The possibility and desire of a person for self-realization are inherent in him from birth. How the inner potential will be revealed depends on the people who take Active participation in raising a child. It is they who form his attitude to life from childhood. In the future, thanks to education, each of us chooses the way of self-realization that suits him best. There are various types, levels and features that will be discussed in this article.

What is self-realization

Self-realization is the embodiment of a person's inclinations, his potential and talents through a certain activity. This term can be considered in two planes. On the one hand - the action, and on the other - the purpose of this very action. There is always room for a person to move on.. That is, the self-realization of the individual does not have a clear framework or restrictions, and accordingly, even the most realized people always have the opportunity to develop further.

According to the "" known American psychologist Abraham Maslow, the desire for self-actualization to be at the very top of human desires, being the highest degree of personality development. By the way, A. Maslow, after analyzing the behavior of people who have achieved something in life, identified the main signs of self-fulfilling personalities:

• They are better than others at separating reality from fantasy;
• They perceive themselves as they are;
• They love simplicity, naturalness, they have no need to play in public;
• Highly responsible people who are able to make the necessary decisions;
• Have a high degree of self-sufficiency;
• Easier than others endure trials, "blows" of fate;
• Conduct regular reassessment of their life orientations;
• They never cease to be amazed at the world around them;
• Feel their fullness, inner harmony;
• They study without problems;
• They have their own views on the world, on the concepts of good and evil;
• They are reserved, friendly, appreciate a sense of humor;
• They regularly generate new ideas, love creativity;
• Tolerant of others, but if necessary, show courage and determination;
• Loyal to their family, friends, ideals, principles.

And how you can achieve such harmony with yourself and the world around you, we will consider in the next section.

Types of self-realization

Since a person is a biosocial phenomenon, it is not correct to consider the issue of his formation as a person in isolation from society. There are several types of self-realization:

• Personal;
• Creative;
• professional;
• Social.

All of them are interconnected and should be in a person's life. The main catalysts for their development are the upbringing and education of the child, which lay the model of his behavior in the future. Let's consider them in more detail.

Personal self-realization

Since each of us positions ourselves as a person, this issue becomes important from early childhood. The child wants respect, understanding, approval of his actions. This tendency only intensifies with age, either leading to success or depression and complexes. Driven by this desire, a person chooses several possible strategies for his life path:

• The desire for well-being and material prosperity;
• Success in conquering the "tops", career growth;
• Developing your skills and abilities, including hobbies.

In any of the above points, the personality of the individual, its self-realization, is placed in the center, regardless of the type of activity. The main thing is to get recognition and approval. First of all, from relatives and friends. Therefore, it is so important to harmonize the space around you, starting with your immediate environment.

Creative self-realization

The desire to create something new is inextricably linked with the evolution of the human species. All the masterpieces of world culture, the achievements of science and technology are caused precisely by this impulse. Thus, the self-realization of the individual through creativity is rooted in the deep foundations of human existence. Creative, unconventional thinking people always achieve more success than those who act in a stereotyped way. This is especially true in the 21st century, the era of rapid development of technologies and information flows. Thanks to creativity, we form our response to the surrounding reality, expand our worldview. The most important thing is that any of us can create. Only the forms of expression of the creative act change. Poetry, prose, painting, sculpture, crafts for metal and wood, modeling, embroidery, origami, ikebana, graphic design and many other areas. Everyone can find a suitable occupation for themselves. And it is not so important to become the best, the main thing is to get recognition and approval.

Professional self-realization

Success at work is also important to most people. And it's not just about money and promotions. No. Much more important is the feeling of being in demand, approval and recognition from colleagues and management. It is important to remember that work is only part of life. It cannot replace other aspects.

This type of self-realization has the following goals:

• Feeling of belonging to a certain community of people;
• The desire to take their place in the service hierarchy;
• Desire to be recognized among colleagues;
• Understanding your professional strengths and weaknesses;
• Planning your future.

Everyone, looking at this list, can easily determine at what stage he personally is.

Social self-realization

It is associated with the acquisition of general social success in the amount that a particular individual needs to feel happiness. This type self-actualization is collective in relation to the previous ones. In fact, social self-realization is precisely the highest degree of human needs that I spoke about. Abraham Maslow. To achieve success in society, you can go completely different ways. Become a first-class employee, be a private entrepreneur, engage in acting or any other activity.

Society is so multifaceted that there is a place for everyone in it. And correspondingly, in any manifestation of human activity can be recognized and get approved. Anyway, it's worth mentioning. Truly established people do not depend on someone else's opinion, they have already proved everything to everyone. Those who have not yet had time to fully realize themselves are looking for confirmation of their success in the reviews of others. But, this is only one of the stages of personality formation, through which almost everyone passes.

Self-realization is an integral component full life man, without which he is not conceivable as a biosocial species. This state can be reached different ways, including both personal recognition and creative, professional and social fulfillment of a person. The main thing to remember is that the listed types of self-realization are interconnected parts of one whole. And in order to feel successful, you need to improve in each of them.

A. Maslow, the founder of humanistic psychology of the 20th century, compiled a rough description of a “self-fulfilling personality”. This psychologist was deeply interested in the type of people who often naturally find themselves among the intellectual and moral elite of mankind.

According to Maslow, self-fulfilling personalities have the following traits:

Better perception of reality. That a person more often sees the surrounding reality, what it is, that he is less subject to imposed stereotypes of perception and understanding.

Acceptance of self, others and nature. Self-actualizing people have the ability not to be overcritical of themselves and not to burden themselves with feelings of shame, guilt, and anxiety. They are also quite content with their physical nature and enjoy life. Them sex life unencumbered by prohibitions and gives them pleasure. In the same way they perceive other people and do not have a tendency to teach and control them. Their worldview includes an understanding of the need for suffering, aging and death. They calmly endure the weaknesses of others and are not afraid of their strength.

Immediacy, simplicity and naturalness. They are alien to demonstrativeness. When necessary, they follow the established rules and traditions, most often because of their unwillingness to inconvenience others and not waste their lives on wasted conflicts.

Focus on the problem. Without exception, all self-actualizing personalities, according to Maslow, are centered on ideas that go beyond their personal needs and constitute an existential value. They think it's theirs life mission and you have to work hard for it. They pay little attention to problems that seem insignificant to them, and on this basis are able to clearly distinguish between the important in this world and the unimportant.

Independence, the need for solitude. Self-actualizing personalities are very protective of their inner world from various kinds of encroachments, and in this regard they prefer loneliness. However, they do not seek to establish relationships depending on the social status of the individual. This allows them to be independent, to establish relationships with other people on the basis of sincere friendship and Mutual disposition. This kind of behavior is very often perceived by other people as arrogance, indifference, etc.

Autonomy: independence from culture and environment. Understanding human culture as a myth forces the Toltec to use it only as a limited tool. This is not a denial of culture, but a distance from it, the elimination of social hypnosis, which inevitably stands behind the process of “cultivating” a person.

freshness of perception. The ability to perceive even the ordinary as an object of pleasure.

Summit or mystical experiences.

Deep interpersonal relationships. This quality is realized in the desire to establish deep relationships with their own kind. Their circle of friends is small because of the serious moral and time costs required to maintain such a high level of interpersonal relationships.

Democratic character. No prejudice against people of any race, nationality, religious affiliation gender, age, origin, profession, etc.

Separation of means and ends. Self-actualizing personalities clearly define the boundaries between good and evil (from their point of view), permitted and prohibited means of achieving goals.

Creativity. This can be expressed in the creation of works of science and art, philosophical treatises, monographs, novels, poems, paintings, music. But Maslow expands this concept and believes that creativity can extend to the most insignificant and everyday actions.

Resistance to cultivation.

The need for self-development is a fundamental property of a mature personality. The idea of ​​self-development and self-realization is central or at least extremely significant for many people. modern concepts about a human. For example, it occupies a leading position in humanistic psychology, which is considered one of the most powerful and rapidly developing areas of modern psychology. psychological science and practices. The central place to the idea of ​​"self" (self-realization, self-development, self-improvement) belongs to acmeology.

The desire for self-development is not an idee fixe about achieving an absolute ideal. It is difficult to be perfect, and it is hardly necessary. At the level of everyday consciousness, one can agree with the idea that, perhaps, it is more difficult only to live with an ideal person. But the constant striving for self-development is something else.

The actual need for self-development, the desire for self-improvement and self-realization are of great value in themselves. They are an indicator of personal maturity and at the same time a condition for its achievement. Among other things, self-development is the source of human longevity. Wherein we are talking about active longevity, and not only physical, but also social, personal. The constant desire for self-development not only brings and consolidates success in the professional field, but also contributes to professional longevity, which has been repeatedly confirmed by experimental data.

The idea of ​​self-development and self-actualization, taken “in its pure form”, without connection with the phenomenon of self-transcendence, is insufficient for building a psychology of personal maturity. This requires an idea of ​​self-actualization and self-transcendence as a single process based on the effect of complementarity - the so-called "superposition".

The phenomenon of self-transcendence of human existence occupies an important place both in humanistic psychology and in existential-humanistic philosophy. At the same time, self-transcendence is associated with a person’s going beyond the limits of his “I”, with his predominant orientation to others, to his own social activity, in other words, everything that one way or another cannot be identified with itself.

There is an opinion that in humanistic psychology, with its dominant focus on unlocking the potential of a person, on achieving self-identity and self-acceptance, there is a potential risk of egocentrism. At the same time, the idea of ​​self-transcendence seems to be forgotten. However, at different representatives it occupies a far from identical place in humanistic psychology. For example, K. Rogers does not assign such a significant role to it as, say, V. Frankl or A. Maslow. Perhaps the first of the major representatives of humanistic psychology, who drew attention to the danger of ignoring self-transcendence, was V. Frankl. It was this disproportion in the relationship between the ideas of self-actualization and self-transcendence that he had in mind when he asked the question “how humanistic is humanistic psychology” (V. Frankl).

Self-transcendence means that a person first of all enters into some kind of relationship with an external reality. In a more categorical form, this idea is formulated in the statement: “To be human means to be directed not at oneself, but at something else” (V. Frankl). One way or another, but the categorical opposition of self-transcendence and self-actualization as two alternatives, in our opinion, is inappropriate. Force humanistic approach and the prospects for its development consist in the organic combination of these principles. Unfortunately, this problem has so far been given insufficient attention even in humanistic psychology itself, despite the fact that its importance has been recognized by scientists for a long time. It is noted that work contributes to self-actualization (A. Maslow); in service to a cause or in love for another, a person fulfills himself (V. Frankl); statement own life, happiness, freedom of a person is rooted in his ability to love, and love is indivisible between "objects" and one's own "I" (E. Fromm).

The goal of human existence is both one's own perfection and the well-being of others, because the search for "personal happiness" alone leads to egocentrism, while the constant striving for "the improvement of others" brings nothing but dissatisfaction (I. Kant).

Psychologists and representatives related sciences, in particular acmeologists, have given several similar definitions of self-actualization and self-realization. In particular, according to one of the founders of humanistic psychology, A. Maslow, "... the essence of human development (self-actualization) is the desire to realize one's innate potential in the process of life." A. Maslow in his generalizing studies on humanistic psychology gave a detailed psychological description of self-actualizing people, noting the following: personality traits:

more effective perception of reality;

accepting oneself, others and nature;

immediacy, simplicity and naturalness;

Problem-centeredness

Independence and the need for solitude;

autonomy: independence from culture and environment;

· freshness of perception;

summit or mystical experiences;

· public interest;

Deep interpersonal relationships

· democratic character;

a distinction between means and ends;

Philosophical sense of humor

· creativity;

resistance to cultivation.

Acmeologists also note that not only the processes of self-realization are important for a person, but also their orientation. At the same time, a predominant focus on competition can have a detrimental effect on mental health and personal development, because competition saturates all areas of life, it sometimes forms an attitude of contempt for the weak and envy of the strong.

Acmeology, which focuses the personality on the humanistic orientation of development, aims to protect the personality from such psychological deformations, in particular in the acmeological understanding “... the level of development is determined by how much the subject is warmth and light for others. Evaluation of the highest - in terms of how it changes and improves in other people. (S.L. Rubinshtein).

Self-actualization and self-realization of a personality are combined with its adaptation, individualization and integration in the process of a person entering a new (any) social environment. At the same time, the humanistic orientation of individualization is noted. Simply “to stand out” is no longer an end in itself, it is important to achieve professional, personal or spiritual heights precisely in the process of individualization.

From the point of view of acmeology, the following general characteristics can be attributed to the subjective properties of a person that contribute to the achievement of a high level of professional skill almost regardless of the type of activity. personal qualities:

Developed anticipation, manifested in the ability to accurately, "far" and reliably predict, anticipate the development of situations that arise in the process of performing activities;

The strength of personality;

A high level of self-regulation, which is manifested in the ability to manage one's condition, high efficiency, high stress resistance, constant readiness for stressful actions, the ability to mobilize one's resources at any time;

Ability to make decisions, including courage in decision-making, reliability of decisions, their timeliness and accuracy, originality and efficiency;

Creativity, manifested not only in high creative potential, but also in special skills to solve professional problems in an unconventional, but effective way;

High and adequate achievement motivation.

Thus, modern psychology and related sciences, in particular, acmeology, give a complete and exhaustive answer to the question of what self-actualization of a person is, what are the key stages of self-realization, pitfalls and difficulties.
In socionics, the process of self-actualization and self-realization is described in sufficient detail. Self-actualization refers primarily to the awareness of one's innate preferences, innate preferences in a person according to socionics, and self-actualization - their maximum development, including in professional field.

Objective Prerequisites to achieve high professional results (self-realization in the professional field) lie, first of all, in the field of application of strong functions, the strong and weak functions of each person. Considering the problem of self-actualization and professional self-realization from this angle, one can understand why not all people strive to develop their innate potential (in this case, we mean the strong functions of the psychotype).

First, for the most part, people do not realize what exactly their potential is, i.e. what functions they have initially strong, what can and should be relied upon.
Secondly, not all functions are equally in demand in society - the very structure of society implies more favorable interaction with people of some psychotypes and conflict - with people of other psychotypes.

4. Life crises

Developmental psychology studies facts and patterns mental development healthy person. It is customary to divide it life cycle for the following periods:

1) prenatal (intrauterine);

2) childhood;

3) adolescence;

4) maturity ( adulthood);

5) advanced age, old age.

In turn, each of the periods consists of several stages, and has a number of characteristic features.

All these stages have their own specifics associated with the level of physiological functioning, the degree of mental development of a person, his psychological qualities and prevailing desires, prevailing forms of behavior and activity.

The prenatal period is divided into 3 stages:

pre-embryonic;

Germinal (embryonic);

Fetal stage.

The first stage lasts 2 weeks and corresponds to the development of a fertilized egg before its introduction into the wall of the uterus and the formation of the umbilical cord. The second - from the beginning of the third week after fertilization until the end of the second month of development. At this stage, anatomical and physiological differentiation occurs. various bodies. The third begins from the third month of development and ends by the time of birth. At this time, the formation of body systems that allow it to survive after birth takes place. The ability to survive in air environment the fetus acquires at the beginning of the seventh month, and from that time it is already called a child.

The period of childhood includes the stages:

Birth and infancy (from birth to 1 year);

Early childhood (or "first childhood" - from 1 year to 3 years) - the period of development of functional independence and speech;

preschool age(or "second childhood" - from 3 to 6 years), is characterized by
development of the child's personality and cognitive processes;

junior school age (or "third childhood" - from 6 to 11-12 years old) corresponds to the inclusion of the child in a social group and the development of intellectual skills and knowledge.

Adolescence is divided into two periods:

Teenage (or puberty);

Youthful (juvenile).

The first period corresponds to puberty and lasts from 11-12 to 15 years. At this time, under the influence of constitutional changes, a new idea of ​​\u200b\u200bthemselves is formed in a teenager. The second period lasts from 16 to 20-23 years and represents the transition to maturity. With biological point the young man is already an adult, but has not yet reached social maturity: youth is characterized by a sense of psychological independence, although a person has not yet assumed any social obligations. Youth acts as a period of making responsible decisions that determine the entire later life of a person: the choice of a profession and one's place in life, the search for the meaning of life, the formation of one's worldview, self-awareness, the election of a life partner.

During the transition from one age stage to another, critical periods, or crises, are distinguished, when the former form of a person’s relationship with the outside world is destroyed and a new one is formed, which is accompanied by significant psychological difficulties for the person himself and his social environment. There are small crises (crisis of the first year, crisis of 7 years, crisis of 17/18 years) and large crises (crisis of birth, 3 years, adolescent crisis of 13-14 years). In the case of the latter, the relationship between the child and society is rebuilt, while small crises are outwardly calmer, they are associated with the growth of skills and independence of a person. During periods of the critical phase, children are difficult to educate, stubborn, show negativism, obstinacy, and disobedience.

Maturity. It is divided into a number of stages and crises. The stage of early maturity, or youth (from 20-23 to 30-33 years old), corresponds to the entry of a person into an intense personal life and professional activity. This is the period of "becoming", self-assertion in love, sex, career, family, society. In mature years, their crisis periods stand out. One of them is the crisis of 15 years, when, having reached a certain social and family status, a person begins to think with anxiety: “Is this all that life can give me? Is there really nothing better? And some begin to feverishly change jobs, spouses, places of residence, hobbies, etc. Then comes a short period of stabilization - from 35 to 40-43 years, when a person consolidates everything that he has achieved, is confident in his professional skills, authority, has an acceptable the level of career success and material wealth, his health, marital status and sexual relations are normalized.

Following the period of stability comes the critical decade of 45-55 years.

A person begins to feel the approach of middle age: health is deteriorating, signs of loss of beauty and physical form, alienation sets in in the family and in relations with grown-up children, there comes a fear that you will not get anything better either in life, or in a career, or in love. As a result of this, there is a feeling of fatigue from reality, depressive moods, from which a person hides either in dreams of new love victories, or in real attempts to “prove your youth” in love affairs, or a career takes off. The final period of maturity lasts from 55 to 65 years. This is a period of physiological and psychological balance, a decrease in sexual tension, a gradual withdrawal of a person from active labor and social life. The age from 65 to 75 is referred to as the first old age. After 75 years, age is considered advanced: a person rethinks his whole life, realizes his Self in spiritual thoughts about the years he has lived - and either accepts his life as a unique destiny that does not need to be redone, or understands that life was in vain.

In old age (old age), a person has to overcome three sub-crises. The first of them is a reassessment of one's self, which is not related to the professional role, which for many people remains the main one until retirement. The second sub-crisis is associated with the realization of the deterioration of health and aging of the body, which is an opportunity for a person to develop the necessary indifference to this.

As a result of the third sub-crisis, self-concern disappears, and now one can accept the thought of death without horror.

Faced with its inevitability, a person goes through a series of stages. The first one is denial. The thought “No, not me!” - regular and normal reaction of a person to the announcement of a fatal diagnosis. Then comes the stage of anger. It embraces the patient when asked “Why me?”, pours out on other people who care about this person and, in general, on any healthy person. In order for such a stage to come to an end, the dying person must pour his feelings outward.

The next stage is "bargaining". The patient is trying to prolong his life, promising to be an obedient patient or an exemplary believer, trying to prolong his life with the help of medical achievements and repentance before God for a sheaf of sins and mistakes.

All these three phases constitute a period of crisis and develop in the order described, there are returns to the previous stage.

After the resolution of this crisis, the dying person enters the stage of depression. He realizes: "Yes, this time it is I who will die." He withdraws into himself, often feels the need to cry at the thought of those whom he is forced to leave. This is the stage of preparatory sadness, in which the dying person renounces life and prepares to meet death, accepting it as his last life stage. He is further and further separated from living people, withdrawing into himself - a state of “social death” sets in (a person has already moved away from society, from people, as if he had died in a social sense).

The fifth stage is the "acceptance of death." A person realizes and agrees, resigns himself to the inevitability of imminent death and humbly awaits his end. This is a state of “mental death” (psychologically, a person has, as it were, abandoned life). clinical death occurs from the moment the heart stops working and breathing stops, but within 10-20 minutes, medical efforts can still bring a person back to life.

Brain death means the complete cessation of brain activity and its control over various functions of the body, and the result is the death of brain cells. Physiological death corresponds to the extinction of the last functions of the body and the death of all its cells. According to some religious views and the opinion of a number of scientists, with the death of the body, the soul, the human psyche, does not die. There is a hypothesis that it continues to exist in the form of an information clot after the death of a person and connects with the global information field. The traditional materialistic understanding denies the possibility of preserving the soul, the psyche of a person after his death, although the latest studies of physicists, doctors, and psychologists are no longer so categorical.

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Introduction

1. The phenomenon of self-realization (self-actualization) of a personality in the theories of foreign psychologists

1.1 Self-realization as a result of compensation for feelings of inferiority in the theory of A. Adler

1.2 Self-realization as the ultimate life goal in the works of C. Jung

1.3 Self-actualization as supreme need in the theory of A. Maslow

1.4 The trend of self-actualization in the theory of personality by K. Rogers

1.5 Self-actualization as a means of realizing meaning in the works of V. Frankl

2. Spheres of self-realization of the individual

2.1 Personal self-realization in educational activities

2.2 Self-realization in the profession

2.3 Self-realization of personality in creativity

2.4 Self-realization in married life

2.5 Self-actualization of personality in communication

3. Psychocorrection of a low level of personality self-realization

3.1 Correction of personality positions according to the method of scenario reprogramming M.E. Litvak

3.2 Individual psycho-correction of A. Adler

3.3 Client-centered approach by K. Rogers

3.4 V. Frankl's logotherapy

3.5 Gestalt therapy by F. Perls

3.6 Ways to improve self-efficacy A. Bandura

3.7 Art therapy as a means of self-knowledge and self-acceptance

Conclusion

List of sources used

Introduction

The reason for the relevance of the problem of self-realization and self-actualization of the individual was the ever-increasing need of society for creative people, professionals in their field, able to quickly adapt to the constantly changing circumstances of life. The study of such psychological phenomena as self-realization and self-actualization of a person is also relevant because the results of their research can qualitatively change the life of both an individual and society as a whole. personality self-realization self-actualization psycho-correction

The problem of self-realization worried many ancient philosophers. So, Aristotle said that every person has a potential that is constantly striving for realization. The Stoics noted that each person has his own destiny, and the task of each is to understand his destiny in order to go through life with his head held high, and not be a miserable sight of a person crying and not understanding his goal. Plato said that the path to the Good is the path of self-realization within the framework of culture. And Epicurus emphasized that only that person can be happy who has found himself and acts in accordance with his desires.

As such, the phenomenon of self-realization and self-actualization began to be studied only at the beginning of the 20th century by such scientists as Z. Freud, A. Adler, K. Jung, K. Goldstein, A. Maslow, K. Rogers, V. Frankl and others. " was introduced by K. Goldstein to denote the motive "to realize all one's potentialities". As for domestic psychologists, it is possible to talk about the beginning of research on this issue only recently, although the prerequisites were already in the early 80s (L.S. Vygotsky, S.L. Rubinshtein, A.N. Leontiev, etc. ).

Currently, N.I. Petrova, E.F. Yashchenko (self-actualization of students), Dygun M.A. (self-realization in the profession), Linda Berg-Cross (self-realization in the family), A.V. Rybalko (creative self-realization of the individual) and many others.

The object of the study is self-actualization and self-realization of the personality, the subject is the factors of self-realization and self-actualization of the personality.

The purpose of the study is to reveal the psychological phenomena of self-realization and self-actualization.

1) to study the problem of self-realization and self-actualization of the individual in foreign and domestic literature;

2) specify the definitions of self-realization and self-actualization;

3) identify the main characteristics and signs of self-actualized and self-actualized people;

4) consider the main areas of self-realization and self-actualization of the individual;

5) to establish the main factors that impede self-realization and self-actualization of the individual, as well as the consequences of the non-realization of the individual;

6) determine ways to correct the low level of self-realization and self-actualization of the individual.

1 . The phenomenon of self-realization (self-actualization) of personality in the theories of foreign psychologists

1.1 Self-realization as a result of compensation for feelings of inferiority in the theory of A. Adler

The scientist observed that people with a pronounced organic ability or defect often try to compensate for these shortcomings through training and exercises, which often leads to the development of outstanding skill or strength. For example, Demosthenes, who stuttered as a child, became one of the leading orators in the world. Adler believed in this way that it is the feeling of inferiority that is the source of all a person's aspirations for self-development, growth and competence, that is, in other words, for self-realization (SR) .

He believed that such a feeling is innate, however, it must be nurtured and developed if we want to realize our potential. The scientist believed that this process begins in the fifth year of life, when a life goal is formed, as the focus of our striving for excellence. Being unclear and unconscious at the beginning of its formation in childhood, this life goal eventually becomes a source of motivation, a force that organizes our life and gives it meaning. Adler called such a life goal a fictitious goal (a goal that determines the direction of our life, but we cannot verify its authenticity in reality). It is superiority, in his opinion, that is the result of self decision; such a goal is formed by the individual's own creative power, which makes it individually unique.

However, fictitious goals can also be dangerous both for the individual himself and for the society in which he lives. Thus, Adolf Hitler's fictitious goal of the superiority of the Aryan nation led to the death of millions of people. That is why Adler assigns the main role in the pursuit of superiority to the formation social interest(the desire of a person to benefit society). Social interest develops in social environment, and the first person in the formation of such an interest is the mother. It is she who, with her love not only for the baby himself, but also for other people, shows the child a model of social relations, which then, as he grows up, is transferred to relations with other people and contributes to his SR.

1.2 Self-realizationas the ultimate life goal in the works of C. Jung

From Jung's point of view, a person constantly acquires new skills, achieves new goals and realizes himself more and more fully. The ultimate goal of life, according to Jung, is the full realization of the "I", which is preceded by the formation of a single, unique and holistic individual. The development of each person in this direction is unique, it continues throughout life and includes a process called individuation (a dynamic and evolutionary process of integrating many opposing intrapersonal forces and tendencies). In his final expression individuation involves the conscious realization by a person of his unique psychic reality, the full development and expression of all elements of personality. The center of personality is, according to Jung, the archetype of the self, which balances the many opposite qualities that make up the personality. This releases the energy needed for ongoing personal growth. The result of the implementation of individuation, which is very difficult to achieve, Jung called self-realization. He believed that this final stage of personality development is accessible only to capable and highly educated people who, moreover, have sufficient leisure. Because of these limitations, SR is not available to the vast majority of people.

Jung assigns a large role in the SR of personality to spirituality. In his work "Memories, reasoning, dreams" the scientist writes that he knew many people who achieved a high social position, fame, success, while remaining unhappy and dissatisfied with life. However, as soon as they found a way to spiritual development and self-expression, they gained peace of mind and happiness. So Jung does important conclusion that full SR is possible only when a person improves not only in professionally but also in terms of the endless development of oneself as a person.

1.3 Self-actualization as the highest need in the theory of A. Maslow

The study of self-actualization (SA) was not planned by Maslow as Scientific research. It all started with the young intellectual's attempts to understand his two teachers (Ruth Benedict and Max Wertheimer), whom he admired, loved and adored.

Maslow characterized SA as the desire of a person to become what he can become. A person who has reached this highest level achieves the full use of his talents, abilities and potential of the individual. However, the achievement of such a level is possible only if the underlying needs are satisfied (vital, security, love and belonging, respect for others and self-respect). According to the scientist, musicians must play music, artists must paint, poets must compose poetry if they ultimately want to be at peace with themselves. SA does not necessarily have to take the form of a creative effort in the form of a work of art. Parent, athlete, student, teacher or machine operator - everyone can actualize their potential by doing the best way what they do; specific forms of SA are varied. It is at this highest level of the hierarchy of needs that people differ most from one another.

Maslow suggested that almost all people need and seek internal self-improvement, in other words, the need for SA is innate. And yet only a few, usually gifted people achieve it (less than 1% of the total population). Part of the reason things are so unfortunate is that many people simply don't see their potential, they don't know it exists, and they don't understand the benefits of self-improvement. Perhaps they tend to doubt and even be afraid of their abilities, thereby reducing the chances for the SA. Maslow called this phenomenon the Jonah complex. It is characterized by a fear of success that prevents a person from striving for greatness and self-improvement. In addition, the social and cultural environment suppresses the tendency to actualize certain norms in relation to some part of the population. Based on this, updating higher potentials in total mass possible only under "good conditions". Or, more precisely, people need an "enabling" society in which to develop their human potential to the fullest. From this point of view, no society in human history has provided an optimal opportunity for the SA of all its members, but some are still much better than others in terms of providing conditions for self-improvement of the individual. The last obstacle to SA that Maslow mentions is the strong negative impact of the need for security. The process of growth requires a constant willingness to take risks, to make mistakes, to give up old habits. And for this you need to have courage. Therefore, anything that increases a person's fear and anxiety also increases the tendency to return to seeking safety and protection. It is also obvious that most people have a strong tendency to retain specific habits, that is, to adhere to the old style of behavior. Fulfilling our need for SA requires being open to new experiences and ideas.

Maslow considered SA to be the highest manifestation of a person's mental health. His research on SA personality showed that such people have the following personal qualities: the most objective perception of reality, acceptance of themselves and others, spontaneity, focus on the problem, a tendency to solitude, autonomy and independence of behavior, freshness of perception, ability to peak experiences, a sense of human kinship, the ability to distinguish between good and evil, a philosophical sense of humor, creativity. One of the most significant differences between self-actualized people and ordinary people is their passionate commitment to some business, without which they cannot imagine their lives. The scientist also noted that self-actualized people are not angels at all, they can be impatient, overly demanding, distracted, they can also be anxious, sad, but all this does not prevent them from enjoying life, benefiting society, bringing good and positive things to the world, fulfilling thus, its main mission in life.

The people Maslow chose for his research were already elderly, lived most of their lives and achieved significant success. As for young people, the scientist believed that they suffer from a lack of selflessness and from an excess of shyness and conceit. However, when a childish spontaneity awakens in teenagers who want to appear cruel, cynical and experienced, under the influence of kindness, this mask immediately falls off. In addition, many people who cannot self-actualize get entangled in issues of values ​​and most often, as Maslow noted, they are idealists (especially young people) and therefore they are often disappointed in life and in people. The parents of such people themselves did not have clear goals, but they were required to be bold, thereby causing contempt and a desire to do exactly the opposite. Nevertheless, Maslow believed, such people are in search of values ​​and dream of finding their own business, to which they can devote their lives. The task of a consultant psychologist is to help them in self-determination and the realization of their natural abilities. He also believed that in order to help young people become self-actualized, it is necessary to teach them to take responsibility for themselves, to cultivate a desire to do their job as well as they can, and also to introduce them to culture and art.

1.4 The trend of self-actualization in the theory of personality by K. Rogers

In the context of Rogers' torii, the SA tendency is the process by which a person realizes his potential throughout his life in order to become a fully functioning person. Trying to achieve this, a person lives a life filled with meaning, search and excitement. According to the scientist, humanity is basically active and self-actualizing due to its natural nature.

People who use their abilities and talents, realize their potential and move towards full knowledge of themselves and the sphere of their experiences, Rogers called "fully functioning". He established five main characteristics inherent in them:

1) openness to experience. People who are completely open to experience are able to listen to themselves, to feel the whole sphere of visceral, sensory, emotional and cognitive experiences in themselves, without feeling threatened. They are subtly aware of their deepest thoughts and feelings; don't try to suppress them; often act in accordance with them; and even acting not in accordance with them, they are able to realize them;

2) the existential way of life is the tendency to live fully and richly in every moment of existence, so that each experience is perceived as fresh and unique. What a person is or will be in the next moment comes from this moment regardless of previous expectations. People who live the good life are thus flexible, adaptive, tolerant, and spontaneous. They discover the structure of their experience in the process of experiencing it;

3) the next distinguishing feature is organismic trust. They consider it as the main criterion for making decisions. While most people prefer to be guided by the opinions of others (church, authority, parents, etc.), a fully functioning person follows intuition.

4) empirical freedom means that a person can freely live the way he wants, without restrictions and prohibitions, thereby taking full responsibility for what is happening on himself. Based on this sense of freedom and power, a fully functioning person has many choices in life and feels capable of doing just about anything they want to do!

5) creativity. Creative people strive to live constructively and adaptively in their culture, while at the same time satisfying their own deepest needs. However, they are by no means conformists. Their connection with society can be expressed as follows: they are members of society and its products, but not its captives.

Rogers was confident that the fully functioning people of the future would make obvious and multiply human the kindness that is so essential to our survival.

One of necessary conditions Rogers considered a positive self-concept to be a successful SA personality. "I" is a differential part of the phenomenal field or field of perception of a person, which consists of conscious perception and values ​​of "I". Self-concept means a person's concept of what he is. From a phenomenological point of view, self-concept often reflects how we see ourselves in relation to the various roles we play in life. Thus, the self-concept may include a certain set of images of the "I"-parent, spouse, musician, artist, student, etc. Such role-playing images are formed as a result of interaction with people around, in particular with significant others (for example, parents) . Therefore, we can say that the content of the self-concept is a product of the process of socialization of the individual.

The self-concept includes not only our perception of who we are, but also how we think we should be or would like to be. This last component of "I" is called I-ideal. According to Rogers, the I-ideal is the "I" that a person most appreciates and strives for.

For the formation of a positive self-concept, Rogers considered the following condition necessary - the manifestation of unconditional positive attention to the individual from the people around him and, in particular, from the parents. This means that a person receives positive attention not only when he lives up to the expectations of others, but also when he does not please other people. This means that a person is accepted, understood and respected for who he is, without any conditions, criticism or reservations. It is this unconditional attention to oneself that reveals the natural SA tendency that is present in every person.

1.5 Self-actualization as a means of realizing meaning in the works of V. Frankl

Frankl noted that SA is not the ultimate destination of a person, it is not even his habitual aspiration. If you turn SA into an end in itself, it will come into conflict with the self-transcendence of human existence (the desire of a person to go beyond himself, into a world filled with other people and communication with them, meanings and their realization). Like happiness, SA is only a result, a consequence of the realization of meaning. Only to the extent that a person manages to realize the meaning that he finds in the external world, he also realizes himself. If he intends to actualize himself instead of realizing meaning, the meaning of actualization is immediately lost.

According to Frankl, SA's excessive preoccupation may be due to the frustration of the desire for meaning. Frustrated desires for meaning are also the desire for pleasure and power (of which Freud and Adler wrote). In reality, Frankl notes, a person is driven not by pleasure and happiness as such, but rather by what generates them, whether it is the realization of personal meaning or communication with another person. He also notes that the desire for meaning is more characteristic of an adult, while a child is driven by a desire for pleasure, and a teenager is driven by a desire for power.

Making sense always involves making a decision. In order to discover the striving for meaning, it is necessary to reveal the meaning itself. Frankl sees the reason why many young people today have lost the desire for meaning and instead are driven by the desire for pleasure and power is that they are relieved of tension. Living in a consumer society, they suffer from a lack of demands, from a lot of free time that they do not know what to spend on, so they create this tension for themselves by doing things for which they can then be punished (unhealthy form). With regard to healthy forms, here Frankl assigns a large role to the function of sports, which is to allow young people to realize their need for tension, voluntarily making demands on themselves, which they are deprived of in an undemanding society. Frankl also notes that the education system modern society avoids confronting young people with ideals and values; as a result, young people do not know what to strive for and how to behave. However, as Frankl himself notes, excessive demands and dogmatic representation of ideals and values ​​that deprive a person of choice also have a negative impact on a person. The best option is to combine the freedom of choice of the requirements of the individual himself, combined with the responsibility assumed.

So, having examined in this chapter the phenomena of SR and SA (used in theories as synonyms) from different positions of foreign psychologists (A. Adler - SR as a result of compensation for feelings of inferiority, K. Jung - SR as the ultimate life goal, A. Maslow - SA as the highest need of the individual, K. Rogers - SA as the leading trend of actualization, V. Frankl - SA as a result of a person's life meaning), we came to the conclusion that, despite some differences in the views of scientists, in particular, regarding the causes of low the level of SR of the individual and, accordingly, the means of achieving SR (Adler - a low level of social interest - the development of social interest, Jung - a low level of self-consciousness - the achievement of internal integration of the personality, Maslow - unsatisfied needs of the individual are vital, for security, for love and belonging, for self-respect - satisfaction underlying needs of the individual, Rogers - comfort - providing unconditional positive attention, Frankl - absent the meaning of life in a person is the fulfillment by a person of the meaning of life), they have much in common: the need for SR is inherent in all people by nature, only the person who realizes himself can be happy, for successful SA, a person needs, first of all, an attentive attitude in the family, awareness yourself as a complete and unique person, understanding your vocation. The studies of these scientists, therefore, complement each other and allow us to most fully reveal the phenomena of interest to us.

2 . Spheres of self-realization of personality

2.1 Personal self-realization in educational activities

School age (especially senior school age) is highly sensitive for the activation of processes personal self-development, accumulation of subjective experience, knowledge. This allows us to assert that the development of a person's ability to SR at school age is closely related to the processes of its self-knowledge and self-esteem, self-improvement and self-education, life self-determination, self-regulation and goal-setting, spiritual self-strengthening and is carried out under the condition of specially organized training.

The holistic mechanism of the SR of the student's personality in learning, being a complex structural formation, has the following main functional links: the set of conditions for the SR of the student, the self-model of his success in learning, the semantic vector of the student's SR, the growth of the student in learning, overcoming and complex result.

To the main conditions of the process of SW of schoolchildren, according to the results of research by Bogomolov A.M. and Portnova A.G., include:

conditions - potential facts (the potential composition of the student's personality, a kind of internal reserve of cognitive-logical, motivational-value, practical-effective meanings and content),

conditions - actions (choosing and setting the goal of an activity, progress towards its achievement, application of strong-willed efforts, overcoming various difficulties),

conditions - self-action (self-knowledge by the personality of himself; self-identification of the student with his natural, social and personal characteristics; self-organization in educational activities; self-analysis of the difficulties and obstacles of teaching, etc.),

conditions - external incentives (personal freedom as the freedom of activity and creativity of the student; space for his transformative activity; commensurability between external requirements to the student and his own internal capabilities; psychological comfort and microclimate in teaching, an adequate assessment of his achievements, etc.).

An analysis of the studies conducted in the field of SA students showed that the main mechanism of a person's striving for SA is its orientation towards interaction with other people. Reflection as a mechanism of value self-determination of a person, therefore, works only for those people whose professional activities are related to communication and interaction with other people. That is why students of technical specialties (according to the results of the studies) are less prone to SA due to their professional interaction with inanimate, inanimate objects. According to the researchers, psychology students and economics students are more prone to SA. To an even greater extent, the propensity for SA was revealed among students creative specialties Since creativity awakens all the best in the individual, the level of the cognitive needs of the individual rises, the person becomes more sociable and natural.

2.2 Self-realization in the profession

Professional activity is usually one of the most important aspects of life for an adult. It is professional activity that forms the main form of activity of a mature personality, and a person spends a significant part of his energy on its implementation.

In the study, Dygun M.A. and Bendega T.N. the following pattern was revealed: about 50% of people choose a job with an average salary and an average level of satisfaction with the activities performed, about 30% choose a profession with a high income, but not bringing personal satisfaction, and only 20% of people prefer to choose a job that is not necessarily related with high incomes, but allowing intensive development in professional and personal plans, assuming a high activity of the individual himself. Such people tend to be active, initiative, they are not afraid to take responsibility for their actions, they strive for self-development and personal growth. The division "work-joy" for such people does not exist.

The success of a person's SA in professional activity determined various conditions. One of the most important conditions for SA in professional activity is a subjective position. It is expressed in the fact that a person, realizing external and internal limitations, generally takes responsibility for his life, resolving emerging contradictions in the direction of development. Another important condition for SR in professional activity is the correspondence of the profession to the value-semantic foundations of human life. Only as a result of this, the profession for a person will have a personal meaning. In this regard, the issue of professional self-determination of the individual acquires special significance in psychology.

Professional self-determination is carried out in adolescence and adolescence in the context of personal self-determination, which is a process that includes certain stages, stages, each of which is characterized by specific psycho-physiological and socio-psychological characteristics that ensure the successful implementation of SR in the future, including SR in professional activities.

2.3 Self-realization of personality in creativity

For the first time, Z. Freud spoke about the SR of the personality in creativity as such. He presented this process as the action of a protective mechanism - sublimation, which directs sexual energy (Libido), which is not satisfied in human life, to a socially acceptable sphere, that is, to creativity.

AT domestic psychology the first who considered the creative SR of the personality was D.A. Leontiev, who understands this process, the desire for creative SR as one of the leading driving forces in the development of the individual, stimulating and guiding her activity.

Creativity is a derivative of a person's realization of unique potentials in a certain area. Here, the self-realization of the individual is seen as the realization of abilities in self-activity, as a need that the individual can never fully satisfy.

One of the main problems in studying the self-realization of the individual is to consider the dynamics of creative productivity throughout the life path, an equally important task is to determine the factors that influence the disclosure of the creative potential of the individual.

In ontogeny creative personality there is a predominance of one or another stage in certain time life, or, in other words, at different ages a creative person realizes himself in different ways. Its duration depends on a number of factors. First of all, it depends on the type of activity. Secondly, environmental factors play a role, which may favor or hinder learning and the beginning of creative activity. Third, it matters psychological structure the subject of creative work. The predominance of the second stage is characteristic of the productive period of a creative personality. The predominance of the third stage - subsequent developments, generalizations of discoveries already made, is characteristic of the elderly and senile age and is expressed specifically in such forms of activity as leading a scientific or artistic team, pedagogical activity, writing books, textbooks and articles on selected topics.

As for the factors influencing the disclosure of creative potential, they mainly include the worldview and the motivational sphere of the individual. The latter stabilizes in adolescence and early adulthood, becoming aging tolerant in the second half of life.

2.4 Himselffulfillment in married life

To be fulfilled in married life means to live in harmony with your partner and the whole world. The degree of closeness of partners affects the self-realization of each of them. It is also important how satisfied the spouses are with their relationship, whether they have their own hobbies. When entering into marriage, many people secretly cherish the hope that the "second half" will share their interests, experience the same feelings, which in reality happens quite rarely. Despite our need for security, dependency, and empathy, we all have a need for independent growth and the ability to cope. life's difficulties by their own strength. When marriage provides assistance on the path to self-realization, then in some way it goes beyond the sense of duty and goes to more high step development .

SR through obligations to a partner and a trusting attitude towards him is one of the main ways for a person to develop his inner potential in order to achieve spiritual integrity and experience satisfaction from life. It is a form of SA that makes possible the harmonious integration of many different aspects of the personality. SR through commitment and trust is part of the psychic evolution of personality, which has been described by many researchers in the field of personality theory, including Jung, Goldstein and Adler. Committed and trusting spouses can successfully integrate their experiences of being apart and together, along with a sense of connectedness to the whole world. This is the definition given by L. Berg-Cross.

If the partners cannot achieve self-realization through commitment and trusting relationship, most often they report a lack of feelings of love and an inability to feel "connected" with their partner. This poses a serious threat to the stability of the couple, as well as the ability of partners to effectively build the other three fundamental principles - sustainability, social support and adaptation.

2.5 Self-actualization of personality in communication

Specific forms of actualization can take place in the form of culturalization, that is, object-transforming activity, or in the form of personalization of the subject, which implies the continuation of his being in the Other. The ideal representation in the Other is characterized by a different depth, which is experienced by a person as the presence in his mind of two semantic centers "I" and "The Other in me".

In personality psychology, communication is considered as an area of ​​activity in which personal originality is manifested; it can also be considered as an area of ​​SA personality. It is in terms of the deployment of communication with Others that the problem of the SA of the individual is considered here as an important condition for its formation. SA involves the actualization of oneself in communication, that is, the grouping of the personal space of interpersonal relationships in accordance with the structural organization of personal meanings. The SA intention is peculiar to everyone as natural feature(Goldstein, Rogers and others), but the ability to self-actualize is actually acquired only by that person who has successfully passed the path of individuation, has gained maturity, that is, a well-structured space of personal meanings, when there is something to be actualized.

If, in general, SA is manifested in the direction of efforts to “lead a life in accordance with meaning”, then SA in communication involves the organization of the semantic space of another person for other people and the space in their beingness in accordance with structural organization personality - the subject of SA. Achieving this effect provides an opportunity for the individual to satisfy the need to be demanded by Others in those of his characteristics that the individual perceives as the most valuable, endowed with meaning, and also creates the possibility of mutual understanding, consistency of judgments and actions based on the principles that have taken shape in the semantic space of the individual as essential.

Thus, the main areas of personality SR are: educational and professional activities, family life, creativity and communication. The most significant area of ​​personality SR is professional activity, since it occupies a large part of human life. How fully a person realizes himself in the profession will depend on his SR in family relationships. The basis for a successful professional SW is laid at the senior school age, when the professional self-determination of the individual takes place in the context of personal self-determination. SRs are also important in communication and creativity, which allow a person to recognize himself and others, develop inner freedom and self-confidence and thereby contribute to the SR of the individual in the above areas.

3 . Psychocorrection of a low level of personality self-realization

3.1 Correction of personality positions according to the method of scenario reprogrammingM.E.Litvak

At one time, in order not to get confused in the variety of character traits, Bern proposed to describe the character in three parameters: "I" (attitude towards oneself), "You" (attitude towards relatives), "They" (attitude towards people in general). The relation is encoded with the sign "+" (well-being) and the sign "-" (ill-being). Berne believed that the fate of a person would depend on these positions formed by parents. M.E. Litvak introduced another position - "Labor" (attitude to objective activity). Such an approach (the introduction of a new component) during psychological correction shifts the focus from influencing the character to creative activity. In the process of labor activity, a person's self-esteem increases, the position of the "I" is corrected; he learns to get along with people - correction of the position "You"; in the future, if the activity is effective, then an increasing number of people are involved in it, which leads to the correction of the position "They".

According to Litvak, a person who has a plus sign in all positions can be considered safe. This is a complex of mental health and stability, in which a person freely realizes his potential. Only with him can you be completely happy. This is the structure of a "democratic community" (I +, YOU +, THEY +, WORK +). The owner of such a structure correctly assesses both his positive and negative qualities, communicates productively with loved ones, willingly expands his social circle, and the process of activity is a joy for him. In order to correct the four positions of personality, Litvak developed a method of social reprogramming, which includes the following five complexes:

1. Complex "Eugene Onegin" (I+, YOU+, THEY+, WORK-). Such a complex is most easily formed in a capable, intellectually developed child. At school, he is not given the necessary workload and, therefore, very soon he loses interest in studying, and later on in work in general. The complex is dangerous because in the future, if a person does not have something interesting, according to his ability to do things, then negative signs appear in other positions. After losing interest in work, he develops a boredom in society, an increased tendency to loneliness, then a thirst for change appears, as a result, a person loses full interest in life and either ends it with suicide, or is addicted to drugs or alcohol.

Correction of this type involves the identification of such a hobby, which he has not yet completely died. The task should be based on it, which, firstly, must be completed in short term during very intensive work, secondly, it must wear creative nature, thirdly, in case of success, the implementation should contribute to the authority of the person, in case of failure, it is better to leave it unattended. Thus, by gradually increasing the volume of tasks, you can change the minus to a plus in the "WORK" position and thereby contribute to the further realization of the individual's abilities.

2. Complex "Arrogant creator" ("I+, YOU-, THEY+, WORK+"). Such a person is capable, talented, but very quarrelsome, and therefore conflicting and irritable. Since such a person does not have acceptance of others (his immediate environment), then to correct the position of "YOU" it is necessary to apply the following techniques:

1) when working with such a person, the emphasis should be on cooperation, while showing your admiration positive qualities personality and an emphasis on rationality, it would be even better to ask a person for a favor to help you in a matter in which such a person is excellently versed. This leads to the emergence of interest in the specialist, as a result of the position "YOU" changes from negative to positive sign;

2) it is necessary to teach a person to enter into the position of another (by mastering the techniques of psychological aikido or by using the technique of psychodrama).

3. Complex "Ugly duckling" ("I-, YOU+, THEY+, LABOR+"). Such people are persecuted in their microenvironment. In interpersonal contacts they behave insecurely, timidly, in life they try to find a patron who would lead them through life, they are strongly influenced by others and have a great tendency to feel guilty for everything that happens, they tend to be in the shadows. It is quite difficult to help such a person to realize himself, because the "ugly duckling" is usually very touchy and pessimistic. It is necessary to develop leadership qualities in such people (which they practically lack), for this purpose it is necessary to give them feasible tasks, to encourage expression own opinion, make independent decisions, it is desirable to expand his social circle and stimulate the acquisition of skills in any business.

4. Complex "creative snob" ("I+, YOU+, THEY-, WORK+"). People with this complex have a narrow circle of close people, they are compliant and indecisive, they usually have a very good education, they spend most of their time at work. But they are prevented from fully realizing their potential by the distrustful, if not hostile, perception of others. When correcting such a personality, the emphasis should be on the "I" of the client. First of all, it is necessary to remove all restrictions on contacts and actions. They should be taught communication skills and encouraged to communicate with strangers, to express themselves in a circle of strangers. It is necessary to develop their flexibility in everyday life and teach them to understand others.

5. Complex "Slavish tyrant" ("I+, YOU-, THEY+, WORK-"/"I-, YOU+, THEY-, WORK+"). This complex is unstable: they can be bold and decisive, active, and then become even more timid and indecisive. Such people are often dissatisfied with what they are doing, which is why they are constantly in suspense. They usually have a hobby to which they give all their time to the detriment of their loved ones, with whom they have a negative relationship. If the circumstances are good, such people cannot take advantage of them. Correction of this complex presents rather big difficulties. First of all, it is necessary to give stability to the personal complex under consideration, first correcting the position of "I" in the above ways, and then proceed to correct the position of "YOU" also already known ways. It is necessary to teach such people to bring the work they have started to the end.

3.2 Individual psycho-correction of A. Adler

Man, according to Adler, is first of all a conscious being who determines himself to life through freedom of choice, the meaning of life and the desire for self-realization. The main obstacle not to the way of self-realization of a person is the basic feeling of inferiority, in overcoming which personal development consists.

The main emphasis in psycho-corrective work Adler makes on the client's intrapersonal problems, and not on interpersonal ones. According to his assumption, a person has an erroneous perception of reality, because of which he has problems in interpersonal relationships. Four types of errors are possible: mistrust, selfishness, unrealistic ambition, lack of confidence. The psychologist's task is to find a mistake in the client's "picture of the world" and help him correct his views on himself and on the world.

Correction goals:

* Decreased feelings of inferiority;

* development of social interest;

* correction of goals and motives with the prospect of changing lifestyle.

The technique of psycho-corrective work in this area includes the following procedures: establishing the right relationship, analyzing and working out the client's personal position, encouraging, encouraging the development of self-understanding and assistance in reorientation. These procedures correspond to the four stages of psycho-correction:

1. Establishing the right relationship. The basis of this stage is the formation of appropriate attitudes towards the client: respect, faith in the capabilities and abilities of a person, active listening showing sincere interest, support and encouragement.

2. Analysis of personal dynamics. The main thing at this stage is to achieve understanding, awareness of the specifics of the client's life. An important place is given to the question of the goals of life: "What do you see as your purpose?"; "Do you like what you spend your life on?" etc. For this, special techniques are used:

The family constellation questionnaire contains questions that help the psychologist get a picture of the client's perceptions and early emotional experiences that influenced his further personal development.

Set of questions "Early memory". The client is invited to recall the four most significant events of his life. At the same time, the psychologist captures the dominant theme, the client's reactions, the state of loneliness or inclusion in the group, the central feeling that is expressed in memories.

Priorities. There are four priority values ​​that are important for understanding life: 1) superiority; 2) control; 3) comfort; 4) the desire to be pleasant. In order to establish the priorities inherent in the client, he is asked to talk about his normal day: what he does, how he feels, what he thinks, what he avoids under any pretext and what feelings he causes in others. At the same time, the task of the consultant does not include changing priorities, but only making efforts to realize them.

Summarizing. For each and previous techniques, a summary is prepared, which is then discussed with the client. The meaning of this is to find the main mistakes in a person's judgment about the world: hypergeneralization of the type: "There is no happiness in the world"; unbelief and unrealistic goals; erroneous perception of life's demands, for example: "Everyone is unfair to me; denial of one's own worth; erroneous values, for example: "The main thing is to get your own, no matter what the cost."

3. Encouragement. At this stage of work, the main function is the recognition of the client's personal courage, his spiritual strength, and most importantly, the presence of freedom of choice in actions based on self-knowledge.

4. Encouraging insight. Meaning this stage- real self-understanding. The psychologist needs by combining psychological support and confrontation, as well as appropriate interpretations, create conditions that will contribute to the client's awareness of his goals, values, lifestyle.

5. Help in reorientation. This final stage of work is also known as "Putting Insight into Action." There are special techniques that help change old goals and make new decisions:

Antisuggestion (paradoxical intention) - the meaning of this technique is to repeatedly exaggerate the proportions of unwanted activity, which helps the client to realize the inadequacy and inappropriateness of unwanted actions.

Action "If...". The client is encouraged to behave as if the wish "if" came true. Thanks to this technique, the client finds ways to compensate for inadequate feelings, attitudes, and actions.

Setting goals and making commitments. The rules for using this technique are simple: the goal must be achievable, realistic, and time is limited. If successful, the client is encouraged to make longer-term commitments in the direction he desires.

Catch yourself. The client is encouraged to monitor their destructive behavior by applying a sense of humor. In using the technique, a variable reference to the past is important: "As before", etc. .

3.3 Client-centered approach by K. Rogers

Rogers substantiated a fundamentally new non-directive approach to the problem of working with a client. He believed that psychological growth is dynamic. It can be hindered by conditional values, which are denial, deliberate ignorance, avoidance of some aspects of the "self" for the sake of obtaining a reward for oneself. Corrective actions should be aimed at the destruction of conditional values, their revision and rejection.

The purpose of the correction is to develop in the client greater self-esteem and the ability to take the actions necessary to bring his "real self" into line with his personal experience and deep feelings. From the very beginning, attention is focused not on the problems of a person, but on him, on his "I", so the task that is set and solved in the framework of the interaction between the psychologist and the client is to help in personal growth and development, thanks to which a person independently solves his problems. A secondary task is the creation of an appropriate psychological climate and appropriate relationships.

In the works of Rogers, seven stages of the correction process are distinguished:

1. Blockage of internal communication (there are no "I-messages") or messages of personal meanings, the existence of problems is denied, there is no desire for changes.

2. The stage of self-expression, when the client begins, in an atmosphere of acceptance, to reveal his feelings, problems, with all their limitations and consequences.

3-4. Development of the process of self-disclosure and self-acceptance by the client in all complexity, inconsistency, limitations, incompleteness.

5. Formation of attitude towards one's phenomenological world as one's own, i.e. one overcomes alienation from one's "I" and, as a result, the need to be oneself increases.

6. Development of congruence, self-acceptance and responsibility, establishment of free internal communication. Behavior and self-awareness of "I" becomes limited, spontaneous, there is an integration of all personal experience into a single whole.

7. . Personal changes, openness to yourself and the world. The client is in a state of congruence with himself and the world, open to new experiences, there is a realistic balance between the "I"-real and "I"-ideal.

The main components of K. Rogers's psychotechnics: the establishment of congruence (the psychologist's correct symbolization of his own experience), verbalization (the psychologist's retelling of the client's message), the reflection of emotions (the psychologist's naming of those emotions that the client shows while talking about himself, his life).

3.4 V. Frankl's logotherapy

The founder of logotherapy is V. Frankl. The main task of this direction in psychocorrection is to help a person in finding the meaning of life, which can be lost by a person during strong psychotraumatic events or has not yet been formed, for example, in adolescence due to lack of knowledge and experience.

The unique meaning of life (or generalized values) can be found by a person in one of the areas of life: creativity, emotional experiences, conscious acceptance of those circumstances that a person cannot change. At the same time, Frankl assigned a central place to creativity.

In order to help a person in solving his problems in order to achieve the most complete SA personality, the scientist suggests the following methods:

1. The method of dereflection means the removal of excessive self-control. Thus, a number of studies have shown that modern youth in more suffers from the thought that she has complexes than from the complexes themselves.

2. The method of paradoxical intention assumes that the psychologist inspires the client to exactly what he is trying to avoid. At the same time, various manifestations of humor are actively used.

3. Personal understanding of life. The trick is to tell a person who has lost the meaning of life, to show that another person needs him. A person can also find his meaning of life in creativity, in doing good for others, in search of truth, in communication with another person. According to Frankl, the problem is not in what position a person finds himself, but in how he relates to his position.

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Analysis of the concept of "motivation" and "self-realization" in personality psychology. The relationship of self-realization and psychological health of the individual. Organization and methodology of experimental study of the role of motivation in the self-realization of the individual, analysis of the results.

UDC 159.923.5 Voyushina Ekaterina Alexandrovna

postgraduate student of the Northern (Arctic) Federal University named after M.V. Lomonosov

ON CORRELATION OF THE CONCEPTS "SELF-REALIZATION", "SELF-ACTUALIZATION" AND "ACME"

Annotation:

The article deals with the concepts of the personality of foreign authors, as well as individual ideas of humanistic psychology, affecting the problems of self-realization. The views of researchers on the origin of self-realization, conditions, mechanisms that prevent or contribute to its achievement are shown. The introduction of the concept of "acme" as a complex formation associated with a person's achievement of the heights of his development is substantiated, and its connection with the term "self-realization" is also proved.

Keywords:

self-actualization, self-realization, personality development, acme, humanistic psychology, personality concepts, potential, abilities, needs.

Voyushina Ekaterina Alexandrovna

PhD student, Northern (Arctic) Federal University

CORRELATION OF "SELF-FULFILLMENT", "SELF-ACTUALIZATION" AND "ACME" CONCEPTS

The article deals with the theories of personality developed by the foreign scholars, as well as some ideas of humanistic psychology about the problems of self-fulfillment. The paper reviews researchers" views on the origin of self-fulfillment, conditions and mechanisms preventing or contributing to its achievement. The author justifies the introduction of the "acme" concept as a complex phenomenon associated with the achievement of the peak of personal development and proves its connection with the "self-fulfillment" term.

self-actualization, self-fulfillment, personal development, acme, humanistic psychology, theory of personality, resources, skills, needs.

The current sociocultural situation is developing in such a way that the transformations taking place in society lead to a revision of the values ​​​​accepted in society, a change in priorities (including scientific ones), and promote a new look at existing problems. Political instability, economic uncertainty, an increase in the pace of life require a person to quickly adapt to changing conditions. During this period of constant change, a person may experience doubts in the state, society, lose confidence in the people around him, so he needs to rely on himself, to realize his potential.

However, according to the results of many studies, more and more people are losing faith in themselves, in their strengths, in the fact that they have their own internal resources to overcome difficulties. First of all, this manifests itself in the fear of expressing one's feelings, thoughts, making decisions and making choices in various spheres of life (from professional to interpersonal). In the future, this can be fraught with the emergence of psychopathologies in a person. An increase in the number of people incapable of self-realization can lead to the marginalization of the population and the growth of antisocial tendencies.

The very essence of the modern information environment requires a person to rebuild and change. Society is interested in mobile, adaptive people who are responsible for their actions, ready to make efforts to realize their "I". But how to create such a personality? What needs to be influenced? What mechanisms influence these processes? Here is just a small list of issues that underlie the increased interest in the problems of personality development. Having answers to the questions posed, one can embody one's individuality, experience satisfaction from one's accomplishments, achieve an improvement in the cultural and socio-economic potential of society as a whole and personal harmony in particular.

The problem of personality development and achievement by a person of peaks in his development has been of interest to scientists for a long time. Initially, it was believed that not everyone could self-actualize, but only individuals who left a significant mark on the history of the development of society, so the first ideas about self-realization arose in the course of studying biographies prominent people. Later it was proved that self-realization is also characteristic of ordinary people, which provoked new round interest from researchers.

Intensive development of the problem of self-realization began in the 1950s and 1960s. 20th century representatives of humanistic psychology. However, even before that there were concepts of personality, where self-realization was assigned a significant role in its formation and development. First of all, these are the works of K. Jung, A. Adler, K. Horney, E. Fromm, K. Goldstein.

The analytical theory of Carl Jung includes the principle of personality development. The scientist divided human life into two parts, each of which involves the solution of its own problems. The first half of life is devoted to the study of the outside world, the conquest of professional heights, procreation. The main values ​​here are social achievements. By the middle of life, after solving these problems, many people face the question of what to do next, what goal to set for themselves, to continue to perform the same tasks? K. Jung noted this strategy as unproductive, not bringing satisfaction to a person, leading to neurosis, fear of death. The scientist suggested that the meaning of the second half of life could be the development of "selfhood", the mastery of culture in a broad sense. K. Jung considered the acquisition of “selfhood” to be the result of the desire of personality components for unity, unity, harmony through constant self-improvement.

According to K. Jung, a person strives for the full realization of his own "I", that is, a unique, whole person. This process has been called individualization - the active and evolving unification of many opposing forces and tendencies, the search for one's own path in life. It is individualization that helps to overcome the mid-life crisis, focus on the inner essence, turn to the unconscious. The result of individualization is self-realization. It is worth noting that K. Jung considered a talented, highly educated person capable of self-realization, which makes it inaccessible to most people.

Alfred Adler also considered self-realization possible. In his individual theory of personality, he put forward an inferiority complex as the main mechanism of development, which later transforms into a desire for superiority, and then into a lifestyle. A. Adler argued that the feeling of inferiority is necessary for the desire for self-improvement as a motivating component. At the same time, under the desire for excellence, the researcher understood the full implementation ideal life, that is, having a certain basis in the form of potencies and abilities, a person strives to raise them to a higher level of functioning. In this interpretation, "striving for excellence" is very close to the term "self-realization."

References to self-realization can also be found in the works of Karen Horney devoted to anxiety. According to the author, under the influence of anxiety, neurotic personality, a characteristic feature of which is the alienation of the real "I". K. Horney argued that the desire for self-realization is inherent in human nature, the whole system of his values ​​is built on this basis. An anxious personality begins to form in childhood, the reason for this may be a violation of the child's relationship with adults, the lack of close emotional contact. All this leads to the formation of the so-called exalted "I", it prevents the child from following inner aspirations, hinders the development of the personality, and leads to the manifestation of aggression. At the same time, K. Horney called the realization of the real "I" effective way achievement of the integrity of the individual. The real "I" is a set of innate potentials (temperament, inclinations), which, on the one hand, act as part of heredity, on the other hand, are open to external influences, as they manifest themselves in close connection with the outside world, which opens up great prospects for their disclosure.

Kurt Goldstein was the one who introduced scientific circulation the term "self-realization". He considered self-realization as the main need of the organism, which dominates over others. The scientist believed that all living organisms are driven by the idea to reveal their nature as much as possible: “The body has certain potentialities, and therefore it has a need to actualize or realize them. The satisfaction of this need is the self-realization of the organism. The very existence of the individual is understood as the realization of oneself. In this case, the inability to achieve self-realization becomes the main cause of mental illness.

It is especially worth noting that K. Goldstein was one of the first to consider environment as a source of positive change, not as a counteracting force.

Carl Rogers, in his concept of "the desire for self-actualization" expressed similar ideas. When describing self-actualization, he used the terms "I", "ideal "I", "real "I", "congruence - incongruence". According to K. Rogers, the dominant human need is to achieve perfection, completeness, integrity, that is, the movement from the "real "I" to the "ideal "I". This need is hereditary and consists in the natural maturation of the organism, its differentiation and complication.

Abraham Maslow, another prominent representative of humanistic psychology, created the so-called hierarchy of needs, the top of which was the need for self-actualization. Unlike K. Goldstein, A. Maslow believed that the need for self-actualization of a person exists along with others, and is not the only one. The scientist considered a person as a "being willing", focused on achieving personal goals, which makes his life filled with meaning.

In accordance with the concept of A. Maslow, human needs are innate and ordered hierarchically. The ascending hierarchy of needs includes: physiological, security and protection, belonging and love, self-respect and self-actualization. The lower and middle levels of the hierarchy are basic needs, they are interchangeable. At the top of the pyramid are meta-needs, ignoring which leads to the loss of the meaning of life, apathy, alienation. Effort, the maximum use of one's abilities make it possible to achieve meta-life, meta-values, which makes a person mature and self-sufficient.

A. Maslow conducted a large-scale study in order to highlight the characteristic psychological traits self-actualizing people. The result was the identification of 15 traits, here are just a few of them: creativity, independence, peak experiences, willingness to learn from others, etc. .

Serious research on self-realization in Russian psychology appeared relatively recently - in the middle of the 20th century. In the future, the interest of scientists only increased. The phenomenon of self-realization is devoted to a number of works by A.G. Asmolova, E.I. Isaeva, D.A. Leontiev, V.I. Slobodchikov and many other researchers. In many ways, the views of domestic authors are based on the ideas of humanistic psychology.

Achievement by a person of peaks in his development in the course of the study received a large number of names - "self-realization", "self-actualization", "self-development", "self-affirmation", etc. In our opinion, the most constructive would be to call this phenomenon "acme". The concept of "acme" is considered the central concept of the science of acmeology and has been used for a long time.

In translation from the ancient Greek act - "the top, the highest point of something." Speaking about the achievement of "acme", the Greeks meant age period maturity, where a person demonstrates himself to the fullest, when all his potential is at its peak. S.D. Pozharsky cites an interesting fact: when writing biographies of their prominent compatriots, ancient Greek doxographers often indicated the time instead of dates of birth and death. highest manifestation their wisdom and majesty.

The religious philosopher P. Florensky introduced the term "acme" into scientific circulation. The scientist considered "acme" as the highest achievement throughout a person's life. ““Acme” is the pinnacle in connection with the consideration of the concept of form in four-dimensional space. Not only man has "acme", and, moreover, each of the coordinates, but also animals and plants. Every thing has its flowering, the time of its greatest magnificent development, its "acme", when it especially fully and especially fully represents itself, in its four-dimensional wholeness.

Later, the founder of acmeology B.G. Ananiev put forward the idea of ​​the need for a deep study of the psyche of a mature person. A.A. Derkach writes: “... For the first time, the phenomenon of "acme" became the subject of study, this phenomenon is described as a multidimensional state of a person, covering a certain progressive period of his development, which is associated with great professional and individual changes. .

Purposefulness, activity, organizational skills A.A. Derkach allowed acmeology to occupy its niche among the traditional areas of psychology in Russia. Among the researchers who contributed to the development of acmeology, the names of K.A. Abulkhanova-Slavskaya, A.A. Bodaleva, V.G. Zazykina, N.V. Kuzmina.

In our opinion, "acme" is not just one of the synonyms for self-realization, but more complex education. Its structure from the highest level to the lowest can be represented as follows:

1) "acme",

2) self-realization,

3) self-actualization,

4) self-knowledge.

This system is based on self-knowledge. V.G. Maralov defines self-knowledge as a process that allows a person to identify in himself any qualities, inclinations, indicators of a personal and behavioral plan and to carry out their fixation, analysis, evaluation and acceptance.

On the basis of self-knowledge, a person develops a system of ideas about himself, other people, the laws of the external world and his place in it. A person's life is constantly changing, and this encourages him to turn inward, to his inner "I". However, this process must be purposeful. The depth of knowledge, and then the changes made, depends on how clearly a person has defined his goal. Only in this case, self-knowledge can become a cognitive basis for the development and improvement of a person's personality.

The next levels are self-actualization and self-realization. In psychology, there is a separate problem of correlating the concepts of "self-realization" and "self-actualization", very often these terms are used as synonymous.

A number of authors are trying to identify criteria for delimiting these concepts. So, L.A. Korostyleva as a criterion indicates the differences in the planes of existence of the individual: subjective, internal (self-actualization) and objective, external (self-realization). YES. Leontiev

separates the concepts through the definition of the specific needs for each of these processes and refers self-realization to the third level of needs (in creativity, in the socially transformative sphere, etc.). L.N. Antilogova refers to a different motivational basis: self-actualization is associated with the de-objectification of the human world, self-realization - with the objectification of essential forces.

We will not delve into this issue, we will only note that we share the position of L.N. Antilogova and consider self-actualization as an activity preceding self-realization: “Self-actualization is an activity specially organized by the subject, the purpose of which is to identify potential opportunities, real needs, life meanings, ideas about one’s own destiny in the world and transfer them at the next stage (self-realization) into active form in the form of motives leading to an irresistible desire for their implementation, as well as the result of this activity.

Self-actualization can be correlated with the concept of "human potential" - a set of various indicators (social, spiritual, physical) that can manifest themselves or remain unclaimed, while next level- self-realization is already the so-called "human capital", which is a demanded, used opportunity.

Top level is "acme". Many researchers, when interpreting “acme”, point to the sign of peaking, and then such definitions of “acme” appear as the peak, the flowering of a person’s powers and abilities, the peak of his capabilities, etc.

We define "acme" as a mental state due to a combination of self-knowledge and self-realization processes that accompany the physical, professional and social development of a person, ensuring his relatively stable success.

"Acme" can manifest itself in the physical, social (family, leisure), professional spheres. Achievement by a person of "acme" implies the maximum level of the state of the human body, when he has become a citizen, professional, family man. Thus, "acme" is a system of meaning-life peaks achieved by a person.

1. Adler A. Understanding Human Nature: The Psychology of Personality. London, 2009. 240 rubles.

2. Modern psychology of motivation / ed. YES. Leontiev. M., 2002. 343 p.

3. Maslow A.H. Motivation and Personality. 3rd ed. New York, 1987. 336 p.

4. Frager R., Faydiman J. Personality: theories, experiments, exercises. SPb., 2008. 608 p.

5. Acmeology of philosophy of success / ed. S.D. Pozharsky. SPb., 2010. 300 p.

6. Ibid. S. 60.

7. Derkach A.A. Acmeology in the system scientific knowledge// The world of education - education in the world. 2007. No. 1. S. 25-33.

8. Maralov V.G. Fundamentals of self-knowledge and self-development. M., 2004. 250 p.

9. Antilogova L.N. Psychological nature, criteria and mechanisms of personality self-actualization // Psychopedagogy in law enforcement agencies. 2006. No. 3. S. 59-61.

10. Ovcharenko N.V. Comparative analysis of the concepts of "self-realization" and "self-actualization" as components of the categorical apparatus of the philosophy of education // Historical, philosophical, political and legal sciences, cultural studies and art history. Questions of theory and practice. 2015. No. 3. S. 141-144.

Adler, A 2009, Understanding Human Nature: The Psychology of Personality, London, 240 p.

Antilogova, LN 2006, "Psychological nature, criteria and mechanisms for self-actualization", Psikhopedagogika v pravookhranitel"nykh organakh, no. 3, pp. 59-61, (in Russian).

Derkach, AA 2007, "Psychology in the system of scientific knowledge", Mir obrazovaniya - obrazovaniye vmire, no. 1, pp. 2533, (in Russian).

Frager, R & Feydimen, J 2008, Personality: Theory, experiments, exercises, St. Petersburg, 608 p., (in Russian).

Maralov, VG 2004, Basics of self-knowledge and self-development, Moscow, 250 p., (in Russian).

Maslow, AH 1987, Motivation and Personality, 3rd ed., New York, 336 p.

Leontiev, DA (ed.) 2002, Modern psychology of motivation, Moscow, 343 p., (in Russian).

Ovcharenko, Nv 2015, "A comparative analysis of the concepts of "self-realization" and "self-actualization" as constituting a categorical apparatus educational philosophy", Istoricheskiye, filosofskiye, politicheskiye i yuridicheskiye nauki, kul "turologiya i iskusstvovedeniye. Questions teorii ipraktiki, no. 3, pp. 141-144, (in Russian).

Pozharsky, SD (ed.) 2010, Akmeology of success philosophy, St. Petersburg, 300 p., (in Russian).