From the author: I am also writing to myself. Currently, the profession of a psychologist consistently occupies a “winning place” in the popularity rating. Among other professions, for more than ten years in a row, psychology as a future activity has been among the top three most desirable disciplines, along with law and economics. It seems to me that it is precisely the popularity of psychology that reliably characterizes the value system of young people of our time. And at the same time, paradoxically, it is the popularity of psychology that gives an idea of ​​the peculiarities of the problems not only of individual young people or social groups, but also of our modern society as a whole. Being a psychologist is prestigious. Becoming a psychologist is important for gaining personal strength and power, first of all, over yourself. Competence in the field of theoretical and practical psychology is necessary for personal evolution and psychological assistance to people. Be that as it may, if you are able to provide competent assistance to other people, then this, of course, is very, very important for your own stability and sense of personal well-being. The lack of personal stability and personal strength is transformed in many young people into a stable desire to gain power and power over oneself and others. “Personal motivation,” which dominates a young person’s desire to become a psychologist, is the most powerful filter in mastering this specialty. And it is precisely this circumstance that most seriously distinguishes teaching psychology from teaching any other profession. Personal interest and personal selectivity make learning largely subjective. Emphasizing this expressive feature of training as a psychologist, I pursue the idea that in order to achieve real success in the profession, it is extremely important for a young specialist to begin the process of “resubjectivization” literally from the very first steps. It is important in the work of a psychologist to learn as soon as possible to focus on objective patterns in the organization of experience and behavior of other people who need psychological services (help, correction, coaching, etc.). And thereby overcome the limitations of teaching a profession. A young psychologist must overcome the so-called “competence complex.” This “complex” is formed in the process of teaching a specialty through a kind of “saturation” of a student psychologist with theoretical information. Those personal motivational attitudes that primarily expressed their own personal problems turn out to be the main meaning-forming factors in the professional psychological education of students of psychological specialties. A student psychologist has no idea that studying at a psychology faculty or department does not solve his personal problems. Nevertheless, the graduate gets the impression that a good theoretical basis is the key to his personal and professional well-being and growth. But, alas, disappointment does not take long to arrive. A young psychologist striving to work in his specialty is faced with the fact that he “can’t do anything”! Even with a good metropolitan education, he is unable to respond to requests for psychological help. The most disgusting thing in this situation, first of all, is that he is not able to help himself in those situations that, it would seem, have remained in the past due to training. None of the real psychologists managed to bypass this period of professionalization and, I would say, professional socialization of the individual. I believe that it is among psychologists that this contradiction between high theoretical competence and extreme unpreparedness for practical activity is most pronounced. The power of this contradiction is so great that it literally “splits” the professional worldview into pieces and forces a panicked search for ways to restore integrity and ways to gain professional viability. Not many.