Features of socio-psychological adaptation of psychologists in educational institutions

Context and relevance. The problem of socio-psychological adaptation of young psychologists in educational institutions in Moscow is relevant due to the high percentage of specialists leaving the education system (more than 65% after 1-1.5 years of work). The main causes of maladjustment are dissatisfaction with professional activities, the lack of uniform goals and tasks in the profession, as well as inadequate professional self-esteem of young specialists, who often overestimate their general managerial skills with low efficiency in narrow professional fields (counseling, correction). Purpose. Justify the need to develop common professional goals and tasks for psychologists and offer meaningful support lines to improve the process of their socio-psychological adaptation. Hypothesis. The inadequacy of the professional self-assessment of a young specialist leads to failures in the process of adaptation and subsequent maladjustment in an educational institution. The lack of a unified view of the goals and tasks of psychological activity in school prevents the effective adaptation of a young psychologist. Methods and materials. The method of questioning young specialists working as psychologists in schools of the Northern District of Moscow (work experience less than 3 years). Results. About 65% of young psychologists leave the education system after 1-1.5 years of work. 75% of specialists rate their skills in diagnosis as "above average," but assess the skills of consulting and corrective work as low. 80% of psychologists consider their ability to influence the interaction of educational subjects ineffective. 70% of young professionals overestimate their skills in identifying agency requests and possession of diagnostic material, while recognizing low efficiency in conducting real consultations (only 1% of high-quality consultations). 68% of young professionals rate the development of their professional skills in working with subjects of the educational process as below average (20-25%). Conclusion. For the successful adaptation of young psychologists, it is necessary to create a single professional and interpersonal space, provide methodological support in the development of work technologies, external supervision for the formation of adequate professional self-assessment, as well as training work to determine individual professional style and career prospects.