MOSCOW ACADEMY OF ECONOMICS AND LAW

FACULTY OF LAW

Coursework in the discipline

“Psychological Law”

on the topic: “Human Personality”

COMPLETED: II year student

gr. No. ud-1-99

Solonin I.S.

Scientific supervisor: Chekhovskaya S.A.

MOSCOW 2001

I. INTRODUCTION 1

II. MAIN PART

II.1 General idea of ​​personality 2-4

II.2 Personality structure 4-6

II.3 Formation and development of personality 6-8

II.4 Main factors of personality development:

II.4.1 The role of heredity in personality development 9-10 II.4.2 The role of education and activity in personality development 10-12

II.4.3 The role of the environment in personality development 12-15

III. CONCLUSION 16

IV. BIBLIOGRAPHY

I. INTRODUCTION

In our everyday life, we quite widely use the words “psychology”, “psychologist”, “psychological” and related ones, without always thinking about their content.

Meanwhile, the word “psychology”, which arose in the 18th century (its creator was the famous German scientist, teacher of M.V. Lomonosov Christian Wolf) in its proper sense means “the study of the soul.” The concept of “soul” is now used relatively rarely in science; The concept of “psyche” is considered more scientific. Thus, in the strict sense of the word, psychology is understood as the science of the psyche, and a psychologist is a person who professionally deals with this science in theoretical and practical terms, including using its achievements and providing a variety of assistance to people.

I will say a few words about the features of psychology as a science.

This is the science of the most complex thing known to mankind. After all, the psyche is “a property of highly organized matter.” If we mean the human psyche, then to the words “highly organized matter” we need to add the word “most”: after all, the human brain is the most highly organized matter known to us.

The history of research in the field of personality psychology is more than a hundred years old. For more than a hundred years, scientists have been looking for answers to questions about the nature of personality, the inner world of a person, the factors that determine the development of personality and human behavior, his individual actions and life path as a whole. This search has by no means only theoretical value. From the very beginning, the study of personality was closely connected with the need to solve practical problems.

Psychology without practice is deprived of its main meaning and purpose - knowledge and service to man. Practical orientation, however, not only does not reduce the importance of the development of psychological theory, but, on the contrary, strengthens it: the idea that for successful practical work it is necessary, first of all, to master a number of practical skills and accumulate experience, and theoretical education plays a rather secondary role , is fundamentally wrong. Thus, in Western psychology, it was the intensive development of practice that gave rise to questions that relate to general problems of personality psychology. In particular, the question of the leading principle in personality development remains debatable: whether to consider it, as many representatives of the humanistic trend in psychology propose, as the gradual unfolding of the potential inherent in a person, which pushes a person to self-realization, or whether the development process is determined by a series of life choices of the person himself .

II. MAIN PART

II.1 General idea of ​​personality

As an object of study, personality is unique in its complexity. This complexity lies, first of all, in the fact that the personality combines various planes of existence of a particular person - from his bodily existence to the spiritual - as a living body, as a conscious and active subject, as a member of society.

When trying to define personality, the words are often quoted in the literature

K. Marx: “...man is the totality of all social relations.”

Some authors see these words as a direct definition of personality. Others do not agree with them, noting that Marx is talking, firstly, not about personality, but about man, and secondly, most likely about a generalized person (humanity as a whole), since no specific person can be the totality of all social relations.

It seems to me that this second point of view is correct: the above formula of Marx reflects a general philosophical view of man, namely the postulation of his social essence. Marxist philosophy sets the most general understanding of personality.

Personality is an organism and its highest representative - the brain, which contains the remnants of everything that we were, and the makings of what we will be. It contains an individual character with all its active and passive abilities and aversions, its genius, talent and stupidity, virtues and vices, immobility and activity.

The personality space has a complex structure and many dimensions. Those events of the external world in which the personality is included, and those relationships that it establishes with objects of the external world, form the external space of the personality. Ideas about the world and oneself, experiences of various events, attitude towards oneself, self-control and self-regulation, life goals and plans - all this makes up the inner world of the individual. The social space in which a person is included is represented in his inner world. On the other hand, in activity, in activity, in communication, one way or another, the inner life of the individual is manifested.

A person’s way of life, which includes in an indissoluble unity certain historical conditions, the material foundations of his existence and activities aimed at changing them, determines the mental image of the individual, which, in turn, leaves its mark on the way of life.

A personality is, first of all, a contemporary of a certain era, and this determines many of its socio-psychological properties.

Personality, as we well know, is not only a product of history, but also a participant in its movement, an object and subject of modernity. Perhaps the most sensitive indicator of a person’s social connections is his connection with modernity, with the main social movements of his time. But this connection is closely connected with a more private type of social connections - with people of their class, social stratum, profession, etc., who are peers, with whom a given personality was formed at the same historical time, was a witness and participant in events. The formation of a generational community depends on the system of public education. Belonging to a certain generation is always an important characteristic of a particular person.

Personality is a social individual, object and subject of the historical process. Therefore, the characteristics of a person most fully reveal the social essence of a person, which determines all phenomena of human development, including natural features.

So, the general objective basis of personality properties is the system of social relations. In this sense, society gives rise to personality. The individual and society do not oppose each other as two different interacting forces. A person is a member of society and its product. The relationship “individual - society” is a relationship of generation, formation of personality by society. And at the same time, the generation, formation and development of individuals is a necessary component of the very process of development of society, since without individuals neither this process nor society itself can exist.

A person can be considered a person if there is a hierarchy in his motives in one specific sense, namely, if he is able to overcome his own immediate motives for the sake of something else. In such cases, they say that the subject is capable of indirect behavior. It is assumed that the motives by which immediate impulses are overcome are socially significant. They are social in origin and meaning, that is, they are given by society and brought up in a person. This is the first criterion of personality.

The second necessary criterion for personality is the ability to consciously manage one’s own behavior. This leadership is carried out on the basis of conscious motives, goals and principles. The second criterion differs from the first criterion in that it presupposes a conscious subordination of motives. Simply mediated behavior (the first criterion) may be based on a spontaneously formed hierarchy of motives, and even “spontaneous morality”: a person may not be aware of what exactly made him act in a certain way, but nevertheless act quite morally. So, although the second feature also refers to mediated behavior, it is conscious mediation that is emphasized. It presupposes the presence of self-awareness as a special instance of personality.

So, what is personality, given these limitations? Personality is a person taken in the system of his psychological characteristics that are socially conditioned, manifest themselves in social connections and relationships by nature, are stable, determine the moral actions of a person that are of significant importance for himself and those around him.

Along with the concepts of “person” and “personality”, the terms “individual” and “individuality” are often used in science. Their difference from the concept of “personality” is as follows: if the concept of “person” includes the totality of all human qualities characteristic of people, regardless of whether they are present or absent in a given particular person, then the concept of “individual” characterizes him and additionally includes such psychological and biological properties that, along with personal ones, are also inherent to him. In addition, the concept of “individual” includes both qualities that distinguish a given person from other people, as well as properties common to him and many other people.

Individuality is the narrowest concept in content. It contains only those individual and personal properties of a person, such a combination of them that distinguishes this person from other people.

II.2 Personality structure

Let's consider the personality structure. It usually includes abilities, temperament, character, volitional qualities, emotions, motivation, and social attitudes.

Let's consider a set of traits that, according to R. Meili, characterize a personality quite fully:

1. Self-confidence - uncertainty.

2. Intellectuality (analyticity) – limitation (lack of developed imagination).

3. Maturity of mind – inconsistency, illogicality.

4. Prudence, restraint, steadfastness - vanity, susceptibility to influence.

5. Calmness (self-control) – neuroticism (nervousness).

6. Softness – callousness, cynicism.

7. Kindness, tolerance, unobtrusiveness - selfishness, self-will.

8. Friendliness, complaisance, flexibility - rigidity, tyranny, vindictiveness.

9. Kindness, gentleness - malice, callousness.

10. Realism - autism.

11. Willpower – lack of will.

12. Conscientiousness, decency – dishonesty, dishonesty.

13. Consistency, mental discipline - inconsistency, scatteredness.

14. Confidence - uncertainty.

15. Adulthood – infantilism.

16. Tactfulness - tactlessness.

17. Openness (contact) – closedness (solitude).

18. Cheerfulness - sadness.

19. Fascination - disappointment.

20. Sociability - unsociability.

21. Activity - passivity.

22. Independence – conformity.

23. Expressiveness – restraint.

24. Diversity of interests - narrowness of interests.

25. Sensitivity - coldness.

26. Seriousness - frivolity.

27. Honesty is deceit.

28. Aggressiveness – kindness.

29. Cheerfulness - cheerfulness.

30. Optimism - pessimism.

31. Courage is cowardice.

32. Generosity is stinginess.

33. Independence - dependence.

The psychological characteristics of a self-actualizing personality include:

¾ active perception of reality and the ability to navigate it well;

¾ acceptance of yourself and other people as they are;

¾ spontaneity in actions and spontaneity in expressing one’s thoughts and feelings;

¾ focus on what is happening outside, as opposed to focusing only on the inner world, focusing consciousness on one’s own feelings and experiences;

¾ having a sense of humor;

¾ developed creative abilities;

¾ rejection of conventions;

¾ concern for the well-being of other people, and not only for ensuring one’s own happiness;

¾ ability to deeply understand life;

¾ establishing quite friendly personal relationships with the people around you, although not with everyone;

¾ the ability to look at life from an objective point of view;

¾ the ability to rely on your experience, reason and feelings, and not on the opinions of other people, traditions or conventions;

¾ open and honest behavior in all situations;

¾ the ability to take responsibility and not walk away from it;

¾ making every effort to achieve your goals;

II.3 Formation and development of personality

Let us turn to a more detailed consideration of the process of personality formation.

First, let's imagine the most general picture of this process. According to the view of modern psychology, personality is formed by the individual’s assimilation or appropriation of socially developed experience.

Experience that is directly related to the individual is a system of ideas about the norms and values ​​of a person’s life: about his general orientation, behavior, relationships with other people, with himself, with society as a whole, etc. They are recorded in very different forms - in philosophical and ethical views, in works of literature and art, in codes of laws, in systems of public rewards, rewards and punishments, in traditions, public opinions...

Personality formation, although it is a process of mastering a special sphere of social experience, is a completely special process. It differs from the acquisition of knowledge, skills, and methods of action. After all, here we are talking about such assimilation, as a result of which the formation of new motives and needs occurs, their transformation, subordination, etc. And all this cannot be achieved through simple assimilation. An internalized motive is, at best, a known motive, but not really effective, that is, an untrue motive. Knowing what you should do, what you should strive for, does not mean wanting to do it, really striving for it. New needs and motives, as well as their subordination, arise in the process not of assimilation, but of experience, or living. This process always occurs only in a person’s real life. It is always emotionally rich, often subjectively creative.

Most psychologists now agree with the idea that a person is not born, but becomes a personality. However, their points of view on what laws personality development is subject to differ significantly. These discrepancies relate to the understanding of the driving forces of development, in particular the importance of society and various social groups for the development of the individual, patterns and stages of development, the presence, specificity and role of crises of personal development in this process, possibilities for accelerating the development process and other issues.

If in relation to the development of cognitive processes it could be said that childhood is decisive in their formation, then this is even more true in connection with the development of personality. Almost all the basic properties and personal qualities of a person develop in childhood, with the exception of those that are acquired with the accumulation of life experience and cannot appear before the person reaches a certain age.

In childhood, the main motivational, instrumental and stylistic personality traits are formed. The first relate to a person’s interests, to the goals and objectives that he sets for himself, to his basic needs and motives of behavior. Instrumental traits include a person’s preferred means of achieving appropriate goals and satisfying current needs, while stylistic traits relate to temperament, character, modes of behavior, and manners. By the end of school, the personality is basically formed, and those individual characteristics of a personal nature that the child acquires during his school years are usually preserved to one degree or another throughout his subsequent life.

Personal development in childhood occurs under the influence of various social institutions: family, school, out-of-school institutions, as well as under the influence of the media (print, radio, television) and the child’s live, direct communication with people around him. At different age periods of personal development, the number of social institutions that take part in the formation of a child as an individual and their educational significance are different. In the process of development of a child’s personality from birth to three years, the family dominates, and his main personal developments are primarily associated with it. In preschool childhood, family influences are supplemented by the influence of communication with peers, other adults, and access to accessible media. Upon entering school, a new powerful channel of educational influence on the child’s personality opens through peers, teachers, school subjects and activities. The scope of contacts with the media through reading is expanding, and the flow of educational information reaching the child and having a certain impact on him increases sharply.

To the question of what personality is, psychologists answer differently, and the variety of their answers, and partly the divergence of opinions on this matter, reveals the complexity of the personality phenomenon itself. Each of the definitions of personality available in the literature deserves to be taken into account in the search for a global definition of personality.

Personality is most often defined as a person in the totality of his social, acquired qualities. This means that personal characteristics do not include such human characteristics that are genotypically or physiologically determined and do not in any way depend on life in society. Many definitions of personality emphasize that personal qualities do not include the psychological qualities of a person that characterize his cognitive processes or individual style of activity, with the exception of those that manifest themselves in relationships with people and in society. The concept of “personality” usually includes such properties that are more or less stable and indicate a person’s individuality, determining his actions that are significant for people.

II.4 Main factors of personality development

What reasons influence the development of personality, lead to its decline, and what reasons contribute to its development? The development of personality is influenced to a certain extent by the nature (habitat) around it. Here we can cite the undeniable fact that a temperate climate for personal development is more favorable than the harsh climate of the north and the hot climate of the tropics.

It is unlikely that anyone will dispute, along with climate, the importance of other meteorological, as well as geographical conditions. Great deserts, unsuitable for human life, and all those areas where a person has to spend a lot of strength and energy fighting the surrounding nature are not conducive to the development of personality.

Likewise, unfavorable soil and meteorological conditions, characterized by the endemic development of certain common diseases, cannot but have a detrimental effect on the development of the individual, worsening the physical health of the body.

The first and main condition for the correct development of personality is the nature of the organism, the heritage of its fathers or those anthropological characteristics that form the basis for the development of personality.

Hardly anyone can doubt the significance of race in this respect. The best example is the fact that of the three human races, the black, despite its numerousness, has not reached the same degree of cultural development as the other two races.

For all their numbers, representatives of this race have never played (with a few exceptions) an important role in history. This important fact cannot but be compared with the anthropological fact that the capacity of the skull and the weight of the brain of this race are less than that of the other two races, especially the white one. It seems to me that this should not be subject to any doubt.

Another example of the influence of anthropological characteristics on the development of personality is the peoples of ancient Hellas, who achieved an amazing culture and no less amazing personal development and then died due to special historical conditions.

When the struggle for the liberation of the Greeks from the Turkish yoke arose, many imagined that it was a matter of restoring the same freedom-loving people who left behind wonderful monuments of thought and culture, stored in various museums. This idea captivated many, it aroused sympathy for the Greeks on the part of the best minds of that time, and the war for their liberation immediately became popular in Europe.

But when the hour of liberation arrived, what happened?

The ancient Greek with his lively mind and feeling, with a strong will could no longer be recognized among the Greeks of the newest formation, possessing other qualities. And this is because the ancient Greeks were reborn into another nation, characterized by other anthropological features; they were reborn partly as a result of eviction and slavery, mainly as a result of mixing with other tribes.

So, despite the fact that the same geographical conditions remain as were in Greece in past centuries, despite the fact that the center of civilization still remains, as before, on the continent of Europe, the modern Greeks, due to the new ones they acquired, anthropological characteristics during the period of long slavery, apparently, do not promise to become a great people, which they undoubtedly were in ancient times.

The examples given show that already in the anthropological characteristics of the race lie the foundations that determine the development of the individual in the future.

Another factor that influences personality development deserves no less attention. This is a biological factor associated with the conditions of conception and development of the human body.

Here we cannot fail to note the importance in the development of personality of those elements that are known as degeneration and which are rooted in conditions of unfavorable conception and development of the fetus. Whatever the reasons these conditions depend on - from unfavorable psycho- or neuropathic heredity, physical disabilities, illnesses of the mother during conception and pregnancy, their consequence, as we know, is the degenerative characteristics of the offspring, which ultimately come down to the decomposition of personality and her decline.

It is quite clear that the development of personality as the highest manifestation of the psyche depends on physical conditions. This position cannot arouse even a shadow of doubt, as long as we take into account the close relationship between the physical and the mental, between “body and soul,” as is commonly expressed.

In any case, one cannot fail to take into account the fact that only the harmonious development of body and spirit ensures the correct improvement of the personality. If physical development is naturally weak, if a person from an early age is exposed to physical adversity and a number of common infectious diseases, especially with a protracted course, if at the same time he develops such general painful lesions rooted in insufficient and improper nutrition of the body as anemia, scrofula, rickets and others, then the full flowering of the personality will be delayed to one degree or another.

The development of personality is significantly influenced by unfavorable economic conditions, which consistently lead to physical weakening of the body, fundamentally undermine the nutrition of the body and disrupt the proper development of the brain, and, consequently, the personality.

Further, an important factor leading to personal development is social activity. Where there is no social activity, there is no complete development of personality. Without social activity, a person stops at a certain stage of his development; she is a passive member of society, deprived of that initiative that serves as the key to the normal development of social life and the sustainable development of statehood.

Peoples whose social activities are absent or poorly developed prepare in their midst less developed and more passive individuals compared to other peoples, which ultimately affects all branches of culture.

To this we must add that the natural consequence of the absence of properly organized social activity in the form of self-government is idleness and inactivity, which in this case finds especially favorable conditions mainly in the wealthier classes of society. Meanwhile, idleness, no matter what it is caused by, naturally leads to a decrease in mental performance, to an irreparable loss of mental material during inactivity, to insufficient improvement of neuropsychic mechanisms, which is also proven, among other things, by psychometric studies. Idleness also leads to moral and physical degeneration, especially if it is accompanied by its natural companions - alcoholism, drug addiction, depraved acts and other excesses. Gradually, personality degradation occurs.

Education and training deserve no less attention in terms of personal development.

Just as proper physical nutrition is necessary for the proper development of the body, spiritual nutrition is necessary for mental development, which leads to personal development. It is clear that for the integral development of the individual, proper upbringing and training constitute an essential basis.

It should be especially emphasized that the foundations of a future personality are formed in preschool age, and, therefore, correct and rational education should begin from the first days of a person’s life. Otherwise, significant changes may occur in the character of the individual, his worldview (due to certain conditions), which in the future may negatively affect both the person himself and the people around him.

The correct direction of mental development also plays an important role in the formation of personality. Since ignorance and lack of education leads to underdevelopment of the individual.

Education is understood as the purposeful development of each growing person as a unique human individual, ensuring the growth and improvement of the moral and creative powers of this person.

The social conditionality of personality development is of a specific historical nature. But the socio-historical formation of personality is not a passive reflection of social relations. Acting as both a subject and a result of social relations, a personality is formed through its active social actions, consciously transforming both the environment and itself in the process of purposeful activity. It is in the process of purposefully organized activity that the most important need for the good of another is formed in a person, defining him as a developed personality.

The purposeful formation of a person’s personality involves its design, but not on the basis of a template common to all people, but in accordance with an individual project for each person, taking into account his specific physiological and psychological characteristics.

The real basis of personality is that special structure of the subject’s total activities that arises at a certain stage in the development of his human connections with the world.

The formation of personality involves the development of the process of goal formation and, accordingly, the development of the subject’s actions. Actions, becoming more and more enriched, seem to outgrow the range of activities that they implement and come into conflict with the motives that gave rise to them. As a result, there is a shift of motives to goals, a change in their hierarchy and the birth of new motives - new types of activities; previous goals are psychologically discredited, and the actions corresponding to them either cease to exist altogether or turn into impersonal operations.

Of course, the formation of personality is a continuous process, consisting of a number of successively changing stages, the qualitative features of which depend on specific conditions and circumstances. Therefore, tracing its consistent course, we notice only individual shifts. But if you look at it as if from some distance, then the transition, which marks the true birth of the personality, acts as an event that changes the course of all subsequent mental development.

There are many phenomena that mark this transition. First of all, this is a restructuring of the sphere of relations with other people, with society. If at previous stages society opens up in expanding communications with others and therefore mainly in its personalized forms, now this situation is reversed: the people around us increasingly begin to act through objective social relations. The transition in question begins with changes that determine the main thing in the development of the individual, in her destiny...

The process of personal development always remains deeply individual and unique. It proceeds in completely different ways depending on specific historical conditions, on the individual’s belonging to a particular social environment.

The real basis of a person’s personality is the totality of his social by nature relations to the world, but relationships that are realized, and they are realized by his activities, more precisely, by the totality of his diverse activities.

Personality as a social individual always performs a certain set of social functions. Each of these functions is carried out through a unique social behavior, constructed in the form of well-known behavioral procedures and the motivations that determine them. These procedures, motives and social functions of the individual as a whole are determined by the norms of morality, law and other phenomena of social development. Any human activity is carried out in a system of object-subject relations, that is, social connections and interrelations that form a person as a social being - a person, subject and object of the historical process.

Of the numerous, including not yet fully resolved, issues of personality development, we will focus on one problem that is important both from a philosophical and from a specific scientific point of view, namely the problem of the driving force of human development. In the process of development, the body's blind forces of attraction turn into conscious needs, instinctive adaptation to nature and the social environment becomes more and more conscious and systematic, including not only adaptation to reality, but also its transformation.

It is known that development is a constant struggle of opposites, located at each given moment in a certain temporary unity. One of the aspects of personality development is the growth and enrichment of the system of its capabilities and needs (requirements for life). At the same time, the reality around him makes a number of demands on a person and provides him with certain opportunities. The struggle and unity of opposites here lies in the fact that life creates changing conditions (social demands and opportunities) that collide with a person’s existing needs and his internal capabilities and encourage him to master new things and remake himself, as a result of which new ones arise. needs and new internal opportunities. The personality, changing, develops, and the nature of its relationship to reality changes. Depending on the conditions of development, personality formation leads to different results.

The conditions of various social structures determine and differentiate individuals.

Since a person reflects and expresses social relations, he is not independent in his behavior and activities. Being an object, a person is at the same time a subject of knowledge and practice. The degree of independence, of course, varies from person to person. It, first of all, depends on the history of their development, on political-economic and socio-pedagogical conditions, as well as on the level that a person has reached in the process of development. Independence is one of the most important prerequisites for the correct formation of personality.

Social conditions shape personality as a system of relationships. They determine both the content of personality and its structure and form.

The formation of a person as an individual requires from society a constant and consciously organized improvement of the system of public education, overcoming stagnant, traditional, spontaneously formed forms.

The form of personality is characterized by the peculiarities of the way it realizes its content and its relationships. Decisiveness or indecisiveness, courage or cowardice, constancy or instability, hardness or pliability, integrity or inconsistency, harmony or internal contradiction - all these are external manifestations, form, and the relationship of various components of the content of personality.

The formation of a person as an individual is associated with a relatively high level of neuropsychic development, which is a necessary internal condition for this formation.

How can one imagine the dialectic of the formation of a typical personality in the socio-psychological sense? Various studies reveal the role of family, school, and immediate environment in the process of personality formation. But it should be emphasized that neither the family itself, nor the school, nor the immediate social environment alone can form the fundamental, core traits of a person’s personality. The process of personality formation does not occur in an isolated narrow environment; it is carried out in the context of more or less developed communication with people, public institutions, and various conductors of mass communication. As a result, voluntarily or involuntarily, to one degree or another, a growing person grasps and masters the trends of the era, the nature of the prevailing perception and understanding of life. And this “spirit of the times” leaves a certain imprint on the development and formation of personality. Judging by the research materials, the family, the school, the immediate social environment, and mass communications (radio, television, press, Internet, etc.), taken separately, influence the emergence of important and characteristic personality traits, but do not give rise to core, fundamental personality traits. Personality is formed not by a set of individual factors, but by a system of such factors, refracted through the properties and characteristics of the growing personality itself.

Personal development is, first of all, its social development. Social development leads to mental development. But this latter has a strong influence on the social development of the psyche, prepares and anticipates the future social development of the individual, and determines its usefulness.

When studying personality development for psychology, the starting point is that personality develops through systems of social relations. The so-called environmental factors that determine the socio-psychological development of the individual are beginning to be understood more and more systematically.

Meanwhile, the influence on human behavior of environmental, social, political and other public relations, regulations and norms is always personal and psychologically mediated, determined by the internal position of a person as a subject of the implementation of these relations.

Personality is a multifaceted, multilevel, multiquality education. Part of her mental life proceeds at an unconscious level, at the level of the free flow of associations, spontaneously formed impulses, involuntary “movements of the soul,” etc. But as the personality, developing, masters more and more advanced ways of transforming the surrounding world, she acts more as a subject not only of his behavior, but also of his inner world, his mental life. The main characteristic of the subject is a person’s experience of himself as a sovereign source of activity, capable, within certain limits, of intentionally carrying out changes in the world around him and himself.

Society, at each stage of its development, sets the developing individual some general principles of perception and interpretation of the world, determines the meaning of certain aspects of life, and forms a focus on certain values. It also makes it possible to know what emotions, in what situations and at what levels of tension are valued or, on the contrary, are not approved, and presents a system of social norms and patterns.

Typically, the formation of personality is attributed to later periods of a person’s life - adolescence, adulthood, and sometimes to preschool age. However, personality is not just discovered at a certain stage of human development, but is built gradually, so it is necessary to look for its origins at the earliest stages of ontogenesis.

Soon after the birth of a child, events occur that are important for the formation of his future personality: the formation of communication during contacts with his immediate environment. Communication is directly related to the development of children’s personality because even in its original immediate emotional form it leads to the establishment of connections between the child and the people around him and turns out to be the first component of that ensemble of social relations that constitutes the essence of personality.

When identifying the concept of “individual” in personality psychology, first of all, they answer the question in what way a given person is similar to all other people, that is, they indicate what unites a given person with the human species. The concept of “individual” should not be confused with the opposite concept of “individuality”, with the help of which the answer is given to the question of how a given person differs from all other people. “Individual” means something whole, indivisible. When characterizing “personality,” they also mean “integrity,” but one that is born in society. One is born an individual, but one becomes a person. (A.N. Leontiev, S.L. Rubinstein)

In personality development, the following three points are distinguished: individual human properties as prerequisites for personality development, socio-historical way of life as a source of personality development, and joint activity as the basis for the implementation of a person’s life in the system of social relations. Behind each of these points are different and as yet insufficiently correlated areas of personality study.

The formation and development of personality is determined by the totality of the conditions of social existence in a given historical era. Personality is the object of many economic, political, legal, moral and other influences on a person of society at a given moment of its historical development, therefore, at a given stage of development of a given socio-economic formation, in a certain country with its national composition.

Historical, sociological and socio-psychological research of personality currently constitutes the single and main way of its study, which defines psychological research itself...

Personal development represents the process of formation of increasingly complex, enriching, deepening connections with reality, accumulation in the brain of the potential for actions and experiences. Personal development is the development of the psyche, which means it is the development and complication of mental processes and the accumulation of experience - mental potential. Experience is carried out in the form of accumulation:

2. skills

4. relationships

III. CONCLUSION

Only by characterizing the main forces influencing the formation of personality, including the social direction of education and public upbringing, that is, by defining a person as an object of social development, can we understand the internal conditions of his formation as a subject of social development. In this sense, a person is always concretely historical, she is a product of her era and the life of her country, a contemporary and participant in events that constitute milestones in the history of society and her own life path.

In conclusion, I would like to summarize my work and draw some general conclusion. So, personality formation is a very complex process that lasts our entire life. Some personality traits are already inherent in us at birth, I’m talking about the biological factor of personality development, others we develop in the process of our lives. And the environment helps us with this. After all, the environment plays a very important role in the formation of personality. However, I talked about this above, so I won’t repeat it. Better at the end of my work I will try to answer the question: “What does it mean to become a person?”

I think that becoming a person means, firstly, taking a certain life, moral position; secondly, to be sufficiently aware of it and bear responsibility for it; thirdly, affirm it with your actions, deeds, and your whole life. After all, the origins of a person, her value, and finally, the good or bad reputation about her are ultimately determined by the social, moral significance that she really shows in her life.

K.Marx “Capital” vol.3, p.3

Page 336 book 1 Nemov.R.S.

Meili R. Factor analysis of personality // Psychology of individual differences: Texts. – M., 1982.

Endemic - local, characteristic of a given area.

Sikorsky I.A. Questions of neuropsychic medicine, 1904.

Education is the process of socialization of an individual, his formation and development as a person throughout his life in the course of his own activity and under the influence of the natural, social and cultural environment. (Brief psychological dictionary / A.V. Petrovsky and M.G. Yaroshevsky)

Ontogenesis (from the Greek Ontos - existing, genesis - birth, origin) is the process of development of an individual organism. (Brief psychological dictionary / Petrovsky A.V. and Yaroshevsky M.G.)

The essence associated with the use of language is one of the most important in the life of a person - a being of thinking, thinking, knowing, communicating, reasoning, explaining, arguing, persuading. Discussion of the role of language in the formation (formation, self-education) of personality is impossible without using the concepts of “linguistic personality”, “linguistic ability”, “linguistic consciousness”, “linguistic thinking...

Sports as a means of harmonious personal improvement. The transfer and development of a system of special knowledge in the field of physical education and sports constitutes, first of all, the content of the theoretical, or intellectual, training of an athlete. It also includes the education of intellectual abilities that are directly demonstrated in the process of sports activity (abilities associated with...

The existence of an individual, woven into a complex network of social relations, subject to social changes, excludes the possibility for him to assert his own, unique “I”. Therefore, it is necessary to distinguish between the concepts of individual and personality. Man, as part of the race (Homo Sapiens), as part of society, is an individual. Nothing is known about such a person—a biological or social atom. He...

There are quite a lot of people today who are interested in being in virtual reality. In fact, from the point of view of studying the influence of a computer on a person’s personality, we are more interested in long-term and regular presence in the virtual world of computer games than in psychological dependence on them. There are many more people who are interested in being in the virtual...

Personality psychology is the center of psychological science, and a huge amount of research has been written on this issue. A person’s behavior, his thoughts and desires stem from what mental properties he possesses. Not only his future, but also the prospects for the movement of society as a whole depend on how a particular individual develops.

Psychology of human personality

The concept of personality in psychology is multifaceted and diverse, which is associated with the phenomenon of personality itself. Psychologists of different directions give different definitions of this concept, but each of them contains something important. The most popular is the definition of personality as a unique set of psychological abilities, desires and aspirations that make a person unique.

At birth, each person is the owner of certain abilities and characteristics of the nervous system, on the basis of which personality is formed. At the same time, a newborn child is called not a person, but an individual. This means that the baby belongs to the human race. The beginning of personality formation is associated with the beginning of the child’s emergence of individuality.

Personality properties in psychology

People differ in how they solve life's problems, how they express themselves in activities, and how they interact in society. These differences are interrelated with personal characteristics. Psychologists say that the main personality traits are stable mental characteristics that influence a person’s behavior in society and his activities.

Mental properties of personality

Mental properties include the following mental processes:

1. Capabilities. This concept refers to features, qualities and skills that allow one to learn how to perform a specific activity and implement it effectively. The quality of a person’s life depends on the extent to which they recognize their own abilities and apply them in practice. Failure to use abilities leads to their decrease and to the appearance of depression and dissatisfaction.
2. Focus. This group consists of the following driving forces of personality: motives, goals, needs. Understanding your goals and desires helps you determine your direction of movement.
3. Emotions. Emotions are understood as mental processes that reflect a person’s attitude towards situations or towards other people. Most emotions reflect satisfaction - dissatisfaction of needs and achievement - failure to achieve goals. A small part of emotions is associated with receiving information (intellectual emotions) and with contact with objects of art (aesthetic emotions).

In addition to those mentioned above, individual psychological properties of a person also contain the following components:

1. Will. Volitional qualities are the ability to consciously control and manage one’s actions, emotions, states. A volitional decision is made based on an analysis of various needs, after which some needs are placed above others. The result of such a choice is the limitation or rejection of some desires and the fulfillment of others. While performing volitional actions, a person may not receive emotional pleasure. Here the first place is occupied by moral satisfaction from the fact that we managed to overcome lower desires and needs.
2. Character. Character consists of a set of personal qualities, characteristics of interaction with society and reactions to the world around us. The better a person understands the negative and positive traits of his character, the more effectively he will be able to interact with society. Character is not a constant and can be adjusted throughout life. Changes in character can occur both under the influence of volitional efforts and under the pressure of external circumstances. Working on your character is called self-improvement.
3. Temperament. Temperament refers to stable characteristics determined by the structure of the nervous system. There are four types of temperament: . Each of these types has its own positive characteristics that should be taken into account when choosing a profession.

Emotional personality traits

Psychology considers emotions and personality in direct relationship. Many actions are consciously or unconsciously committed precisely under the influence of emotions and feelings. Emotions are distinguished according to the following characteristics:

1. The power of emotional excitability– this indicator indicates how much influence is needed for a person to have an emotional reaction.
2. Sustainability. This characteristic indicates how long the resulting emotional reaction will last.
3. The intensity of the feeling itself. The feelings and emotions that arise can be weak, or they can capture a person entirely, penetrating all his activities and preventing him from living an ordinary life. In this case, they talk about the appearance of passion or an affective state.
4. Depth. This characteristic indicates how important the feeling that has arisen is for the individual and how strongly it will influence her actions and desires.

All personality traits that help her communicate with the surrounding society are social. The more a person is focused on communication, the better his social qualities are developed and the more interesting he is to society. People of the introverted type have underdeveloped social skills, do not strive to communicate, and may behave ineffectively during social contacts.

Social personality traits include:

• communication skills;
• sympathy and empathy;
• openness to communication;
• initiative, enterprise;
• leadership abilities;
• tact;
• tolerance;
• ideological conviction;
• responsibility.

Personality development - psychology

Each child is born with a unique set of genes and characteristics of the nervous system, which are the basis for personality development. Initially, personality is formed under the influence of the parental family and upbringing, environment and society. In a more adult state, changes are due to the influence of people living nearby and the environment. Such development will be unconscious. Conscious self-development, in which all changes develop consciously and according to a certain system, is more effective and is called self-development.

The psychology of personality development names the following driving forces of human change:

• environment (school of behaviorism);
• unconscious (school of psychoanalysis);
• innate tendencies (humanistic psychology);
• activity (activity theory);
• personal crises (E. Erikson’s theory).

Consciousness and self-awareness of the individual began to be studied in psychology not so long ago, but quite a lot of scientific material on this topic has accumulated. The problem of individual self-awareness is one of the main ones in this science. Without self-awareness, it is impossible to imagine the formation and psychological growth of the individual and of society as a whole. Self-awareness helps a person to distinguish himself from society and understand who he is and in which direction he should move further.

By self-awareness, psychologists understand a person’s awareness of his needs, capabilities, abilities and his place in the world and society. The development of self-awareness occurs in three stages:

1. Well-being. At this stage, awareness of one’s body and psychological separation of it from external objects arises.
2. Understanding yourself as part of a group.
3. Awareness of oneself as a unique and unrepeatable personality.

Volitional personality traits - psychology

The volitional properties of the individual are aimed at realizing desires and overcoming obstacles that arise along this path. Strong-willed qualities include: initiative, perseverance, determination, endurance, discipline, dedication, self-control, energy. Volitional qualities are not innate and are formed throughout life. To do this, unconscious actions must become conscious so that they can be controlled. Will helps a person to feel his individuality and feel the strength to overcome life's obstacles.

Personality self-esteem in psychology

Self-esteem and the level of personality aspirations occupy one of the leading places in psychology. High adequate self-esteem and the same level of aspirations help a person to effectively establish contacts in society and achieve positive results in professional activities. Self-esteem is understood as the level of a person’s assessment of his capabilities, abilities, character and appearance. The level of aspiration is understood as the level that a person wants to achieve in various areas of life.

Self-development of a person helps him become more effective, realize his goals and achieve them. Each member of society has his own understanding of what an ideal person should be, so the self-development programs of different people can vary greatly from each other. Self-development can be systematic, when a person acts according to a scheme he has developed, and chaotic, when self-development occurs under the pressure of the situation. In addition, the success of self-development depends to a large extent on the development of will and level of aspirations.

Accentuation of character or personality accentuation– excessive strengthening of individual character traits. This personality trait determines behavior and actions, leaves an imprint on all areas of its activity: attitude towards oneself, towards others, towards the world. Accentuation is an extreme variant of the norm and is not considered a mental disorder or disease.

Prevalence. Personality accentuations are widespread, especially among adolescents. Among young people, obvious or hidden accentuations are found in 95% of those examined. With age, people will be able to smooth out undesirable features, and the number of accentuations decreases to 50-60%.

The benefits and harms of accentuations. On the one hand, an accentuated trait makes a person more stable and successful in some situations. For example, people with hysterical accentuation are talented actors, and those with hyperthymic accentuation are positive, sociable and can find an approach to any person.

On the other hand, an accentuated character trait becomes a person’s vulnerable spot, complicating life for himself and those around him. Situations that are not significant for other people turn into a test for the psyche. For example, people with a hypothymic type of accentuation experience difficulties when it comes to getting to know each other and establishing contact.

There is a danger that in difficult situations these enhanced character traits can develop into psychopathy, cause neurosis, and become the cause of alcoholism and illegal behavior.

In what cases can accentuations develop into pathology?

• Unfavorable environmental conditions that hit the accentuated trait as the weakest point, for example for conformal accentuation, are rejection of the person in the team.
• Long-term exposure to this factor.
• Exposure to an unfavorable factor during a period when a person is most vulnerable. Most often these are elementary school and adolescence.

If these conditions are met, accentuation worsens and turns into psychopathy, which is already a mental disorder.

How do accentuations differ from psychopathy?

Reasons for the formation of accentuations. It is believed that the formation of accentuations is influenced by the innate properties of temperament. Thus, a person born choleric is prone to developing accentuation of the excitable type, and a sanguine person is prone to hyperthymic type. Strengthening of individual character traits occurs in childhood and adolescence under the influence of chronic traumatic situations (constant humiliation by peers) and characteristics of upbringing.
Degrees of personality accentuations

• Explicit– manifests itself in a person’s behavior in most situations, but does not interfere with his ability to adapt to various social situations (acquaintance, conflict, communication with friends).
• Hidden– does not manifest itself in life, can only be detected in critical situations that affect accentuated character traits.

Types of personality accentuations. Each scientist who dealt with character accentuations identified his own types. To date, several dozen of them have been described. This article will describe the main ones.
Psychologists began to deal with the problem of personality accentuations in the second half of the twentieth century. Therefore, many controversial issues remain in matters of classification, diagnosis and correction.

Types of accentuation

There are many personality traits, and each of them can be over-enhanced. It is the accentuated traits that determine the personality type and character traits and make a person different from others. Here are short descriptions of the main personality types.

Hysterical type

In other classifications demonstrative type. Widely distributed among women. It is especially pronounced in adolescence and young adulthood. Distinctive features:

• The desire to attract attention those around you to your person. They seek attention in all ways - through actions, manner of dressing and speaking, appearance. They demand respect, surprise, sympathy, and, in extreme cases, anger from others. The appearance is bright and attractive. Even in the absence of outstanding external data, they know how to look impressive.
• Increased emotionality. They are distinguished by high sensitivity and violent reaction. At the same time, they easily endure mental pain, grief and resentment, although they demonstrate strong emotions. Some emotions are quickly replaced by others. There is a tendency towards envy and jealousy. They do not tolerate it if the attention of others is switched to another person.
• Artistry manifests itself in all life situations. They easily get used to any role, which makes it easier to adapt to new situations. They are distinguished by arrogant facial expressions and mannered poses.
• Developed imagination and imaginative thinking. They themselves believe in what they have invented. Suggestible. They are fond of applied magic and believe in horoscopes. They tend to advertise and exaggerate their victories in their personal lives.
• timid. Tend to exaggerate the danger.
• Positive features: They are open to communication and easily establish contact with a new person. Adapt well to new situations. They have an active life position. The desire for fame becomes a powerful motivator, which contributes to success in creative professions (actors, singers, dancers, artists).
• Flaws: excessive emotionality, an overly acute reaction to all events concerning one’s own personality, while indifference to the problems of others. Difficulties that arise along the way force us to abandon our plans. They do not tolerate routine work. They can easily get sick due to nervousness - psychosomatic diseases develop. Loss of authority can lead to thoughts of suicide. They provoke conflicts based on the desire to be the center of attention.

Epileptoid type

In other classifications excitable personality type. People with this accentuation, just like hysterics, strive to attract attention to themselves. But they do this not so demonstratively, but with the help of stuttering, coughing, and complaints. Distinctive features:

• Dissatisfaction and irritability. Prone to negative emotions. They constantly grumble and express complaints. They become fixated on the bad and think about the problem for a long time, while dissatisfaction grows until it spills out in the form of a major quarrel. The behavior model of such people is compared to a steam boiler, the temperature in which increases until an explosion occurs. After discharge, they cannot calm down for a long time. This feature distinguishes them from other types. In family life they show despotism, causing frequent scandals over trifles.
• Tendency to adhere to previously established order in things, deeds and relationships. They do not like changes or rearrangements. They keep order themselves and force others, especially family members and subordinates. Clutter can cause a major quarrel. Particular attention is paid to rationality rather than purity.
• Easy attitude to moral standards. Their actions are guided only by their own opinion, so they can transgress moral standards, especially in a fit of anger. They can be rude, show disrespect for elders, and physical violence towards children and animals. In this case, they will not even notice the offense, and will not be tormented by remorse.
• Structured thinking. When making decisions, they are guided by common sense and logic. However, this does not prevent them from going into fits of rage if their wishes are not fulfilled. They don't consider alternatives. They believe that their point of view is the only correct one.
• Mistrust based on critical thinking. They don’t take their word for it, they demand proof. They don't trust strangers. They don't believe in horoscopes and predictions.
• It is difficult to adapt to a new situation.
• Positive features: scrupulousness, increased accuracy, concern for one’s health, the ability to receive benefits, the ability to defend one’s interests. When calm, they show extreme kindness and care for family members and animals. They are energetic and active in matters of maintaining order, which can become part of the profession - managers, managers, caretakers.
• Flaws violent attacks of anger, after which they cool down for a long time, gloominess, intolerance of contradictions, lack of respect for other people's opinions. These aspects of character provoke dissatisfaction with others and frequent conflicts in the family and at work. Possible addictions to alcohol, sexual perversions, and sadistic tendencies.

Schizoid type

People with schizoid accentuation are secretive, uncommunicative and outwardly cold. However, this accentuation rarely leads to adaptation disorders. Distinctive features:

• Closedness. They do not know how and do not want to communicate with others. They strive for loneliness. After trying to make an acquaintance, they note that they have nothing to talk about with the person, which causes disappointment and withdrawal.
• Combination of contradictory properties: shyness and tactlessness, sensitivity and indifference, pliability and stubbornness.
• Lack of intuition regarding feelings other people. They cannot understand whether the interlocutor treats them well or badly, how he reacted to their words.
• Inability to empathize. They are indifferent and do not show emotions in communication.
• Secretive, do not show their inner world. They open up only to like-minded people.
• Unusual interests and hobbies. Reading literature of a certain genre, drawing churches, calligraphy, sometimes collecting (for example, only stamps with images of flowers).
• Positive features: developed imagination, creativity, creativity, passion for non-team sports to improve your body (cycling, yoga), playing musical instruments (guitar, violin).
• Flaws. Sometimes a tendency towards voyeurism or exhibitionism may appear; small doses of alcohol or recreational drugs may be taken to overcome shyness in communication.

1. Cycloid type. Accentuation causes periodic changes in mood (periods lasting from several days to 2 weeks). Distinctive features:

• Wave-like mood changes. Each phase can last 1-2 weeks. Sometimes there are breaks of “equilibrium” between them. Cycloid accentuation often occurs in adolescents and smoothes out with age.
• Rising periods– a person is full of energy and desire to work. At this time, cycloids are cheerful and sociable, striving for leadership and achieving success in school and at work. They do not tolerate loneliness, boredom, or monotony.
• Recession periods or subdepression– mood and performance decrease sharply. There is no desire to communicate or do anything, and drowsiness develops. They strive for loneliness, entertainment loses its appeal. They become too sensitive to criticism and vulnerable. Self-esteem sharply decreases, thoughts appear about one’s uselessness and inferiority.
• Positive features: in the recovery phase, a person is full of strength and desire to work and communicate.
• Flaws. Low activity in the decline phase. If the subdepressive phase is prolonged, thoughts of suicide may arise. Under unfavorable circumstances, accentuation can develop into bipolar disorder.

1. Paranoid type. It is formed late - by the age of 30. Its main characteristics are persistence and perseverance in achieving goals. People with paranoid accentuation feel bad and are afraid of what others will think of them if they find out about their essence. As a result, they often experience fear and shame. Two personalities coexist in them, one they consider worthless and despise. The second is perceived as ideal and omnipotent. Between these two poles, an internal conflict occurs that exhausts a person. Distinctive features:

• Projection of one's own character traits onto other people. Attribute their thoughts and intentions to them. This leads to them seeing anger and envy in others. They constantly try to recognize ill will in the behavior of others.
• Self-obsession. They are selfish, constantly think about themselves, and experience their own internal conflict.
• Excessive sensitivity to comments criticism, refusals.
• Grumpiness and a constant desire to defend one’s rights, even if they were not infringed.
• Unreasonable jealousy, suspicions of conspiracies.
• Inability to refuse. They do not know how to say “no”, but prefer to make promises and not keep them.
• Tendency towards exclusivity and uniqueness in clothing and hobbies.
• Positive features: persistent and purposeful. They have unconventional thinking, are smart, and well-read. Able to analyze and foresee the results of their own and others’ actions. They have a sense of style. They can deny themselves excesses for the sake of an idea.
• Flaws: tendency to hypercontrol over loved ones, suspicion, aversion to people.

1. Unstable (rampant) type. People with an unstable type are distinguished by a desire to have fun. Distinctive features:

• Laziness and weakness of will. It's hard to force yourself to do something that doesn't bring you pleasure. Under any pretext, they avoid work or imitate work activity.
• Emotional instability. Any event causes a short-term surge of emotions. Therefore, they need frequent changes of impressions.
• Need for strict control. Only the knowledge that the result of their work will be controlled can force them to complete the task. However, strict control makes them want to run away or quit.
• Tendency to obey an informal leader. They show lack of independence even in the search for entertainment. They follow the lead of others and do what is suggested to them.
• Positive features. Carefree, curious, optimistic about the future.
• Flaws. Constant search for thrills increases the risk of developing drug addiction and alcoholism. They love speed, which increases the risk of accidents when driving a car or motorcycle. Prone to gambling.

Labile type

People experience frequent unpredictable mood swings that occur for any unimportant reason (they didn’t like the tone or look of their interlocutor). Distinctive features:

• Mood swings. Mood changes are sharp and profound. People don't just get upset, they fall into despair, and then half an hour later they can experience genuine joy. Their well-being and performance, their idea of ​​their own future and the structure of the world largely depend on these changes. So, if a person is in high spirits, then he feels great, is friendly even to unfamiliar people, and is optimistic about the future. If your mood has dropped, then everything takes on a negative connotation.
• High sensitivity to praise and criticism. Praise causes joy and stimulates new achievements, but criticism can cause despondency and abandonment of activities.
• Sociability. They are drawn to their peers and are in dire need of communication. They become attached to people and suffer greatly from the breakdown of relationships.
• Positive features: sincere, spontaneous, positive, devoted. This accentuation rarely progresses into the phase of psychopathy.
• Flaws. They endure losses hard and have extremely low resistance to stress. If they are not ready to deal with difficulties, they may give up on the goal.

Conformal type

People with conformal type accentuation tend to trust their environment and follow it. Distinctive features:

• Submission to the majority opinion. Tend to agree with the opinion of the majority in the group to which they belong. There is no critical thinking; they do not analyze how the group decision corresponds to the norms of morality and law.
• Following fashion. They adhere to fashion trends in clothing, choice of hobbies or profession.
• The desire to be “like everyone else.” The reluctance to stand out from the group encourages you to be no worse than others in your studies and work. At the same time, they do not have the desire to take the place of a leader, to become better than the majority.
• Conservatism. They tend to adhere to the established order imposed by the majority.
• They have a hard time breaking up with the group. Expulsion from the group, conflict with its leaders and loss of authority cause serious psychological trauma.
• Positive features. They are successful in a positive environment. This accentuation extremely rarely becomes the basis of mental disorders.
• Flaws. They do not show independence, independence, or initiative. They experience hostility towards people of other nationalities, towards strangers in the group. When they find themselves in bad company, they follow the lead, consume drugs and alcohol, and break the law.

Astheno-neurotic type

People with an astheno-neurotic type of accentuation are characterized by rapid fatigue, irritability and a tendency to hypochondria. Distinctive features:

• Difficulty with mental and physical stress(exams, dissertation defense, competitions). Severe fatigue is caused by mental and emotional stress. They also feel tired from noisy companies and active recreation. If possible, try to avoid stress.
• Irritability, appearing against a background of fatigue. Its manifestations are short-term and not too strong outbursts of anger, which are associated with increased fatigue of the nervous system. Against this background, sleep deteriorates and appetite disappears.
• Tendency to hypochondria is characteristic of this type of accentuation. They love to be treated, enjoy bed rest, and listen to bodily sensations. They note a connection - the higher the state of health, the better the state of the nervous system. And against the background of a nervous shock, a real, and not a fictitious, illness can develop.
• Positive features. Attachment to loved ones, kindness, good intellectual development, conscientiousness.
• Flaws. The risk of developing neurosis and neurasthenia, they react painfully to jokes addressed to them, high fatigue prevents them from studying well and working productively.

Psychasthenic type

People with psychasthenic accentuation are prone to introspection. Distinctive features:

• Reflection– attention is directed inward. They tend to analyze their feelings, actions, emotions.
• Indecisiveness. Avoid situations in which a choice must be made.
• Striving to live up to expectations, which are placed on them by family, friends, and superiors. A developed sense of responsibility, combined with increased fatigue, causes a constant internal conflict between “should” and “can”, which depletes mental strength.
• Development of obsessions. Obsessive thoughts, memories, fears, actions, rituals, superstitions that appear regardless of a person’s desire and cause negative emotions.
• Experiences directed towards the future. They are afraid that something bad might happen to them or their loved ones in the future.
• Pedantry. They strictly follow the rules. These rules can be generally accepted (traffic rules, fire safety) or invented by them. The goal is to protect yourself from trouble.
• Positive features: kindness, affection for loved ones, adherence to moral principles, high intelligence, developed imagination.
• Flaws: indecisiveness, tendency to obsessive-compulsive neurosis.

1. Hyperthymic type. The main feature of people with a hyperthymic type of accentuation is optimism, and short-term outbursts of anger are very rare. Distinctive features:

• A good mood often without good reason - a distinctive feature of hyperteams, which makes them the life of the party.
• Energetic, active, resilient. Everything is done quickly. Sometimes the quality of work may suffer.
• Talkative. They like to tell stories, exaggerate, and sometimes embellish the truth.
• Sociable. They love to communicate and make new acquaintances. They strive to command. They love jokes and practical jokes.
• Positive features: high vitality, optimism, endurance to physical and mental stress, stress resistance.
• Flaws: indiscriminate choice of acquaintances, risk of regular consumption of alcoholic beverages. They are restless and do not like work that requires accuracy. They are wasteful, they can borrow and not pay back. Among people with hyperthymic accentuation, there is an addiction to petty theft.

Sensitive type

Very sensitive, yet reliable, serious and silent. Mainly depressed mood.

• Impressionability. Even in adulthood, they remain extremely susceptible to all external stimuli. They tolerate stress and conflicts very hard and endure them for a long time.
• Difficulty managing oneself in stressful situations. If this situation drags on for a long time, they can become very angry. Which they later regret. In critical situations they are capable of courageous actions.
• Diffidence. They picture a strict “I-ideal” in their imagination and worry that they don’t live up to it in real life.
• Pessimism. They see the future in dark colors.
• Concerns about how others treat them. They worry about what other people will think about them. They are afraid of criticism and ridicule.
• Positive features: conscientiousness, diligence, loyalty.
• Flaws: passivity, unpredictability in a stressful situation.

Combinations of types of accentuations

ABOUT mixed accentuations They say when not one, but several traits in a person’s character become stronger. It is these options that are found in the vast majority of cases of accentuation.
The most common mixed character accentuations:

• Hyperthymic + conformal;
• Labile + cycloid;
• Sensitive + schizoid;
• Sensitive + astheno-neurotic + psychasthenic;
• Hysteroid + epileptoid.

Classification of accentuations according to Leonard

German psychologist Karl Leonhard divided all character traits into basic and additional. Basics are the core of personality. They are responsible for her mental health. If one of these traits is strengthened (accentuated), then it determines a person’s behavior. When exposed to unfavorable factors, pathology may develop.

Group	Type of accentuation	Characteristic
temperament how to nature education	Emotive	Kind, compassionate, humane, values ​​close friends, peace-loving, executive, has a heightened sense of duty. But at the same time he is characterized by timidity, tearfulness and shyness.
	Affectively exalted	Sociable, amorous, has good taste, attentive to loved ones, altruistic, capable of high feelings. But at the same time, he is prone to panic, gets lost under stress, and is subject to mood swings.
	Affectively labile	Soft, vulnerable, capable of empathy, has high moral principles. But he is prone to sharp cyclical mood swings, which determine his relationships with people. Does not tolerate loneliness, indifference, or rudeness.
	Anxious	Friendly, loyal, efficient, self-critical. The mood is often low, timid, does not defend his interests, and needs support.
	Dysthymic (hypothymic)	Conscientious, serious, taciturn, highly values ​​friends. But at the same time, he is an individualist, closed, prone to pessimism, and passive.
	Hyperthymic	Sociable, optimistic, active, resilient, hardworking, does not lose control in stressful situations. Frivolous, rarely finishes what he starts. Does not tolerate loneliness and strict control.
Types of accentuations related to character how to social education	Excitable	Characterized by mood swings and violent outbursts of anger. In a calm state, caring, conscientious, neat. During outbursts of anger, he has poor control over his state and is irritable.
	Stuck	Responsible, stress-resistant, persistent, resilient, makes high demands on himself and others. But at the same time suspicious, touchy, boring, jealous, somewhat conflicted. He does not tolerate it when someone else claims to take his place.
	Pedantic	Neat, strictly adheres to the rules, reliable, conscientious, peaceful. But boringness, grumbling, and not working - bureaucracy are often noted.
	Demonstrative	Artistic, charismatic, sociable, has a developed imagination, strives for leadership. But at the same time he is vain and prone to lies, selfish. He does not tolerate it when he is not given attention, and suffers if his authority is undermined.
Types of accentuations related to personalities generally	Extroverted	Sociable, friendly, attentive, efficient, always ready to listen, does not pretend to be a leader. But at the same time, he is talkative, frivolous, easily falls under the influence of others, and is prone to rash, impulsive actions.
	Introverted	Principled, restrained, immersed in his inner world, morally developed, distinguished by a rich imagination. But at the same time he is closed, stubborn, defends his point of view, even if he turns out to be wrong. Does not tolerate interference in his personal life.

Classification of accentuations according to Lichko

Soviet psychiatrist Andrei Lichko viewed accentuations as temporary enhancements of character traits that can appear and disappear in childhood and adolescence. At the same time, he recognized the possibility of maintaining accentuations throughout life and turning them into psychopathy. Since Lichko considered accentuations to be a borderline option between normality and psychopathy, his classification is based on types of psychopathy.

Type of accentuation	Characteristic
Hyperthymic	Cheerful, active, optimistic, self-confident, strives for leadership, resourceful, enterprising. Disadvantages: frivolous, restless, inattentive, does not take his duties responsibly enough, can be irritable.
Labile	Empathy is well developed, he feels the emotions of others and their attitude towards himself. Experiences severe mood swings for minor reasons. Needs support from loved ones.
Cycloid	Cyclically changing mood ups and downs. The frequency is several weeks. During periods of recovery, sociable, energetic, joyful, energetic. During the recession – apathetic, irritable, sad.
Astheno-neurotic	Disciplined, neat. There is increased mental fatigue, which makes a person irritable and overly concerned about his health.
Psychasthenic (anxious and suspicious)	Intellectually developed. He is prone to reflection, introspection, and evaluation of his actions and the actions of others. Inflated self-esteem is combined with indecision. In moments of crisis, he can commit rash acts. Cons: petty, despotic, prone to developing obsessive actions.
Sensitive (sensitive)	High sensitivity to joyful and frightening moments. Obedient, diligent, responsible, calm, makes high moral demands on himself and others. Cons: uncommunicative, suspicious, whiny, difficult to adapt to a new team.
Epileptoid (inert-impulsive)	Strives for leadership, likes to set rules, enjoys authority among management and among peers. Tolerates conditions of harsh discipline well. Cons: can offend the weak, establishes cruel rules, irritable.
Schizoid (introverted)	Closed, prefers loneliness or communication with elders. Cons: indifferent, unable to show sympathy and empathy.
Unstable	Sociable, open, courteous, eager to have fun. Cons: laziness, unwillingness to work and study. Prone to consuming alcohol, drugs, and gambling.
Hysterical (demonstrative)	Artistic, impulsive, proactive, sociable, loves attention, strives to take a leading position, but is not able to achieve authority. Cons: self-centered, prone to lies. The behavior is unnatural and pretentious.
Conformal	Lacks criticality and initiative, tends to obey outside opinions. Strives not to be different from the rest of the group. To please the group, he can commit unseemly acts, while he is inclined to justify himself.
Paranoid	Characteristic features develop by age 30. In childhood, he manifests himself as a teenager with epileptoid or schizoid accentuation. Self-esteem is significantly inflated, ideas about one’s exclusivity and genius appear.
Emotionally labile	She suffers from frequent and severe mood swings, needs support, and has a good sense of how people treat her. Cons: emotionally unstable.

Character accentuation test according to Shmishek

The personality questionnaire, developed by G. Smishek, is designed to identify character accentuations. It is based on the classification of accentuations developed by Leonhard. The adult character accentuation test according to Shmishek consists of 88 questions. Each of them must be answered yes (+) or no (-). It is not recommended to think about questions for a long time, but to answer as it seems at the moment. The children's version of the test is similar and differs only in the wording of the questions.

Each of the 88 questions characterizes some emphasized feature.

1. Hyperthymia
2. Distinctiveness
3. Cyclothymic
4. Excitability
5. Jam
6. Emotivity
7. Exaltation
8. Pedantry
9. Demonstrativeness

The results obtained are processed using a key. For each trait, the scores are summed up and multiplied by the coefficient corresponding to this trait.

Scale	1 point is awarded for		Coefficient
	The answer is yes	The answer is no
Hyperthymia	1, 11, 23, 33, 45, 55, 67, 77		3
Distinctiveness	9, 21, 43, 74, 87	31, 53, 65	3
Cyclothymic	6, 18, 28, 40, 50, 62, 72, 84		3
Excitability	20, 30, 42, 52, 64, 75, 86		3
Jam	2, 15, 24, 34, 37, 56, 68, 78, 81	12, 46, 59	2
Emotivity	3, 13, 35, 47, 57, 69, 79	25	3
Exaltation	10, 32, 54, 76		6
Anxiety	6, 27, 38, 49, 60, 71, 82	5	3
Pedantry	4, 14, 17, 26, 36, 48, 58, 61, 70, 80, 83	39	2
Demonstrativeness	7, 19, 22, 29, 41, 44, 63, 66, 73, 85, 88	51	2

Each scale is assigned a score, from 0 to 24.

• 0-6 – the trait is not expressed.
• 7-12 – the trait is moderately expressed;
• 13-18 – severity above average;
• 19-24 – accentuated feature.

Based on the points obtained, a graph is constructed, which is also very important, since it makes it possible to characterize the personality in general terms.

Features of accentuation in adolescents

Personality accentuations are formed in adolescence. In the same period they manifest themselves especially clearly. The reason for this is the impulsiveness of adolescents and the inability to control their emotions and actions. Some personality accentuations are present in 90-95% of adolescents.

The very presence of an enhanced character trait is not dangerous, but it makes the teenager extremely sensitive to external situations and internal conflicts, and affects relationships with parents and peers. The same accentuations under unfavorable conditions can become a cause of crime, but with the right approach and the right choice of profession, they will help you achieve success in life.

It is important for parents to know about the presence of character accentuation in a teenager in order to help him adapt to life and build a parenting style that will be as effective as possible. The task of parents is to develop qualities and skills in a teenager that will smooth out the accentuated character trait.

Hysterical type

“Class stars”, activists, participate in all events. They are distinguished by their artistry and desire to stand out from others. They don’t like it if the praise goes to someone else. They react exaggeratedly emotionally to all events (they sob bitterly in front of the audience).
Distinctive feature. Playing for the public, constant need for attention, recognition or sympathy.

Characteristic
As long as they feel loved and all attention is on them, behavior problems will not arise. In everyday life, they attract attention to themselves in every possible way. This is defiant behavior, expressive manner of speaking and bright clothes. They take credit for their achievements. They may boast that they drank a lot and ran away from home. They lie often, mostly their fantasies concern their own person. They cannot stand it when the attention of others is switched to others (a newbie in class, a newborn, a stepfather). They can take actions to get rid of a competitor, “out of spite”, commit actions that their parents obviously will not like. They verbally defend independence, sometimes with scandals, but they need care and do not strive to get rid of it.

Problems
Often behavior problems are an attempt to get the attention of parents. They have suicidal tendencies, but the goal is not to commit suicide, but to avoid punishment or achieve sympathy. Suicide attempts are demonstrative and not dangerous. They are easily suggestible and risk falling into “bad” company. They can drink alcohol, but in small quantities. There are cases of minor offenses (fraud, absenteeism, petty theft). Demonstrative and frivolous behavior, revealing clothing and the desire to show one’s maturity can provoke sexual violence.

Positive sides. If they are held up as an example, they become very diligent. They study well, especially in the lower grades. Artistic, successful in dancing, vocals, and speaking.

How to interact

• Encourage people to say only good things about others.
• Praise only for real achievements.
• Giving a task is to help a peer be the center of attention. For example, prepare a number in which someone else will be the soloist.

Epileptoid type

Personality properties are determined by the passivity of processes occurring in the nervous system. Teenagers with such an accentuation are touchy and stay stuck on resentment for a long time.

Distinctive feature. Periods of severe irritability and hostility towards others, lasting up to several days.

Characteristic
Teenagers with epileptoid accentuation are distinguished by their stubborn and unyielding character. They are vindictive and do not forget insults. They put personal interests first and do not take into account the opinions of others. The company is trying to become leaders by uniting the younger and weaker around them. Since they are despotic, their power rests on fear. The process of growing up is problematic. Teenagers can demand not only freedom, but also their share of property. Sometimes they get angry and cry for hours. Strong emotions provoke attacks of anger and aggression. During attacks, adolescents look for a “victim” on whom to pour out their emotions. During these attacks they can reach the point of sadism.

Problems.
Suicidal attempts as a reaction to “unfair” punishment. Tend to drink alcohol in large quantities “to the point of memory loss.” They do not remember the actions they perform in this state. But they rarely consume other toxic drugs. During puberty, they experience a strong sexual desire, which can lead to the development of perversions. There is a predilection for lighting firecrackers and making fires.

Positive sides.
Discipline, accuracy. They know how to win over teachers. They feel comfortable in conditions of strict discipline (boarding school, camp). They love and know how to make anything.
How to interact

• Provide safety and mental comfort to reduce irritability and aggression.
• Demand strict adherence to the rules established at home (do not give unsolicited advice, do not interrupt). This will allow parents to gain the status of “strong” in the eyes of the teenager.

Schizoid type

This type of accentuation manifests itself even in preschool age: children prefer playing alone to communicating with peers.

Distinctive feature isolation, immersion in a world of fantasy.
Characteristic
They prefer to fantasize and engage in their hobbies, which are usually highly specialized (they sculpt soldiers from plasticine, embroider birds). They do not know how and do not want to establish emotional contact and communicate. They don't express their emotions. They are closed, do not share their experiences, do not reveal their inner world. They consciously choose loneliness and do not suffer from the lack of friends. Difficulties in communication are associated with a lack of understanding of the feelings of others: “I don’t know if this person likes me, how he reacted to my words.” At the same time, they are not interested in the opinions of others. They are not able to rejoice with friends or empathize with the grief of others. They are not tactful, they do not understand when to remain silent and when to insist on their own. The speech is florid, statements are often with subtext, which further complicates communication.
Problems. You may develop a tendency to take drugs to enhance your fantasies and immerse yourself in your fantasy world. Occasionally they can commit illegal actions (theft, damage to property, sexual violence), and they think through their actions to the smallest detail.
Positive sides. Developed imagination, rich inner world, stable interests.
How to interact

• Encourage classes in a theater studio - this will help the teenager learn to express emotions and actively use facial expressions. Encourage dancing and martial arts or other sports that train plasticity. They will teach you how to control your body and make your movements less abrupt and angular.
• Encourage being in the center. A teenager should periodically feel like he is in the role of an animator, responsible for entertaining others. For example, by entertaining his younger brother and his friends, he will learn to speak loudly and emotionally. Learn to read the reaction to your actions.
• Instill a sense of style. It is necessary to teach a teenager to take care of his appearance and fashion.

1. Cycloid. Cheerful, sociable and active children in adolescence experience long (1-2 weeks) periods of low mood, loss of strength, and irritability. These are called the subdepressive phase. During these periods, teenagers are no longer interested in former hobbies and communication with peers. Problems begin in school due to decreased performance.

Distinctive feature– alternating cycles of high mood with apathy and loss of strength.
Characteristic
A lack of perseverance, patience and attention leads to the fact that adolescents with cycloid accentuation do not perform monotonous, scrupulous work well. In the subdepressive phase, they do not tolerate changes in their usual way of life. Become very sensitive to failures and criticism. Their self-esteem drops significantly. They look for and find flaws in themselves and get very upset about it. During periods of recovery, they do not like loneliness - they are open, friendly and need communication. The mood improves and a thirst for activity appears. Against this background, academic performance improves. During periods of recovery, they try to catch up with lost time in their studies and hobbies.
Problems.
Serious problems in a teenager in the subdepressive stage can cause an emotional breakdown or even provoke a suicide attempt. They do not tolerate total control and may escape in protest. Absences from home can be either short or long. During periods of recovery, they become promiscuous in their acquaintances.
Positive sides: during the period of recovery, conscientiousness, accuracy, reliability, high productivity.

How to interact
It is necessary to be as tolerant and tactful as possible, especially when a teenager is going through a subdepressive phase.

• Protect from emotional overload.
• Avoid rudeness and insults, as this can provoke a serious nervous breakdown.
• During periods of recovery, it is necessary to help direct energy in the right direction. Support a teenager in his passion, teach him to plan his time and finish what he starts.
• Support him in the negative phase, increase his self-esteem, encourage him. Convince that the bad period will end soon.

Paranoid ( paronoid ) or stuck the type of accentuation in adolescents is not distinguished, since its features are formed later by the age of 25-30.
Distinctive feature- high sense of purpose.
Characteristic
Sets a goal and looks for means to achieve it. In adolescence, hostility towards others, as the main feature of this accentuation, does not manifest itself in any way. Future accentuation may be indicated by an exaggerated sense of self-esteem, ambition and perseverance. “Stuck” is also typical, when a teenager cannot move away from a state of affect (strong negative emotions) for a long time.

Unstable or uncontrollable.

Since childhood, such teenagers have been distinguished by disobedience and reluctance to learn. They need strict control. Fear of punishment is the main incentive to study and perform duties.

Distinctive feature - weak will, laziness and desire to have fun.
Characteristic
They love pleasure and need frequent changes of impressions. They avoid any work under various pretexts. This is especially noticeable when there is a need to study or run errands for parents. For them, only communication with friends seems attractive. On this basis, they risk ending up in an antisocial company. Easily susceptible to negative influence.
Problems associated with the desire to have fun. For this reason, people start drinking early and using various intoxicating drugs. The risk of developing drug addiction and alcoholism is quite high. “For fun” they can skip school, steal cars, break into other people’s apartments, commit thefts, etc. They have a tendency to wander.

Positive sides. Striving for positive emotions, cheerfulness.

How to interact

• Need strict control. This applies to everything from homework to the quality of errands.
• Management using the “carrot and stick” method. Discuss in advance what fines will be imposed for failure to complete tasks, and what bonuses the teenager will receive for quality work.
• Encourage active exercise and other ways to release energy.

Labile

Frequent and rapid mood swings from delight and wild joy to despondency and tears. Often the reasons for a change in mood are the most insignificant (bad weather, tangled headphones).

Distinctive feature– mood variability for unimportant reasons.
Characteristic
During periods of good mood, teenagers are talkative, active, and eager to communicate. But any little thing can ruin their mood and make them angry. At the same time, they may burst into tears, easily go into conflict, become lethargic and withdrawn.
Problems.
They are very dependent on people they value (close friends, parents). The loss of a loved one or his affection, separation from him, causes affect, neurosis or depression. A bad mood can cause a deterioration in health up to the development of real diseases (bronchial asthma, diabetes, migraines, nervous tics). They tolerate criticism and reproaches from teachers, parents, and close friends very poorly. They become withdrawn and react with tears.

Positive sides. Often talented. They have a deep inner world. Capable of strong affection and sincere friendship. They value people for their good attitude towards them. During periods of good mood, they are full of energy, desire to communicate, study and engage in hobbies. Empathy is developed - they unmistakably feel the attitude of others towards them.

How to interact

• Show empathy and openness in communication. Let your teenager know that you share his feelings.
• Provide the opportunity to care for the weaker, take care of younger family members, and volunteer.
• Encourage to expand your social circle and meet peers in extracurricular activities.

Conformal

Extremely susceptible to outside influence. They change their opinions and behavior to please others. They are afraid to stand out from the crowd.
Distinctive feature– conformity, the desire to please others.
Characteristic
The basic desire to “be like everyone else” is manifested in clothing, behavior, and interests. If all your friends are into breakdancing, such a teenager will also do it. If the immediate environment (parents, friends) is prosperous, then such teenagers are no different from the rest and the accentuation is practically unnoticeable. If they fall under bad influence, they may break the rules and the law. They have a hard time bearing the loss of friends, but they can betray a friend for someone more authoritative. They are conservative and do not like changes in all areas. They rarely take initiative.

Problems
Having contacted bad company, they can become an alcoholic and become addicted to taking drugs. To avoid being accused of cowardice, they can commit actions that pose a danger to their health or harm other people. A ban on communicating with the company can provoke a scandal with parents or running away from home.

Positive sides. They value their surroundings. Attached to friends. They love stability and order.

How to interact

• Offer to make your own choice, without relying on someone else’s opinion.
• Make sure that the teenager is involved in various groups and has the opportunity to communicate with peers at school, in sports sections, and clubs. This reduces the likelihood that he will end up in bad company.
• Help choose authorities who are truly worthy of emulation.

Astheno-neurotic

Teenagers with such accentuation are characterized by increased fatigue and irritability.
Distinctive feature– fears for your health, increased fatigue.
Characteristic
Mental and emotional stress quickly tires them. The result is irritability as teenagers take out their anger on whoever is at hand. Immediately after this, they feel ashamed of their behavior, they sincerely repent, and ask for forgiveness. Outbursts of anger are short-lived and not strong, which is associated with low activity of the nervous system. They are prone to hypochondria - they listen to bodily sensations, perceiving them as signs of illness. They love to be examined and treated. They attract attention by complaining.

Problems– high fatigue, risk of developing neurosis.

Positive sides. Kindness, empathy, high intelligence. Such teenagers do not experience running away from home, hooliganism or other illegal actions.

How to interact

• Ignore outbursts of anger that occur against the background of nervous exhaustion.
• Praising your successes and noticing even minor achievements will become a serious motivation.
• Encourage them to play sports, do morning exercises, and take a contrast shower to improve the performance of the nervous system.
• Use periods of highest productivity (from 10 am to 1 pm) to complete the most difficult tasks.

Psychasthenic

Such teenagers are characterized by: suspiciousness, a tendency to introspection and fear of the future.
Distinctive feature high demands on oneself and fear of not meeting the expectations of others.

Characteristic
This type of accentuation is formed if parents place too high expectations on their child in school or sports. The discrepancy between their expectations leaves an imprint on the character. Such teenagers have low self-esteem, they are tormented by feelings of guilt and fear of failure, which can further disappoint their parents. Teenagers suffer from increased anxiety. They are afraid that something terrible and irreparable might happen to them or their loved ones. Pedantry develops as a defense mechanism. Teenagers draw up a detailed action plan, believe in omens, and develop rituals that should ensure success (not washing your hair before an exam).

Problem. The risk of developing anxiety, obsessive thoughts and actions that are prone to complications.

Positive sides. In critical situations, they quickly find the right solution and are capable of bold action. Obedient, non-conflict people, as a rule, are quite successful in their studies and become good friends.

How to interact

• Model frightening situations and offer to find a solution on your own. For example: “Suppose you are lost in a strange city. What will you do?"
• Teach a constructive approach to problem solving. What to do? Who should I turn to for help? What to do to prevent what happened from happening again?

Hyperthymic

They are characterized as cheerful, noisy, restless. They find it difficult to concentrate on their studies and maintain discipline at school. They often become informal leaders among their peers. They cannot tolerate strict control from adults and constantly struggle for independence.

Distinctive feature– optimism and high spirits, which often pushes them to play pranks.

Characteristic
They are very sociable and quickly become the center of any company. They don’t finish the job and are not constant in their hobbies. They make and break promises easily. Despite good abilities, they study mediocrely. They easily provoke conflicts, but they can smooth them out themselves. They quickly gain peace of mind after failures and quarrels. Outbursts of anger are short-lived.

Problems– unable to perform routine work that requires perseverance and intense attention. They are indiscriminate in their choice of acquaintances. If such teenagers find themselves in an unfavorable situation, they may develop an addiction to alcohol and soft drugs. They can commit illegal and antisocial acts (vandalism, hooliganism, petty theft). They are characterized by early sexual relationships. Prone to risk, extreme hobbies and gambling. Finding themselves in conditions of control and strict discipline (hospital, summer camp) they can escape.

Positive sides. Energetic and tireless. They are cheerful and do not lose optimism in difficult circumstances. They find a way out in any situation.

How to interact
The task of adults is to accustom a teenager with hyperthymic accentuation to discipline and self-organization.

• Avoid total control.
• Advise your teenager to keep a diary, in which you need to write down your plans for the day and independently monitor their implementation.
• Come up with a punishment for yourself for every task not completed.
• Learn to maintain order on the table, in the closet, in the room. This will encourage the teenager to systematize and analyze everything that happens.

Sensitive type

Signs of this accentuation can be noticed in childhood. The sensitive type is manifested by numerous fears that replace each other.

Distinctive feature- hypersensitivity.

Characteristic
Teenagers experience everything that happens deeply and for a long time. Praise and criticism are deeply etched in their memory and have a significant impact on their self-esteem, behavior and actions. They are very shy and for this reason unsociable. They have difficulty getting used to the new team. They quickly get tired of mental work. Tests and exams cause them significant stress. They are also very worried about ridicule from their peers. Dreamy, prone to introspection. They are conscientious and have a developed sense of duty. Be sure to finish what you start. They are very worried about the results of their actions (controls, actions).

Problems. Tendency to self-flagellation and development of phobias. Tearfulness. Excessive demands on oneself can cause neurosis. A chain of failures can provoke a suicide attempt.

Positive sides. They are diligent in their studies and take all tasks responsibly. They strive to become a good friend and value their loved ones.

How to interact

• Increase self-esteem and self-confidence. To do this, it is important to give feasible tasks that will not be too simple, otherwise their solution will not inspire self-respect.
• Have long conversations to establish contact with the teenager.
• Deserved praise and gratitude. Keep criticism to a minimum. Do not criticize qualities, do not attach labels - “lazy”, “sloppy”. Instead, indicate what needs to be done.
• Encourage auto-training. Repeat formulas to increase self-esteem: “I feel calm and confident,” “I am brave and confident,” “I am an excellent speaker.”

Most teenagers have several accentuated character traits at once. Therefore, to determine accentuation, it is necessary to use the Schmishek test, and not be guided only by the presented description of accentuation.

Factors influencing the formation of personality accentuations

In the vast majority of cases, accentuation develops in childhood or adolescence. Its appearance is significantly influenced by inharmonious relationships with parents and conflicts with peers.

• Overprotection and control from the parents and teachers. Promotes the emergence and aggravation of psychasthenic, sensitive, asthenic accentuation;
• Lack of care and parental attention increases the risk of developing hysterical, unstable and conformist personality traits:
• cruel attitude excessive severity and authoritarian style of communication provoke an increase in epileptoid traits;
• Excessive demands on the child leads to psychasthenic accentuation of character;
• Lack of emotional contact may cause an increase in labile, sensitive and asthenic traits;
• Excessive attention to well-being And chronic diseases that disrupt the normal way of life. Physical disabilities, defects in appearance and diseases of the nervous system play a major role. The result may be hysterical or astheno-neurotic accentuation;
• Serious conflicts with peers in adolescence, when communication is most significant, they can cause the development of conformal or schizoid accentuation.

The development of any type of accentuation can be facilitated by:

• Inability to satisfy basic needs for love, care, safety, communication;
• Lack of concepts about moral and cultural norms, interests and hobbies;
• Misconception about yourself - inferiority complex, inflated self-esteem;
• Professional factors. Work-related accentuations often occur among actors, teachers, doctors of certain specialties, law enforcement officers and the military;
• Genetic predisposition. Features of the functioning of the nervous system are passed on from parents to children. This is especially true for hyperthymic, cycloid and schizoid accentuation. Therefore, if parents have an accentuated character trait, then there is a high probability that it will be found in the child. Improper upbringing and parental behavior can significantly enhance innate accentuated traits.

Methods for treating accentuations of various types

Treatment of accentuation is based on smoothing the enhanced features. Correction is necessary if personality accentuation disrupts its social adaptation. If normally a person changes his behavior depending on the situation and goals of the activity, then people with pronounced accentuation constantly demonstrate an enhanced character trait, which interferes with themselves and those around them. Although it is impossible to change character, a person can learn to restrain its negative manifestations. Self-improvement and psychocorrection can help with this.

Work on yourself

People with accentuation of character rarely seek help from a psychologist, preferring to work independently.
To correct accentuated traits, training is necessary that develops character traits opposite to the accented one. At the same time, the development of new behavior patterns and personality harmonization occurs.
To correct pronounced character accentuations, exercises have been developed that must be performed daily.

1. Hysterical type

• "Calm Quiet Speech". Adopt the manner of speaking of a phlegmatic person (quiet speech, minimum facial expressions and gestures). Think about what you want to say. State the facts, not your emotions about what is happening.
• "Good deeds". Try to do them quietly and not tell anyone about what you did. Observe the person's reaction without expressing yourself.
• "Invisible". When you are in a company for an hour, try to sit silently, observing those around you. Resist attempts to engage you in conversation.
• Do auto-training daily. The goal is to love yourself for who you are and increase your self-esteem. When you achieve this, the praise and attention of others will not seem vital.

1. Epileptoid type.

• Forgive and let go of grudges. Realize that being offended is harmful to the mental and physical health of the person being offended.
• Train tolerance and kindness to people. Smile at people you know when you meet, or try to show a readiness to smile on your face.
• Show generosity take part in charity events.
• "Active Listening" Listen to the other person kindly, without interrupting or arguing. Encourage the speaker with phrases: “I understand you,” “I know this.”
• Put yourself in others' shoes. This exercise must be done daily. It is important to put yourself in the shoes of the person with whom you want to argue.

1. Schizoid type.

• Learn to copy another person's facial expressions and determine his emotion. For this exercise you will need the help of someone close to you.
• "Calm kindness" will be the best style of communication with others. Such an even attitude towards your interlocutor must be practiced daily when communicating with loved ones. Avoid being too friendly or hostile.
• « Choleric game" Try to speak louder, faster, more impulsively. Express your opinion during the conversation. Do it kindly with a smile on your face.

1. Cycloid type.

• Keep a diary. It is necessary for planning and describing your emotions and experiences. During periods of decline, it is useful to reread how the same people and events were perceived during periods of emotional upsurge. This helps to realize that difficulties are temporary.
• Ask yourself a question, “What can I change in myself so that my negative qualities do not interfere with me and others?”

1. Paranoid type.

• Double check your motives Don't trust other people's first impressions.
• “An hour without comments.” For a while, completely abandon criticism and moralizing.
• Attend training on communication behavior. Read relevant literature and apply knowledge in life.
• Learn practices that force you to be “here and now”- meditation, yoga, zen.
• "Compliment". Develop the habit of saying something good to your loved ones every day.

1. Unstable type.

• “I can + I want.” This exercise will help you cope with laziness and force yourself to do the necessary things. If you don’t want to do something, you need to ask yourself the question: “Can I do this? Am I capable of this? The second question: “Do I want to?” Moreover, you can want long-term consequences - I want a salary, so I get a job; I want a slim, healthy body, so I go to the gym.
• Increased motivation. Think about what you really want. Write down the goal. Break the path to it into stages and take action. A strong desire (a car, a vacation) will force you to move forward.

1. Labile type.

• Rational approach to problem solving. In any unpleasant situation, answer the questions: why did this happen? (what is the reason) what can be done now? (where to start), how to correct the situation? (long-term plans), what can be done to prevent this from happening again?
• "Mood Diary". Keep a diary in which you indicate when and for what reason your mood change occurred.
• Separate the rational and the emotional. It is important to accept and love both of these sides of yourself. Treat your “emotional” self with indulgence, but don’t let your emotions control your actions.
• Autotraining, which will help balance processes in the nervous system. This will make you less sensitive to situations that make you angry and will help you control your emotions.

1. Conformal type.

• Develop critical thinking. Consider whether the statement might be a lie. What consequences might there be if you do what they suggest to you?
• Offer. Try not to immediately agree with what is offered to you. Voice a counteroffer. When they tell you, let's go to the cinema, suggest going to a cafe.
• Try something new. Try new dishes, buy clothes in a new style for you, visit places you have never been to, communicate with people outside your circle.

1. Astheno-neurotic type.

• "Superman". Imagine that you have superpowers. Feel how your inner state changes. The purpose of the exercise is to look, move, talk, feeling your importance and exclusivity. The goal is to keep the image as long as possible.
• Meeting new people. Set a goal - to meet a new person and start a short conversation with him.
• Add some humor. Don't silently swallow ridicule. Learn to answer them with humor; self-irony is also acceptable. To develop a sense of humor, read more humorous literature and watch comedy programs.

1. Psychasthenic type.

• Imagine that what you fear has happened. Calmly think through your plan of action in this situation.
• Move away from the established order. Don’t follow your usual rituals (walk on the left side of the street, don’t step on cracks) to make sure nothing bad happens;
• "Face exercise." In people with psychasthenic accentuation, the muscles of the forehead and the muscles that lower the corners of the mouth are constantly tense. It is necessary to make grimaces depicting positive emotions (surprise, joy, delight).

1. Hyperthymic type.

• Get things in order. Spend 15 minutes every day to tidy up your desk and closet. This helps to organize your thoughts.
• Follow through. Make a promise to yourself to finish what you started, no matter what happens. Be sure to complete it, and then move on to other activities.
• Diary. Planning will help you systematize tasks, set priorities, and complete what you started on time. Be sure to indicate exact deadlines for completing each task. Test yourself and reward for success.

1. Sensitive type.

• "Winner". Praise yourself for every success. Break big things down into stages and don’t forget to thank yourself for each successfully completed period.
• "My virtues." You need to make a poster on which you list all the virtues that you value in yourself or that people pay attention to. It is advisable to post it in a visible place.
• Play the role of the joker. Learn funny stories and jokes to tell in company. Gradually, this will cause less and less psychological discomfort when speaking in front of the public.

The main principle of correction is that you need to do little by little, but every day, what you are not used to, what the accentuated trait resists. Such exercises allow you to smooth out the roughness of your character and make you a harmoniously developed personality.

Help from a psychologist

Psychological correction of personality accentuations usually takes from 3 months to several years. It includes working with a psychologist and completing tasks independently. Main directions:

• Individual conversations– the psychologist points out accentuated character traits and the most vulnerable places of the individual. Shows how to effectively use character strengths. Teaches how to change the way you react and behave in various social situations.
• Group classes. Select a group of people with similar accentuations or choose a topic that would be useful to everyone. The psychologist teaches productive models of behavior in various situations, rules of communication with others, and the intricacies of relationships with family members. The conversation is illustrated with examples from life, and the lesson includes practical tasks for each type of accentuation.
• Family therapy – conversation with family members. Aimed at improving relationships with loved ones and improving the psychological atmosphere in the family. One of the main methods when working with teenagers.
• Psychological trainings – active training that teaches correct behavior patterns in various situations.
• Psychodrama method– a group method of psychotherapy based on playing out an exciting situation (imaginary or real events). Helps to develop the correct model of behavior and communication with people in various situations.

It is important to remember that character accentuation is not a pre-disease. This is the strengthening of certain character traits that make a person more vulnerable to certain influences, but these same traits provide increased resilience

Introduction

The concept and problem of personality

1 Research on personality formation in domestic and foreign psychology

Personality in the process of activity

Socialization of personality

Personal self-awareness

Conclusion

Bibliography

Introduction

I chose the topic of personality formation as one of the most diverse and interesting in psychology. There is hardly a category in psychology or philosophy comparable to personality in terms of the number of contradictory definitions.

Personality formation is, as a rule, the initial stage in the formation of a person’s personal properties. Personal growth is determined by external and internal factors (social and biological). External growth factors include a person’s belonging to a particular culture, socioeconomic class, and unique family environment. On the other hand, intrinsic factors include the genetic, biological and physical characteristics of each individual.

Biological factors: heredity (transmission from parents of psychophysiological properties and inclinations: hair color, skin, temperament, speed of mental processes, as well as the ability to speak and think - universal human characteristics and national characteristics) largely determine the subjective conditions influencing the formation of personality. The structure of the mental life of the individual and the mechanisms of its functioning, the processes of formation of both individual and integral systems of properties constitute the subjective world of the individual. At the same time, the formation of personality occurs in unity with the objective conditions that influence it (1).

There are three approaches to the concept of “personality”: the first emphasizes that personality as a social entity is formed only under the influence of society, social interaction (socialization). The second emphasis in understanding personality unites the individual’s mental processes, his self-awareness, his inner world and imparts to his behavior the necessary stability and consistency. The third emphasis is in understanding the individual as an active participant in activity, the creator of his life, who makes decisions and bears responsibility for them (16). That is, in psychology there are three areas in which the formation and formation of personality is carried out: activity (according to Leontiev), communication, self-awareness. In other words, we can say that personality is a combination of three main components: biogenetic foundations, the influence of various social factors (environment, conditions, norms) and its psychosocial core - I .

The subject of my research is the process of formation of human personality under the influence of these approaches and factors and theories of understanding.

The purpose of the work is to analyze the influence of these approaches on personality development. The following tasks follow from the topic, purpose and content of the work:

identify the very concept of personality and the problems associated with this concept;

explore the formation of personality in domestic and formulate the concept of personality in foreign psychology;

determine how a person’s personality develops in the process of his activity, socialization, self-awareness;

in the course of analyzing psychological literature on the topic of work, try to find out which factors have a more significant influence on the formation of personality.

1. The concept and problem of personality

The concept of “personality” is multifaceted; it is the object of study of many sciences: philosophy, sociology, psychology, aesthetics, ethics, etc.

Many scientists, analyzing the features of the development of modern science, record a sharp increase in interest in the problem of man. According to B.G. Ananyev, one of these features is that the problem of man turns into a general problem of all science as a whole (2). B.F. Lomov emphasized that the general trend in the development of science was the increasing role of the problem of man and his development. Since it is possible to understand the development of society only on the basis of understanding the individual, it becomes clear that Man has become the main and central problem of scientific knowledge, regardless of his gender. The differentiation of scientific disciplines studying man, which B.G. Ananyev also spoke about, is the response of scientific knowledge to the diversity of human connections with the world, i.e. society, nature, culture. In the system of these relations, a person is studied both as an individual with his own formation program, as a subject and object of historical development - a personality, as a productive force of society, but at the same time also as an individual (2).

From the point of view of some authors, personality is formed and develops in accordance with its innate qualities and abilities, and the social environment plays a very insignificant role. Representatives of another point of view reject the innate internal traits and abilities of the individual, believing that personality is a certain product, completely formed in the course of social experience (1). Despite the numerous differences that exist between them, almost all psychological approaches to understanding personality are united in one thing: a person is not born as a personality, but becomes in the process of his life. This actually means recognizing that a person’s personal qualities and properties are not acquired genetically, but as a result of learning, that is, they are formed and developed throughout a person’s life (15).

The experience of social isolation of the human individual proves that personality does not simply develop as it grows older. The word “personality” is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We do not say about a newborn that he is a “person”. In fact, each of them is already an individual. But not yet a personality! A person becomes a person, and is not born one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from his social environment.

Personality is understood as the socio-psychological essence of a person, which is formed as a result of his study of social consciousness and behavior, the historical experience of mankind (a person becomes a personality under the influence of life in society, education, communication, training, interaction). Personality develops throughout life to the extent that a person performs social roles, is included in various types of activities, as his consciousness develops. The main place in personality is occupied by consciousness, and its structures are not given to a person initially, but are formed in early childhood in the process of communication and activity with other people in society (15).

Thus, if we want to understand a person as something holistic and understand what actually shapes his personality, we must take into account all possible parameters for studying a person in various approaches to the study of his personality.

.1 Research on personality formation in domestic and foreign psychology

Cultural-historical concept of L.S. Vygotsky again emphasizes that personality development is holistic. This theory reveals the social essence of man and the mediated nature of his activity (instrumentality, symbolism). The development of a child occurs through the appropriation of historically developed forms and methods of activity, thus, the driving force of personal development is learning. Learning is first possible only in interaction with adults and cooperation with friends, and then it becomes the property of the child himself. According to L.S. Vygotsky, higher mental functions arise initially as a form of collective behavior of the child, and only then do they become the individual functions and abilities of the child himself. So, for example, at first speech is a means of communication, but in the course of development it becomes internal and begins to perform an intellectual function (6).

Personal development as a process of socialization of the individual is carried out in certain social conditions of the family, immediate environment, country, in certain socio-political, economic conditions, traditions of the people of which he is a representative. At the same time, at each phase of the life path, as L.S. Vygotsky emphasized, certain social situations of development develop as unique relationships between the child and the social reality surrounding him. Adaptation to the norms in force in society is replaced by the phase of individualization, the designation of one’s dissimilarity, and then the phase of unification of the individual in a community - all these are mechanisms of personal development (12).

Any influence of an adult cannot be carried out without the activity of the child himself. And the process of development itself depends on how this activity is carried out. This is how the idea of ​​the leading type of activity as a criterion for a child’s mental development arose. According to A.N. Leontiev, “some types of activities are leading at this stage and are of great importance for the further development of the individual, others are of lesser importance” (9). Leading activity is characterized by the fact that it transforms the basic mental processes and changes the characteristics of the individual at a given stage of its development. In the process of a child’s development, first the motivational side of the activity is mastered (otherwise the subject aspects have no meaning for the child), and then the operational and technical side. When mastering socially developed ways of acting with objects, the child is formed as a member of society.

Personality formation is, first of all, the formation of new needs and motives, their transformation. They are impossible to learn: knowing what to do does not mean wanting it (10).

Any personality develops gradually, it goes through certain stages, each of which raises it to a qualitatively different level of development.

Let's consider the main stages of personality formation. Let us define the two most important ones, according to A.N. Leontyev. The first refers to preschool age and is marked by the establishment of the first relationships of motives, the first subordination of a person’s motives to social norms. A.N. Leontiev illustrates this event with an example known as the “bittersweet effect,” when a child, as an experiment, is given the task of getting something without getting up from his chair. When the experimenter leaves, the child gets up from the chair and takes the given object. The experimenter returns, praises the child and offers candy as a reward. The child refuses, cries, the candy has become “bitter” for him. In this situation, the struggle between two motives is reproduced: one of them is a future reward, and the other is a sociocultural prohibition. Analysis of the situation shows that the child is placed in a situation of conflict between two motives: to take the thing and to fulfill the adult’s condition. A child’s refusal of candy shows that the process of mastering social norms has already begun. It is in the presence of an adult that the child is more susceptible to social motives, which means that the formation of personality begins in relationships between people, and then they become elements of the internal structure of the personality (10).

The second stage begins in adolescence and is expressed in the emergence of the ability to be aware of one’s motives, as well as to work on subordinating them. By realizing his motives, a person can change their structure. This is the ability to self-awareness, self-direction.

L.I. Bozovic identifies two main criteria that define a person as an individual. Firstly, if there is a hierarchy in a person’s motives, i.e. he is able to overcome his own impulses for the sake of something socially significant. Secondly, if a person is capable of consciously directing his own behavior on the basis of conscious motives, he can be considered a person (5).

V.V. Petukhov identifies three criteria for a mature personality:

Personality exists only in development, while it develops freely, it cannot be determined by some action, since it can change in the next moment. Development occurs both within the space of the individual and in the space of a person’s connections with other people.

Personality is multiple while maintaining integrity. There are many contradictory sides in a person, i.e. in every action the individual is free to make further choices.

The personality is creative, this is necessary in an uncertain situation.

The views of foreign psychologists on human personality are characterized by even greater breadth. This is a psychodynamic direction (S. Freud), analytical (C. Jung), dispositional (G. Allport, R. Cattell), behaviorist (B. Skinner), cognitive (J. Kelly), humanistic (A. Maslow), etc. d.

But, in principle, in foreign psychology, a person’s personality is understood as a complex of stable characteristics, such as temperament, motivation, abilities, morality, attitudes, that determine the course of thoughts and behavior characteristic of this person when he adapts to various situations in life (16).

2. Personality in the process of activity

personality socialization self-awareness psychology

Recognition of the individual's ability to determine his own behavior establishes the individual as an active agent (17). Sometimes a situation requires certain actions and causes certain needs. The personality, reflecting the future situation, can resist it. This means not obeying your impulses. For example, the desire to rest and not make efforts.

Personal activity can be based on the refusal of momentary pleasant influences, independent determination and implementation of values. The personality is active in relation to the environment, connections with the environment and its own living space. Human activity differs from the activity of other living beings and plants and therefore it is usually called activity (17).

Activity can be defined as a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one’s existence. In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that would not exist in nature without his activity.

Human activity is the basis on which and thanks to which the development of the individual occurs and the fulfillment of various social roles in society. Only in activity does the individual act and assert himself as a person, otherwise he remains thing in itself . A person himself can think whatever he wants about himself, but what he really is is revealed only in action.

Activity is the process of human interaction with the outside world, the process of solving vital problems. Not a single image in the psyche (abstract, sensory) can be obtained without corresponding action. The use of an image in the process of solving various problems also occurs by including it in one or another action.

Activity gives rise to all psychological phenomena, qualities, processes and states. Personality “in no sense is prior to his activity, just like his consciousness, it is generated by it” (9).

So, personality development appears to us as a process of interaction of many activities that enter into hierarchical relationships with each other. For the psychological interpretation of the “hierarchy of activities” A.N. Leontyev uses the concepts of “need,” “motive,” and “emotion.” Two series of determinants - biological and social - do not act here as two equal factors. On the contrary, the idea is held that the personality is given from the very beginning in the system of social connections, that at the beginning there is only a biologically determined personality, on which social connections are subsequently “superimposed” (3).

Every activity has a certain structure. It usually identifies actions and operations as the main components of activity.

Personality receives its structure from the structure of human activity, and is characterized by five potentials: cognitive, creative, value, artistic and communicative. Cognitive potential is determined by the volume and quality of information available to an individual. This information consists of knowledge about the outside world and self-knowledge. The value potential consists of a system of orientations in the moral, political, and religious spheres. Creative potential is determined by her acquired and independently developed skills and abilities. The communicative potential of an individual is determined by the extent and forms of his sociability, the nature and strength of contacts with other people. The artistic potential of a person is determined by the level, content, intensity of her artistic needs and how she satisfies them (13).

An action is a part of an activity that has a fully realized goal by a person. For example, an action included in the structure of cognitive activity can be called receiving a book or reading it. An operation is a method of carrying out an action. Different people, for example, remember information and write differently. This means that they carry out the action of writing text or memorizing material using various operations. A person’s preferred operations characterize his individual style of activity.

Thus, personality is determined not by one’s own character, temperament, physical qualities, etc., but by

what and how she knows

what and how does she value

what and how she creates

with whom and how does she communicate?

what are her artistic needs, and most importantly, what is the measure of responsibility for her actions, decisions, fate.

The main thing that distinguishes one activity from another is its subject. It is the subject of the activity that gives it a certain direction. According to the terminology proposed by A.N. Leontyev, the subject of activity is its actual motive. The motives of human activity can be very different: organic, functional, material, social, spiritual. Organic motives are aimed at satisfying the natural needs of the body. Functional motives are satisfied through various cultural forms of activity, such as sports. Material motives encourage a person to engage in activities aimed at creating household items, various things and tools, in the form of products that serve natural needs. Social motives give rise to various types of activities aimed at taking a certain place in society, gaining recognition and respect from those around them. Spiritual motives underlie those activities that are associated with human self-improvement. The motivation of activity during its development does not remain unchanged. So, for example, over time, other motives for work or creative activity may appear, and the previous ones fade into the background.

But motives, as we know, can be different and are not always conscious to a person. To clarify this, A.N. Leontyev turns to the analysis of the category of emotions. Within the framework of the active approach, emotions do not subordinate activity, but are its result. Their peculiarity is that they reflect the relationship between motives and individual success. Emotion generates and determines the composition of a person’s experience of the situation of realization or non-realization of the motive of activity. This experience is followed by a rational assessment, which gives it a certain meaning and completes the process of awareness of the motive, comparing it with the purpose of the activity (10).

A.N. Leontyev divides motives into two types: motives - incentives (motivating) and meaning-forming motives (also motivating, but also giving a certain meaning to the activity).

In the concept of A.N. Leontiev’s categories “personality”, “consciousness”, “activity” appear in interaction, trinity. A.N. Leontyev believed that personality is the social essence of a person, and therefore a person’s temperament, character, abilities and knowledge are not part of the personality as its structure, they are only the conditions for the formation of this formation, social in its essence.

Communication is the first type of activity that arises in the process of individual development of a person, followed by play, learning and work. All these types of activities are formative in nature, i.e. When a child is included and actively participates in them, his intellectual and personal development occurs.

The process of personality formation is carried out through the combination of types of activities, when each of the listed types, being relatively independent, includes three others. Through such a set of activities, the mechanisms of personality formation and its improvement in the course of a person’s life operate.

Activity and socialization are inextricably linked. Throughout the entire process of socialization, a person expands the catalog of his activities, that is, he masters more and more new types of activities. In this case, three more important processes occur. This is an orientation in the system of connections present in each type of activity and between its different types. It is carried out through personal meanings, that is, it means identifying particularly significant aspects of activity for each individual, and not only understanding them, but also mastering them. As a consequence, the second process arises - centering around the main thing, focusing a person’s attention on it, subordinating all other activities to it. And thirdly, a person masters new roles in the course of his activities and comprehends their significance (14).

3. Socialization of the individual

Socialization in its content is the process of personality formation, which begins from the first minutes of a person’s life. In psychology, there are areas in which the formation and formation of personality takes place: activity, communication, self-awareness. A common characteristic of all these three spheres is the process of expansion, an increase in the individual’s social connections with the outside world.

Socialization is the process of personality formation in certain social conditions, during which a person selectively introduces into his system of behavior those norms and patterns of behavior that are accepted in the social group to which the person belongs (4). That is, this is the process of transferring to a person social information, experience, culture accumulated by society. Sources of socialization are family, school, media, public organizations. First, an adaptation mechanism occurs, a person enters the social sphere and adapts to cultural, social, and psychological factors. Then, through his active work, a person masters culture and social connections. First, the environment influences the person, and then the person, through his actions, influences the social environment.

G.M. Andreeva defines socialization as a two-way process, which includes, on the one hand, a person’s assimilation of social experience by entering the social environment, a system of social connections. On the other hand, it is the process of active reproduction by a person of a system of social connections due to his activities, “inclusion” in the environment (3). A person not only assimilates social experience, but also transforms it into his own values ​​and attitudes.

Even in infancy, without close emotional contact, without love, attention, care, the child’s socialization is disrupted, mental retardation occurs, the child develops aggressiveness, and in the future various problems associated with relationships with other people. Emotional communication between the baby and mother is the leading activity at this stage.

The mechanisms of personality socialization are based on several psychological mechanisms: imitation and identification (7). Imitation is a child’s conscious desire to copy a certain model of behavior of parents, people with whom they have warm relationships. Also, the child tends to copy the behavior of people who punish them. Identification is a way for children to internalize parental behavior, attitudes and values ​​as their own.

At the earliest stages of personality development, raising a child consists mainly of instilling in him norms of behavior. A child learns early, even before one year old, what he is “allowed” and what he “is not allowed” by the mother’s smile and approval, or by a stern expression on his face. Already from the first steps, what is called “mediated behavior” begins, that is, actions that are guided not by impulses, but by rules. As the child grows, the circle of norms and rules expands more and more, and the norms of behavior in relation to other people especially stand out. Sooner or later, the child masters these norms and begins to behave in accordance with them. But the results of education are not limited to external behavior. Changes also occur in the child’s motivational sphere. Otherwise, the child in the above example A.N. Leontyev would not cry, but calmly took the candy. That is, from a certain moment the child remains satisfied with himself when he does the “right” thing.

Children imitate their parents in everything: in manners, speech, intonation, activities, even clothes. But at the same time, they also internalize the internal traits of their parents - their relationships, taste, way of behavior. A characteristic feature of the identification process is that it occurs independently of the child’s consciousness, and is not even completely controlled by the adult.

So, conventionally, the process of socialization has three periods:

primary socialization, or socialization of the child;

intermediate socialization, or socialization of a teenager;

sustainable, holistic socialization, that is, the socialization of an adult, basically established person (4).

Being an important factor influencing the mechanisms of personality formation, socialization presupposes the development in a person of his socially determined properties (beliefs, worldview, ideals, interests, desires). In turn, socially determined personality properties, being components in determining the personality structure, have a great influence on the remaining elements of the personality structure:

biologically determined personality properties (temperament, instincts, inclinations);

individual characteristics of mental processes (sensations, perceptions, memory, thinking, emotions, feelings and will);

individually acquired experience (knowledge, abilities, skills and habits)

A person always acts as a member of society, as a performer of certain social functions - social roles. B.G. Ananyev believed that for a correct understanding of personality, an analysis of the social situation of the personality’s development, its status, and the social position it occupies is necessary.

Social position is a functional place that a person can occupy in relation to other people. It is characterized, first of all, by a set of rights and obligations. Having taken this position, a person fulfills his social role, that is, a set of actions that the social environment expects from him (2).

Recognizing above that personality is formed in activity, and this activity is realized in a certain social situation. And, acting in it, a person occupies a certain status, which is determined by the existing system of social relations. For example, in the social situation of a family, one person takes the place of the mother, another of the daughter, etc. It is obvious that each person is involved in several roles at once. Along with this status, any person also occupies a certain position, characterizing the active side of the individual’s position in a particular social structure (7).

The position of an individual, as the active side of his status, is a system of relationships of the individual (towards the people around him, to himself), attitudes and motives that guide him in his activities, and the goals towards which these activities are directed. In turn, this entire complex system of properties is realized through the roles performed by the individual in given social situations.

By studying the personality, its needs, motives, ideals - its orientation (i.e., what the personality wants, what it strives for), one can understand the content of the social roles it performs, the status it occupies in society (13).

A person often merges with his role; it becomes part of his personality, part of his “I”. That is, the status of an individual and her social roles, motives, needs, attitudes and value orientations are transformed into a system of stable personality properties that express her attitude towards people, the environment, and herself. All psychological characteristics of a person - dynamic, character, capabilities - characterize her to us as she appears to other people, to those who surround her. However, a person lives, first of all, for himself, and recognizes himself as a subject with psychological and socio-psychological characteristics peculiar only to him. This property is called self-awareness. Thus, personality formation is a complex, long-term process determined by socialization, in which external influences and internal forces, constantly interacting, change their role depending on the stage of development.

4. Personal self-awareness

A newborn is, one might say, an individual: literally from the first days of life, from the first feedings, the child’s own special style of behavior is formed, so well recognized by the mother and loved ones. The child’s individuality increases by the age of two or three years, which is compared to a monkey in terms of interest in the world and mastering one’s own self. .

Of great importance for future fate are special critical moments during which vivid impressions of the external environment are captured, which then largely determines human behavior. They are called “impressions” and can be very different, for example, a piece of music, a story that shook the soul, a picture of some event, or the appearance of a person.

A person is a person because he distinguishes himself from nature, and his relationship to nature and to other people is given to him as a relationship, because he has consciousness. The process of becoming a human personality includes the formation of his consciousness and self-awareness: this is the process of development of a conscious personality (8).

First of all, the unity of personality as a conscious subject with self-awareness does not represent an initial given. It is known that a child does not immediately recognize himself as “I”: during the first years he calls himself by name, as those around him call him; he exists at first even for himself, rather as an object for other people than as an independent subject in relation to them. Awareness of oneself as “I” is the result of development. At the same time, the development of a person’s self-awareness occurs in the very process of formation and development of the individual’s independence as a real subject of activity. Self-awareness is not externally built on top of the personality, but is included in it; self-awareness does not have an independent path of development, separate from the development of the individual; it is included in this process of development of the individual as a real subject as its component (8).

There are a number of stages in the development of personality and its self-awareness. In the series of external events in a person’s life, this includes everything that makes a person an independent subject of social and personal life: from the ability to self-service to the start of work, which makes him financially independent. Each of these external events also has its internal side; An objective, external change in a person’s relationship with others also changes the person’s internal mental state, rebuilds his consciousness, his internal attitude both towards other people and towards himself.

In the course of socialization, the connections between a person’s communication with people and society as a whole expand and deepen, and the image of his “I” is formed in a person.

Thus, the image of “I”, or self-awareness, does not arise in a person immediately, but develops gradually throughout his life and includes 4 components (11):

awareness of the difference between oneself and the rest of the world;

consciousness of “I” as the active principle of the subject of activity;

awareness of one’s mental properties, emotional self-esteem;

social and moral self-esteem, self-esteem, which is formed on the basis of accumulated experience of communication and activity.

In modern science there are different points of view on self-awareness. It is traditionally understood as the original, genetically primary form of human consciousness, which is based on self-perceptions, self-perception of a person, when in early childhood the child develops an idea of ​​his physical body, of the difference between himself and the rest of the world.

There is also an opposite point of view, according to which self-consciousness is the highest type of consciousness. “Consciousness is not born from self-knowledge, from the “I”; self-consciousness arises in the course of the development of the individual’s consciousness” (15)

How does self-awareness develop over the course of a person’s life? The experience of having one’s own “I” appears as a result of a long process of personality development, which begins in infancy and is referred to as the “discovery of the Self.” At the age of the first year of life, the child begins to realize the differences between the sensations of his own body and those sensations that are caused by objects located outside. Subsequently, by the age of 2-3, the child begins to separate the process and result of his own actions with objects from the objective actions of adults, declaring to the latter his demands: “I myself!” For the first time, he realizes himself as the subject of his own actions and deeds (a personal pronoun appears in the child’s speech), not only distinguishing himself from the environment, but also contrasting himself with others (“This is mine, this is not yours!”).

At the turn of kindergarten and school, in the lower grades, the opportunity arises, with the assistance of adults, to approach the assessment of one’s mental qualities (memory, thinking, etc.), while still at the level of awareness of the reasons for one’s successes and failures (“I have everything fives , and in mathematics - four , because I'm copying incorrectly from the board. Maria Ivanovna to me for inattention so many times deuces put"). Finally, in adolescence and youth, as a result of active inclusion in social life and work activity, a detailed system of social and moral self-esteem begins to form, the development of self-awareness is completed and the image of “I” is basically formed.

It is known that in adolescence and adolescence, the desire for self-perception, to understand one’s place in life and oneself as a subject of relationships with others intensifies. Associated with this is the formation of self-awareness. Older schoolchildren develop an image of their own “I” (“I-image”, “I-concept”).

The image of “I” is a relatively stable, not always conscious, experienced as a unique system of an individual’s ideas about himself, on the basis of which he builds his interaction with others.

The attitude towards oneself is also built into the image of “I”: a person can treat himself in virtually the same way as he treats another, respecting or despising himself, loving and hating, and even understanding and not understanding himself - in himself the individual is through his actions and by actions is presented as in another. The image of “I” thereby fits into the structure of the personality. It acts as an attitude towards oneself. The degree of adequacy of the “I-image” is clarified by studying one of its most important aspects - the self-esteem of the individual.

Self-esteem is a person’s assessment of himself, his capabilities, qualities and place among other people. This is the most significant and most studied aspect of a person’s self-awareness in psychology. With the help of self-esteem, the behavior of an individual is regulated.

How does a person carry out self-esteem? A person, as shown above, becomes a person as a result of joint activity and communication. Everything that has developed and persisted in the individual arose through joint activities with other people and in communication with them and is intended for this. A person includes in his activities and communication important guidelines for his behavior, constantly compares what he does with what others expect from him, copes with their opinions, feelings and demands.

Ultimately, everything a person does for himself (whether he learns, contributes to something or hinders something), he does at the same time for others, and may be more for others than for himself, even if it seems to him that everything is just the opposite.

A person’s sense of his uniqueness is supported by the continuity of his experiences over time. A person remembers the past and has hopes for the future. The continuity of such experiences gives a person the opportunity to integrate himself into a single whole (16).

There are several different approaches to the structure of the self. The most common scheme includes three components in the “I”: cognitive (knowledge of oneself), emotional (evaluation of oneself), behavioral (attitude towards oneself) (16).

For self-awareness, the most important thing is to become yourself (to form yourself as a person), to remain yourself (despite interfering influences) and to be able to support yourself in difficult conditions. The most important fact that is emphasized when studying self-awareness is that it cannot be presented as a simple list of characteristics, but as a person’s understanding of himself as a certain integrity, in determining his own identity. Only within this integrity can we talk about the presence of some of its structural elements.

A person, to an even greater extent than his body, refers to his “I” as his internal mental content. But he does not include all of it equally into his own personality. From the mental sphere, a person attributes to his “I” mainly his abilities and especially his character and temperament - those personality properties that determine his behavior, giving it originality. In a very broad sense, everything experienced by a person, the entire mental content of his life, is part of the personality. Another property of self-awareness is that its development during socialization is a controlled process, determined by the constant acquisition of social experience in conditions of expanding the range of activity and communication (3). Although self-awareness is one of the deepest, most intimate characteristics of the human personality, its development is unthinkable outside of activity: only in it is a certain “correction” of the idea of ​​oneself constantly carried out in comparison with the idea that develops in the eyes of other people.

Conclusion

The problem of personality formation is a very significant and complex problem, covering a huge field of research in various fields of science.

During the theoretical analysis of psychological literature on the topic of this work, I realized that personality is something unique that is connected not only with its hereditary characteristics, but, for example, with the environmental conditions in which it grows and develops. Every small child has a brain and a vocal apparatus, but he can learn to think and speak only in society, in communication, in his own activities. Developing outside of human society, a creature with a human brain will never become even a semblance of a person.

Personality is a concept rich in content, including not only general characteristics, but also individual, unique properties of a person. What makes a person a person is his social individuality, i.e. a set of social qualities characteristic of a given person. But natural individuality also has an impact on the development of personality and its perception. The social individuality of a person does not arise out of nowhere or only on the basis of biological prerequisites. A person is formed in a specific historical time and social space, in the process of practical activity and education.

Therefore, a person as a social individual is always a concrete result, a synthesis and interaction of very diverse factors. And personality is the more important the more it collects a person’s socio-cultural experience and, in turn, makes an individual contribution to its formation.

The identification of physical, social and spiritual personality (as well as the corresponding needs) is rather conditional. All these aspects of personality form a system, each element of which can acquire dominant significance at different stages of a person’s life.

There are known, for example, periods of intense care for one’s body and its functions, stages of expansion and enrichment of social connections, peaks of powerful spiritual activity. One way or another, some trait takes on a system-forming character and largely determines the essence of the personality at a given stage of its development, at the same time, increasing, difficult trials, illnesses, etc. can largely change the structure of the personality, lead to a unique personality. splitting or degradation.

To summarize: first, in the course of interaction with the immediate environment, the child learns the norms that mediate his physical existence. Expanding the child’s contacts with the social world leads to the formation of a social layer of personality. Finally, when at a certain stage of its development the personality comes into contact with more significant layers of human culture - spiritual values ​​and ideals, the creation of the spiritual center of the personality, its moral self-awareness, occurs. With favorable development of the personality, this spiritual authority rises above the previous structures, subordinating them to itself (7).

Having realized himself as an individual, having determined his place in society and life path (destiny), a person becomes an individual, gains dignity and freedom, which allow him to be distinguished from any other person and set him apart from others.

Bibliography

1. Averin V.A. Psychology of Personality. - St. Petersburg, 2001.

Ananyev B.G. Problems of modern human science. - M, 1976.

Andreeva G.M. Social Psychology. - M, 2002.

Belinskaya E.P., Tikhomandritskaya O.A. Social psychology: Reader - M, 1999.

Bozhovich L. I. Personality and its formation in childhood - M, 1968.

Vygotsky L.S. Development of higher mental functions. - M, 1960.

Gippenreiter Yu.B. Introduction to general psychology. Course of lectures. - M, 1999.

Leontyev A. N. Activity. Consciousness. Personality. - M, 1977.

Leontiev A. N. Personality formation. Texts - M, 1982.

Merlin V.S. Personality and society. - Perm, 1990.

Petrovsky A.V. Psychology in Russia. - M, 2000.

Platonov K.K. Structure and development of personality. M, 1986.

Raigorodsky D. D. Psychology of personality. - Samara, 1999.

15. Rubinstein. S. L. Fundamentals of general psychology - St. Petersburg, 1998.

The concept of personality usually includes properties that are more or less stable and indicate a person’s individuality. Individuality is those personal properties of a person, such a combination of them that distinguishes this person from other people.

Personality is a multidimensional and multilevel system of psychological characteristics that provide individual originality, temporary and situational stability of human behavior. The personality structure includes temperament, character (personal qualities), and value structures.

Temperament is a characteristic of an individual in terms of the dynamic features of his mental activity: intensity, speed, tempo, rhythm of mental processes and states. Temperament is always associated with the organic foundations, or physiological characteristics, of the body.

Temperament is important for regulating the dynamics of mental activity, which ensures the optimal functioning of the individual and the preservation of the basic vital constants of the body. The most important place is occupied by the energy aspect of the function of temperament: its properties such as emotionality and activity, the energy potential of the psyche.

As part of the study of temperament, the following actions are necessarily assumed: four types of temperament are identified, the biological basis of psychological properties is always indicated, and a wide range of behavioral properties is included in temperament - from speed of movements to speech characteristics. As one of the criteria for assignment to a particular temperament, the level of sensitivity thresholds is highlighted.

There is a distinction between temperament itself as a certain stable combination of psychodynamic properties manifested in activity and behavior, and its organic foundations. There are three main systems for explaining the organic foundations of temperament: humoral, connecting the mental state with the ratio of various hormones - adrenaline, norepinephrine, serotonin; constitutional, based on differences in the constitution of the body - its physical structure, physique, the relationship of individual parts, various tissues; nervous, explaining the connection between temperament and the characteristics of the central nervous system.

In the theory of temperament, there are two components: activity and emotionality.

Characteristics of behavioral activity include degree, energy, swiftness, speed or, conversely, slowness, inertia; to the characteristics of emotionality - features of the flow of emotions, feelings, moods, their sign (positive, negative) and quality (joy, grief, fear, sadness, anger). Three areas of manifestation of temperament are distinguished: general activity, characteristics of the motor sphere and properties of emotionality.

Temperament belongs to the primary forms of combining various processes and properties of a person, thanks to which personality is formed. Being one of the earliest in origin and simple in structure forms of higher mental synthesis that form the individual properties of a person, temperament is especially closely related to the constitution of the body, which forms its basis. However, temperament itself is a prerequisite and basis for higher-order personal formations, such as character and style of behavior. At the same time, temperament is not just a supporting layer, but also an organic component for many higher integral characteristics of a personality. The ever-increasing ability to accumulate information, its comprehension and awareness of oneself as a subject of activity provide the individual with the opportunity to combine emotional and intellectual activity and thereby consciously manage their behavior and their actions.

Character is defined as a set of stable properties of an individual, which express the ways of his behavior and emotional response. Knowledge of character makes it possible, with a significant degree of probability, to predict the behavior of an individual, in which, due to the stability of the manifested psychological traits, a certain pattern can be traced. In the structure of a personality, character most fully reflects its integrity.

Often there is a mixture of character traits with one or another manifestation of temperament. Character and temperament are connected by a single physiological basis, being dependent on the type of nervous system. The formation of character significantly depends on the properties of temperament. Features of temperament can promote or counteract the formation of character, but character traits are not predetermined by temperament.

Character is formed in the process of life through the assimilation of social experience, which gives rise to typical character traits determined by the circumstances of the individual life path. Character manifests itself through individual originality, generated by unique situations in which the socialization of the subject, his upbringing, training, and development take place. High stability of character traits does not exclude its relative plasticity.

Among the many character traits, some of them act as leading ones, others as secondary ones, determined by the development of leading properties; at the same time, they can both harmonize and sharply contrast with the leading properties, which forms integral or more contradictory characters.

Character can be determined by a set of conditions such as:

Attitude towards other people - trusting or distrustful, truthful or deceitful, tactful or rude;

Attitude to business - responsibility or dishonesty, hard work or laziness;

Attitude towards oneself - modesty or narcissism, self-criticism or self-confidence, pride or humiliation;

Attitude to property - generosity or greed, thrift or wastefulness, neatness or sloppiness.

Character traits help or hinder an individual from establishing correct relationships with people, showing restraint and self-control in solving complex life issues, and being responsible for one’s actions and behavior in society.

In everyday practice - learning, communication, work and rest - individual psychological traits are formed and worked out. This way of action, in unity and interpenetration with the objective conditions of existence, acting as a way of life, significantly determines the way of thoughts and motives, the entire structure, makeup, or mental appearance of the individual. But character traits themselves do not uniquely determine an individual’s social position. Character reveals a dependence on worldview, beliefs and moral principles; it influences the formation of a person’s value system.

The value system is the highest substructure in the holistic personality system. It comes closest to universal human values, morality and law, essentially being formed under their direct influence.

Value structures manifest themselves through a person’s moral character. The study of the moral character of an individual includes three main questions. The first question: what does a person want, what is attractive to him, what does he strive for? This is a question about needs, interests, focus, motivation, attitudes and tendencies, values ​​and ideals. The next question, revealing the features of moral character: by what means can a person achieve all this? This is a question about the moral and ethical qualities, abilities, gifts, skills, methods of communication and self-esteem of a person. The last question: what does the result mean for a person? This is a question of ambition, self-realization, identity, ideas about who he is and what the meaning of his life is.

During the investigation, the following data is collected about the identity of the suspects, which serves as a complete socio-psychological portrait of the person being described:

1) socio-demographic data: time and place of birth, nationality, education, specialty, place and nature of work, position, marital status, living conditions, financial situation, family relationships, bad inclinations of family members;

2) criminal law data (if the person being studied is the accused): when and under what article of the Criminal Code of the Russian Federation was he charged, what punishment was imposed by the court, where he served the sentence, if he had several convictions - are there general and special recidivisms;

3) medical data: state of physical and mental health, physical and mental health of family members, including parents, heredity;

4) external, or physical, data: height, physique, facial features, voice, manners, clothing, hairstyle, special features;

5) life path, or biography: where, in what family and when he was born, studied, married, served in the army, where and how he worked, what his hobbies were, etc.;

6) lifestyle: family relationships, the nature and frequency of contacts with relatives, profession and conditions for choosing it, motivation for choice, status at work, social circle, status in the company, hobbies, political and social activity, ways of spending free time;

7) behavior: moral and legal, i.e. attitude towards norms and rules, compliance or non-compliance with them, conditions and motives for violation; behavior in a stressful situation; behavior in a state of frustration; behavior while intoxicated; volitional behavior;

8) personality orientation: dominant needs are examined - physical, status, sexual, spiritual, aesthetic; worldview - views, beliefs, ideas, attitudes, ideals and heroes, life principles; value orientations - what needs it strives to satisfy and what methods of achieving the goal it recognizes;

9) abilities: properties of memory, imagination, thinking, special and professional abilities;

10) temperament: the dynamic characteristics of a person’s mental activity and behavior are studied, manifested in their speed, variability, intensity;

11) character: a set of stable personality traits is noted that determine the typical ways of its response to life circumstances.

The last four points have purely psychological content. An expert psychologist can solve the problem of drawing up a psychological portrait of a person, but a practicing lawyer also needs to have an idea of ​​the basic psychological characteristics and the ways of their manifestation.

3. Deviations in personality development

Deviations or accentuations are possible in personality development. Personality accentuation is an increase in comparison with others of any character trait, which creates an imbalance of the personality, complicates social adaptation, causes communication difficulties, but is generally within the framework of the psychological and psychiatric norm.

Since character accentuations border on the corresponding types of psychopathic disorders, their typology is based on the classification of psychopathy developed in detail in psychiatry. The types of accentuations basically coincide with the types of psychopathy, but their list is wider. Let us emphasize once again that the concept of accentuation reflects the character traits of a mentally healthy person.

The following main types of personality accentuation are distinguished:

1) cycloid – consists of alternating phases of good and bad mood with different periods: from daily fluctuations to intervals of several months; accordingly, the character is cycloid;

2) hyperthymic - this type is characterized by a constantly elevated mood, increased mental activity with a tendency to quickly change tasks and topics of conversation, and a tendency not to finish what is started; accordingly, the character is hyperthymic;

3) labile – characterized by a sharp change in mood depending on the situation, dependence on the assessments of others; accordingly - the character is labile;

4) asthenic - such people are characterized by rapid fatigue, irritability, a tendency to depression and hypochondria; accordingly - the character is astheno-neurotic;

5) sensitive – consists of increased impressionability, timidity, aggravated feelings of inferiority; accordingly - a sensitive character;

6) psychasthenic – characterized by high anxiety, suspiciousness, indecision, a tendency to introspection, constant doubts and reasoning, a tendency to perform ritual actions and observe omens; accordingly - the character is psychasthenic;

7) schizoid - individuals with such accentuation are distinguished by isolation, isolation from the world, unsociability and lack of intuition in the process of communication, introversion, emotional coldness; accordingly - the character is schizoid;

8) epileptoid – characterized by a tendency to an angry-sad mood with accumulation of aggression, conflict, rigidity of thinking, a tendency to get stuck in traumatic situations, pedantry; accordingly, the character is epileptoid;

9) paranoid – consists of increased suspicion and touchiness, persistence of negative affects, desire for dominance, rejection of other people’s opinions and high levels of conflict; accordingly - the character is paranoid;

10) hysterical, or demonstrative, - characterized by a pronounced tendency to repress unpleasant facts and events, deceit, fantasy and pretense used to attract attention, adventurism, vanity; accordingly - the character is hysterical, or demonstrative;

11) dysthymic – characterized by a predominance of low mood, a tendency to depression, focus on the gloomy and sad aspects of life, regret about the past; accordingly, the character is disthymic;

12) unstable - individuals with such accentuation are characterized by a tendency to succumb to the influence of others, a search for new experiences, a thirst for a change of place of residence, superficial sociability, and inconsistency of actions; accordingly - the character is unstable;

13) conformal - consists of excessive subordination and dependence on the opinions of others, lack of criticality in the perception of information, lack of personal initiative, conservatism; accordingly, the character is conformal.

As a rule, there are no individuals with pure types of accentuations - these types can be combined or mixed, although not all combinations are possible. Psychological diagnostics of the types and severity of character accentuations is carried out using special psychological tests and universal personality questionnaires, in particular the MMPI, the scales of which include zones of normal, accentuated and pathological manifestations of character traits.

Personality diagnostics in legal practice has a wide range of applications: it contributes to a better understanding of the roles of participants in a group criminal act, assessment of the personal qualities of a person that contributed to the commission of a crime, or the qualities of a victim that determine her victimization, allows us to predict the possible behavior of participants in unsolved crimes, and also improve the selection process law enforcement officers for their positions.

Subject " Sensations and perception, attention and memory: their role and significance in the professional activity of a lawyer" ( 2 hours)

2.Memory: taking into account its features in legal practice

1. Feelings and perceptions: their role and significance in the professional activities of a lawyer

Sensations, perceptions, ideas, memory relate to sensory forms of knowledge. Feeling is called the simplest, no longer decomposable mental process. Sensations reflect the objective qualities of an object (smell, color, taste, temperature, etc.) and the intensity of the stimuli affecting us (for example, higher or lower temperature).

The accumulation and processing of information begins with sensation and perception, the physiological basis of which is the activity of the sense organs, called analyzers in physiology. But it is not analyzers who perceive, but a specific person with his own needs, interests, aspirations, abilities, and his own attitude towards what is perceived. That's why perception depends both on the object of perception and on the individual characteristics of the perceiving person. In life, the perception of surrounding objects is a dynamic process. A person performs many perceptual actions to form an adequate image of the object of perception. These actions consist of the movement of the eye in visual perception, the movement of the hand in touch, the movement of the larynx producing an audible sound, etc. In practice, such a reflection of reality makes the formation of testimony more productive. Psychology pays great attention to the study of the speed and accuracy of human perception of the readings of various instruments and signals of modern communications. When analyzing the observational qualities of an investigator, when studying the process of forming testimonies of witnesses and victims about fleeting events, legal psychology can use the provisions of engineering psychology.

Full perception presupposes that the future participant correctly comprehends the object in its parts and as a whole, and correctly reflects its meaning and purpose. This circumstance is associated with the unity of sensations and thinking. In order to correctly evaluate the testimony of the interrogated, the interrogator needs to isolate in them the sensory data that was the “material” of perception, and analyze the interpretation of it by the witness, victim, suspect and accused. The human psyche develops as a result of his practical interaction with the outside world. Only activity determines the further progress of all mental processes. According to the theory of activity accepted in Russian psychology, higher mental processes - sensation, perception, attention, memory, thinking, emotions - are considered as special forms of action

2. Memory, the lawyer’s taking into account the patterns of memory of the participants in the process.

In the activities of a lawyer, where the leading is the communication process, obtaining information and remembering it is the basis on which all practical actions are built. Training of memorization skills is one of the main ones in the system of psychological preparation for legal practice. This training should be organized and carried out taking into account the main patterns of memory.

Memory is a complex mental process that includes: 1) remembering objects, phenomena, persons, actions, thoughts, information, etc.; 2) retaining in memory what was memorized; 3) recognition upon repeated perception and reproduction of what is remembered. Physical basis of memory- traces of nervous processes preserved in the cerebral cortex. The influence of the environment on the human brain is carried out either through the influence of objects and phenomena on his senses, or indirectly through the word: story, description, etc. These influences leave corresponding traces in the cerebral cortex, which can then be revived by repeated perception (recognition) or by recollection.

Memory is an integrative mental process that includes the results of sensation, perception and thinking. In psychology, there are 4 types of memory. Visual-figurative memory manifests itself in the memorization, preservation and reproduction of visual, auditory, taste, temperature, etc. images This can be a visual representation of the object of observation, the interlocutor, a piece of terrain, knowledge, the process of communication, etc. Visual-figurative memory is of great importance in the educational and creative activity of a person. Verbal-logical memory is expressed in memorizing and reproducing thoughts. This type of memory is closely related to speech, since any thought is necessarily expressed in words. The features of this type of memory are taken into account during the learning process. To make memorization more effective, figurative speech and intonation are used. Motor memory depends on muscle sensations, on the excitation and inhibition of the corresponding pathways and nerve cells. Emotional memory is the memory of emotional states that occurred in the past. As a rule, vivid emotional images are quickly remembered and easily reproduced. A distinctive feature of emotional memory is the breadth of communication and the depth of penetration into the essence of a once experienced feeling. The properties of emotional memory depend on the functioning of the sense organs.

There are different types of memory: visual, auditory, motor and mixed. In accordance with this, a legal worker must imagine what type of memory is inherent in himself, as well as in the people with whom he will have to work. This is necessary in order to make appropriate adjustments when perceiving and describing events in order to make the right decision. There is also a distinction between long-term and short-term memory. Short-term memory retains information in incomplete form. Long-term memory is used to remember information for a long time, often for a lifetime. This type of memory is the most important and the most complex. Information about short-term and long-term memory is very significant for investigative work. The flow of the processes of memorization, preservation and subsequent reproduction is determined by what place this information occupies in the subject’s activity, what its significance is, and what he does with this information. The most productive memory is for material related to the purpose of the activity and its main content. In these cases, even involuntary memorization can be more productive than voluntary. The influence of emotions on the memorization process should be taken into account. It will be more productive if perception is carried out against the background of heightened emotional states. When a phenomenon and event touches the senses, the mental activity of the witness, victim, suspect and accused will be more active, forcing them to repeatedly return to the experience. Forgetting is a process opposite to imprinting and storing. Forgetting is a physiologically quite normal phenomenon. If all the information accumulated in memory simultaneously surfaced in a person’s consciousness, then productive thinking would be practically impossible. This is also the mechanism for reproducing testimony by a witness, victim, suspect, or accused. The memorization mindset plays a big role in memorizing material. As practice and experimental research show, people who perceive material only in order to write it down forget this material much faster, in contrast to those who memorize the same material with the “remember for a long time” attitude. Of particular importance here is the importance of the material. If a person clearly realizes that the material being memorized determines the success of an important operation, then the goal of strong memorization is easily formulated. Hence the conclusion follows: the memorized material should be classified according to the degree of importance. In legal activities, it is advisable to remember the perceived information according to the plan: 1) the main idea (comprehension of what is being remembered): 2) facts and events (what, when and where happens); 3) the reasons for the events occurring; 4) conclusions and source of information. To correctly evaluate the testimony of a witness, victim, suspect. It is important for law enforcement officials and judges to know the laws of the process of human memory development. Memory develops and improves throughout a person’s life. It is influenced by the development of the human nervous system, the conditions of education and training, and the activities performed. Note that recollection and recollection are not processes isolated from each other. There is a two-way mutual connection between them. Recollection is, on the one hand, a prerequisite for reproduction, and on the other, it turns out to be its result. Recall occurs during the process of reproduction, during the story of the witness, victim, suspect and accused during interrogation.

It is recommended to begin the interrogation with a free story, as this helps to activate the latent layer imprinted in memory. The free narrative of the interrogated person should not be interrupted unless absolutely necessary. A question asked during a free story often distracts the attention of the interrogated person, disrupts his train of thoughts, and interferes with the recall of facts. The individuality of a person’s memory is manifested, on the one hand, in the features of its process, that is, in how memorization, preservation and reproduction are carried out, and on the other hand, in the features of the content of memory, that is, in what is remembered. These two aspects of memory, combining in different ways, make the memory of each person individual in the sense of its productivity. In memory processes, individual differences are expressed in speed, volume, accuracy, strength of memorization and readiness for reproduction, which are determined by biological characteristics, living conditions, education and professional activity. Legal activity shows that involuntary, as well as voluntary, memorization in most cases ensures the correct reproduction of the necessary information during interrogation. Individual differences in memory can also manifest themselves in the fact that one person remembers dates, numbers well, another remembers people’s names, a third remembers paint colors, etc. It should be noted, however, that there are people whose memory always works flawlessly, without failures , mistakes and distortions. In such cases, in order to achieve maximum completeness of reproduction, it is important for the investigator to make the right choice of time for interrogating the witness, victim, suspect and accused. Memory is the basis on which any professional activity is based. A lawyer must have a good memory.

3. Attention in the professional activities of a lawyer.

Attention in psychology is the focus of consciousness on certain objects that have significance for the individual. Attention during a search is arbitrary, volitional in nature, since the investigator uses it to achieve the intended goals, makes certain efforts to preserve it, concentrate it, so as not to be distracted by other extraneous stimuli. There are known difficulties in maintaining sustained attention for a long time. The monotonous nature of search work and the presence of distractions lead to the gradual accumulation of fatigue and dispersal of attention. Therefore, if the search is lengthy and labor-intensive, it is advisable to arrange short breaks after certain periods of time. It is important, however, not to be distracted during the search and to follow the intended plan. It is desirable that the search participants change the nature of the search work from time to time (for example, the investigator, after examining the personal correspondence of the accused, moves on to searching for possible hiding places among pieces of furniture, etc.). Persons conducting a search must take into account that when making hiding places and various storage facilities, criminals in some cases take into account a number of factors of a psychological nature. These include the following: 1) calculation for the appearance of the factor of fatigue and automaticity. Thus, the document you are looking for is often placed in a book located in the middle of a bookshelf. The calculation is based on the fact that the books will be examined from one or the other edge of the shelf, and by the middle of the shelf a certain automatism and fatigue will already appear, in which the investigator will not turn over each page; 2) relying on disgust (they bury objects in manure, throw them in a latrine, etc.); 3) reliance on tact and other noble motives on the part of the investigator (hiding objects in the bed of a seriously ill patient, in the bed of a small child, in the grave of close relatives, etc.); 4) deliberate carelessness in hiding an object (leaving it in plain sight); 5) distracting attention by making double caches. The expectation is that when the first empty cache is discovered, other similar caches will not be inspected; 6) the expectation of organizing a conflict during a search in order to distract attention in order to hide the desired object. Preliminary collection of all the listed information and a thorough analysis of it allow the investigator to successfully solve the first part of the search task - mentally unravel the actions of the person being searched.

Subject " Thinking and imagination in the activities of a lawyer" (1 hour)

1. Thinking and imagination - their role in the activities of a lawyer
2. Imagination, the role in the activities of a lawyer

1. THINKING AND IMAGINATION. THEIR ROLE IN THE ACTIVITY OF A LAWYER.

Thinking as a mental process is always aimed at revealing deep connections rooted in objective reality. Thinking is the process of reflecting in human consciousness the essence, natural connections and relationships between things and phenomena of nature and society. Thinking arises on the basis of practical activity from sensory knowledge and goes far beyond its limits. It enables a lawyer to understand such aspects of objective reality that are hidden from his eyes. Thinking proceeds on a linguistic basis. Words create the necessary material shell of thought. The better a thought is thought out, the more clearly it is expressed in words, and, conversely, the clearer the verbal formulation, the deeper the thought. “Thinking,” wrote Pavlov, “represents nothing else but associations, first elementary, standing in connection with external objects, and then chains of associations. This means that every small first association is the moment of the birth of a thought.”

Human thought is formulated in images, concepts and judgments. Judgments can be general, particular and individual. They are formed in 2 main ways: 1) directly, when they express what is perceived; 2) indirectly - through inferences or reasoning. The thinking process is primarily analysis, synthesis and generalization. Analysis is the identification of certain aspects, elements, properties, connections, relationships, etc. in an object. Analysis and synthesis are always interconnected. The inextricable unity between them clearly appears already in the cognitive process. Comparison consists of comparing objects, phenomena, their properties and relationships with each other. So, in order to resolve the question of whether a particular person is or is not a suspect in a particular criminal case, it is necessary to divide the behavior of this individual into individual signs - actions and, if possible, compare them with the standard signs of this crime. The identified coincidence or discrepancy of characteristics serves as the basis for decision-making.

In the course of generalization, something common stands out in the compared objects - as a result of their analysis. These properties common to different objects are of 2 types: 1) common as similar features and 2) common as essential features. Any essential property is, however, common to a given group of homogeneous objects, but not vice versa: not every common (similar) property is essential for a given group of objects. Common essential features are identified during and as a result of in-depth analysis and synthesis. The laws of analysis, synthesis and generalization are the main internal specific laws of thinking.

In modern Psychology distinguishes mainly 3 types of thinking: 1) visual-effective; 2) visual-figurative; 3) abstract (theoretical) thinking. Visually effective (objective) thinking manifests itself in a person’s practical life. It accompanies him at all stages of development: a person, as if physically “with his hands,” analyzes and synthesizes the objects of his activity, his behavior. Imaginative thinking helps predict the behavior of persons suspected in a criminal case, helps learning with the help of visual aids, and facilitates the preparation of analytical documents, reviews, and scientific reports. Developed imaginative thinking contributes to the implementation of the tasks of communicative, managerial and cognitive activities of a practicing lawyer. Abstract (theoretical) thinking appears most clearly where it is necessary to use abstract concepts and theoretical knowledge to perform mental operations. Such thinking is carried out on the basis of logical reasoning. This thinking helps a lawyer understand complex categories of social sciences and operate with them in the process of communication. In practical activity, no person, naturally, uses any type of thinking in a “pure form”; a legal worker is no exception to this. Practical thinking is carried out and achieves a certain result through general mental operations (analysis, synthesis, generalization, comparison, abstraction and concretization) and also classification, systematization, structuring. With all this, practical thinking has a creative nature. Quality t creative thinking. 1. The problematic nature of the approach to the phenomena under study - this quality of creative thinking is manifested in the ability to find questions that need to be clarified, researched, to find a problematic situation where many people think that there is none, that everything in the case under investigation is very simple. The investigator, for example, uses the problematic nature of thinking at the intersection of reconstructive and search activities. 2. Dynamic thinking - the ability to quickly, creatively navigate the case under investigation, highlight what exactly needs to be paid more attention to and what should be distracted from, the speed of covering the situation under investigation and determining the grounds that need to be guided in the subsequent development of the version. This quality of thinking also helps in such an investigative action as interrogation. 3. Efficiency of thinking - the inclusion of mental operations (observation, imagination), which are the most significant in the study of material evidence and various legal facts; efficiency of thinking also applies to the search activity of the investigator, providing a reasonable combination of observation, imagination and intuition. 4. Broadness of thinking is the productivity of creative work in solving many problems. This quality is especially necessary for investigators and judges investigating or considering economic crimes, where greater versatility and rational application of knowledge, skills and experience in the process of cognitive activity are needed. 5. Depth of thinking is manifested in identifying essential properties, connections and relationships between objects and phenomena. A concrete expression of the depth of thinking is the combination of analysis and synthesis. Depth of thinking is closely related to selectivity. The narrower the problem or phenomenon, the more properties and details can be considered when studying it. 6. Validity in putting forward versions of the case under investigation - in their solution, courage, originality and validity are different from discursive thinking in that these qualities precede logic in the process of cognition, especially in the first stages of the investigation. 7. Logical thinking is the development of the consistency of the thought process, the rigor and “insight” of evidence, the ability to draw general conclusions from extensive and varied legal facts. 8. Criticality and impartiality (objectivity) of thinking are the core of the thinking process of a legal worker, without which he cannot establish the truth.

Thinking and intelligence. Thinking is a mental process of a generalized and indirect reflection of reality; in essence, it is a process of information processing. Thinking operates with signs and symbols in which the facts of objective reality are encoded. Thinking is a mental process that reveals the relationships between objects and phenomena, thanks to it we compare, compare, distinguish, and reveal the relationships between data obtained through the perception system. Thinking reveals the properties of things and phenomena and reveals new, abstract properties that are inaccessible directly to the senses. We do not need to directly observe a phenomenon in order to analyze it and draw a conclusion - we can logically process information about it. This feature of thinking is possible thanks to speech - a system for transmitting signs and symbols.

Thinking and speech are closely interconnected; they cannot develop and exist without each other. Through speech and communication, concepts are conveyed to the child - symbols, behind which a set of integral features of the object being described is hidden, and basic techniques for processing information - logic of thinking - are instilled.

The thought process consists of the operations of analysis, classification and synthesis, or integration, of information. Analysis makes it possible to separate essential and inessential properties of an object or phenomenon, random and necessary connections, that is, to separate simple coincidences and real patterns. The task of thinking is to identify essential, significant features and connections, after which its next stage is possible - classification. The basis of the classification is the identification of concepts - indirect and generalized knowledge about a subject, based on the disclosure of its more or less significant objective connections and relationships. The process of information integration allows us to move from isolated cases to patterns and forecasting: thinking in a generalized form reveals the principle of solving a problem and anticipates the solution of similar problems that may arise in the future.

Thinking disorders are a consequence of a violation of any of the operations that make up it. A violation of the analysis operation consists in the inability to separate essential, significant features from secondary ones; as a result, a person cannot responsibly move to the stage of classification and then to generalization. In cases of impaired thinking, a person either “splits” reality too much, that is, he sees only differences in objects, but does not find common features, for example, he cannot classify a cat and a dog into the same class - animals, or falls into overly broad generalizations, relying on weak signs and connections of objects, for example, finds a similarity between a flower and an airplane in that they are both “drawn in blue.” Underdevelopment of thinking is characterized by the inability to escape from specific concepts and reach a higher, abstract level. Thinking disorder is a pathological process.

Normally, every thought process is an action aimed at solving a specific problem. This task includes the goal of the individual’s mental activity, correlated with the conditions by which it is given. The goal always arises in connection with the existence of certain motives or the need to satisfy a certain need. The motive creates a problematic situation, which is the starting point of the thought process. The problem situation determines the involvement of the individual in the thinking process.

There are several types of thinking: visual-effective, visual-figurative and abstract, or theoretical. Visual and effective thinking arises in ontogenesis, i.e., the development of the individual, most early. It is based on the empirical experience of a person, the concrete experience of his communication with surrounding objects. A simple example of visual-figurative thinking is the conclusion that if taps do not open to the left, they open to the right. Visual-figurative thinking is a higher level of thinking development. Here a person does not need to empirically find out the facts of reality, but it is enough to scroll through the possible options in his mind. Thus, we can imagine possible options for connecting the slats of a kite without having any real experience in carpentry, but having a general understanding of options for connecting rigid parts. Abstract thinking is the highest level of development of thinking, when a person, in the process of solving a problem, turns to concepts and logical schemes, performs actions in the mind, without resorting to practical experience. It is thanks to abstract thinking that we are subject to problems of the type: A is equal to B, B is not equal to C, therefore, A is not equal to C (with the help of this scheme a very wide range of problems can be solved). The result of abstract thinking is always a judgment - a conclusion about the inherent properties of objects or phenomena and significant connections between them.

Based on what type of information a person is dealing with, mathematical, verbal, artistic, and spatial thinking are distinguished. Thanks to the leading method of information processing, logical and associative thinking can be noted. Logical thinking is based on given sequences, and associative thinking operates by bringing analogies.

In connection with issues of thinking, another important concept should be mentioned - intelligence.

Intelligence is a relatively stable structure of an individual’s mental abilities, a certain level of development of a person’s mental activity, which provides the opportunity to acquire new knowledge and use it in the course of life. Intelligence is essentially a set of skills for solving problem situations and strategies for finding solutions. Psychologists have developed criteria for assessing the degree of development of mental functions - intelligence quotient.

Psychological examination of thinking may be important for identifying a person’s maturity, sanity, ability to understand the nature of the actions being performed, and restoring the process of planning a crime.

Imagination is the ability to imagine an absent or truly non-existent object, hold it in consciousness and manipulate it. It is believed that imagination is the ability of only the human psyche; it is the basis of visual and figurative thinking, foreseeing the future, planning and implementing behavioral programs. Thanks to imagination, fantasies are possible as complex, detailed pictures of a non-existent reality or an imagined future. It provides a creative transformation of reality due to its innovative potential.

The imagination, however, is not free from objective reality - the new images created by it are a combination of what was previously seen and objectively exists. This is the process of compilation (regrouping and combination) of already known images and facts. This kind of creative transformation serves as the basis for intellectually innovative activity, which essentially ensures the thinking process. Thanks to imagination, the goals set are provided with a program of action and ultimately are realized in action. In other words, activity planning initially occurs in fantasies.

The tendency to increased fantasy is the tendency of an individual to create pictures of reality that do not have direct significance for his life path, while fantasies are experienced very vividly and often replace reality. Living into a fictional reality can be so strong that the individual begins to sincerely believe in the events he himself created. While quite normal for childhood and early adolescence, the tendency to increased fantasy in adulthood indicates deviations in personality development.

Analysis of the nature of the imagination process and its content is important when considering the individual psychological qualities of a person that are important for making a judicial decision and restoring the process of planning a crime.

Subject " Emotions, feelings, mental states: their psychological and legal assessment" (1 hour)

2. Emotions and feelings in the activities of a lawyer.

1. Properties and types of emotions and feelings.

Emotions and feelings, like other mental phenomena, are various forms of reflection of the real world. Unlike cognitive processes that reflect the surrounding reality in sensations, images, ideas, concepts, thoughts, emotions and feelings reflect objective reality in experiences. They express a person’s subjective attitude to objects and phenomena of the surrounding reality. Some objects, phenomena, things make a person happy, he admires them, others upset or disgust him, and others leave him indifferent. Thus, the reflection in a person’s brain of his real experiences, that is, the attitude of the subject of needs to objects that are significant to him, is usually called emotions and feelings, i.e. in other words, emotions are a special class of subjective psychological states that reflect, in the form of direct experiences of pleasant or unpleasant things, the process and results of practical activities aimed at satisfying current needs.

Because that's all. what a person does ultimately serves the purpose of satisfying his various needs, insofar as any manifestations of human activity are accompanied by emotional experiences. (The activities of legal professionals often take place under conditions of high nervous tension. Therefore, a lawyer needs to be able to manage his emotions and feelings in order to maintain efficiency in any conditions.

Emotional processes and states in the life of an organism perform an adaptive function. Thus, one of the positive functions of affect is that it imposes on the subject stereotypical actions, which represent a certain way of “emergency” resolution of the situation, fixed in evolution: flight, numbness, aggression, etc.” Emotions are one of the most ancient mental states and processes in origin. Life without emotions would be as impossible as without sensations.

Emotions, C. Darwin argued, arose in the process of evolution as a means by which living beings establish the significance of certain conditions to satisfy their actual needs. The important mobilization, integrative and protective role of emotions was pointed out by the famous physiologist P.K. Anokhin. In particular, he wrote: “By producing almost instantaneous integration (unification into a single whole) of all functions of the body, emotions themselves and first of all can be an absolute signal of a beneficial or harmful effect on the body, often even earlier than the localization of the effects and the specific response mechanism are determined.” body reactions." Thanks to the timely occurrence of emotion, the body has the opportunity to effectively adapt to environmental conditions. He can quickly, with life-saving speed, react to external influences without identifying

also its type, shape, other particular specific parameters, “reducing them... to

common biological denominator: is it useful or harmful for it?

impact."

Emotional sensations have become biologically entrenched in the process of evolution as a unique way of maintaining the life process within its optimal boundaries and warn of the destructive nature of a lack or excess of any factors.

The more complexly organized a living being is, the higher the level on the evolutionary ladder it occupies, the richer the range of various emotional states that it is capable of experiencing. The quantity and quality of a person’s needs generally correspond to the number and variety of emotional experiences and feelings characteristic of him, and the higher the need in its social and moral significance, the more exalted the feeling associated with it.

Emotional states regulate the course of mental and organic processes. External emotional expression developed and became established in evolution “as a means of communicating the emotional state of an individual in intraspecific and interspecific communication... In higher animals, and especially in humans, expressive movements become a finely differentiated language, with the help of which individuals exchange information about their state , and about what is happening around.” This statement emphasizes another role of emotions - communicative. They, in fact, were the first “language” for man, which he began to use in communicating with his own kind. This language, as numerous observations show, is quite accessible to higher animals.

(The oldest in origin, the simplest and most widespread form of emotional experiences among living beings is the pleasure received from satisfying organic needs, and the displeasure associated with the inability to do this when the corresponding need is exacerbated. Almost all elementary organic sensations have their own emotional tone. O The close connection that exists between emotions and the activities of the body is evidenced by the fact that any emotional state is usually accompanied by many physiological changes

body.

Attempts to connect these changes with specific emotions have been made repeatedly and have been aimed at proving that the complexes of organic changes that accompany various subjectively experienced emotional states are different. However, it was not possible to clearly establish which of the subjectively given us as unequal emotional experiences are accompanied by which organic changes.

This circumstance is essential for understanding the vital role of emotion. It suggests that our subjective experiences are not an immediate, direct reflection of our own organic processes. The characteristics of the emotional states we experience are probably associated not so much with the organic changes accompanying them as with the sensations that arise during this process.

Nevertheless, a certain relationship between the specifics of emotional sensations and organic reactions still exists. It is expressed in the form of the following connection, which has received experimental confirmation: the closer to the central nervous system the source of organic changes not associated with emotions is located, and the fewer sensitive nerve endings it contains, the weaker the subjective emotional experience that arises. In addition, an artificial decrease in organic sensitivity leads to a weakening of the strength of emotional experiences.

(The main emotional states that a person experiences are divided into actual emotions, feelings and affects. Emotions and feelings anticipate the process aimed at satisfying a need, have an ideational character and are, as it were, at the beginning of it. Emotions and feelings express the meaning of the situation for a person from the point of view current need at the moment, the significance of the upcoming action or activity for its satisfaction. Emotions can be caused by both real and imaginary situations. They, like feelings, are perceived by a person as his own internal experiences, communicated, i.e. transmitted to other people, empathize.

Emotions are relatively weakly manifested in external behavior, sometimes from the outside they are completely invisible to an outsider, if a person knows how to hide his feelings well. They, accompanying one or another behavioral act, are not always conscious, although all behavior, as we have found out, is associated with emotions, since it is aimed at satisfying a need. A person's emotional experience is usually much broader than the experience of his individual experiences. A person’s feelings, on the contrary, are outwardly very noticeable.

Emotions and feelings are personal formations. They characterize a person

socially psychological. Emphasizing the actual personal significance of emotional processes, V.K. Vilyunas writes: “An emotional event can cause the formation of new emotional relationships to various circumstances... The object of love-hate becomes everything that is cognized by the subject as the cause of pleasure-displeasure.”

Despite the fact that emotions and feelings as experiences are closely interrelated, they have significant differences. Experiences associated with satisfying (or not satisfying) the body’s needs for food, protection from cold, sleep, and self-preservation are classified as emotions. Emotions, as we have already noted, are inherent in people and animals. However, human emotions are significantly different from the emotions of animals: they are to a certain extent restructured under the influence of social experience. Both the forms of manifestation of emotions in a person and the ways of achieving goals and satisfying those needs with which this or that emotion is associated depend on the conditions of social life.

In the process of socio-historical development of people's social life, in the sphere of their experiences, a special form and reflection and relationship to the world around them appears - feelings, specifically human experiences that arise on the basis of satisfaction or dissatisfaction of the needs of a person as an individual (such as the needs for communication, cognition,

aesthetic, etc.). Feelings such as camaraderie, shame and conscience, duty and responsibility, etc. inherent only to man as a social being.

The originality of emotions and feelings is manifested in a special subjectivity, depending on the personal significance of the objects and phenomena of the surrounding reality affecting a person. The same object, situation, incident, or crime at different times can evoke different experiences, emotions, and feelings in a person. This demonstrates the complex relationship between emotions and feelings and a person's needs and goals and explains the source of the subjectivity of emotions and feelings.

The most significant personality traits are revealed more clearly in feelings and emotions than in cognitive processes. In contrast to cognitive processes, emotions and feelings are often manifested in external behavior: in expressive movements of the face (facial expressions), body (pantomime), in gestures, intonation and timbre of the voice.

Emotions and feelings are characterized by polarity and plasticity. Every emotion and every feeling is opposed by opposing experiences, between which there are many transitions. Thus, joy is opposed to grief, love is opposed to hatred, collectivism is opposed to selfishness, etc. At the same time, the same emotions and feelings can be experienced by a person with different depths, depending on the reasons that caused them and the characteristics of the activity performed by the individual.

It is also characteristic of emotions and feelings that the personal and social assessment of the experiences experienced by a person may, under certain conditions, not coincide.

(The physiological basis of emotions and feelings are the complex interactions of processes occurring both in the body as a whole and in the brain (subcortex, autonomic nervous system and cerebral cortex). Moreover, the ratio of the activity of the cortex and subcortex in emotions and feelings is different. I. P. Pavlov spoke about this: “...emotion is the work of instinct, and feeling - bitterness, sadness, etc. - this is a different matter, this is due to the difficulty of the activity of the cerebral hemispheres, feelings are associated with the uppermost section , and they are all tied to the second signaling system.”

Changes that occur in the body during certain emotions and feelings are transmitted to the cortex and other parts of the brain, affecting the course of the nervous processes that gave rise to the emotion and feeling. A particularly important role in managing emotions and feelings and their external expression is played by the second signaling system, that is, the nerve connections formed in the cerebral cortex under the influence of words.

In this case, the sphere of human experiences expands significantly, emotions and feelings begin to develop under the influence of social conditions and acquire a social character. The word allows a person to assimilate the emotional experience of other people, the content and form of expression of emotions and feelings. With its help, a person can realize and regulate his experiences, subordinate them to the demands of duty, influence emotions and

feelings of other people, etc.

Emotions and feelings are very diverse. All of them are divided into two groups: those that activate activity - sthenic and those that suppress vital activity - asthenic. (However, the same feeling or emotion can, depending on the circumstances, activate or suppress a person’s activity.

For example, the joy caused by the encouragement of a manager is an incentive for one legal employee to continue conscientious work, while for another it has a demobilizing effect and prevents him from concentrating on the investigation of a specific criminal case. The influence of emotions and feelings on a person’s life cannot be ignored in educational work with law enforcement and law enforcement officials.

In the process of human development, systems of positive and negative emotions have developed in practice. Positive emotions: satisfaction, joy, delight, jubilation, pride, admiration, complacency, confidence, self-satisfaction, respect, trust, sympathy, tenderness, love, gratitude, clear conscience, relief, security, gloating, etc.

Negative emotions: grief (sorrow), displeasure, melancholy, sadness, boredom, despair, chagrin, anxiety, fright, fear, horror, pity, compassion, disappointment, resentment, anger, contempt, indignation, hostility, envy, hatred, anger, jealousy, doubt, confusion, embarrassment, shame, remorse, remorse, disgust, etc.

As can be seen from the above, the division of emotions into positive and negative is carried out exclusively on the principle of pleasure and displeasure. Positive emotions, affecting the nervous system, contribute to the healing of the body, and negative emotions - to its destruction, leading to various diseases2. In a person’s life, the emotions mentioned above create in the individual various forms of emotional states: mood, passion and affect.

(Mood is the most common emotional state, characterized by low intensity, significant duration, ambiguity and “unaccountability” of experiences. (A practicing lawyer must be able to manage his mood and, if necessary, create a certain mood in the object of influence. To do this, he needs to know the reasons and circumstances that cause mood.There are basically four of them:

1) organic processes (illness, fatigue create decreased

mood; health, good sleep, physical activity improve

mood);

2) external environment (dirt, noise, stale air, irritating sounds,

unpleasant coloring of the room worsens mood; cleanliness, moderate

silence, fresh air, pleasant music, appropriate coloring of the room

improve mood);

3) relationships between people (friendliness, trust and tact on the part of

those around them make a person cheerful and cheerful; rudeness, indifference,

distrust and tactlessness depress the mood);

4) thought processes (figurative representations that reflect

positive emotions create a lift in mood; images associated with

negative emotions, depress mood).

Passion is a strong and deep long-term emotional state.

“Passion is the essential force of a person, energetically striving for its subject” (. It activates his activity, subordinates all his thoughts and actions, mobilizes him to overcome difficulties, to achieve his goals; passion for his favorite business allows him to achieve exceptional success, passion for struggle gives rise to courage and fearlessness.However, passion can both shape a personality and destroy it.

(Affect is an emotional experience that occurs with great and pronounced intensity. Features of affect: a) violent external manifestation; b) short duration; c) lack of accountability of a person’s behavior during affect; d) diffuseness of experience (affect captures the entire personality, his mind, feelings and will). (A legal professional should know that, in principle, any emotions can, depending on the circumstances, intensify and reach the point of passion.

Feelings, unlike emotions, are characterized by awareness and objectivity. There are lower feelings-experiences and higher feelings-experiences. There are three groups of feelings: moral, aesthetic and intellectual (cognitive)2. Moral feelings reflect a person’s attitude to the requirements of morality. The system of moral feelings of a Russian person consists of a sense of justice, honor, duty, responsibility, patriotism, and solidarity.

Moral feelings are closely related to a person’s worldview, his beliefs, thoughts, and principles of behavior.

Aesthetic feelings arise in people as a result of experiencing the beauty or ugliness of perceived objects, be it a natural phenomenon, works of art or people, as well as their actions and actions. The basis of aesthetic feelings is the innate human need for aesthetic experience. Constantly accompanying human activity, aesthetic feelings become active drivers of human behavior. (In the activity of a lawyer, aesthetic feelings play a unique role as catalysts of behavior. They become especially important for communicative activities: a person who is able to respond to the aesthetic feelings of an interlocutor, as a rule, acquires authority and

respect. (Intellectual feelings are associated with cognitive activity

person. They arise in the process of carrying out gnostic and research activities. Of the variety of intellectual feelings, the main ones are considered to be the feeling of clarity or vagueness of thought, surprise, bewilderment, guesswork, confidence in knowledge, and doubt.

Intellectual feelings, possessing the driving force of human cognition, strengthen the needs for knowledge that gave rise to them, stimulate human emotions (.

(If professional activity proceeds successfully, a state of euphoria is created in the emotional sphere of the legal worker (increased liveliness, talkativeness), positive emotions begin to predominate. And, conversely, in case of failure, he develops

uncertainty, fear, anxiety and sometimes even fear. All this disorganizes the behavior of a young legal professional. This, as a rule, does not happen to experienced legal professionals who are fluent in their profession.

(Unusual and rather complex situations, acute conflicts during which offenses are committed, in some cases contribute to the development in a person of such mental states (anger, affect, fear, etc.), which in legal psychology quite often become the subject of scientific consideration than in other areas of psychology.However, these states, as well as the stable characteristics of the character and personality of the offender, develop and proceed in no other way than by obeying general psychological and psychophysical laws.

The specificity of the subject of legal psychology lies in the originality of the vision of these states, in the study of their legal significance, in the assessment of their criminogenicity, in the search for scientifically based methods of reducing the possibility of violations of legal norms through the psychological correlation of these states, as well as the personality traits of offenders.

(In practical activities, emotional activation occurs, as a rule, at critical moments in the process of solving tactical problems and is associated with identifying the correct direction of searches. At such moments, activity is usually characterized by a very quick reaction in decision making. General orientation as a whole, preliminary assessment, is a function of emotions as specific knowledge.In emotional assessment, the first, not yet entirely clear, image of the future unity of sensations and perception appears.

(In the communication of the investigator and the judge with the participants in the criminal process, emotions and feelings play a special role. In particular, without them it would be impossible to achieve contact with the interrogated, especially in conflict situations. However, being necessary and inevitable, emotions and feelings in the investigation and consideration of a criminal case cases play not only a positive role. Negative emotional states of the investigator and judge can disrupt and sometimes destroy their activities. Emotions and feelings can give rise to ideas that do not correspond to reality. Under the influence of excessive feelings, an investigator or judge can sometimes come to only the desired results, but far from the true state of affairs.

It should be noted that the quality of perception also depends not only on the state of a person’s sense organs, but also on his general physical and mental state at the moment of perception. It is known that a painful state can not only affect the reliability of the sensations received, but also be the cause of incomplete perception. Equally on quality