E. I
Rogov EI Desk book of a practical psychologist in images Textbook. - M.; VLADOS, 1995. - 529 p.
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INTRODUCTION | |
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SECTION ONE. SYSTEM OF WORK OF A PSYCHOLOGIST WITH CHILDREN OF DIFFERENT AGES | |
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Chapter 1. Using a systematic approach in the work of the school psychological service. | |
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Chapter 2. Psychodiagnostic work with preschool children. | |
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2. 1. General characteristics of age | |
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2. 2. Basic principles of psychodiagnostic work with preschoolers. | |
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2-3. Deprivation and ways of its detection. | |
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2. 4. Study of the cognitive sphere of a preschooler | |
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2. 4. 1. Memory research | |
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2. 4. 2. The study of thinking. | |
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2. 5. Diagnostics of the emotional-affective sphere. | |
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2. 6. Research of interpersonal relations of the child with parents | |
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2. 7. Determining the psychological readiness of children for schooling | |
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Chapter 3. Features of psychological work with children of primary school age | |
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3. 1. The use of graphic techniques in the work of practical psychologists | |
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3. 2. Evaluation of the attention of a younger student | |
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3. 2. 1. Evaluation of the stability of attention. | |
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3. 2. 2. Assessment of the volume of dynamic attention | |
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3. 2. 3. Evaluation of switching attention | |
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3. 3. Assessment of short-term memory | |
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3. 4. Evaluation of the thinking of a younger student. | |
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3. 4. 1. Assessment of verbal-logical thinking | |
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3. 4. 2. Evaluation of figurative thinking. | |
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3. 5. Study of the personality characteristics of a younger student | |
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3. 6. Self-assessment and the level of claims of a younger student. | |
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3. 7. Using the method of observation to determine the psychological characteristics of a student | |
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Chapter 4. The work of a psychologist with adolescents. | |
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4. 1. Study of the cognitive sphere of a teenager | |
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4. 1. 1. Assessment of attention (according to the method of Munstenberg) | |
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4. 1. 2. Diagnosis of the level of intelligence | |
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4. 2. Identifying the level of anxiety in adolescents | |
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4. 3. Identification of the type of temperament | |
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4. 4. Determination of character accentuations in adolescents. | |
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4. 4. 1. Pathocharacterological diagnostic questionnaire (PDO) | |
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4. 4. 2. Identification of accentuations in adolescents using the Shmishek test-questionnaire. | |
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4. 5. Diagnosis of the state of aggression in adolescents. | |
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4. 6. Building a personality profile (16-factor questionnaire) | |
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Chapter 5. The work of a psychologist with persons of youthful age. | |
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5. 1. Assessment of personality traits. | |
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15. 1. 1. Method "Non-existent animal" | |
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5. 1. 2. Method "Self-portrait" | |
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5. 2. Techniques for determining accentuation among high school students. (Methodology for the identification of character accentuations by E. G. Eidemiller) | |
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5. 3. Revealing the motives of behavior in older students | |
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5. 3. 1. Measurement of achievement motivation | |
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5. 3. 2. Measuring affiliation motivation | |
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5. 3. 3. Investigation of the motivational sphere using the humorous phrases test | |
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5. 4. Determining the localization of control. | |
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5. 5. Evaluation of neuropsychic stress, asthenia, decreased mood | |
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5. 5. 1. Characteristics of the type of nervous activity | |
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5. 5. 2. Assessment of neuropsychic stress | |
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5. 5. 3. Measurement of the severity of the asthenic condition. | |
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5. 5. 4. Measurement of the severity of low mood - subdepression. | |
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5. 5. 5. Determining the level of anxiety | |
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5. 6. The study of cognitive interests in connection with the tasks of career guidance | |
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5. 7. Assessment of communicative and organizational inclinations in the process of primary professional consultation | |
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SECTION TWO. WORK WITH ADULTS. | |
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Chapter 1 - The work of a psychologist with a teacher | |
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1. 1. Evaluation of the professional activity of the teacher | |
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1. 2. Identification of typological personality traits | |
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1. 3. Evaluation of the professional orientation of the teacher's personality | |
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1. 4. Evaluation of the aggressiveness of the teacher. | |
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1. 5. The ability of the teacher to empathize. | |
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1. 6. Assessment of the level of sociability of the teacher | |
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1. 7. Assessing how to respond to a conflict | |
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1. 8. Approval motivation self-assessment scale | |
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1. 9. The study of personality with the help of a psychogeometric test. | |
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1. 10. Barriers to teaching | |
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1. 11. The ability of the teacher to economic activity. | |
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1. 12. Assessment of the psychological climate in the teaching staff | |
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Chapter 2. School psychologist and parents of students. | |
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2. 1. The work of a psychologist with the parents of a preschooler | |
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\ 2. 2. Parental relationship test | |
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2. 3. Methodology for measuring parental attitudes and reactions | |
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^ 2. 4. Test "House-tree-man" | |
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2. 5. Determination of the psychological atmosphere in the family | |
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SECTION THREE. CORRECTIONAL TECHNIQUES AND EXERCISES | |
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PART 1. Psychological correction of personality disorders in preschool age | |
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1. 1. Main principles and directions of work | |
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1. 2. Disorders of personality development in childhood | |
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1. 3. Closure and its correction. | |
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1. 3. 1. Correctional work with a closed child. | |
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1. 3. 2. Working with the parents of a withdrawn child | |
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1. 4. Fears. | |
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1. 4. 1. Methods for correcting fears not related to violations of personal relationships - | |
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1. 4. 2. Fears associated with the violation of personal relationships. | |
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1. 5. Aggressiveness | |
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1. 5. 2. Corrective work with an aggressive child 1. 6. Social maladjustment of a preschool child. | |
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PART II. Correction of violations at school age | |
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Chapter 1 | |
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Exercise 1. "Who is faster?" . | |
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Exercise 2. "Observation" | |
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Exercise 3. "Proofreading" | |
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Exercise 4. "Fingers" | |
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Exercise 5 | |
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Exercise 6. "Selector". | |
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Exercise 7. "Overattention". | |
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Chapter 2 | |
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Exercise 1. "Difficult - remember!" | |
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Exercise 2 | |
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Exercise 3 | |
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Exercise 4. "Domino" | |
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Exercise 5. "Tachistoscope" | |
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Exercise 6. "Scout" | |
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Chapter 3 | |
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Exercise 1. "Logic" | |
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Exercise 2. "Identifying common concepts" | |
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Exercise 3. "Exclusion of concepts." | |
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Exercise 4. "Analysis of relations between concepts." | |
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Exercise 5 | |
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Exercise 6 | |
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Exercise 7 | |
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Exercise 8 | |
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Exercise 9 | |
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Exercise 10. "What's new?" . | |
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Exercise 11 | |
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Exercise 12 | |
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Exercise 13 | |
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Exercise 14. "Search for analogues". | |
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Exercise 15 | |
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Exercise 16 | |
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Exercise 17 | |
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Exercise 18 | |
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Exercise 19 | |
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Exercise 20 | |
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Exercise 21 | |
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Exercise 22 | |
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Exercise 23 | |
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Exercise 24 | |
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Exercise 25 | |
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Exercise 26 | |
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Exercise 27 | |
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Chapter 4 | |
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Chapter 5 | |
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Exercise 1 | |
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Exercise 2. "What would happen if" | |
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Exercise 3. "Magic Pencil" | |
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Exercise 4. "Thermometer" | |
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Exercise 5. "Anti-time" | |
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Exercise 6 | |
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Exercise 7 | |
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Exercise 8 | |
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Exercise 9 | |
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Exercise 10 | |
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Chapter b. Anxiety and shyness management | |
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Chapter 7 | |
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7. 1. Psychological relief rooms as one of the main means of neuropsychic health prevention | |
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7. 2. Autogenic training | |
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7. 3. Self-regulation of the teacher's mental states with the help of neurolinguistic programming | |
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7. 4. Use of musical means for the rehabilitation of schoolchildren | |
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7. 5. The use of color in the work of a psychologist | |
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LITERATURE. |
E. I. Rogov Handbook of practical psychologist in education
Tutorial
Moscow "VLADOS" 1995
© VLADOS
BBK 88.5 R59
Consultant: M. Yu. Kondratiev, Dr. psychol. Sciences
Reviewers: A. O. Prokhorov, Dr. psychol. Sciences A. D. Alferov, Ph.D. ped. Sciences.
Rogov E. I. Handbook of a practical psychologist in images Textbook. - M.; VLADOS, 1995. - 529 p. ISBN 5-87065-045-3.
The book offered to the reader's attention is a textbook in the broadest sense of the word. Its purpose is to acquaint psychologists and everyone who is deeply interested in their activities with the system of diagnostic corrective methods used by most domestic psychologists and which have practically become classics in the educational field.
0303040000-28 p-----------No ads.
14K(03)-95ISBN 5-87065-045-3
Introduction
The democratization of education sharply raised questions of the development of activity, morality, and the abilities of its citizens. The success of solving these problems is largely due to how the ongoing changes in school life will be reflected. One of the problems standing in their way is the psychological and pedagogical dualism in relation to the developing personality - training and education do not rely to the proper extent on the existing psychological knowledge about the development of the child and the formation of his personality.
Each student has only one of his inherent features of cognitive activity, emotional life, will, character, each requires an individual approach, which the teacher, for various reasons, does not always have the opportunity to implement. Even in the case when a teacher is supplied with specially developed psychological recommendations, their action turns out to be ineffective due to existing professional barriers and the low quality of professional psychological training of teachers.
The result of this attitude was the certification of schools and teachers without taking into account the psychological characteristics of schoolchildren, their level of mental development.
On the other hand, the practical psychology of education continues to develop and, in spite of everything, there has been a certain boom in its development recently. In various institutions, psychological services are springing up that optimistically take on the solution of the most complex problems.
The appearance of a psychologist at school makes it possible to compensate for existing gaps, to more thoroughly delve into school life, contributing as much as possible to the development of a growing personality. However, this process is by no means smooth. Not all schools were able to include a psychologist on their staff due to economic reasons. A lot of problems have accumulated in the structures themselves, designed to eliminate "psychological gaps" in the school. So, numerous faculties, accelerated courses for the training and retraining of child psychologists, giving only general theoretical information, do not form the psychological thinking of former teachers. Therefore, in practical activities, child psychologists, after mastering abstract generalized concepts and methods, experience great difficulty.
in their application in a real institution, in an established team, in relation to a particular individual.
In addition, after receiving a diploma or a certificate of retraining, a newly minted psychologist often completely loses touch with his alma mater. Being left to their own devices, especially when working on the periphery, people who have decided to devote themselves to psychological interaction with children, from the outside, resemble the pitiful sight of a fighter on the battlefield without a commander and without weapons.
The weak methodological equipment of psychologists is connected with the existence, which has long become an anachronism, of the statement about the inadmissibility of the dissemination of methods without special orders. The main argument of this statement is the assumption that if the methods fall into the hands of non-professionals, then this will discredit science and cause irreparable harm to it. This argument can hardly be called serious, and on closer examination it certainly does not stand up to scrutiny. If we talk about damage, then it concerns, first of all, that "specialist" or, better, an amateur who could not adequately implement it. After all, no one has been calling for the closure of pharmacies for a long time, where medicines that are dangerous with this approach are sold.
At the same time, there is an acute need for coordination of the activities of school psychologists, their methodological equipment for consultations in difficult cases. Such coordinating centers are now centers for psychological assistance to children and adolescents at the city departments of education.
Therefore, it is necessary to help the practitioner to carry out the selection of tools that are adequate to the tasks facing him. It is precisely this problem that the Department of Practical Psychology of the Research Institute of Special Education and Pedagogical Education of the South Ossetia RAO is working on, this is the aim of the new journal "Child Psychologist", published by this department, and this book is dedicated to this. The author is extremely grateful to his colleagues who, with their comments, recommendations and direct participation, helped him approach the solution of this problem, and above all, I. G. Antipova, E. K. Tulyants, A. K. Belousova, A. A. Osinova, T. P. Skripkina.
Current page: 1 (total book has 22 pages) [accessible reading excerpt: 15 pages]
Evgeny Ivanovich Rogov
Human psychology
Foreword
The methodological manuals of the ABC of Psychology series were developed and tested as part of the Don Psychological School experiment. The idea of the experiment arose after studying and analyzing the needs and capabilities of schoolchildren. Our experience shows that curricula can be significantly updated through the introduction of disciplines of the psychological and pedagogical cycle. While maintaining, in order to ensure general education, the basic component of the state curriculum, additional and optional classes are provided for students, as well as work according to individual plans. A significant amount of the integrated course requires the allocation of 3 hours in the 10th grade and 4 hours in the 11th grade. Time for the study of psychology is allocated within the framework of the basic curriculum due to its variable part and electives included in the schedule of compulsory classes. The variable part of the curriculum is used with the following weekly breakdown:
...The full course involves the study of the following disciplines:
grades 1-4 - "The ABC of psychology";
5th grade - "Cognitive activity of a person";
6th grade - "Fundamentals of self-regulation";
Grade 7 - "Psychology of communication";
Grade 8 - "Ethics and psychology of family life";
Grade 9 - "Fundamentals of career guidance and choice of profession";
10th grade - "Psychology of personality";
11th grade - "Fundamentals of social psychology."
The specifics of psychological disciplines, the number of hours allotted for them require an increase in the total number of lessons per week compared to the current curriculum. However, the use of advanced technologies and the intensification of the learning process can reduce the lesson time by 5 minutes. Since the practical part of psychology classes is aimed at reducing tension and fatigue, an increase in the number of lessons should not affect the health of children.
In the content of the continuous psychological training of students, 3 leading levels are clearly visible: introductory (grades 1-6), adaptation (grades 7-9) and basic (grades 10-11). This makes it possible to abandon special training, a kind of coaching children for a certain profession, and instead provide schoolchildren with the opportunity to choose in a wide range of professions of the "person-to-person" type. In addition, a real basis is being created for the formation of the best human qualities in students, the development of organizational and communication skills, which is necessary for any civilized person.
The training program in the specialized psychological class at the 2nd level of complexity involves a two-year cycle, which allows you to purposefully prepare students for the activities of a psychologist's assistant, followed by passing a qualifying exam and obtaining a certificate.
The entry of high school students into various types of work of a psychologist includes both general pedagogical actions that are characteristic of all relevant professions, and specific ones that require special knowledge, skills, and personal qualities.
In specialized psychological classes, active teaching methods are used: trainings, role-playing and business games. The curriculum includes educational excursions to the city psychological center, centers for social protection of the population, meetings with university psychology teachers and psychologists.
In characterizing the perspective of psychological education at school, it is necessary to emphasize the possibility of psychologizing the content of the entire educational process. We are talking, for example, about the fact that psychology (its influence will certainly grow) should "work" not only in literature, biology, traditionally close to it, but also in music or painting. Thus, psychology can act as an important integrating factor, and for educational areas that are very far from each other.
A counter-movement also seems promising - the inclusion in the psychological content of elements of educational material from other subject and educational areas, for example, history. In this sense, we can talk not only about the psychologization of, say, the humanities, but also about the expanded humanitarization of psychological disciplines.
The process of psychologization can be accelerated with the help of an appropriate organization of psychological practice, within which it is necessary to provide individual tasks for those who are more interested in computer diagnostics (“human-technique”) or counseling (“human-human”), the study of an individual or a team. etc. It is more expedient and pedagogically justified to give students the right to independently choose from this set of disciplines in the assimilation of which they feel the need.
The entire amount of time allotted for psychology should not exceed 30% of the total number of hours provided for by the curriculum.
Thus, the model of psychological preparation of a developing personality that we propose can be built both on the principle of hierarchical subordination of disciplines, and on the basis of a transition from the general to the particular. It should be noted that the books of the ABC of Psychology series can be used by psychologists of educational institutions not only as a set, but also separately, taking into account the age capabilities of schoolchildren.
PERSON OR PERSON?
Adult vocabulary
deed - the form of manifestation of the activity of the subject.
Psychological protection - a special regulatory system for stabilizing the personality, aimed at eliminating or minimizing the feeling of anxiety associated with the awareness of the conflict.
Individuality - a person characterized by his socially significant differences from other people.
Introspection - a method of cognition of mental phenomena through self-observation, i.e., a person’s careful study of what is happening in his mind when solving various kinds of problems.
Cognitive psychology - one of the modern directions of research in psychology, which explains human behavior based on knowledge and studies the process and dynamics of their formation.
Personality - the individual as a subject of social relations and conscious activity.
personal meaning - subjective attitude of the individual to the objects and phenomena of the surrounding reality.
Worldview - a system of views on the objective world and man's place in it, on man's attitude to the reality around him and to himself.
Psycholinguistics - a field of science that is borderline between psychology and linguistics and deals with the study of human speech, its occurrence and functioning.
Self-determination of personality - a conscious act of identifying and asserting one's own position in problem situations.
Self-esteem - assessment by the individual of himself, his capabilities, qualities and place among other people.
Status - the position of a person in a group, which determines his rights and obligations.
Structure - a set of stable links between many components of an object, ensuring its integrity and identity to itself.
Subject - an individual or a group of people as a source of knowledge and transformation of reality.
Test - a system of tasks that measure the level of development of a certain psychological quality of a person.
Personality traits - stable, repeating in different situations, features of the behavior of the individual.
General concept of personality
What does the word "personality" mean? What meaning do we put into it? This word has its own history. Originally, the Latin word "persona" (personality) meant a mask worn by an actor. The same meaning had the word "mask" among the buffoons. In ancient Rome, persons were citizens who were responsible before the law. The academic dictionary of 1847 stated that personality is, “firstly, the attitude of one person to another, no personality should be tolerated in the service; secondly, a caustic response to someone's account, an insult. Should not use personalities.
In accordance with the second interpretation, A.S. Pushkin used the word “personality”:
...Other abuse, of course, indecency,
You can’t write: such and such an old man,
A goat with glasses, a shabby slanderer,
Both angry and vile: all this will be a person.
A. N. Radishchev used this word in a slightly different meaning: “Do you know what determines your peculiarity, your personality, what you are?”
In modern science, the concept of "personality" is one of the most important categories. It is not purely psychological and is studied by history, philosophy, economics, pedagogy and other sciences. In this regard, the question arises about the features of the approach to personality in psychology.
The most important task of psychological science is the discovery of those psychological properties that characterize the individual and personality. Man is already born as a man. The structure of the body of a born baby allows him to further master upright posture, the structure of the brain - to develop intelligence, the structure of the hand provides the prospect of using tools, etc. In all these possibilities, the baby differs from the cub of the animal. This confirms the fact that the baby belongs to the human race. This relationship is fixed in the concept of "individual" - in contrast to the cub of an animal, from birth to the end of life called an individual.
The concept of “individual” expresses the generic affiliation of a person, that is, any person is an individual. But, being born as an individual, a person acquires a special social quality, he becomes a personality. The philosophical definition of personality was given by K. Marx. He defined the essence of man as a set of social relations. To understand what a person is, it is possible only through the study of real social ties and relationships in which a person enters. The social nature of an individual always has a specific historical content.
It is from the concrete socio-historical relations of man that it is necessary to derive not only the general conditions of development, but also the historically concrete essence of the individual. The specificity of the social conditions of life and the way of human activity determines the characteristics of his individual qualities and properties. Personal characteristics are also not given to a person from birth. All people adopt certain mental traits, attitudes, customs and feelings in the society in which they live. Sometimes a person is understood as a closed spiritual entity independent of the world, inaccessible to scientific methods of research. However, a person cannot be reduced only to a set of arbitrarily selected internal mental properties and qualities, cannot be isolated from objective conditions, connections and relations with the outside world.
Along with the concept of “personality”, the concept of “individuality” is often used. What is a person's individuality? The personality of each person is endowed only with its inherent combination of features and characteristics that form its individuality. Thus, individuality is a combination of the psychological characteristics of a person that determine his uniqueness, originality, difference from other people. Individuality is manifested in certain traits of character, temperament, habits, prevailing interests, in the qualities of cognitive processes, in abilities, in an individual style of activity. Just as the concepts "individual" and "personality" are not identical, personality and individuality, in turn, form a unity, but not an identity. If personality traits are not represented in the system of interpersonal relations, they turn out to be insignificant for personality assessment and do not receive conditions for development. Therefore, the individual characteristics of a person do not manifest themselves in any way until they become necessary in the system of interpersonal relations. So, individuality is only one of the aspects of a person's personality.
The ratio of biological and social in personality
The fact that the concepts of "personality" and "individuality" do not coincide does not allow us to represent the structure of personality only in the form of some set of properties and qualities of a person. Indeed, if a person always acts as the subject of his relations with other people, his structure should also include these relations and connections that develop in activity and communication. The structure of a person's personality is wider than the structure of his individuality. Therefore, the data obtained as a result of the study of personality cannot be directly transferred to personality characteristics.
Central to the science of psychology is the problem of correlation in the development of the individual biological and social. In the history of science, almost all possible relationships between the concepts of "mental", "social" and "biological" have been considered. mental development was interpreted in different ways: as a completely spontaneous process, independent of either biological development or social development; sometimes as a process derived either from biological development or from social development; either as a result of a parallel action on the individual of biological and social, or as a product of their interaction.
Let's take a closer look at these theories.
So, according to the concepts spontaneous mental development personality development is completely determined by its internal laws. The question of the biological and social for these concepts simply does not exist: the human body here, at best, is assigned the role of a kind of "receptacle" of mental activity, something external to the latter.
Concepts based on laws of biology mental development is regarded as a linear function of the organism, as something unambiguously following this development. All the features of mental processes, states and properties of a person are trying to be derived here from biological laws. In this case, the laws discovered in the study of animals are often used, which do not take into account the specifics of the development of the human body. Often in these concepts, the main biogenetic law, the law of recapitulation, is used to explain mental development. According to this law, the development of the individual repeats in its main features the evolution of the species to which he belongs. Scientists adhering to this trend are trying to find in the mental development of the individual a repetition of the stages of the evolutionary process as a whole, or at least the main stages of the development of the species.
Similar ideas are found in sociological concepts mental development of the individual. Only here it looks a little different. It is argued that the mental development of an individual in a concise form reproduces the main steps in the process of the historical development of society, primarily the development of its spiritual life and culture.
Of course, if you wish, you can see some external similarity here. However, it does not provide grounds for concluding that the principle of recapitulation is justified in relation to the mental development of a person. Such conceptions are a typical case of illegitimate expansion of the scope of the biogenetic law.
The content of such concepts is most clearly expressed in the works of V. Stern. He believes that the principle of recapitulation should cover both the evolution of the psyche of animals and the history of the spiritual development of society. To illustrate, here is one quote: “The human individual in the first months of the infantile period, with a predominance of lower feelings, with an unreasonable reflex and impulsive existence, is in the stage of a mammal, in the second half of the year, having developed the activity of grasping and versatile imitation, he reaches the development of a higher mammal-monkey and in the second year, having mastered the upright gait and speech, the elementary human condition. In the first five years of play and fairy tales, he stands at the level of primitive peoples. This is followed by entry into school, a more strenuous incorporation into the social whole with certain responsibilities, an ontogenetic parallel of the entry of a person with its state and economic organizations. In the first school years, the simple content of the ancient and Old Testament world is most adequate to the childish spirit, the middle years bear the features of the fanaticism of Christian culture, and only in the period of maturity is spiritual differentiation achieved, corresponding to the state of culture of modern times. Despite the complexity of this passage, the stages that a person goes through from the moment of birth are quite clear:
- lower mammals;
- higher mammals;
- primitive;
- the emergence of statehood;
- the ancient world;
- Christian culture;
- modern culture.
Of course, one can see some similarities and repetitions in the development of the individual and in the history of society. However, they do not allow revealing the essence of human mental development. Drawing similar analogies, one cannot but take into account the system of education and upbringing, which historically develops in every society and has its own characteristics in every socio-historical formation. The laws of development of society and the laws of development of an individual in society are different laws. The connection between them is much more complicated than it appears from the standpoint of the law of recapitulation.
Each generation of people finds society at a certain stage of its development and is included in the system of social relations that exists. He does not need to repeat in any condensed form the entire previous history of mankind. In addition, being included in the system of established social relations, each individual acquires and assimilates certain rights and obligations in this system, a social position that is not similar to the functions and positions of other people. The cultural development of an individual begins with mastering the culture of that time and the community to which he belongs. The whole development of the individual is subject to a special order of laws.
At the same time, the fact that a person is born as a biological being is obvious. His organism is a human organism, and his brain is a human brain. In this case, the individual is born biologically, and even more so socially, immature, helpless. The maturation and development of the human body from the very beginning takes place in social conditions, which inevitably leave a strong imprint on these processes. The laws of maturation and development of the human organism manifest themselves in a specific way, not in the same way as in animals. The task of psychology is to reveal the laws of the biological development of the human individual and the features of their action in the conditions of his life in society. For psychology, it is especially important to find out the relationship of these laws with the laws of the mental development of the individual.The biological development of the individual is the basis, the initial premise of his mental development. But these prerequisites are realized in a certain society, in the social actions of the individual. The development of the individual does not start from scratch, not from scratch. The old idea of its original basis as “tabula raza” (a blank sheet on which life writes its letters) is not confirmed by science. A person is born with a certain set of biological properties and physiological mechanisms, which act as such a basis. The entire fixed system of properties and mechanisms is a common initial prerequisite for the further development of the individual, ensuring his universal readiness for development, including mental development.
It would be too simple to present the matter in such a way that biological properties and mechanisms perform some functions only at the initial stage of mental development, and then disappear. The development of an organism is a constant process, and these properties and mechanisms always play the role of a general prerequisite for mental development. Thus, the biological determinant acts throughout the life of the individual, although in different ways at different periods.
In psychology, a lot of data has now been accumulated that reveals the features of sensations, perception, memory, thinking and other processes in different periods of human development. Scientists have proven that mental processes develop only in human activities and in the course of his communication with other people. In order to reveal the laws that govern the mental development of a person, it is necessary to know how the biological support of developing mental processes changes. Without studying the biological development of the organism, it is difficult to understand the real laws of the psyche. We are talking about the development of the very highly organized matter, the property of which is the psyche. It is clear, of course, that the brain as the basis of the psyche does not develop on its own, but in the real life of a person. The most important aspects of development are the mastery of historically established ways of activity and ways of communication, the development of knowledge and skills, etc.
Prominent domestic psychologist B.F. Lomov devoted many works to solving the problem of the relationship between social and biological in personality. His views boil down to the following main points. Exploring the development of the individual, psychology is not limited to the analysis of individual mental functions and states. First of all, she is interested in the formation and development of a person's personality. In this regard, the problem of the relationship between the biological and the social appears primarily as a problem of the organism and personality. The first of these concepts - "organism" - was formed in the context of biological sciences, the second concept, "personality", is social. However, both of them refer to the individual as a representative of the species "reasonable man" and as a member of society. At the same time, different properties of a person are fixed in each of these concepts. In the concept of "organism" - the structure of the human body as a biological system, in the concept of "personality" - the inclusion of a person in the life of society. As noted above, domestic psychology considers personality as a social quality of an individual. Outside of society, this quality does not exist. About a person who lives and develops outside of human society, one cannot say that he is a person. Therefore, the concept of "personality" cannot be disclosed outside the "individual-society" relationship. The basis for the formation of the individual's personal properties is the system of social relations in which he lives and develops.
In a broader sense, the formation and development of the individual can be viewed as the assimilation of the social programs that have developed in a given society at a given historical stage. It should be emphasized that this process is directed by society with the help of special systems, primarily systems of upbringing and education.
From all of the above, we can conclude: the development of the individual is complex, systemic and highly dynamic. It necessarily includes both social and biological determinants. Attempts to present personality as the sum of two parallel or interrelated series is a very crude simplification that distorts the essence of the matter. With regard to the connections between the biological and the psychic, it is hardly advisable to try to formulate some universal principle that is valid for all cases. These connections are multifaceted and multifaceted. Under some circumstances, the biological acts in relation to the mental as its mechanism, under others - as its prerequisite. Under certain conditions, it plays the role of the content of mental reflection, under some - the role of a factor influencing mental development, or the causes of individual acts of behavior. The biological can also be a condition for the emergence of mental phenomena, etc.
Even more diverse and multifaceted are the connections between the psychic and the social. This makes it very difficult to study the tripartite structure "biological-psychic-social". The ratio of social and biological in the human psyche is multidimensional and multilevel. It is determined by the specific circumstances of the individual's mental development and is formed differently at various stages of this process.
Let us now return to the question of the psychological essence of personality. It turned out to be a difficult task for science to characterize what a personality is precisely in its meaningful psychological plan. The solution to this problem has its own history.
DESK BOOK OF PRACTICAL PSYCHOLOGIST
Tutorial
IN two books
Book 2
The work of a psychologist with adults. Corrective techniques and exercises
2nd edition, revised and enlarged
BBK 88.4 R59
Reviewers:
A.O. Prokhorov, Doctor of Psychology (Kazan State Pedagogical University);
HELL. Alferov, doctor of pedagogical sciences
Rogov E.I.
P59 Handbook of a practical psychologist: Proc. allowance: In 2 books. - 2nd ed., revised. and additional - M.: Guma-nit. ed. tsentrVLADOS, 1999. - Book. 2: Work of a psychologist with adults. Corrective techniques and exercises. - 480 s: ill. ISBN 5-691-00180-9. ISBN 5-691-00182-5(11).
The second book of the textbook contains diagnostic techniques that are most often used by domestic psychologists when working with adults - teachers and parents. The book also includes a set of corrective techniques and exercises necessary for the work of a psychologist in the educational field.
© Rogov E.I., 1998 JSI ^ "^ 0" 9 ® "Humanitarian Publishing
ISBN 5-691-00182-5(11) VLADOS Center, 1998
FOREWORD
Book 2 describes in detail the methods of psycho-diagnostic and correctional psychology by a psychologist with teachers, parents of students, and school administration. The procedures for evaluating the professional activity of a teacher, identifying his typological features, professional orientation, ability to empathize, preferred ways of responding in conflict situations, possible barriers to pedagogical activity, determining the psychological climate in the teaching staff, etc. are described. In addition, it is told about working with parents of students; given methods for assessing the psychological atmosphere in the family; methods for assessing the style of leadership of the teaching staff, methods for correcting anxiety and shyness, psychological support and removing barriers in communication are described, as well as methods for regulating the mental state, etc. are shown.
The author expresses his deep gratitude to his colleagues, first of all E.K. Gulyants, A.K. Belousova, A.A.
PSYCHOLOGIST'S WORK WITH ADULTS
Chapter 1. WORK OF A PSYCHOLOGIST WITH A TEACHER
Years of experience suggests that the teacher is often the source of problems that are then found in the child, but the work of a school psychologist with a teacher is often underestimated. When evaluating the personal characteristics of a teacher, "traditional", "universal" methods of studying a personality are usually used, without taking into account its professional specifics. The chapter attempts to at least partially correct this situation.
Reviewers:
A. O. Prokhorov, Doctor of Psychology (Kazan State Pedagogical University);
A. D. Alferov, Doctor of Pedagogical Sciences (Rostov State Pedagogical University)
The textbook provides a system of diagnostic and corrective methods that have become "classic" in the educational field and are used by most domestic school psychologists when working with children and adolescents.
The manual is intended for psychologists, social educators, psychiatrists and those who are interested in their activities.
FOREWORD
Social activity, morality, the realization of individual abilities are the main tasks of education, the success of which depends largely on the direction and pace of reforms in school life. One of the problems facing teachers is the psychological and pedagogical dualism in relation to a developing personality - training and education is not always based on knowledge about the psychology of a child's development and the formation of his personality.
Each student has only one of his inherent features of cognitive activity, emotional life, will, character, each requires an individual approach, which the teacher, for various reasons, cannot always implement. Even specially developed psychological recommendations turn out to be ineffective due to existing professional barriers and the low quality of professional psychological training of teachers. The result of this situation was the certification of schools and teachers without taking into account the psychological characteristics of schoolchildren, their level of mental development.
Nevertheless, the practical psychology of education, in spite of everything, continues to develop. In various institutions, psychological services are springing up that optimistically take on the solution of the most complex problems.
The activity of a psychologist at school allows you to more thoroughly delve into school life, to contribute to the development of a growing personality as much as possible. However, this process is by no means smooth. Not all schools were able to include a psychologist on their staff due to economic reasons. Many problems have also accumulated in the structures designed to eliminate "psychological gaps" in the school. So, numerous faculties, accelerated courses for the training and retraining of child psychologists, giving only general theoretical information, do not form the psychological thinking of former teachers. Therefore, in practical activities, child psychologists, having mastered abstract generalized concepts and methods, experience great difficulties in applying them in a real institution, in an established team, in relation to a specific individual.
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