Psychological and social features of student, youth age.

• Dontsov Alexander Ivanovich, doctor of sciences, professor, other position
• Lomonosov Moscow State University
• Dontsov Dmitry Alexandrovich, Candidate of Sciences, Associate Professor
• State Classical Academy. Maimonides
• Dontsova Margarita Valerievna, Candidate of Sciences, Associate Professor
• Moscow Psychological and Social University

• PROFESSIONAL DEVELOPMENT
• AGE PSYCHOLOGICAL CHARACTERISTICS
• STUDENT AGE
• YOUTH
• SOCIO-PSYCHOLOGICAL CHARACTERISTICS
• PERSONAL DEVELOPMENT
• SOCIAL SITUATION OF DEVELOPMENT
• LEADING ACTIVITY
• SPHERE OF COMMUNICATION
• MENTAL NEOPLASMS
• INTELLECTUAL DEVELOPMENT
• EMOTIONAL DEVELOPMENT
• DEVELOPMENT OF MOTIVES
• PROFESSIONAL DEVELOPMENT

The article is devoted to the analysis of the psychological and social specifics of student and youth age.

• The system of concepts and the general content of orientation in the world of professions
• Children experiencing abuse and violence as subjects of psychological safety
• Socio-psychological specificity of youthful (student) age
• Psychological features, socio-psychological patterns and specifics of personality development in adolescence

"Student" age - the youthful period of human development (16-17 - 20-21) - is the beginning of an independent, adult life (Darvish O.B., Klochko V.E., Kolyutsky V.N., Kon I.S. , Kulagina I.Yu. and others). . Along with this, at this age, the following age periods are distinguished: 16-17 years - early youth, 17-20 - actually (in the narrow sense) youth, 20-21 - late youth. These age periods have their own specifics, but at the same time, they have many common characteristics (Kon I.S., Martsinkovskaya T.D., Maryutina T.M., Remshmidt H., Stefanenko T.G., etc.). .

The main socio-psychological and age characteristics of any period of personality development are: the social situation of development, the leading type of activity, the sphere of communication, mental neoplasms that characterize intellectual, emotional development, etc.(Kolyutsky V.N., Kulagina I.Yu., Mukhina V.S., Sapogova E.E. and others). .

The social situation of development in adolescence It is characterized primarily by the fact that boys and girls will have to largely independently enter the path of labor activity and determine their place in society (it should be noted that these processes are very variable). In this regard, the social requirements for boys and girls and the conditions in which their personal formation takes place are changing: they must be prepared for work, for family life, for the performance of civic duties (Abramova G.S., Ermolaeva M.V., Mukhina V.S. and others). . Youth for boys and girls is the time of choosing a life path, work in the chosen specialty (including the search for it), studying at a university, creating a family, for boys, perhaps, military service (Ermolaeva M.V., Kulagina E.Yu. , Kolyutsky V.N. and others). .

Youth, in the modern period of socio-economic development of society and the state, found itself in conditions of continuing instability of public consciousness - when there are no popular ideals in the past, but in the present, new guidelines for future development that are adequate to the changes taking place in the country and in the world have not yet been found , professional, personal, national self-determination. Therefore, today, it is very difficult for young people to single out and assimilate the norms of adult life. Hence - confusion and uncertainty about the future (Isaev E.I., Kulagina I.Yu., Slobodchikov V.I., etc.). . Along with this, the current stage of the social development of society "shifted" in the psychological and "activity" plans (meanings) the boundaries of all ages towards an earlier onset of maturity (including social maturity). This process occurs according to many "formal" characteristics, but at the same time, social infantilism paradoxically intensifies among youth and young people. However, in contrast to the relatively recent past, the term (and approach) "already adults" is applied to young people (21 years and older) who "just" graduated from universities. In this regard, the importance of adolescence increases both for the successful formation of the personality and for the productive social development of society (Kulagina I.Yu., Sapogova E.E., Feldshtein D.I., etc.). .

With the complication of life activity in adolescence, there is not only a quantitative expansion of the range of social ("conventional") roles and interests, but also their qualitative change. In adolescence, more and more "adult" social roles "appear" - with the ensuing greater measure of independence and responsibility of boys and girls. At the age of 14 (earlier - at 16), boys and girls receive a passport, at 18 they get active suffrage and the opportunity to marry. From the age of 14, a boy and a girl become responsible for serious criminal offenses, from 16 - for almost all criminal offenses, in full, "adult" criminal liability comes, according to the law, from 18 years (Ermolaeva M.V. , Kulagina I.Yu., Petrovsky A.V., Yaroshevsky M.G. and others). . Many young men and women are already starting their careers - almost everyone thinks about choosing a profession and chooses it - including studying in the chosen specialty, etc. (Gamezo M.V., Kulagina I.Yu., Orlova L.M., Petrova E.A. and others). . All the parameters "written" above are elements of the so-called. adult social status of a person of youthful age.

Leading activities in adolescence in general, educational and professional. Social motives associated with the future begin to actively encourage educational activities in adolescence (Kulagina I.Yu., Feldstein D.I., Elkonin D.B., etc.). .In youth, there is a great selectivity to school subjects. The main motive of cognitive activity in youth is the desire to acquire a socially significant profession, for example, the profession of a psychologist (Klimov E.A., Pryazhnikov L.S., etc.). .

The psychological basis for professional self-determination in youth is, first of all, the social need of young men and women to take the internal position of an adult, to realize themselves as a member of society, to define themselves in the world, i.e. to understand oneself and one's capabilities along with an understanding of one's place and purpose in life (Kulagina I.Yu., Rean A.A., etc.). .

Another important factor that makes up the psychological basis of professional self-determination and ensures the readiness of young people to enter a new, “adult” life is the presence of abilities and needs that allow them to fully realize themselves in the civil field, in work, in future family life. This is, firstly, the need for communication and mastering the ways of its construction, and secondly, theoretical thinking and the ability to navigate in various forms of theoretical knowledge (scientific, artistic, ethical, legal), which acts as the established foundations of the scientific and civil worldview, as well as developed reflection, with the help of which a conscious and critical attitude towards oneself is ensured, thirdly, the need for work and the ability to work, mastering labor skills that allow one to get involved in production activities, carrying it out on a creative basis (Kulagina I.Yu., Klimov E.A., Pryazhnikov L.S. and others). .

General ideological searches are "grounded" and concretized by youth in life plans. The older the boy and girl, the more urgent becomes the need for life choices of development. From the many imaginary, fantastic or abstract possibilities, several of the most real and acceptable options gradually "appear" between which you have to choose. It is clear that much in youth emerges only in the most general form. The most important, urgent and difficult thing for young people is the choice of a profession. Psychologically aspiring to the future and inclined even mentally to “jump” over unfinished stages, the young man understands well that the content of this future life, first of all, depends on whether he will be able to correctly (“personally correctly”) choose a profession. No matter how carefree, frivolous and careless a young man may look, the choice of profession is his main and constant concern (Kulagina I.Yu., Klimov E.A., Pryazhnikov L.S., etc.). .

The sphere of communication in adolescence is of great importance for the development of personality - which is expressed in high significance, for boys and girls, namely the qualitative characteristics of the communication process. From the point of view of, for example, Mukhina V.S., having started in adolescence (“adolescence”) the creation of his personality, having begun to consciously build ways of communication, a young man continues this path of improving qualities that are significant for himself in his youth (Lisovsky V.T., Mukhina V.S., Sleptsov N.S. and others). . The young man, striving for self-identification, continues to discover his elusive essence through constant reflections. He remains easily injured - an ironic look, a well-aimed word of another person can immediately disarm a young man and knock him off his so often demonstrated aplomb (Kulagina I.Yu., Fromm E., Erikson E., etc.). .

A serious, profound influence on the perception of the world by young men and women is exerted by the social space (microsociety and macrosociety) in which they live. Here, in live communication, the life and activities of adults are known. The family remains the micro-society where boys and girls feel most calm and confident. Life prospects are discussed with parents, mainly professional ones. Young men and women discuss life plans with teachers and with their adult acquaintances, whose opinion is important to them, and, of course, with each other (Ermolaeva M.V., Kulagina I.Yu., Rean A.A. and others. ). .

Of great importance for the development of personality in adolescence is communication with peers. Communication with peers in adolescence is a specific channel of information, a special type of interpersonal relationships, as well as one of the types of emotional contact. In adolescence, the psychological dependence on adults characteristic of the previous stages of psychoontogenesis is almost completely overcome, the socio-psychological independence of the individual is affirmed, which promotes rich communication with peers. In relations with peers, along with the preservation of collective-group forms of communication, the importance of individual contacts and attachments is growing (Kon I.S., Obozov N.N., Rean A.A., etc.). .

In adolescence, the search for life partners and like-minded people becomes relevant, the need for cooperation with people increases, ties with their social group are strengthened, a feeling of intimacy appears in interaction with some people (Abramova G.S., Rice F., Sapogova E.E. . and etc.). . Youthful friendship is unique, it occupies an exclusive place among other attachments. However, the need for psychological (emotional-sensual) intimacy in youth is practically "unsaturated", it is extremely difficult to satisfy it. The requirements for friendship are increasing, its criteria are becoming more complicated. Youth is considered the "privileged age" of friendship, but the young men themselves believe the so-called. real friendship rarely found (Kolyutsky V.N., Kulagina I.Yu., etc.). . The emotional intensity of friendship in adolescence decreases with the appearance ("emergence") of love. Youthful love presupposes a greater degree of intimacy than friendship, and, which is characteristic, it includes friendship, as it were (Ermolaeva M.V., Kulagina I.Yu., Kon I.S., etc.). .

By the end of the youthful age period, the processes of physical maturation of a person are completed. In youth, the so-called. The "final" hormonal restructuring that accompanies full puberty, which leads to increased sexual experiences. Most boys and girls are characterized by a sharp increase in interest in sexual matters. There is a significant increase in sexual forms of behavior. Boys and girls attach great importance to the "active expression" of their belonging to a particular sex. The development of gender identity in adolescence is a psychosocial process of the individual's assimilation of his gender role and the recognition of this role by society (Kon I.S., Livehud B., Mukhina V.S., Erikson E., etc.). .

In adolescence, along with the above, there are two somewhat opposite trends in the field of communication and interaction with other people: the expansion of the sphere of communication, on the one hand, and the growing individualization, isolation from society, on the other hand (Gamezo M.V., Ermolaeva M.V., Orlova L.M., Petrova E.A. and others). . The first tendency is manifested in the desire for identification ("assimilation") with other people. This phenomenon is externally manifested in an increase in the time that is "spent" on communication (3-4 hours a day on weekdays, 7-9 hours on weekends and holidays), in a significant expansion of the social space ("coverage") of communication, and, finally, in a special phenomenon called “expectation of communication”, which appears in the very search for it, in constant readiness for contacts (Dubrovina I.V., Zatsepin V.V., Mukhina V.S., Parishioners A.M. and etc.). . A high level of need for communication, manifested in the expansion of its scope and common interests, is explained by the active physical, mental and social development of boys and girls and, in this regard, the expansion of their cognitive interests in relation to people around them and to the world around them as a whole. (Kulagina I.Yu., Rean A.A. and others). . An important circumstance in this matter is the increased need for joint activity (“interaction”) in adolescence: it largely finds its satisfaction in communication (Kulagina I.Yu., Remshmidt H., etc.). . In youth, the need especially increases, on the one hand, for new experience, and on the other, for recognition, for security, for emotional intimacy. This also determines the growing need of youth to communicate with people around them, the growing need to be accepted by them, the need to be recognized by society (Kulagina I.Yu., Rice F., etc.). . The second pattern that manifests itself in communication in youth is the psychological tendency towards individualization and social isolation. This trend is evidenced by the strict delimitation by youth of the nature (character) of relationships with others, high selectivity in friendly affections, and sometimes the maximum exactingness in communication in a dyad. The desire for isolation is the desire to protect one's emerging unique world from the intrusion of third-party and even close people in order to strengthen one's sense of personality, in order to preserve one's individuality, to realize one's claims to recognition. Isolation as a means of maintaining a psychological distance when interacting with other people allows young people to “save their face” at the emotional and rational level of communication (Isaev E. I., Kon I.S., Livehud B., Mukhina V.S., Slobodchikov V.I., Erikson E. et al.). . Speaking about the socio-psychological needs for assimilation and isolation, one must also bear in mind that the development of a personality (especially in youth) can be regarded as a two-pronged process. On the one hand, this is an assimilation ("comparison" with someone) of oneself to other people in the process of communication (socio-psychological identification), and on the other hand, "distinction" ("separation", "alienation") of oneself from others in some way. then, - as a result of the process of isolation. Moreover, in communication, assimilation and isolation proceed, in youth, in close unity with each other (Kulagina I.Yu., Mukhina V.S., Erikson E., etc.). .

Mental neoplasms in adolescence have a pronounced age-related psychophylogenetic specificity, and, of course, are subject to individual characteristics. Youth, according to, for example, V.I. Slobodchikova, - the final stage of the psychological stage of "personalization", the period of finding self-identity (Kulagina I.Yu., Isaev E.I., Slobodchikov V.I., Erikson E., etc.). . The main mental neoplasms ("acquisitions") of adolescence: deep reflection; developed awareness of one's own individuality; the formation of specific life plans; readiness for self-determination in the profession; installation on the conscious construction of one's own life; gradual "growing" (entry) into various spheres of life and activity; development of self-awareness; active formation of a worldview (Volkov B.S., Gutkina I.I., Darvish O.B., Kulagina I.Yu., Kolyutsky V.N., Klochko V.E., etc.). .

In the youthful age period, the formation of moral consciousness is quite intense, the development and formation of value orientations and ideals, a stable worldview, and civic qualities of a person are carried out (Bondyreva S.K., Gutkina N.I., Mukhina V.S., Stolin V.V. and etc.). .Youth is a decisive stage in the formation of a person's worldview. Worldview, as noted, for example, by E.E. Sapogova, this is not only a system of knowledge and experience, but also a system of beliefs, the experience of which in youth is accompanied by a sense of their truth (youthful maximalism), "correctness" (Kulagina I.Yu., Kolyutsky V.N., Sapogova E.E. and etc.). . Therefore, in youth, the formation of a worldview is associated with the decision of the so-called. "meaningful" problems. The phenomena of reality are of interest to the young man not in themselves, but in connection with his own attitude towards them (Bondyreva S.K., Volkov B.S., Kolesov D.V., Rean A.A., etc.). . The ideological search in youth includes the social orientation of the individual, awareness of oneself as a part of the social community (social and / or professional, cultural group, nation and / or ethnic group, etc.). The youth carry out a conscious orientation to their future social position (the choice of social and professional status), comprehend the ways of achieving it (Bondyreva S.K., Kolesov D.V., Remshmidt H., Feldshtein D.I., etc.). .

The psychological content of the youthful stage of personality development is probably more connected precisely with the development of self-consciousness as a mental education, with the solution of the problems of professional self-determination and with the entry into adulthood (Abramova G.S., Klimov E.A., Kon I.S. ., Mukhina V.S., Pryazhnikov L.S., Stolin V.V. et al.). self-determination" (Bondyreva S.K., Kolesov D.V., Kon I.S. and others). .From the point of view of the development of the self-consciousness of the subject, in adolescence, "self-determination" is characterized by awareness of oneself as a member of society and is concretized in a new, socially significant position (Klimov E.A., Mitina L.M., Pryazhnikov L.S., etc. ). . From the age of 17 to 20 (“actually” youth, youth “in the narrow sense”), the self-consciousness of the individual develops more and more, becomes more complicated, structured, acquiring systematically (but not in all details) a “finished look” to the so-called. late youth - by the age of 20-21 (Martsinkovskaya T.D., Maryutina T.M., Pryazhnikov L.S., Sapogova E.E., Stefanenko T.G. and others). . In youth, cognitive and professional interests, the need for work, the ability to build life plans, the social orientation of the individual are actively formed (Kulagina I.Yu., Klimov E.A., Pryazhnikov L.S., etc.). "I-image" - perhaps the central psychological neoplasm of adolescence (Gutkina N.I., Darvish O.B., Klochko V.E., etc.). . In adolescence, a system of a person’s ideas about himself is almost completely formed, a certain generalized idea of ​​​​self is formed, which, regardless of whether it is true or not, is a psychological reality that influences behavior that gives rise to certain experiences. At the same time, the psychological factor of time actively enters self-consciousness - the young man begins to "live in the future" (V.S. Mukhina, V.V. Stolin, etc.). .

The central focus of the significance of all worldview problems in youth becomes the problem of the meaning of life (“Why do I live?”, “How can I live?”, “What can I do in order to live the way I want?”). Youth is looking for a global and universal "formulation" of their self-expression: "serve people" ("work with people", "benefit"); "to know people", "to know oneself", - thereby showing manifestations of the so-called. psychological semantic orientation (G.S. Abramova, S.K. Bondyreva, V.N. Kolyutsky, I.S. Kon, I.Yu. Kulagina, and others). . Along with this, young people are keenly interested not so much in the question “Who to be?” as “What to be?”, As well as humanistic values, which clearly manifests the social orientation of the individual in adolescence. Complex reflection and deep introspection are specific to this age (S.K. Bondyreva, B.S. Volkov, M.V. Gamezo, N.I. Gutkina, L.M. Orlova, E.A. Petrova, etc.). .

Self-determination, both personal and professional, is a characteristic feature of youth. The choice of a profession streamlines and brings into a system of subordination all the various motivational tendencies in adolescence, coming both from the immediate interests of the individual, and from other diverse motives generated by the conditions of socio-professional choice (Bozhovich L.I., Klimov E.A., Pryazhnikov L. .S., Feldshtein D.I. and others). .

Intellectual development in youth also has its own specifics. There is an increased tendency to introspection and the need to systematize, generalize one's knowledge about oneself (to understand one's character, one's feelings, actions, deeds). There is a correlation (“correlation”) of oneself with a certain ideal, the possibility of self-education is activated (Kulagina I.Yu., Kolyutsky V.N., Rean A.A., Feldshtein D.I., etc.). . Thinking in youth acquires a personal emotional character. A certain cognitive passion for theoretical and worldview problems appears (intellectual feelings are actively developing). Emotionality is manifested in the peculiarities of feelings about one's own capabilities, abilities and personal qualities (intellectual "measurement" of self-esteem). Intellectual development is expressed in a craving for generalizations, the search for patterns and principles behind particular facts (Rice F., Rean A.A., Remshmidt H.). . In youth, the concentration of attention, the amount of memory increase, the so-called. "logization" of educational (cognizable) material (digestible information). In youth, abstract-logical thinking is also actively formed (at the final stage of development of this higher mental function) (Abramova G.S., Ermolaeva M.V., Obozov N.N., etc.). . In adolescence, the cognitive ability to independently understand complex ("multi-causal") issues is expressed. As pointed out, for example, by P.M. Jacobson, in adolescents, thinking becomes more systematic and critical. At the same time, the cognitive processes of boys and girls are highly susceptible to emotions and feelings. Boys and girls demand proof and substantiation of the statements they hear from teachers, those around them and those close to them. They like to argue, they are often fond of witty expressions, beautiful phrases, the original form of expressing their thoughts (Abramova G.S., Kamenskaya E.N., Yakobson P.M., etc.). .

Occurs in adolescence and improvement ("development") of memory. This applies not only to the fact that the amount of memory is increasing in general, but also to the fact that the methods of memorization are changing to a significant extent (the so-called mnemonic memorization techniques are actively used). Along with the activated involuntary memorization, there is a widespread use of rational methods of arbitrary memorization of material among young people (Kamenskaya E.N., Kolyutsky V.N., Kulagina I.Yu., etc.). .

Emotional personality traits in youth are also actively developed. There is a significant restructuring of the emotional sphere, independence, decisiveness, criticality and self-criticism are manifested, rejection of hypocrisy, hypocrisy, rudeness is expressed (Darvish O.B., Sapogova E.E., Petrovsky A.V., Klochko V.E., Yaroshevsky M. G. and others). . Adolescence is characterized by increased emotional excitability (imbalance, mood swings, anxiety, etc.). At the same time, the older the boy and girl, the more pronounced their improvement in their general emotional state, since the crisis of early adolescence "passed" (Isaev E.I., Kon I.S., Slobodchikov V.I., Feldshtein D .I. and others). . The development of emotionality in adolescence is closely connected with the individual-personal properties of a person, with his self-awareness (which was mentioned above), with his self-esteem (Kamenskaya E.N., Mukhina V.S., Stolin V.V., etc.). . All this is determined (conditioned) by the strengthening of personal control, self-government, a "new stage" in the development of the intellect (which was also mentioned above), the "discovery" of one's inner world. The discovery of one's inner world, its emancipation from adults - perhaps the main acquisition of youth. The external world begins to be perceived "through oneself". Volitional regulation increases (an internal locus of control develops). The desire for self-affirmation is clearly manifested (G.S. Abramova, I.Yu. Kulagina, V.N. Kolyutsky, V.S. Mukhina, etc.). .

In adolescence, self-esteem (and emotional reassessment, compared with adolescence) of one's appearance occurs (especially among girls). Boys and girls are acutely experiencing the signs of real or imaginary overweight, too large or too small, as it seems to them, growth, which they notice in themselves, other elements of their appearance are also experienced - this also expresses the emotional "dimension" of self-esteem (Kulagina I .Yu., Rice F., Rean A.A. and others). . One of the most important psychological emotional characteristics of youth is self-esteem (acceptance, self-approval or non-acceptance, dissatisfaction with oneself). There is a discrepancy between the "ideal I" ("desired I") and the "real I", the "socially recognized I" (Dubrovina I.V., Zatsepin V.V., Obozov N.N., Parishioners A.M., Erikson E. and others). .

Summing up some results of our brief analysis of the age of adolescence (16-17 - 20-21), we can again recall the main neoplasms of this period of psychoontogenesis. The main thing here in general is personal and professional self-determination. The full development of the personality presupposes the active formation of this neoplasm during this period. At the same time, the analyzed stage of psychoontogenesis is accompanied by significant emotional and behavioral changes. These changes (transformations) lead to the formation of certain personality traits that have significant patterns, which was emphasized above (Martsinkovskaya T.D., Maryutina T.M., Pryazhnikov L.S., Stefanenko T.G., etc.). . So, changes in behavioral manifestations in adolescence, of course, are also determined by personal psychological characteristics. Coping strategies are the most relevant behavioral methods in this age period to cope with emerging difficulties or with specific external and internal requirements that are perceived by the individual as psychological stress or exceed his psychological capabilities (Grebennikov L.R., Kamenskaya V.G., Mukhina V. .S., Romanova E.S., Tulupyeva T.V. and others).

The relationship between coping strategies, psychological defense mechanisms and personality traits is largely a mental and "activity" basis for behavioral, emotional and personal changes, which, in turn, largely determines the development of a personality during adolescence (Grebennikov L.R., Kamenskaya V.G., Mukhina V.S., Romanova E.S., Tulupyeva T.V. and others). . However, emotional difficulties and a somewhat psychologically painful course of adolescence are by-products and not universal features of youth. There seems to be a general pattern that operates in psychophylogenesis and psychoontogenesis, according to which, along with the level of self-organization and self-regulation of the individual, emotional sensitivity increases, but at the same time, the possibilities of psychological defense also increase. The range of factors that can cause emotional arousal (emotional reaction) in a person expands in adolescence. Ways of expressing emotions become more diverse, the duration of emotional reactions caused by short-term irritation increases. Along with this, there is a complication and development of the mechanisms of psychological protection and forms of behavior of the individual in conflict (Grebennikov L.R., Kamenskaya V.G., Mukhina V.S., Romanova E.S., Tulupyeva T.V. and others. ).. Emotional changes during adolescence are largely determined by the psychological defense mechanisms that young men and women use as a way of adapting to changing external and internal conditions: the growth of social responsibility, the need to follow social norms, an increase in needs against the background of a lack of opportunities to satisfy them, a change priorities in the motivational sphere, etc. (Grebennikov L.R., Ermolaeva M.V., Kamenskaya V.G., Mukhina V.S., Obozov N.N., Romanova E.S., Tulupyeva T.V. and others). .

« Only towards the end of adolescence does a young person begin to really master the defense mechanisms that not only allow him to externally protect himself from third-party intrusion, but also strengthen him internally. Reflection helps to anticipate the possible behavior of the other and prepare counter actions that will push back the peremptory invasion; take such an inner position that can protect more than physical strength. During this period of life, a person decides in what sequence he will apply his abilities to realize himself in work and in life itself.”, - writes V.S. Mukhina .. Thus, the importance of the period of youth at the present stage of development of society is increasing significantly.

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1. The concept of youth and its age limits. Social situation of developmentduring early adolescence.Physical development in adolescence. Gender identpersonality and sexual behavior

Youth is a certain stage of maturation and development of a person, lying between childhood and adulthood. In developmental psychology, adolescence is usually defined as the developmental stage beginning with puberty and ending with adulthood. This is a definition in which the first boundary is physiological. And the second is social. It already shows the complexity and versatility of this age period.

But what are the chronological boundaries and meaningful features of this period? The transition from childhood to adulthood is usually divided into two stages: adolescence and adolescence. However, the chronological boundaries of these ages are often defined in completely different ways. For example, in domestic psychiatry, the age from 14 to 18 years is called adolescence, in psychology, 16-18-year-olds are considered young men.

Age terminology has never been unambiguous. In the Explanatory Dictionary of V. Dahl, a “young man” is defined as “young”, “small”, “a guy from 15 to 20 years old or more”, and “teenager” is defined as a “child in the undergrowth”, about 14-15 years old. In the Old Russian language, the word "lad" meant both a child, a teenager, and a young man. The same fuzziness of edges is characteristic of classical and medieval Latin.

An important detail: age categories in many, if not all, languages ​​initially denoted not so much the chronological age of a person as his social position, social status. Old Russian "lad" meant: "slave", "servant", "worker", "princely warrior".

Adolescence is the period of life after adolescence to adulthood (the interval from 15-16 years to 21-25 years). In connection with the phenomenon of acceleration, the boundaries of adolescence have shifted downward, and at present this period of development covers approximately the age from 10-11 to 14-15 years. Accordingly, youth begins earlier.

Early adolescence (15-17 years) is only the beginning of this complex stage of development, which ends at about 20-21 years of age.

The special position of adolescence in the development of the child is reflected in its names: "transitional", "critical", "difficult", "critical". They recorded the complexity and importance of the developmental processes occurring at this age, associated with the transition from one era of life to another. In all areas of human development (physical, mental, spiritual, moral, social) great qualitative and quantitative changes are taking place.

The psychology of adolescence is closely connected with the problem of "fathers and children", continuity and conflict of generations. In a sense, this problem is eternal.

There is an interdependence between age and social abilities of an individual. Chronological age, or rather, the level of development of the individual that he assumes, directly or indirectly determines his social position, the nature of his activity, the range of social roles, etc. The gender and age division of labor largely determines the social status, self-awareness and level of claims of members of the corresponding age group.

The young man occupies an intermediate position between a child and an adult. With the complication of life in young men, there is not only a quantitative expansion of the range of social roles and interests, but also their qualitative change. There are more and more adult roles with a measure of self-responsibility that follows from this. At the age of 16, a young man receives a passport, at 18 - the right to vote and the opportunity to marry. The young man becomes responsible for criminal offenses. Many at this age are already starting their careers, everyone is thinking about choosing a profession, etc. But along with elements of adult status, the young man still retains features of dependence, bringing his position closer to that of a child. Financially, the high school student is still dependent on his parents. At school, on the one hand, he is constantly reminded that he is an adult, older, and on the other hand, they constantly demand obedience from him.

Early adolescence is the period of completion of a person's physical development. Body growth in length slows down compared to adolescence.

Girls reach full height on average between 16 and 17 (deviations plus or minus 13 months), boys - between 17 and 18 (deviations plus or minus 10 months) years. Weight is increasing, with boys making up for the recent gap behind girls. Muscular strength grows very rapidly: a 16-year-old boy is almost twice as superior in this respect as a 12-year-old. Approximately one year after the end of growth, a person reaches normal adult muscle strength. A lot depends, of course, on the right diet and exercise. In some sports, early adolescence is the period of maximum achievement.

Contrary to popular belief, the terms of physical maturation do not depend on racial and national characteristics and climate. But the difference in the nature of nutrition and other socio-economic factors affect. In addition, it is very important to keep in mind the discrepancy between the average statistical norm and the individual physiological norm. Some perfectly normal people develop far ahead of or behind the statistical deadlines.

According to Western psychologists, the teenager is still bisexual. Nevertheless, during this period, gender identity reaches a new, higher level. Orientation to models of masculinity and femininity in behavior and manifestation of personal properties is clearly manifested. But a teenager can combine both traditionally masculine and traditionally feminine qualities. For example, girls planning a professional career for themselves in the future often have masculine character traits and interests, although they can also have purely feminine qualities at the same time.

The rise of sexuality.

Adolescence, i.e. the process of becoming an adult begins at puberty and leads to somatic and sexual maturity. This process is made up of physical changes - muscle building, increased body growth, the appearance of facial hair and a change in voice (deeper and lower than before). A young man often believes that he has a small penis. In contrast to the dramatic somatic changes that in young girls determine their sex (development of breasts, the onset of menstruation), the external bodily changes in young people at puberty are not so rapid. Some experts suggest that this is the reason why teenage boys are less prone to eating disorders, anorexia and bulimia.

Success in relationships with the other sex is of great importance for young men. Their sexual activity and anxiety about the ability to realize it can be the main content of their life for a long time. Questions and doubts related to the performance of sexual function, manifested in a strong erection, the ability to give pleasure to a woman, often manifest themselves in symptomatic sexual difficulties such as impotence and fear of being denied intimacy.

At the center of sexual competition is often anxiety associated with bodily manifestations. This anxiety is focused not only on the size of the penis, but also on the severity of the muscles and physique in comparison with other men and is the main painful point of fears. It can lead to an obsession with bodybuilding.

Related to sexual rivalry is the pursuit of success in sports, school, and professional life. This issue may become even more important in the next decade of life.

The psychological mechanisms of sexual socialization and the formation of sexual identity (awareness of one's gender) are poorly understood. Modern psychology does not have a unified theory of gender socialization.

I. The theory of identification, which goes back to the views of Freud, emphasizes the role of emotions and imitation. It is believed that the child unconsciously imitates the behavior of adults of the same sex, whose place he wants to take. The main objection to the theory of identification is the vagueness of its basic concept, which means both likening oneself to another, and imitation, and identification with others. In addition, the behavior of children is not always based on the imitation of the behavior of adults: for example, same-sex boyish companies do not arise from the fact that boys see how their fathers avoid female company.

II. Walter Mischel's theory of sexual typing, based on social learning theory, emphasizes learning processes and mental reinforcement mechanisms: parents and others reward boys for masculine behavior and condemn them when they behave "femininely"; girls are positively reinforced for feminine behavior and judged for being masculine.

Femininity is a characteristic of the feminine psychological sex. Men of this type use the female model of behavior. This type of gender-role behavior includes such personality traits as: vulnerability, compassion, avoidance of conflict situations.

Masculinity is a characteristic of the masculine psychological sex. This type of gender-role behavior includes such personality traits as: strength, courage, practicality, leadership, resourcefulness, ingenuity, etc. Masculine psychological sex reflects the normative ideas and attitudes that correspond to a man in society.

The theory of sexual typification is reproached for being mechanistic; from its standpoint it is difficult to explain the emergence of numerous individual variations and deviations from sex stereotypes that do not depend on upbringing. Many stereotypical masculine and feminine responses develop spontaneously, regardless of training and encouragement, and even in spite of them.

III. The theory of self-categorization, based on the cognitive-genetic theory of Lawrence Kohlberg, emphasizes the cognitive side of this process and especially the importance of self-awareness: the child first learns the idea of ​​​​gender identity, what it means to be a man or a woman, then defines himself as a boy or a girl, and after that tries to adjust his behavior to what seems to him appropriate for such behavior. The vulnerable link in this theory is that gender-role differentiation of behavior begins in children much earlier than they develop a stable consciousness of their gender identity.

Probably, these theories should be considered not so much alternative as complementary. They describe the process of sexual socialization from different points of view: the theory of sexual typification - from the point of view of educators, the theory of self-categorization - from the point of view of the child.

During adolescence, two distinct forms of self-awareness emerge in succession: the sense of adulthood and the self-concept.

Due to the rapid growth and restructuring of the body in adolescence, interest in one's appearance sharply increases. A new image of the physical "I" is being formed. Because of its hypertrophied significance, the child is acutely experiencing all the flaws in appearance, real and imaginary. The disproportion of body parts, awkwardness of movements, irregularity of facial features, skin that loses its childlike purity, excess weight or thinness - everything upsets, and sometimes leads to a feeling of inferiority, isolation, even neurosis.

Severe emotional reactions to their appearance in adolescents are softened by warm, trusting relationships with close adults, who, of course, must show both understanding and tact. Conversely, a tactless remark that confirms the worst fears, a shout or irony that tears the child away from the mirror, exacerbates pessimism and additionally neuroticizes.

The image of the physical "I" and self-consciousness in general is influenced by the pace of puberty. Children with late maturation are in the least advantageous position; acceleration creates more favorable opportunities for personal development. Even girls with early physical development tend to be more confident and calm (although the differences between girls are not very noticeable, and this may change over time). For boys, the timing of their maturation is especially important. A physically more developed boy is stronger, more successful in sports and other activities, more confident in relationships with peers. He evokes the attitude to himself as to a more adult. On the contrary, a boy with late maturation is more likely to be treated as a child and thereby provoke his protest or irritation. Studies conducted by American psychologists show that such boys are less popular among their peers, they often become excitable, fussy, overly talkative, try to attract attention by all means and behave unnaturally, they often develop low self-esteem and a feeling of rejection.

Identity can be defined as a fixed and stable awareness of who you are, what qualities you have, how you behave towards others and what place you occupy in society. In adolescence, a subjective assessment of various patterns of behavior appears and its own behavioral stereotype is formed. Serious mental and emotional disorders can manifest themselves in the "identification crises" characteristic of adolescence, in which the sense of identity in connection with personal-constitutional factors or the dynamics of family relations is chaotic and diffuse.

Recognition and respect from peers in adolescence is essential for the formation and strengthening of one's own identity, which is subjected to pressure from the opposing desire for conformity and conformity. Slave opportunism is a sign of age-specific fear of defending one's own assessments and one's own opinions. Such conformity can be devastating in alcohol and other drug abuse, criminal activity, or irresponsible sexual activity.

Young men with a stable sense of identity, strong self-awareness and self-respect are able to withstand such pressure. Unfortunately, self-esteem and self-respect at this stage of life for many adolescents is still so unstable that they easily succumb to the negative influences of their peers.

Escape from society is another option for organizing life in adolescence. Regardless of whether a young man is studying or working, he can choose this path: flight into drugs, religious sects, narcissistic self-absorption, etc. If such a desire becomes predominant, work and study are abandoned.

This option cannot be called a conscious life choice. In such cases, the task of self-determination is usually not solved, and these searches become the result of a series of serious failures or a vacuum that has formed: childhood is over, you don’t feel like an adult and you don’t know what to do. Boredom, the desire to get new impressions, forget about the "gray" life, inability to work can push to drugs and sectarianism.

2. Professional educational activity, as a leading activity in the period of early youth. Cognitive development in adolescence. The problem of personal self-determination in adolescence. Development of samosasawareness. emotional development

self-determination socialization youth professional

A new age stage - early youth - is considered the third world that exists between childhood and adulthood. At this time, the growing child is on the verge of a real adult life.

15 (or 14-16) years - the transitional period between adolescence and youth. This time falls on the 9th grade, if we mean the 11-year comprehensive school. In the 9th grade, the question of future life is decided: what to do - continue studying at school, go to college or work? In essence, society requires professional self-determination from an older teenager, albeit an initial one. At the same time, he must understand his own abilities and inclinations, have an idea of ​​\u200b\u200bthe future profession and specific ways to achieve professional excellence in the chosen field. This in itself is a difficult task. It becomes even more complicated in our time - a critical historical period, when the stereotypes developed by previous generations, values, in particular, ideas about the importance of education and the prestige of a particular profession, are collapsing.

When they say that a child is growing up, they mean the formation of his readiness for life in the society of adults, moreover, as an equal participant in this life. Of course, a teenager is still far from true adulthood - both physically, psychologically, and socially. He objectively cannot be included in adult life, but strives for it and claims equal rights with adults. The new position manifests itself in various areas, most often in appearance, in manners. More recently, a freely, easily moving boy begins to waddle, his hands deep in his pockets and spitting over his shoulder. He may have cigarettes and, of course, new expressions. The girl begins to jealously compare her clothes and hairstyle with the samples that she sees on the street and magazine covers, throwing out emotions at her mother about the discrepancies.

Note that the appearance of a teenager often becomes a source of constant misunderstandings and even conflicts in the family. Parents are not satisfied with either youth fashion or prices for things that their child needs so much. And a teenager, considering himself a unique personality, at the same time strives to look no different from his peers. He can experience the absence of a jacket - the same as everyone in his company - as a tragedy. The desire to merge with the group, not to stand out in any way, which meets the need for emotional security, is considered by psychologists as a psychological defense mechanism and is called social mimicry.

The development of adulthood in its various manifestations depends on the area in which the teenager is trying to establish himself, what character his independence acquires - in relations with peers, the use of free time, various activities, household chores. It is also important whether formal independence satisfies him, the external, apparent side of adulthood, or whether he needs real independence, corresponding to a deep feeling. This process is significantly influenced by the system of relations in which the adolescent is included - the recognition or non-recognition of his adulthood by parents, teachers and peers. The features of these relationships will be discussed below.

The feeling of adulthood becomes the central new formation of early adolescence, and by the end of the period, at about 15 years old, the adolescent takes another step in the development of his self-awareness. After searching for himself, personal instability, he develops a “I-concept” - a system of internally consistent ideas about himself, images of the “I”.

The images of "I" that a teenager creates in his mind are diverse - they reflect all the richness of his life. The physical "I", i.e. ideas about one's own external attractiveness, ideas about one's mind, abilities in different areas, strength of character, sociability, kindness and other qualities, when combined, form a large layer of the "I-concept" - the so-called real "I".

The knowledge of oneself, one's various qualities leads to the formation of the cognitive (cognitive) component of the "I-concept". Two more are associated with it - evaluative and behavioral. For a teenager, it is important not only to know what he really is, but also how significant his individual characteristics are. Evaluation of one's qualities depends on the value system, which has developed mainly due to the influence of family and peers. Different adolescents, therefore, experience the absence of beauty, brilliant intelligence, or physical strength in different ways. In addition, self-image should correspond to a certain style of behavior. A girl who considers herself charming behaves very differently from her peer, who finds herself ugly, but very smart.

3. The problem of professional self-determination of high school students: main stages and patterns. Psychological problems of communication with adults andpeers

Professional self-determination as the center of the social situation of development forms a kind of internal position of a high school student, which is associated with a change in attitude towards the future. If a teenager, according to L.I. Bozovic, looks at the future from the position of the present, then the young man looks at the present from the position of the future. Turning to the future, building life plans and prospects is the affective center of the life of youth.

Professional self-determination can be viewed as a series of tasks that society sets for an emerging personality and which this personality must consistently solve over a certain period of time; as a process of step-by-step decision-making, through which the individual forms a balance between his preferences and inclinations, on the one hand, and the needs of the existing system of social division of labor, on the other; as a process of forming an individual lifestyle, part of which is professional activity (I.S. Kon). In the senior class, children focus on professional self-determination. It involves self-restraint, the rejection of teenage fantasies in which a child could become a representative of any, the most attractive profession. A high school student has to navigate various professions, which is not at all easy, since the attitude to the profession is based not on one's own, but on someone else's experience - information received from parents, friends, etc. This experience is usually abstract. In addition, you need to correctly assess your objective capabilities - the level of training, health, material conditions of the family and, most importantly, your abilities and inclinations.

Professional self-determination is an important moment of personal self-determination, it is considered as a continuous process of searching for meaning in the chosen, mastered and performed professional activity, as a process of alternating choices, each of which is an important life event that determines further steps on the path of professional development of the individual.

The social situation of development lies in the fact that society sets the youth the task of professional self-determination in terms of a real choice. Professional self-determination becomes the psychological center of the social situation of development.

The choice is made twice: the first time in the 9th grade in connection with the choice of the form of completion of secondary education; the second time - in the 11th grade of a secondary school, when the ways of obtaining a higher education or direct inclusion in working life are planned, that is, twice a high school student finds himself in a situation of choosing to continue education in one of its specific forms.

The existing many theories of youth consider, first of all, youth from the point of view of the internal processes of human development as an individual (physiological, biological characteristics, changes) or as a person (social and psychological processes).

The degree of similarity and continuity of generations is not the same in different areas of life. In the sphere of consumer orientation, leisure, artistic tastes, sexual morality, the differences between parents and children, and between older and younger in general, are, as a rule, much greater than in the main social values.

This is explained not only by the difference in the pace of renewal of the respective aspects of being - fashion changes much faster than the hierarchy of social values, but also by the fact that they are traditionally privileged areas of youthful self-assertion. Young people always want to be different from their elders, and the easiest way to do this is with the help of external accessories. One of the functions of youth fashion and jargon, which often shocks conservative fathers, is that with their help, teenagers and young men mark, distinguish “us” from “them”. For example, in the field of musical hobbies, there are already big differences between 15-17-year-olds and 20-23-year-olds; they are guided by different music, and in other areas of culture their tastes may coincide.

Communication with peers in adolescents is as emotional as hobbies. Communication permeates the entire life of adolescents, leaving an imprint on learning, non-educational activities, and relationships with parents. Intimate-personal communication becomes the leading activity during this period. The most meaningful and deep communication is possible with friendly relations. Teenage friendship is a complex, often contradictory phenomenon. The teenager strives to have a close, loyal friend and frantically changes friends. Usually he looks for similarities in a friend, understanding and acceptance of his own experiences and attitudes. A friend who knows how to listen and sympathize (and for this you need to have similar problems or the same view of the world of human relations), becomes a kind of psychotherapist

Relationships with adults, especially with parents, are another significant area of ​​adolescent relationships. The influence of parents is already limited - it does not cover all spheres of life, as it was at primary school age, but its importance can hardly be overestimated. Peer opinion is usually most important in matters of friendship with boys and girls, in matters related to entertainment, youth fashion, contemporary music, and so on. But the value orientations of a teenager, his understanding of social problems, moral assessments of events and actions depend primarily on the position of the parents.

At the same time, adolescents are characterized by a desire for emancipation from close adults. Needing their parents, their love and care, their opinion, they have a strong desire to be independent, equal in rights with them. How relations will develop in this difficult period for both parties depends mainly on the style of upbringing that has developed in the family, and the ability of parents to rebuild - to accept the feeling of adulthood of their child! The main difficulties in communication, conflicts arise due to parental control over the behavior, study of a teenager, his choice of friends, etc. Control can be fundamentally different. The extreme, most unfavorable cases for the development of a teenager are strict, total control with authoritarian upbringing and an almost complete lack of control, when a teenager is left to himself, neglected. There are many intermediate options: parents regularly tell children what to do; a teenager can express his opinion, but parents, when making a decision, do not listen to his voice; a teenager can make individual decisions himself, but must obtain parental approval; parents and adolescents have almost equal rights in making decisions; decisions are often made by the adolescent himself; the teenager himself decides whether to obey his parental decisions or not.

For a modern teenager, dissatisfaction with the attitude of adults towards them and a deepening crisis of self-esteem are typical. At the same time, the rejection of adults' assessments, regardless of their correctness, is clearly manifested. So, there is a tendency to deepen and strengthen the need for self-affirmation and self-criticism. Both are aimed at one thing - access to society, obtaining its recognition. And society (meaning primarily adults) is not yet ready to find acceptable forms of this recognition.

The worse a teenager's relationship with adults, the more often he turns to peers, the more he depends on them. In relations of initial age equality, adolescents work out ways of relationships, go through a special school of social relations. Communication turns out to be so attractive that children forget about lessons and household chores. The connection with parents, so emotional in childhood, becomes less immediate. A teenager is now less dependent on parents than in childhood. He trusts his secrets, deeds, plans no longer to his parents, but to his newfound friends. At the same time, he categorically defends the right to friendship with his peers, does not tolerate any discussions and comments about not only the shortcomings, but also the merits of friends. The discussion by parents of the identity of friends in any form, even in the form of praise, is perceived by adolescents as an encroachment on his right to choose and his freedom.

In adolescence, communication with parents, teachers and other adults begins to take shape under the influence of an emerging sense of adulthood. Domestic psychologists following L.S. Vygotsky unanimously considered the most important psychological neoformation of adolescence to be a specific sense of adulthood, pushing him to assert his independence. This adulthood for the adolescent is initially portrayed in a negative way as a demand for freedom from the dependence and limitations inherent in the position of the child. Hence the stormy and sometimes dramatic "revaluation of values" and, above all, the restructuring of relations with parents.

A significant influence on the personality of a teenager is exerted by the style of his relationship with his parents, which is only partly due to their social position.

To understand the relationship between a high school student and his parents, it is necessary to know how the functions of these relationships and the ideas associated with them change with age. In the eyes of a child, mother and father appear in several "personalities":

1. As a source of emotional warmth and support, without which the child feels defenseless and helpless;

2. As a power, a directing authority, a manager of benefits, punishments and rewards;

3. As a model, an example to follow, the embodiment of wisdom and the best human qualities;

4. As an older friend and adviser who can be trusted with everything. The ratio of these functions and the psychological significance of each of them change with age.

Youth is the time of choosing a life path. Young men make plans that are destined or not destined to come true in adulthood. The implementation of the goals set begins - studying at a university, working in a chosen specialty, sometimes creating a family.

School graduates who associate their immediate life plans with the university sometimes divide themselves into two categories: the first rely on the help of their parents, most likely a paid university, and do not lose their peace of mind; the second rely on their own strength. It is those who are going to make their way in life on their own who work most of all, mastering the school curriculum and additional material, attending various preparatory courses. They have to survive the competition in a state university and are most exposed to the stress associated with admission. Some of them are young men and women with a spiritual and moral orientation of their personality, ready to fight for their vocation, some with an egoistic orientation, sometimes a strong prestigious motivation that encourages them to enroll at any cost in a certain university or in any university - just to enter , do not stay "overboard".

4 . The problem of professional self-determination of high school students: the main stages and patterns. Psychological problems of communication with adults and peers

Youth is the time for the formation of a worldview. There are all the prerequisites for this: abstract-logical, theoretical thinking has been formed, psychological independence has been achieved, social maturity is approaching. Teaching is becoming more valuable than before, and more and more time is devoted to self-education. The senior schoolboy has passed the era of teenage crises and conflicts. The acquisition of knowledge is associated with plans for the future. Young people are looking for themselves through various roles, perspectives are correlated with their own capabilities.

The self-consciousness of young men and women is predominantly directed towards the future. This age is full of romanticism and at the same time fears of how life will turn out in the future.

In addition, self-consciousness is a stating sign of personality and is formed along with it. Self-consciousness allows a person to evaluate his actions, thoughts, their results, to find his place in life;

Self-consciousness differs significantly from consciousness, since consciousness is knowledge about the other, and self-consciousness is knowledge of oneself, which is formed in the process of socialization.

There is no single approach to the study of self-consciousness and its components, since scientists use various methods in their research, in addition, cardinal changes are taking place in the economic, political and spiritual spheres of life. In the emotional sphere of young men, increased vulnerability and sensitivity remain, exaltation is replaced by depression. They are realized not as a result of external influences, but as a state of "I". Both one's own appearance and one's own abilities are perceived very painfully, although the ways of expressing emotions have become wider and better controlled. An older student may already be capable of deep “adult” experiences, serious and enduring feelings. In the transition to youth, communication improves, independence, balance, self-control appear.

Anthropologist V.V. Ginzburg characterizes youth as a transitional period from childhood to maturity, as a period characterized by the appearance of qualities characteristic of adults. At the same time, the author notes that in youth, more stable forms of metabolism are observed, little changing forms of the structure of the body with its continued development. Another anthropologist, G. Grimm, points to the uncertainty of the position of youth in the system of ages, explaining it by the insufficient correspondence of the morphological and functional characteristics of the body to the requirements of life, social conditions, which is especially evident when solving questions of suitability for a professional type of activity. It must be assumed that morphological and functional readiness to perform a particular professional activity is a potential opportunity for a person, as B.G. Ananiev, resources and reserves. Their implementation in the future occurs in different ways in labor operations, actions. This probably underlies the mismatch in timing of biological and social maturation in adolescence.

Separate stages of ontogenesis, as pointed out by B.G. Ananiev, are not a simple reproduction of the hereditary development program, but a combination of the effects of heredity and the environment.

The rate of growth and maturation is directly and indirectly influenced by the social environment, which itself is changing. The social and biological determination of a person affects not only the metabolic, somatic, neurophysiological levels, but also the psychophysiological, mental and intellectual levels. There is an acceleration in the pace of mental development and practical activity associated with complex systems of information impacts on a person. Adolescence is no exception here.

In the development of society and man, Ananiev considered three patterns, identified by social demography, physiology and psychology, to be significant.

The first includes acceleration, the second - the expansion of the range of the period of youth, the third - the expansion of individual-typical features of the psyche in the course of ontogenetic development of a person.

Conclusion

Despite the fact that the beginning in the study of adolescence and its significance in the formation of the former child's self-awareness was laid a long time ago (more than 80 years ago), there is still no single theory in psychology that would present the most important moments of the adolescent period, so that they do not contradict each other and that satisfy the scientists who were engaged in research on this issue. There are several forms of human activity: communication, behavior, activity, experiences. Personality can also be considered as a subject of self-government. Since the simultaneous implementation of all these forms of activity is difficult, the person shows interest in one or two areas of his life. Indeed, everyone has observed people who live "in the world of people", "in a closed world", "in the world of affairs" and "in the world of feelings". It would be natural to assume that when performing the methodology, people choose more qualities in the area that interests them more. This allows you to find out in which area their interests and preferences lie. To this end, it is necessary to calculate how many “ideal” qualities were written out for each of the four blocks and compare the numbers obtained with each other. The leader will be the level of human activity, where the most "ideal" and "real" qualities are collected, as well as their percentage.

In adolescence, not only the family, but also the school, represented by peers and teachers, has a strong influence on self-awareness and the formation of a personality. Thus, the adolescent's experience expands, and in evaluating and perceiving himself, there appears a tendency to emancipate self-assessments from the assessments of others.

Through communication organized with peers, adolescents and young men learn life goals and values, moral ideals, norms and forms of behavior. Trying themselves in contacts with each other, in joint affairs, in various roles, they learn role-playing forms of behavior, form and develop their business qualities, learn to lead and obey, to be organizers of business and performers. Communication at this age is the most important school of self-education, to which adolescents and young men pay great attention.

Bibliography

1. Andreeva G.M. Social Psychology. M., 1997.

2. Bodalev A.A. Personality and communication. M., 1983.

3. Mukhina B.C. Age-related psychology. M., 1999

4. Kulagina I.Yu. Child development from birth to 17 years. M., 1997

5. Serebryakova E.A. Self-confidence and the conditions for its formation in schoolchildren. 1986

6. Chesnokova I.I. Self-consciousness of personality // Theoretical problems of personality psychology. M., 1974,

7. FolkenChak T. Psychology is simple. - M.: Grand, 2002,

8. Belinskaya E.P. I am the concept and value orientations of older adolescents in the context of rapid social changes M., 1997.

9. Internet site http://www.allbest.ru/

10. Burns R. Development of self-concept and education. M., 1986.

11. Vygotsky L.S. Collected works: in 6 volumes. V.4 Child psychology / Ed. D.B. Elkonin. - M.: Pedagogy, 1984.

12. Feldstein D.I. Problems of developmental and pedagogical psychology. - M., 1995.

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Formation of personal and professional self-determination in adolescence: dynamics of indicators; value-semantic reflections. Differential diagnostics of personality traits as a factor of motivation for choosing a profession and professional orientation.

Adolescence is given different time frames. V.S. Mukhina, defines youth as a period of adolescence to adulthood - age limits are from 15 - 16 to 21 - 25. The main neoplasm of adolescence is self-reflection, the emergence of one's own individuality, the choice of a life path, plans for the future, readiness for self-determination, installation on a conscious construction own life, gradual growing into various spheres of life. In youth, the mastery of the profession, the choice of one's own style, the opportunity arises to create one's own family. Also studying at a university, looking for a job in the chosen specialty.

L. I. Bozhovich wrote: “Self-determination, both personal and professional, is a characteristic feature of youth. The choice of a profession streamlines and brings into a system of subordination all his various motivational tendencies, coming both from his immediate interests and from other diverse motives generated by the situation of choice.

Adolescence is characterized by high emotional excitability (this can be, for example, sudden mood swings, uncertainty, irritability), the older the young man, the more pronounced the improvement in the general emotional state. The development of emotionality in adolescence is closely related to the individuality of the individual, his self-esteem and self-awareness. This age is also characterized by reflection and introspection. There is a formation of a stable self-consciousness and a stable image of "I" - the central psychological neoplasm of adolescence. A self-image is formed, the time factor enters self-consciousness (the time when a young man begins to live in the future). All this is connected with the strengthening of personal control, with a new stage in the development of the intellect, with the discovery, knowledge of one's inner world. This is the main acquisition in youth, its emancipation from adults.

The emergence of responsibility for one's life, as well as a sense of responsibility for another person. This is a very important point, because, as E. Fromm noted, the ability to take responsibility for another is a necessary component of love, which all people strive for. E. Fromm mentioned that a loving person always feels responsible. Being responsible is a voluntary need to answer and care for another, on the basis of achieving one's own independence and the ability to stand on one's feet without outside help. When taking responsibility for another person, you can unwittingly succumb to the temptation to remake, instill, teach another, in accordance with your requirements and desires.

The leading activity at this age is educational and professional. Motives that are connected with the future begin to encourage learning activities. Great care is taken in the choice of the subject under study. The main motive of cognitive activity is the desire to acquire a profession. One of the features of self-determination is the prestige of professions. Young men are often captured by ideas about the rapid growth of a career, bright and rapid success, wealth. Thinking in youth acquires a personal emotional character. Often, emotionality is manifested in one's own experiences about opportunities, abilities and personal qualities. Intellectual development is expressed in a craving for generalizations, patterns and principles. The amount of memory, concentration of attention, assimilation of educational material increases, abstract-logical thinking is formed. Also, the ability to independently understand complex issues. There is a significant restructuring of the emotional sphere, independence, determination, criticality and self-criticism, rejection of hypocrisy, rudeness. Youth is a decisive stage in the formation of a worldview. A worldview is, of course, not only a system of knowledge and experience, but also a system of beliefs, the experience of which is accompanied by a sense of their correctness and truth. Therefore, the worldview is connected with the solution of life problems in youth. The phenomena of reality are of interest to the young man not in themselves, but rather connected with his own attitude towards them.

The ideological search includes the social orientation of the individual, awareness of oneself already as a part of the social community (social group, nation), the choice of a life path, position in society. As for the worldview problem, here lies the problem of the meaning of life - “what do I live for?”, “Why am I?”, “Who am I?”, “How to live?” etc. Looking for a global and universal formulation of "serve people", "benefit", "make some useful contribution". He is interested not so much in the question “how to be?” as “What to be?”, Humanistic values, the social orientation of his personal life (for example, the fight against drug addiction), social charity, and the ideal of service are also included here. The main value in the development of personality in youth is communication with peers. Communication with peers is a specific channel of information, a specific type of interpersonal relationships, and also one of the types of emotional contact. The search for a life partner and like-minded people becomes relevant, the need for cooperation with people increases, ties with one's social group are strengthened, a feeling of intimacy with certain people appears. Youthful friendship is unique, it occupies an exclusive place among other attachments. The requirement for friendship is increasing, its criteria are becoming more complicated.

In adolescence, there is a rapid increase in growth. This period is characterized by the process of completing the formation of all organs, up to the level of an adult organism. Growth is accompanied by an increase in body weight at the age of 16-17 years, by 5-7 kg, as well as an increase in muscle mass. But especially intensive muscle development occurs after 15 years, reaching 40-44% of body weight by the age of 17. Already by the age of 17 reaches the level of an adult. The formation of the skeletal system ends by the age of 18. Complete fusion of the pelvic bones occurs at the age of 17, the lower segments of the sternum fuse by the age of 15-16, the bones of the foot are fully formed at the age of 16-18, the characteristic curves of the spine at the age of 19. By the end of adolescence, the final formation of the vegetative system takes place. Their behavior becomes more balanced, the psyche is more stable than that of adolescents. By the age of 16-17, the body of young men, to a greater extent, has matured to perform a lot of training work, to achieve high sportsmanship.

Puberty does not end during adolescence. It occurs just in youth: for women it ends by about 20, for men - by 25 years. During this period, the transformations of the physiological plan, which began in adolescence, are fixed.

In adolescence, there is a rapid development of cognitive processes. The memorization process comes down to thinking, establishing logical relationships within the memorized material, and recall consists in restoring the material according to these relationships (the so-called “logical” or “semantic” memory). But at the same time there is a slowdown in the development of mechanical memory.

This age is characterized by the interpenetration of speech thinking. Boys and girls strive to think logically, try to engage in theoretical reasoning, introspection and freely reflect on moral, religious, political and other topics.

In adolescence, there is also a rapid development and formation of abstract-logical thinking, leading to the fact that at this age the need to operate with abstract categories begins to dominate, which are easily assimilated at this age. At the same time, intellectualization of other cognitive processes is observed. This phenomenon is more pronounced in young men, which is associated with the specifics of gender mental differences. Often the actualization of this need is manifested in the so-called. youthful philosophizing. This philosophizing consists in the desire of young men for sophistication, "philosophical" reasoning on the topics of good and evil, religion. It is taken into account that in early adolescence there is an active development of reading, young men are fond of reading philosophical and fantastic literature, while their perception of what they read is too pronounced emotional, and the ideas expressed by the author are often perceived with an insufficient degree of criticism. These features underlie the fact that in adolescence and adolescence there is curiosity and interest in factors that change the usual state of consciousness. Guys at this age often show interest in meditation techniques, autogenic training, hypnosis, and the effects of drugs. It is at this age that young men should be considered the most sensitive to various types of negative influences from representatives of various religious sects, distributors of psychedelic culture (persons who use drugs).

The further development of written and monologue speech helps young men and women to formulate their thoughts, during the story to convey thoughts and feelings to the interlocutor, their “picture of the world”. Therefore, it is at this age that young men and women begin to write poetry and keep a personal diary.

The rapid growth of consciousness and self-awareness leads to an increase in the scope of the conscious, a deepening of knowledge about oneself, people in general and about the world around. The result of this is a change in motivation and leading activity.

Further development of self-awareness determines the level of requirements of young men and women for themselves and the people around them, strengthening the level of their self-criticism, increasing the requirements for the moral image and moral qualities of their environment. The last one is for girls.

In the self-assessment of adolescence, more statements are made about their shortcomings than about their merits. Both girls and boys distinguish selfishness, rudeness and irascibility. Of the positive traits, the following self-assessments are most common: “I am faithful to a friend”, “I do not betray my friends”, “I help in difficult situations”, that is, those qualities that are most important for establishing contacts with peers, or those that prevent this (irascibility) rudeness, selfishness).

Against the background of the formation of self-consciousness, a pronounced sex-role differentiation occurs, that is, the development of the nature of male and female behavior, which indicates the rapid adoption by young men and girls of sexual social stereotypes of behavior.

In contact with each other, boys and girls are developing communicative abilities - the ability to make contacts with strangers, seek their location and mutual understanding. In the process of labor activity, the development of professional and personal communication takes place, i.e. there is a rapid development of practical skills and abilities, which in the future can be useful for improving their professional abilities.

In the course of self-determination, attempts to understand oneself and the world around, young men and women search for the meaning of life. As a result, they develop not only beliefs and views, but also a worldview. In adolescence, the cognitive and personal positions of the worldview were almost formed. Therefore, the extent to which this process proceeds successfully depends on how the worldview of young men and women will truly and deeply reflect the objective world, what it will be: true or false, religious or scientific, materialistic or idealistic, progressive or reactionary, optimistic or pessimistic. the extent to which a person can determine his social orientation.

A high level of self-consciousness motivates individuals in adolescence to systematize and generalize knowledge about themselves, leading to self-determination through self-education. Self-education goes through a number of psychological obstacles inherent in this age period:

1. Boys and girls strive to show strong-willed efforts in self-education;

2. They show sensitivity and susceptibility to the moral assessment of their personality by others and strive to show indifference to this assessment, to act in their own specific plan;

3. Strive for ideals and principles in more responsible matters and show unscrupulousness in less, insignificant matters;

4. The desire to form stamina, endurance, self-control;

It follows that the main personal neoplasms are: the formation of a worldview; increased requirements for the moral character of the individual; the formation of self-esteem; desire for self-education.

Due to the fact that at this age group communication usually involves competition for position and authority in society, along with the development of companionship, adolescence is characterized by the search for friendship as a strong and deep emotional attachment.

Persons of adolescence can already quite well distinguish between friendship and camaraderie. Friendly relations are determined by pronounced selectivity and resistance to external, situational factors. In adolescence, there is an increase in the stability of interests and preferences, the development of intelligence, as a result of which the child's ability to integrate conflicting information increases, to push particulars into the background. It is for this reason that in the sphere of interpersonal relations, in adolescence, individuals are much more tolerant and plastic than younger individuals.

Friendship is a form of emotional attachment. Real or perceived personal closeness is more important to her than similarities in interests. Being multifunctional in nature, friendship in adolescence is characterized by a variety of forms: from ordinary joint pastime to deep self-disclosure to a friend.

Youthful friendship, as the first, self-chosen deep individual attachment, not only outstrips love, but also partially includes it. At the same time, its structure is dominated by the need to be in agreement with oneself, the thirst for complete self-disclosure.

One of the most common communication problems in adolescence is shyness. In part, it is caused by deep personality traits, for example: a bad experience in public speaking or interpersonal interactions. It seems that with low self-esteem, with which it is closely related, shyness limits the social activity of the individual and in some situations contributes to the formation of negative behavior - alcoholism, psychosexual difficulties. A favorable internal collective climate and intimate friendships help young men and women overcome shyness in adolescence, and in this sense they are of great psychotherapeutic help.

Difficulties of a communicative nature, manifested in adolescence, especially strongly imprint on the further development of the individual. A rough intrusion into the inner world of a young man or girl is absolutely unacceptable at adolescence, in which communicative qualities are extremely important.

According to Sigmund Freud, the rapid pace of puberty in boys and girls leads to fragmentation of sensual-erotic and tender attraction. The latter is especially characteristic of guys in whom puberty and the influence of the stereotype of masculinity prevail over the development of subtle communicative qualities. Youthful dreams of love, which, first of all, is expressed in the desire for emotional contact and understanding from the opposite sex, often leads to the fact that the object of love is always idealized, due to the fact that sensual-erotic desire is not transferred to it.

Love is understood as a high level of intimacy compared to friendship, since the correlation of spiritual communication with sexual intimacy allows for the greatest self-disclosure that a boy or girl is capable of. Due to the simplification of relationships between boys and girls, the modern courtship ritual is characterized by normative uncertainty. This uncertainty creates in boys and girls a certain concern about the ritual aspect of courtship. Therefore, this reason, which causes the occurrence of psychosexual difficulties, becomes one of the main reasons for the loneliness of boys and girls at this age.

Adolescence plays an important role in the formation of personality. All cognitive processes are formed in it, and contacts are being established with people around. This age is very important, since it is the completion of the formation of personality traits that play a significant role in a person's life in the future.

Scientists give this age a different time frame. Someone claims that from 17 to 23. But, for example, V. S. Mukhina defines youth as a period of adolescence to adulthood - the age limits are from 15 - 16 to 21 - 25.

Youth, according to V. I. Slobodchikov, is the final stage of the stage of personalization. “The main neoplasms of adolescence are self-reflection, awareness of one’s own individuality, the emergence of life plans, readiness for self-determination, an attitude towards conscious construction of one’s own life, gradual growing into various spheres of life.” Simply put, youth is a time for choosing a life path, working in a chosen specialty (search for her), studying at a university, creating a family, for young men - serving in the army.

In youth, a profession is mastered, it becomes possible to create one's own family, choose a style and one's place in life.

L. I. Bozhovich wrote: “Self-determination, both personal and professional, is a characteristic feature of youth. The choice of a profession streamlines and brings into a system of subordination all his various motivational tendencies, coming both from his immediate interests and from other diverse motives generated by the situation of choice.

This age is characterized by reflection and introspection. Adolescence is characterized by increased emotional excitability (imbalance, mood swings, anxiety, etc.). At the same time, the older the young man, the more pronounced the improvement in the general emotional state.

The development of emotionality in adolescence is closely related to the individual - personal properties of a person, his self-awareness, self-esteem. There is a formation of a stable self-consciousness and a stable image of "I" - the central psychological neoplasm of adolescence. During this period, a system of ideas about oneself is formed, which, regardless of whether it is true or not, is a psychological reality that affects behavior, gives rise to certain experiences. The time factor enters self-consciousness (the young man begins to live in the future). All this is connected with the strengthening of personal control, self-government, with a new stage in the development of the intellect, with the discovery of one's inner world.

The main acquisition of youth is the discovery of one's inner world, its emancipation from adults. The external world begins to be perceived through itself. There is a tendency to introspection and the need to systematize, generalize their knowledge about themselves. Increased volitional regulation. There is a desire for self-affirmation. The same goes for self-esteem. And one of the important psychological characteristics of youth is self-respect (acceptance, self-approval or non-acceptance, dissatisfaction with oneself). There is a discrepancy between the ideal and real "I".

Social situation of development characterized primarily by the fact that the senior student is on the verge of entering an independent life. He will have to enter the path of labor activity and determine his place in life (but these processes are very variable).

Leading activity - educational - professional. Motives related to the future begin to encourage learning activities. There is a great selectivity towards academic subjects. The main motive of cognitive activity is the desire to acquire a profession.

Thinking in youth acquires a personal emotional character. There is a passion for theoretical and philosophical problems. Emotionality is manifested in the peculiarities of experiences about one's own capabilities, abilities and personal qualities.

Intellectual development is expressed in the craving for generalizations, the search for patterns and principles behind particular facts. The concentration of attention, the amount of memory, the logicalization of educational material increases, and abstract-logical thinking is formed. The ability to independently understand complex issues appears. There is a significant restructuring of the emotional sphere, independence, decisiveness, criticism and self-criticism, rejection of hypocrisy, hypocrisy, and rudeness are manifested.

Youth is a decisive stage in the formation of a worldview. A worldview is not only a system of knowledge and experience, but also a system of beliefs, the experience of which is accompanied by a sense of their truth and correctness. Therefore, the worldview is associated with the solution of meaningful life problems in youth. The young man is interested in the phenomena of reality not in themselves, but in connection with his own attitude towards them. The ideological search includes the social orientation of the individual, awareness of oneself as a part of the social community (social group, nation, and so on), the choice of one's future social position and ways to achieve it. At the heart of worldview problems lies the problem of the meaning of life - "what do I live for?", "how to live?". The young man is looking for a global and universal formulation of "serve people", "benefit". He is interested not so much in the question “how to be?”, but in “What to be?”, as well as humanistic values ​​​​(he is ready to work in the social protection system), the public orientation of his personal life (the fight against drug addiction, etc.), broad social charity, the ideal ministry.

Communication with peers is important for the development of personality in adolescence. Communication with peers is a specific channel of information, a specific type of interpersonal relationships, as well as one of the types of emotional contact. The search for a life partner and like-minded people becomes relevant, the need for cooperation with people increases, ties with one's social group are strengthened, a feeling of intimacy with certain people appears. Youthful friendship is unique, it occupies an exclusive place among other attachments. However, the need for intimacy at this time is practically insatiable, it is extremely difficult to satisfy it. The requirement for friendship is increasing, its criteria are becoming more complicated.