motive of choice is manifested even less frequently. This situation is explained, first of all, by the peculiarities of the value choice of modern youth. The values ​​of knowledge, creativity, self-realization, self-improvement, and the content of work are shifted to the periphery of the value field of modern youth. At its core are values ​​such as family, friends, health, and material security.

It is noted that 16.6% of respondents randomly chose their educational institution and profession. And if among university graduates only 7.4% of students point out that the choice was random, then college and vocational school students note this position much more often (21.2% each).

A real assessment of the level of one’s own knowledge influenced the professional choice of 15.1% of respondents (they chose the educational institution and specialty that they could enter through a competition). Such an innovation in the education system as the transition to centralized testing eliminated the applicant’s ties to a specific educational institution (faculty, specialty), which existed when the educational institution itself administered entrance exams. Applicants were given the opportunity to submit documents on test results to any university (faculty, specialty) that matches the profile of the exams passed, tracking the number of submitted applications for admission on the Internet. The practice of admissions committees shows that during the final hours of accepting documents, applicants begin rushing to transfer them from one educational institution to another.

For 6.7% of respondents, the process of choosing a future profession was carried out under the influence of their parents. They noted that when choosing a place to study, they took into account the possibility of their subsequent employment in their specialty, provided by personal social connections of 7.2% of students. In the conditions of the transforming Belarusian society, there has been a shift in the labor market towards expanding the use of social resources when searching for work. The use of personal connections (“social networks” - parents, relatives, acquaintances, friends) in finding employment is becoming increasingly widespread. According to the study, 44.3% of graduates expect to use this particular employment channel after receiving their diploma.

The study showed that by the end of their studies at the educational institution, only 37.8% of young people are completely satisfied with their choice of profession, while 41.7% regard it as erroneous and not satisfying their professional interests.

The results obtained in the study can be used in the practice of managing social processes, adjusting youth policy in the field of employment at the republican and regional level, and rationalizing the structure of training specialists in the system of vocational education institutions. And also to develop mechanisms of influence on the part of educational authorities and other subjects of socialization on the processes of youth choice of professions that are socially significant and in demand in the labor market of the republic.

Literature

1.Statistical Yearbook of the Republic of Belarus. - Minsk, 2010.

2.Andreeva, I. Adaptation issues, or How to help an employee and an organization adapt to each other // Personnel Service. - 2008. - No. 4. - P. 100-105.

3.Mausov, N.K. Adaptation of personnel in the organization / Mausov N.K., Lamskova O.M. // Personnel Management. - 2004. - No. 13. - P. 26-30.

4.Organization management / M.V. Petrovich [etc.]; under scientific ed. M.V. Petrovich. - Minsk, 2008.

5.Wild L.G. Psychology of adaptation and social environment. Modern approaches, problems, prospects / L.G. Dikaya, A.L. Zhuravlev. - M., 2007.

6.Rean A.A. Psychology of personality adaptation. Analysis. Theory. Practice / A.A. Rean, A.R. Kudashev, A.A. Baranov. - M., 2006.

Similar works to - Specifics of social, professional and psychological adaptation of young specialists

An important task for the company is the professional adaptation of employees to the new workplace. An organization is a system of constant communication between people, and an employee is an individual in this system.

When a new employee gets a job in an organization, he already has his own personal experience and point of view, which is not always similar to the opinion of the new team. A “fresh” employee can often feel loneliness and discomfort: he finds it difficult to say something, does not know what to do.

The vocational adaptation program will save a beginner’s time and help him quickly navigate his way to a job position. The main direction of the career guidance system in Russia, which starts in elementary school, is to help everyone choose a place in society that matches their abilities, desires, mental and physical characteristics, and also the needs of the company.

There is no special organization in the company that deals with adaptation problems. Usually this is done by certain employees of different departments. This employee could be the head of the human resources department, line managers or colleagues. The main goal is to ensure that the specialist’s adaptation to the main factors of professional activity is quick and painless.

The adaptation process begins at the moment of employment, with the HR department. The department inspector talks about the activities of the enterprise where the applicant will work. Then he shows the future job and introduces it to the manager and colleagues.

Stages of personnel adaptation

Favorable passage of the following stages guarantees quick adaptation to workloads and increased productivity of the employee.

1. Assessing the level of training of a new employee. This stage includes familiarization with colleagues, rules of conduct, and characteristics of the enterprise. Specialist training and work experience in a similar position minimizes the employee’s adaptation period.
2. Orientation – familiarizing the employee with the future responsibilities of his position and the requirements.
3. Effective adaptation. Getting the employee used to their work status. This is the stage when a newcomer needs support, evaluation of work performance, and building relationships in the team.
4. Functioning is the last stage of adaptation. Overcoming problems in a team and studying job responsibilities.

The change of these stages is called an “adaptation crisis.” The employee develops a feeling of anxiety, stress, and a desire to find a way out.

Employee adaptation criteria:

• fulfillment of job description)
• quality of work done)
• amount of work performed)
• correspondence of time costs)
• impression from the team)
• ability to find a common language with employees)
• interest in work)
• desire to grow professionally)
• compliance with the rules of conduct in the organization)
• assessment of the properties of working life.

Orientation and professional adaptation are important elements of the personnel training system, the task of which is to qualitatively and quantitatively cover the labor force needs of the enterprise to increase profitability and competitiveness.

Career guidance is a system of measures that will help a person choose the most suitable profession. It includes:

• professional information)
• professional consultation)
• professional selection)
• professional adaptation.

Using the employee’s labor opportunities and potential incompletely causes damage to the enterprise and its personal development. The difference between the training of a specialist and the performance of work tasks reduces the employee’s performance, loss of interest in performing duties, which results in low company productivity, work-related injuries or illnesses, and deterioration in product quality.

Forms of career guidance work:

• vocational training – preparing future personnel for relevant activities)
• professional information - applicants get acquainted with the state of the labor market, opportunities for development in their main specialty)
• professional consultation - determining a future specialty, place of work by identifying a person’s interests, abilities and physical health)
• professional selection is a system for recruiting employees, which includes a medical examination, assessment of physical and psychological condition in order to select the most appropriate employee for the position.

There is another problem in the development of an organization - labor adaptation. It represents a two-way relationship between the organization and the worker, which is characterized by the gradual introduction of the employee into his duties in new psychological, professional, economic, and living conditions. There are two directions of labor adaptation: primary and secondary.

Factors influencing adaptation:

• essence and nature of work in this specialty)
• business and work development)
• Company structure)
• contacts between colleagues)
• organization, work scheme)
• professional structure)
• salary amount)
• discipline)
• workplace readiness)
• operating mode of the enterprise.

In large corporations and organizations, it is necessary to have specialists who would manage personnel, or a small division that would deal with the professional adaptation of employees and career guidance.

The career guidance unit can perform the following functions:

• collect information on the state of the labor market in the state and forecasts, carry out activities in order to adapt to new structural changes)
• organize testing, questioning, recruitment of company personnel using special programs)
• participate in the relocation of specialists across departments, raising the level of specialists,
• to create stability in the labor relations of the team)
• organize a work office or place of work)
• familiarize new employees with places to work)
• explain job responsibilities and work schedule)
• look for young workers with organizational skills)
• organize training for new employees, conduct lectures, trainings, on-site events)
• interact with the adaptation management system in the regions.

The adaptation of young specialists who do not have professional experience is slightly different from those who have already worked. It involves informing about the activities of the enterprise, and training in the responsibilities and subtleties of the details of work in the position held. Professional adaptation of an older specialist is especially difficult. He also needs training, just like a young employee, but he often has difficulty integrating into the team.

There are some features of professional adaptation for women who are returning from maternity leave, disabled people, and workers who have completed advanced training courses. All this must be taken into account when creating adaptation programs.

Employee adaptation

After a company has spent time and money on finding a specialist, it is not profitable for it to have the employee quit in the near future. According to statistical calculations, a significant part of hired employees quit within the first 3 months. The main reason is the discrepancy between expectations and reality, as well as the difficult adaptation process.

The employee requires the following guarantees:

• assessment of work expended in the form of salary and incentive bonuses)
• social security in the form of paid leave or sick leave)
• ensuring growth and development)
• pre-agreed specific area of ​​work, rights and responsibilities)
• comfortable working conditions)
• comfortable interaction with team members.

The specifics of what employees expect in a new place depend on the individual and the specific situation. At the same time, the enterprise expects from the newcomer high-quality work, expression of personal and business characteristics that correspond to the direction of the organization, as well as effective work in a team with assigned tasks, execution of instructions, compliance with work regime and discipline, and taking responsibility for one’s mistakes.

Professional adaptation can manifest itself in different forms, which depend on the personal characteristics of employees and working conditions:

The task of personnel officers is to enroll a newcomer in the second or fourth type of professional adaptation, identifying employees who do not accept the basic rules of the company.

Parties of the adaptation process

The adaptation process is characterized by four sides:

1. Professional. Gaining experience, determining the specifics of the work. Any new employee goes through a stage of study, guidance from an experienced colleague, instruction, and consultation. Modern organizations use rotation - on-the-job training. A new employee works for a short time in different positions, in different departments. This helps the newcomer quickly get up to speed with the team and learn a lot.
2. Psychophysiological. The employee adapts to a new work and rest schedule. This form of adaptation is necessary for the purposes of manufacturing plants with complex technologies where there is a risk of injury. In offices and other companies, conditions are standard. But a new employee needs time to get used to the rhythm and intensity of work, and the psychophysical stress.
3. Socio-psychological. It represents a successful infusion of a newcomer into the department’s operating mode. He becomes an equal part of the team, joins the emotional comfort zone, and speaks positively about the relationships between employees. Forms of socio-psychological adaptation depend on various factors: level of education, age, personal qualities.
4. Organizational. The employee is shown his workplace, his role in the activities and goals of the company, and his readiness to accept new rules.

Adaptation of Japanese workers

Japan can be taken as an example of an interesting system for training newly arrived workers and professional adaptation. The management of organizations tries to attract young workers immediately after school, because then the employee is not yet “spoiled” by other people’s influence, and is ready to accept the rules and norms of this organization. Particular attention in the adaptation of a specialist is given to the program of instilling corporate culture, devotion to the company’s image, and a sense of pride in one’s organization.

The corporate spirit of the company arises due to the employee’s dedication to the affairs of the company, familiarization with its atmosphere, and the fulfillment of missions and tasks. Each organization has its own working uniform, motto or anthem, rituals, and holding conferences. Many young employees of the company live in its dormitories for several years after joining the organization.

Russian problems of adaptation

The state employment service cannot effectively manage career guidance and adaptation, as there are problems with organizing employment. The presence of unemployment and low qualification requirements for workers do not show the need to improve the employment system. As a result, there was a shortage of personnel, underemployment, inconsistency with specialties, and low requirements for employee training.

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All this creates the specificity of subject areas and areas of professional adaptation of a specialist. The internal circumstances of a specialist’s professional adaptation are the level of his adaptation potential, the degree of development of adaptability as a quality of the individual and the body, the adequacy of the motivation of professional activity to the requirements of this activity. The stage of adaptation to the profession begins after completion of vocational education, when young specialists begin independent work. The professional development situation is changing radically: a new multi-age team, a different hierarchical system of production relations, new social and professional values, a different social role and a fundamentally new type of leading activity. The main reason for the onset of a crisis at the stage of professional adaptation is considered to be the discrepancy between real professional life and formed ideas and expectations. The discrepancy between professional activities and expectations causes a crisis, the experience of which is expressed in dissatisfaction with the organization of work, its content, job responsibilities, industrial relations, working conditions and wages. There are two options for resolving the crisis:

CONSTRUCTIVE: intensifying professional efforts to quickly adapt and gain work experience;

DESTRUCTIVE: dismissal, change of specialty; inadequate, low-quality, unproductive performance of professional functions.

The hierarchy of expectations depends on the individual characteristics of the individual and the specific situation. In turn, the enterprise expects from the newly hired person qualified work, the manifestation of personal and business qualities consistent with the goals of the organization; effective interaction with the team to solve production problems; accurate execution of management instructions; compliance with labor discipline and internal regulations; accepting responsibility for one's actions. Having completed training and undergone initial professional adaptation, a person enters the longest stage in his professional biography, estimated at several decades and associated with the regular performance of official duties.

Stress at work

Stress at work has become a common occurrence. Virtually any work situation can and is a potential source of stress. Some of the most common stressful situations that occur at work include:

• - disorganization or inability to manage time;
• - conflict with bosses or colleagues;
• - insufficient qualification of a specialist, his professional unpreparedness;
• - feeling overloaded with work;
• - too high or too low responsibility;
• - inability to meet deadlines;
• - inability to adapt to changes in work order;
• - inability to apply your skills;
• - boredom;
• - lack of support from management, etc.

Stress at work often arises as a result of a mismatch between a specialist’s expectations and the real situation, when expectations are excessively high or unreasonable, when a person overestimates his capabilities. This leads to a loss of enthusiasm, disappointment in work and even emptiness, professional burnout, when a person completely loses interest in work. Devastation is the result of prolonged exposure to stressful work conditions. It can appear in anyone, but those who professionally constantly deal with people are more susceptible to it: healthcare workers, law enforcement agencies, teachers. Depletion syndrome most often occurs in those who perform repetitive or monotonous actions without receiving positive feedback, are in great danger, and carry out work for a long time)" in conditions of sensory and intellectual deprivation (this is typical for sailors on long voyages, especially for submariners, for drilling crews of oil workers working on a rotational basis, etc.) According to experts, workaholics, pedants, egoists, and idealists are most susceptible to the manifestation of emptiness syndrome. Devastation always leads to a sharp decrease in energy and emotional exhaustion. The main signs and symptoms of emptiness are as follows: manifestations. apathy, hopelessness, anxiety, hostility, ailments, conflictual relationships with employees, resentment, pessimism, indifference, boredom, irritability, disappointment, feelings of helplessness, uselessness and other negative mental states, actualization of problems of sexuality, family, marital nature. One of the strong stressors is the specialist’s inability to properly manage time. In this case, a person loses the opportunity to do what is necessary, to enjoy what he would like to do. Without having time to resolve the entire range of desired and necessary problems, a person constantly experiences a state of mental tension, which prevents him from carrying out his life activities normally.

Stressful conditions of a specialist

One of the most common stressful conditions is mental tension. The origins of this condition are very different. At work, the most typical stressors that cause mental tension in a specialist are: lack of time, hyper-responsibility, limited information about certain circumstances of professional activity, high dynamics or, conversely, monotony of work activity, low level of social protection of the employee, lack of funds and resources for successful activity, high intensity of work, etc. Tension is a state of increased functioning of the human psyche and body in certain circumstances. According to psychologists who have studied the influence of mental tension on the quality of professional activity of specialists, tension affects simple and complex actions differently. The mobilization of a person’s capabilities is always associated with a certain internal, including mental, tension. It intensifies when a person experiences responsibility for completing tasks, exposure to certain conditions, one or another undesirable behavior of others, tension of will, mind and physical strength. Different degrees of internal tension have different effects on a person’s actions and behavior. As long as the specialist’s internal tension has not exceeded a certain limit or boundary in intensity, it has a positive effect on performance. He is collected, internally mobilized and does everything quickly, clearly, accurately. His thoughts work clearly, his reactions are instant. But when the limit is crossed, overvoltage occurs, as a result of which the quality of a person’s actions deteriorates. Moreover, the greater the overvoltage, the more significant his errors in actions are. The deterioration of the specialist’s actions depends on the increase in overvoltage. Initially, as a result of overstrain in activity, inaccuracies and difficulties in the flow of mental processes arise. A person becomes inattentive, forgets something, sometimes has difficulty thinking, and the speed of thinking decreases. As the overstrain further increases, misfires and failures occur even in seemingly well-practiced actions - in complex, and then in simple skills: I grabbed the wrong handle or switched it in the wrong direction. Overexertion leads to extreme tension, generally unbearable for the human psyche and his brain. If before this tension affected only professional actions, now it leads to moral and volitional violations, and then to a complete breakdown of behavior - hysterical reactions, numbness, complete indifference. Various components of a person’s spiritual powers are not equally resistant to extreme loads. Human behavior is the most stable. Experience and scientific observations also indicate different stability of skills and abilities: more complex ones, with a predominance of the mental component, are more susceptible to the influence of internal tension than simple, motor ones. Extreme forms of overvoltage can occur instantly, but the process of disturbances can also occur gradually. It should be emphasized that the tension limit is individual for each person. In the same situation, one person experiences extreme tension, while another experiences normal tension. There is a concept of so-called traumatic stress, an acute form of a person’s stress reaction, in which there is an overload of a person’s psychological and physiological adaptive capabilities, destroying (or reducing) the capabilities of his psychological and physiological defenses, which causes anxiety, tension, and unwanted intellectual, emotional and motivational discomfort. Traumatic stress is an experience of an atypical nature, the result of a special interaction between a person and the environment. This is, at its core, a normal reaction to abnormal circumstances. With traumatic stress, repeated, intense negative experiences may occur when a person encounters something resembling the traumatic event. So, for example, if a person has once drowned, he is seized with panic when he finds himself in a river with a choppy current or in a stormy, choppy sea. These people often develop a feeling of a shortened future when they find themselves in circumstances reminiscent of a long-past traumatic event. With traumatic stress, a person’s anxiety increases, nightmares appear, and sometimes he has difficulty falling asleep. In general, insomnia is often caused by a high level of anxiety, an inability to relax, and a feeling of severe mental, emotional and physical pain. Sleep is one of the manifestations that is disrupted first of all even with minor mental problems. Other manifestations of traumatic stress include outbursts of anger, increased irritability, impaired memory and concentration, wariness, and sometimes exaggerated reactions to the most ordinary circumstances. The origins of traumatic stress are varied. A special role in this is played by the feeling of guilt - one of the most unproductive and destructive human experiences. A person with such a feeling seems to be stuck in the past, he seeks to punish himself for what he has done, to atone for guilt, and therefore acts destructively on himself under the influence of a painful sense of personal responsibility for past events and circumstances. Traumatic stress is caused by many circumstances, among which are the unrealized need for justice, awareness of death, the end of life, the experience of grief, especially strong, pathological, under the influence of unexpected losses of loved ones, social upheavals, the actualization of the overwhelming majority of the population of the inability to fully realize needs in security, etc. Modern medicine believes that stress is the main cause of many diseases. At the same time, stress is increasingly becoming a daily condition of our lives, a habit of it arises, we have learned to live with stress. There are three groups of signs of human stress: physical, emotional (psychological) and behavioral. The main physical signs of stress: insomnia, pain (head, chest, stomach, back, neck), dizziness, muscle pain, exacerbation of allergic reactions, increased sweating, susceptibility to injury, stomach upset, loss of appetite or, conversely, a constant feeling of hunger, drowsiness , weakness, chronic fatigue, increased fatigue, sexual disorders, etc. Psychological signs of stress: anxiety, increased excitability, anger, depression, inability to concentrate, confusion of thoughts, aggressiveness, nightmares, anxiety, distance from people, irritability, bad mood, condition prostration, a feeling of helplessness, fear, mental tension, anxiety, etc. Behavioral signs of stress: impulsive behavior, nail biting, loss of interest in appearance, one’s image, teeth grinding, alcohol abuse, heavy smoking, chronic tardiness, frequent procrastination, nervous laughter, excessive use of medications, profanity, etc. All of these symptoms are often signs of hidden stress. It is important for a specialist to see stressful conditions in employees and diagnose such conditions in themselves. In general, such states can be either positive, constructive in nature, or negative, destructive in nature. Positive mental states of a specialist in stressful circumstances may include: his psychological readiness for activity, self-confidence, optimism, a sense of responsibility, mobilization, composure, determination to act, courage, determination, etc. Negative mental states include: fear, mental tension, uncertainty, apathy, indifference, demoralization, fatigue, doubt, aggressiveness, suspicion, pessimism, doubt, frustration and other maladaptive states of a person. It is quite obvious that the success of professional activity and joining a team, the self-affirmation of a specialist in it largely depends on all these conditions. And therefore, knowledge of their specifics, origins, ways, means and methods of neutralizing, preventing some and updating others is important for a specialist of any profile, especially in the extreme conditions of his life and work. At the same time, it is important to know that the nature and degree of manifestation of certain mental states of people (both individuals and social groups) depend not only on the objective conditions of their life and activities, but also on the subjective perception, understanding and attitude of people, their physical and mental characteristics and conditions. A special role in this is played by the degree of significance for the individual of the events taking place, the nature and level of his self-esteem, aspirations, volitional preparedness and ability to regulate his mental states. People who approach life confidently and meaningfully are rationalists; they are more resistant to stress. The influence of stress factors also depends on the extent to which people experience the need for stressful situations. There are people who need a life full of stress. There is a category of people who, on the contrary, manifest a desire for a quiet and calm life; they try to evade, get away from an active life full of changes. And there are people who feel quite confident in both calm and stressful environments. In general, it is generally accepted that a person’s resistance to stress is often deceptive. This is especially true for dangerous and high-stress professions. Experts who believe that they are resistant to stress eventually discover that they have various stress-related diseases (cardiovascular, neurological, gastrointestinal, mental and other nature). However, it is possible to reduce the degree of negative impact of stressful circumstances on a person with a certain approach. To do this, it is necessary to determine your personality type in order to make the transition to higher resistance to stress easier and to more successfully develop a readiness to act in stressful circumstances. After all, as a rule, such circumstances do not depend on the person and cannot be corrected. However, it is quite possible to change your attitude towards stressful circumstances, develop confidence and readiness to act under stress, and increase mental resistance to it. In this case, the human brain learns to interpret stressful events differently, increasing the positive experience of the person’s behavior and actions.

Psychology of successful activities of a specialist

In modern psychology there are many developments devoted to the problem of success. Success is generally understood as the successful achievement of a desired goal. A person’s feeling of success in a matter at hand depends on two decisive circumstances: the actual result and the level of his aspirations (LA) in a given situation, which act as a form of expression of the goals that a person has set in his activities. Success is also associated with luck, as a favorable combination of circumstances, individual capabilities and interests of a person. Along with this (and this is the main thing), successful achievement of the goal involves taking into account and assessing the specialist’s energy costs, time parameters and physiological consequences of achieving the goal, material and financial costs, as well as how solving the problem affected relationships with people (employees, friends , relatives). The formula for success can be presented as follows: Success = Result / (Level of aspirations) + Luck

As we can see, with the same result, success can be different (for example, high, average or low) or absent altogether, which depends on the goals that the person set. And, conversely, with the same level of individual aspirations, success will be different depending on the result of the activity. In achieving success in professional activity, the personal characteristics of a specialist play a leading role. Of the variety of personal parameters necessary to achieve success in life, V. Crawford, based on the ideas of Confucius expressed in the book “Conversations and Judgments,” highlights benevolence, wisdom and courage. The author has developed an interesting technique for determining what a person lacks to achieve success in business. It is obvious that in order to achieve success, a modern specialist, along with the identified three pillars of success, also needs an appropriate level of professional skill. Modern research identifies the following main psychological prerequisites for achieving success:

• - you need to think in terms of success;
• - gain self-confidence;
• - activate strong achievement motivation;
• - know exactly what you want to achieve;
• - have a clear plan of action, a positive attitude towards business, confidence in success;
• - it is important to turn every obstacle into a springboard to move towards the goal;
• - you need to see good luck, private successes and at the same time experience feelings of joy and happiness.

A strong motivation to achieve success plays a special role in the success of professional activity. Research has shown a close connection between the level of achievement motivation and success in human life and activity. People with a high level of achievement motivation are more confident in the successful outcome of the case, more actively seek the information necessary for this, are ready to make a responsible decision, are more decisive, persistent, proactive, and more often show creativity in uncertain situations. Internals (compared to externals) are more success-oriented (and more often achieve success). Any activity is stressful, and some (military, fire and rescue, sports, journalism, space flights, testing aircraft, etc.) are especially stressful. When preparing a modern specialist, it is extremely necessary to develop in him high stress resistance, readiness and ability to act successfully in stressful circumstances, to be able to manage his mental states, and to use appropriate psychological defenses. Practice shows that a specialist may not demonstrate the appropriate level of his skill and professionalism if he is not prepared to act in difficult conditions, when exposed to stressful, extreme circumstances of a professional, social, environmental and other nature. And therefore, a necessary condition for the professional readiness and success of a specialist’s activities is psychological readiness, which is characterized by an appropriate level of stability of his psyche to the effects of stressful circumstances, adaptability of the individual, his sufficient resistance to stress, the specialist’s confidence in his strengths and capabilities, in general, an appropriate level of reliability of his psyche. The success of the professional activity of a modern specialist largely depends on the sufficient level of development of his professional thinking, his ability and psychological readiness to search, see and solve new problems put forward by life and social practice. The high professionalism of a modern specialist presupposes the presence of creativity in his work, courage in searching for new ways, means, and methods of solving professional problems, both traditional in nature and those put forward by life. Such a specialist becomes competitive in modern conditions and has the necessary readiness to operate successfully in the modern labor market. At the same time, important components of a specialist’s professional readiness are his professional and general erudition, professional worldview, the necessary level of social development and social maturity of the specialist’s personality, allowing him to correctly navigate the social situation (political, legal, economic, religious, moral). Along with this, one of the areas of work to increase the vitality of a modern specialist is his valeological preparedness, his readiness and ability to take qualified care of his physical and mental health. Practice shows that characteristic of the vast majority of the population of our society, and in this regard, qualified workers and specialists are no exception, is a low culture of attitude towards their health, a low culture of lifestyle, maintaining and strengthening mental and physical health. Among the set of measures to maintain and strengthen human health, a special role is played by:

• - correction of the individual’s negative complexes, habits, attitudes, etc., which have a destructive effect on the human psyche and body;
• - increasing stress resistance and psychological protection of a person from the negative influence of the environment on his body and psyche;
• - ensuring a healthy lifestyle and a high work culture.

An interesting approach to solving this problem is proposed by V.M. Shepel. Among the main areas of this activity, he primarily identifies the following:

• a) self-organization of work, personal organization, rational distribution of working time, proper equipment of the workplace;
• b) proper organization of personal life. It is very important that personal life is orderly, filled with meaning and meets the requirements for maintaining and preserving a person’s mental and physical health. Personal life is of a healthy nature when a person gives up bad habits, and above all alcohol and smoking, carries out a thoughtful and balanced diet (moderate, structured in content, separate, accented), provides himself with beneficial intimacy, creating a feeling of happiness, comfort of family life, joys of parental relationships, satisfaction with sexual relationships.

annotation

The problem associated with the emergence of difficulties among psychology students that arise in connection with mastering a profession, communicating with classmates and teachers is analyzed - that is, those difficulties that are associated with the life of a young person in a new team of an educational institution. The issue of the complexity of professional adaptation is considered in connection with the inclusion of the individual in a new social environment, the formation of new relationships, the development of new social roles, self-perception of students, perception of the social environment, and traumatic influences of the external environment. The features of including students in the social and subject context of the professional activity mastered in training, and the restructuring of behavior in this context are discussed. The socio-psychological factors of professional adaptation of future psychologists are generalized.

Keywords

Professional adaptation, self-perception of students, perception of the social environment, socio-psychological factors of professional adaptation.

The choice of a specific option for obtaining a profession entails the natural emergence of new difficulties for students associated with studying at a university, mastering a profession, communicating with classmates, teachers, that is, the emergence of all those difficulties that are associated with the life of a young person in a new team of an educational institution.

The transition of young people to a new environment is associated with the emergence of a number of general psychological and pedagogical problems: the problem of student performance, the preservation of the contingent in groups, student discipline and behavior, student dissatisfaction with their choice of profession, etc.

Analyzing the theoretical provisions, we can conclude that the adaptation process is the first phase of the individual’s socialization. Professional adaptation is carried out through the systematic implementation of increasingly complex tasks with varying degrees of difficulty. The complexity of professional adaptation is associated mainly with breaking the developed stereotype and depends to the greatest extent on psychological readiness for new conditions of activity, the personal qualities of students, and the cohesion of the teams in which they are located.

Professional adaptation includes familiarization, during which the student receives complete information about the elements of professional activity. Then the transition to independent activity, complete professional independence, which is characterized by highly effective, creative work.

Thus, we come to the conclusion that adaptation is not just an adaptation, but a complex process aimed at including the individual in the social environment and relationships, at people’s mastery of new social roles, the formation of a motivational sphere, students’ perception of themselves, their environment, and the removal of traumatic influences of the external environment. Moreover, a person does not just join a new environment, he changes himself in this environment (the system of behavior and activity is rebuilt), and the environment, in turn, changes, as a result of which adaptation relations are established between them.

Solving the problem of successful adaptation of first-year students would improve the quality of student performance, reduce dropout rates, reduce unexcused absences from classes, increase their level of social activity, etc.

suggested an option models graduate, which is an integrated generalization of the student’s personality qualities that are significant for the formation of a modern type of worker (Table 1).

Table 1

Pupil's personality qualities	Formation level criteria quality
Professionalism	Availability of professional knowledge and skills, professional mobility, skills of rapid adaptation to production conditions.
Social maturity	Discipline, responsibility, independence, organization, initiative, heuristic thinking, social mobility.
General and moral and legal culture	Knowledge of the basics of world culture, justice, mercy, law-abidingness, honesty, responsiveness, conscientiousness.

Recently, there has been a displacement of a number of traditional and, most importantly, mass professions, and qualitative changes are taking place in the very content of qualifications. A new type of specialist qualification is emerging, which includes such features as a broad profile, completed higher education, dynamism and others. A new type of worker qualification requires a new concept of vocational education. This concept accordingly assumes: a) a close connection between vocational education and full general educational training, including psychological and social training; b) expanding the profile of special training; c) development of abilities not only to obtain a certain qualification, but also to constantly update knowledge. Thus, the goal is pursued: to prepare students for working life in general, not to tie the student to one profession, to form a new type of worker, with well-developed communicative and organizational inclinations, able to work in a team and transfer professional experience to others.

The problem of students’ adaptation to the educational process and the profession as a whole is also related to the fact that studying in educational institutions becomes richer and more complex from year to year, and educational activities are varied. The complexity is explained by the increasingly high demands placed on specialists not only in the field of professional activity, but also in the socio-economic sphere. A modern specialist needs versatile knowledge and abilities. This means that the amount of work for students increases sharply, the requirements increase, but the learning time does not increase. Students work in other social and living conditions that differ from school, and at the same time, the state of the educational and material base plays a leading role. The lack of space encourages managers to conduct full-time training sessions in two shifts. Many educational institutions do not have a normal organization of catering for students.

In addition, students are moving into a new environment; the novelty of the conditions is due not only to the peculiarities of the forms and requirements of the regime of the educational institution, but also to the severance of connections acquired over the years with the school, with the class group of peers, with the teachers who taught and educated them, knew them well and took into account the individual psychological characteristics of each.

A significant feature of this period was that in recent years, practitioners and researchers have noticed a decrease in interest in learning among a significant part of young men. The consequences of a decline in educational interests first of all manifest themselves during entrance exams, and then on attitudes towards studying at universities.

As you can see, student learning in its structure is a complex, rich, interdependent and dynamic educational, professional and practical activity that shapes the moral and professional face of a specialist. Managing such a complex educational process differs significantly from the process management scheme in a secondary school. The lack of skills and abilities to work independently in mental work gives rise to laziness, restlessness, and switching to other activities in students. Laziness especially affects preparation for seminars, practical, and laboratory classes. Thus, the inability to independently and intensively study using one’s abilities significantly aggravates the initial stage of the students’ adaptation period.

All of the above factors influence the organization of educational activities of teaching staff with first-year students. The main difficulty of this period is that in many teams the views and attitudes of teachers towards students and their teaching methods still remain old. Among teachers, unfortunately, there is still no unity of mutual understanding and actions towards students. This contradiction has had and continues to have an impact on the success of their education.

Professional development of an individual includes three stages: a) formation of professional intentions; b) vocational training; c) independent professional activity at the enterprise.

The results of research on this problem indicated the need to develop a new model of professional adaptation, more appropriate to the modern period and meeting the goal set in our study.

The study considers professional adaptation as a complex of psychological, pedagogical and social conditions aimed at positive socio-professional adaptation of students.

An analysis of the process of professional self-determination of schoolchildren shows that in a comprehensive school, students first form some ideal ideas about their future profession, which later (grades 10-11) are replaced by quite real ones. Lack of interest in your future profession is the result, among other things, of insufficient career guidance work. Due to the fact that the competition for admission to many educational institutions is low, those students who did not do well at school also enroll in them, often not having a clear idea of ​​the specifics of the profession that they came to study at the educational institution. Therefore, in some cases one can observe a lack of motives and interest in academic disciplines. A freshman who has chosen the profession of psychologist is unexpectedly faced with the need to receive a comprehensive education. Students, treating many, even special academic subjects, as unrelated to their future activities, invest all their strength in what they consider to be “core” subjects. As a result, debts arise in other subjects, unsatisfactory knowledge, and problems in adaptation.

It is important to develop the motives for choosing the profession of a psychologist, to develop the skills of self-education, to teach students the techniques of independent work, analysis of their achievements, and creative development of the material studied.

Working with students who experience such deep psychological difficulties in studying, mastering a profession, in communication that this gives rise to negative personal changes in them, which are designated by the concept of “non-adaptation”, is precisely such a complex problem, the resolution of which is impossible without a meaningful systemic co-organization of all participants in the educational process. process: teachers, psychologists, administration and students themselves.

Professional adaptation is based on the following general principles:

Fix the attention of others on the slightest success and achievement;

Do not compare students with each other, but compare only with yourself, helping to see your own successes;

Assess not personality, but only acceptable or unacceptable behavior;

Provide the student with attention that emphasizes his individuality and personal significance for others.

The coordinator and organizer of the process of professional adaptation of students is the administration of the educational institution. The purpose of the leadership is to create a way of life that would allow the student to manage his actions and actions, and to consolidate moral behavior.

One of the areas of professional adaptation is working directly with non-adapted students . Objectives of this direction:

a) to achieve in students mastery of deep and lasting knowledge, to develop in them modern psychological thinking, to form a creative attitude to work, and professional skills; b) to form personality qualities that meet the requirements of a professional psychologist in modern conditions; c) to form the professional orientation of students as a prerequisite for successful social professional adaptation; d) to form a conscious educational and labor discipline; e) to form in unadapted students a readiness to overcome any possible difficulties of professional activity, social and professional adaptation; f) develop and improve value orientations.

One of the conditions for effective social and professional adaptation of unadapted students is the organization and inclusion of them in professional activities, and in the process of theoretical training, show students the connection between the theory they study and practical activities in their future profession.

Thus, the socio-professional adaptation of students to new educational activities will occur faster if teachers and administrative workers follow certain orientations: 1) a benevolent and demanding attitude towards students; 2) a clear statement of the purpose of any educational and practical task; 3) objective assessment of student performance; 4) taking into account the individual characteristics of students when completing the task.

In the learning process, one of the most important tasks is to cultivate in future psychologists a sustainable interest in the profession, to develop determination as a strong-willed quality, as the ability to subordinate close goals to distant ones, and to mobilize all forces for their implementation. The task of the professional adaptation process is to relieve the state of anxiety in unadapted students, replacing it with a sense of self-confidence. The main role in solving this problem is played by organizing a healthy student body, ensuring correct, humane, trusting relationships both between students and between students and teachers. The goodwill of the teacher is directly reflected in the goodwill of the students themselves in their relationships with each other. Therefore, this is where it is necessary to begin the formation of collective relations: relations of mutual responsibility; mutual demands; friendly cooperation; mutual assistance

A distinctive feature of maladapted students is the lack of self-analysis and self-assessment skills. Taking into account these factors, the work of the teaching staff with maladapted students on their adaptation should be aimed at destroying negative attitudes, behavioral stereotypes and developing positive ones. This is facilitated by: individual work, student councils on legal and moral topics, round tables, debates, and conducting socio-psychological trainings.

Thus, the implementation of a successful model of professional adaptation of students to learning conditions will be effective under the following psychological and pedagogical conditions if:

To form professional interest among students, taking into account their age, typological and individual psychological characteristics; to create sustainable motivation for professional learning, taking into account the intellectual capabilities of students and professional abilities for the chosen activity;

Maintain conditions for creating a favorable microclimate in the group, organization and inclusion of students in various types of activities (professional, socially useful, creative, etc.);

Conduct socio-psychological trainings aimed at expanding psychological competence;

Carry out targeted training of the teaching staff to work to ensure the socio-professional adaptation of students.