Solving the problem of personal and professional development of modern man requires the formulation of a number of interconnected theoretical, experimental and practical problems. One of the main ones is the need to study psychological barriers — those negative phenomena that affect individual and social consciousness. The article presents a psychological analysis of marginalism and procrastination as barriers to personal and professional development of a person. The main sign of the marginality of professional consciousness and self-consciousness is the inversion of values and meanings, the desire to have benefits not by realizing one’s uniqueness as an individual and professional, but by receiving them undeservedly in the shortest way. The person’s tendency to constantly postpone the planned actions and important matters — procrastination — causes a distortion of self-determination in personal and professional self-determination. The main psychological factor in the manifestation of marginalism and procrastination of a specialist is the emergence in childhood and the consolidation in the educational process of schools and universities of various forms of personal (learned) helplessness. An important resource for the prevention and correction of learned helplessness, marginalism and procrastination is a favorable educational environment in the family, school, university, and other social institutions.

АннотацияЦель. Изучить психологические ресурсы и закономерности личностно-профессионального развития полисубъектной общности «педагог -учащийся» на этапе перехода от среднего образования к высшему (школа, вуз, профессиональная деятельность) в условиях совмещенного он-офлайн обучения. 1 Процедура и методы. Проведено теоретико-экспериментальное исследование, которое состояло из трёх этапов: первый и второй этапы -констатирующие, третий этап -формирующий (лонгитюдное исследование 2018-2022 гг.). В исследовании приняли участие 605 респондентов, применялись теоретические, диагностические, статистические методы. Результаты. Получены результаты о психологических закономерностях личностно-профессионального развития полисубъектной общности в школе и вузе, общих характеристиках и особенностях полисубъектных взаимодействий. Выделены и исследованы факторы и условия, способствующие и препятствующие созданию полисубъектной общности «педагог -учащийся», и психологические ресурсы (разработанные программы), направленные на предупреждение и преодоление кризисов преемственности в обеспечении личностно-профессионального развития учащихся на этапе перехода школа -вуз, вуз -профессиональная деятельность.

It is scientifically proven that teacher's professional activity can have not only constructive, developmental impact on pupils and him/herself, but also destructive one, causing mental conditions (burnout, exhaustion) that reduce teacher's efficiency (deviation) and change the system of his/her personality features (deformation). Despite the importance and the effectiveness of the researches that have been already conducted, the problem of the influence of teacher's professional deformations on the manifestations of students' antisocial behavior (aggression, cruelty, violence) remains insufficiently studied. An important component of this issue is to consider various factors (internal and external) that affect appearance and spreading of aggressive behavior among teenagers: from psychological pressure (mobbing) to cruel and cynical aggression. Our experimental study had two stages: ascertaining and forming ones. The results showed that aggressive behavior models adopted and accepted by teenagers were strongly influenced by teachers' educational modes. The unfavorable changes of teacher's psychological experience (professional deformations) manifested in stagnation, regression, depersonalization, negative impact on students' development and behavior. At the second stage -the forming one -we identified three main directions of psychological work. The first direction was corrective and developing work with teenagers. The second direction was work with teachers in order to prevent and correct professional deformation. The third direction was polysubject interaction "teacher-pupil". The effectiveness of the work carried out was proven by significant changes not only in pupils' behavior, but also in teachers' collaboration with teenagers.