The founder of the humanistic direction in psychology is. Significance of humanistic psychology

Last update: 07/06/2015

Humanistic psychology emerged in the 1950s as a reaction to psychoanalysis and behaviorism, which were then dominant. Psychoanalysts focused on understanding the unconscious motivations that govern behavior, while behaviorists studied the conditioning process that they believed determined behavior. Humanistic thinkers, on the other hand, believed that both psychoanalysis and behaviorism are too pessimistic, because they emphasize negative emotions and do not take into account the role of personal choice.

Humanistic psychology focuses on the potential of each person and emphasizes the importance of growth and self-realization. Fundamental to humanistic psychology is the belief that people are inherently good and that it is mental and social problems that lead to deviations from this natural tendency.

Humanism also assumes that man is characterized by activity and that, through his will, he pursues goals that will help him realize his own potential. This need for self-actualization and personal growth is a key, from the point of view of humanist psychologists, a factor in motivating behavior. People are constantly looking for new ways to grow and become better, learn something new and realize their potential.

In the late 1950s, Abraham Maslow and other psychologists organized several meetings to discuss the possibility of forming a professional organization dedicated to humanistic approach to psychology. They agreed that topics such as self-realization, creativity and individuality, as well as related issues, should be key to the new approach. So, in 1961 they created the American Association for Humanistic Psychology.

In 1962, Abraham Maslow published Toward a Psychology of Being, in which he described humanistic psychology as the "third force" in psychology. The first and second were behaviorism and psychoanalysis, respectively.

However, you should not think of these directions as competing with each other. Each branch of psychology contributes to our understanding of the human mind and behavior. Humanistic psychology added another aspect that made the concept of personality holistic.

The humanist movement had a huge impact on the development of psychology and contributed to the emergence of new approaches to working with human mental health. Psychologists began to understand human behavior and motives in a new way, which led to the development of new methods of psychotherapy.

The main ideas and concepts within the framework of the humanistic movement include such concepts as:
self-esteem;

• free will;
• etc.

Main proponents of humanistic psychology

The greatest influence on the process of formation and development of the humanistic trend in psychology was exerted by the works of such psychologists as:

• Rollo May;
• Erich Fromm.

Important events in the history of humanistic psychology

1943 - Abraham Maslow described his hierarchy of needs in his article "The Theory of Human Motivation" published in the Psychological Review;

1961 - Prominent humanists of the time formed the American Association for Humanistic Psychology and began publishing the "Journal of Humanistic Psychology";

1971 - The American Association for Humanistic Psychology becomes a division of the APA.

Criticism of humanistic psychology

• Humanistic psychology is often considered too subjective - the importance of individual experience makes it difficult to objectively study and measure mental manifestations. Can we objectively say that someone has self-actualized? Of course not. We can only rely on our own assessment of our experience given by the individual.
• In addition, the results of observations are not verifiable - there is no precise way to measure or quantify the properties under study.

Strengths of humanistic psychology

• One of the main advantages of humanistic psychology is that it assigns a greater role to a person in managing and determining the state of his own mental health, compared to other schools.
• It also takes into account the impact of the surrounding world. Instead of focusing solely on our thoughts and desires, humanistic psychology also emphasizes the importance of influencing our experience of the environment as well.
• Humanistic psychology continues to influence therapy as well as education, health care, and other areas of our lives.
• It has helped to overcome some of the stereotypes about psychotherapy and made it an acceptable option for normal healthy people who want to explore their abilities and potential.

Humanistic psychology today

Now the central concepts of humanistic psychology can be found in many disciplines, including other branches of psychology, education, therapy, politics, etc. For example, on humanistic principles largely based on transpersonal and positive psychology.

The psychoanalytic direction, which for the first time raised the question of the need to study the motivation and structure of personality, has enriched psychology with many important discoveries. But this approach ignored the study of such important characteristics as the qualitative originality of the personality of each person, the ability to consciously and purposefully develop certain aspects of the “I-image” and build relationships with others. Scientists also objected to the idea of ​​psychoanalysis that the process of personality development ends in childhood, while experimental materials showed that the formation of personality occurs throughout life.

The approach to the study of personality, developed within the framework of the behavioral direction, could not be considered satisfactory either. Scientists who developed this approach, focusing on the study of role behavior, ignored the issues of internal motivation, personality experiences, as well as the study of those innate qualities that leave an imprint on a person's role behavior.

Awareness of these shortcomings of traditional psychological directions led to the emergence of a new psychological school called humanistic psychology. This direction, which appeared in the USA in the 40s, was built on the basis of philosophical school existentialism, which studied inner world, human existence.

Humanistic psychology is a psychological direction that recognizes the personality of a person as the main subject of study, considered as a unique integral system, striving for self-actualization and constant personal growth.

The basic principles of humanistic psychology were as follows:

1) emphasizing the role of conscious experience;

2) belief in the holistic nature of human nature;

3) emphasis on free will, spontaneity and the creative power of the individual;

4) study of all factors and circumstances of human life.

Representatives: Maslow, Rogers, Frankl, Allport, Fromm (partial).

Gordon Allport is one of the founders of humanistic psychology. One of the main postulates of Allport's theory was the position that a person is an open and self-developing system. He proceeded from the fact that a person is primarily a social, and not a biological being, and therefore cannot develop without contacts with other people, with society. Hence his sharp rejection of the position of psychoanalysis about the antagonistic, hostile relationship between the individual and society. Arguing that "a personality is an open system", he emphasized the importance of the environment for its development, the openness of a person to contacts and the influence of the outside world. At the same time, Allport believed that the communication of an individual with society is not a desire to balance with the environment, but mutual communication, interaction. Allport sharply objected to the postulate generally accepted at that time that development is an adaptation, an adaptation of a person to the world around him. He argued that at the heart of the development of the human personality lies the need to blow up the balance, to reach new heights, i.e. the need for constant development and self-improvement.

Allport's important merit is that he was one of the first to talk about the uniqueness of each person. He argued that each person is unique and individual, because. is the bearer of a peculiar combination of qualities, needs, which Allport called trite - a trait. These needs, or personality traits, he divided into basic and instrumental. The main features stimulate behavior and are congenital, genotypic, while instrumental features shape behavior and are formed in the course of a person's life, i.e. are phenotypic formations. The set of these traits makes up the core of the personality, gives it uniqueness and originality.

Although the main features are innate, they can change and develop throughout life, in the process of communicating with other people. Society stimulates the development of some personality traits and inhibits the development of others. This is how that unique set of features that underlies the “I” of a person is gradually formed. Important for Allport is the provision on the autonomy of traits. The child does not yet have this autonomy, his features are unstable and not fully formed. Only in an adult who is aware of himself, his qualities and his individuality, the features become truly autonomous and do not depend on either biological needs or social pressure. This autonomy of human needs, being the most important characteristic of the formation of his personality, allows him, while remaining open to society, to maintain his individuality. So Allport solves the problem of identification - alienation - one of the most important for humanistic psychology.

Allport developed not only the theoretical concept of personality, but also his own methods of systematic research of the human psyche. He proceeded from the fact that certain traits exist in the personality of each person, the difference is only in the level of their development, degree of autonomy and place in the structure. Focusing on this position, he developed multifactorial questionnaires, with the help of which the features of the development of personality traits of a particular person are studied. The University of Minnesota MMPI questionnaire has gained the greatest popularity.

Abraham Maslow. Hierarchical theory of motivation. There are several levels of motivation, each builds on the previous one - the pyramid of needs.

1. basis - vital needs (physiological)

2. need for security

3. need for care (love and belonging)

4. need for respect and self-respect

5. creativity and self-actualization

If the 1st level (lower needs - hunger, thirst, etc.) is saturated, then the need for security is the need to protect oneself from outside intrusion. In a sense, autonomy, solitude.

The need for guardianship is family, love, friendship. Someone can support.

The need for respect - career, work provides.

These 4 levels are based on the principle of reduction of needs. This is called Type A needs.

Humanistic psychology opposes itself to depth psychology. In depth psychology, the subject of study is a sick, suffering person - a patient. Such a model of man.

In humanistic psychology, the term "client", an equal person. The human model is a mature personality. Maslow, in contrast to psychoanalysts, who studied mainly deviant behavior, believed that it was necessary to study human nature by studying its best representatives. Investigated outstanding mature personalities who have reached the heights. I studied biographies. I watched what provides the pinnacle of personal development.

Maslow coined the term self-actualization. Self-actualization - when all needs are saturated, may not think about the opinions of others, does not owe anything to anyone, knows his own worth, acts as he sees fit.

One of the weaknesses in Maslow's theory was his position that needs are in a rigid hierarchy once and for all, and higher "higher" needs arise only after more elementary ones are satisfied. Critics and followers of Maslow have shown that very often the need for self-actualization or self-respect dominates and determines a person's behavior, despite the fact that his physiological needs have remained unsatisfied.

Humanists took the concept of "becoming" from existentialism. Man is never static, he is always in the process of becoming.

Maslow: personality is a whole. A protest against behaviorism, which dealt with individual manifestations of behavior, and not with the individuality of a person. Maslow's holistic point of view.

The internal nature of a person from the point of view of humanists is internally good (as opposed to deep ones). The destructive forces in people are the result of frustration, not innate. By nature, a person has opportunities for growth and self-improvement. Man has the ability to be creative. Everyone has.

Subsequently, Maslow abandoned a rigid hierarchy, combining all existing needs into two classes - the needs of need (deficit) and the need for development (self-actualization). Thus, he singled out two levels of human existence - existential, focused on personal growth and self-actualization, and deficient, focused on satisfying frustrated needs. Metamotivation is an existential motivation leading to personal growth.

Maslow gave 11 main characteristics of self-actualized people: an objective perception of reality; full acceptance of one's own nature; passion and devotion to any business; simplicity and naturalness of behavior; the need for independence, independence and the opportunity to retire somewhere, to be alone; intense mystical and religious experience, the presence of higher experiences (especially joyful and intense experiences); benevolent and sympathetic attitude towards people; non-conformism (resistance to external pressures); democratic personality type; creative approach to life; high level of social interest.

Maslow's theory includes the concepts of identification and alienation, although these mechanisms are completely mental development they were never disclosed.

Each person is born with a certain set of qualities, abilities that make up the essence of his "I", his Self and which a person needs to realize and manifest in his life and activity. Neurotics are people with an undeveloped or unconscious need for self-actualization.

According to Maslow, society, the environment, on the one hand, is necessary for a person, since he can self-actualize, manifest himself only among other people, only in society. On the other hand, society, by its very nature, cannot but impede self-actualization, since any society strives to make a person a template representative of the environment, it alienates the personality from its essence, its individuality, makes it conformal.

At the same time, alienation, preserving the Self, the individuality of the individual, puts it in opposition to the environment and also deprives it of the opportunity to self-actualize. Therefore, in its development, a person needs to maintain a balance between these two mechanisms. Optimal is identification in the external plan, in the communication of a person with the outside world and alienation in the internal plan, in terms of his personal development, the development of his self-consciousness.

The goal of personal development, according to Maslow, is the desire for growth, self-actualization, while stopping personal growth is death for the individual, the Self. Psychoanalysts - psychological protection - a boon for the individual, a way to avoid neurosis. Maslow - psychological defense is an evil that stops personal growth.

As for other representatives of humanistic psychology, the idea of ​​the value and uniqueness of the human person is central to Carl Rogers. He believed that the experience that a person acquires during his life and which he calls the "phenomenal field" is unique and individual. This world, created by a person, may or may not coincide with reality, since not all objects in a person's environment are perceived by him. The degree of identity of this field of reality Rogers called congruence. With a high degree of congruence, what a person communicates to others, what is happening around, and what he is aware of in what is happening, more or less coincide with each other. A violation of congruence leads to the fact that a person is either not aware of reality, or does not express what he really wants to do or what he thinks. This leads to an increase in tension, anxiety and, ultimately, to a neurotic personality.

Neuroticism is also facilitated by the departure from one's individuality, the rejection of self-actualization, which Rogers, like Maslow, considered one of the most important needs of the individual. Developing the foundations of his therapy, the scientist combined in it the idea of ​​congruence with self-actualization, since their violation leads to neurosis and deviations in personality development.

Speaking about the structure of the "I", Rogers came to the conclusion that the inner essence of a person, his Self is expressed in self-esteem, which is a reflection of the true essence of this person, his "I". In the event that behavior is built precisely on the basis of self-esteem, it expresses the true essence of the individual, his abilities and skills, and therefore brings the greatest success to a person. The results of activity bring satisfaction to a person, increase his status in the eyes of others, such a person does not need to displace his experience into the unconscious, since his opinion of himself, the opinion of others about him and his real Self correspond to each other, create complete congruence.

Rogers' ideas about what the true relationship between a child and an adult should be formed the basis for the works of the famous scientist B. Spock, who wrote about how parents should take care of children without violating their true self-esteem and helping them socialize.

However, parents, according to both scientists, do not often follow these rules and do not listen to their child. Therefore, already in early childhood, a child can be alienated from his true self-esteem, from his Self. Most often this happens under the pressure of adults who have their own idea of ​​the child, his abilities and purpose. They impose their assessment on the child, striving for him to accept it and make it his self-assessment. Some children begin to protest against the actions imposed on them. However, most often children do not try to confront their parents, agreeing with their opinion about themselves. This is because the child needs affection and acceptance from an adult. Rogers called this desire to earn the love and affection of others "the condition of value." The "condition of value" becomes a serious obstacle to personal growth, as it interferes with the realization of the true "I" of a person, his true vocation, replacing it with an image that is pleasant to others. Man renounces himself, his self-actualization. But when carrying out activities imposed by others, a person cannot be completely successful. The need to constantly ignore signals of one's own insolvency is associated with the fear of changing self-esteem, which a person already considers really his own. This leads to the fact that a person displaces his fears and aspirations into the unconscious, alienating his experience from consciousness. At the same time, a very limited and rigid scheme of the world and oneself is being built, which does not correspond much to reality. This inadequacy is not recognized, but causes tension, leading to neurosis. The task of the psychotherapist, together with the subject, is to destroy this scheme, to help the person realize his true "I" and rebuild his communication with others.

Rogers insisted that self-assessment should be not only adequate, but also flexible, i.e. should change depending on the environment. He said that self-esteem is a connected image, a gestalt, which is constantly in the process of formation and changes, restructures when the situation changes. At the same time, Rogers not only talks about the influence of experience on self-esteem, but also emphasizes the need for a person to be open to experience. Rogers emphasized the importance of the present, saying that people should learn to live in the present, realize and appreciate every moment of their lives. Only then will life reveal itself in its true meaning, and only then can one speak of full realization.

Rogers proceeded from the fact that the psychotherapist should not impose his opinion on the patient, but lead him to right decision which the patient takes independently. In the process of therapy, the patient learns to trust himself, his intuition more, to better understand himself, and then others. As a result, “insight” (insight) occurs, which helps to rebuild one’s self-esteem. This increases congruence and enables a person to accept himself and others. This therapy takes place as a therapist-client meeting or in group therapy (encounter groups).

The term "I-concept" was introduced in the 50s. in humanistic psychology. This concept meant a return to the classical psychology of consciousness. The main ideas are borrowed from the works of James. James shares 2 concepts of personality:

1) Personality as an acting agent (subject of activity).

2) Personality as a set of ideas about oneself (empirical personality).

Separates the term "I" (acting agent) and "Mine" - what I know about myself, what I attribute to myself. James studied "Mine".

"Mine" consists of 3 parts:

1. Knowing about yourself is a cognitive component

2. Self-attitude is an affective component

3. Behavior - behavioral component

These 3 components define the "I-concept" (the image of "I"). These are phenomenal. In domestic psychology, a broader term is “self-consciousness”.

1. Cognitive component. 3 parts of personality according to James, which are defined as knowledge about oneself:

A. Physical personality - body, clothes, house in the broadest sense of the word.

B. Social personality - how we are perceived by others. This is determined by our social roles. What is expected of us influences our behavior.

B. Spiritual personality - "image I". The inner world of a person, that which belongs to the consciousness of the subject. What am I? What I will answer. Everything that provides a holistic view of oneself (thoughts, feelings, experiences, abilities).

2. Self-attitude, self-acceptance, self-esteem - the affective component of the "I-concept". From the point of view of a concrete I, all ideas about oneself can be both positive and negative. Not oriented to social norms. "I'm an alcoholic and I love it." Our attitude towards ourselves is connected with what goals a person sets and what he can achieve. Self-respect is the result of the relationship between success and ambition.

Carl Rogers introduces the concept of "real" and "ideal" I. Ideal I - an idea of ​​what a person would like to be. The real self is a person's idea of ​​who he really is. According to Rogers, a person strives to comprehend his own Self, to comprehend the self, he wants to feel the true Self.

The true self can be identical (congruent) to the ideal self. Congruence = positive self-concept when the ideal and real self coincide. An incongruent self-concept is negative when they don't match.

2. Behavior. Everyone strives to ensure that the real I coincides with the ideal (according to James).

According to Rogers, the self-concept can be conditionally positive and unconditionally positive. Conditionally positive self-concept, when we follow some standard in order to get approval. Unconditionally positive - a person accepts himself as he is.

Personal development problems can be when outwardly successful man feels the conditionality of the self-concept. Rejection of the conditionally positive I from my self. The way out is unconditional self-acceptance. Personal development - liberation from the system of psychological protection (protection does not allow a person to penetrate into the depths of his "I", to experience his self). This can be achieved by the openness of experience, i.e. everything that is available to a person, he must experience.

Method - training groups (meeting groups). Everyone talks about himself. The rest accept it as it is. Or individual therapy (client-centered therapy). Rogers is an indirect method. The therapist is like a mirror. Repeats the last phrase. It does not press, but accepts a person as he is.

The main thing is self-actualization, personal growth, self-development. The goal of the psychotherapist is to provide conditions for the client's self-development.

The directive method works through empathy. Empathy – client and therapist are attuned to each other's experiences.

ROGERS CLIENT CENTERED THERAPY

In 1951, Rogers published the book Client Centered Therapy. He called the patronage model. The client largely relies on the therapist, but the choice of actions, actions always remains with the client. The therapist is a gardener, he can only create conditions for growth and development. The therapist only creates conditions, does not change, does not remake. customer care model. The main goal is to contribute to the growth and development of the client. The ideal is a self-actualizing personality. This process is initiated by the therapist. The need for self-actualization is inherent in a person, but may not be relevant. Self-actualizing personality = healthy. Rogers coined the term "client". It is fundamentally important point. The patient is not responsible, relies on the doctor. The result largely depends on the experience, education, level of knowledge of the psychoanalyst. For Rogers, the central figure is the client. The therapist follows the client. The client has the right to withdraw from therapy at any time. The client initiates a psychoanalytic interaction. The client explores his inner world, and the therapist walks beside him. Equal position. The therapist does not direct, does not push. He is a facilitator - one who supports. The meaning of therapy is to change the inner world, but this change is made by the client himself.

Rogers understood symptoms very broadly. It does not answer the question why such a symptomatology arose in a particular person. He says where the symptomatology comes from: when a split into “I” and “not me” occurs in the client’s personality. “I” is realized, “not I” is that which is not realized. Cleavage produces symptoms. There is an experience that a person has experienced, accumulated. It can completely coincide, be congruent with the self-concept. But the self-concept may not be congruent to experience - splitting occurs. The ideal "I" is what a person thinks he should be. A split may occur - the ideal may not coincide with experience, the Self-concept. There are 3 splitting options. The more 3 peaks coincide, the healthier the person. The more breaks, the more severe the symptoms.

I-concept I-ideal

For Freud, the therapist is the standard. For Rogers, the most important thing for the therapist is authenticity (authenticity), conformity to oneself, does not play a role.

Every effort should be made to reduce the conditioning in self-acceptance. The therapist accepts the client unconditionally, as he is. Encourages the client to treat himself unconditionally. The client's anxieties, fears are reduced, defenses are removed. The client begins to open up, it is easier for him to tell problems. The main thing is to accept and not condemn, emotionally support.

The main thing is to be there, but not to invade the client's world. Respect his decisions, values, views. The therapist must be able to listen and hear. But the therapist has the right to express his opinion. He has the right to make mistakes, he must tell the client about it and apologize. Due to the non-judgmental attitude, the client is not afraid to show emotions. The therapist can also show his emotions, positive and negative: anger, aggression, etc.

Rogers didn't have much experience with psychotics. Short-term therapy for people whose "I" is not destroyed.

Many provisions of existential theory Viktor Frankl make it related to humanistic psychology. Frankl's theory consists of three parts - the doctrine of the pursuit of meaning, the doctrine of the meaning of life and the doctrine of free will. Frankl considered the desire to understand the meaning of life to be innate, and this motive was the leading force in the development of the individual. Meanings are not universal, they are unique for each person at every moment of his life. The meaning of life is always associated with the realization of a person's capabilities and in this regard is close to Maslow's concept of self-actualization. However, an essential feature of Frankl's theory is the idea that the acquisition and realization of meaning is always associated with the external world, with the creative activity of a person in it and his productive achievements. At the same time, he, like other existentialists, emphasized that the lack of meaning in life or the inability to realize it leads to neurosis, giving rise to a state of existential vacuum and existential frustration in a person.

At the center of Frankl's concept is the doctrine of values, i.e. concepts that carry the generalized experience of mankind about the meaning of typical situations. He distinguishes three classes of values ​​that make it possible to make a person's life meaningful: the values ​​of creativity (for example, work), the values ​​of experience (for example, love) and the values ​​of an attitude consciously formed in relation to those critical life circumstances that we are not able to change.

The meaning of life can be found in any of these values ​​and any action generated by them. It follows from this that there are no such circumstances and situations in which human life would lose its meaning. Finding meaning in a particular situation Frankl calls awareness of the possibilities of action in relation to a given situation. It is this awareness that logotherapy developed by Frankl aims to help a person see the full range of potential meanings contained in a situation and choose the one that is consistent with his conscience. At the same time, the meaning must not only be found, but also realized, since its realization is connected with the realization of the person himself.

In this realization of meaning, human activity must be absolutely free. Disagreeing with the idea of ​​universal determinism, Frankl seeks to remove a person from the biological laws that postulate this determinism. Frankl introduces the concept of the noetic level of human existence.

Recognizing that heredity and external circumstances set certain limits on the possibilities of behavior, he emphasizes the existence of three levels of human existence: biological, psychological and noetic, or spiritual. It is in the spiritual existence that the meanings and values ​​that play a determining role in relation to the lower levels are contained. Thus, Frankl forms the idea of ​​the possibility of self-determination, which is associated with the existence of man in the spiritual world.

Assessing the humanistic theories of personality, it should be noted that for the first time their developers paid attention not only to deviations, difficulties and negative sides in human behavior, but also on the positive aspects of personal development. In the works of scientists of this school, the achievements of personal experience were studied, the mechanisms of personality formation and ways for its self-development and self-improvement were revealed. This direction has become more widespread in Europe, and not in the USA, where the traditions of existentialism and phenomenology are not so strong.

Fromm. Personality - the sum of congenital and acquired crazy. St., characterization. individual and determine his uniqueness. Unlike animals, a person is deprived of the original connection with nature - we do not have powerful instincts that allow us to adapt to an ever-changing world, but we can think when we are in a state of human dilemma. On the one hand, it allows us to survive, and on the other hand, it pushes us to think about questions that have no answers - existentialism. dichotomies. Among them: 1) life and death (we know that we will die, but we deny it). 2) living under the sign of the ideal idea of ​​the full self-realization of the individual, we will never be able to achieve it 3) we are absolutely alone, but we cannot do without each other. existential needs. A healthy person differs from a sick person in that he is able to find answers to existential. questions - answers that are more in line with his existential. needs. Our behavior is motivated by physiological needs, but their satisfaction does not lead to a solution to the human dilemma. Exist only. needs can unite man with nature. Among them: 1) the need to establish connections (stepping over the boundaries of oneself, becoming a part of something greater. Submission and power are unproductive here. Only love as a union with someone, outside a person, provided that the isolation and integrity of one's Self is preserved (4 components - care, respect, responsibility and knowledge). in self-determination, the desire to rise above passive and accidental existence into purposefulness and freedom. Creation and destruction of life are two ways. 3) consum. in rootedness - the search for one's roots and the desire to literally take root in the world and feel it again as one's home. Unproductive - fixation (unwillingness to move far beyond the boundaries of one's safe world, originally determined by the mother. 4) self-identity - awareness of oneself as a separate entity (I am me and I am responsible for my actions) Unproductive - belonging to a group. 5) system of values. Unproductive - irrational goals. Character - a relatively constant set of aspirations of the individual, not yavl. instinctive, with pom. which a person relates himself to nature or culture. People relate to the world in 2 ways: assimilation (the acquisition and use of things) and socialization (knowledge of oneself and others). Unproductive types: receptive, exploitative, cumulative, market.

6) Domestic psychology. In the study of personality structure main characteristic is direction. Rubinstein is a dynamic trend; Leontiev - meaning-forming motive; Myasishchev - dominant attitude; Ananiev is the main life orientation. Orientation is a capacious descriptive characteristic of the personality structure. A.N.Leontiev. Parameters (grounds) of personality: 1. The richness of the individual's connections with the world; 2. The degree of hierarchization of deeds, their motives. Hierarchies of motives form relatively independent units of life; 3. General type personality structures.

The personality structure is a relatively stable configuration of the main motivational lines hierarchized within itself. The diverse relationships in which a person enters into reality give rise to conflicts, which, under certain conditions, are fixed and enter the structure of the personality. The structure of the personality does not come down to the richness of a person's connections with the world, nor to the degree of their hierarchization; its characteristic lies in the ratio different systems established life relationships that give rise to a struggle between them. Psychological substructures of personality - temperament, needs, drives, emotional experiences, interests, attitudes, skills, habits - some in the form of conditions, others in changes in their place in the personality, in generations and transformations. Dual personality structure: 1. Socio-typical manifestations of personality are systemic social qualities of the first order; 2. Personal-semantic manifestations of personality are system-specific integrative social qualities of the second order. The personal-semantic manifestations of a personality represent a form of social qualities specifically transformed in the process of activity in the individual life of a person. System-social qualities express the general tendency of a developing personality to be preserved, system-specific personality-semantic qualities represent its tendency to change. To find ways to further development in a world full of surprises.

Vygotsky: personality is a social concept, and it embraces the supranatural, historical in man. It is not born, but arises in the process of cultural development. The personality develops as a whole. Only when a person masters a certain form of behavior, then it rises to a higher level. The essence of cultural development is the mastery of the processes of one's own behavior, but a necessary prerequisite for this is the formation of personality and => the development of a function is a derivative and conditioned by the development of the personality as a whole. The newborn has no self and no personality. The decisive moment in the development of a child's personality is the awareness of one's self (a name and only then a personal pronoun). The child's concept of self develops from the concept of others. That. the concept of personality is socially reflected. Only in school age for the first time a stable form of personality appears, thanks to the formation of inner speech. In a teenager - the discovery of I and the formation of personality.

Rubinstein. When explaining any psycho. phenomena, the personality acts as a united set of internal conditions, through the cat. and all external influences are refracted. The history that determines the structure of personality incl. into itself and the evolution of living beings, the history of mankind and personal history. Personality traits are not limited to individual abilities. Personality is all the more significant, than the universal is represented in the individual refraction. The distance separating a historical person from an ordinary one is determined not by saints, but by the significance of the general history. the forces of which it is the bearer. As a person, a person acts as a unit in the system public relations as the bearer of these relationships. The mental content of the personality is not only the motives of the conscious mind. activities, it incl. a variety of unfounded tendencies-motives. The first stage in the formation of personality as an independent subject is associated with the mastery of one's own body and voluntary movements. Next is the beginning of the walk. And here the child begins to understand that he really stands out from the environment. environment. Another important link is the development of speech.

Ananiev. The structure of personality is a product of individual mental development, which appears in three plans: ontogenetic evolution, psychophysiological functions and the history of human development as a subject of labor.

Characteristics of a person as an individual. Age-sex and individual-typical saints. Their interaction determines the dynamics of psychophysiological functions and the structure of organic needs. Main f. development of these saints - ontogenetic development, impl. according to the phylogenetic program.

As individuals. The starting point of the structural-dynamic properties in the individual is its status in society. Based on this status, systems are built: a) societies. functions-roles and b) goals and value aspirations. Main f. personal development here life path human and general-ve.

as a subject of activity. The initial ones here are consciousness (as a reflection of objective activity) and activity (as a transformation of reality)

Myasishchev. Personality is the highest integral concept. It is characterized as a system of relations between a person and the environment. reality. The most important thing that determines l is her attitude towards people. The first component of personality characteristics forms the dominant personality relationships. The second is the mental level (desires, achievements). Here again the psychologist comes into contact. and social aspects that are completely inconsistent. The level of development and selective orientation characterize the attitude of l. The third is the dynamics of districts l. or whatever is called. type of GNI, temperament. Fourth - the relationship of the main components, the overall structure of the personality

Subject of Humanistic Psychology: Ideal Personality Model

Representatives of humanistic psychology: Abraham Maslow, Carl Rogers, Viktor Frankl

Humanistic psychology is a trend in Western, predominantly American, psychology. Humanistic psychology was formed in the 1960s. In the 20th century, the subject of study is psychologically healthy, mature, creatively active representatives of humanity, who are distinguished by continuous development and an active attitude towards the world. Humanistic psychologists denied the existence of the original conflict between man and society and argued that it is social success that characterizes the fullness of human life.

Main methodological principles and the provisions of humanistic psychology:

a) a person is integral and should be studied in his integrity;

b) each person is unique, so the analysis of individual cases (case study) is no less justified than statistical generalizations;

c) a person is open to the world, a person's experience of the world and himself in the world is the main psychological reality;

d) human life should be considered as a single process of becoming and being of a person;

e) a person has the potential for continuous development and self-realization, which are part of his nature;

f) a person has a certain degree of freedom from external determination due to the meanings and values ​​that guide him in his choice;

g) Man is an active, intentional, creative being.

The origins of humanistic psychology lie in the philosophical traditions of the humanists of the Renaissance, the French Enlightenment, German romanticism, the philosophy of Feuerbach, Nietzsche, Husserl, Tolstoy and Dostoyevsky, as well as in modern existentialism and Eastern philosophical and religious systems.

The general methodological platform of humanistic psychology is implemented in a wide range of different approaches:

In the works of A. Maslow, S. Jurard, F. Barron, K. Rogers, ideas about a mentally healthy, fully functioning personality have been developed.

The problem of the driving forces of the formation and development of the personality, the needs and values ​​of a person was disclosed in the works of A. Maslow, V. Frankl, S. Buhler and others.

F. Barron, R. May and V. Frankl analyzed the problem of freedom and responsibility.

At the same time, the transcendence of one's being by a person is considered as a specifically human essential feature (S. Jurard,

V. Frankl, A. Maslow).

Issues interpersonal relationships, love, marriage, sexual relations, self-disclosure in communication is considered in the works

K. Rogers, S. Jurard, R. May and others.

The main area of ​​practical application of humanistic psychology is psychotherapeutic practice:

Non-directive psychotherapy by K. Rogers (People-centered approach in psychotherapy) and logotherapy by V. Frankl are among the most popular and widespread psychotherapeutic systems.

Another important area of ​​practical application of humanistic psychology is humanistic pedagogy, which is based on the principles of non-directive interaction between a teacher and a student and is aimed at developing creativity personality.

The third area of ​​practical application of humanistic psychology is socio-psychological training, one of the founders of which was K. Rogers.

The successes of humanistic psychology in these applied areas largely determined its social platform, based on the utopian idea of ​​improving society through the improvement of individuals and interpersonal relationships (A. Maslow).

The merit of humanistic psychology lies in the fact that it has put the study of the most important problems of personal existence and development in the forefront, and has given psychological science new worthy images of both the person himself and the essence of human life.

Today, humanistic psychology occupies an important and stable place in Western psychology; tendencies of its partial integration with other schools and trends, including psychoanalysis and neobehaviorism, have been outlined.

(D. A. Leontiev.)

Practice #3

Fundamentals of the psychology of communication. Ways to resolve conflicts»

Question 2: Personality in the group and collective. Pedagogical leadership of the team

Depending on the behavior of the participants in the conflict, including those who solve it, the following methods of conflict resolution are distinguished:

1. evasion- a person, anticipating the emergence of a conflict, chooses a style of behavior that will not lead to conflict. At the same time, a person carefully considers his behavior, and the organization pursues a policy that has a preventive goal, that is, the personnel department monitors the causes of conflicts that arise, as well as emerging tensions and takes measures to resolve them;

2. conflict smoothing- various arguments are used, including persuading the other side of the need for cooperation. In particular, when a lot of remarks are made during the discussion of the program, they can be neutralized using some methods, including, for example, such as referring to authorities, conditional consent, rephrasing comments, warning them, etc. The disadvantage of this style is that usually the conflict is silenced but not resolved;

3. compulsion- the opponent is forced to take a different point of view. This type of behavior is most characteristic of a leader when he has disagreements with a subordinate. Coercion almost always causes indignation of the subordinate, antipathy. Such decisions usually hamper the initiative of subordinates, which is irrational for the organization;

4. encouragement- giving an advantage to a person in exchange for his agreement with the proposed decision.

While this kind of behavior can be seen as a compromise, there is a good chance that the conflict will remain;

5. compromise- one side accepts the point of view of the other, but only partially.

The ability to compromise is the most important trait that, if desired, every person can cultivate in himself. However, compromise is inappropriate in the early stages of the development of the conflict, as it stops the search for the most effective solution. Suppose the strategy of a furniture factory is being refined.

The dispute over the choice of alternatives is between the department
marketing, personnel department and production department. If the administrative director tasked with reconciling the positions of the departments accepts one of the proposals as the main one too early, he will not take into account and consider other options, and perhaps the best decision will not be made. Having stopped the discussion, having determined the solution at this stage, he will stop searching and analyzing other alternatives.

The task of the manager is to notice the moment when the proposals begin to be repeated, and only then stop at a compromise solution;

6. conflict prevention- a set of activities, mainly of an organizational and explanatory nature. We can talk about improving working conditions, a more equitable distribution of remuneration, ensuring strict adherence to the rules of internal life, work ethics, etc.

Conflict resolution largely depends on the level of professional competence of the manager, his ability to interact with employees, which is not least determined by his general culture.

2. Pedagogical conflict as a separate branch of the conflict

2.1 Features, types and stages of development of the pedagogical conflict

There are several classifications of conflicts.

According to the direction, conflicts are divided into "horizontal" (between employees of the same level), "vertical" (between the leader and subordinates) and "mixed", as well as:

1) conflicts of activity arising from the failure of the student to complete educational tasks, poor progress, outside of educational activities;

2) conflicts of behavior arising from a student's violation of the rules of conduct at school, more often in the classroom, and outside the school;

3) conflicts of relations that arise in the sphere of emotional and personal relations between students and teachers, in the sphere of their communication in the process of pedagogical activity.

AT first group- Motivational conflicts. They arise between teachers and students, due to the fact that students either do not want to learn, or study without interest, under duress. Based on the motivational factor, the conflicts of this group grow and eventually hostility, confrontation, even struggle arise between teachers and children.

In second group- conflicts associated with poor organization of schooling. There are four periods of conflict that students go through while studying at school. The first period is the first grade: there is a change in the leading activity, from playing to learning, new requirements and responsibilities appear, adaptation can last from 3 months to 1.5 years. The second conflict period is the transition from 4th to 5th grade. Instead of one teacher, the guys study with different subject teachers, new school subjects appear. At the beginning of the 9th grade, a new painful problem arises: it is necessary to decide what to do after the 9th grade - to go to a specialized secondary educational institution or continue your studies in 10-11 grade. For many young people, the 9th grade becomes the line beyond which they are forced to begin their adult life. The fourth conflict period: graduation from school, choice of a future profession, competitive exams in a university, the beginning of a personal and intimate life.

The third group of pedagogical conflicts- conflicts in the interactions of students among themselves, teachers and schoolchildren, teachers with each other, teachers and school administration. These conflicts occur due to the subjective nature, personal characteristics of the conflicting parties, their goals and value orientations. Leadership conflicts are the most common among “student-student”, in the middle classes there are conflicts between groups of boys and girls. Conflicts in the interactions "teacher-student" in addition to motivational, conflicts of a moral and ethical nature can flare up. Conflicts between teachers can arise for various reasons: from school timetable problems to intimate-personal clashes. In the interaction "teacher-administration" there are conflicts caused by problems of power and subordination.

Features of conflict situations in three age categories:

In the lower grades: experiences are short-lived; the child needs the protection and support of the teacher; conflicts are often associated with the style and tactics of the teacher on the actions of students.

In adolescence: there is a loss of interest in learning; student indiscipline is manifested; conflicts often arise when teachers make mistakes in the methodology for assessing knowledge and skills.

In the senior classes: overstating the requirements for adults with a condescending attitude towards oneself; characterized by emotional instability; defending one's point of view in response to the dominant position of the teacher leads to conflicts.

For girls, verbal forms of conflict resolution are more typical. Boys are prone to pronounced bodily aggressiveness in resolving conflicts.

All conflicts, despite their diversity, develop according to a certain pattern:

1. Conflict situation (dispute, between stakeholders). At this stage, the conflicting parties discuss the specific subject of disagreement.

2. Conflict (clash of interests of participants, active confrontation). At this stage, a specific issue fades into the background, there is a clash at the level of approaches and opinions. Other evidence and arguments are involved.

3. Expanding conflict (other participants are drawn into the situation). At this moment, other members of the team are drawn into the conflict as referees and fans. The question takes on a universal character. Old sins and grievances are remembered.

4. General conflict (most employees are covered by the search for the guilty). At the final stage, it is impossible to understand the root cause. There is a real war of parties "to the last bullet."

The structure of a conflict situation is made up of the internal and external positions of the participants, their interactions and the object of the conflict. In the internal position of the participants, one can single out the goals, interests and motives of the participants. The external position is manifested in the speech behavior of the conflicting parties, it is reflected in their opinions, points of view, wishes. The conflict relationship between a teacher and a teenager can change for the better if the teacher focuses not on his external behavior, but on his internal position, i.e. you can understand his goals, interests and motives. The sphere of conflict can be business or personal. Teachers and students often encounter conflict situations. However, we must strive to ensure that the conflict occurs in the business sphere and does not flow into the personal.

Pedagogical situations can be simple or complex. The first are resolved by the teacher without the counter resistance of the students through the organization of their behavior.

Features of pedagogical situations and conflicts

The pedagogical situation is defined by N. V. Kuzmina as “the real situation in the study group and in a complex system of relations and
relationships between students, which must be taken into account when deciding how to influence them.

In pedagogical situations, the teacher most clearly faces the task of managing the student's activities. When solving it, the teacher must be able to take the student's point of view, imitate his reasoning, understand how the student perceives the current situation, why he acted that way. In a pedagogical situation, the teacher comes into contact with the students about his specific act, actions at school.

During the school day, the teacher engages in a wide range of relationships with students on various occasions: stops a fight, prevents a quarrel between students, asks for help in preparing for the lesson, joins in a conversation between students, sometimes showing resourcefulness.

AT difficult situations Of great importance are the emotional state of the teacher and the student, the nature of the existing relationship with the accomplices of the situation, the influence of the students present, and the result of the decision always has a certain degree of success due to the student's difficult to predict behavior, depending on many factors, which it is almost impossible for the teacher to take into account.

When resolving pedagogical situations, actions are often determined by personal resentment towards students. The teacher then shows a desire to emerge victorious in the confrontation with the student, not caring about how the student will get out of the situation, what he will learn from communication with the teacher, how his attitude towards himself and adults will change. For teacher and student various situations can be a school of knowledge of other people and oneself.

A conflict in psychology is defined as “a collision of oppositely directed, incompatible tendencies, a single episode in consciousness, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences.” The conflict in pedagogical activity often manifests itself as the teacher's desire to assert his position and as a student's protest against unfair punishment, incorrect assessment of his activity, act. It is difficult for a student to follow the rules of behavior at school every day and the requirements of teachers during lessons and breaks, therefore minor violations of the general order are natural: after all, the life of children at school is not limited to study, quarrels, insults, mood changes, etc. are possible. By responding appropriately to the child's behavior, the teacher takes control of the situation and restores order. Haste in assessing an act often leads to errors, causes indignation in the student at the injustice on the part of the teacher, and then the pedagogical situation turns into a conflict. Conflicts in pedagogical activity disrupt the system of relationships between the teacher and students for a long time, cause the teacher to experience a deep stressful state, dissatisfaction with his work. This state is aggravated by the realization that success in pedagogical work depends on the behavior of students, a state of dependence of the teacher on the “mercy” of the students appears.

Practice #4

“Methods of influencing a person. Pedagogical technologies»

Question: Methods of education

The method of education is not invented, it is not created arbitrarily, it is not even a product of the subject's creativity. In choosing a method, the subject depends entirely on how he foresees the result.

The anticipation of the educational result in the mind of the teacher creates the prerequisites for the mental construction of the path (ways) to achieve the intended result. The category of the method of education reflects the dual anticipation “I know what I want to get, I know how to achieve it.”

The method of upbringing is a model for organizing the activities of a teacher and a child, designed to form a value attitude towards the world and oneself. Consequently, the method is derived in the process of realizing the goal, it is strictly dictated by the course of mental analysis. In terms of quantity, there can be neither more nor less methods - exactly as many as are necessary for the programmed result, based on the nature of this result. The system of upbringing methods is complex, because the goal of upbringing is multifaceted, a person is multidimensional, his relationship with the world is contradictory. All this complexity is added by the traditionally strengthened confusion of the concepts of “methods of education” and “methods of influence”. Speaking of the first, many teachers understand the second, they reduce the expected result of upbringing to a specific momentary reaction of the child. For example, they say: “I used the method of the exercise when I organized the correct behavior of the child,” or “I used persuasion when explaining to children the meaning of normative behavior.” Without denying the legitimacy of what has been said, we note. That what has been said referred to the methods of educational influence is by no means to the methods of education. If the factors of education are known (and they are known to us), then, therefore, it remains to project these factors onto the reality of the educational process and designate factorial (objectively determined) influences as methods of education personality. Of course, these factorial influences need pedagogical instrumentation. Of course, the teacher does not passively observe what impact the factors of personality formation produce. He sets them a certain direction (a social value vector), accompanying what is happening with a pedagogical commentary, initiating a social value reaction of children. But knowing the factors of formation, the teacher already knows the ways of education. Like a gardener: knowing what is necessary for a high yield of an apple tree, he provides this necessary, and his objectively determined actions qualify as methods of growing fruit trees.

Therefore, if we look at the method of education from the point of view of the meaningful influence organized by the teacher, then this is the construction of a system of pedagogical influences on children in full accordance with the meaningful main factors of development in the formation of personality.

The factor of the social environment in personal formation is transformed in educational practice into a method of organizing an educational environment, or rather, into a method of organized interaction of children with the environment.

The factor of a person's own activity, which decisively influences the development of a person, undergoes a pedagogical transformation and is called the method of organizing educational activities.

The factor of the return-evaluative influence of adults on the child is projected onto the educational reality, transforming into an organized understanding of the unfolding life by the child.

Let's see how the three factors of education are taken into account in school practice.

A house is being built in which the educational process takes place. Its architecture, design, internal arrangement of functioning premises are thought out. The principal of the school is usually involved in the discussion of construction problems, and his voice is not the last in decision making. The device is being thought out school yard, garden, playgrounds. Planning is dictated by educational tasks. Cleanliness, order, beauty are the main characteristics of the subject environment of an educational institution. But this environment is reproduced in the future by children, with their efforts maintaining order, cleanliness, recreating beauty. Traditions soon form in this house, a psychological climate is born, events take place. Each of the children in some way reacts to the given life that flows before him, participating in it, or removing himself from it. Teachers, building the content of school life, make sure that each child is significant in it and that each child is the subject of the life of the school home. The most diverse activities are organized at school - it is this diversity that involves children in diverse relationships to life. If socially, culturally and psychologically significant value relations are formed in the course of the activities organized by teachers, then this kind of activity contributes to personal development. become children, so that the child's ability to be aware of his "I" in
system of social relations and the process of interaction with reality.

Thus, it is necessary to recognize the existence of three methods of education of the strategic plan: 1) the method of organizing the educational environment; 2) the method of organizing educational activities, that is, the interaction of children with the environment; 3) the method of organizing the child's comprehension of the life unfolding before him. The listed methods are of a factorial nature: they have the power of an objective, inevitable influence on the growing personality. Sometimes all these methods are called methods of organizing a child's life.

Practice #5

« Education system Russia"

Question: Educational levels and types of educational institutions.

Levels of general and vocational education

1. The following educational levels shall be established in the Member States:

Basic general education;

Secondary (complete) general education;

Primary vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate professional education.

2. Types of educational institutions:

preschool;

General education (primary general, basic general, secondary (complete) general education);

Institutions of primary vocational, secondary vocational, higher vocational and postgraduate vocational education;

Institutions of additional education for adults;

Special (correctional) for students with developmental disabilities;

Institutions for orphans and children left without parental care (legal representatives);

Institutions of additional education for children;

Other institutions carrying out the educational process. The Commonwealth of Independent States has state and non-state educational institutions.

Non-state educational institutions can be created in the organizational and legal forms provided for by national legislation. Their activities, to the extent not regulated by this Model Law, are governed by national legislation.

Practice #6

"Family as a subject of pedagogical interaction and socio-cultural environment for the upbringing and development of the individual"

Question: "Methods of education in the family"

The role of the family in the upbringing of the child is great, because it is in this cell of our society that the child is most time. It is here that he is formed as a person. Here he feels care, affection and love. In families where mutual understanding reigns and respect, good children usually grow up. Many believe that the most important thing in raising a child is that the baby be fed, cleanly dressed and go to bed on time. But this is an erroneous opinion. Education is not an easy job that requires a lot of strength and energy. After all, parents have to educate their child not only with words, but also with personal example. From the first days of his life, the child feels the influence of mom and dad. This is one of the main methods of raising children in the family. But not always a personal example helps to get a positive result. Then it is necessary to apply other methods of education. Two of them we know very well the "stick" method and the "carrot" method. For good deeds, the child is encouraged, and for bad deeds, they are punished. Sometimes it takes a lot of effort to convince a child of the wrongness of his actions. Prove to him that he did very badly. But if this happened, then his memory will long retain all the arguments we have presented. Persuasion is another method of raising a child in a family. Labor has been the basis of raising children from time immemorial. It is necessary to accustom a child to work from an early age. Otherwise, your hopes in the future may not come true. Children will grow up to be real loafers and selfish. They cannot be released from their duties. Regardless of the financial situation of the family, each child should have their own household chores. He must perform them responsibly and without reminder. Do not forget that when raising your child, you should not allow stereotypes. Each child is a separate world: some children are more mobile, others are bold and resolute, and others, on the contrary, are slow, shy and touchy. But the approach must be found for everyone. And the sooner this approach is found, the less problems the child will create in the future. In most families, emotions and feelings for their child are at the forefront. It is rare that a parent tries to evaluate their child, we love him and accept him the way he is. This moment is the main feature of raising children in the family. And although we often hear that you can never spoil a child with love, this is not true. From Great love we indulge all his whims, we are ready to fulfill his every desire. By such behavior we spoil our child. Loving a child, we must be able to refuse him. If we cannot do this, then we have problems in raising children in the family. By allowing the baby to do anything, we cover up our weakness with love.

Speaking about the upbringing of children in the family, one should not forget about their morality. What is it? From the very first days of life, not yet able to speak and move, the child begins to "assess" the situation in the family. A calm, affectionate tone in conversation, respect for each other will help develop moral needs in a child. Constant shouting, swearing, rudeness will lead to negative results. Moral education in the family begins with: responsiveness, kindness, intransigence to the manifestation of evil. From all of the above, we see that the role of the family in raising a child is enormous. The first knowledge, behavior, habits that a person receives in a family will remain with him for all the years of his life.

Part III

protocol

Study and research task 3.2

Bakhmatov Artem Viktorovich

Study and Research Assignment 3.2

DIAGNOSTICS OF EMPATHY

Target. Diagnosis of empathy using a modified questionnaire by A. Megrabyan and N. Epstein.

Exercise. Please read the following statements carefully and focus on how

You behave in similar situations, express the degree of your agreement or disagreement with each of them. To do this, check the appropriate box in the response sheet.

Explanation for the task. Before you begin this task, carefully read the chapters on empathy in the specialized literature. Remember that empathy is the core of communication, it contributes to the balance of interpersonal relationships. Developed empathy is one of the most important success factors in those types of activities that require the feeling of a communication partner in the world: in psychology, pedagogy, art, medicine, journalism, etc. Try to determine the role of empathy in the success of your life and the development of your chosen profession, get acquainted with the ways of developing Empathy.

Learn the methodology of the experiment and prepare the necessary material.

Conclusion: Passing the Empathy Diagnostic test and earning a percentage of 14.98%

The normal level of empathy inherent in the vast majority of people.

Level 2 empathy - episodic blindness to the feelings and thoughts of others, occurs most often. It is characteristic of any type of personality, although in different manifestations.

After reading specialized literature and finding out the assessment of their condition in relation to self-control and self-education.

empathy

Part IV

"My achievements"

"Official documents" documents on graduation from school, certificates of officially recognized, Russian, city Olympiads, competitions, festivals, other events, documents on graduation from music, art, certificates of practice, testing, participation in projects and programs, magazine, newspaper and photo documents and other documents testifying to success.

"Life experience" autobiography, analysis of the most important events and episodes of life, their assessment, the main stages of personality development, factors, events, people that influenced it. Studying at a university, pre-professional and professional training your grades at all stages of studying at a university, comments on them, favorite subjects, teachers, learning motives, main periods and stages of study, changes in views on your future profession, university, list of coursework and theses, reviews of teachers and supervisors, heads of educational, undergraduate and graduation practices, a list of places for internships and work performed

"Elective courses and creative work" a list of additional courses, assessments, certificates, comments, acquired competencies, a list or a structured presentation in one form or another of their creative works, reviews on them, including in the media, etc.

Part V

Glossary of terms:

Adequate- appropriate, suitable for given conditions.

Amnesin- memory impairment

mental activity – the process of mental reflection in the form of mental acts, actions, activities, behavior.

Apathy - a state of emotional indifference, indifference and inactivity.

Behaviorism - direction in psychology, which reduces the subject of psychology to the analysis of behavior, the study of its dependence on external and internal material incentives.

Will – the ability of a person to consciously control his psyche and actions.

inner speech- a special type of silent speech activity of a person, characterized by predicativity, fragmentation and extreme curtailment of the grammatical structure; internalized external speech, originally intended for communication, and then became an internal tool for thinking and regulating activity.

Excitability - the ability of a living system to quickly move from a state of physiological rest to an active state under the influence of irritation. It is based on a complex complex of physico-chemical processes, in the most distinct form it manifests itself in the nervous and muscle tissues.

Activity- specifically human, internal and external activity regulated by consciousness as the highest instance, generated by need.

Irritability- inherent in all animal formations the ability to respond to external influences with a certain set of functional and structural changes. The primary manifestation of the activity of a living system, embodying its main property - to reflect the effects of the external environment.

Identity(from English identity - identity) - a multi-valued everyday and general scientific term that expresses the idea of ​​constancy, identity, continuity of the individual and his self-consciousness.

Defense mechanisms- in psychoanalytic theory, any mental processes that allow consciousness to reach a compromise solution to problems that cannot be fully resolved, and protect it from negative, traumatic experiences

Attachment- (English attachment) - a term used in child psychology to refer to the emerging (usually in the 2nd half of the year) in infants selective P. to one or more persons (primarily to parents or persons replacing them).

Resistance- General concept to denote all the features of the human psyche that oppose the removal (or weakening) of psychological defenses, tk. it suggests painful experiences.

Feeling- an elementary mental process, which is a reflection in the human mind of individual properties and qualities of objects and phenomena that directly affect the senses.

Memory- mental cognitive process, which consists in memorization, preservation and subsequent possible reproduction in the sphere of consciousness or in the process of activity of what a person did, experienced, perceived.

Pedagogy- theory and practice of achieving the goals of upbringing, education and training.

Perception- in modern psychology the same as perception. Borderline state - mild neuropsychiatric disorders, states on the verge of normal and mental deviation.

Cognitive mental processes- mental phenomena, in their totality directly providing knowledge as a process and as a result. These include: sensation, perception, attention, representation, !,! Image, memory, thinking, speech.

Subject of Pedagogy- the field of pedagogical phenomena, in which pedagogical patterns, mechanisms, conditions and factors of effective training, education and development of social subjects - specific people and teams are studied.

Subject of psychology- patterns, trends, features of the development and functioning of the human psyche.

Performance- a mental cognitive process of recreating images of objects, events based on their recall or productive imagination.

Psyche- a set of mental (conscious and unconscious) processes and phenomena.

Psychoanalysis- a doctrine developed by Z. Freud and exploring the unconscious and its relationship with the conscious in the human psyche.

Psychology- the science of patterns, mechanisms, conditions, factors and features of the development and functioning of the psyche.

Passion- a long and stable emotional state of a person that occurs with a strong desire for someone or something, accompanied by deep emotional experiences associated with the corresponding object.

Stress- a state of excessively strong and prolonged psychological stress that occurs in a person or animal under the influence of strong influences.

Subject- a concrete carrier of subject-practical activity and cognition, an active creator of his life.

Temperament- a mental property of a person, predetermined by the strength, balance, mobility of nervous processes and in turn affecting the dynamics of the flow of all mental phenomena characteristic of a person. There are four main types of T.: sanguine, phlegmatic, choleric and melancholic.

Test- a method of researching a personality based on its assessment based on the results of a standardized task, test, test with a predetermined reliability and validity.

Phlegmatic person- one of the four main types of temperament, characterized by poise, low mobility, but relatively high strength of nervous processes, which is manifested in a slow pace of mental processes, calmness, stability of interests and aspirations.

Freudianism - a general designation of various schools and teachings that arose on the scientific basis of the psychological teachings of Z. Freud (psychoanalysis) and worked to create a single concept.

Character- a set of stable mental traits of a person that affects all aspects of a person's behavior, determines his stable attitude to the world around him, other people, work, himself, expressing the individual identity of the personality and manifesting itself in the style of activity and communication.

Choleric- one of the four main types of temperament, characterized by mobility, imbalance, strength of nervous processes, manifested in incontinence, violent emotional reactions, sudden mood swings, clearly reflected in speech, gestures, facial expressions, behavior.

Feeling- a complex, constant, stable attitude of the individual to what she knows and does, to the object of her needs.

Emotions- simple, direct experience at the moment, associated with the satisfaction or dissatisfaction of needs.

empathy- the ability of a person to empathize and sympathize with other people, to understand their internal states.

Part VI

Part VII

Conclusion

In modern conditions, education is regarded as the most important value of world culture. This is manifested, first of all, in relation to a person as a free and creative person, realizing himself throughout his life. Since the personality is active, continuously developing, its activity should be aimed at creation, in search of new non-standard solutions emerging problems, including those of a professional nature.

main idea modern education is to create a system that will provide each person with the opportunity to obtain and replenish knowledge, competencies, continuous development, improvement, self-realization.

During the period of educational activity, individual achievements were recorded, accumulated, and evaluated.

Doable work is an effective way to rationally and transparently promote current and future professionals in the labor market, a way to assess their key and other competencies, as well as the prospects for business, professional and creative interaction between the employer and them.

Similar information.

Humanistic psychology

In 1964 ᴦ. The first conference on humanistic psychology was held in the United States. Its participants came to the conclusion that behaviorism and psychoanalysis (they were designated as the two main "psychological forces" at that time) did not see in a person what constitutes his essence precisely as a person. Humanistic psychology has designated itself as the "third force" in psychology, opposed to psychoanalysis and behaviorism.

The emergence of the name and the formulation of the basic principles are associated primarily with the name of the American psychologist Abraham Maslow(1908 - 1970). At the center of humanistic psychology is the concept of the formation of a personality, the idea of ​​the extreme importance of maximum creative self-realization, which means true mental health.

First of all, humanistic psychology emphasizes that a person must be considered as a creative self-developing being, striving not only for peace and certainty, that is, an equilibrium state, but also for imbalance: a person poses problems, resolves them, striving to realize his potential , and to understand a person exactly as a person is possible only by taking into account his ʼʼhighest upsʼʼ, the highest creative achievements.

Individuality in humanistic psychology is perceived as an integrative whole, as opposed to behaviorism, focused on the analysis of individual events.

In humanistic psychology, the irrelevance (unsuitability) of animal research for understanding man is emphasized; this thesis is also opposed to behaviorism.

In contrast to classical psychoanalysis, humanistic psychology asserts that man is inherently good, or at most neutral; aggression, violence, etc. arise in connection with the influence of the environment.

The most universal human characteristic in Maslow's concept is creativity, that is, a creative orientation, which is characteristic of everyone, but is largely lost by the majority due to the influence of the environment, although some manage to maintain a naive, "childish" view of the world.

Finally, Maslow emphasizes the interest of humanistic psychology in the psychologically healthy individual; before analyzing illness, one must understand what health is (in Freud's psychoanalysis, the path is reversed; according to Maslow, Freud showed the sick side of the psyche; it's time to show the healthy). Genuine health - not in the medical, but in the existential sense - means creative growth and self-development.

These principles generally apply to other humanistic concepts, although in general humanistic psychology does not present a unified theory; it is united by some general provisions and ʼʼpersonalʼʼ orientation in practice - psychotherapy and pedagogy.

Central to Maslow's concept is his understanding of human needs. Maslow believed that the so-called ʼʼbasalʼʼ human needs are ʼʼʼʼʼ and are hierarchically organized by levels. If this hierarchy is represented as a pyramid or ladder, then the following levels are distinguished (from bottom to top):

1. Physiological needs (for food, water, oxygen, optimal temperature, sexual need, etc.).

2. Needs related to security (confidence, structure, order, predictability of the environment).

3. Needs related to love and acceptance (the need for affective relationships with others, for being included in a group, for loving and being loved).

4. Needs related to respect and self-respect.

5. The needs associated with self-actualization, or the needs of personal consistency.

The general principle proposed by Maslow for the interpretation of personality development is that lower needs must be satisfied to some extent before a person can move on to the realization of higher ones. Without this, a person may not be aware of the existence of higher-level needs.

In general, Maslow believed, the higher a person can "climb" the ladder of needs, the more health, humanity he will show, the more individual he will be.

At the top of the pyramid are the needs associated with self-actualization. A. Maslow defined self-actualization as the desire to become everything that is possible; it is the need for self-improvement, for realizing one's potential.

So, the task of a person, according to Maslow, is to become what is possible - and therefore, to be himself - in a society where conditions do not contribute to this, a person turns out to be the highest value and is ultimately responsible only for taking place.

The concept of self-actualization is at the center of the concept of one of the most popular psychologists of the 20th century (including among practitioners - therapists and educators) - Carl Rogers(1902 - 1987), whose theoretical views were formed as practical work improved. It is worth saying that for him, unlike Maslow, the concept of self-actualization turns out to be a designation of the force that makes a person develop at various levels, determining both his mastery of motor skills and the highest creative ups.

Man, like other living organisms, Rogers believes, has an innate tendency to live, grow, develop. All biological needs are subject to this trend - they must be satisfied in order to develop positively, and the development process proceeds despite the fact that many obstacles stand in its way - there are many examples of people living in harsh conditions, not only survive but continue to progress.

According to Rogers, a person is not what appears in psychoanalysis. He believes that a person is inherently good and does not need to be controlled by society; moreover, it is control that makes a person do bad things. Behavior, leading man down the road to misfortune, does not correspond to human nature. Cruelty, anti-sociality, immaturity, etc. - the result of fear and psychological protection; the task of a psychologist is to help a person discover his positive tendencies, which are present at deep levels in everyone.

The trend of actualization (in other words, the need for self-actualization in the dynamics of its manifestation) is the reason that a person becomes more complex, independent, socially responsible.

Initially, all experiences, all experience are evaluated (not necessarily consciously) through a tendency to actualization. Satisfaction is brought by those experiences which correspond to this tendency; the organism tries to avoid opposite experiences. Such an orientation is characteristic of a person as a leading one until the structure ʼʼIʼʼ, that is, self-consciousness, is formed. The problem, according to Rogers, is that along with the formation of ʼʼIʼʼ, the child has a need for a positive attitude towards himself from others and a need for a positive self-attitude; however, the only way to develop a positive self-image is to learn behaviors that evoke a positive attitude from others. In other words, the child will now be guided not by what contributes to actualization, but by how likely it is to receive approval. This means that in the mind of the child, not those that correspond to his nature will arise as life values, and that which contradicts the acquired system of values ​​will not be allowed into the self-image; the child will reject, not allow into knowledge about himself those experiences, manifestations, that experience that do not correspond to ideals that have come from outside. The ʼʼI-conceptʼʼ (i.e. self-image) of the child begins to include false elements that are not based on what the child really is.

This situation of abandoning one's own assessments in favor of someone else creates an alienation between a person's experience and his self-image, their discrepancy with each other, which Rogers refers to as ʼʼincongruityʼʼ; this means - at the level of manifestations - anxiety, vulnerability, lack of integrity of the personality. This is aggravated by the unreliability of ʼʼexternal landmarksʼʼ - they are unstable; from here Rogers deduces a tendency to adjoin relatively conservative groups in this respect - religious, social, small groups of close friends, etc., since incongruence is to some extent characteristic of a person of any age and social status. At the same time, the ultimate goal, according to Rogers, is not the stabilization of external assessments, but fidelity to one's own feelings.

The only way of non-interference in the self-actualization of the child, Rogers believes, is an unconditional positive attitude towards the child, ʼʼunconditional acceptanceʼʼ; the child must know that he is loved, no matter what he does, then the need for a positive attitude and self-relationship will not be in conflict with the need for self-actualization; only under this condition will the individual be psychologically whole, ʼʼfully functioningʼʼ.

Position close to humanistic psychology Viktor Frankl(1905 - 1997), founder of the 3rd Vienna School of Psychotherapy (after the schools of Freud and Adler). His approach is called logotherapy, that is, therapy focused on finding the meaning of life (in this case logos means meaning.) At the basis of his approach, Frankl puts three basic concepts: free will, the will to meaning, and the meaning of life.

Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, Frankl indicates disagreement with behaviorism and psychoanalysis: behaviorism essentially rejects the idea of ​​human free will, psychoanalysis puts forward ideas about the pursuit of pleasure (Freud) or will to power (early Adler); As for the meaning of life, Freud at one time believed that a person who asks this question, thereby manifests mental distress.

According to Frankl, this question is natural for modern man, and precisely the fact that a person does not strive to acquire it, does not see the ways leading to this, is the main cause of psychological difficulties and negative experiences such as a sense of meaninglessness, worthlessness of life. The main obstacle is the centering of a person on himself, the inability to go ʼʼbeyond himselfʼʼ - to another person or to meaning; meaning, according to Frankl, exists objectively in every moment of life, incl. the most tragic a psychotherapist cannot give a person this meaning (it is different for everyone), but he can help to see it. ʼʼGoing beyond one's limitsʼʼ Frankl refers to the concept of ʼʼself-transcendenceʼʼ and considers self-actualization to be only one of the moments of self-transcendence.

In order to help a person in his problems, Frankl uses two basic principles (they are also methods of therapy): the principle of dereflection and the principle of paradoxical intention.

The principle of dereflection means the removal of excessive self-control, thinking about one's own difficulties, what is commonly called ʼʼself-diggingʼʼ.

The principle of paradoxical intention suggests that the therapist inspires the client to do exactly what he is trying to avoid; at the same time, various forms of humor are actively used (although this is not necessary) - Frankl considers humor a form of freedom, similar to how heroic behavior is a form of freedom in an extreme situation.

Humanistic psychology - concept and types. Classification and features of the category "Humanistic psychology" 2017, 2018.

Lecture, abstract. 6. Humanistic direction in psychology - concept and types. Classification, essence and features.