How many of us know about medicinal properties this plant? And that you can cook a tasty and healthy alcoholic drink with it? It is the alcohol-based raspberry tincture that will become the topic for our conversation.

Everyone knows what a raspberry looks like. Also, everyone knows well that it grows in the forest. But today it can be found not only there. It has been cultivated for a long time and has many varieties. It is noteworthy that the fruits of a cultivated plant are much larger than those of its forest relative.

But, if we talk about beneficial features, then the forest view of the plant holds undeniable superiority here.
Although homemade raspberries have fewer health benefits than wild raspberries, they can also be used to make medicinal drinks. It is the tincture that is able to preserve all its medicinal properties, and the alcohol version is best suited here. If someone remains an adherent of raspberry jam, then I will say that many of its recipes require heat treatment of berries. And such processing entails the inevitable loss of a large part of their medicinal properties.

Recipes

When coughing

1. Take 1 tbsp. a spoonful of raspberries.
2. 1 st. a spoonful of her flowers.
3. 200 ml alcohol 40-70%.
4. Mixed berries with flowers.
5. All this is filled with alcohol.
6. The drink is infused for 10 days in a dark and cool place.

It is taken 20 drops 2-3 times a day. Before taking the drops, dilute 200 ml of boiled warm water and get drunk.

Universal Recipe #1

Ingredients:

• We take about 4 kg of fresh berries.
• 1.25 liters of alcohol 40-70%.
• 300 ml of water.
• 300 g sugar.

Cooking:

1. Raspberries are moved and poured into a prepared jar or other container.
2. It is poured with alcohol so that it covers the berries on top.
3. Infused for 2-3 days in a warm place.
4. After, the alcohol is drained.
5. We make syrup from water and sugar.
6. Mix the syrup with the drained alcohol.
7. Strain and bottle.
8. We insist on a few more weeks.

If necessary, after a few weeks, you can strain the tincture again. You can take it not only for medicinal purposes, but also as an alcoholic drink.

Universal Recipe #2

Ingredients:

• We take a 1-liter jar of raspberries.
• 0.5 l alcohol 40-70%.
• 1 cup of sugar.
• 100 ml of water.

Cooking:

1. Clean and wash raspberries.
2. Pour the berries in a jar with alcohol and close it.
3. We put the jar in the refrigerator for 1.5-2 months.
4. Pour alcohol into a separate jar or bottle.
5. Put it back in the refrigerator.
6. Sprinkle the alcoholized berries with sugar.
7. We close the jar of raspberries and put them in the refrigerator for 1.5-2 months.
8. During this time, you need to shake the jar once every two weeks.
9. We take out a jar of berries from the refrigerator and leave it in the room so that it warms up to room temperature.
10. Boil 100 ml of prepared water.
11. Pour boiling water over the berries in a jar and stir this syrup thoroughly.
12. We filter the syrup.
13. Mix the syrup with alcohol from the refrigerator.
14. We cool the tincture.

After the drink has cooled, it is ready to use. It is recommended to use all tinctures for medicinal purposes at 40% alcohol. But if you decide to make a stronger drink, then you should drink it diluted with water, otherwise fun is guaranteed.

Properties

So, the useful components of the berries of this plant: fructose and glucose, a large complex of vitamins (PP, B, B1, B2, A, C, B9, E), minerals and amino acids. It also contains proteins, fiber (5%), catechins, coumarins, essential oils, anthocyanins, phytosterols, beta-sitosterol, dehydrosterols and iodine.

Interestingly, an alcoholic drink is able to retain almost all the beneficial properties of the fruit. Thus, this drink is an invaluable help to our body in various diseases.

Application

Raspberry infusion is useful for the following diseases:

• poor digestion;
• diseases of the gastrointestinal tract;
• colds, as an antipyretic, diaphoretic and analgesic;
• diabetes
• cardiac arrhythmias;
• neurasthenia.

Also, this tincture is perfect as a prophylaxis for anemia and leukemia.

Contraindications

Raspberry tincture for alcohol in some people causes an allergic reaction. Also, do not take it to people with diseased kidneys, nephritis and gout. It is worth remembering that in order not to harm yourself, the quality of alcohol must be proper. In no case should you abuse the drink.

Video

1.3 Psychological characteristics of adolescence

Youth not so long ago stood out as an independent period of a person's life, historically referring to the "transitional stage" of maturation, growing up. In the scheme age periodization ontogenesis, the boundaries of adolescence are marked between 17-21 years old for boys and 16-20 years old for girls, but in physiology it upper bound often pushed back to 22-23 years for boys and 19-20 years for girls.

The transition to adolescence is associated with an expansion of the range in fact accessible to man or normatively obligatory social roles, with the expansion of the sphere of life. In addition, the subjective significance and the ratio of different roles and related relationships: for example, a teenager may well be satisfied with his position in the company of his peers, while a young man puts other relationships in the first place - professional, industrial, labor.

One of the most important innovations intellectual sphere in adolescence becomes the development of theoretical thinking. The second feature intellectual development in youth, one should consider a pronounced craving for generalizations, the search for general patterns and principles behind particular facts. The third characteristic feature is the widespread youthful tendency to exaggerate their intellectual abilities and the strength of their intellect, the level of knowledge and independence, the craving for ostentatious, pretentious intellectuality.

In adolescence, the degree of individualization in interests and abilities increases, and often the difference is supplemented, compensated by negative behavioral responses.

Mental development in adolescence consists not so much in the accumulation of knowledge and skills, changes in the properties and structure of the intellect, but in the formation of an individual style of mental activity - an individually peculiar system of psychological means that a person consciously or spontaneously resorts to in order to best balance his (typologically determined) ) individuality with subject, external conditions activities.

Adolescence is associated with the formation of an active life position, self-determination, awareness of one's own significance. All this is inseparable from the formation of a worldview as a system of views on the world as a whole, ideas about general principles and the foundations of being, as a life philosophy of a person, the sum and result of his knowledge. The development of thinking creates all the prerequisites for the formation of a worldview, and personal advancement ensures its stability and motivation.

The youthful attitude to the world has mostly a personal coloring. The phenomena of reality interest the young man not in themselves, but in connection with his own attitude towards them.

characteristic feature youth is the formation of life plans and self-determination, which arise as a result of the generalization and enlargement of the goals that the young man sets for himself, as a result of the integration and differentiation of motives and value orientations.

Adolescence is characterized by a greater, compared with adolescence, differentiation of emotional reactions and ways of expressing emotional states as well as increased self-control and self-regulation. Youthful moods and emotional relationships are more stable and conscious than adolescents, and correlate with a wider range of social conditions.

Youth is also characterized by the expansion of the circle of personally significant relationships, which are always emotionally colored (moral feelings, empathy, the need for friendship, cooperation and love, political, religious feelings etc.). This is also connected with the establishment of internal norms of behavior, and violation of one's own norms is always associated with the actualization of guilt. In adolescence, the scope expands markedly aesthetic feelings, humor, irony, sarcasm, strange associations. One of important places begins to occupy the emotional experience of the process of thinking, inner life- pleasure from "thinking", creativity.

The development of emotionality in adolescence is closely related to the individual-personal properties of a person, his self-awareness, self-esteem, etc.

The central psychological neoformation of adolescence is the formation of a stable self-awareness and a stable image of the "I". This is due to the strengthening of personal control, self-government, a new stage in the development of the intellect. The main acquisition of early youth is the discovery of one's inner world, its emancipation from adults. Young men are especially sensitive to their internal psychological problems and tend to overestimate their significance. This is easily confirmed by the results of standard personality tests. For example, when asked to complete an unfinished story, children and adolescents more often describe actions, deeds, events, and older adolescents and young men more often describe thoughts, feelings, internal problems characters.

Teenagers tend to exaggerate their own uniqueness, but the older they get, the more differences they find between themselves and their “typical” peers. Hence the intense need for psychological intimacy, which helps not only to understand the inner world of another, but also to realize oneself.

One of the important psychological characteristics of youth is self-esteem. Boys and girls with low self-esteem (self-rejection, dissatisfaction with themselves, self-contempt, negative self-esteem, etc.), as a rule, are less independent, more suggestible, more hostile towards others, more conforming, more vulnerable and sensitive to criticism , ridicule. They are more concerned about what others think or say about them. They have a hard time experiencing failure in activities, especially if it happens in public. They are more prone to reflection and more often than others find faults in themselves. Therefore, they tend to strive for psychological isolation, escape from reality into the world of dreams. The lower the level of self-esteem, the more likely that a person suffers from loneliness. Reduced self-esteem and difficulties in communication are also combined with a decrease in the social activity of the individual. These boys and girls are less likely to participate in social events, avoid leadership duties and competition.

Adolescence is the most important period development, which accounts for the main identity crisis. It is followed by either the acquisition of an "adult identity" or a developmental delay - "identity diffusion".

An important point this age stage is the choice future profession. Already at the previous age levels, ideas about a number of professions are formed. The attitude of a young man to a particular profession is formed on the basis of certain knowledge about the specifics professional activity(professional content, public need in it, the place of acquiring a profession, etc.), positive or negative emotional perception of everything related to the profession: taking into account personal, physical, mental and material capabilities.

The corresponding situation prompts the choice, and the direction is determined by social and moral beliefs, legal views, interests, self-esteem, abilities, value ideas, social attitudes etc. acting as motives.

Thus, youth is an extremely significant period in a person's life. Having entered youth as a teenager, a young man completes this period with true adulthood, when he really determines his own destiny for himself: the path of his spiritual development and earthly existence. He plans his place among people, his activities, his way of life.

And their discussion In this chapter, I want to present the results of an empirical study and proceed to a direct discussion of the identified features of the relationship between aggressiveness and the type of accentuations with value orientations in adolescents. After the test, the results of the processing were presented to the subjects. The result was read to each separately, without the presence ...

2. Practical recommendations by correction aggressive behavior boys and girls of adolescence Correction of aggressive behavior of adolescents in the educational process. starting point pedagogical correction deviant behavior of adolescents in learning activities is a deep diagnosis of their cognitive abilities, motivation of educational activity, state of emotional and ...

Some unfavorable factors and conditions this crisis state leads to aggressive behavior. Consider the features and causes of aggression in adolescence in the next section. 2.2 Causes and specifics of the manifestation of aggressive behavior in adolescents For many centuries, the child was considered as an adult, only small, weak and without rights, children were even sewn the same things as ...

Introduction

youth personality worldview self-consciousness

The psychology of adolescence is one of the most complex and least developed sections of developmental psychology.

Youth is the period of completion of the physical maturation of a person, the rapid growth of his self-awareness, the formation of a worldview, the choice of a profession and the beginning of entry into adulthood.

The purpose of my work is to highlight such aspects of youth psychology as: mental development and the formation of personality, the development of moral consciousness, psychosexual development and the relationship of the sexes.

When studying this topic, a number of questions arise:

How is individuality and its awareness formed?

What are the components of youthful self-image?

What guides young men when choosing a profession?

What is the process of separation from the family?

By what criteria do young men choose their friends?

How does the process of puberty take place?

The urgency of the problem is manifested in the fact that puberty is the central, pivotal process of transitional age, which is not limited to biological changes. Puberty re-actualizes for a teenager the question of his sexual identity in that the criteria of “masculinity” and “femininity” are becoming more complicated, in which sexual moments themselves (the appearance of secondary sexual characteristics, sexual interests, etc.) are becoming increasingly important. In adolescence, all these problems are intertwined. The high school student still retains the adolescent narrowness and stereotype of role prescriptions, trying to prove to himself and others that he “meets” these requirements. At the same time, he already feels that his individuality does not fit into the rigid framework of this dichotomy, that masculine and feminine qualities are not necessarily alternative, and that the combination of them can be different.

Research objectives:

to study theoretical approaches and methodological problems of developmental psychology in the study of adolescence;

consider physical and social ranks development in adolescence, the features of their course and factors influencing them;

to analyze the features of psychosexual development in adolescence.

The theoretical basis of this work was the works of domestic and foreign psychologists I.S. Kona, O.V. Khukhlaeva and G. Kraig. When writing the work, textbooks and textbooks on psychology, sociology, anthropology and developmental psychology were used.

1. General characteristics of youth as a stage of development

Adolescence separates childhood from adulthood. This period is usually divided into early adolescence, ie. older school age(from 15 to 18 years old), and late adolescence (from 18 to 23 years old). By this period, the formation of the basic biological and psychological functions that an adult needs for a full-fledged existence is actually completed. This is what gave rise to many researchers of the beginning and middle of the 20th century. argue that personality development ends in adolescence. Various acmeological studies conducted over the past decades have shown that human development continues throughout life. However, this does not diminish the importance of adolescence as the last preparatory period for entering the most productive and longest phase of a person's life, adulthood.

The social status of youth is heterogeneous. Youth is the final stage of primary socialization. The vast majority of boys and girls are still students, their participation in productive labor is often considered not only and not so much from the point of view of its economic efficiency, but in terms of educational plan. Employed youth aged 16-18 have a special legal status and enjoy a number of benefits (short working hours paid as full time, prohibition of overtime and night work and work on weekends, leave of one calendar month etc.). At the same time, the activity and role structure of the personality at this stage are already acquiring a number of new, adult qualities. home social task youth - the choice of profession. General education is supplemented by special, professional education. Choice of profession and type educational institution inevitably differentiates the life paths of boys and girls with all the ensuing socio-psychological consequences. The range of socio-political roles and related interests and responsibilities is expanding. An important task of this age is also the preparation for the creation of a family.

The intermediary social position and status of youth also determines some features of the psyche. Young men are keenly concerned about such problems as their own age specificity, the right to autonomy from elders, etc. Social and personal self-determination presupposes not so much autonomy from adults as a clear orientation and definition of one's place in the adult world. Along with the differentiation of mental abilities and interests, without which it is difficult to choose a profession, this requires the development of integrative mechanisms of self-awareness, the development of a worldview and life position.

Puberty is the central, pivotal process of transitional age. But this process is not reduced to the sum of biological changes. Human sexuality is a complex biosocial phenomenon, the product of the combined action of biological and social forces. To become a man or a woman, an individual must become aware of his gender and learn the appropriate gender role. The gender identity of a person involves the individual's awareness of his gender, the assimilation of appropriate skills and behavior, as well as psychosexual attitudes and orientations. Although the patterns of psychosexual personality development have not been studied enough, psychologists have no doubt that sexual identification is a product of socialization, upbringing and learning. Already by the age of one and a half, the child usually knows whether he is a boy or a girl, although he does not know how to explain this attribution. A 3-4-year-old child knows not only his own gender, but also knows how to distinguish the gender of the people around him. The concept of gender as an irreversible property develops in a child at about 6-7 years of age, when a rapid process of sexual differentiation of activities, attitudes and values ​​begins, the subject of which is the child himself, and not the parents. The social equality of men and women who receive the same education and engage in the same activities inevitably weakens the polarization of male and female roles, especially since the individual differences between men and women have never fit within this polarization, which does not mean the complete elimination of sex differences in behavior and psyche. But relationships between men and women are increasingly built not in accordance with the stereotypical prescriptions of sex roles, but on the basis of taking into account individual features personality. This also applies to sexual behavior. The so-called "double standard" asserted different sexual morality for men and women: a man can be sexually active, a woman must wait patiently to be chosen, and even then exercise restraint. Today, such ideas are no longer undividedly dominant; young people are increasingly guided by the principle of equality of rights and duties.

Teenagers / young men are real slaves of the "norm". They are convinced that there should be universal rules for all occasions, and they are very afraid of falling behind their peers in some way.

The study of youthful sexuality has three main subjects:

sexual behavior, i.e. actions in which sexual desire is manifested and realized (when sexual life begins, what are the stages of its development, its intensity, etc.);

psychosexual attitudes and orientations, i.e. people's attitude to gender issues, sexual morality; these attitudes differ in the degree of awareness and exist both at the level of culture (social attitudes and norms) and at the level of individual consciousness;

erotic fantasies and experiences, which are often unconscious and are studied mainly by clinical methods.

Teachers and parents are extremely interested in the age norms of sexual behavior: when a child begins to be interested in gender issues, at what age does a teenager first fall in love, when does a young man have his first sexual intercourse, etc. There is no general answer to these questions and there cannot be. Not to mention individual variations and the fact that the same event (for example, a kiss) can have different ages completely different psychological meaning, the statistical norms of sexual behavior are changeable and not the same in different environments.

The dualism of "love" and "sex" manifests itself especially sharply in boys. On the one hand, the youthful dream of love and the image of the ideal lover are extremely desexualized. When teens call their incipient attachment "friendship," they're not being hypocritical; they really feel, first of all, the need for communication, emotional warmth. The prototype of the first beloved unconsciously for the boy is the mother, and the thought of sexual intimacy with her for him is tantamount to sacrilege. On the other hand, the teenager is in the grip of a strong diffuse eroticism, and the image onto which these fantasies are projected is often only a “sexual object” devoid of all other characteristics. Sometimes (at the age of 13-14) it is a group image, real or imaginary, common to the whole company boys. Dirty talk, smutty jokes, pornographic pictures arouse increased interest in many adolescents, allow them to “ground”, “lower” erotic experiences that excite them, for which they are not psychologically and culturally prepared.

An important feature of adolescent and youthful sexuality is its "experimental" nature. Discovering his sexual abilities, a teenager explores them from different angles. At no other age is this observed. a large number cases of deviant, close to pathological sexual behavior, as in 12-15 years. Adults require great knowledge and tact to distinguish really anxiety symptoms, from forms of sexual “experimentation” that are outwardly similar to them and, nevertheless, quite natural for this age, on which attention should not be fixed, so as not to inadvertently inflict psychological trauma on a teenager, suggesting to him the idea that he has “something that's not so." If there is no certainty that an adult really understands the essence of the matter and can help, he must be strictly guided by the first commandment of the old medical code: “Do no harm!”

The lower the age of young people at the time of their first sexual intercourse, the less, as a rule, this relationship is morally motivated, the less love it contains.

The question of the psychological nature of love and its relationship with other, non-sexual attachments has long been controversial. AT modern science There are two points of view on this subject.

The first one boils down to the fact that the totality of feelings and experiences that people call love is nothing more than a psychological superstructure over sexual attraction that is biological in nature. This point of view was most consistently defended by 3. Freud, who believed that all human attachments stem from one common source - sexual desire, "libido". The core of what we call love, he wrote in the book " Mass psychology and analysis of the self,” is sexual love, the purpose of which is sexual intimacy. The strength of the Freudian position is in an attempt to unite the "spiritual" and "physical" drives, which are separated in all idealistic theories, starting with Plato. However, correctly understanding that sex life of a person is not something isolated, that it is connected by indissoluble ties with his entire personality, Freud unprovenly declared it to be the basis of mental life.

In modern science, Freud's position is subject to serious criticism. Sexologists are not satisfied with the very concept of "sexual instinct", "desire" or "libido". No one, of course, denies that a person has certain sexual needs. But "sex drive" is not unambiguous. Each individual has some kind of natural sexual potency, but the "script" of his sexual behavior, who and how he will love, is determined by the totality of the conditions that formed his personality. Freud's "pansexualism" is also criticized. If Freud's theory of the "sexual" origin of all affective attachments is correct, it must also apply to animals. And since there is no need for animals to "repress" or "sublimate" their instincts, their attachments to each other must be explicitly sexual (at least in certain periods). But although animal psychologists have witnessed many cases of strong and highly emotional individual attachments between animals, sometimes even of different species, these attachments do not have a sexual overtone. "Altruism" and attraction to emotional intimacy with another living being is, apparently, not an "expansion" or "deviation" of the sexual instinct, but an expression of another, no less deep, independent need. Just as it is impossible to classify the forms of human activity in which there would be no communication, so in any classification of "basic" needs or drives there is a place for the need for "emotional contact", "belonging" and "love". It is this need, inherited by man from animal ancestors, that probably constitutes the instinctive-biological foundation of his sociability, which, however, develops in the child not spontaneously, but in the process and under the influence of his communication with other people.

Although sexuality influences the nature of interpersonal attachments, it is not their only affective basis, and even its own manifestations depend on specific social conditions. A.S. Makarenko wrote that human love “cannot be grown simply from the bowels of a simple zoological sexual desire. The powers of love can only be found in the experience of non-sexual human sympathy. A young man will never love his bride and wife if he did not love his parents, comrades, friends. And the wider the area of ​​this non-sexual love, the nobler will be sexual love.

Love is not only an individual feeling, but also a specific form of human relationships, which implies maximum intimacy, closeness. Transitional age in this sense is very controversial. Youthful dream about love expresses, first of all, the need for emotional contact, understanding, spiritual intimacy; erotic motives in it are almost not expressed or not realized. The need for self-disclosure and intimate human intimacy and sensual-erotic desires very often do not coincide and can be directed to different objects. The dissociation of sensual-erotic and "gentle" drives is especially typical for boys. This is partly due to the fact that the rapid pace of puberty outstrips the development of fine communicative qualities in many of them, including the ability to empathize. The influence of the traditional stereotype of “masculinity”, according to which a man approaches a woman “from a position of strength”, also affects. A high school student does not feel this power in himself, and attempts to simulate it in order to be at the level of a stereotype only increase his difficulties. The thirst for love is often combined with the fear of “losing yourself”, “submitting”, etc. Girls who are not prescribed "strength" are free from this concern, but they are forced to hide their hobbies, protecting their dignity and reputation. The feelings they experience are also ambiguous.

The resolution of these intrapersonal contradictions largely depends on how the relationship between boys and girls develops in a wider circle. Separation of boys and girls in one form or another is a universal phenomenon in the history of culture. AT modern society segregation (separation) of the sexes is less pronounced and is carried out spontaneously, by the children themselves. Nevertheless, it exists, creating a certain psychological distance between boys and girls, which is not so easy to overcome. Psychological intimacy is at first more easily achieved with a person of the same sex, with whom the adolescent connects wide circle shared meaningful experiences, including erotic ones.

The ratio of friendship and love is a difficult problem in youth. On the one hand, these relationships seem to be more or less alternative. According to I.S. Kona and V.A. Losenkov, young men who are oriented towards extensive group communication, as a rule, do not choose a girl as their ideal friend, and young men predominate in the first circle of their real communication. On the contrary, those who prefer a girl as an ideal friend usually have fewer friends of the same sex, tend to consider "true friendship" rare and are more reflexive. The appearance of a beloved girl reduces emotional intensity same-sex friendship, a friend becomes more of a good comrade. On the other hand, love involves a greater degree of intimacy than friendship, it kind of includes friendship. If at the beginning of adolescence the friend of the same sex is usually the main confidant, then later this place is taken by the beloved or beloved. The combination of spiritual communication with physical intimacy allows for the maximum self-disclosure that a person is capable of. A young man of 16-18 years old can still be content with the company of friends of his own sex. At an older age, the lack of intimate contact with a girl is no longer compensated by same-sex friendship; moreover, feeling that he lags behind his peers in this regard, the young man sometimes becomes less frank and closes in on himself with friends.

The relationship between boys and girls confronts them with many moral problems, starting with the ritual of courtship and declaration of love and ending with the problems of moral self-discipline and responsibility. They are in dire need of the help of elders, especially parents and teachers. But at the same time, young people want and have every right to protect their intimate world from unceremonious invasion and peeping.

Puberty in boys occurs later, but proceeds more rapidly than in girls. Boys are characterized by a phase of so-called juvenile hypersexuality, which begins as early as adolescence and continues for 2-3 years after puberty. The period of hypersexuality is characterized by increased sexual excitability and the growth of erotic interests and fantasies. The question of the presence of such a phase in girls is controversial. Although they mature earlier than boys, their orgasmic activity does not increase abruptly, as in boys, but slowly and gradually, reaching a climax many years after maturation. Women's sexuality differs from men's and psychologically. According to a number of scientists, the ratio of sensuality and tenderness in women is fundamentally different than in men. The girl first has a need for psychological intimacy with a young man, and only then - erotic feelings. Therefore, girls, even at older ages, often call their relationship with boys friendship, because. they are more sensitive to subtle psychological nuances in relationships.

In early youth central issue usually a combination of "sex" i.e. physical, sensual, genital pleasure, and "love", i.e. total human closeness, psychological intimacy, merging of souls. In a teenager, these needs are separated; in an adult, they ideally merge. But the degree and duration of such a merger depends on many conditions. Suppression of emotional reactions, neuroticism, extreme egocentrism, making a person incapable of psychological intimacy, undermine his chances of successful love. Adherence to the rigid stereotype of "masculinity - femininity" also gives rise to serious difficulties: a man who sees only a sexual object in a woman (this is often combined with low self-esteem) is usually not capable of emotional self-disclosure and psychological contact with her. The preparation of boys and girls for family life requires the improvement of the system of moral education and sexual education.

Apparently, sexual education should be carried out by a specially trained person, a doctor / teacher / psychologist, whose very role gives the conversation features of alienation, impersonality: a certain system of knowledge is reported, and how you apply it to yourself - no one tries you, if you want - you can ask . And, of course, necessary (both at home and in the library) available literature which a high school student could read himself.

The task is not to "save" boys and girls from sexuality - this is both impossible and unnecessary, but to teach them how to manage this important side social and private life. This means that high school students should not only know the biology of sex, but also have clear ideas about social and psychological aspects Problems. Turning to mature boys and girls, one should appeal not to the arguments of naive biological egoism (look out, do not harm your health), but to an adult sense of social and moral responsibility, urging them to carefully weigh the seriousness of their feelings (“I love” or “like”), the measure of their social maturity, the difficulties of early motherhood, the material and other difficulties of early marriages, etc.

2. Formation of personality in early youth

The development of self-awareness in adolescence and early adolescence is so vivid and obvious that its characteristics and assessment of the importance for the formation of personality in these periods are practically the same among researchers. different schools and directions, the authors are quite unanimous in describing how the process of development of self-consciousness proceeds during this period: at about 11 years old, a teenager develops an interest in his own inner world, then a gradual complication and deepening of self-knowledge is noted, at the same time, its differentiation and generalization increase, which leads to in early adolescence (15-16 years old) to the formation of a relatively stable idea of ​​oneself, self-concept; by the age of 16-17, a special personality neoplasm appears, which in the psychological literature is denoted by the term "self-determination". From the point of view of the self-awareness of the subject, it is characterized by awareness of oneself as a member of society and is concretized in a new, socially significant position.

The social status of youth is heterogeneous. The activities and role structure of the personality at this stage are already acquiring a number of new, adult qualities.

The main social task of this age is the choice of a profession. The choice of profession and type of educational institution inevitably differentiates the life paths of girls and boys, with all the ensuing socio-psychological consequences.

The range of socio-political roles and related interests and responsibilities is expanding.

The intermediary social position and status of youth also determines some features of its psyche. Young men are still acutely concerned about the problems inherited from adolescence - their own age specificity, the right to autonomy from elders, etc. But social and personal self-determination presupposes not so much autonomy from adults as a clear orientation and definition of one's place in the adult world.

There are two ways of self-assessment. One is to measure the level of their claims with the result achieved. The second way of self-assessment is social comparison, comparison of the opinions of others about themselves.

The images of one's own "I", as you know, are complex and ambiguous. Here is the real “I” (how I see myself in the real moment), and the dynamic “I” (what I try to become), and the ideal “I” (what I should become, based on my moral principles), and the fantastic “I (what I would like to be if everything was possible), and whole line other represented "I". Even the self-consciousness of a mature person is not free from contradictions and not all self-assessments are adequate.

The adequacy of self-esteem increases with age. The discrepancy between the real and the ideal "I" is a completely natural consequence of the growth of self-consciousness and a necessary prerequisite for purposeful self-education. Discovering your inner world is a joyful and exciting event. But it also causes a lot of disturbing, dramatic experiences. The internal "I" does not coincide with the "external" behavior, actualizing the problem of self-control. “In my mind, I am two beings: “external” or something and “internal” - writes a tenth grader - “External” (it can be called, perhaps, a “shell”) is usually a manifestation of the internal - the internal dictates its decisions, reflections, arguments . But sometimes the "shell" enters into a fierce combat with the "inner" being.

Together with the realization of one's uniqueness, originality, unlikeness to others, a feeling of loneliness comes. The youthful "I" is still indefinite, vague, it is often experienced as a vague anxiety or a feeling of inner emptiness that needs to be filled with something. Hence, the need for communication grows and at the same time its selectivity, the need for solitude increases.

Until adolescence, the child's differences from others attract his attention only in exceptional, conflicting circumstances. His "I" is practically reduced to the sum of his identifications with various significant people. In adolescents and young men, the situation changes. Orientation simultaneously to several significant others makes his psychological situation uncertain, internally conflicting. “Significant others are those who play a big role in the life of an individual. They are powerful and their opinion matters. big weight. The level of influence of significant others on an individual depends on the degree of their participation in his life, the closeness of the relationship, the social support they provide, as well as the power and authority that they enjoy with others.

The unconscious desire to get rid of the child's former identifications activates his reflection, as well as the feeling of his own peculiarity, unlikeness to others. The consciousness of one's peculiarity, unlikeness to others, causes a feeling of loneliness or fear of loneliness, characteristic of early youth.

An exceptionally important personality trait, largely laid down in early adolescence, is self-respect, i.e. generalized self-esteem, the degree of acceptance or rejection of oneself as a person.

Self-concepts of a person in the process of his life activity go in several directions. First of all, shifts in the content of the I - the concept and its components are being studied. Further, the degree of its reliability and objectivity is examined, a change in the structure of the image of the self is traced. In all these indicators, the transitional age differs markedly both from childhood and from adulthood, there is a line in this respect between a teenager and a young man.

In early youth, there is a gradual change in the "objective" components of the I - the concept, in particular, the ratio of bodily and moral-psychological components of one's "I". The young man gets used to his appearance, forms a relatively stable image of his body, accepts his appearance and, accordingly, stabilizes the level of claims associated with it. Gradually, other properties of the “I” now come to the fore - mental abilities, strong-willed and moral qualities, on which the success of activities and relationships with others depend. The cognitive complexity and differentiation of the elements of the self-image consistently increase from younger to older ages, without noticeable breaks and crises. Adults distinguish more qualities in themselves than young men, young men more than teenagers, teenagers more than children.

The integrative tendency, on which the internal consistency depends, the integrity of the image of the Self, increases with age, but somewhat later than the ability to abstract. Adolescent and youthful self-descriptions are better organized and structured than children's, they are grouped around several central qualities. However, the uncertainty of the level of claims and the difficulties of reorientation from external assessment to self-assessment give rise to a number of internal meaningful contradictions of self-consciousness, which serve as a source of further development. Adding the phrase “I, in my mind…”, many young men emphasize their own inconsistency: “I, in my mind, are a genius + a nonentity”.

Data on the stability of the self-image are not entirely unambiguous. Self-descriptions of adults are less dependent on random, situational circumstances. However, during adolescence and early adolescence, self-esteem sometimes changes very dramatically. Moreover, the significance of self-description elements and, accordingly, their hierarchy can vary depending on the context, life experience individual or simply under the influence of the moment. This kind of self-description is a way to characterize the uniqueness of each individual through a combination of its individual features.

As for the contrast, the degree of distinctness of the image of the Self, there is also growth here: from childhood to youth and from youth to maturity, a person is more clearly aware of his individuality, his differences from those around him and attaches more importance to them, so that the image of the Self becomes one of the central attitudes of the personality. to which she relates her behavior. However, with a change in the content of the image of the Self, the degree of significance of its individual components, on which the personality focuses attention, changes significantly.

Age shifts in human perception include an increase in the number of descriptive categories used, an increase in flexibility and certainty in their use; increasing the level of selectivity, consistency, complexity and consistency of this information; the use of more subtle estimates and relationships; the growth of the ability to analyze and explain human behavior; there is a concern for the exact presentation of the material, the desire to make it convincing.

Similar trends are observed in the development of self-characteristics, which become more generalized, differentiated and correlate with a large number"significant persons". Self-descriptions in early adolescence are much more personal and psychological character than at 12-14 years old, and at the same time emphasize differences from other people more strongly.

The idea of ​​a teenager or a young man about himself always correlates with the group image of "we" - a typical peer of his gender, but never completely coincides with this "we". The images of one's own "I" are evaluated by high school students much more subtle and tender than the group "we".

Young men consider themselves less strong, less sociable and cheerful, but more kind and able to understand another person than their peers. Girls attribute to themselves less sociability, but more sincerity, justice and fidelity.

The exaggeration of one's own uniqueness, characteristic of many adolescents, usually disappears with age, but by no means by a weakening of the individual principle. On the contrary, the older and more developed a person is, the more he finds differences between himself and his "average" peer. Hence the intense need for psychological intimacy, which would be both self-disclosure and penetration into the inner world of another. Awareness of one's dissimilarity to others logically and historically precedes the understanding of one's deep inner connection and unity with the surrounding people.

The most noticeable changes in the content of self-descriptions, in the image of the Self, are found at the age of 15-16. These changes go along the line of greater subjectivity, psychological descriptions. It is known that in the perception of another person, the psychologization of the description sharply increases after 15 years.

A person describes himself, emphasizing the variability, flexibility of his behavior, his dependence on the situation; in the descriptions of the other, on the contrary, indications of stable personality traits that stably determine its behavior in a wide variety of situations. In other words, an adult is inclined to perceive himself, focusing on the subjective characteristics of dynamism, variability, and the other as an object with relatively unchanging properties. This "dynamic" self-perception occurs during the transition to early adolescence at 14-16 years of age.

The formation of a new level of self-consciousness in early adolescence follows the directions identified by L.S. Vygotsky, - integrating the image of oneself, "moving" it "from outside to inside". During this age period, there is a change of some “objectivist” view of oneself “from the outside” to a subjective, dynamic position “from the inside”.

During the period of transition from adolescence to early adolescence, as part of the formation of a new level of self-consciousness, a new level of self-attitude is also developing. One of the central points here is the change in the grounds for the criteria for evaluating oneself, one's "I" - they are replaced "from the outside inward", acquiring qualitatively different forms, in comparison with the criteria for evaluating other people by a person.

The transition from private self-assessments to a general, holistic one (change of grounds) creates conditions for the formation, in the true sense of the word, of one’s own attitude towards oneself, quite autonomous from the attitude and assessments of others, private successes and failures, all kinds of situational influences, etc. It is important to note that the assessment of individual qualities, aspects of the personality plays in such own attitude to a subordinate role, and some general, integral “acceptance of oneself”, “self-respect” turns out to be leading.

It is in early youth (15-17 years old), on the basis of the development of one's own system of values, that an emotional-value attitude towards oneself is formed, i.e. "operational self-assessment" begins to be based on the conformity of behavior, one's own views and beliefs, and performance results.

At the age of 15-16, the problem of the discrepancy between the real I and the ideal I is especially actualized. According to I.S. Kohn, this discrepancy is a completely normal, natural consequence of cognitive development. In the transition from childhood to adolescence and beyond, self-criticism grows. Most often in early youth they complain of weakness, instability, susceptibility to influences, etc., as well as such shortcomings as capriciousness, unreliability, touchiness.

The divergence of I - real and I - perfect images- a function not only of age, but also of intelligence. In intellectually developed young men, the discrepancy between the real I and the ideal I, i.e. between the properties that the individual ascribes to himself, and those that he would like to possess, is much greater than that of their peers with average intellectual abilities.

From the foregoing follows the need for individualization of education and training, breaking the usual stereotypes and standards focused on average, average individuals! The educational work of a student should be intense, intense and creative. At the same time, it is necessary to take into account not only objective individual differences, but also with the subjective world of the emerging personality, self-esteem, self-concept. Appealing to the creative potential of students, we must take care of increasing their self-esteem and self-esteem, see the psychological difficulties and contradictions of growing up and tactfully help resolve them. A school psychologist could be of great help here.

In youth, all the forces of the soul are directed towards the future, and this future takes on such diverse, lively and charming forms under the influence of hope, based not on the experience of the past, but on the imaginary possibility of happiness, that only understood and shared dreams of future happiness already constitute the true happiness of this age.

The discovery of the inner world, which takes place in early youth, is associated with experiencing it as a value. Discovering oneself as a uniquely unique person is inextricably linked with the discovery social peace in which this individual is to live. Youthful reflection is, on the one hand, awareness of one’s own “I” (“Who am I?”, “What am I?” “What are my abilities?”, “What can I respect myself for?”), And on the other hand, awareness of my position in the world (“What is my life ideal?”, “Who are my friends and enemies?”, “What do I want to become?”, “What should I do to make myself and the world got better?"). The first questions addressed to himself are raised, not always conscious of this, already by a teenager. The second, more general, ideological questions are raised by a young man, in whom introspection becomes an element of social and moral self-determination.

The difficulty lies in the fact that early youth, creating internal conditions, favorable for a person to start thinking about what he lives for, does not provide funds sufficient to solve it. It is well known that the problem of the meaning of life is not only philosophical, but also quite practical. The answer to it is contained both inside a person and outside him - in the world where his abilities are revealed, in his activity, in a sense of social responsibility. But this is exactly what forms the deficit, which is sometimes very painfully felt in youth.

Thus, closing in on itself, the search for the meaning of life is, as it were, doomed to remain only an exercise in youthful thinking, which creates a real danger of stable egocentrism and withdrawal into oneself, especially in young men with features of neuroticism or predisposed to it due to the peculiarities of the previous development ( low self esteem, poor human contact.

However, despite all the subjective difficulties, these searches contain a high positive potential: in the search for the meaning of life, a worldview is developed, the system of values ​​expands, moral core, which helps to cope with the first everyday troubles, the young man begins to better understand the world around him and himself, becomes in fact himself .

Social self-determination and the search for oneself are inextricably linked with the formation of a worldview.

Youth is a decisive stage in the formation of a worldview, because it is at this time that both its cognitive and its emotional and personal prerequisites mature. Adolescence is characterized not only by an increase in the volume of knowledge, but also by a huge expansion of the mental outlook of a high school student, the emergence of theoretical interests and a need to reduce the diversity of facts to a few principles. Although the specific level of knowledge theoretical abilities, the breadth of interests among the guys is very different, some shifts in this direction are observed in everyone, giving a powerful impetus to youthful "philosophizing".

Worldview is a view of the world as a whole, a system of ideas about the general principles and foundations of being, a person’s life philosophy, the sum and result of all his knowledge. The cognitive (cognitive) prerequisites for a worldview are the assimilation of a certain and very significant amount of knowledge (there can be no scientific worldview without mastering science) and the ability of an individual to abstract theoretical thinking, without which disparate special knowledge does not add up into a single system.

But a worldview is not so much a logical system of knowledge as a system of beliefs expressing a person's attitude to the world, his main value orientations.

To understand the problem of personal self-determination, an extremely significant provision should be noted: the level of personality is the level of value-semantic determination, the level of existence in the world of meanings and values. As B.V. Zeigarnik and B.S. Bratus, for the individual, “the main plane of movement is moral and value. The first point is that existence in the world of meanings is existence on a strictly personal level (L.S. Vygotsky pointed out this); the area of ​​meanings and values ​​is the area in which the interaction of the individual and society takes place; values ​​and meanings are, strictly speaking, the language of this interaction. The second point is the leading role of values ​​for the formation of personality: The confession of values ​​consolidates the unity and self-identity of the personality, for a long time determining the main characteristics of the personality, its core, its morality, its morality. Value is acquired by a person, because “... there is no other way to deal with value, except for its holistic personal experience. Thus, the acquisition of value is the acquisition by the personality of itself. And the third - allocated by B.V. Zeigarnik and B.S. Bratus, the functions of semantic education: the creation of a standard, an image of the future and an assessment of activity from its moral, semantic side.

Value orientations are elements of the personality structure that characterize the content side of its orientation. In the form of value orientations, as a result of acquiring values, the essential, the most important for a person, is fixed. Value orientations are stable, invariant formations ("units") of moral consciousness - its main ideas, concepts, "value blocks", semantic components of the worldview that express the essence of human morality, and hence general cultural and historical conditions and prospects. Their content is changeable and mobile. The system of value orientations acts as a "folded" program of life and serves as the basis for the implementation of a certain model of personality. The sphere where the social becomes personal and personal becomes social, where there is an exchange of individual value and worldview differences is communication. Value is one of the main mechanisms of interaction between the individual and society, individual and culture.

Value is one of the main mechanisms of interaction between the individual and society, individual and culture. Values ​​are generalized ideas of people about the goals and norms of their behavior, embodying historical experience and concentratedly expressing the meaning of the culture of the era, of a certain society as a whole, of all mankind.

These are the landmarks that exist in the minds of each person, with which individuals and social groups correlate their actions. Thus, values, value consciousness underlies goal-setting.

Goals can affect human activity not really-causally, but as ideal values, the realization of which a person considers his urgent need or debt.

The senior student is on the verge of entering an independent working life. It faces the fundamental tasks of social and personal self-determination. A young man and a girl should be concerned about many serious questions: how to find their place in life, choose a business in accordance with their capabilities and abilities, what is the meaning of life, how to become a real person, and many others.

Psychologists who study the issues of personality formation at this stage of ontogenesis associate the transition from adolescence to adolescence with a sharp change in the internal position, which consists in the fact that aspiration for the future becomes the main focus of the personality and the problem of choosing a profession, a further life path is in the center of attention of interests, high school plans.

A young man (girl) strives to take the inner position of an adult, to realize himself as a member of society, to define himself in the world, i.e. understand yourself and your capabilities along with an understanding of your place and purpose in life.

formulated the main task fully corresponds to the fact that the leading activity of youth is the search for one's place in life.

In search of the meaning of one's existence, the value-semantic nature of personal self-determination is manifested in the most general form. The need for the meaning of life characterizes adult forms of behavior and therefore cannot be bypassed when we are dealing with the process of personality maturation, the formation of the human "I". Viktor Frankl considers the desire for a person to search for and realize the meaning of his life as an innate motivational tendency inherent in all people and being the main engine of behavior and development of an adult.

Personal self-determination is by no means completed in adolescence and early adolescence, and in the course of further development a person comes to a new personal self-determination (redefinition). Personal self-determination is the basis of one's own development.

Such an understanding allows us to build a holistic picture of self-determination in adolescence, within which the motley mosaic of various “self-definitions” found in literature takes on meaning. Personal self-determination sets a personally significant orientation towards achieving a certain level in the system social relations, the requirements for it, i.e. sets social self-determination. On the basis of social self-determination, requirements for a certain professional area are developed, professional self-determination is carried out.

In developmental psychology, professional self-determination is usually divided into a number of stages, the duration of which varies depending on social conditions and individual characteristics of development. The first stage is a children's game, during which the child assumes various professional roles and "loses" individual elements of the behavior associated with them. The second stage is a teenage fantasy, when a teenager sees himself in his dreams as a representative of one or another profession that is attractive to him. The third stage, capturing the entire teenage and most adolescence, - a preliminary choice of profession. Different types activities are sorted and evaluated in terms of the adolescent's interests ("I love historical novels I'm going to be a historian"), then in terms of his abilities ("I'm good at math, should I do it?") and finally in terms of his value system ("I want to help sick people, I'll become a doctor "; "I want to earn a lot. What profession meets this requirement?").

Of course, interests, abilities and values ​​are manifested, at least implicitly, at any stage of the choice. But the value aspects, as public ones (awareness social value one or another profession), and personal (realization of what an individual wants for himself), are more generalized and usually mature and are realized later than interests and abilities, the differentiation and consolidation of which occurs in parallel and interconnected. Interest in the subject stimulates the student to engage in it more, this develops his abilities; and the identified abilities, increasing the success of the activity, in turn, reinforce the interest. Fourth stage - practical acceptance solutions, i.e. the actual choice of a profession includes two main components: 1) determining the level of qualification of future work, the volume and duration of preparation for it, 2) choosing a specialty.

A characteristic feature of early youth is the formation of life plans.

Conclusion

Thus, the main theoretical approaches to the study of youth psychology were considered. In their extreme forms they seem to be mutually exclusive and have developed in sharp controversy with each other. However, with all the difference in the initial principles, these theories often describe the same processes and periodize them in approximately the same way. Is psychological tension a consequence of puberty, the uncertainty of social status, or the inconsistency of the adolescent's value orientations? This question cannot be put on the principle of "either - or", since all these moments are available and the problem lies precisely in their interaction. Different theories simply approach the problem from different angles and are in this sense complementary. One cannot deny either the significance of the theories put forward by these authors, or the legitimacy of a special study of psychophysiological processes, psychosexual development, emotions, intellect, self-consciousness, etc. But these particular processes themselves can only be understood in their interconnection and interdependence, on the basis of the principle of the unity of consciousness and activity.

First of all, the law of uneven maturation and development operates. This unevenness is both interpersonal (adolescents mature and develop at different rates, so chronological peers and classmates may actually be at different stages of their development). individual development) and intrapersonal (heterochronism of the physical, sexual, mental, social and moral development of the same individual). Therefore, the first question that arises when meeting with a high school student is: with whom are we actually dealing - with a teenager, a young man or an adult, and not in general, but in relation to this particular area of ​​life? Further, depending on the individual typological features, there are fundamentally different types of development. For some people, adolescence is a period of "storm and onslaught" that proceeds stormily and in crisis, characterized by serious emotional and behavioral difficulties, sharp conflicts with others and with oneself. For others, adolescence proceeds smoothly and gradually, they are included in adult life relatively easily, but to some extent passively; romantic impulses, usually associated with youth, are not characteristic of them; such people give the least trouble to educators, but in their development, adaptation mechanisms can block the formation of independence. The third type of youth is characterized by rapid, spasmodic changes, which, however, are effectively controlled by the personality itself, without causing sharp emotional breakdowns; identifying early life goals, such boys and girls are distinguished by a high level of self-control, self-discipline and the need for achievement, they actively form their own personality, but their introspection and emotional life are less developed.

It is important to keep in mind that we are talking for the most part not just about age, but about gender and age characteristics. The psychology of sex differences is methodologically very complex, its serious Scientific research started only in recent decades. AT domestic psychology it has been underestimated for many years. However, the gender differences themselves are very significant, manifesting themselves in the direction of interests, and in the specifics of emotional reactions, and in the structure of communication, and in the criteria for self-esteem, and in psychosexual development, and even in the ratio of stages and age characteristics of vocational and marriage-sexual self-determination. Gender and age characteristics and processes are always closely intertwined with personal ones. For adolescence, the processes of development of self-consciousness, the dynamics of self-regulation of images of the "I" are especially important.

List of sources used

1Aysmontas B.B. General psychology: schemes: M.: VLADOS-PRESS. - 2008.

Gorohova L.G. Study of coping strategies in adolescents // Yearbook of the Russian psychological society: Materials of the 3rd All-Russian Congress of Psychologists. July 25 - 28, 2003: V.2 - St. Petersburg, 2008.

Zimnyaya I.A. Educational psychology: Proc. For stud. universities. - 2nd ed., - M.: Logos. - 2007.

Kolienko N.S., Rubtsova N.E. Guidelines development creative thinking. - Tver: TVGU, 2007.

Maksimova S.V. Creative activity in people with drug addiction// Issues of psychology. - M., 2006. - No. 1.

Malkina-Pykh I.G. Crises of adolescence. - M.: Eksmo Publishing House, 2009.

Mukhina V.S. "Asc. Psychology: phenomenology of development, childhood, adolescence: A textbook for students. universities. - 3rd ed., stereotype. - M.: Academy. - 2008.

Nemov R.S. Psychology: Proc. for stud. higher ped. textbook establishments. M.: Humanit. ed. center VLADOS, 2007.

Romanova N.M. Test "Drawing of a man and a woman" // Journal applied psychology. - 2008. - №3.

Khjell L, Ziegler D. Personality Theories Fundamentals, Research and Applications - Ed. Peter, St. Petersburg, 2006.

Question #64 . Psychological characteristics of adolescence. Features of interpersonal relationships in adolescence.

Youth- the period in development corresponding to the transition from adolescence to independent adulthood. It defines social situation development at this age: the young man occupies an intermediate position between a child and an adult. Many new social roles that are constantly being tried on. The position of the child is characterized by his dependence on adults, who determine the main content and direction of his life. With the complication of life, a young man not only expands quantitatively the range of social roles and interests, but also qualitatively changes them, more and more adult roles appear with the ensuing measure of independence and responsibility. But along with elements of adult status, the young man still retains features of dependence that bring his position closer to that of a child.

The chronological boundaries of adolescence are defined in psychology in different ways, most often researchers single out early youth, that is, senior school age (from 15 to 18 years old), and late youth (from 18 to 23 years old).

The tasks that determine the general characteristics of age are as follows. By the end of adolescence, the processes of physical maturation of a person are completed. The psychological content of this stage is associated with the development of self-awareness, the solution of problems of professional self-determination and entry into adulthood. Cognitive and professional interests, the need for work, the ability to build life plans, social activity. In adolescence, the dependence on adults characteristic of the previous stages of ontogenesis is finally overcome, and the independence of the individual is affirmed. In relations with peers, along with the preservation of the great role of collective-group forms of communication, the importance of individual contacts and attachments is growing. Youth is a tense period in the formation of moral consciousness, the development of value orientations and ideals, a stable worldview, and civic qualities of a person.

The social situation of development in adolescence determines the fact that this age is characterized as “stable conceptual socialization, when stable personality traits are developed”, all mental processes personality acquires a stable character. Thus, Youth is a period of transition to independence, a period of self-determination, the acquisition of mental, ideological and civic maturity.

Leading activity in early youth - professional self-determination. The psychological basis for self-determination in early youth is, first of all, the need of a young man to take the internal position of an adult, to realize himself as a member of society, to define himself in the world, that is, to understand himself and his1 possibilities along with an understanding of his place and purpose in life .

The psychological basis of professional self-determination constitutes a new personality structure in youth:

1. the formation of a worldview;

2. a generalized form of self-awareness, the work of which is manifested in the desire of a young man to approach himself from the position of values ​​prevailing in society;

3.discovery of one's own "I", experienced as an active active principle;

4. the need for labor and the ability to work;

5. developed reflection for awareness and a critical attitude towards oneself;

6.development of theoretical thinking and change to navigate in various forms of theoretical consciousness: scientific, artistic, ethical, legal;

7.nebnost in communication and possession of ways of its construction;

8. formation of moral self-consciousness, development of value orientations and ideals, civic qualities of a person.

The problem of professional self-determination is complex and diverse. So, Pryazhnikov , believes that the center of self-determination is the value and moral aspect, the development of self-awareness and the need for professional competence. In his opinion, the psychological factors that form the basis of professional self-determination are: awareness of the value of socially useful work, general orientation in the socio-economic situation, awareness of the need for general and professional training for full self-determination and self-realization, general orientation in the world professional labor, selection of far professional goal and its coordination with other important life goals, knowledge of the chosen goals, knowledge of internal obstacles that complicate the achievement of the chosen goal.

Position S. L. Rubinstein about two ways of life brings the problem of professional self-determination in youth to a different plane - to the plane of choosing a life path. Depending on the degree of development of reflection, self-awareness, civic qualities of a person, the choice of a profession and the further path in professional activity can be carried out in accordance with two models: adaptive model and development model. According to the first model, a passive tendency to subordination dominates in a person's self-consciousness both in professional self-determination and in professional activity. In another model of development, a person in his professional self-determination and in his further professional activity seeks to go beyond the continuous flow of everyday life, to see it and work in general, to become the creator of his own life, constructing his present and future.

Vygotsky assigned a key role to self-consciousness at this age. He considered the main thing for this age to be the mastery of one’s own inner world, which ensures the unity of behavior, the external correlate of this event is the emergence of a life plan, which Vygotsky considers not only as an indicator of a person’s mastery of his inner world, but also as a system of adaptation to reality and the associated target regulation of behavior, but one can talk about life plans only when, along with future goals, care young man ways to achieve them become, an assessment of one's own subjective and objective resources is made.

According to S. L. Rubinshtein, the problem of self-consciousness is, first of all, the problem of determining one's way of life. Summarizing, he singled out two ways of human existence. The first way is a life that does not go beyond the limits of the direct connections in which a person lives. Here the whole person is inside life itself: any of his attitude is an attitude to the phenomena of life, and not to life as a whole. The second way of existence takes a person beyond its limits, it is associated with the emergence of a value-semantic definition of life.

As I. S. Kon points out, the central psychological process of adolescence is the development of self-consciousness, which encourages a person to measure all his aspirations and actions with certain principles and the image of his own "I". The older and more mature the young man, the more his upbringing turns into self-education)