Features of the development of adolescence

AT developmental psychology adolescence is usually defined as the stage of development beginning with puberty and ending with adulthood. However, even this definition, where one boundary is physiological and the other is social, demonstrates the complexity and multidimensionality of the phenomenon.

Youth age from 13.14 to 18 years. This is the period of completion of physical maturation, which falls to the lot of the task of numerous "finishing", eliminating imbalances caused by uneven maturation in adolescence. By the end of this stage, the main processes of biological maturation are completed in most cases. Boys chase girls.

The social position is heterogeneous. This is the final stage of primary socialization. The social status of youth is heterogeneous. Most are still learning. Some start working. Those who work have a special legal status and a number of benefits.

Youth is an intermediate position between a child and an adult. On the one hand, at the age of 14 he receives a passport, at 18 - suffrage, the possibility of marriage, criminal liability. On the other hand - material dependence on parents, the requirement of obedience. In some cases, adults recognize the adulthood of a young man, in others they do not.

Intermediate social position and status of youth determines the characteristics of the psyche. Many people worry about problems inherited from adolescence. Young men, like teenagers, are characterized by increased attention to appearance. They tend to find physical abnormalities in themselves even if the indicators are normal. This hypersensitivity can cause conflict reactions and even mental disorders of a neurotic nature.

At the same time, youth is a period of self-determination. There is a task of professional, social and personal self-determination. Development of a worldview, life position, certain psycho-sexual orientations, differentiation of mental abilities and interests, development of integrative mechanisms of self-awareness. The main social task is the choice of a profession. Therefore, educational and professional activities become the leading one. Thanks to it, a young man develops certain cognitive and professional interests, elements of research skills, the ability to build life plans, develop moral ideals, self-awareness. It has been established that during the transition from adolescence to adolescence, a change occurs in relation to the future: if a teenager looks at the future from the position of the present, then the young man looks at the present from the position of the future.

Youth is an important stage in the development of mental abilities (they often ask the question “why”, express doubts ... Mental activity is more active and independent. They think logically, the ability to induce and deduce. The most important acquisition is the ability to think in hypotheses.

The development of common and special abilities. Early adolescence is a sensitive period for the development of a complex of diverse abilities. The mental development of a high school student consists in the formation of an individual style of mental activity. It is understood as a peculiar system of mental means, to which a person consciously or spontaneously resorts in order to best balance his individuality with the external conditions of activity. AT cognitive processes it acts as a style of thinking that depends on the type of the central nervous system.

Adolescence is characterized by a greater (compared with adolescence) differentiation of emotional reactions and ways of expressing emotional states. Moods are more stable and conscious (self-regulation).

Early adolescence is characterized by tendencies:

a combination of a critical attitude towards oneself in the past and aspiration for the future;

decrease in severity interpersonal conflicts(less negativity);

increasing contact and sociability;

more restraint in behavior:

stabilization of the inner world (reducing the level of anxiety);

normalization of self-esteem.

School continues to be the main sphere of life of high school students. His position in the school is ambiguous. On the one hand - the position of the elder, on the other, dependence on teachers. His attitude to school is characterized by a gradual "growing out" of it. The range of interests and communication is expanding more and more, making the school just a part of the life world of a high school student. School life regarded as temporary and of limited value. Educational activity becomes educational and professional. Therefore, the acuteness of the problem of motivation for learning is removed. Education in the senior classes is carried out in accordance with one or another profile: natural science, physics and mathematics, humanitarian, etc. Educational activity becomes selective.

Relationships with teachers become more difficult. The human qualities of the teacher come to the fore (the ability to understand, emotional response, cordiality). In second place is the professional competence of the teacher, the level of his knowledge and the quality of teaching. On the third - the ability to fairly dispose of power. In high school, teacher-student relationships can only be built on the basis of mutual understanding and respect for each other.

The most important mental process in early adolescence is the formation of a new level of development of self-consciousness and a stable image of the "I". This is manifested in the discovery of one's inner world - a most valuable acquisition. The central psychological process in self-awareness is the formation of personal identity. Young men are aware of themselves as a unique, unique personality. And the young man wants to approve this personality among those around him. He wants to be noticed. Hence the tendency to manifest oneself in different forms. This is combined with interest in oneself, with the desire for self-knowledge. However, along with the realization of one's uniqueness comes a feeling of loneliness. "I" is not yet defined, often experienced as a sensation inner emptiness, which needs to be filled - hence the need for communication is combined with selectivity, the need for solitude. In youth, loneliness is valued - the need for social, spatial autonomy. The more independent the young man, the stronger the need to be alone.

Images of one's own "I" are complex and ambiguous. This is the real "I" (how I see myself). And the dynamic "I" (what I should become), and the fantastic "I" (what I would like to be). Sometimes a young man tries to know himself by self-observation. Youthful reflection begins to play a special role - on the one hand, awareness of one’s own “I” (who I am, what are my abilities), and on the other hand, awareness of one’s position in the world (life ideal, friends, enemies, who I want to become ...) . That is, 2 main questions: who to be and what to be. The very need for introspection is a sign developed personality. However, there is also the danger of withdrawing into oneself. The result of an overdeveloped need for introspection is youthful egocentrism. youthful professional identity

In the formation of the image of "I" can be identified certain stages. At the initial stage, young men are very sensitive to the peculiarities of their appearance (as far as it corresponds to a stereotypical model, which is often unrealistic). Impure skin, overweight, small or, on the contrary, too large growth ... When a person gets used to his appearance, the level of claims associated with it stabilizes. Internal personal properties come to the fore, on which the success of activity and communication depends. The image of "I" and self-esteem depend on this. In the next stage, there is increased concern about the future self. But no longer speculative, but in connection with the problems of social self-determination.

Self-consciousness in early youth moves to a new level of morality - conventional (according to Kohlberg) - the transition of moral norms during inner plan, following them not under duress, but out of conviction. Transition to a relativistic position (honesty does not appear in a naive-realistic form). A deeper look at moral issues.

Relationships with adults are one of the most important problems of adolescence. by the most an important factor family remains. Transitional age - the period of emancipation of the child from his parents. The need to see them as friends, comrades, but real relationships with parents are often burdened with conflicts (the degree of identification with parents decreases, other authorities appear, growth of independence, restriction of the functions of parental authority).

Speaking about the emancipation of grown children, psychologists distinguish behavioral autonomy (the right to independently resolve their issues), emotional (the right to their own attachments) and moral (the right to their own views).

Children achieve behavioral autonomy first. Emotional autonomy is accompanied by great difficulties. Early adolescence generates a host of emotional problems, often causing psychological alienation from parents.

In the sphere of moral attitudes, young men zealously defend their right to autonomy. However, we should not talk about a decrease in the influence of parents, but about qualitative shifts due to the differentiated attitude of high school students. The difference between generations is in superficial matters (fashion, tastes, entertainment). But in more serious matters (choosing a profession, relationships with others, moral issues) - the authority of parents is usually higher (it's good with friends, but in difficult times - to parents). Relationships with parents are uneven. Young men are inattentive with their parents due to their egocentrism. Absorbed by themselves, they see their parents as separate, sometimes not the most attractive qualities. Sometimes they are embarrassed by their parents. Often they consider themselves superior, because they know something that their parents do not know. On the other hand, in youth there is a strong tendency to identify oneself with adults. Questions of self-determination cannot be solved only with peers, whose social experience is also limited. But communication with adults is possible only if it is dialogical and trustworthy.

Early youth is not only the age of introspection, but also the most collective age. younger teenager it is enough to participate in collective life, it is important for a high school student to have a certain prestige and authority. Low status in the team - correlates with a high level of anxiety.

Expanding the range of communication and life of an older student leads to an increase in the number of reference groups and membership groups:

school groups;

out-of-school organized groups (clubs, circles, centers);

3) informal spontaneous groups.

The very plurality of these groups may not create certain role conflicts (belonging to which group is more important for the individual). The situation is complicated by the fact that the requirements different groups may contradict each other.

It is especially important to consider the influence of informal groups. The lack of constant adult supervision makes belonging to such groups especially tempting. Often the position of a young man in an informal group is inversely related to his status in the class. This is dangerous, because the values ​​at the heart of informal groups are asocial. Not the last role is played by youthful conformity. Although the young man strives to gain independence from adults, internally he is easily suggestible. The feeling of belonging to the group is more important to him than the values ​​on which it is built. The argument “everyone does it” justifies any act (everyone is a member of the group). The need for communication is manifested in various motives: self-affirmation, recognition of one's value. Another important sense of emotional belonging, unity with the group. Someone satisfies their need to rule. For the most part, these motives are not recognized and are intertwined.

Along with the growing importance of social life, the need for individual friendship increases. The development of self-consciousness causes an irresistible need to "pour out the soul" - friend - alter ego. This is the first self-chosen attachment, anticipating love.

More often they prefer to be friends with peers. If they choose friends only younger than themselves, it compensates for the difficulties of communicating with peers (shyness or overstated claims).

Adolescence is the time of first love. For girls, earlier. Forms the qualities of fidelity, affection, responsibility for fate loved one. Sequence: 1) puberty; 2) the desire to have a close friend; 3) the need for emotional attachment.

Early youth is a decisive age for the formation of a worldview. The foundations are laid much earlier, starting with the assimilation of certain moral habits, which then turn into norms and principles. But only at a relatively high stage of personality development does the need arise to bring them into a system. The central place is occupied by the solution of a group of problems related to the question of the meaning of life.

General worldview searches are concretized in life plans. This is a broad concept covering the entire sphere of personal self-determination - moral character, lifestyle, level of aspirations, occupation ... In adolescents, life plans are vague and do not stand out from dreams (passive). The life plans of young men become a life program when the subject of reflection is not only final result but also how to achieve it.

Literature

Venger L.A., Mukhina V.S. Psychology. Moscow: Education, 1988.

Dobrovich A.B. Educator about the psychology and psychohygiene of communication. M.: Enlightenment, 1987.

Kon I.S. Psychology of early youth. M.: Education, 1989.

Rutter M. Help for difficult children. M, 1987.

Formation of the personality of a high school student / Ed. I.V. Dubrovina. M.: Education, 1989.

E.G. Erickson Childhood and society. / Per. from English. St. Petersburg: Lenato, AST, University Book Foundation, 1996.

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 adult life.

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

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 their combination can be different.

Research objectives:

explore 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 youth as a stage of development

Adolescence separates childhood from adulthood. This period is usually divided into early adolescence, ie. senior 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 significance 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 overwhelming majority of young men and women are still students, and their participation in productive labor is often considered not only and not so much from the point of view of its economic efficiency, but from the point of view of education. Working youth aged 16-18 has a special legal status and enjoys a number of benefits (short working hours, paid as full time, prohibition of overtime, night work and weekend work, one calendar month's vacation, 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. The main social task of youth is the choice of a profession. General education is supplemented by special, professional education. The choice of profession and type of educational institution inevitably differentiates the life paths of young men and women, with all the ensuing socio-psychological consequences. The range of socio-political roles and related interests and responsibilities is expanding. important task this age also becomes preparation for starting 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 behavioral styles, 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 gender roles, but on the basis of taking into account individual characteristics of the individual. 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 patiently wait until she is chosen, and even after that show 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 fall in love for the first time, 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 completely different effects at different ages. 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 13-14 years old) it is a group image, real or imagined, common to a whole company of boys. Dirty conversations, smutty jokes, pornographic pictures arouse increased interest in many adolescents, allow them to “ground”, “lower” the 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 there such a large number of cases of deviant, close to pathological sexual behavior as at 12-15 years. Great knowledge and tact are required from adults to distinguish really disturbing symptoms from outwardly similar to them and, nevertheless, quite natural for this age forms of sexual “experimentation”, on which attention should not be fixed, so as not to inadvertently cause a teenager mental trauma, inspiring him with the idea that he had "something wrong." 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. In 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 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 at certain times). 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 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. The youthful dream of love expresses, first of all, the need for emotional contact, understanding, and 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. In modern society, the 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. At first, psychological intimacy is more easily achieved with a person of the same sex, with whom a teenager is connected by a wide range of common significant 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 the emotional intensity of 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. Combination 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 adolescence, the central problem is usually the 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. Serious difficulties are also caused by adherence to the rigid stereotype of “masculinity - femininity”: 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 communicated, 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 aspect of public "and personal life. This means that high school students should not only know biology of sex, but also to have a clear understanding of the social and psychological aspects of the problem.Turning to sexually 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, calling they 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 significance for the formation of a personality during these periods are practically the same among researchers from different schools and directions, the authors are quite unanimous in describing how the process of developing self-awareness proceeds during this period: at about 11 years of age, a teenager develops an interest in his own inner world, then there is a gradual complication and deepening of self-knowledge, at the same time there is an increase in its differentiation and generalization, which leads in early adolescence (15-16 years) to the formation of a relatively stable idea of ​​oneself, I-concepts; 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 activity 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 a whole host of other self representations. 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.

Before 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 influential and their opinion carries a lot of 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 previous 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 those of children, clustering around a few 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 of "significant persons". Self-descriptions in early adolescence are much more personal and psychological 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 his behavior in a wide variety of situations predominate. 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 moments here is the change of 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 a subordinate role in such an own attitude towards oneself, 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 discrepancy between I - real and I - ideal images is 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 habitual stereotypes and standards focused on average, average individuals! The educational work of a student should be intense, intense and creative. At the same time, one must take into account not only objective individual differences, but also 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 sense of dignity, 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. The discovery of oneself as an inimitable unique personality is inextricably linked with the discovery of the social world in which this personality has 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 around me 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, while creating internal conditions favorable for a person to begin to think about what he lives for, does not provide sufficient means 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 oneself, 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 contacts.

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 in him and the 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. 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 the proper personal level(this was also pointed out by L.S. Vygotsky); 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 the 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 expressing in a concentrated way the meaning of the culture of the era, of a certain society as a whole, of all mankind.

These are the guidelines 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 own. 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.

The formulated main task is quite consistent with 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 growing up a person, 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 the literature takes on meaning. Personal self-determination sets a personally significant orientation towards achieving a certain level in the system of social relations, the requirements for it, i.e. sets social self-determination. On the basis of social self-determination, requirements are developed for a certain professional area, carried out professional self-determination.

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. Activities are sorted and ranked according to the teenager's interests ("I love historical novels, I'm going to be a historian"), then according to his abilities ("I'm good at math, can I do it?"), and finally , from the point of view of his value system (“I want to help sick people, I will 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, both public (the awareness of the social value of a particular profession) and personal (the awareness of what an individual wants for himself), are more generalized and usually mature and are realized later than the interests and abilities, the differentiation and consolidation of which takes place. 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. The fourth stage is practical decision making, 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. It is impossible to 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 (teenagers mature and develop at different rates, so chronological peers and classmates may actually be at different stages of their individual development) and intrapersonal (heterochronism of 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 already 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 development. For some people, adolescence is a period of "storm and stress", proceeding 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 cause the least trouble for 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; Having early determined their life goals, such young men and women 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 for the most part we are talking not just about age, but about gender and age characteristics. The psychology of sex differences is methodologically very complex; its serious scientific research began only in recent decades. In domestic psychology, she long years underestimated 35. However, the gender differences themselves are very significant, manifesting themselves both in the orientation 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.

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Question #64 . Psychological characteristic youthful age. Features of interpersonal relationships in adolescence.

Youth- the period in development corresponding to the transition from adolescence to independent adulthood. This determines the social situation of development at this age: the young man occupies an intermediate position between a child and an adult. Many new social roles who are constantly trying 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 the life of a young man, there is not only a quantitative expansion of the range of social roles and interests, but also a qualitative change, there are more and more adult roles 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 distinguish 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, solving problems professional self-determination and entry into adulthood. In early youth, cognitive and professional interests, the need for work, the ability to make life plans, and social activity are formed. 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 young man's need to take the inner 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 capabilities 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 the individual.

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 labor, general orientation in the socio-economic situation, awareness of the need for general and professional training for full-fledged self-determination and self-realization, general orientation in the world of professional work, the allocation of 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: an adaptive model and a 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, the ways of achieving them become the concern of a young person, 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 immediate ties in which a person lives .. Here the whole person is inside life itself: all 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)