Subject of Humanistic Psychology: Ideal Personality Model

Representatives of humanistic psychology: Abraham Maslow Carl Rogers Viktor Frankl

Humanistic psychology is a trend in Western, predominantly American, psychology. Humanistic psychology was formed in the 1960s. In the 20th century, the subject of study is psychologically healthy, mature, creatively active representatives of humanity, who are distinguished by continuous development and an active attitude towards the world. Humanistic psychologists denied the existence of the original conflict between man and society and argued that it was social success characterize completeness human life.

Basic methodological principles and provisions of humanistic psychology:

a) a person is integral and should be studied in his integrity;

b) each person is unique, so the analysis of individual cases (case study) is no less justified than statistical generalizations;

c) a person is open to the world, a person's experience of the world and himself in the world is the main psychological reality;

d) human life should be considered as single process the formation and existence of man;

e) a person has the potential for continuous development and self-realization, which are part of his nature;

f) a person has a certain degree of freedom from external determination due to the meanings and values ​​that guide him in his choice;

g) Man is an active, intentional, creative being.

The origins of humanistic psychology lie in the philosophical traditions of the Renaissance humanists, French Enlightenment, German romanticism, the philosophy of Feuerbach, Nietzsche, Husserl, Tolstoy and Dostoevsky, as well as in modern existentialism and Eastern philosophical and religious systems.

The general methodological platform of humanistic psychology is implemented in a wide range different approaches:

In the works of A. Maslow, S. Jurard, F. Barron, K. Rogers, ideas about a mentally healthy, fully functioning personality have been developed.

Problem driving forces formation and development of the personality, needs and values ​​of a person was disclosed in the works of A. Maslow, V. Frankl, S. Buhler and others.

F. Barron, R. May and V. Frankl analyzed the problem of freedom and responsibility.

At the same time, the transcendence of one's being by a person is considered as a specifically human essential feature (S. Jurard,

V. Frankl, A. Maslow).

Issues interpersonal relationships, love, marriage, sexual relations, self-disclosure in communication is considered in the works

K. Rogers, S. Jurard, R. May and others.

The main area of ​​practical application of humanistic psychology is psychotherapeutic practice:

Non-directive psychotherapy by K. Rogers (People-centered approach in psychotherapy) and logotherapy by V. Frankl are among the most popular and widespread psychotherapeutic systems.

Another important area of ​​practical application of humanistic psychology is humanistic pedagogy which is based on the principles of non-directive interaction between the teacher and the student and is aimed at the formation creativity personality.

The third area of ​​practical application of humanistic psychology is socio-psychological training, one of the founders of which was K. Rogers.

The successes of humanistic psychology in these applied areas largely determined its social platform, based on the utopian idea of ​​improving society through the improvement of individuals and interpersonal relationships (A. Maslow).

The merit of humanistic psychology is that it has placed in the forefront the study critical issues personal existence and development, asked psychological science new worthy images of both the man himself and the essence of human life.

Today, humanistic psychology occupies an important and stable place in Western psychology; tendencies of its partial integration with other schools and trends, including psychoanalysis and neobehaviorism, have been outlined.

(D. A. Leontiev.)

Practice #3

Fundamentals of the psychology of communication. Ways to resolve conflicts»

Question 2: Personality in the group and collective. Pedagogical leadership of the team

Depending on the behavior of the participants in the conflict, including those who solve it, the following methods of conflict resolution are distinguished:

1. evasion- a person, anticipating the emergence of a conflict, chooses a style of behavior that will not lead to conflict. At the same time, a person carefully considers his behavior, and the organization pursues a policy that has a preventive goal, that is, the personnel department monitors the causes of conflicts that arise, as well as emerging tensions and takes measures to resolve them;

2. conflict smoothing- various arguments are used, including persuading the other side of the need for cooperation. In particular, when a lot of remarks are made during the discussion of the program, they can be neutralized using some methods, including, for example, such as referring to authorities, conditional consent, rephrasing comments, warning them, etc. The disadvantage of this style is that usually the conflict is silenced but not resolved;

3. compulsion- the opponent is forced to take a different point of view. This type of behavior is most characteristic of a leader when he has disagreements with a subordinate. Coercion almost always causes indignation of the subordinate, antipathy. Such decisions usually hamper the initiative of subordinates, which is irrational for the organization;

4. encouragement- giving an advantage to a person in exchange for his agreement with the proposed decision.

While this kind of behavior can be seen as a compromise, there is a good chance that the conflict will remain;

5. compromise- one side accepts the point of view of the other, but only partially.

The ability to compromise is the most important trait that, if desired, every person can cultivate in himself. However, compromise is inappropriate in the early stages of the development of the conflict, as it stops the search for the most effective solution. Suppose the strategy of a furniture factory is being refined.

The dispute over the choice of alternatives is between the department
marketing, personnel department and production department. If the administrative director tasked with reconciling the positions of the departments accepts one of the proposals as the main one too early, he will not consider and consider other options and, possibly, The best decision will not be accepted. Having stopped the discussion, having determined the solution at this stage, he will stop searching and analyzing other alternatives.

The task of the manager is to notice the moment when the proposals begin to be repeated, and only then stop at a compromise solution;

6. conflict prevention- a set of activities, mainly of an organizational and explanatory nature. We can talk about improving working conditions, a more equitable distribution of remuneration, ensuring strict adherence to the rules of internal life, work ethics, etc.

Conflict resolution depends on the level professional competence manager, his ability to interact with employees, which is not least determined by his general culture.

2. Pedagogical conflict as separate industry conflict

2.1 Features, types and stages of development of the pedagogical conflict

There are several classifications of conflicts.

According to the direction, conflicts are divided into "horizontal" (between employees of the same level), "vertical" (between the leader and subordinates) and "mixed", as well as:

1) conflicts of activity arising from the failure of the student to complete educational tasks, poor progress, outside of educational activities;

2) conflicts of behavior arising from a student's violation of the rules of conduct at school, more often in the classroom, and outside the school;

3) conflicts of relations that arise in the sphere of emotional and personal relations of students and teachers, in the sphere of their communication in the process pedagogical activity.

AT first group- Motivational conflicts. They arise between teachers and students, due to the fact that students either do not want to learn, or study without interest, under duress. Based on motivational factor, the conflicts of this group grow and eventually hostility, confrontation, even struggle arise between teachers and children.

In second group- conflicts associated with poor organization of schooling. There are four periods of conflict that students go through while studying at school. The first period is the first grade: there is a change in the leading activity, from playing to learning, new requirements and responsibilities appear, adaptation can last from 3 months to 1.5 years. The second conflict period is the transition from 4th to 5th grade. Instead of one teacher, the guys study with different subject teachers, new ones appear school items. At the beginning of the 9th grade, a new painful problem arises: it is necessary to decide what to do after the 9th grade - to go to a secondary specialized educational institution or continue studying in the 10-11th grade. For many young people, the 9th grade becomes the line beyond which they are forced to begin their adult life. The fourth conflict period: graduation from school, choice of a future profession, competitive exams in a university, the beginning of a personal and intimate life.

The third group of pedagogical conflicts- conflicts in the interactions of students among themselves, teachers and schoolchildren, teachers with each other, teachers and school administration. These conflicts are due to subjective, personal characteristics of the conflicting, their goals and value orientations. Leadership conflicts are the most common among “student-student”, in the middle classes there are conflicts between groups of boys and girls. Conflicts in the interactions "teacher-student" in addition to motivational, conflicts of a moral and ethical nature can flare up. Conflicts between teachers may arise over various reasons: from the problems of the school schedule to the clash of the intimate-personal order. In the interaction "teacher-administration" there are conflicts caused by problems of power and subordination.

Features of conflict situations in three age categories:

In the lower grades: experiences are short-lived; the child needs the protection and support of the teacher; conflicts are often associated with the style and tactics of the teacher on the actions of students.

In adolescence: there is a loss of interest in learning; student indiscipline is manifested; conflicts often arise when teachers make mistakes in the methodology for assessing knowledge and skills.

In the senior classes: overstating the requirements for adults with a condescending attitude towards oneself; characterized by emotional instability; defending one's point of view in response to the dominant position of the teacher leads to conflicts.

For girls, verbal forms of conflict resolution are more typical. Boys are prone to pronounced bodily aggressiveness in resolving conflicts.

All conflicts, despite their diversity, develop according to a certain pattern:

1. Conflict situation (dispute between interested parties). At this stage, the conflicting parties discuss the specific subject of disagreement.

2. Conflict (clash of interests of participants, active confrontation). At this stage, a specific issue fades into the background, there is a clash at the level of approaches and opinions. Other evidence and arguments are involved.

3. Expanding conflict (other participants are drawn into the situation). At this moment, other members of the team are drawn into the conflict as referees and fans. The question takes on a universal character. Old sins and grievances are remembered.

4. General conflict (most employees are covered by the search for the guilty). At the final stage, it is impossible to understand the root cause. The real one is coming war of parties "to the last bullet".

The structure of a conflict situation is made up of the internal and external positions of the participants, their interactions and the object of the conflict. In the internal position of the participants, one can single out the goals, interests and motives of the participants. The external position is manifested in the speech behavior of the conflicting parties, it is reflected in their opinions, points of view, and wishes. The conflict relationship between a teacher and a teenager can change for the better if the teacher focuses not on his external behavior, but on his internal position, i.e. you can understand his goals, interests and motives. The sphere of conflict can be business or personal. Teachers and students often encounter conflict situations. However, we must strive to ensure that the conflict occurs in the business sphere and does not flow into the personal.

Pedagogical situations can be simple or complex. The first are resolved by the teacher without the counter resistance of the students through the organization of their behavior.

Features of pedagogical situations and conflicts

The pedagogical situation is defined by N. V. Kuzmina as “the real situation in the study group and in complex system relations and
relationships between students, which must be taken into account when deciding how to influence them.

In pedagogical situations, the teacher most clearly faces the task of managing the student's activities. When solving it, the teacher must be able to take the student's point of view, imitate his reasoning, understand how the student perceives the current situation, why he acted that way. In a pedagogical situation, the teacher comes into contact with the students about his specific act, actions at school.

During the school day, the teacher is included in wide range relationships with students on various occasions: stops a fight, prevents a quarrel between students, asks for help in preparing for the lesson, joins in a conversation between students, sometimes showing resourcefulness.

AT difficult situations great importance have emotional condition teacher and student, the nature of the existing relationship with the accomplices of the situation, the influence of the students present at the same time, and the result of the decision always has a certain degree of success due to the student’s difficult to predict behavior, depending on many factors that are almost impossible for the teacher to take into account.

When resolving pedagogical situations, actions are often determined by personal resentment towards students. The teacher then shows a desire to emerge victorious in the confrontation with the student, not caring about how the student will get out of the situation, what he will learn from communication with the teacher, how his attitude towards himself and adults will change. For a teacher and a student, various situations can be a school of knowledge of other people and oneself.

Conflict in psychology is defined as “a collision of oppositely directed, incompatible tendencies, a single episode in consciousness, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences". The conflict in pedagogical activity often manifests itself as the teacher's desire to assert his position and as a student's protest against unfair punishment, incorrect assessment of his activity, act. It is difficult for a student to follow the rules of behavior at school every day and the requirements of teachers during lessons and breaks, therefore minor violations of the general order are natural: after all, the life of children at school is not limited to study, quarrels, insults, mood changes, etc. are possible. By responding appropriately to the child's behavior, the teacher takes control of the situation and restores order. Haste in assessing an act often leads to errors, causes indignation in the student at the injustice on the part of the teacher, and then pedagogical situation goes into conflict. Conflicts in pedagogical activity for a long time disrupt the system of relationships between the teacher and students, cause the teacher to deeply stressful condition dissatisfaction with their work. This state is aggravated by the realization that success in pedagogical work depends on the behavior of students, a state of dependence of the teacher on the “mercy” of the students appears.

Practice #4

“Methods of influencing a person. Pedagogical technologies»

Question: Methods of education

The method of education is not invented, it is not created arbitrarily, it is not even a product of the subject's creativity. In choosing a method, the subject depends entirely on how he foresees the result.

anticipation educational result in the mind of the teacher creates the prerequisites for mental design way(s) to achieve the expected result. The category of the method of education reflects the dual anticipation “I know what I want to get, I know how to achieve it.”

The method of upbringing is a model for organizing the activities of a teacher and a child, designed to form a value attitude towards the world and himself. Consequently, the method is derived in the process of realizing the goal, it is strictly dictated by the course of mental analysis. In terms of quantity, there can be neither more nor less methods - exactly as many as necessary for the programmed result, based on the nature given result. The system of upbringing methods is complex, because the goal of upbringing is multifaceted, a person is multidimensional, his relationship with the world is contradictory. All this complexity is added by the traditionally strengthened confusion of the concepts of “methods of education” and “methods of influence”. Speaking of the first, many teachers understand the second, they reduce the expected result of upbringing to a specific momentary reaction of the child. For example, they say: “I used the method of the exercise when I organized the correct behavior of the child,” or “I used persuasion when explaining to children the meaning of normative behavior.” Without denying the legitimacy of what has been said, we note. That what has been said referred to the methods of educational influence is by no means to the methods of education. If the factors of education are known (and they are known to us), then, therefore, it remains to project these factors onto the reality of the educational process and designate factorial (objectively determined) influences as methods of education personality. Of course, these factorial influences need pedagogical instrumentation. Of course, the teacher does not passively observe what impact the factors of personality formation produce. He sets them a certain direction (a social value vector), accompanying what is happening with a pedagogical commentary, initiating a social value reaction of children. But knowing the factors of formation, the teacher already knows the ways of education. Like a gardener: knowing what is necessary for a high yield of an apple tree, he provides this necessary, and his objectively determined actions qualify as methods of growing fruit trees.

Therefore, if we look at the method of education from the point of view of the meaningful influence organized by the teacher, then this is the construction of a system of pedagogical influences on children in full accordance with the meaningful main factors of development in the formation of personality.

Factor social environment in personal formation is transformed in educational practice into a method of organizing the educational environment, or rather, into a method of organized interaction of children with the environment.

The factor of a person's own activity, which decisively influences the development of a person, undergoes a pedagogical transformation and is called the method of organizing educational activities.

The factor of the return-evaluative influence of adults on the child is projected onto the educational reality, transforming into an organized understanding of the unfolding life by the child.

Let's see how the three factors of education are taken into account in school practice.

A house is being built in which a leak educational process. Its architecture, design, internal arrangement of functioning premises are thought out. The principal of the school is usually involved in the discussion of construction problems, and his voice is not the last in decision making. The arrangement of the school yard, garden, playgrounds is being thought out. The layout is dictated educational tasks. Cleanliness, order, beauty are the main characteristics of the subject environment of an educational institution. But this environment is reproduced in the future by children, with their efforts maintaining order, cleanliness, recreating beauty. Traditions are soon formed in this house, psychological climate, events occur. Each of the children in some way reacts to the given life that flows before him, participating in it, or removing himself from it. Teachers, building the content of school life, make sure that each child is significant in it and that each child is the subject of the life of the school home. The most diverse activities are organized at school - it is this diversity that involves children in diverse relationships to life. If socially, culturally and psychologically significant value relations are formed in the course of the activities organized by teachers, then this kind of activity contributes to personal development. become children, so that the child's ability to be aware of his "I" in
system social relations and the process of interacting with reality.

Thus, it is necessary to recognize the existence of three methods of education strategic plan: 1) the method of organizing the educational environment; 2) the method of organizing educational activities, that is, the interaction of children with the environment; 3) the method of organizing the child's comprehension of the life unfolding before him. The listed methods are of a factorial nature: they have the power of an objective, inevitable influence on the growing personality. Sometimes all these methods are called methods of organizing a child's life.

Practice #5

« Education system Russia"

Question: Educational levels and types of educational institutions.

General and vocational education

1. The following shall be established in the participating States educational levels:

Basic general education;

Secondary (complete) general education;

Primary vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate professional education.

2. Types of educational institutions:

preschool;

General education (primary general, basic general, secondary (complete) general education);

Institutions of primary vocational, secondary vocational, higher vocational and postgraduate vocational education;

Institutions of additional education for adults;

Special (correctional) for students with developmental disabilities;

Institutions for orphans and children left without parental care (legal representatives);

Institutions of additional education for children;

Other institutions carrying out the educational process. In the Commonwealth Independent States state and non-state educational institutions operate.

Non-state educational institutions can be created in the organizational and legal forms provided for by national legislation. Their activities, to the extent not regulated by this Model Law, are governed by national legislation.

Practice #6

The family as a subject pedagogical interaction and socio-cultural environment for the upbringing and development of the individual"

Question: "Methods of education in the family"

The role of the family in the upbringing of the child is great, because it is in this cell of our society that the child is most time. It is here that he is formed as a person. Here he feels care, affection and love. In families where mutual understanding reigns and respect, good children usually grow up. Many believe that the most important thing in raising a child is that the baby be fed, cleanly dressed and go to bed on time. But this is an erroneous opinion. Education is not an easy job that requires a lot of strength and energy. After all, parents have to educate their child not only with words, but also with personal example. From the first days of his life, the child feels the influence of mom and dad. This is one of the main methods of raising children in the family. But not always a personal example helps to get a positive result. Then it is necessary to apply other methods of education. Two of them we know very well the "stick" method and the "carrot" method. Behind good deeds the child is encouraged, and the bad ones are punished. Sometimes it takes a lot of effort to convince a child of the wrongness of his actions. Prove to him that he did very badly. But if this happened, then his memory will long retain all the arguments we have presented. Persuasion is another method of raising a child in a family. Labor has been the basis of raising children from time immemorial. It is necessary to accustom a child to work from an early age. Otherwise, your hopes in the future may not come true. Children will grow up to be real loafers and selfish. They cannot be released from their duties. Whatever financial situation families, each child should have their own household chores. He must perform them responsibly and without reminder. Do not forget that when raising your child, you should not allow stereotypes. Each child is a separate world: some children are more mobile, others are bold and resolute, and others, on the contrary, are slow, shy and touchy. But the approach must be found for everyone. And the sooner this approach is found, the less problems the child will create in the future. In most families, emotions and feelings for their child are at the forefront. It is rare that a parent tries to evaluate their child, we love him and accept him the way he is. This moment is the main feature of raising children in the family. And although we often hear that you can never spoil a child with love, this is not true. From Great love we indulge all his whims, we are ready to fulfill his every desire. By such behavior we spoil our child. Loving a child, we must be able to refuse him. If we cannot do this, then we have problems in raising children in the family. By allowing the baby to do anything, we cover up our weakness with love.

Speaking about the upbringing of children in the family, one should not forget about their morality. What is it? From the very first days of life, not yet able to speak and move, the child begins to "assess" the situation in the family. A calm, affectionate tone in conversation, respect for each other will help develop moral needs in a child. Constant shouting, swearing, rudeness will lead to negative results. Moral education in the family begins with: responsiveness, kindness, intransigence to the manifestation of evil. From all of the above, we see that the role of the family in raising a child is enormous. The first knowledge, behavior, habits that a person receives in a family will remain with him for all the years of his life.

Part III

protocol

Study and research task 3.2

Bakhmatov Artem Viktorovich

Study and Research Assignment 3.2

DIAGNOSTICS OF EMPATHY

Target. Diagnosis of empathy with the help of modified questionnaire A. Megrabyan and N. Epstein.

Exercise. Please read the following statements carefully and focus on how

You behave in similar situations, express the degree of your agreement or disagreement with each of them. To do this, check the appropriate box in the response sheet.

Explanation for the task. Before you begin this task, carefully read the chapters on empathy in the specialized literature. Remember that empathy is the core of communication, it contributes to the balance of interpersonal relationships. Developed empathy is one of critical factors success in those activities that require the feeling of a communication partner in the world: in psychology, pedagogy, art, medicine, journalism, etc. Try to determine the role of empathy in the success of your life and the development of your chosen profession, get acquainted with the ways of developing Empathy.

Learn the methodology of the experiment and prepare the necessary material.

Approval number	Yes (always)	Rather yes than no (often)	Rather no than yes (rare)	No never)

Walls
Standard Percentage	2,28	4,40	9,19	14,98	19,15	19,15	14,98	9,19	4,40	2,28
Men	<45	46-51	52-56	57-60	61-66	66-69	70-74	75-77	79-83	>84
Women	<57	58-63	64-67	68-71	72-75	76-79	80-83	84-86	87-90	>91

Conclusion: Passing the Empathy Diagnostic test and earning a percentage of 14.98%

The normal level of empathy inherent in the vast majority of people.

Level 2 empathy - episodic blindness to the feelings and thoughts of others, occurs most often. It is characteristic of any type of personality, although in different manifestations.

After reading specialized literature and finding out the assessment of their condition in relation to self-control and self-education.

Empathy

Part IV

"My achievements"

"Official documents" documents on graduation from school, certificates of officially recognized, Russian, city Olympiads, competitions, festivals, other events, documents on graduation from music, art, certificates of practice, testing, participation in projects and programs, magazine, newspaper and photo documents and other documents testifying to success.

"Life Experience" autobiography, analysis major events and episodes of life, their assessment, the main stages of personality development, factors, events, people that influenced it. Studying at a university, pre-professional and professional training your grades at all stages of studying at a university, comments on them, favorite subjects, teachers, learning motives, main periods and stages of study, changes in views on your future profession, university, list of coursework and theses, reviews of teachers and scientific supervisors, heads of educational, pre-diploma and diploma practices, a list of places for internships and work performed

"Elective courses and creative work"list additional courses, grades, certificates, comments, acquired competencies, a list or a structured presentation in one form or another of their creative works, reviews on them, including in the media, etc.

Part V

Glossary of terms:

Adequate- appropriate, suitable for given conditions.

Amnesin- memory impairment

mental activity – process mental reflection in the form of mental acts, actions, activities, behavior.

Apathy - a state of emotional indifference, indifference and inactivity.

Behaviorism - direction in psychology, which reduces the subject of psychology to the analysis of behavior, the study of its dependence on external and internal material incentives.

Will – the ability of a person to consciously control his psyche and actions.

inner speech- a special kind of silent speech activity a person characterized by predicativeness, fragmentation and extreme curtailment of the grammatical structure; internalized external speech, originally intended for communication, and then became an internal tool for thinking and regulating activity.

Excitability - the ability of a living system to quickly move from a state of physiological rest to an active state under the influence of irritation. It is based on a complex complex of physico-chemical processes, in the most distinct form it manifests itself in the nervous and muscle tissues.

Activity- specifically human, internal and external activity regulated by consciousness as the highest instance, generated by need.

Irritability- inherent in all animal formations the ability to respond to external influences with a certain set of functional and structural changes. The primary manifestation of the activity of a living system, embodying its main property - to reflect the effects of the external environment.

Identity(from English identity - identity) - a multi-valued everyday and general scientific term that expresses the idea of ​​constancy, identity, continuity of the individual and his self-consciousness.

Defense mechanisms - in psychoanalytic theory any mental processes that allow consciousness to reach a compromise solution to problems that cannot be fully resolved, and protect it from negative, traumatic experiences

Attachment- (English attachment) - a term used in child psychology to refer to the selective P. that is forming (usually in the 2nd half of the year) in infants to one or more persons (primarily to parents or persons replacing them).

Resistance- A general concept to refer to all the features of the human psyche that oppose the removal (or weakening) psychological defenses, because it suggests painful experiences.

Feeling- an elementary mental process, which is a reflection in the human mind of individual properties and qualities of objects and phenomena that directly affect the senses.

Memory- mental cognitive process, which consists in memorization, preservation and subsequent possible reproduction in the sphere of consciousness or in the process of activity of what a person did, experienced, perceived.

Pedagogy- theory and practice of achieving the goals of upbringing, education and training.

Perception- in modern psychology the same as perception. Borderline state - mild neuropsychiatric disorders, states on the verge of normal and mental deviation.

Cognitive mental processes- mental phenomena, in their totality directly providing knowledge as a process and as a result. These include: sensation, perception, attention, representation, !,! Image, memory, thinking, speech.

Subject of Pedagogy- region pedagogical phenomena, in which pedagogical patterns, mechanisms, conditions and factors are studied effective learning, education and development of social subjects - specific people and collectives.

Subject of psychology- patterns, trends, features of the development and functioning of the human psyche.

Performance- a mental cognitive process of recreating images of objects, events based on their recall or productive imagination.

Psyche- a set of mental (conscious and unconscious) processes and phenomena.

Psychoanalysis- a doctrine developed by Z. Freud and exploring the unconscious and its relationship with the conscious in the human psyche.

Psychology- the science of patterns, mechanisms, conditions, factors and features of the development and functioning of the psyche.

Passion- a long and stable emotional state of a person that occurs with a strong desire for someone or something, accompanied by deep emotional experiences associated with the corresponding object.

Stress- a state of excessively strong and prolonged psychological stress that occurs in a person or animal under the influence of strong influences.

Subject- a concrete carrier of subject-practical activity and cognition, an active creator of his life.

Temperament- a mental property of a person, predetermined by strength, balance, mobility nervous processes and influencing, in turn, the dynamics of the flow of all mental phenomena characteristic of the individual. There are four main types of T.: sanguine, phlegmatic, choleric and melancholic.

Test- a method of researching a personality based on its assessment based on the results of a standardized task, test, test with a predetermined reliability and validity.

Phlegmatic person- one of the four main types of temperament, characterized by balance, low mobility, but relatively high strength nervous processes, which manifests itself at a slow pace mental processes, tranquility, stability of interests and aspirations.

Freudianism - general designation of various schools and teachings that arose on a scientific basis psychological doctrine Z. Freud (psychoanalysis) and those who worked on the creation of a single concept.

Character- a set of stable mental traits of a person that affects all aspects of a person's behavior, determines his stable attitude to the world around him, other people, work, himself, expressing the individual identity of the personality and manifesting itself in the style of activity and communication.

Choleric- one of the four main types of temperament, characterized by mobility, imbalance, strength of nervous processes, manifested in incontinence, violent emotional reactions, sudden mood swings, clearly reflected in speech, gestures, facial expressions, behavior.

Feeling- a complex, constant, stable attitude of the individual to what she knows and does, to the object of her needs.

Emotions- simple, direct experience at the moment, associated with the satisfaction or dissatisfaction of needs.

Empathy- the ability of a person to empathize and sympathize with other people, to understand their internal states.

Part VI

Part VII

Conclusion

In modern conditions, education is seen as essential value world culture. This is manifested, first of all, in relation to a person as a free and creative person, realizing himself throughout his life. Since the personality is active, continuously developing, its activity should be aimed at creation, in search of new non-standard solutions emerging problems, including those of a professional nature.

main idea modern education is to create a system that will provide each person with the opportunity to obtain and replenish knowledge, competencies, continuous development, improvement, self-realization.

During the period educational activities individual achievements were recorded, accumulated, and evaluated.

Doable work effective method rational and transparent promotion of current and future professionals in the labor market, a way to assess their key and other competencies, as well as the prospects for business, professional and creative interaction between the employer and them.

Similar information.

Humanistic psychology.

The new situation that developed in the world in connection with the consequences of the first and especially the second world wars, the madness of fascism turned the psychological thought of the West to a new problem - the meaning (or meaninglessness) of being, freedom (or lack of freedom) of the individual, loneliness (or non-loneliness) of a person, his responsibility, life and death - to the problems developed in the philosophy of existentialism. In addition to the fact that this philosophy influenced many neo-Freudians (K. Horney, E. Fromm, etc.), it brought to life a new psychology that revised the basic foundations of the previous one and in many respects opposed itself to both behaviorism and psychoanalysis, primarily in understanding the true nature of man. This direction as a whole is often referred to as existential-humanistic psychology.

In 1964, the first conference on humanistic psychology was held in the USA. Its participants came to the conclusion that behaviorism and psychoanalysis (they were designated as the two main psychological forces at that time) did not see in a person what constitutes his essence as a person. Behaviorism and psychoanalysis considered a person from natural-science positions: in Freud, human morality and spirituality were considered not as independent realities, but as a consequence of the complexities of psychosexual development and, accordingly, secondary, derivative from drives and their fate; in behaviorism (with the exception of socio-behaviorism, which was formed in the same years as humanistic psychology), such things as freedom, human dignity, etc., were not only not considered, but were declared fictions, i.e. artificially created and not related to real concepts. Humanistic psychology has identified itself as a third force opposed to behaviorism and psychoanalysis.

Principles of humanistic psychology.

The principle of integrity.

Personality is a holistic formation, not reducible to its components. What happens in any part of the whole affects the whole person. The integrity of the Self creates a unique character of the experiences of each person. That is why the subject of study should be goals, meanings, self-attitude, self-perception of the individual.

The principle of positivity.

Human nature is kind and constructive, in connection with which the emphasis is shifted to the study of healthy, creative individuals with enormous internal resources for their solution. Rigid external determinism is opposed to self-determination and self-determination.

development principle.

This principle is intended to explain the presence of internal potencies. Like any creature, a person is naturally endowed with a tendency to growth, development and realization. K. Rogers gives the following analogy: the grain thrown into the ground grows, develops and bears fruit (results). Similarly, every person: nature gives strength for growth, development and self-regulation, i.e. to choose your one and only path, which will lead to the multiplication of good in this world. Therefore, the most important thing is the actualization of human potential. Development has no limit. A person has a huge creative potential, but in order for it to be realized, a person must be active.

Activity principle .

A person is not a victim of circumstances, previously acquired skills, childhood experiences. He is self-determined by nature, creates his own destiny, is free to choose his life and is responsible for his choice. Humanistic psychology abandoned the idea of ​​violence and pressure on the individual. Everything that comes from the outside and does not coincide with the internal needs of the individual is blocked, sooner or later makes itself felt in nervous breakdowns, illnesses, breaks with loved ones.

These principles generally apply to other humanistic concepts, although in general humanistic psychology does not represent unified theory, it is united by some general provisions and personal orientation in practice - in psychotherapy and pedagogy.

The emergence of the name and the formulation of the basic principles are associated primarily with the name of the American psychologist Abraham Maslow. At the center of humanistic psychology is the concept personality development, the idea of ​​the need for maximum creative self-realization, which means true psychological health.

Let us denote, following Maslow, the main differences between humanistic psychology and the first two forces.

First of all, humanistic psychology emphasizes that a person must be considered as a creative self-developing being, striving not only for peace and certainty, i.e. equilibrium state, but also to imbalance: a person poses problems, solves them, striving to realize his potential, and it is possible to understand a person exactly as a person only by taking into account his highest ups, highest creative achievements.

Individuality in humanistic psychology is seen as an integrative whole, as opposed to behaviorism, focused on the analysis of individual events.

Humanistic psychology emphasizes the irrelevance of animal research to human understanding; this thesis is also opposed to behaviorism.

In contrast to classical psychoanalysis, humanistic psychology asserts that man is inherently good, or at most neutral; aggression, violence, etc. arise due to environmental influences.

Basic provisions of humanistic psychology:

Man must be studied in his wholeness

Each person is unique, so the analysis of individual cases is no less unique than statistical generalizations.

Man is open to the world; human experience of the world and oneself in the world is the main psychological reality;

Life should be considered as a single process of becoming and being of a person;

A person has a certain degree of freedom from external determination due to the meanings and values ​​that guide him in his choices;

Man is endowed with the potentialities of continuous development and self-realization as part of his nature;

Man is an active, intentional, creative being.

The most universal human characteristic in Maslow's concept is creativity , i.e. a creative direction that is innate in everyone, but is largely lost by the majority due to the influence of the environment, although some manage to maintain a naive, childish view of the world.

Maslow emphasizes the interest of humanistic psychology in the psychologically healthy individual; before analyzing the disease, you need to understand what health is (in Freud's psychoanalysis - the way back; according to Maslow, Freud showed the sick side of the psyche, it's time to show the healthy). Genuine health - not in the medical, but in the existential sense - means creative growth and self-development.

The heart of Maslow's concept is his picture of human needs . Maslow showed that the so-called basic human needs are given and hierarchically organized by levels. If this hierarchy is represented as a pyramid or ladder, then the following levels are distinguished (from bottom to top)6

Physiological needs (food, water, oxygen, optimal temperature, sexual desire, etc.)

security needs (confidence, structure, order, predictability of the environment)

Needs related to love and acceptance (the need for affective relationships with others, for being included in a group, for loving and being loved)

needs related to respect and self-respect

self-actualization needs

The general principle proposed by Maslow for the interpretation of personality development is that lower needs must be satisfied to some extent before a person can proceed to the realization of higher ones. Without this, a person may not be aware of the existence of higher-level needs.

In general, Maslow believed, the higher a person can climb the ladder of needs, the more health, humanity he will show, the more individual he will be.

At the top of the pyramid are needs related to self-actualization. Maslow defined self-actualization as the desire to become everything that is possible; it is the full use and disclosure of a person's talents and abilities. This is the need for self-improvement, in realizing one's potential. This path is difficult, it is associated with the experience of fear of the unknown and responsibility, but it is also the path to a full, internally rich life. By the way, self-actualization does not necessarily imply an artistic form of embodiment: communication, work, love are also forms of creativity.

Characteristics of a "self-actualizing personality".

objective perception of reality

acceptance of oneself, others, the world as they are

non-egocentricity, orientation to solving external problems, centering on the object

the ability to endure loneliness and the need for isolation

Creative skills

naturalness of behavior, lack of desire to violate conventions simply from the spirit of contradiction

friendly relations to any person with a good character, regardless of his education, status and other formal characteristics.

The capacity for deep attachments, often to few people, in the absence of constant unconditional hostility towards anyone

moral certainty, a clear distinction between good and evil, consistency in moral consciousness and behavior

relative independence from the physical and social environment.

awareness of the difference between the end and the means: the ability not to lose sight of the end, but at the same time emotionally perceive the means in itself

Large-scale mental content and activity (These people are raised above trifles, have a wide horizon, a long-term perspective. They are guided by broad and universal values.)

Although all people are looking for inner consistency, few reach the level of self-actualization (which is not a state, but a process) - less than 1%. The majority, according to Maslow, are simply blind to their potential, do not know about its existence and do not lead the joy of movement to its disclosure. The environment contributes to this: a bureaucratic society tends to level the individual.

This also applies to the family environment: children who grow up in a friendly environment, when the need for security is satisfied, are more likely to self-actualize.

In general, if a person does not reach the level of self-actualization (self-actualizing personality), he turns out to be a special person, not burdened with many small vices such as envy, anger, bad taste, cynicism; he will not be prone to depression and pessimism, selfishness, etc. - all this does not correspond to true human nature, all this is a manifestation of mental illness in the sense in which it is considered by humanistic psychology.

Such a person is distinguished by high self-esteem, he accepts others, accepts nature, is unconventional (i.e., independent of conventions), simple and democratic, has a sense of humor (moreover, of a philosophical nature), is prone to experiencing peak feelings such as inspiration, etc.

So, the task of a person, according to Maslow, is to become what is possible - and therefore to be himself - in a society where conditions do not contribute to this. A person turns out to be the highest value and is ultimately responsible for being successful.

The concept of self-actualization is at the center of the concept of one of the most popular psychologists of the twentieth century - Carl Rogers.

Man, like other living organisms, Rogers believes, has an innate tendency to live, grow, develop. All biological needs are subject to this tendency - they must be satisfied in order to develop positively, and the development process proceeds despite the fact that many obstacles stand in its way - there are many examples of how people living in harsh conditions not only survive, but and continue to progress.

According to Rogers, a person is not what appears in psychoanalysis. He believes that a person is inherently good and does not need to be controlled by society; moreover, it is control that makes a person do bad things. Behavior that leads a person down the path to misfortune is not in accordance with human nature. Cruelty, anti-sociality, immaturity, etc. - the result of fear and psychological protection; the task of a psychologist is to help a person discover his positive tendencies, which are present at deep levels in everyone.

The actualization trend is the reason why a person becomes more complex, independent, socially responsible.

Initially, all experiences, all experience is evaluated (not necessarily consciously) through the tendency to actualization. Satisfaction is brought by those experiences which correspond to this tendency; the organism tries to avoid opposite experiences. The term organism in this case means a person as a single bodily-spiritual being. Such an orientation is characteristic of a person as a leading one until the structure of the Self is formed, i.e. self-awareness. The problem, according to Rogers, is that along with the formation of the I, the child has a need for a positive attitude towards himself from others and a need for a positive self-attitude; however, the only way to develop a positive self-image is to learn behaviors that evoke a positive attitude from others. In other words, the child will now be guided not by what contributes to actualization, but by how likely it is to receive approval. This means that in the mind of the child, not those that correspond to his nature will arise as life values, and that which contradicts the acquired system of values ​​will not be allowed into the self-image; the child will reject, not allow into knowledge about himself those experiences, manifestations, that experience that do not correspond to ideals that have come from outside. The self-concept (i.e. self-image) of the child begins to include false elements that are not based on what the child really is.

This situation of abandoning one's own assessments in favor of someone else creates an alienation between a person's experience and his self-image, their inconsistency with each other, which Rogers refers to as " incongruity»; this means - at the level of manifestations - anxiety, vulnerability, lack of integrity of the personality. This is exacerbated by the unreliability of external reference points - they are unstable; from this Rogers deduces a tendency to join relatively conservative groups in this respect - religious, social, small groups of close friends, etc., because. incongruence, to one degree or another, is characteristic of a person of any age and social status. However ultimate goal, according to Rogers, is not the stabilization of external assessments, but fidelity to one's own feelings.

The main cause of neuroses, according to Rogers, is the discrepancy between who a person considers himself to be and what he wants to be. The essence of the Rogers method is aimed at:

form a new, more adequate image of oneself in a person

to make more real, corresponding to the capabilities of a person, the idea of ​​\u200b\u200bhis ideal.

Rogers proposed to fill the concept of " mental health" positive content. In other words, mental health is not the absence of illness, but a positive way of life that is characterized by openness to new experiences, striving for the fullness of life, trust in one's feelings and high creative activity.

Is it possible to develop on the basis of self-actualization, and not an orientation towards external evaluation? The only way of non-interference in the self-actualization of the child, Rogers believes, is an unconditional positive attitude towards the child, “ Unconditional acceptance »; the child must know that he is loved no matter what he does, then the need for a positive attitude and self-relationship will not be in conflict with the need for self-actualization; only under this condition will the individual be psychologically whole, fully functioning.

As a practitioner, Rogers proposed a number of procedures to mitigate incongruity; they are reflected primarily in individual and group psychotherapy. Rogers originally referred to his psychotherapy as non-directive which meant abandoning the recommendations of the prescriptive plan (and most often the psychologist is expected to do just that) and trusting in the client's ability to solve his own problems if an appropriate atmosphere is created - an atmosphere of unconditional acceptance. Rogers later referred to his psychotherapy as client centered therapy; now the therapist's task was not only to create an atmosphere; The most important role was played by the openness of the therapist himself, his movement in the direction of understanding the problems of the client, the manifestation of this understanding, i.e. both the client's feelings and the therapist's feelings are important.

Finally, Rogers developed person centered therapy, the principles of which (the main attention is to the person as such, not social roles or identity) extended beyond psychotherapy in the traditional sense of the word and formed the basis of groups - meetings, covered the problems of education, family development, interethnic relations, etc. In all cases, the main thing for Rogers is an appeal to self-actualization and emphasizing the role of an unconditional positive attitude as which allows a person to "become a fully functioning person". Its properties, in the understanding of Rogers, in many ways resemble the properties of a child, which is natural - a person, as it were, returns to an independent assessment of the world, characteristic of a child before reorienting to the conditions for obtaining approval.

Position close to humanistic psychology Viktor Frankl. His approach is called logotherapy, those. therapy focused on finding the meaning of life(in this case, logos means meaning). Frankl bases his approach on three basic concepts:

free will,

will to meaning

meaning of life.

Thus, Frankl indicates disagreement with behaviorism and psychoanalysis: behaviorism, in fact, rejects the idea of ​​human free will, psychoanalysis puts forward ideas about the desire for pleasure (Freud) and the will to power (Adler); As for the meaning of life, Freud at one time believed that a person who asks this question, thereby manifests mental distress.

According to Frankl, this question is natural for a modern person, and it is precisely the fact that a person does not strive to acquire it, does not see the ways leading to this, that is the main cause of psychological difficulties and negative experiences, such as a sense of meaninglessness, worthlessness of life. The main obstacle is the centering of a person on himself, the inability to go beyond himself - to another person or to meaning; According to Frankl, meaning exists objectively in every moment of life, including the most tragic ones; a psychotherapist cannot give a person this meaning (it is different for everyone), but he can help to see it. "Going beyond one's limits" Frankl means by the concept "self-transcendence and considers self-actualization to be only one of its moments.

This desire of man may be called will to meaning. Frankl focuses on situations of meaning loss and the search for meaning in hopeless situations (he himself was a prisoner of Auschwitz). Frankl concludes that suffering is worthwhile if it changes you for the better.

In order to help a person in his problems, Frankl uses two basic principles (they are also therapies): the principle of dereflection and the principle of paradoxical intention.

The principle of dereflection means the removal of excessive self-control, thinking about one's own difficulties, what is commonly called "self-digging".

So, in a number of studies, it was shown that today's youth suffer more from the thought of what carries "complexes" than from the complexes themselves.

The principle of paradoxical intention suggests that the therapist is inspiring the client to do exactly what the client is trying to avoid. At the same time, various forms of humor are actively used (although this is not necessary) - Frankl considered humor to be a form of freedom, similar to how heroic behavior is a form of freedom in an extreme situation.

The direction developed by Frankl, like humanistic psychology, can hardly be called a theory in the traditional natural science sense. Characteristic is Frankl's statement that the main argument confirming the legitimacy of his position is his own experience of being a prisoner in fascist concentration camps. It was there that Frankl became convinced that even in inhuman conditions, it is possible not only to remain human, but also to rise - sometimes to holiness - if the meaning of life is preserved.

An approach in psychology that includes the problems of love, inner involvement and spontaneity, instead of their systematic and fundamental exclusion, is defined as humanistic.

Humanistic psychology puts on the main place a person and his self-improvement. Her main subjects of consideration are: highest values, self-actualization, creativity, freedom, love, responsibility, autonomy, mental health, interpersonal relationships.

The object of humanistic psychology is not the prediction and control of human behavior, but the liberation of a person from the fetters of neurotic control that arose as a result of his “deviations” from social norms or from psychological conditions individual.

Humanistic psychology as an independent direction emerged in the USA in the 1960s of the XX century as an alternative to behaviorism and psychoanalysis. Her philosophical basis became existentialism.

In 1963, the first president of the Association for Humanistic Psychology, James Bugenthal, formulated five main provisions of this approach:

1. Man like whole being exceeds the sum of its parts (i.e. a person cannot be explained as a result of scientific study its private functions).
2. Human existence unfolds in the context of human relations (i.e., a person cannot be explained by his private functions, in which interpersonal experience is not taken into account).
3. A person is aware of himself and cannot be understood by psychology, which does not take into account his continuous, multi-level self-consciousness.
4. A person has a choice (is not a passive observer of his existence, but creates his own experience).
5. A person is intentional (turned to the future, his life has a purpose, values ​​and meaning).

It is believed that humanistic psychology was formed under the influence of ten directions:

1. Group dynamics in particular T-groups.
2. Doctrine of self-actualization (Maslow, 1968).
3. Personality-centered direction of psychology (client-centered therapy Rogers 1961).
4. Theory Reicha with his insistence on the release of clamps and the release of the internal energy of the body (body).
5. Existentialism, in particular, theoretically interpreted Jung(1967) and practically experimentally - Perls(also Fagan and shepherd, 1972).
6. The results of using expanding drag, in particular LSD (Stanford and golightly, 1967).
7. Zen Buddhism and its Idea of ​​Liberation (letting, 1980).
8. Taoism and its ideas of the unity of opposites "Yin - Yang".
9. Tantra and its ideas of the importance of the body as an energy system.
10. Peak experiments as revelation and enlightenment (Rowan, 1976).

Humanistic psychology is not an ordered field scientific knowledge. It is not a science, but rather a set of metaphysical concepts that point the way for unraveling human problems through existential experience. Wherein:

1. A deep and intense group of studies culminates in a general realistic attitude towards oneself and others.
2. An ecstatic and summit experiment in which the meaning of the unity and patterns of human and natural worlds is achieved.
3. The existential experience of being is entirely responsible for certain thoughts and actions.

All the leading figures in humanistic psychology have gone through this kind of experience. This led to the idea of ​​a subject of knowledge that could only be explored or appreciated by such steps.

The humanistic approach in psychology is clearly aimed at practical tasks. Its central concepts are personal growth(becoming) and human capabilities. She argues that people can change by working on themselves.

Within the framework of this direction, a large number of self-intervention techniques (“self-penetration”) have been created, which can be systematized as follows:

1. Corporal methods:

• therapy Reicha, focused on bioenergy, revival;
• methods Rolfing's, Feldenkreis's;
• Technics Alexander;
• "Sensual Consciousness";
• holistic health, etc.

2. Thinking methods:

• transactional analysis;
• creation of personal constructs (“repertoire grids” Kelly);
• family therapy;
• NLP - Neuro Linguistic Programming, etc.

3. Sensual methods:

• encounter, psychodrama;
• awareness of integrity;
• initial integration;
• empathic interaction Rogers and etc.

4. Spiritual methods:

• transpersonal counseling,
• psychoanalysis,
• intensive seminars on education (enlightenment intensive workshops),
• dynamic meditation,
• sand games (send play),
• interpretation of dreams dream work) and etc.

Most of these methods can be adapted to work in many industries. Humanistic practitioners are engaged in personal growth through psychotherapy, holistic health, education, social work, organizational theory and counseling, business training, general development training, self-help groups (self-help groups), creative training and social research (Rowan, 1976).

Human existence is studied by humanistic psychology as a co-exploratory one, when the subject himself also plans his own study, participates in the execution and comprehension of the results. This process is believed to give more different kind knowledge about a person than the classical research paradigm. This knowledge is one that can be used immediately.

On this basis, several concepts arose:

The real self (real self). This concept is key in humanistic psychology. It is inherent in conceptual constructions Rogers (1961), Maslow (1968), cabin boy(1967) and many others. The real self implies that we can go beyond the surface of our roles and disguise them to contain and emphasize the self. (Shaw, 1974). A number of studies that built on this interacted with Hampdun-Turner (1971). Simpson(1971) argues that here we have the political aspect of the idea of ​​"real-self" (real self). From this point of view gender roles, for example, can be seen as a cover-up for the "real self" and therefore as oppressive. These links have been carefully considered. Carney and McMahon (1977).

subpersonal (sub-personalities). This concept was brought to the fore Assagioli and other researchers (Ferucci, 1982). It indicates that we have a number of subpersonalities that come from different sources:

• collective unconscious;
• cultural unconscious;
• personal unconscious;
• troubling conflicts and issues, roles and social issues (Frames);
• fantasy ideas about what we want to be.

Abundance motivation (validity, richness of motivation). Most psychologists base their views on the homeostatic model. Action is thought initiated by needs or desires. Human existence, however, strives for creative tension and situations that support it, as well as, accordingly, for the reduction of tension. achievement motivation (McClelland, 1953), the need for diversity of experience (Fisk and Moddi, 1961) can be considered in connection with the concept of motivational wealth, allow us to explain various kinds of actions. Motivation cannot be driven by performance. It can only be "removed" for an actor.

Finally, humanistic psychologists argue that attention to own states and motives makes it possible to avoid self-deception and facilitates the discovery of the real self. This is a kind of motto of humanistic psychology in its theoretical and applied expression.

Romenets V.A., Manokha I.P. History of psychology of the XX century. - Kyiv, Lybid, 2003.

Humanistic psychology is an approach in psychology that emerged in the 1950s as an alternative to the behaviorism and psychoanalysis of Sigmund Freud. This article will talk about this interesting psychological direction, its history and features.

The task of humanistic psychology

This type of psychology seeks to understand people as unique among other living beings, with consciousness, with free will and responsibility for own choice. The goal of humanistic psychology is to understand the individual and to help each individual develop their full potential and thus be able to contribute most effectively to the wider community. This type of psychology considers human nature to be qualitatively different from the nature of other living organisms. However, humanistic psychology lacks an understanding of the fundamental importance of social relations in the healthy psychological development of the individual.

Postulates of the doctrine

The following five postulates form the basis of humanistic psychology briefly:

• Man as a whole being surpasses the sum of his parts. People cannot be reduced to components (divided into separate mental parts).
• Human life takes place in the context of relationships.
• Human consciousness includes awareness of oneself in the context of other people.
• People have choices and responsibilities.
• People are purposeful, they are looking for meaning, values, creativity.

Humanistic psychology emphasizes the study of the entire mental structure of a person. This doctrine affects the behavior of a person directly related to his inner feelings and self-esteem. This type of psychology explores how people are affected by their self-perception and self-worth associated with their life experiences. she considers conscious choice, responses to internal needs and current circumstances that are important in shaping human behavior.

Qualitative or descriptive research methods are usually preferred quantitative methods, as the latter lose unique human aspects that are not easy to quantify. This is reflected in the emphasis of humanistic psychology - the bias is on real life of people.

Influence of philosophers

This trend has roots in the existentialist thought of various philosophers such as Friedrich Nietzsche, Martin Heidegger and Jean-Paul Sartre. It reflects many of the values ​​expressed by the Jews, Greeks and Europeans of the Renaissance. They tried to study those qualities that are unique to a person. These are such human phenomena as love, personal freedom, thirst for power, morality, art, philosophy, religion, literature and science. Many believe that the message of humanistic psychology theory is a response to the affront to the human spirit that is so often implied in the human image portrayed by the behavioral and social sciences.

Doctrine development

In the 1950s, there were two opposing forces in psychology: behaviorism and psychoanalysis. Humanistic psychology has become a completely new trend.

Behaviorism grew out of the work of the great Russian physician Ivan Pavlov, especially from the theory conditioned reflex, and laid the foundations for this trend in psychology in the United States. Behaviorism is associated with the names of Clark Hull, James Watson, B. F. Skinner.

Abraham Maslow later gave behaviorism the name "first force". The "second force" came out of the work of Sigmund Freud on psychoanalysis and psychology by Erik Erickson, Carl Jung, Erich Fromm, Otto Rank, Melanie Klein and others. These theorists focused on the "depth" or unconscious realm of the human psyche, which they emphasized must be combined with the conscious mind in order to create a healthy human personality. "Third Force" humanistic theory. One of the earliest sources for this trend was the work of Carl Rogers, which was heavily influenced by Otto Rank. He broke with Freud in the mid-1920s. Rogers focused on leading to healthier, more creative functioning of the individual. The term "actualizing tendency" was also developed by Rogers, and was the concept that eventually led Abraham Maslow to explore the notion of self-actualization as one of the needs of humans. Rogers and Maslow, as the main representatives of humanistic psychology, developed this theory in response to psychoanalysis, which they considered too pessimistic.

Influence of Carl Rogers

Rogers is an American psychologist and one of the founders of the humanistic approach (or client-centered approach) to psychology. Rogers is considered one of the founding fathers of psychotherapeutic research, and was awarded the American Psychological Association (APA) Award for his pioneering research and outstanding scientific contributions in 1956.

The humanistic direction in psychology, focused on the person, his own unique view of human relations, has found wide application in various fields, such as psychotherapy and counseling (client-oriented therapy), education (student-oriented learning). For his professional work, he was awarded the Distinguished Professional Achievement Award in Psychology in 1972 by many non-profit organizations. Rogers has been recognized as the sixth most prominent psychologist of the 20th century. Rogers' humanistic psychology gave impetus to the development of psychology in general.

Rogers' opinion of personality

As a representative of humanistic psychology, Rogers proceeded from the fact that any person has a desire and aspiration for personal self-development. Being a being with consciousness, he determines for himself the meaning of existence, its tasks and values, and is the main expert for himself. The central concept in Rogers's theory was the concept of "I", which includes representations, ideas, goals and values ​​through which a person defines himself and creates prospects for his development. His contribution to the development of humanistic psychology cannot be underestimated.

Movement among psychologists

In the late 1950s, several meetings were held in Detroit among psychologists who were interested in creating a professional association dedicated to a more humanistic vision in psychology: what had to do with self-awareness, self-actualization, health, creativity, nature, being, self-development, individuality and awareness. They also sought to create Full description of what a person should be and explored unique human phenomena such as love and hope. These psychologists, including Maslow, believed that these concepts were likely to form the basis of the psychological movement known as the “third force.”

These meetings eventually led to other events, including the launch of the Journal of Humanistic Psychology in 1961. This publication was very popular in the psychoanalytic environment. This was soon followed by the formation of the Humanistic Psychology Association in 1963.

In 1971, an exclusive division dedicated to the humanistic current within the American Psychological Association was created, which publishes its own academic journal called The Humanistic Psychologist. One of the main advantages of humanistic theory is that it emphasizes the role of man. This school of psychology gives people more control and control over their mental health. Personality in humanistic psychology is considered as a holistic phenomenon.

Techniques counseling and therapy

This course includes several approaches to counseling and therapy. The main methods of humanistic psychology include the principles of Gestalt therapy, which helps to understand that the present also affects the past. Role plays an important role in Gestalt therapy and provides an adequate expression of feelings that would not be expressed in other conditions. In Gestalt therapy, verbal expressions are important indications of the client's feelings, even if they contrast with what the client actually expressed. Humanistic psychotherapy also includes elements such as deep therapy, holistic health, body therapy, Sensitivity and Existentialist Integrative Psychotherapy, which was developed by Schneider, is one of the new techniques of humanistic psychology as well as existential psychology. Existentialism emphasizes the notion that people are free to create their understanding of life, that they can define themselves and do what they choose to do. This is an element humanistic therapy that encourages you to understand your life and its purpose.

There is some conflict regarding freedom and restrictions. Limitations appear to include genetics, culture, and other related factors. Existentialism aims to address such problems and limitations. Empathy is also a core element of humanistic therapy. This approach emphasizes the psychologist's ability to assess the situation and the world based on the client's feelings and perceptions. Without this quality, the therapist cannot fully assess the client's condition.

The work of a psychologist in this direction

The therapeutic factors in the work of a humanistic psychotherapist and psychoanalyst are, first of all, unconditional acceptance of the client, support, empathy, attention to inner experiences, stimulation of choice and decision-making, authenticity. However, despite its apparent simplicity, the humanistic theory is based on a serious philosophical and scientific basis and uses a fairly wide range of therapeutic techniques and techniques.

One of the main conclusions of humanistically oriented psychoanalysts was that any person contains the potential to change thinking and restore mental state. Under certain conditions, a person can freely and fully use this potential. Therefore, the activity of a psychologist of this orientation is aimed primarily at creating positive conditions for the integration of the individual in the process of consultative meetings.

Psychotherapists who apply humanistic psychology must be more willing to listen and ensure patients are comfortable by allowing real emotions and feelings to be shared. These therapists must ensure that they are focused on what the client is feeling, that they have a clear understanding of the client's concerns, and that they provide a warm and accepting environment for the client. Therefore, the specialist is required to refuse biased attitude to the client. Instead, sharing warmth and acceptance is the basis of this psychological direction.

Another element of humanistic psychology is self-help. The psychologists Ernst and Goodison were practitioners who applied humanistic approaches and organized self-help groups. Psychological counseling has become a valuable tool in humanistic psychology. Psychological counseling is also used in self-help groups. Apart from psychological counseling, the humanistic concept has also influenced the work of psychologists around the world as a whole. In fact, the influence of this direction was significant in other areas of psychological practice.

The Goal of Humanistic Therapy

The overall goal of humanistic therapy is to give a holistic description of the person. Using certain techniques, the psychologist tries to see the whole person, and not just fragmented parts of the personality.

Such therapy also requires the integration of the whole person. This is called Maslow's self-actualization. Humanistic psychology states that every person has built-in potential and resources that could help create a stronger personality and raise self-esteem. The mission of a psychologist is to direct a person towards these resources. However, in order to realize latent possibilities, he may have to give up the security of a certain stage of personality in order to embrace a new and more integrated stage. This is not an easy process as it may involve considering new life decisions or rethinking your outlook on life. This type of psychology views psychological instability and anxiety as normal aspects of human life and development that can be worked through in therapy.

The humanistic approach in psychology is unique because its terms and concepts are based on the assumption that all people have their own own view to the world and a unique life experience.

Humanistic psychology is a branch of modern psychology that studies healthy creative personality, revealing its potential in the process of self-actualization (or self-realization).

It arose in the 50s of our century, and took shape as a scientific trend in the early 60s. In 1961, the Association for Humanistic Psychology was formed and the Journal of Humanistic Psychology was founded. In 1964, the first conference of humanistic psychology took place.

The main representatives of humanistic psychology: Charlotte Buhler, K. Goldstein, (1902-1987), Rollo May (born in 1909) and others.

The main philosophical provisions of humanistic psychology are associated with existentialism (or the philosophy of existence), i.e. with the teachings of Martin Heidegger (1889-1976), Jean Paul Sartre (1905-1980), Karl Jaspers (1883-1969), Albert Camus (1913-1960) and others.

From the point of view of M. Heidegger, it is necessary to distinguish between being and being. Being is the subject of science, and being is the subject of philosophy. Being is comprehended not with the help of thinking, i.e. indirectly, but through personal existence, i.e. existence. A person, having realized his existence, becomes free, i.e. responsible for their existence.

According to S. Buhler, humanism with psychological point vision involves the study of man as a whole, and not as a combination of his qualities and actions. From an ethical point of view, humanism is the establishment of such rules of life that are based on the needs of man, and not on the needs of lower animals, God's precepts or laws. inanimate nature. Humanistic psychology opposes itself to psychoanalysis and behaviorism. The object of her study was love, creativity, "I", the development and realization of a person's capabilities, the highest values ​​of being, mental health, experience, etc.

The main provisions of humanistic psychology:
1. Although human being has a limit, a person always has freedom and independence necessary for the realization of this freedom.
2. The most important source of information is the existential state of a person, his subjectively experienced experience.
3. The nature of man can never be fully determined, because it is always striving for continuous development.
4. Man is one and whole. In his psyche it is impossible to separate organic and mental, conscious and unconscious, feeling and thought.
5. Each person is unique, so the analysis of individual cases is no less justified than statistical generalizations.
6. Self-realization is an integral part of human nature.
7. A person is directed to the future, this is an active creative being.

From these provisions of humanistic psychology follow moral life principles:
man's responsibility for his actions. He is not an instrument of the unconscious, not a slave to formed habits;
relations between people should be based on mutual recognition and respect for each other's experiences;
each person should feel himself in the present, “here and now”.