The psychological essence of education, its criteria. The psychological essence of attention and its properties

Education is the main force that can develop a person for society. The effectiveness of educational influence lies in the systematic and qualified leadership. Education subordinates the development of a person to a certain given goal. The influence of educators leads to targeted results. Most often, this is the identification of inclinations and talents in a child, his talents, abilities. But here it is important to take into account the fact that education can ensure development only based on the inclinations laid down by nature. Education is always based on the already achieved level of development. The effectiveness of education depends on the level of preparedness of a person to perceive the educational impact, and this, in turn, depends on the sequence and environment.

The general and individual goals of education are distinguished. The goal appears as a general one, when it must be formulated for all people, and as an individual one, when an individual is educated. Modern psychology advocates the combination of these two goals of education.

IN modern world There are a lot of different goals of education and educational systems. Each goal for its implementation requires certain conditions and means. Goals are formed through objective reasons. These are the laws of physiological maturation of the organism, mental development, the formation of pedagogical thought, the level of social culture.

The purpose of education expresses the historical, conditional need of society to prepare the younger generation to perform certain social functions. The purpose of education always reflects the achieved level of development of society, since the needs of society depend on production, the level of development of the productive forces. Also, the formation of the goals of education is influenced by scientific and technological progress, social, economic. important goal education is to provide a person with a comprehensive and harmonious development of personality.

Difficulties and mistakes in realizing the goal of education - the formation of a comprehensively developed personality - required a partial narrowing of the goal, revision of tasks and setting them up for specific goals and objectives.

The school is trying to develop the student's awareness citizenship, readiness for life, work, creativity, patriotism, responsibility for the fate of the country.

Components of education. Mental education develops in children a system of knowledge of various sciences. At the basis of the assimilation of scientific knowledge, a child's worldview is formed. The formation of a worldview is a determining factor, since it is a system of human views on nature, society, knowledge, and ideology. The knowledge system contributes to the development of logical thinking, memory, attention, imagination, mental abilities. Physical education is a very important component of the educational system as a whole. Modern society requires a physically strong and healthy young generation, which will be ready to work in enterprises, to defend the country. Labor education forms labor actions. Labor acts as a leading factor in the development of the individual, as a way of creative exploration of the world.

Psychological essence education, his criteria. Upbringing- the main force that is able to develop a person for society. Efficiency educational impact lies in the systematic and qualified leadership.

N.I. Wessel in educational Psychological essence education, his criteria.

Psychological essence education, his criteria. Upbringing- the main force that is able to develop a person for society.
It is enough to download cheat sheets on the general psychology- and you are not afraid of any exam!

Psychological essence education, his criteria.
N.I. Wessel in educational The process singled out two sides - subjective (formal) and objective (material).

Legal systems in the post-Soviet space. … The theory of comparative advantage. … Psychological essence education, his criteria …

Criteria upbringing- these are theoretically developed indicators of the level of formation of various.
Psychological essence process education consists in transferring a child from one state to another, and from the standpoint of psychology upbringing eat...

N.I. Wessel in educational He singled out two sides of the process - the subjective (formal) and the objective ... more ». Psychological essence education, his criteria.

To confidently predict the desired result, take unmistakable scientifically based r. Psychological essence education. Children in elementary school learn not only knowledge about the objective world and ways of mastering this world...

Essence behaviorism. Behaviorism is a psychological and pedagogical concept of technocratic education, which means education
Classical behaviorism, at the origins of which stood a prominent American philosopher and psychologist J.

Essence learning process, his goals. The science that studies and investigates the problems of education and training is called didactics.
commonality psychology and didactics lies in the fact that they have a single object - the process of learning and education; their difference is...

Found similar pages:10

Teaching is an activity for the systematic assimilation of knowledge, skills and abilities. Doctrine takes place where a person's actions are directed by a consciously set goal to assimilate certain information and methods of action. To formulate in oneself the functional organs that make possible a fundamentally different way of life (see 20.2.). A way of life developed in the course of the historical and cultural development of mankind. Creating and driving a car, building airplanes and flying them, making musical instruments and playing, designing computers and working with them - all these are exclusively human ways of activity, the result of the historical and cultural development of mankind. Teaching is the process of mastering this historical and cultural heritage. The basis of the doctrine is the same need as the basis of knowledge - gnostic (from the Greek "gnosis" - knowledge), i.e. need for knowledge. but psychological entity the activity of cognition itself differs from that of the activity of learning. The fact is that in cognition a person discovers the unknown in the external world. And when teaching unknown is such only for the student, for the one who learns. For others, such as a teacher, it known. The psychological goal of teaching is to transform unknown external you in your internal known. Therefore, the psychological essence of the doctrine is internalization process, i.e. the transformation of the emerging forms of activity into internal forms that are now inherent in the psyche of a given individual. The idea of interiorization was put forward by the French psychologist Pierre Janet. Soviet psychologist L. S. Vygotsky (1896 - 1934) recreated the sequence of mastering new ways of action, which describes in detail the stages of internalization. First step the exercise involves general orientation in what is to be done. On the second stage the student, under the guidance of the teacher, performs the so-called materialized action with pronunciation, i.e. on models (examples) he tries to do what is necessary, explaining his actions aloud. Third stage- when a materialized action is performed (for example, counting on sticks) with whispering. On the fourth stage the action is performed without pronunciation, but still as an external one, i.e. with the help of models, objects, cards (sticks when counting). And on fifth the action itself interiorized, i.e. becomes mental, becomes the property of the psyche of the student.

In teaching, the presentation of a new, forthcoming assimilation, is called learning task. orientation actions, carrying out which the student comprehends what is to be learned (compares with the previous one, gets acquainted with the rules of execution, establishes the compliance of his attempts with the required exemplary) are called educational, T . because it is in the course of their implementation that the student learns. Independent actions in which the compliance of the acquired material with the required standards is checked are called control actions. And the last action, in which the compliance or non-compliance of the results of assimilation with the requirements of the learning task is fixed, is called evaluation.

Around the same time as L.S. Vygotsky, American psychologist Edward Thorndike (1874-1949) formulated three laws of effective teaching. The first law is called the law of readiness. It means that those who experience a pronounced need to change the conditions of their existence successfully learn. The second law law of exercise. It says: the more often it is repeated right action, the more often it will be preferred in the future, i.e. the more successfully it is fixed. Third law - law of effect: an action that entails a positive effect will be more desirable for the individual, because positive reinforcement leads to reinforcement of the action.

In the psychology of learning, two fundamentally different types of stimuli are distinguished: reinforcement And reward. Reinforcement is an action that motivates the student in the learning process itself, and a reward is a prize (high score) for the final result. It is believed that reinforcement is more productive for self-development, while reward is more productive for gaining status. Since human instinctive forms of behavior are extremely limited, and the whole variety of forms of activity is the result of learning, teaching and learning, the significance of these processes in the life of a person and humanity can hardly be overestimated.

What will we do with the received material:

If this material turned out to be useful for you, you can save it to your page on social networks:

All topics in this section:

Definition of psychology as a science
The word "psychology" comes from two Greek words: "psyche" - soul and "logos" - science. Psychology is the science of the psyche, i.e. about this form of reflection of reality

The main stages of the history of psychology
In the history of psychology, the following stages can be distinguished: pre-scientific, pre-scientific, natural-science, the stage of scientific specialization. Donau lasted the longest in time

The objective nature of mental patterns
Since psychology is a science, insofar as it studies mental phenomena in their objective, i.e. not dependent on anything other than acting causes, form. What does this mean? This

Mind and brain
The psyche is a function of nerve matter, nerve cells, the largest accumulation of which is the brain. The brain is incredibly complex. It consists of two

The nervous system and its structure
The brain is the main organ of the nervous system of humans and animals. However, its activity is provided by the entire nervous system of the body. Since the human nervous system is the most complex

Mind and consciousness
The psyche of a living being is a product of the nervous system and the brain. In the process of evolution, the psyche arose from the primary forms of movements of plants and animals that occurred in response to external stimuli.

Structure of consciousness
Consciousness as highest form mental reflection has the following structure. First, it is a body of knowledge about the surrounding world. Therefore, the structure of consciousness includes cognitive

Conscious and unconscious
There are two levels in the human psyche: the conscious and the unconscious. The unconscious, the unconscious is the totality of all mental processes and consists

Modern psychology, its tasks and place in the system of sciences
Modern psychology is a complex science. It is a branched system of scientific disciplines that explore the psyche in all its diversity. Since the subject of psychology is the patterns of

Structure of modern psychology
Modern psychology is represented by many psychological disciplines. To understand the causes and essence of this diversity, one should take into account 1) the features of the study of the psyche in

Interdisciplinary connections of modern psychology
Since psychology is at the intersection of sciences, it widely develops ties with these sciences. First of all, these interdisciplinary connections are developed by borrowing research methods.

General description of the methods of psychology
The main methods of psychology are observation, conversation, experiment, testing. 1. Observation is a method of studying objects and phenomena, which concludes

The problem of objectivity in psychological research and the organization of a specific psychological research
The psyche is not a natural phenomenon. It cannot be touched, weighed, seen. The psyche belongs to a special reality - ideal. Therefore, the problem of obtaining objective, i.e. authentic,

When conducting psychological research, there are five stages
The first stage is indicative. It includes preliminary observations of the phenomenon under study, the formulation of assumptions about possible reasons and properties of the phenomenon and promotion

Correlation as an alternative to experiment
Correlation (from Latin correlation - ratio) is another method of both processing data and obtaining them. The fact is that sometimes an experiment in the study of the psyche cannot be applied

General characteristics of the physiological basis of sensations
Sensation is considered the simplest of all mental processes. The ability to feel exists in all living beings that have nerve cells. Feeling is a reflection in the psyche

And the general properties of sensations
Sensitivity is the property of the analyzer to respond to the corresponding stimulus. Special studies have shown that the stimulus causes in the analysis intended for it

And the physiological basis of perception
Perception is a mental process of reflection of objects and phenomena in the totality of their qualities and properties with their direct, but non-contact impact on the senses.

Properties of human perception
The primary property of human perception is objectivity. The objectivity of perception is expressed in the fact that everything that a person perceives when shaped into an image of perception, t

Perception of space
The main role in the perception of space is played by binocular vision. Only one two-dimensional image is created on the retina of each eye. But since our eyes are located at some distance d

Movement perception
The perception of movement is a reflection of the change in the position of objects in space. It is of vital importance. The main role in the perception of movement is played by visual and musculoskeletal

Perception of time
The perception of time is a reflection of the duration, speed and sequence of phenomena. Orientation in time in humans is carried out with the help of the cortical regions of the brain, where a number of analyzers, volume

And its physiological basis
Memory is a cumulative mental process of remembering, preserving and reproducing events and states related to the previous circumstances of life. Thanks to the memory

Psychological theories of memory
The psychological study of memory has a long tradition. There are currently three main theories of memory in psychology. The first one is called association theory.

Types of memory
There are several reasons for classifying the types of memory in humans. According to the duration of information storage, three types of memory are distinguished: long-term, short-term and about

Memory processes
Memorization. In terms of its physiological mechanisms, memorization is the formation and fixation in the cortex of the cerebral hemispheres of the required neural connections in the process.

Memory disorders
Memory impairment is called amnesia. With amnesia, a person forgets about certain events. The cause of amnesia is either a disease or other disorder (as a result of trauma, blood

General characteristics of thinking
Thinking is a mental process that provides the ability to compare, compare, i.e. analyze received in direct sensation and perception

Thinking and speech
For human mental activity, its close relationship with language and speech is essential. It is this relationship that fundamentally distinguishes the human psyche from the psyche of animals. Animal Thinking

The social nature of human thinking
The organic connection of thinking with speech and language at the same time forms and reveals the socio-historical, culturally conditioned, i.e. the social nature of thought. The social nature of thinking

Psychological specificity of human thinking
Many researchers distinguish two fundamentally different levels thinking. Concrete, based on more ancient brain structures and abstract, product

Logical aspects of thinking
Logic is the science that deals with the study of how to think correctly. It explores the basic logical forms of thinking and the rules for inferring one thought from another. V l

Thinking in problem solving
Thinking begins where a problem situation arises in front of a person, which is characterized by the fact that it does not provide all the necessary conditions for its solution. They must be found with the help of thinking

Types of thinking and quality of mind
In psychology, the following types of thinking are distinguished: visual-effective, visual-figurative and verbal-logical. Visually effective thinking is genetically the earliest. FROM

Basic functions of speech
Speech is the central mental process that distinguishes man from animals. It is thanks to speech that proper human thinking exists, including, and above all, theoretical thinking.

Physiological basis of speech
Like all mental processes, speech has a very definite and rather complex physiological basis. Its basis is the most complex and special system of temporary connections, which makes it possible to replace

Forms and types of speech
In psychology, there are two forms of speech: external and internal. External speech is divided into the following types: oral (monologues

The main disorders of speech function and properties of speech
Since speech is closely connected with neuro-brain mechanisms, any damage to the nerve centers (brain areas) responsible for speech processes causes speech disorders, which are called

General characteristics of the imagination
Imagination, or fantasy, is a mental process, the essence of which is the creation of new images (objects, phenomena and situations) based on the combination and transformation of

Physiological basis of imagination
Like all mental processes, imagination is due to the activity of the brain, its cortex. It closes connections during the perception and consolidation of impressions from about

Types and techniques of imagination
There are the following main types of imagination: active and passive. Active imagination is imagination that

Imagination and creativity
Imagination is a mental process, which is a prerequisite and condition for such a productive human activity in which a product is created, i.e. ideal (in image, in text) or real

General characteristics of the will
Will is a mental process, the essence of which is the regulation by a person of behavior and activities related to overcoming internal and external obstacles. IN

Physiological basis of will
At the heart of volitional behavior are the special principles of the work of the brain and the central nervous system of a person. Chief among these principles is the principle of dominance. open ru

The psychological structure of volitional action
The will of a person, manifested in volitional effort, is expressed in volitional actions. Volitional action is always associated with awareness of the purpose of the action, its significance, its meaning, i.e. values,

Volitional properties of a person
The volitional properties (qualities) of a person are the skills fixed in his behavior and the readiness to perform volitional actions corresponding to them. To volitional qualities

Violations of will
Extreme degrees of human weakness are called violations of volitional regulation of behavior. The most typical disorders of the will are abulia, apathy and apraxia. Abulia - floor

General characteristics of attention
Attention is a mental process that regulates the degree of concentration, concentration of a living being on certain aspects of reality or on its states. Vn

Physiological basis of attention
The general physiological mechanism of attention is the orienting reflex, the essence and purpose of which is to ensure the safety of a living being. In addition, a person

Types of attention
There are the following types of attention: external and internal, voluntary (intentional) and involuntary (unintentional), as well as post-voluntary. External attention - uh

Attention Properties
Like other mental processes, attention has a number of properties. The properties of attention are the features of its manifestation. The main ones are: volume, distribution, concentration,

Development of attention
The role of attention in the human psyche is determined by the fact that it ensures the proper perception and understanding of the required information, as well as such necessary condition activities such as control and self-containment

Preliminary explanations
The existence of any living being in the world consists of continuous interaction with the environment. Human life in this respect is especially complex and diverse. First of all, because

emotional states. general characteristics
The emotional state is such a way of mental reflection, which is expressed not in external objective actions that are provided by mental processes, but in an asset.

Physiological basis of emotional states
Special studies show that emotional states are primarily due to the excitation of the subcortical centers and physiological processes in the autonomic nerve

Types of emotional reactions (emotions) and emotional states
Among simple emotions, i.e. biologically determined mental states, the following can be distinguished: aggression (anger), pain, hunger, thirst, orgasm, fatigue, fear, disgust, ra

Higher emotions (feelings) of a person
Higher emotions are the emotional states of a person caused by socially significant and culturally determined factors. They are called feelings or higher feelings of a person. By content

General characteristics of the levels of activity of consciousness
Since a person lives in a changing world, his psyche constantly reacts to environment more or less active. The physiological basis of mental response, as

Sleep, dreams and sleep disorders
Sleep is a periodically occurring state of protective inhibition, associated with the need to restore working capacity and the biological rhythms of the body's life, regulating

Trance states of consciousness
Trance (from Latin “trance” - through) states of consciousness is a more or less prolonged dream-like mental state in which self-control is reduced and habitual automatic

Hallucinatory and painful states of consciousness
States of consciousness in which people have false perceptions are called hallucinatory states. In other words, hallucinatory states are a state of perception in the absence of

Near-death states of consciousness
The human psyche is formed during life, thanks to the presence of the brain and the existence of man among people. the highest level human psyche is consciousness. Sometimes, towards the end of life, consciousness

general characteristics
The term "temperament" comes from the Latin "temperamentum", which means "mixture". It was with this word that even in ancient Greece and Rome, where, in fact, this term was born, the famous doctors of Hippocrates

Physiological basis of human temperament
physiological basis the temperament of a person is made up of two main determining factors: physique (constitution) and the type of higher nervous activity. Developed

And the psychological properties of temperament
Choleric temperament is characterized by great intensity and vivid expression of emotional experiences, the speed of their flow. This feature is manifested in the characteristic

Accounting for the typology of temperament and its psychological properties in everyday life
The fact that all people have a certain type of physique and a certain type of higher nervous activity determines the indisputable fact of their (our) belonging to a certain type of pace.

General characterization
Character is a set of individual psychological and typological properties of a person that determines stable ways of a person’s response to life circumstances and a system of relations with others.

character structure
The structure of character is a stable and regular system of dependencies between its individual features: core and superficial, stable and situational, main and secondary.

Character properties
In contrast to the structure of character as a holistic formation, individual character properties are also distinguished, i.e. the main qualities of character that are the result of self-education.

Individual and typical in character
In the character of each person, one can distinguish both individual and typical character traits characteristic of people of a given era, a given layer, a given ethical affiliation. If an individual

General characteristics of abilities
Abilities are the mental properties of a person, the presence of which allows him to perform this or that activity in the most successful way. Other things being equal, life and activity

Inclinations, inclinations and abilities
The natural prerequisites for the manifestation and formation of abilities are called inclinations. The makings are a set of morphological (anatomical and physiological

Structure, types and levels of development of abilities
Abilities as developed functional systems, which determine the methods of action inherent in one or another human activity, have a complex structure. Ability structure

Development and formation of abilities
The development and formation of abilities is due to specific socio-historical conditions of people's lives and is associated with the mastery of a person accumulated by generations of material and spiritual culture.

General characteristics of activities
Activity is a form of purposeful psychosocial activity of a person, the general result of which is a constructive transformation of the surrounding world and the actor himself.

The psychological structure of activity and its meaning
Activity as a psychosocial formation has a harmonious psychological structure, which can be understood by comparing the content elements of this structure (needs - motives

Activities
The main types of human activity are: play, learning and work. Each of these activities is leading at different stages

General characteristics of the phenomenon
Personality is a special psychosocial education, the quality of a person, manifested in his spiritual maturity, social significance, meaningful and authorial entry.

To the study of personality
In modern psychology, stable approaches to the study of personality have developed, the most famous of which are: psychodynamic, behavioral, activity, cognitive, exi

The formation of personality
The formation of personality is a unity of the processes of its formation and development. Each type of concepts and theories discussed in the previous paragraph is associated with a special problem.

Social personality types
Since personality is a phenomenon determined by the social and socio-cultural characteristics of the life of a given society, psychologists from the first third of the twentieth century tried to establish the dependence of

General characteristics of the phenomenon
Man, being a social being, does not live alone, on his own. One way or another, he is included in a certain primary community in which his life takes place. Such a relatively

Types of groups and levels of their development
In modern psychology, a fairly detailed classification of groups has been developed. First of all, there are conditional and real groups. Conditional (nominal

Interpersonal relationships in the group
Relationships in a group are an extremely important and interesting side of the life of both a person and human society. Distinguish, depending on the type of group relationship officially

Intimate interpersonal relationships
In addition to explicit interpersonal relationships, people enter into secret relationships with each other. This is an intimate relationship, i.e. those that concern only two, occasionally three, and which

General characteristics of the phenomenon
In the process of joint activity, interpersonal and social relations, people constantly enter into such contact, which implies one or another impact of their

And features of social perception
The process of communication begins first of all with the first impression that we have about another person. If this impression is favorable, psychotherapy is established.

Communication efficiency
In the problematic of the effectiveness of communication, the main question is how to achieve the necessary impact of the transmitted messages. After all, it is the influence of some people on

Manipulation and psychological means of protection against it
The principles and rules of effective manipulation outlined above apply in Everyday life in all areas of professional information impact. However, there are also extremely

General characteristics of learning processes
Man is a creature that differs from other types of living beings by the type of its life activity. It is as a result of the human way of living life on the globe, in contrast to

The psychological essence of learning
Learning consists in the assimilation by a person of certain information and methods of action, as a result of which a functional organ arises in a person.

Education as the main condition for mental development
The specificity of the human psyche, all its functions (processes, properties and states) is that they develop in the course of the child's mastery of the socio-historical heritage, i.e. to

Mental development of a child from birth to a year (infancy)
A newborn is a child from the moment of birth to the end of the first month of life. Already at birth, a newborn has a number of reflexes, among which are respiratory, sucking

One to three years (early childhood)
The age period from one to the end of the third year of life is called early childhood. Early childhood is a whole era in the mental maturation of a child. Main n

From three years to seven years (first period of childhood)
The age period from three to seven years is also called pre-preschool or the first period of childhood. This is the most interesting period when all children become

At primary school age (second period of childhood)
The second period of childhood covers the age range of eight to twelve years. At this age, the place of play as the leading activity is occupied by learning.

adolescence
Adolescence occupies a very special place in the development of modern man. Differing in age period for boys (from 13 to 16 years old) and girls (from 12 to 15 years old), it is

Intellectual development of a teenager
In a teenager, unlike children, the ability to reason, using hypotheses and deductive conclusions, matures. In other words, the teenager puts forward sufficiently reasoned claims.

In adolescence
The main motivational determinants of adolescence are the desire for self-knowledge, self-expression and self-affirmation. Vozniknov

Characterological problems of adolescents
Due to the fact that adolescence is a period of rapid character development, its typological features are so pronounced that they even got the name "teenagers".

Psychological specifics of behavior and relationships in early adolescence
It is a well-known fact that young people are uncompromising at the age of early adolescence. Limit voltage personal resources associated with the consumption

At the age of early youth
The age of early youth, in addition to the formation of personality traits, is the most important stage in the development of mental processes and states. This development covers both quantitative

The core perspective of personal development
The age of early youth, in which a person for the first time in all depth and sharpness raises the question of the meaning of life, involves decisions by young people, boys and girls.

The life of an adult
24.1. Definition of the term "adulthood" Chronologically, adult age ranges from 25-35 years (for men) and 21-35 years (for women) to 36-60 years (for men) and 36-55 years (

The specificity of mental processes in the period of adulthood
The adult period is usually the longest in a person's life. It is this period - from 21-22 years old to 55-60 years old - that is characterized by the most high level intellectual, creative

Life tasks and crises of adulthood
Currently, there are two main approaches to the study of adult development: 1) the study of development throughout life; 2) study of the dynamics of life events

Advanced age. The total potential of human life
With the entry into the stage of old age, people come face to face with the aging process of the body. Aging occurs in various structures of the body - as an individual, personality and su

59. PSYCHOLOGICAL ESSENCE OF EDUCATION, ITS CRITERIA

stand out general and individual goals of education. The goal appears as a general one, when it must be formulated for all people, and as an individual one, when an individual is educated. Modern psychology advocates the combination of these two goals of education.

In the modern world, there are a lot of different goals of education and educational systems. Each goal for its implementation requires certain conditions and means. Goals are formed through objective reasons. These are the laws of physiological maturation of the organism, mental development, the formation of pedagogical thought, the level of social culture.

The purpose of education expresses the historical, conditional need of society to prepare the younger generation to perform certain social functions. The purpose of education always reflects the achieved level of development of society, since the needs of society depend on production, the level of development of the productive forces. Also, the formation of the goals of education is influenced by scientific and technological progress, social, economic. Important purpose of education is to provide a person with a comprehensive and harmonious development of personality.

The school is trying to develop in the student an awareness of citizenship, readiness for life, work, creativity, patriotism, responsibility for the fate of the country.

Components of education. mental education develops in children a system of knowledge of different sciences. At the basis of the assimilation of scientific knowledge, a child's worldview is formed. The formation of a worldview is a determining factor, since it is a system of human views on nature, society, knowledge, and ideology. Knowledge system promotes development logical thinking, memory, attention, imagination, mental abilities. Physical education- a very important component of the educational system as a whole. Modern society requires a physically strong and healthy young generation, which will be ready to work in enterprises, to defend the country. Labor education creates work activities. Labor acts as a leading factor in the development of the individual, as a way of creative exploration of the world.

From the book Big Soviet Encyclopedia(KR) author TSB

From the book Great Soviet Encyclopedia (PO) of the author TSB

From the book Great Soviet Encyclopedia (PS) of the author TSB

From the book Philosophy: lecture notes author Melnikova Nadezhda Anatolyevna

Lecture No. 25 Actually, this is the question of the criterion of truth. In the history of philosophy and science, there have been various points perspective on this. Yes, Descartes

From the book Psychology: Cheat Sheet author author unknown

59. PSYCHOLOGICAL ESSENCE OF EDUCATION, ITS CRITERIA Education is the main force that is able to develop a person for society. The effectiveness of educational influence lies in the systematic and qualified leadership. Education subordinates development

From the book Entrepreneurship: Cheat Sheet author author unknown

31. ESSENCE AND CRITERIA FOR DETERMINING SUBJECTS OF SMALL BUSINESS Small business is entrepreneurial activity carried out by subjects of a market economy under certain criteria (indicators) established by laws,

From the book Forensic Medicine and Psychiatry: Cheat Sheet author author unknown

From the book How to make your own website and make money on it. A Practical Beginner's Guide to Making Money Online author Mukhutdinov Evgeny

Selection criteria and registration As an example of an affiliate program for the sale of video courses, we chose affiliate program Evgenia Popova. The choice fell on her not by chance: she has many signs of a good partner. Simple registration in the affiliate program.

From the Oxford Manual of Psychiatry author Gelder Michael

18 PSYCHOLOGICAL THERAPY This chapter discusses various types of psychotherapy, behavioral and cognitive therapy, as well as some related methods such as relaxation. This topic is extensive, and to make it easier for the reader to understand it, you should turn

From the book Social Science. Full course of preparation for the exam author Shemakhanova Irina Albertovna

1.4. The concept of truth, its criteria Epistemology is a philosophical science that studies the problems of the nature of knowledge and its possibilities. Agnosticism is a philosophical doctrine that completely or partially denies the possibility of knowing the world. Gnosticism is a philosophical doctrine that recognizes

From the book Encyclopedia of Methods early development author Rapoport Anna

From the book Tapping Active Points - Awakening Method healing energy. With a detailed atlas the author Koval Dmitry

Psychological tuning To start psychological tuning, and at the same time prepare the massaging hand for monotonous tapping, let's do exercises for the fingers. The following exercise should be performed by a massage therapist before starting any manual practice:

From the book Food Market author Vlasova Olga Viktorovna

9.1. The essence of segmentation and criteria for choosing a target market segment A market segment is a group of consumers that have one or more common stable features that determine consumer behavior in the market.

From the book Cheat Sheet on Organization Theory author Efimova Svetlana Alexandrovna

From the book School Psychologist's Handbook author Kostromina Svetlana Nikolaevna

Psychological diagnostics, see Psychodiagnostics.

From the book of Modicin. Encyclopedia Pathologica the author Zhukov Nikita

Criteria A solid international community of neurologists called ILAE - the International League against Epilepsy proposed in 2014 three sets of criteria, any of which, as it were, is sufficient for making a diagnosis: 1. Two unprovoked attacks, between which

Year of publication and journal number:

annotation

The article analyzes the essence of the psychological problem, its main characteristics, concepts related to psychological problems. An attempt is made to determine the types of psychological problems and build a model of the classification system of psychological problems based on their content. It is proposed to create a working group to develop a diagnostic system for psychological problems.

Keywords: psychological problem, psychological problems of personality, analysis of psychological problems, solution of psychological problems, classification of psychological problems.

The work of a practical psychologist can be conditionally divided into two main parts or stages - the diagnosis of a psychological problem and its solution. If numerous methodological systems and techniques have been created to solve psychological problems, then there are no special generally accepted approaches, diagnostic systems, such as DSM or ICD, for diagnosing psychological problems. Each specialist, on the basis of his own knowledge, experience and psychotherapeutic orientation, determines the client's problem himself. As a result, as practical work, and in the training of specialists, the process of orientation in psychological problems becomes subjective, intuitive, and if a specialist strictly follows a certain psychotherapeutic direction, then it becomes one-sided. In our opinion, the lack of a unified theory and classification system of psychological problems, as well as criteria for their diagnosis, significantly complicates not only the work, but also the training of practical psychologists. The solution of this, in our opinion, fundamental problem of practical psychology is possible only on a collective basis, but here we will try to outline the contours of the problem and our vision of the principles for its solution. First of all, let's try to define the concept of "psychological problem". In psychological dictionaries, in scientific and educational literature, this concept is rarely defined and differentiated. We were able to find two definitions. So, according to T. D' Zurilla and co-authors, “A problem (or problem situation) ... is a life situation or task (in the present or future) that requires a response for adaptive functioning, but the positive result of this reaction is not obvious or impossible due to the presence one or more obstacles” (D'Zurilla et al., 2004, p.12-13). A. Blaser and co-authors define a psychological problem as "...excessive requirements for the patient's adaptive capabilities" (Blazer et al., 1998, p. 55).

Various definitions of a psychological problem can also be found in the popular psychological literature. So, in the encyclopedia of practical psychology N.I. Kozlov, psychological problems are defined as "... internal problems that do not have a clear rational basis" (Kozlov, 2015, p. 637).

Our understanding of psychological problems in methodological terms is based on the so-called problem approach, according to which any process can be considered as a movement aimed at solving a specific problem. From this position, psychological, socio-psychological, pathopsychological processes, behavioral reactions and personality activities can be considered as forms of solving psychological problems. And the joint work of a psychologist and a client can be viewed as a process aimed at diagnosing, understanding and solving the psychological problems of a person. We define a psychological problem as an actualized psychological contradiction within a person or group, which manifests itself within the framework of the mental norm, but creates discomfort, tension, and hinders the normal development, functioning and adaptation of the person or group. Let's try to expand this definition. First, we consider the problem as a contradiction, since any obstacle, difficulty, conflict reflects a contradiction between opposing tendencies. We can say that any problem is based on a contradiction, and any problem, including a psychological one, can be characterized through this basis. For example, fear can be characterized as a contradiction between the desire to live, or to maintain self-esteem, and a situation that threatens these desires. At the same time, one can speak of the presence of a psychological problem if the contradictions are relevant. The latter may exist in a latent form, potentially not bothering the subject, not perceived as a problem. Discomfort, tension, and generally negative emotions usually accompany actualized problems, although sometimes, for example, with intellectual problems, tension can have a positive connotation (for example, during creative work). In our opinion, psychological problems are a kind of barriers to adaptation, development and normal functioning of the individual. Features of overcoming these barriers determine the options for personality development (progressive, regressive, pathological development).

In this definition, we have tried to differentiate between psychological (normal) and so-called "psychiatric" problems, i.e. mental disorders (in English literature, these concepts are usually treated as synonyms). In fact, mental disorders are also psychological problems, but within the pathology, not the norm. Consequently, two types of psychological problems can be distinguished - pathological problems (symptoms of diseases) resulting from mental disorders and the so-called "normal" problems, reflecting the contradictions of a normally functioning psyche. It should be noted that the line between these types of problems is very thin, difficult to distinguish, not stable and is often determined not by the problem itself, but by the characteristics of the person who has this problem, her attitude to this problem. At the same time, pathological problems very often arise as a result of deepening and sharpening of normal psychological problems, their inadequate solution. The classification of mental disorders, as you know, is presented in the DSM and ICD systems. In the classification system of psychological problems, pathological problems, in our opinion, can also be represented as a separate subgroup in the section of psychological problems of the substructure of the psyche where they manifest themselves (this is, of course, a very debatable issue). For example, in the section on psychological problems of thinking, in a separate subgroup, one can present thinking disorders (for example, delirium, disorder of the associative process, etc.).

Let's try to present some characteristics of psychological problems that are important in practical work. First of all, this is the dynamics of psychological problems, i.e. the process of formation, development, actualization / de-actualization, exacerbation / weakening of problems in different periods of a person's life or under different circumstances. Another characteristic of psychological problems is the level of their awareness and critical attitude towards them. In practical work, a specialist often encounters a lack of awareness or denial of their own psychological problems. The position of explaining psychological problems is also important. Patients often explain psychological problems not by psychological, but by objective, independent circumstances. Here important role plays the so-called determinative system of personality, i.e. a system of ideas on the basis of which a person explains the causes of various phenomena, including his own problems. Based on the research of clients who applied to psychological services, we identified biological, socio-economic, mystical and psychological determination systems. These studies also showed that in order to understand and accept their own psychological problems and increase the effectiveness of psychotherapy, it is very important for the patient to switch to a psychological determination system.

Duration of existence, severity are also characteristics of psychological problems. There are chronic psychological problems with which a person lives for a long time and acute problems.

Psychological problems also have individual manifestations, i.e. different people perceive, evaluate and experience the same problem differently. At the same time, in practical work, a specialist usually encounters not one isolated psychological problem, but a system of interrelated, interdependent problems, and the effectiveness of work largely depends on a systematic approach to solving problems, and not a separate problem of the individual. In this regard, we consider it important to introduce into practical psychology such a concept as “psychological problems of personality” or “system of psychological problems of personality”. Like any system, psychological problems also have a hierarchical structure, consisting of central, initial and derivative, or actual and secondary problems. To study the problems of personality means to systematize, to compile a hierarchy (for example, causal) of psychological problems.

The next important issue related to the psychological problems of the individual concerns the strategies for their analysis. Each psychotherapeutic school and even each specialist has its own principles, approaches and traditions of studying psychological problems. The following main approaches can be distinguished: a) analysis of the mechanisms of manifestation of psychological problems; b) analysis of the origin and dynamics of problems; c) analysis of cause-and-effect relationships of problems; d) analysis of the phenomenal characteristics of psychological problems, etc.

The concept of “solution of a psychological problem” also needs clarification. In practical psychology, methods and techniques for solving psychological problems are usually described, but the solution of the problem itself, as a result psychological work rarely analyzed. Meanwhile, it is very important to understand not only the essence of the psychological problem, but also the essence of its solution. In this regard, when working with psychological problems (also in the training of practical psychologists), it is necessary to clarify: a) how do the patient and the psychologist imagine the process of solving the problem, to what extent do these ideas coincide with each other and are realistic? b) What are the patient's strategies for solving (coping strategies) of his psychological problems? c) What options, levels, types, forms, ways of solving psychological problems exist? d) What should be the sequence and time frame for solving problems? e) What will be the consequences of solving problems?

It is possible to single out various forms of solving psychological problems, such as: a) adequate / inadequate; b) everyday / professional; c) neurotic, psychotic, healthy; d) psychological, social, economic, biological, etc. It is possible to distinguish levels of problem solving: a) partial/full; b) solving the problem at the levels of causes, effects, etc. Options for solving a psychological problem can be: a) deactualization of the problem (for example, through its rethinking); b) elimination of factors contributing to the emergence of a problem or interfering with its solution, etc. Ways to solve psychological problems can be identified on the basis of those general strategies that are used in practical psychology, for example: a) awareness; b) reflection/rethinking; c) suggestion/programming; d) catharsis; e) training; f) desensitization, etc.

Now let's move on to the issue of classification of psychological problems. In the literature on practical psychology, it is difficult to find systematic, holistic studies specifically devoted to psychological problems and their classification. In psychotherapy, sometimes psychological problems are classified on the basis of psychotherapeutic areas, for example, you can find such expressions as “psychoanalytic problems” [McWilliams, 2001], “existential problems” [Grishina, 2011]. Often there are such concepts as “behavioral problems” (usually, they mean such disorders as hyperactivity and attention deficit, destructive behavior, etc.), “emotional problems” (anxiety, depression). N. D. Linde classifies psychological problems on the basis of "... the difficulty of their solution and in terms of the depth of their rootedness in the personality" [Linde, 2001, p. 26]. The author distinguishes seven levels of psychological problems, for example, the “supernormal level”, “the level of neurosis”, “psychosis” [Linde, 2001, p. 27-30].

Based on many years of experience in psychotherapeutic work, we have developed a model of the classification system of psychological problems [Khudoyan, 2014], which we will try to present below.

Psychological problems can be grouped on the basis of their form and content. In terms of form, psychological problems can be classified according to different criteria. So, according to the criterion of awareness, one can distinguish conscious, poorly conscious and unconscious (usually, deep problems that determine external clearly perceived problems, about which the patient turns to a psychologist, are not recognized). It is possible to distinguish between causal (reflecting the causes of other problems) and investigative (resulting from other problems, for example, anxiety may be the result of an intrapersonal conflict) psychological problems.

In the literature, there is a division of psychological problems into external (for example, negative emotions) and deep (for example, intrapersonal conflicts)

By temporal characteristics, severity and significance for the subject, one can distinguish between old (for example, old grievances) and new, chronic (problems with which a person lives long time) and acute, actual and irrelevant psychological problems.

One can also distinguish between major and minor, complex and simple problems, overt/hidden, real and imagined, solvable/unsolvable, accepted and not accepted by the patient, problems presented by the patient and problems attributed to the patient by relatives or specialists, etc. Psychological problems can also be intrapersonal, interpersonal, intragroup and intergroup (the latter can be considered as socio-psychological problems).

Practical psychology most urgently needs to classify psychological problems on the basis of their content, to single out, group and describe the problems of different personality substructures. It is on this classification that a diagnostic system of psychological problems should be built. Naturally, the construction of such a classification system is possible only through the joint efforts of numerous specialists, but here we will try to present a hypothetical model for constructing such a system.

To classify psychological problems, it is first necessary to identify the areas of their manifestation. We have identified four such areas.

1. Mental sphere of personality.

2. Biological substructure of personality.

3. Personal development, her life path, present and future.

4. The system of relationships personality - environment.

Below we will schematically present the main groups of psychological problems in the selected areas of personality. At the same time, we want to note that both the identified areas and the groups of psychological problems included in these areas are relative, and the model itself does not claim to be complete and accurate.

Problems associated with the mental subsystem of personality

Problems of the I system - problems associated with self-awareness, I-concept, attitude towards oneself, with a sense of I, with the integrity of I (inadequate I-concept, narcissism, inferiority complex, depersonalization, dysmorphophobia, split personality, etc.). Problems associated with the substructures of the Self (for example, a weak ego, a strong superego or id), with defense mechanisms (inadequate, immature defense mechanisms, etc.). intrapersonal conflicts. Problems associated with introspection and reflection, with the awareness and verbalization of one's own experiences.
Problems with awareness and critical assessment of reality (disorientation in time, space, low level of introspection, intrapunitiveness, etc.).
Problems associated with the need-motivational sphere of the individual - loss of the meaning of life, decreased motivation, inadequate needs, frustration of needs, inadequate forms of meeting needs, etc.
Problems associated with the volitional sphere of the personality - weak will, abulia, problems with self-control, impulsiveness, underdevelopment of the volitional qualities of the personality, etc.
Problems associated with the emotional sphere - increased anxiety, apathy, aggressiveness, depression, inadequate emotions, over-emotionality, emotional immaturity, emotional coldness, etc.
Problems associated with the cognitive sphere of the individual - problems and disorders of sensations (for example, poor vision, hearing, senestopathies, etc.), perception (for example, problems with the perception of time, speech, hallucinations, etc.), attention (for example, absent-mindedness), memory (eg, stress amnesia), thinking, and intelligence (eg, comprehension problems, delusional disorders, mental retardation)․ In our opinion, this category can also include such problems as cognitive dissonance, lack of information, etc.
Problems related to speech - stuttering, speech disorders (aphasia, dysarthria, oligophasia, schizophasia, etc.), tachilalia, delayed speech development, dyslexia, dysgraphia, etc.
Problems associated with the sexual sphere of personality - frigidity, impotence , lack of sexual satisfaction, sexual perversion, problems related to gender identity, etc.
Behavioral problems - addictions, impulsive, irrational, inappropriate behavior, enuresis, tic disorders, hyperactivity, aggressive behavior, obsessions, deceit, sleep disorders, problems related to food, sexual, behavior, etc.
Problems related to temperament and character - character accentuations, psychopathy, sociopathy, negative traits character, etc.
Problems related to perception, reactions to stress and coping - inadequate reactions to stress and coping strategies, post-traumatic stress disorders, reduced stress tolerance, etc.
Problems of the spiritual, moral and religious spheres of the individual - guilt, moral decline, moral conflict, spiritual crisis, value conflict, fanaticism, problems associated with sects, etc.

Psychological problems associated with the biological subsystem of personality

Psychological problems associated with somatic diseases (for example, fear of death due to myocardial infarction, depression in cancer patients, emotional problems with hormonal disorders, etc.),
Psychological problems associated with normative stressful biological processes (menstruation, childbirth, menopause, etc.).
Psychological problems that contribute to the occurrence of somatic diseases (for example, alexithymia).
Somatized psychological problems (eg, somatized depression, conversion disorders).
Psychological problems associated with cosmetic surgery, organ transplants, surgical changes in appearance.
Psychological problems associated with bodily injuries and deformities, brain poisoning, etc.

Psychological problems associated with the development of the individual, with her life path, present and future

Problems associated with deviations of the normative mental and social development(underdevelopment or delayed development of cognitive functions, emotional immaturity, etc.).
Problems associated with normative involutionary processes (normative changes in appearance, decreased sexual activity, etc.)
Problems associated with non-normative personality development (problems that arise in the process of personal growth, fall, degradation of personality, etc.).
Normative and non-normative crises of personality development, crises associated with normative life events (birth of a child, retirement, death of parents, etc.).
Problems associated with solving age-related developmental tasks (for example, with the assimilation of speech).
Problems related to professional orientation, career, professional development etc.
Specific problems of certain age periods (teenage problems, problems of late age, etc.), etc.

Psychological problems associated with interpersonal, intergroup relationships and personal living space

Psychological problems associated with interpersonal relationships (interpersonal conflicts, rivalry, mutual hostility, love problems, cooling of relationships, specific, problems caused by the interruption of interpersonal relationships, for example, death of loved ones, separation of couples, problems associated with relationships of opposite sexes, friends, relatives, neighbors, etc.).
Intra-group psychological problems (problems between the individual and the group, problems between groupings within the group, alienation from the group, etc.)
Psychological problems associated with intergroup relationships (ethnic conflicts, rivalry between groups, etc.).
Psychological problems of individual spheres of a person's life (family, work, educational psychological problems, specific problems associated with certain specialties, for example, problems in sports, diplomacy, police, etc.).
Transgenerational problems (identifications with relatives that make life difficult for a person, anniversary syndrome, etc.).
Psychological problems associated with the living space of the individual - lack of housing, poor living conditions, psychological problems associated with the physical effects of the environment (heat, cold, radiation, lack of oxygen, etc.)

Concluding this article, we note that the proposed theoretical model and scheme of the classification system of psychological problems are only an attempt to raise the problem and outline our vision of the contours of its solution. In the future, in our opinion, it is necessary to create a working group of practical psychologists and researchers and develop a general theory and diagnostic system of psychological problems.

Abstract

The Psychological Problems: an Essence, Types, Characteristics

The essence of the psychological problems, their main characteristics, concepts related to psychological problems is analyzed in the article. An attempt to classify the psychological problems and to build a model of the classification system of psychological problems on the basis of their content is made. The author suggested establishing a working group for the elaboration of a diagnostic system of psychological problems.

keywords: psychological, psychological problematic of personality, analysis of psychological problems, solution of problem psychological problems classification of psychological problems.

Literature:

Blaser A., Heim E., Ringer H., Tommen M. Problem-oriented psychotherapy: an integrative approach: transl. with him. M.: "Class", 1998. Grishina N.V. Existential problems of a person as a life challenge. // Sociology. 2011. No. 4. S. 109-116.
Kozlov N.I. Psychologos. Encyclopedia of practical psychology. M.: Ed. Eksmo, 2015.
Linde N.D. Fundamentals of modern psychotherapy: textbook. allowance for students. higher textbook establishments. M.: Publishing Center "Academy". 2002.
McWilliams N. Psychoanalytic Diagnosis: Understanding Personality Structure in the Clinical Process. M.: Independent firm "Class", 2001.
Khudoyan S.S. On methodological issues of research and teaching of psychological problems of personality // Problems of Pedagogy and Psychology, 2014, No. 3, p. 99-104.
D'Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem solving: theory and assessment. In E. C. Chang, T. J. D'Zurilla, & L. J. Sanna (Eds.). Social problem solving: Theory, research, and training. Washington, DC: American Psychological Association, pp. 11-27.
Khudoyan S.S. The Effectiveness of Medical Suggestion in Active Conscious State. // The 12th European Congress of Psychology. Istanbul, 2011, 4-8 July. P. 238.

Character- these are individual psychological properties that reflect the typical ways of responding and behaving in the world around a given person.

Character differs from temperament in that it contains many acquired social properties. According to I.P. Pavlov, character is an alloy of innate and acquired properties.

In modern psychology, four systems of character properties are distinguished, determined by various personality relationships.

1. Properties that express the attitude towards people (kindness, responsiveness, exactingness, justice, hatred, envy).

2. Properties expressing the attitude towards work (industriousness, laziness, conscientiousness, discipline).

3. Properties that express the attitude towards things (neatness, thrift, greed, generosity).

4. Properties that express the attitude towards oneself (self-love, vanity, pride, modesty).

The main features of the difference between character and temperament:

1. The temperament of a person is innate, and the character is acquired.

2. Temperament is determined biological features organism, and character - social environment in which man lives and develops.

3. A person's temperament is determined only by the dynamic features of his psyche and behavior, while character is the real value, moral and other content of his actions.

4. Types and properties of temperament are not evaluated in value terms, while types and traits of character are amenable to such an assessment. It cannot be said about temperament that it is good or bad, while such definitions are quite suitable for assessing character.

5. In relation to the description of a person's temperament, the term "properties" is used, while in relation to the description of character - the term "features".

The nature of the athletes:

For an athlete of any sports specialization, you need to have a so-called “fighting character”. Researchers of various sports list the set of qualities that characterizes a sports fighter.

So, representatives of martial arts have the following set of character traits: courage, independence, independence, emotional stability, sociability, developed imagination.

The Japanese manual for judoists lists the following qualities necessary for a wrestler:

1. Softness plus skill combined with a strong-willed, wrestling attitude.

2. Self-confidence, complete self-control, clear mind.

3. The main thing is not strength, but speed of reaction, dexterity and elegance.

4. When performing the reception, it is important to use the spirit and body as a whole.

5. Implement a system of combinations on the mat, be able to improvise.

6. The ability to unbalance the opponent, because this is half the victory in judo.

7. A true judoist should not arrange a race for the degree of skill from judo, because instead of improving in it, he will stagnate.

The composition of the character also includes moral qualities - responsibility, honesty, respect for the personality of others. In connection with the manifestation of moral qualities, the question of aggressiveness in sports arises. In psychology, it is believed that aggressive behavior is a model of behavior that aims to harm an object and is contrary to the norms and rules of behavior in society. In sports, this concept is interpreted in two ways: there is "good" aggressiveness - a synonym for militancy and "bad" - behavior that is incompatible with the rules of the competition and moral standards. Therefore, sports aggressiveness is considered by experts in two forms:

Destructive, determined by violation of the rules of competitions, sports ethics;

- "normative", carried out within the framework of the competition rules and without direct violations of sports ethics.

Normative aggressiveness is included in the complex of features of a "fighting" character in all sports. Many practitioners of the sport are convinced that there are born “fighters” and strive to see a beginner in a difficult competitive environment as quickly as possible in order to determine whether he is a “fighter” or not. Of course, some qualities of character are genetically predetermined, and it is important to identify at the early stages of selection those professional qualities that are difficult to train, and to select courageous, decisive, self-confident, aggressive in the positive sense of the word, active, communicative, adherents of the rules. fair play.