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Humanistic psychology recognizes the main subject. Humanistic psychology: ideas, current methods, main supporters

Humanistic psychology is an alternative to the two most important currents in psychology - psychoanalysis and behaviorism.

The main subject of humanistic psychology is personality and its uniqueness, human experience of the world and awareness of one's place in it. The theory is based on the assumption that a person has an innate ability to achieve the full disclosure of his spiritual potential, to solve all his personal problems, if he is in an optimal, friendly socio-psychological atmosphere for him.

In humanistic psychology, the main subjects of analysis are: the highest values, self-actualization of the individual, creativity, love, freedom, responsibility, autonomy, mental health, interpersonal communication.

The development of humanistic psychology was greatly influenced by personalism in the middle of the 20th century. Humanistic science appeared as an alternative direction to all psychological schools existing in the middle of the century (behaviorism, personalism and psychoanalysis), while forming its own concept of personality and stages of its development. The main representatives of humanistic psychology were: A. Maslow, K. Rogers, G. Allport and R. May. New directions in this science predetermined their own programs through opposition to those established earlier, since it observed the inferiority of psychological directions. Their own aspirations contributed to the discharge of internal tension in order to achieve balance when interacting with environment. Humanistic psychology called for a direct understanding of human existence on a level between the philosophy and science of our time.

The originality of humanistic psychology (authors A. Maslow, K. Rogers, G. Allport) is that it turned towards a healthy, harmonious personality, not affected by neurotic ailments.

Key Ideas:

  • - a person is not a hostage of his past experience, not a passive animal and not a victim of nature;
  • - a person is more aspired to the future, to self-realization;
  • - the main motive is the development of the creative principle of the human self;
  • - a person must be studied in his integrity;
  • - each person is unique.

C. Rogers. The foundation of personality is the self-concept.

The perception of oneself is formed in the process of interaction with other people, the environment. The structure of the I-concept:

  • - real I (perception of what "I am");
  • - ideal I (representation of what I would like and should be).

Human behavior can be understood solely on the basis of knowledge of his Self-concept. Any reactions and behavior of a person are determined by how he subjectively perceives what is happening around him, what are his subjective experiences. If the real I does not coincide with the ideal I, then the individual finds himself in a state of anxiety and confusion. This poses a danger to the self-concept, threatens to lose self-respect. Therefore, the mechanisms of psychological self-defense are brought into action, which do not let threatening experiences into consciousness. Usually this:

Distortion of perception, or deliberately false interpretation of one's experience (for example, in order to preserve the I-concept, a person interprets the fact of non-assignment to leadership position machinations of intruders, envious people - a reaction of denial, ignoring the experience (for example, the whole world flies somersault, but "everything is calm in Baghdad ...").

A “fully functioning person” should be characterized by:

  • - openness to experiences and prudence;
  • - self-acceptance and self-respect;
  • - internality (responsibility for everything that happens to him, to himself);
  • - creative way of life, adaptability to real life conditions;
  • - saturation of life at every moment of time.

Psychotherapy by K. Rogers is not directive and does not involve active influence on the patient by the psychotherapist: no requests, assessments, recommendations or advice. Only the role of "rectifying mirror":

  • - listen, explain his experiences, establish positive contact and a calm atmosphere of complete mutual trust;
  • See the world through the patient's eyes.

The patient is given equal responsibility for the therapeutic consequences.

G. Allport's theory of personality traits

The main provisions of humanistic psychology were formulated by Gordon Allport. G. Allport (1897-1967) considered the concept of personality he created as an alternative to the mechanism of the behavioral approach and the biological, instinctive approach of psychoanalysts. Allport also objected to the transfer of facts related to sick people, neurotics, to the psyche of a healthy person. Although he started his career as a psychotherapist, he very quickly moved away from medical practice, focusing on experimental studies healthy people. Allport considered it necessary not only to collect and describe the observed facts, as was practiced in behaviorism, but to systematize and explain them.

One of the main postulates of Allport's theory was the position that the personality is open and self-developing. Man, first of all, is a social being and therefore cannot develop without contacts with surrounding people, with society. Hence Allport's rejection of the position of psychoanalysis on antagonistic, hostile relations between the individual and society. At the same time, Allport argued that communication between the individual and society is not a desire to balance with the environment, but mutual communication, interaction. Thus, he 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, proving that it is precisely the need to explode the balance and reach new heights that is characteristic of a person.

Allport was one of the first to talk about the uniqueness of each person. Each person is unique and individual, as it 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 innate, genotypic, while instrumental features shape behavior and are formed in the process of life, that is, they are phenotypic formations. The set of these traits is the core of the personality.

Important for Allport is the provision on the autonomy of these traits, which develops over time. The child does not yet have this autonomy, since his features are still 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 either on biological needs or on the pressure of society. This autonomy of a person's traits, being the most important characteristic of his personality, gives him the opportunity, while remaining open to society, to maintain his individuality. Thus, Allport solves the problem of identification-alienation, which is one of the most important for all humanistic psychology.

One of the most modern areas of psychology, humanistic psychology grew out of a need for a more positive view of the human person. than it was suggested in the theories of psychoanalysis or behaviorism. The main representatives of humanistic psychology, Carl Rogers and Abraham Maslow, believed that people are born with a desire to grow, create and love, that they have the ability to manage their lives. Habitat and social interaction can either encourage or hinder this natural inclination. If a person lives in an oppressive environment, it hinders his development; on the other hand. a favorable environment promotes development. humanist rogers allport maslow

Representatives of humanistic psychology also believe that the most important aspect of humanity is subjective experience. This is probably the most serious problem from the point of view of scientific psychology, which requires that the object of study be available for direct observation and verification. Subjective experience, by definition, does not fit into these criteria.

Conclusion

List of used literature


1. Basic provisions of humanistic psychology

Humanistic psychology, which is often called the "third force in psychology" (after psychoanalysis and behaviorism), emerged as an independent direction in the 50s of the XX century. Humanistic psychology is based on the philosophy of European existentialism and the phenomenological approach. Existentialism brought to humanistic psychology an interest in the manifestations of human existence and the formation of a person, phenomenology - a descriptive approach to a person, without preliminary theoretical constructions, an interest in subjective (personal) reality, in subjective experience, the experience of direct experience ("here and now") as the main phenomenon in the study and understanding of man. Here you can also find some influence of Eastern philosophy, which strives to unite the soul and body into a single human spiritual principle.

Humanistic psychology has largely developed as an alternative to psychoanalysis and behaviorism. One of the most prominent representatives of this approach, R. May, wrote that "the understanding of a person as a bundle of instincts or a collection of reflex patterns leads to the loss of human essence." The reduction of human motivation to the level of primary, and even animal, instincts, insufficient attention to the conscious sphere and exaggeration of the significance of unconscious processes, ignoring the features of the functioning of a healthy personality, considering anxiety only as a negative phenomenon - it was these psychoanalytic views that caused criticism from representatives of humanistic psychology. Behaviorism, from their point of view, dehumanized a person, focusing only on external behavior and depriving him of depth and spiritual, internal meaning, thereby turning a person into a machine, a robot or a laboratory rat. Humanistic psychology proclaimed its approach to the problem of man. It considers the personality as a unique, integral system, which is simply impossible to understand through the analysis of individual manifestations and components. It is a holistic approach to man that has become one of the fundamental provisions of humanistic psychology. The main motives driving forces and the determinants of personal development are specifically human properties - the desire to develop and realize one's potential, the desire for self-realization, self-expression, self-actualization, the implementation of certain life goals, the disclosure of the meaning of one's own existence.

Humanistic psychology does not share psychoanalytic views on anxiety as a negative factor, which human behavior is aimed at eliminating. Anxiety can also exist as a constructive form that promotes personal change and development. For a healthy personality driving force behavior and its goal is self-actualization, which is considered a “humanoid need”, biologically inherent in man as a species. The basic principles of humanistic psychology are formulated as follows: recognition of the holistic nature of human nature, the role of conscious experience, free will, spontaneity and creativity of a person, the ability to grow.

The key concepts in humanistic psychology are: self-actualization, experience, organism and congruence. Let's consider in more detail each of them separately.

Self-actualization- a process, the essence of which is the most complete development, disclosure and realization of the abilities and capabilities of a person, the actualization of his personal potential. Self-actualization helps a person to become what he can become in reality, and, therefore, to live meaningfully, fully and completely. The need for self-actualization is the highest human need, the main motivational factor. However, this need manifests itself and determines human behavior only if other, underlying needs are satisfied.

One of the founders of humanistic psychology A. Maslow developed a hierarchical model of needs:

1st level - physiological needs (needs for food, sleep, sex, etc.);

2nd level - the need for security (the need for security, stability, order, security, absence of fear and anxiety);

3rd level - the need for love and belonging (the need for love and a sense of community, belonging to a certain community, family, friendship);

4th level - the need for self-respect (the need for self-respect and recognition by other people);

Level 5 - the need for self-actualization (the need for the development and realization of one's own abilities, capabilities and personal potential, personal improvement).

According to this concept, progress towards the highest goal - self-actualization, psychological growth - is not feasible until the individual satisfies the underlying needs, gets rid of their dominance, which may be due to the early frustration of a particular need and fixing a person at a certain level corresponding to this unsatisfied need. functioning. Maslow also emphasized that the need for security can have a fairly significant negative impact on self-actualization. Self-actualization, psychological growth are associated with the development of new things, with the expansion of the spheres of human functioning, with risk, the possibility of errors and their negative consequences. All this can increase anxiety and fear, which leads to an increased need for security and a return to old, safe stereotypes.

K. Rogers also considered the desire for self-actualization as the main motivational factor, which he understood as the process of a person realizing his potential in order to become a fully functioning personality. Full disclosure of the personality, "full functioning" (and mental health), according to Rogers, is characterized by the following: openness to experience, the desire to live life to the fullest at any given moment, the ability to listen more to one's own intuitions and needs than to reason and opinion of others, a sense of freedom, a high level of creativity. The life experience of a person is considered by him from the point of view of the extent to which it contributes to self-actualization. If this experience helps actualization, a person evaluates it as positive, if not, then as negative, which should be avoided. Rogers emphasized the importance of subjective experience (the personal world of a person's experiences) and believed that another person can be understood only by directly addressing and, to his subjective experience.

An experience is understood as the world of personal experiences of a person, as a combination of internal and external experience, as something that a person experiences and “lives”. Experience is a set of experiences (phenomenal field), it includes everything that is potentially accessible to consciousness and occurs in the body and with the body in any this moment. Consciousness is considered as a symbol of some experience of experiences. The phenomenal night contains both conscious (symbolized) experiences and unconscious (non-symbolized) experiences. The experience of the past is also important, but the actual management is due precisely to the actual perception and interpretation of events (actual experience).

organism- concentration of all experience of experiences (locus of all experience of experiences). This concept includes the entire social experience of a person. In the body finds expression of the integrity of man. Self-concept - a more or less conscious stable system of an individual's ideas about himself, including physical, emotional, cognitive, social and behavioral characteristics, which is a differentiated part of the phenomenal field, Self-concept is self-perception, a person's concept of what he is , it includes those characteristics that a person perceives as a real part of himself. Along with the I-real, I-concept also contains the I-ideal (ideas about what a person would like to become). A necessary condition for self-actualization is the presence of an adequate self-concept, a complete and holistic view of a person about himself, including a wide variety of his own manifestations, qualities and aspirations. Only such complete knowledge of oneself can become the basis for the process of self-actualization.

Term congruence(incongruence) also determines the possibilities of self-realization. First, it is the correspondence between the perceived Self and actual experience. If the Self-concept presents experiences that accurately reflect the “experiences of the organism” (in this case, the organism is understood as the concentration of all the experience of experiences), if a person admits into consciousness different kinds of his experience, if he is aware of himself as who he is in experience, if he is “open to experience”, then his image of the Self will be adequate and holistic, his behavior will be constructive, and the person himself is mature, adapted and capable of “full functioning”. The incongruity between the self-concept and the body, the discrepancy or contradiction between experience and self-image causes a feeling of threat and anxiety, as a result of which the experience is distorted by defense mechanisms, which, in turn, leads to a limitation of human capabilities. In this sense, the concept of "openness to experience" is opposed to the concept of "protection". Secondly, the term "congruence" refers to the correspondence between a person's subjective reality and external reality. And finally, thirdly, congruence or incongruity is the degree of correspondence between the I-real and I-ideal. A certain discrepancy between the real and ideal images of the Self plays a positive role, as it creates a perspective for the development of the human personality and self-improvement. However, an excessive increase in distance poses a threat to the ego, leads to a pronounced feeling of dissatisfaction and insecurity, to an exacerbation of defensive reactions and poor adaptation.

2. The concept of neurosis in the humanistic direction

The main human need in the framework of the humanistic approach is the need for self-actualization. At the same time, neurosis is considered as the result of the impossibility of self-actualization, as a result of a person's alienation from himself and from the world. Maslow writes about this: “Pathology is human humiliation, loss or failure to actualize human abilities and capabilities. The ideal of complete health is a man who is conscious, aware of reality at every moment, a man who is alive, immediate and spontaneous. In his concept, Maslow distinguished two types of motivation:

Scarce motivation (deficit motives)

Growth motivation (growth motives).

The purpose of the first is the satisfaction of deficient states (hunger, danger). Growth motives have distant goals associated with the desire for self-actualization. Maslow referred to these needs as metaneeds. Metamotivation is impossible until a person satisfies scarce needs. The deprivation of metaneeds, according to Maslow, can cause mental illness.

Rogers also sees the blocking of the need for self-actualization as a source of possible disturbances. Motivation for self-actualization is realizable if a person has an adequate and holistic image of the Self, which is formed and constantly develops on the basis of awareness of the entire experience of one's own experiences. In other words, the condition for the formation of an adequate self-concept is openness to experience. However, often a person's own experiences, his experience may, to a greater or lesser extent, diverge from the idea of ​​himself. The discrepancy, the discrepancy between the self-concept and experience is a threat to his self-concept. An emotional reaction to a situation perceived as a threat is anxiety. As a counter to this mismatch and the anxiety caused by it, a person uses protection. Rogers, in particular, pointed out two main defense mechanisms:

Perceptual distortion

Negation.

Perceptual distortion is a type of defense that is the process of transforming threatening experiences into a form that corresponds to or is consistent with the self-concept.

Denial is the process of complete exclusion from consciousness of threatening experiences and unpleasant aspects of reality. When experiences are wholly inconsistent with the image of the Self, then the level of internal discomfort and anxiety is too high for a person to cope with it. In this case, either increased psychological vulnerability develops, or various mental disorders especially neurotic disorders. In this regard, the question arises: why in some people the I-concentration is quite adequate and the person is able to process new experience and interpret it, while in others this experience poses a threat to the I? As already mentioned, the self-concept is formed in the process of education and socialization, and in many ways, from the point of view of Rogers, it is determined by the need for positive acceptance (attention). In the process of upbringing and socialization, parents and others can demonstrate conditional and unconditional acceptance to the child. If by their behavior they make the child feel that they accept and love him, no matter how he behaves now (“I love you, but I don’t like your behavior now,” - unconditional acceptance), then the child will be confident in love and acceptance and will subsequently be less vulnerable to experiences that are inconsistent with the Self. If parents make love and acceptance dependent on specific behavior (“I don’t love you because you behave badly,” which means: “I will love you only if you behave well,” the conditional acceptance), then the child is not sure of his value and significance to his parents. He is looking for something in himself, in his behavior, that deprives him of parental love and acceptance. Manifestations that do not receive approval and cause negative experiences can be excluded from the self-concept, which hinders its development. The person avoids situations that are potentially fraught with disapproval and negative evaluation. He begins to be guided in his behavior and life by other people's assessments and values, other people's needs, and goes further and further away from himself. As a result, the personality does not receive full development. Thus, the lack of unconditional acceptance forms a distorted self-concept that does not correspond to what is in the experience of a person. An unstable and inadequate image of the Self makes a person psychologically vulnerable to an extremely wide range of their own manifestations, which are also not recognized (distorted or denied), which aggravates the inadequacy of the Self-concept and creates the basis for the growth of internal discomfort and anxiety that can cause the manifestation of neurotic disorders.

V. Frankl, the founder of the "third Viennese direction of psychotherapy" (after Freud and Adler), believes that each time has its own neurosis and should have its own psychotherapy. The modern neurotic patient suffers not from the suppression of sexual desire and not from a sense of his own inferiority, but from existential frustration, which arises as a result of a person experiencing a sense of the meaninglessness of his own existence. Frankl called one of his books “Suffering in a Meaningless Life”. According to Frankl, the will to meaning is a basic human need, and the impossibility of satisfying this need leads to "noogenic" (spiritual) neurosis.

Thus, the humanistic or "experimental" approach considers mental disorders, in particular, neurotic disorders, the result of the impossibility of self-actualization, a person's alienation from himself and from the world, the impossibility of revealing the meaning of his own existence.

3. Existential-humanistic psychotherapy

The humanistic direction in psychotherapy includes a variety of approaches, schools and methods, which in general view unites the idea of ​​personal integration, personal growth, restoration of the integrity of the human personality. This can be achieved by experiencing, understanding, accepting and integrating the experience that already exists and received during the psychotherapeutic process. But the ideas of what this path should be, due to which the patient in the course of psychotherapy can get a new, unique experience that promotes personal integration, differ among representatives of this direction. Usually in the "experimental" direction there are three main approaches:

Philosophical approach

Somatic approach

Spiritual Approach

philosophical approach. His theoretical basis are existential views and humanistic psychology. The main goal of psychotherapy is to help a person in becoming himself as a self-actualizing personality, help in finding ways of self-actualization, in revealing the meaning of one's own life, in achieving an authentic existence. This can be achieved through the development in the process of psychotherapy of an adequate image of the Self, an adequate self-understanding and new values. Personal integration, the growth of authenticity and spontaneity, the acceptance and awareness of oneself in all its diversity, the reduction of the discrepancy between the self-concept and experience are considered as the most significant factors in the psychotherapeutic process.

This approach is most fully expressed in the client-centered psychotherapy developed by Rogers, which has become widespread and has had a significant impact on the development of group methods. For Rogers, the tasks of psychotherapy are to create conditions conducive to new experiences (experiences), on the basis of which the patient changes his self-esteem in a positive, internally acceptable direction. There is a convergence of the real and ideal "images of I", new forms of behavior are acquired, based on their own system of values, and not on the assessment of others. The psychotherapist consistently implements three main variables of the psychotherapeutic process in the course of working with the patient.

The first - empathy - is the ability of a psychotherapist to take the place of the patient, to feel him inner world, understanding his statements as he himself understands it.

The second - unconditional positive attitude towards the patient, or unconditional positive acceptance - involves treating the patient as a person with unconditional value, regardless of what behavior he demonstrates, how it can be assessed, what qualities he has, whether he is sick or healthy. .

The third - the psychotherapist's own congruence, or authenticity - means the truth of the psychotherapist's behavior, conformity to what he really is.

All three parameters included in the literature under the name "Rogers triad" directly follow from the views on the problem of personality and the occurrence of disorders. These are, in fact, "methodological techniques" that contribute to the study of the patient and achieve the necessary changes. The patient perceives the relationship with the psychotherapist that has developed in this way as safe, the feeling of threat is reduced, the protection gradually disappears, as a result of which the patient begins to speak openly about his feelings and experiences. The experience, previously distorted by the defense mechanism, is now perceived more accurately, the patient becomes more “open to experience”, which is assimilated and integrated into the “I”, and this contributes to an increase in congruence between experience and the “I-concept”. The patient develops a positive attitude towards himself and others, he becomes more mature, responsible and psychologically adjusted. As a result of these changes, it is restored and acquires the ability further development ability to self-actualization, the personality begins to approach its "full functioning".

In psychotherapeutic theory and practice, within the framework of the philosophical approach, the most famous are Rogers' client-centered psychotherapy, Frankl's logotherapy, Binswager's Dasein analysis, A.M. Taush, as well as R. May's psychotherapeutic technologies.

somatic approach. With this approach, the patient acquires new experiences that contribute to personal integration through communication with himself, with various aspects of his personality and his current state. Both verbal and non-verbal methods are used, the use of which contributes to the integration of the "I" due to the concentration of attention and awareness of various aspects (parts) self, own emotions, subjective bodily stimuli and sensory responses. Emphasis is also placed on moving techniques that contribute to the release of repressed feelings and their further awareness and acceptance. An example of this approach is Perls' Gestalt Therapy.

spiritual approach. With this approach, the patient acquires a new experience that contributes to personal integration due to familiarization with a higher principle. The focus is on the affirmation of the "I" as a transcendental or transpersonal bath, the expansion of human experience to the cosmic level, which, according to representatives of this approach, leads to the unification of man with the Universe (Cosmos). This is achieved through meditation (for example, transcendental meditation) or spiritual synthesis, which can be carried out by various methods of self-discipline, training of the will and practice of de-identification.

Thus, the experiential approach combines ideas about the goals of psychotherapy as personal integration, restoration of the integrity of the human personality, which can be achieved through experiencing, understanding, accepting and integrating new experience gained during the psychotherapeutic process. The patient can get a new, unique experience that promotes personal integration, different ways: this experience can be facilitated by other people (psychotherapist, group), direct appeal to her closed aspects of her own "I" (in particular, bodily) and connection with a higher principle.


Conclusion

Thus, the humanistic direction considers the personality of a person as a unique holistic system, striving for self-actualization and constant personal growth. The humanistic approach is based on the recognition of the human in each person and the initial respect for his uniqueness and autonomy. The main goal of psychotherapy in the context humanistic direction- personal integration and restoration of the integrity of the human personality, which can be achieved through the experience of awareness, acceptance and integration of new experience gained during the psychotherapeutic process.


List of used literature

1. Bratchenko S.L. “Existential psychology of deep communication. Lessons from James Bugenthal.

2. Table book practical psychologist/ Comp. S.T. Posokhova, S.L. Solovyov. - St. Petersburg: Owl, 2008

Humanistic psychology

The direction that calls itself humanistic psychology includes Carl Rogers, Abraham Maslow, Charlotte Buhler, Gordon Allport and others. Humanistic psychologists themselves believe that many other psychologists, even of completely different orientations, can be called humanistic if they adhere to certain postulates to one degree or another.

Adler's ideas about the importance of social context led psychoanalysis away from the study of individual developmental factors (primarily associated with early childhood) towards a sociocultural explanation of personality. The American psychiatrist K. Horney argued that it was culture that was responsible for the emergence of neuroses. Another American psychiatrist H. Sullivan believed that not only neuroses, but also psychoses originate in society. The founder of humanistic psychology, E. Fromm, argued that a person has special needs, which are absent in animals and which must be satisfied in order for a person to be mentally healthy.

Humanistic psychology arose as a natural development of the views of Adler, Horney and Sullivan on the role of sociocultural factors in mental activity. By the 1960s, among the representatives of this school were such influential psychologists as K. Rogers, E. Maslow and G. Allport. Humanistic psychology insists, first of all, on the importance of self-actualization (ie, satisfaction of the individual's inherent need to identify and develop proper human personality traits) as a condition for the formation of a personality. Another important principle is the need to analyze the personality as a whole (holism). Humanistic psychologists reject reductionism, i.e. description of proper human properties in the language of the natural sciences (the example they use is the reduction of love to “sexual chemistry” or biological instincts).

Here are three signs of humanistic psychology:

1. Humanistic psychology is an anti-experimental psychology, its representatives are united by the denial of experiments - any, behavioral, cognitivist, etc.

2. It is a psychology that grows and feeds on a certain direction of psychotherapy - not related to the ideas of behavior modification.

3. Humanistic psychology focuses on man, on his capabilities, and in this sense opposes itself to religion. Religion sees the main factor regulating behavior in God, and the humanistic psychologist sees in the person himself. A person must do everything herself, but it is important to help her.

Humanistic is the psychologist who considers himself humanistic, that is, at the core - a characteristic of his self-consciousness. There are no clear boundaries, but there are basic ideas - focus on a whole person, on his development, the disclosure of his potential, on assistance and removal of barriers in this development.

Individuality in humanistic psychology is seen as an integrative whole;

The irrelevance (unsuitability) of animal research for human understanding (as opposed to behaviorism) is emphasized;

Humanistic psychology maintains that man is inherently good, or at most neutral; aggression, violence, etc. arise in connection with the influence of the environment.

The development of humanistic psychology was facilitated by the situation that developed in society after the Second World War. She showed that many people in extreme situations are resilient and maintain dignity in the most difficult conditions.

This desire of a person to preserve and develop his spiritual uniqueness could not be explained in terms of the old psychology and only naturally - scientific determination. Ignoring philosophical postulates.

That is why the leaders of humanistic psychology turned to the achievements of the philosophy of the 20th century, primarily to existentialism, which studied the inner world, the existence of man.

Thus, a new determination appeared - a psychological one, which explains the development of a person by his desire for self-actualization, the creative realization of his potentialities.

The relationship of the individual with society is also partially revised, since the social environment can not only enrich a person, but also stereotype him. Proceeding from this, representatives of humanistic psychology tried to study various mechanisms of communication, to describe the complexity of the relationship between the individual and society in its entirety.

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 the inner world, the existence of man.

Humanistic psychology is a psychological direction that recognizes the personality of a person as the main subject of study, considered as a unique holistic 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 pleasing 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.

Problems of personality development can occur when an outwardly successful person feels the conventionality 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 identifies 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 precisely 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 boundaries for 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 the 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 its 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 an 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 of personality structure.

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 creations 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 search for ways of its 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 the personality is a product of individual mental development, which appears in three plans: ontogenetic evolution, psychophysiological functions and the history of the development of a person 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

Last update: 07/06/2015

Humanistic psychology emerged in the 1950s as a reaction to the then-dominant psychoanalysis and behaviorism. Psychoanalysts focused on understanding the unconscious motivations that govern behavior, while behaviorists studied the conditioning process 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.