Senior school age. Psychological characteristics of senior school age

Parent meeting in 10th grade

“Youth and its psychological problems. Difficulties in adapting tenth graders to school.”

Target: Psychological education of parents on the issue of adaptation of 10th grade students to school.

Tasks: To form in parents an idea about the psychological characteristics of adolescence, about helping children adapt to new conditions.

Speech by a psychologist:

Youth is the period of life from adolescence to adulthood (age limits are arbitrary - from 15 to 25 years). this is the period when a person can go from an insecure, inconsistent adolescent, claiming to be an adult, to actually growing up. In his youth young man the problem of life values ​​arises. Youth strives to fix its internal position in relation to itself, other people and moral values. It is at this age that a person either turns to cynicism, becoming a “moral vacuum cleaner,” or begins to consciously strive for spiritual growth, building a life based on traditional and new moral orientations.

In adolescence, the gap between young people deepens in the sphere of value orientations and claims for recognition, the ability to reflect and in the sphere of other features that characterize the personality.

In youth, a person strives for self-determination as a person and as an individual involved in social production and labor activity. Finding a profession is the most important problem of youth. A significant part of young people in their youth begin to gravitate towards leadership as an upcoming activity. It is in adolescence that a person plunges into ambivalent states of all-consuming love and uncontrollable hatred.

The young man, gaining personal potential, entering the time of his second birth, begins to feel liberation from direct dependence on a close circle significant persons. This independence brings the strongest experiences, it overwhelms you emotionally and creates a huge number of problems.

High school age is just the beginning of adolescence. But by the time he graduates from school, a high school student must be psychologically ready to enter adulthood.

Concept psychological readiness to adulthood assumes in this case the presence of developed abilities and needs for self-realization. This is, first of all, the need for communication and mastery of ways to build it; theoretical thinking and the ability to navigate various forms of theoretical knowledge (scientific, artistic, ethical, legal) and the ability to reflect; the need for labor and possession of skills that allow one to get involved in activities and carry them out on a creative basis. These qualities form the psychological basis for self-determination of schoolchildren - the central neoplasm of early adolescence.

All qualitatively new personality traits of a high school student are associated not so much with the formation mental functions, how many with fundamental changes in the structure and content of the student’s personality: the emerging worldview, a generalized form of self-awareness (“I-concept”), self-determination (psychosocial identity, search for the meaning of life, perception of psychological time) and more.

Psychological difficulties of adolescence.

Psychophysiological level

Psychological level

Incomplete physical development.

Body dysmorphic syndrome (physical unattractiveness).

Instability of the emotional sphere.

High level of personal anxiety.

Features of higher nervous activity.

Delayed development of theoretical thinking.

Lack of semantic memory skills and techniques, small amount of RAM.

Unrealistic imagination.

Lack of formation of the volitional sphere.

The following problems arise at the personal and interpersonal levels:

problem of self-awareness;

personal growth problem;

inadequate level of aspirations;

unformed life plans;

unformed needs;

discrepancy between educational and professional interests;

low social activity while striving for social approval, and so on.

10th grade problems.

For the modern X class, an important problem is socio-psychological adaptation to the new team. Today, it is rare for anyone to continue studying in the 10th grade in the same class group in which they studied before. Someone moves to another school, gymnasium, lyceum. Someone in a parallel class at their own school. Some remain in their class, but new students come here. In other words, a great team often turns out to be completely different.

And since after the 9th grade, it is most often low-achieving students who leave school, the average intellectual level in high school turns out to be relatively high. As a result, a former excellent student may unexpectedly turn out to be an average or even weak student. And the former “solid four-skiller” is an underachiever. Parents do not always think about this, insisting on studying at some prestigious educational institutions, and often do not understand why their child suddenly becomes gloomy, depressed, or, on the contrary, angry and aggressive.

The fact is that with a sharp change in evaluation criteria, with the loss of the usual status in the peer group, significant (and, most importantly, often unconscious) shifts arise in the area of ​​self-esteem, attitude towards oneself, there is, as it were, a break in continuity in the formation of identity, in the sphere of basic human experiences associated with self-awareness. Often this leads to the development of various kinds of defense mechanisms that allow a person to maintain the usual high self-esteem, the usual attitude towards oneself due to distortion subjective perception reality and oneself, which is expressed externally in inappropriate behavior, in a decrease in the constructiveness of behavior, in the occurrence of affective reactions, as well as feelings of depression, depression and other various manifestations. What arises is what is commonly called socio-psychological disadaptation.

This child’s condition requires individual assistance from a psychologist.

Another common problem in 10th grade is setting the extension of the moratorium. After the intense 9th grade with its worries and problems of completing incomplete secondary education and the transition to a new stage, and on the eve of the intense period of graduating from high school and entering college, many young men and women “relax”, they seem to fall into a carefree childhood: unexpectedly on the first The plan is to communicate with peers (like teenagers), interest in studies decreases, and interest in sports, leisure and everything that is not study or work increases. This is understandable.

Moreover, apparently, for many such a moratorium is simply necessary as a rest, as a respite. Moreover, the experience of such a wide and varied interaction with the surrounding reality, even the experience of planting a new “almost adult” life, not associated with study alone, is of enormous developmental importance at this age.

And yet this is only good as a temporary phenomenon. If an attitude toward such a life is formed, or a student already enters the 10th grade with such an attitude (according to sociologists, today many parents want their children to go to the 10th grade precisely so that the childhood moratorium will be extended), then this should become a concern for both teachers and school psychologist.

Teacher-psychologist Kononova N.V.

CONTENT

INTRODUCTION

SECTION I. FORMATION OF THE PERSONALITY OF A SENIOR SCHOOL STUDENT

1.1 Intellectual development and cognitive processes of high school students

1.2 Development of self-awareness in early adolescence

1.3 Self-determination of high school students

Section II. Current problems of a school psychologist when working with children of senior school age

2.1 Psychological service in the education system

2.2 Psychodiagnostics as one of the functions of a psychologist

2.3 Psychological assistance to high school students on the initiative of a psychologist.

Conclusion

Bibliography

applications

Appendix A

Appendix B

Appendix B

Appendix D

Appendix D

Appendix E

Appendix G

Appendix 3

Appendix I

Appendix K

INTRODUCTION

Relevance of the topic. The main task of education is to give each child, taking into account his psychophysiological capabilities, the level of education and upbringing that will help him not to get lost in society, find his place in life, and also develop his potential abilities.

The time has come when psychological assistance should accompany a person at all stages of his life journey. As the most sensitive part of society, the younger generation needs the support of a psychologist more than others. Psychological assistance plays an important role in the timely disclosure and development of children’s abilities and inclinations, as well as in the prevention possible deviations in their mental and personal development. With the help of a qualified psychologist, the difficulties of high school students can be solved - in personal self-determination, the ability to make life plans.

An analysis of the literature has shown that, despite a lot of psychological and pedagogical research, issues of the theory of the counseling process in early adolescence in the context of the formation of a new democratic way of social life are not sufficiently covered: there are no in-depth studies of the practical work of an educational psychologist as a means of developing the personality of a senior school student.

Based on the relevance of the problem, its contradictory theoretical and methodological development, the need to improve the work of a psychologist in education, as well as to optimize the educational process in high school, the research topic was determined: “Problems of psychological assistance to students in high school” (using the example of the work of a psychologist in secondary school No. 4 in Ekibastuz).

The object of the study is the activity of high school students in the process of professional and personal self-determination.

Subject of research: the process of students mastering the ability to make life plans with the help of psychological counseling.

Purpose of the study: to develop a theoretical model of a method of counseling high school students, aimed at optimizing the formation and development of their personal qualities.

When determining the main hypothesis, we proceeded from the following: timely psychological assistance for correcting the behavior of students in high school will help in solving many problems relating to morality, choice of beliefs and profession, and will determine the nature of their entire future life.

Based on the hypothesis, the following research objectives were identified:

1. Explore theoretical aspect content of the problem in psychological theory.

2. Develop a theoretical model in the psychological system “practical assistance to educational psychologists studying in high school”; develop correctional programs aimed at shaping and developing the personality of high school students; to determine the levels of development of personal qualities in high school students.

To substantiate the relevance and practical significance of the study, documents were used that revealed the main directions of restructuring of secondary and higher education and contained tasks for its implementation.

The theoretical basis of the study was the provisions related to the functioning of the psychological service, which make it possible to trace the dynamics of mental processes (Ovcharova R.V., Bolotova A.K., Kon I.S., Nemov R.S., Kulagina I.Yu., Dubrovina I .V.), psychological concepts of learning and development of children at school age (V.S. Mukhina, L.M. Friedman), as well as clinical methods in psychological counseling children (N.I.Gutkina).

Of significant interest were works and studies devoted to the problems of psychological services (R.V. Ovcharova, N.N. Tolstykh, A.K. Bolotova, T.V. Snegireva, E.M. Borisova, E.I. Rogov, Orlov, N.V. Samoukina)

Was used in the work complex methodology research including:

1. Methods of preparation and organization of research (theoretical analysis of psychological, pedagogical and methodological literature on the problem)

2. Data collection methods (questionnaire, testing, conversation, assessment and self-assessment)

3. Processing methods (level and comparative analysis)

The study involved students in the 9th, 10th and 11th grades of secondary school No. 4 in Ekibastuz. Of these, 34 students took part in the main experiment in 2003.

The scientific novelty of the work is as follows:

1. A direct relationship has been identified between the work of a school psychologist in the field of in-depth study of personality, its orientation, motives, structural features and the creation of life plans for high school students: professional self-determination and personal, moral self-determination;

2. correctional programs for personal self-development have been developed in order to optimize the formation and development of sustainable life plans for high school students;

3. The psychological and pedagogical characteristics of the work of a psychologist in high school as a means of shaping the student’s personality are given.

The practical significance of the work is that as a result of the study:

1. scientific and practical tools for studying the formation of the personality of students in high school have been developed;

3. a set of training games and exercises has been selected for correctional work with high school students in the process of developing their personality.

The following are submitted for defense:

Theoretical model “assistance from psychological services in the process of developing a high school student’s personality,” aimed at optimizing the formation and development of the self-education process.

A system of corrective games and exercises introduced into educational process schools that contribute to the intensive formation and development of the personality of high school students.

Psychological and pedagogical characteristics of early adolescence.

The thesis consists of an introduction, two chapters, a conclusion, a list of references, and applications.

The introduction justifies the choice of topic, its relevance, and gives a brief description of the current state of the problem, the object, subject, purpose, hypothesis, main tasks, methods, scientific novelty and practical significance are considered.

The first chapter, “Formation of the Personality of a High School Student,” examines a theoretical analysis of the issue based on existing scientific works, its poorly studied aspects are revealed.

Youth is a period of a person’s life, located ontogenetically between adolescence and adulthood, early youth. It is in youth that the formation of a person as an individual occurs, when a young person, having gone through the difficult path of ontogenetic identification of likeness to other people, appropriated from them socially significant personality traits, the ability to empathize, to have an active moral attitude towards people, towards himself and towards nature; the ability to assimilate conventional roles, norms, rules of behavior in society and others. In youth, the mechanism of identification—separation—receives new development. It is in youth that the ability to empathize with the states of others, the ability to emotionally experience these states as one’s own, become more acute. That is why youth can be so sensitive, so subtle in its manifestations towards other people, in its experiences of impressions from the contemplation of nature and identification with it in its attitude and understanding of art. (19, p. 421)

In adolescence, the process of cognitive development continues to actively occur. During this period, it occurs mainly in forms that are barely noticeable both for the child himself and for an external observer.

Lecture No. 6

Psychological characteristics of older schoolchildren.

Senior school age (early adolescence) is the period of human development from 15 to 17-18 years. Biologically, adolescence is the period of completion of puberty and physical development. Body length growth slows down. Disproportions in the development of various body systems that were characteristic of adolescence are smoothed out. Intensely development is underway muscles. All these changes determine the high performance of boys and girls and create a good basis for the development of such physical qualities as endurance, strength, speed and strength qualities. In general, by the end of adolescence, full physical maturity is achieved and the period of flowering of a person’s physical strength begins.

Social situation of development.

The young man occupies an intermediate position between a child and an adult. The child’s position is characterized by his dependence on adults, which determines the main content and direction of his life.

At the border between adolescence and adolescence, and especially during adolescence, a person acquires many new social roles: from the age of 14 he is obliged to bear responsibility before the law for his actions, at 16 he receives a passport, becoming a full citizen, at the age of 18 he has the right to vote and the right to marry. As a result, the young man gains more independence and, accordingly, responsibility. But, on the other hand, many parents decide all issues for their children ( hyperoneka), trying to realize dreams that they themselves could not achieve on their children. Therefore, young people find themselves in an uncertain situation. In addition, the processes of physical, physiological, mental and social maturation occur unevenly in different people. It is necessary to distinguish between the concepts - chronological age (passport) - the number of years a given individual has lived, physiological age - the degree of physical development of a person, psychological age- degree of mental development, social age - the degree of mastery of the culture of a given society and the ability to carry out activities in society. Often the passport age does not correspond to the others.

The transition from adolescence to adolescence is associated with a sharp change in internal position, when a focus on the future becomes the main focus of the individual and the problems of choosing a profession, further life path, self-determination, finding one’s identity (E. Erikson) turn into an “affective center” (L. I. Bozovic) life situation, around which all the activities, all the interests of the young man begin to revolve. Thus, older schoolchildren look at the present from the perspective of the future.

The leading activity in high school age is educational and professional. the main task this stage- choice of profession. At this time, a complex process of social and personal self-determination occurs. Youth self-determination is an extremely important stage in personality formation. It involves the development of mental abilities and special interests, without which the choice of profession is impossible, the completion of the formation of moral self-awareness, worldview, beliefs, and, in general, life position. Of no small importance at this age is the definition of psychosexual attitudes and orientations, i.e. attitude towards gender issues, moral standards.

Mental development.

The development of thinking in youth is associated with the development creativity. At the age of 15-17, schoolchildren’s cognitive sphere is finally formed. They must control their mental processes, subordinating them to certain tasks of life and activity.

Observation becomes more focused and systematized. In the development of memory, verbal-logical memorization predominates; various mnemonic techniques are used for better memorization. Attention becomes manageable. The volume of attention, the ability to maintain it for a long time, intensity and the ability to switch it from one subject to another increases with age. Attention becomes more selective, depending on the direction of interests.

High school students are able to analyze and summarize material, put forward hypotheses and test them, and draw conclusions. Many of them become able to think critically, find and pose problems, argue and prove their point of view. However, not everyone reaches this level. Therefore, it is necessary to develop problem thinking. During physical education lessons and training sessions, older schoolchildren may be offered problematic tasks that require the establishment of interdisciplinary connections. It is also advisable to use various creative tasks, from inventing new exercises, equipment, and training equipment to creating scenarios for school sports events.

The development of thinking is closely related to the development of creative abilities, which involve not just the assimilation of information, but also the manifestation of “intellectual initiative,” originality, and non-standardism in posing and solving various problems. Intellectual creativity is a special case of more general property the activity of the subject, his readiness to go beyond the limits of situational necessity and the ability to self-change. More creative people have a sense of individuality, spontaneous reactions, and a desire to rely on own strength, emotional mobility, self-confidence, balance, assertiveness, as well as developed self-control, organization and discipline. However, modern schools do not make full use of the creative capabilities of high school students. Since the school curriculum is strictly regulated, youthful creativity is much more fully expressed outside the classroom. Therefore, in order to promptly reveal the sphere of creative orientation of a high school student, to help him discover and realize his abilities, lessons should be conducted more often in free form, and various creative tasks should be given.

The mental development of a high school student lies not so much in the accumulation of knowledge, but in the formation of an individual style of mental activity. An individual style of mental activity is a system of individually unique methods of perception, memorization, thinking, managing one’s attention, organizing mental work in general, depending on the individual psychological characteristics of the subject (properties nervous system and temperament, character, abilities). An individual style of activity is a system of psychological means that a person resorts to in order to balance his individuality with subject conditions activities. (E. A. Klimov)

A selective attitude towards subjects, determined mainly by interests related to professional orientation, becomes characteristic.

Mental development is closely related to the motivational and cognitive side of activity. The motivational sphere of a senior schoolchild is characterized by a combination of broad social and cognitive motives. The leading place is occupied by motives related to self-determination and preparation for independent life.

The development of self-awareness of a high school student is associated with a high level of mental development. The ability to independently analyze and evaluate one’s own personality, behavior and activities is improved.

The most important psychological process of adolescence is the formation of self-awareness and a stable image of one’s personality, one’s “I”.

The image of “I” (a holistic idea of ​​oneself) or self-awareness does not arise in a person immediately, but develops gradually throughout his life under the influence of numerous social influences and includes 4 components (according to V. S. Merlin):

separation of oneself from the environment, consciousness of oneself as a subject, autonomous from the environment;

awareness of one’s activity, “I” as an active subject of activity;

awareness of oneself “through another”;

social and moral self-esteem, the presence of reflection - awareness of one’s internal experience.

Self-awareness presupposes an individual’s attitude towards himself from three sides: cognitive - knowledge of himself, an idea of ​​his qualities and properties, emotional - assessment of these qualities and the associated pride, self-esteem and behavioral - practical attitude to yourself. The image of “I” is not just awareness of one’s qualities, it is, first of all, self-determination of the individual:Who am I What am I capable of Who to be, what to beIn order to self-determinate and choose the main direction of his life, a high school student must, first of all, understand himself. Therefore, it is no coincidence that youth is called the age of “discovery of one’s inner world, the discovery of the “I.” (I. S. Kon). This is a period of intense internal work, experiences, reflections, clarification of self-esteem. As one grows up, a more realistic assessment of one’s own personality appears and independence increases from the opinions of parents and teachers.

The young man must summarize everything he knows about himself, create a holistic idea (the so-called “I” concept), connect it with the past and project it into the future. There is a feeling of being special, being different from others, and sometimes a feeling of loneliness appears. (“I’m not like everyone else, other people don’t understand me”).

Self-determination is also associated with a new perception of time - the correlation of the past and the future, the perception of the present from the point of view of the future. In childhood, time was not consciously perceived or experienced; now the time perspective is realized: the “I” embraces the past that belongs to it and rushes into the future. But the perception of time is contradictory. The feeling of the irreversibility of time is often combined with the idea that time has stopped. A high school student feels either very small or, on the contrary, old and has experienced everything. Only gradually does the connection between “me as a child” and “the adult I will become” strengthen, the continuity of the present and the future, which is important for personal development. Parting with childhood is often experienced as a feeling of loss of something, the unreality of one’s own self, loneliness and misunderstanding. Due to the awareness of the irreversibility of time, the young man is faced with the problem of the finitude of his existence. It is the understanding of the inevitability of death that makes a person seriously think about the meaning of life, about his prospects, his future, about his goals. As a result, the central task of the period of growing up becomes the formation of personal identity, a sense of individual self-identity, continuity and unity. The most detailed analysis of this process is provided by the works of E. Erikson. Adolescence, according to Erikson, is built around an identity crisis, consisting of a series of social and individual personal choices, identifications and self-determinations. If a young man fails to resolve these problems, he develops an inadequate identity, the development of which can proceed along four main lines:

avoidance of psychological intimacy, avoidance of close interpersonal relationships;

blurring of the sense of time, inability to make life plans, fear of growing up and change;

erosion of productive, creative abilities, inability to mobilize one’s internal resources and focus on some main activity;

the formation of a “negative identity”, the refusal of self-determination and the choice of negative role models (asocial and antisocial groups).

Canadian psychologist J. Marsha supplemented E. Erikson's concept and identified 4 stages of identity development, which are measured by the degree of professional, religious and political self-determination of young people.

1. “Uncertain, fuzzy identity” is characterized by the fact that the individual has not yet developed clear beliefs, has not chosen a profession, or has not faced an identity crisis.
2. “Premature, premature identification” occurs if the individual has become involved in the corresponding system of relations, but did not do so independently, as a result of the crisis he experienced, but on the basis of other people’s opinions, following someone else’s example or authority.
3. The “moratorium” stage is characterized by the fact that the individual is in the process of a normative crisis of self-determination, choosing from numerous development options the only one that he can consider his own.
4. At the stage of achieved “mature identity,” the crisis is over, the individual has moved from searching for himself to practical self-realization.

At high school age, the adequacy of self-esteem increases, although this process is not unambiguous, since self-esteem often performs two different functions: it contributes to the successful performance of activities and acts as a means of psychological protection (the desire to have a positive image of the “I” often encourages one to exaggerate one’s strengths and downplay disadvantages. This psychological feature of adolescence is very important to take into account when working with athletes. Young athletes, more often than those who do not go in for sports, develop inadequately inflated self-esteem. It is associated with an overestimation of their capabilities in the conditions of rapid growth of results and early success. As a result, unjustified optimism develops , selfishness, narcissism, arrogance. A serious attitude towards training can in this case be replaced by frivolity, which will affect not only the success of sports activities, but also the formation of the personality as a whole. In such a situation, the coach needs to be especially demanding of the athlete, tactfully helping him to form correct. An objective idea of ​​yourself, of your own personality.

An extremely important component of self-awareness is self-esteem. Self-esteem is a personal holistic judgment expressed in an individual’s attitudes towards himself. It implies self-satisfaction, self-acceptance, self-esteem, positive attitude to oneself, the consistency of the real and ideal “I”. Since high self-esteem is associated with positive, and low self-esteem with negative emotions, the motive of self-esteem is “the personal need to maximize the experience of positive and minimize the experience of negative attitudes towards oneself.”

High self-esteem is not synonymous with arrogance. A person with high self-esteem considers himself no worse than others, believes in himself and that he can overcome his shortcomings. People with high self-esteem are more likely to become leaders and are more independent. Low self-esteem presupposes a persistent feeling of inferiority and inferiority, which has an extremely negative impact on the emotional well-being and social behavior of the individual. Young men with low self-esteem are especially vulnerable and sensitive to everything that affects their self-esteem. They react more painfully than others to criticism, laughter, reproach, to failures at work, or if they discover some kind of shortcoming in themselves. As a result, many of them are characterized by shyness, a tendency to mental isolation, and withdrawal from reality into the world of dreams. The lower a person’s level of self-esteem, the more likely it is that she suffers from loneliness. Low self-esteem is characteristic of people with deviant (deviant) behavior. But dissatisfaction with oneself and high self-criticism do not always indicate low self-esteem. The discrepancy between the real and ideal “I” is a completely normal, natural consequence of the growth of self-awareness and a necessary prerequisite for purposeful education.

There are gender differences in the area of ​​self-awareness. At the age of 14-15, girls are much more concerned about what others think about them than boys; they are more vulnerable, sensitive to criticism and ridicule. These features are confirmed by comparing the diaries of boys and girls. The content of the diary for young men is more substantive; it more broadly reflects the intellectual hobbies and interests of the authors, their practical activities; emotional experiences are described by young men more restrained. Girls are more concerned with emotional problems and spiritual intimacy. They use direct speech more often and are more eager to keep the diary secret. Diary entries are of great importance as a means of solving problems during growing up and serve as an important form of self-awareness.

A diary in adolescence performs various functions:

Capturing Memories. The desire to feel the continuity of life and life experience in the phase of its rapid changes.

Catharsis . After writing out their experiences, problems and feelings, many young people experience relief.

Replacing a partner . In many diaries there are indications that they are replacing a girlfriend or boyfriend, while at the same time idealizing them.

Self-knowledge . Each diary expresses the author's desire to come to clarity about himself and his problems. By taking notes, he is forced to clearly articulate his views. As a result, you can refer to them repeatedly and continue to think about them.

Self-education. In many diaries, especially among young men, the desire for self-improvement finds outlet; they often contain plans for organizing the day or week, and clearly formulated plans for their own behavior.

Creation. For For fewer young people, the diary is an opportunity to express their creativity.

You can get to know yourself only in communication with others, but to understand yourself, to comprehend yourself - in solitude. In early adolescence, the need for privacy is the norm. The absence of this need indicates that the personality is not developing intensively enough for his age. “To find the way to peace, you need to find the way to yourself. He who avoids himself cannot be an interlocutor.” In solitude, a high school student has the opportunity to realize the difference between his own and other norms of perception, assessment and behavior. As a result, he can determine his line of behavior, which will help him better communicate with others. On the other hand, a boy or girl has the opportunity to realize the objective and subjective changes that are taking place in them and develop a new vision of themselves, a new self-esteem.

Adults, being left alone with themselves, seem to throw off the burden of the roles they play in life, and so they like at least seem to become themselves. Young men, on the contrary, only in solitude can play out those numerous roles that are inaccessible to them in real life, and imagine themselves in those images that most appeal to them. They do this in so-called games - daydreams and daydreams.

Working on oneself is closely related to the development of the emotional-volitional sphere of boys and girls. In adolescence, the emotional world of the individual is significantly enriched, mainly due to the rapid development higher feelings. Awareness of one’s adulthood and the new social roles associated with it, civil rights and responsibilities stimulates the development of moral feelings: a sense of duty to society and the people around them, a sense of responsibility for one’s deeds and actions. One of the central places in the emotional world of boys and girls is occupied by feelings of love and friendship. Boys and girls are able to empathize, respond to the feelings of another person, and be aware of the subtle nuances of their own emotional reactions and the experiences of other people. At the same time, they manage their emotions and moods better than teenagers, which is largely due to the further development of will. Self-regulation develops intensively, control over one’s behavior increases. At high school age, volitional qualities such as perseverance, perseverance, initiative, independence, self-control, and determination intensively develop. Particularly noteworthy is the ability of young men and women to set large, specific goals and strive to achieve them. It is in the sense of purpose that the relationship between changes in intelligence and the emotional-volitional sphere with the main new formations in the sphere of personality of high school students is most clearly manifested: professional and moral self-determination; development of consciousness and formation of a worldview.

Self-determination and personality stabilization in early youth are associated with the development of a worldview. One’s own worldview is a holistic system of views, knowledge and beliefs in one’s life philosophy, which is based on a previously acquired significant amount of knowledge and the ability for abstract theoretical thinking.

J. Piaget, N. S. Leites point to a strong tendency of the youthful style of thinking towards abstract theorizing, the creation of abstract ideas, and a passion for philosophical sentiments. High school students are characterized by the desire to rethink and practically comprehend everything around them, to assert their independence and originality, to create their own theories of the meaning of life, love, happiness, politics, etc. Youth is characterized by maximalism of judgment, a kind of egocentrism: when developing his theories, the young man behaves as if the world should obey his theories, and not theory-reality. The desire to prove their independence and originality is accompanied by typical behavioral reactions: “disdain for the advice of elders, distrust and criticism towards older generations, sometimes even open opposition. Youthful egocentrism is also the reason that young men are inattentive to their parents, self-absorbed, they see them only in certain and not always attractive roles, while parents expect warmth and understanding from their grown children.

In such a situation, the young man seeks to rely on the moral support of his peers, and this leads to a typical reaction of “increased susceptibility” to the influence of peers, which determines the uniformity of tastes, styles of behavior, and moral norms (youth fashion, jargon, subculture).

A characteristic feature of adolescence is the formation of life plans. A life plan arises only when the subject of reflection becomes not only the end result, but also the ways to achieve it. The path that a person intends to follow.

Forming a positive attitude towards work, mastering certain work skills and choosing a profession are integral components of personality development. Professional self-determination includes the student’s choice of profession, but does not end with this initial choice. As E. A. Klimov notes, “the very question of choosing a profession, specialty, and clarifying this choice arises from time to time throughout a person’s working life.” Professional self-determination can only be carried out in the process of including a person in activities, when the person himself, in the course of his professional activity will form a stable position in relation to oneself as a subject of activity. Therefore, choosing a profession is only the initial stage of professional self-determination, which sets the attitude towards activity and requires its restructuring based on experience. The choice of activity by a student, as a rule, is not associated with inclusion in it, which means the subject does not have experience that can be subjected to appropriate analysis. The vast majority of high school students choose a profession more or less spontaneously, navigating various professions on the basis of other people's experience - information received from parents, acquaintances, their resources mass media etc. It often happens that young people choose a profession under pressure from their parents, who from childhood determine the fate of their child, what educational institution he will go to, what he will be. This situation has 2 outcomes: either a person obeys and fulfills all the demands of his parents, then throughout his life he will remain passive, essentially a child, for whom someone will always decide, or the person goes into conflict. Young people accuse their parents of not recognizing them as adults and independent individuals, and their parents believe that their life plans are ruined and their lives are over, and they are disappointed in their own children. The most optimal thing is when parents, sensing that their child is growing up, gradually give him freedom of choice, the opportunity to decide for himself. This means taking responsibility for your actions. A person must be an active subject of his life and activities and he must live his life himself.

Professional self-determination is divided into a number of stages, the duration of which varies depending on social conditions and individual developmental characteristics. The first stage is children's play, during which, imitating adults, the child takes on different professional roles and “plays out” individual elements of the behavior associated with him. Already at this age, the child makes a certain choice, although his idea of ​​his future profession changes many times in the future, because The child learns the profession mainly only from the outside. The second stage is teenage fantasy, when a teenager sees himself in his dreams as a representative of one or another profession that is attractive to him. The third stage, which covers the entire adolescence and most of adolescence, is the preliminary choice of a profession. Different types of activities correlate with interests, abilities, value systems, and specific living conditions. But if the teenager still has some time left, then the young man must already act: make a decision about choosing a profession and take specific steps related to professional training. This is the fourth stage, which includes two main components:

1. determining the qualification conditions for future work, the volume and duration of preparation for it;
2. choice of specialty.

Research shows that modern high school students often first choose the qualification level of their future work (for example, “I will go to university, but I don’t know which one yet”), and then a specific specialty.

Currently, the orientations of high school students when choosing a profession are changing. In the 80s, three factors were the most significant: the prestige of the profession, the personality traits inherent in representatives of this profession, and the principles and norms of relations characteristic of this professional circle. Now one of the most important factors is material - the opportunity to earn a lot in the future. 94% of high school students say that the most valuable reference point is money, fashionable, expensive and prestigious clothes, the opportunity to live well, travel a lot and relax.

Senior schoolchildren, predominantly focused on economic self-determination, associate the prospect of a professional choice with commerce, small business, computer science, and accounting. 56% have not decided on their professional choice.

The consequence of this is egocentric personality development. Mercantile interests are manifested in the consumer style of relationships with parents, peers, boys and girls.

The practice of choosing a profession in the field of sports is such that many young people at the beginning of their educational and professional activities at a physical education university are disappointed by the discrepancy between their ideas about their future profession and the real life of an athlete. Sports activity is associated with high physical and mental stress. But not every athlete is able to combine them or is inclined to master them. In the modern situation, there is often a need for additional income, ensuring high energy costs and satisfying basic (vital, safety, security and sustainability) needs. In turn, partial blocking of basic needs often leads to limited prospects for growth, both athletic performance and cognitive movements. Vocational education comes down mainly to the process of mastering professional knowledge, skills and abilities, which are more focused on the development of physical qualities and coordination of movements, a small share belongs to the use of methods of self-organization, self-development and self-education. As a result, after the end of competitive activity, students of the Institute of Physical Education are ready for a very limited range of activities.

In this regard, in choosing a profession, professional consultation becomes of great importance, the most important area of ​​​​work of which is assistance not only in choosing a profession and place of employment, but also in creating a motivational and holistic moral basis for self-determination.

Building a personal professional plan includes several components (E. A. Klimov, N. S. Pryazhnikov):

1. awareness of the integrity of honest (socially useful) work (the value-moral basis of self-determination);
2. general orientation in the socio-economic situation in the country and forecasting the prospects for its change (taking into account the specific socio-economic situation and forecasting the prestige of the chosen work);
3. awareness of the need for professional training for full self-determination and self-realization;
4. general orientation in the world of professional work (macroinformational basis of self-determination);
5. identifying a long-term professional goal (dream) and aligning it with other important life goals (leisure, family, personal);
6. highlighting short-term and immediate professional goals as stages and paths to a distant goal;
7. knowledge about the chosen goals: professions and specialties, relevant vocational educational institutions and places of employment (microinformation basis for self-determination);
8. an idea of ​​the main external obstacles on the way to the identified goals;
9. knowledge of ways and means of overcoming external obstacles;
10. an idea of ​​internal obstacles (disadvantages) that complicate the achievement of professional goals, as well as knowledge of one’s strengths that contribute to the implementation of planned plans and prospects (self-knowledge as important basis self-determination);
11. knowledge of ways and means of overcoming internal shortcomings (and optimal use of advantages), facilitating preparation for an independent and conscious choice of future professional activity;
12. the presence of a system of backup options in case of failure in the main option of self-determination;
13. the beginning of the practical implementation of personal professional prospects and constant improvement (adjustment) of the planned plans based on the “feedback” principle.

Thus, the main goal of professional self-determination is the constant formation in the student of internal readiness for conscious and independent construction, adjustment and implementation of prospects for his development (professional, life, personal), readiness to consider himself developing over time and independently find personal meaningful meanings in a specific professional activities.

Professional and moral self-determination is one of the main new developments in the sphere of personality of high school students.

As a rule, interest in physical education and sports in high school decreases, since the need for physical activity is no longer felt so acutely. In this regard, physical education lessons require more high requirements; they must satisfy not only the physical need for movement, but also contribute to the formation of self-awareness and knowledge of one’s motor capabilities. Girls and boys are very attentive to the characteristics of their body and appearance, they are interested in how much they correspond to the stereotypical image of a man and a woman. If physical education lessons satisfy the need to develop strength, agility in boys, femininity, flexibility in girls, then the attitude towards the lessons will be positive.

Coaches also face a similar problem. Adolescence is a period of high, and in a number of sports, maximum sports achievements. The training process for youth athletes and adults is practically the same. All this requires time and enormous effort. Therefore, during this period there is a mass departure from sports - those who are sure that they will not be able to achieve great sporting heights, or believe that the peak of their sporting achievements has already passed. Only those who decide to connect their future lives with it remain in sports: either they expect to achieve high results, or they have chosen a profession related to physical culture and sports.

Objectively, the importance of physical culture and sports in the lives of high school students is increasing, because namely health, good physical development, high performance, are the foundation of achievements in any endeavor, including professional activity for which they are preparing themselves. In addition, sport is an activity in which a wide range of revealing a person’s spiritual and physical capabilities is possible. It has an applied function (preparing a person for other types of activities), performs an aesthetic function (the entertainment value of sports), is a sphere of broad social relations, a means of communication and leisure. At the same time, the problem is that the social meaning of physical culture and sports (meaning for others) does not always coincide with the personal meaning (meaning for oneself). In this regard, one of the acute problems in working with students of this age is increasing motivation for physical exercise and sports, and it must be solved taking into account the age-related psychological characteristics of high school students. The formation of a high school student’s value system becomes especially important, because it is a regulator of human activity. On the one hand, it is necessary to explain to high school students that physical education and sports, being a value in themselves for a person, at the same time can help him master other important life values, such as health, good physical development, external attractiveness, high performance , active lifestyle, success at work. Self-knowledge, self-improvement, self-affirmation.

Thus, by engaging in physical education and sports, a person significantly facilitates his entry into adulthood. On the other hand, an individual approach is required depending on the level of physical fitness and life plans of the student.

When working with elite athletes, a coach needs to pay special attention to the formation of an individual style of training and competitive activity based on a thorough study of the individual psychological characteristics of those involved. At this age, it is already advisable to use ideomotor training, various options for autogenic, psychoregulatory training, and psychotechnical games to develop the creative abilities of athletes.

Team in adolescence.

Personality formation occurs in the process of communication and activity in a team. The level of collective life among high school students is significantly higher than among teenagers. The social level of goals is raised and the content of joint activities is enriched.

Early adolescence is characterized by an emotional and personal attitude towards the team. Of all the signs of a team, cohesion and friendship between its members comes first. Particularly valued are those personality traits that manifest themselves in communication and relationships with friends.

The structure of the team can be formal, which is determined through a given organizational structure, a system of business communication, a set of activities, and informal, which develops in the process of free communication between children.

Any school class is differentiated into groups and subgroups, and according to different characteristics that do not coincide with each other.

Firstly, there is social stratification, which manifests itself both in inequality of material opportunities and in the nature of life plans, the level of aspirations and the method of their implementation.

Secondly, a special intra-school and intra-class hierarchy is emerging, based on the official status of students, their academic performance and membership in the “actives”.

Thirdly, there is a differentiation of authorities, statuses and prestige based on unofficial values. In high school, the differentiation of interpersonal relationships becomes more noticeable than before. As research shows, the difference in the position of the “stars” and the “rejected” or “isolated” becomes more dramatic. The status of a high school student in a team has the strongest influence on his behavior and self-awareness. An unfavorable position in the classroom is one of the main reasons for the premature departure of high school students from school. Therefore, belonging to other, non-school groups is of great importance for high school students.

Youth groups satisfy, first of all, the need for free, unregulated communication by adults. Open relationships are not just a way of spending leisure time, but also a means of self-expression and establishing new human contacts. These groups can be united by common interests: sports, music, science, etc. The composition of youth groups includes such characteristics as age, gender and social composition. Unlike a school class, most spontaneously emerging groups are of different ages. The group can be same-sex or mixed-sex. Moreover, there is a peculiarity - in the lives of men, a same-sex group means much more than in the lives of women; attachment to it is preserved and maintained even after the emergence of a mixed company and the appearance of “their” girl. The social composition of youth groups is also different. The group can include schoolchildren, students, adults, etc.

Relationships with parents and teachers.

Already in the transition period from adolescence to adolescence, children develop a special interest in communicating with adults. In high school this trend intensifies.

By the senior grades, behavioral autonomy, as a rule, is already quite high: a high school student already independently distributes his time, chooses friends, leisure activities, etc. In families with an authoritarian structure, this autonomy causes acute conflicts and misunderstandings. Many parents, accustomed to controlling their children, are painfully aware of the weakening of their power. And here it is especially difficult for fathers. The prevalence of such conflicts can be explained, on the one hand, by social reasons (emancipation from paternal authority, the struggle for a son, for the right to independently choose the path of life), and on the other, by psychological reasons (rigidity and instrumentality of the male character, making mutual understanding and compromises difficult).

Parents live under the illusion that adult children need them in the same capacity as in early childhood, believing that their child cannot take a single independent step. However, you can understand another person only if you respect him, accepting him as some kind of autonomous reality. The most common complaint of boys and girls is that their parents do not listen to them. Haste, inability, unwillingness to listen, to understand what is happening in the complex youth world, to try to look at the problem through the eyes of a son or daughter, smug confidence in the infallibility of one’s life experience - this is what primarily creates a psychological barrier between parents and children.

In addition, certain cultural prohibitions apply. For example, it is not customary for us to discuss sexual problems with representatives of other adult groups; this is done only with peers. Topics that are extremely important for early adolescence - “puberty”, “intimate relationships”, “love” - take last place in conversations with parents.

But if it is impossible to talk about what worries you most, communication inevitably takes on a formal, routine character. The more parents “press” on behavior, academic performance and other formal-role aspects of their children’s lives, the drier and more regulated their relationship becomes. A contradiction arises. According to numerous surveys conducted in Russia, high school students would most like to see friends and advisers in their parents. Answering the question: “Whose understanding is more important to you? Total " - Most high school students put their parents first. With all their desire for independence, children need life experience and help from their elders; family remains the place where they feel most calm and confident.

With a favorable style of family relationships after adolescence- stage of emancipation from adults - usually restored emotional contacts with parents, and on a higher, conscious level.

Life prospects, mainly professional ones, are discussed with parents at this time. With the father, the most important plans for the future are clarified, ways to achieve the goals are outlined, and, in addition, difficulties associated with studying are analyzed. The range of issues discussed with the mother is wider: it includes, in addition to plans for the future, satisfaction with the situation at school and features of life in the family. High school students can discuss their life plans with teachers and adults whose opinions are important to them.

A high school student treats a close adult as an ideal. He values ​​different qualities in different people, they act as standards for him in different areas - in the field of human relations, moral standards, in different types of activities, to them he seems to try on his ideal "I" - what he wants to become in adulthood .

Relationships with teachers become significantly more complex and differentiated in adolescence. In high school, these relationships can only be built on the basis of mutual understanding and respect for each other; previous forms of relationships only make it more difficult to establish contact. Causing students to become alienated from the teacher and negativism. In the image of the “ideal teacher”, his individual human qualities come to the fore - the ability to understand, emotional response, warmth, i.e. They want to see an older friend in a teacher. In second place is the professional competence of the teacher, the level of his knowledge and the quality of teaching, in third place is the ability to fairly manage power.

Friendship and love.

An important psychological feature of the personality of high school students is the acute problem they experience in love and friendship.

In youth, the need especially increases, on the one hand, for new experience, on the other, for recognition, security in intimate reactions, this determines the growth of the need to communicate with people, the need to be accepted by them and to feel confident in their recognition. Numerous studies indicate that an effective solution to the problems of self-awareness, self-determination, and self-affirmation is impossible without communicating with other people, without their help.

In youthful friendships, gender communicative characteristics are clearly manifested. The need for intimate friendship arises in girls one and a half to two years earlier than in boys, and it is more emotional. Girls' criteria for friendship are subtler and more saturated with psychological motives than those of youth; girls more often experience a lack of intimacy. Girls have a much stronger need for understanding, sympathy and empathy.

These differences are not just gender, but age and gender. The point is not only that women are generally more emotional, attach greater importance to interpersonal relationships and are more prone to self-disclosure than men, but also that girls mature earlier, they develop complex forms of self-awareness earlier, and therefore the need for intimate friendship. For a high school student, the most important reference group is still peers of the same sex. For girls, this type of communication is already behind them - they more often choose a young man as their ideal friend, and in their social circle there are significantly more boys, and older ones at that.

Communication in youth is characterized by special trust, intensity, and confession, which leaves an imprint of intimacy and passion on the relationships that connect high school students with people close to them. Because of this, failures in communication are so acutely experienced. Youth is considered the privileged age of friendship, but high school students themselves consider true friendship to be rare. One of the reasons for dissatisfaction with friendship is youthful egocentrism. The young man is completely immersed in himself. Into his feelings and experiences, trying to see his reflection in a friend as in a mirror, often without thinking about how his friend lives. Youthful egocentrism often gives rise to pseudo-intimacy, when people talk about themselves all the time. Without hearing the interlocutor, when “the desire to shine oneself is much stronger than the desire to see in the light.”

Besides. Conflicts and hasty cooling of relationships between friends often arise when love is shown, especially if this happens to one of them.

Youthful love involves a greater degree of intimacy than friendship, and it seems to include friendship. Youthful dreams of love reflect, first of all, the need for emotional warmth, understanding, and spiritual closeness. At this time, the need for self-disclosure and human intimacy often do not coincide. If the mature love of adults represents a harmonious unity of sensual-sexual attraction and the need for deep spiritual communication and mutual understanding between loving people, they do not arise simultaneously in youth, and moreover, in different ways for girls and boys. Although girls mature physiologically earlier, at first their need for tenderness, affection, emotional warmth and understanding is more pronounced than for physical intimacy. In young men, on the contrary, in most cases, sensual-sexual attraction appears earlier, and much later the need for spiritual intimacy and mutual understanding arises. The need for spiritual understanding and sexual desires can be directed towards different objects. As I.S. Kon writes, “a young man does not love the woman to whom he is attracted. And he is not attracted to the woman he loves.”

Based on the different characteristics of the sexual maturation of boys and girls, mutual misunderstanding, illusions and disappointment may arise. Psychosexual difficulties are one of the main causes of youth loneliness. Cultural attitudes, the roles of men and women in society, and double standard, i.e. different norms of sexual behavior for men and women. With regard to premarital and extramarital affairs, sexual morality is generally much more lenient towards men than towards women. If a young man enters into a sexual relationship, then he has become an adult, a man, and the more of these connections, the higher his status. This is considered to be the case among men, although in fact this is far from an indicator of a man’s maturity and maturity. Many young men brag about their “victories” among their friends, although more often these victories turn out to be imaginary. Usually, the more a young man talks about this, tells jokes, and is cynical about a woman, the more real psychosexual problems he has.

The attitude towards women in this regard is completely opposite. Society has always condemned a woman for having sex outside of marriage. After the sexual revolution, attitudes towards sexual issues became freer, but in the minds of older generations, stereotypes of mass consciousness still play a huge role. Some parents subject everything related to sexuality to strict moral censorship. “Pressing” in this regard leads to the fact that everything associated with gender is identified in the child’s mind with “shameful” and “dirty.” As a result, when a person grows up and begins to be interested in this area of ​​life, it seems to him something base and primitive, having nothing to do with sublime feelings and love. For this reason, in the future a person has many problems in relationships with the opposite sex, disappointment and loneliness.

There is another important area of ​​sex education - the formation of standards of masculinity and femininity. The fact is that it is in adolescence that schoolchildren complete the formation of the role positions of men and women; girls have a sharply increased interest in their appearance and a kind of reassessment of its importance arises, associated with a general increase in self-esteem, an increase in the need to be liked and a heightened assessment of one’s own and others success with the opposite sex. For boys, strength and masculinity are at the forefront, which is accompanied by endless behavioral experiments with the goal of finding themselves and forming their image of an adult.

Of course, the formation of sexual identity, standards of masculinity and femininity begins from the very first days of a child’s life. However, it is carried out most intensively in adolescence and young adulthood, when what was learned at the previous stages begins to be tested and refined during intensive communication with people of the opposite sex.

Currently, the process of forming sexual identity is becoming more and more difficult. The existence of this problem can be explained by several reasons. One of the reasons is the official recognition of the complete equality of men and women - equality, which initially implies equal rights, but not equal responsibilities (although it happens just the opposite). The increase in women's social responsibilities has led them to masculinization (masculinization), when women want to be like men in everything, forgetting about their feminine role. The desire for emancipation leads a woman to the point that she ceases to be a woman, a mother.

As E. Yevtushenko said:

How in the world could this happen?

Forgetting about its root cause,

We removed the woman. We her

Humiliated to equality with a man...

Yes, indeed, a woman and a man should be equal, but this should be the equality of free individuals, and not mean that a woman is the same as a man. Otherwise, sexual differences are erased and man and woman turn into androgenic beings. Man and woman are equal, but each performs its own functions in society.

Another reason is the feminization of education. In the family, kindergarten, and school, women are involved in raising children. Fathers and men in most cases either do not work with children at all or spend very little time with them. Many men believe that raising children is a woman’s destiny, and that men’s responsibilities include providing for the family. However, no expensive things, no toys, no computers can replace live emotional communication, warmth and understanding of a loved one. The child, especially the son, has no one to identify with; he does not know how to behave. Focusing your behavior on either feminine qualities, or the brute force and cruelty that he sees in movies or meets in real life. The upbringing of their father is also very important for girls. How will her relationships develop in the future with the opposite sex, how will she behave in her own family, largely depends on the style of the father’s relationship with his children and mother.

There is also another reason, which is that many parents simply do not raise their children. Often, due to the current socio-economic situation in the country, doing everyday problems they do not have enough time to communicate with their children. Moreover, deal with issues related to gender with them. Some people don’t have enough time, some are afraid, embarrassed, and some adults think that children don’t need this, believing that “we lived without it and they will live without it.” As a result, the main channel of information on gender education issues is peers and the media. Peers do not always have the correct knowledge themselves. And the media raises children in the cult of sex (not love), cruelty and violence.

Therefore, because It is the family that lays the foundations for the child’s relationships in the future; parents need to engage in sex education for their children, to develop masculine and feminine qualities in them.

The formation of standards of masculinity and femininity presupposes sufficient certainty of these standards. We agree with psychologist and teacher B.Yu. Shapiro, who believes that in the formation of the ideals of men and women, attention should be paid to those qualities that should be associated with these understandings: pride, gentleness, tenderness and kindness as components of the standard of femininity and responsibility for one’s actions, nobility, strength, ability to self-control, spirituality of love - masculinity.

This is all the more necessary, since teenagers and young men often focus not on the internal, but on the external, and usually imaginary: rudeness, cheekiness, cynicism, smoking and drinking alcohol as “symbols of adulthood.”

The relationship between boys and girls confronts them with many moral problems, sometimes they urgently need the wise advice of their elders, but at the same time young people want - and have every right to do so - to protect their intimate world from unceremonious intrusion and peeping. Love should remain the brightest, most intimate, inviolable.

The capacity for youthful friendship and love that emerges during this period will have an impact in future adult life. These are the most deep relationships determine important aspects of personality development, moral self-determination and who and how an adult will love.

Preparing boys and girls for family life requires improving the system of moral education and sex education.

The psychological characteristics of a high school student should be in the field of view of the coach. Love can stimulate young athlete for intensive work, high results, and may even disorganize his activities. Knowledge of the personal experiences of their students and tactful assistance is a necessary and important aspect in the multifaceted activity of a coach.

Literature.

1. Alberoni F. Friendship and love. M., 1991.
2. Bodalev A.A. Personality and communication. M., 1986.
3. Golod S.I. Personal life: love, gender relations. L., 1990.
4. Klimov E.A. How to choose a profession. M., 1990.
5. Kon I.S. Introduction to sexology. M., 1988.
6. Kon I.S. Psychology of early adolescence. M., 1989.
7. Mudrik A.V. Modern high school student: problems of self-determination. M., 1977.
8. Mudrik A.V. About the education of high school students. M., 1981.
9. Pryazhnikov N.S. Professional and personal self-determination. Moscow - Voronezh, 1996.
10. Personality formation in the transition period from adolescence to adolescence./ Ed. I.V. Dubrovina. M., 1987.
11. Erickson E. Childhood and society. Obninsk, 1993.

Questions.

1. Educational and professional activity as the leading activity of high school students.
2. Personality formation in early youth.
3. Professional self-determination.
4. Physical education and sports in adolescence.
5. Friendship and love.

Lecture 7.

Psychology of youth.

"Youth is a socio-demographic group identified on the basis age characteristics, features of social status and socio-psychological properties determined by both. Youth as a certain phase, stage of the life cycle is biologically universal, but its specific age range, associated social status and socio-psychological characteristics are of a socio-historical nature and depend on the social system, culture and the patterns of socialization inherent in a given society." I.S. Con.

Youth begins with youth, this is one of its stages. The word “youth” denotes the phase of transition from dependent childhood to independent and responsible adulthood, which presupposes, on the one hand, the completion of physical maturation, and on the other, the achievement of social maturity. Completion of school, educational and professional activity, beginning of work, military service, marriage - all these changes in a person’s life radically affect the entire structure of the individual, his self-awareness. A person chooses his own way of life, sets certain goals, chooses a profession. The young man not only chooses, but also begins to act, puts his ideas into practice, thereby searching for himself in adulthood. But on the one hand, having all the rights to lead an adult life, for other reasons he often cannot find himself in this adult life. The transition to financial independence for the majority of young people is increasingly slowing down due to the lengthening of school and vocational training. As a result of this, and also due to unemployment, many young people increasingly have to live off their parents' income. In addition, many young people have difficulty achieving psychological maturity. One of the reasons for these difficulties is the peculiarities of upbringing, especially in our country (overprotection). Young people are characterized by passivity, lack of independence, and infantilism. Infantilism literally means retardation in development, manifested in the form of the preservation of character traits characteristic of children in adulthood. And this, of course, is not just about preserving children’s character traits. There is nothing wrong with the fact that, say, an adult retains a certain naivety, childlike freshness of perception, artlessness and simplicity, and a wealth of imagination. Infantilism is “over-age dependency”, the social, moral and civic underdevelopment of a young person, which can become a unique position in life. An important criterion for distinguishing a mature personality from an infantile one is the ability to make decisions independently. A young man in the process of self-realization not only learns and assimilates social norms and cultural values ​​of society, transforms them into its own values. Socialization is also the source of the process of individualization and freedom. In the course of socialization, each person develops his own individuality, the ability to think and act independently. The development of youth in ontogenesis is considered as a transition from a stereotypical-personal to an active-personal type of consciousness. This is important to take into account especially now, when changes in society occur very quickly, breaking habitual life stereotypes, giving rise to a psychological state of anxiety and uncertainty in the future. Problems of the environmental crisis and the survival of mankind, new interstate relations, the rise of national self-awareness, a new lifestyle, the acceleration of the pace of technical and social development, enormous information pressure, fundamental economic, political and social changes in our country lead to a change in the person himself. Growing people who are in the teenage and youth stages of ontogenesis find themselves in the most difficult situation in the modern situation. The contradictions of development characteristic of this period intensified significantly. At the same time, the need of youth to determine their place in life, the desire for self-affirmation, on the one hand, are stimulated by the processes currently taking place; on the other hand, they are harshly faced, firstly, with a lack of understanding and respect for the independence and value of a growing person on the part of adults; secondly, with the lack of conditions for young people to actually enter adulthood. This contradiction leads to acute internal conflict and artificial delay in the personal development of young people, depriving them of the opportunity to take an active social position. Currently, the process of socialization of young people and entry into adulthood is accompanied by: an increased state of anxiety associated with the deterioration of the social situation and the fall in living standards, the marginalization of youth and an increase in the growth of the unemployed. As a result, relationships with loved ones deteriorate.

The psychology of youth is closely related to the problem of “fathers and sons”, continuity and conflict of generations. Moreover, the differences between generations are deeper, the more dynamic and large-scale the change in a particular country. The transfer of culture from elders to younger ones is more complex, and the attitude of young people to their social and cultural heritage becomes more selective. As noted by B.G. Ananyev, “the life path of a person is the history of the formation and development of an individual in a certain society, a contemporary of a distant era and a peer of a certain generation.”

Relationships between generations can never be absolutely equal. In accordance with the method of transmission of cultures from one generation to another, the famous American anthropologist and sociologist M. Mead divides all cultures into three types: post-figurative, in which children learn mainly from their parents; cofigurative, in which both children and adults learn primarily from peers; and prefigurative, in which adults also learn from their children. Post-figurative culture prevails in a traditional patriarchal society, which is focused mainly on the experience of previous generations. The acceleration of technical and social development makes this experience insufficient. Cofigurative culture shifts the center of gravity from the past to the present. It is typical for her to focus not so much on her elders, but on the present, equal in age and experience. In upbringing, the influence of parents is balanced, or even outweighed, by the influence of peers. This coincides with the change in family structure from the “extended family” to the nuclear family. Hence the growing importance of youth groups, the emergence of a special youth culture and intergenerational conflicts. Finally, in our days, Mead believes, the pace of development has become so rapid that prefigurative culture has become primarily oriented toward the future. Therefore, not only do young people learn from their elders, but elders also increasingly listen to young people. Mead's concept correctly captures the dependence of intergenerational relations on the pace of scientific, technological and social development, emphasizing that intergenerational transmission of culture includes an information flow not only from parents to children, but also vice versa: youth interpretation of the modern situation and cultural heritage influences the older generation. In a situation of social instability, for parents who want to see their growing child successful, it is often not enough to simply pass on the accumulated experience to him - they simply do not have experience of living in new conditions.

Succession problems. The degree of similarity and continuity of generations is not the same in different areas of life. In the sphere of consumer orientations, leisure, artistic tastes, sexual morality, the differences between parents and children are, as a rule, much greater than in the main values ​​of life. Moreover, a generation is not a single entity. It always reflects the complex social and spiritual structure of society, division into groups, subcultures, ethnic and religious communities, etc. on the one hand, youth one way or another perceives and assimilates the culture created by the previous generation. On the other hand, each generation of youth creates something new, its own, and has its own age subculture. Youth subculture is understood as the culture of a certain young generation that has a common lifestyle, behavior, group norms, values ​​and stereotypes. In our society, there is widespread overprotection towards teenagers and young men, the desire to decide everything for them. This often causes the socio-psychological phenomenon of “undermining interest” in a young person in what is being imposed on him. He has a desire to act contrary.

Young people always want to be different from their elders, and the easiest way to do this is with the help of external accessories and fashion. In youthful hobbies, a sense of belonging to a community that is extremely important for a developing personality is manifested and realized. certain group. Fashion is also a means of self-expression. Further, fashion is a means of communication and identification: visible (clothing, hairstyle) or audible (language, music) signs serve a young man as a means of showing who he is and recognizing “his own.” Finally, it is a means of acquiring status in one's environment; since the norms and values ​​of the youth subculture are group ones, mastering them becomes mandatory and serves as a way of self-affirmation.

The defining characteristic of the youth subculture in our country is the phenomenon of subjective “fuzziness,” uncertainty, and alienation from basic normative values. The subculture of the younger generation acquires noticeable countercultural elements: leisure, especially by youth, is perceived as the main sphere of life activity and the overall satisfaction with the life of a young person depends on satisfaction with it. Vocational education seems to fade into another plane before the implementation of economic (“earn money”) and leisure (“interestingly spend your free time”) needs.

At the level of leisure self-realization, the youth subculture is distinguished by the following features:

1. predominantly entertainment and recreational orientation;
2. "Westernization" (Americanization) of cultural needs and interests. The values ​​of national culture are being replaced by the values ​​of the “American way of life”;
3. priority of consumer orientations over creative ones;
4. weak individualization and selectivity of culture. The choice of certain cultural values ​​is most often associated with group stereotypes, as well as with the prestigious hierarchy of values ​​in an informal communication group;
5. lack of ethnocultural self-identification.

These features are associated with the crisis of society and its main institutions: the education system, the institution of family and family education, commercialization of culture and media, etc.

An 18-23 year old person is an adult both biologically and socially. The leading sphere of activity can be work, educational and professional activities, sports, depending on the choice of the person himself. We cannot speak about this age group “in general”; its socio-psychological properties depend not only on age, but also on socio-professional status, on the activity in which the person is engaged.

Entry into life is not a one-time event, but a long process, biological, social and psychological aspects which have their own time rhythm, different for different people and in different specific conditions. Young people acquire a greater or lesser degree of financial independence from their parents and start their own families.

Nowadays, the possibilities of individual choice have expanded significantly. A person’s psychological horizons are not limited by his immediate environment. Greater freedom of choice promotes the formation of an independent character and provides a wide variety of individual variations. But the flip side of this process is the complication of the process of self-determination, especially in the current situation of the development of our society.

Youth is not a phase of “preparation for life,” but an extremely important stage of life’s journey that has its own value. Every day and hour, without even noticing it, a person faces a choice that can confirm or even cross out his entire life. The question facing the young man is not only who to be within the existing division of labor (choice of profession), but also what to be (moral self-determination). Professional self-determination is inextricably linked with a person’s self-realization in other important areas of life. The essence of professional self-determination is the independent and conscious discovery of the meaning of the work performed and all life activities in a specific cultural-historical (socio-economic) situation. Professional self-determination is significant for many people, but it is realized in a certain context of life. Life self-determination presupposes a high degree of freedom of choice. However, a person can simply live, changing and mastering various social roles, or even performing several roles in parallel, acting internally passively, according to certain patterns, or he can act as a real creator of his life, a full-fledged subject of self-determination. “The cardinal difference between the process of socialization of roles during ontogenesis and the social choice of a social role by a person,” writes A.G. Asmolov, “is that in the first case the role takes possession of the personality, and in the second case the person takes possession of the role, using it as a tool, as a means for restructuring one’s behavior in various situations.” Speaking about life self-determination, we can highlight not only the choice and implementation by a person of certain social roles, but also social stereotypes, the choice of life style and the way of life itself. The highest level of life self-determination is personal self-determination. Personal self-determination is the finding of an original “image of Self,” the constant development of this image and its approval among the people around us. Finally, the most difficult process is the self-determination of the individual in culture. Talking about the self-actualizing personality, A.G. Asmolov emphasizes her obligatory internal activity aimed at “continuing herself in other people.” Higher type self-determination is when a person’s whole life and his affairs are a significant contribution to the development of culture.

When considering the problem of human self-determination as a multifaceted phenomenon, the ideas of the “scenario” approach to destiny planning proposed by E. Berne may be useful. The script itself is defined as “a program of progressive development developed in early childhood under the influence of parents and determining the individual’s behavior in important aspects of his life.” E Berne believes that “scenarios are possible only because most people do not understand what they can actually do to themselves and their loved ones. To understand means to escape the power of the script.” Thus, following “programmed” life scenarios clearly does not contribute to a person’s internal activity, even when he retains the illusion of “autonomy.”

Social self-determination and the search for oneself are inextricably linked with the formation of a worldview. Worldview is a view of the world as a whole, a system of ideas about the general principles and foundations of existence, a person’s philosophy of life, the sum and outcome of all his knowledge. cognitive (cognitive) prerequisites for a worldview are the assimilation of a certain and very significant amount of knowledge and the individual’s ability to abstract theoretical thinking, without which disparate specialized knowledge cannot be combined into a single system. But a worldview is not so much a logical system of knowledge as a system of beliefs that express a person’s attitude to the world, his main value orientations. Youth is a decisive stage in the formation of a worldview, because it is at this time that its cognitive and emotional-personal prerequisites mature. In youth, the need for the meaning of life, to be aware of one’s life not as a series of random isolated events, but as an integral process that has a certain direction, continuity and meaning, is one of the most important needs of the individual. In youth, when a person is first faced with a conscious choice of life path, this need is experienced especially acutely. Worldview search includes the social orientation of the individual, i.e. awareness of oneself as a particle, an element of a social community, choice of one’s future social position and ways to achieve it. Asking the question about the meaning of life, the young man thinks simultaneously about the direction of social development in general and about the specific goal of his own life. A person wants to understand not only the objective, public importance possible directions of activity, but also to find its personal meaning, to understand what this activity can give to him, how much it corresponds to his individuality, what exactly is my place in this world, in what kind of activity in to the greatest extent my individual abilities will be revealed.

Expanding the time perspective in depth (covering longer periods of time) and inward (including one’s personal future in the circle of social changes affecting society as a whole) is a necessary psychological prerequisite for posing ideological problems.

Worldview includes a person’s value orientations. Currently, the life positions, ideals and aspirations of both society as a whole and young people have changed especially greatly. Research has shown that young people identified the desire to do interesting work as their main value. In addition, the opportunity to have your own family and earn a lot of money turned out to be clearly preferred. Social status, authority, economic and ideological independence, appearance.

Money plays a role in the value structure of young people big role. They become both a goal and a means for young people. Of course, categories of students with different orientations, life plans and opportunities have different attitudes towards money. In this regard, the analysis of student youth in connection with their chosen profession is very interesting. The entire population of students is quite clearly divided into three groups. The first group consists of students focused on education as a profession. This group includes students for whom interest in future work and the desire to realize themselves in it are the most important thing. The second group consists of business-oriented students. Their attitude to education is completely different: for them, education acts as a tool in order to later try to create their own business, engage in trade. The third group consists of students who, on the one hand, can be called “undecided”, on the other hand, oppressed by various personal and everyday problems. In general, social psychologists point to such orientations of the current generation as a loss of interest in acquiring knowledge, a decline in the prestige of education, and a reluctance to take an unprestigious, low-paid job after graduation. The choice of professions is dominated by the specialties of businessman, economist, lawyer, and trade worker. Other professions, primarily blue-collar jobs, remain outside market relations, according to young people. There is a decline in the social value of labor. The consequence of this is that people do not believe in the possibility of ever having an interesting, meaningful job that is paid in accordance with the measure of their work.

Young people's assessment of the role of work in their lives is similar to their attitude towards education. Three main strategies for the economic behavior of young people can be distinguished. The strategy of pragmatic behavior is based on an attitude towards work exclusively as a source of material wealth and material well-being. IN last years There are real new opportunities for personal self-affirmation, as well as for quick enrichment, where a high level of education is not required. For many young people, these paths seem quite attractive, although, as a rule, they do not lead to real success and have a negative impact on the development of the individual’s creative potential. There is a serious danger that young people engaged in the resale of various goods ("business"), seeing this as one of the sources get rich quick, upon the onset of normal market relations, they may find themselves without education and without a profession, which will lead to serious social consequences in the future.

Another strategy can be called professional, because work is valuable in terms of revealing personal abilities, professional growth and self-realization.

The third economic strategy is called indifferent on the basis that for its bearers, work does not represent any real value at all. Young people who hold this point of view would not work at all if they were financially secure.

An alarming symptom depreciation of knowledge is a decrease in the professional level of the working population, as well as a fall cultural level, the growth of unemployment among young people, the predominance of consumer orientations, which results in the emergence and strengthening of such negative trends as a tendency to criminal behavior, an increase in conflict, aggression, as well as conformity and social apathy. The decline in the moral and ethical culture of young people is also obvious. Currently, the cult of cruelty and violence is becoming more and more widespread, and the media play a special role in this.

Many psychologists and philosophers distinguish three main stages in the development of moral consciousness: the pre-moral level, when the child follows the established rules based on their selfish considerations, conventional morality, focusing on external standards of behavior, and, finally, autonomous morality, i.e. orientation towards an external, autonomous system of principles. Formation moral personality and the appropriate style of moral behavior is based on a number of reasons. It presupposes, firstly, a certain level of mental development, the ability to perceive, apply and evaluate appropriate norms and actions; Secondly, emotional development, including the ability to empathize; thirdly, the accumulation of personal experience, more or less independent moral actions and their subsequent self-assessment; fourthly, the influence of the social environment, which gives the child specific examples moral and immoral behavior, encouraging him to push one way or another. The formation of moral consciousness cannot be considered in isolation from social behavior, reality, during which not only moral concepts are formed, but also feelings, habits and other components of the moral character of an individual. A person’s characteristic way of solving moral problems, as well as the system of values ​​with which they are correlated, are formed primarily in the course of a person’s practical activities and his communication with people around him. Therefore, the choice that a young man makes takes on special significance. A lot depends on what he will do, what social circle he will create, and who he will choose as his life partner. In order to make the right choice, knowledge about the outside world is not enough; you need to understand yourself, your personal characteristics, get to know yourself, your capabilities and abilities. A person has three ways of self-knowledge. The first is assessments, opinions of other people. Indeed, in the process of communication, while studying, at work, we are constantly evaluated and we evaluate others. The second way is social comparison. Any person from early childhood begins to compare himself with other people, and when comparing, draw conclusions about whether he is behind his peers, his generation, whether he is understood. This happens especially often in youth; The need to keep up with others, to keep up with the times, is very pressing. The third possible path is self-esteem. A person, as if from the outside, observes his actions and draws conclusions about their motives, about relationships with others and about his personal motives. 18-23 year old people evaluate themselves primarily from the point of view of their internal scale of values, ideas about their happiness and well-being; if in adolescence and early adolescence appearance is of great importance, then for a young person other properties of “I” now come to the fore " - mental capacity, volitional and moral qualities, on which the success of activities and relationships with others depend. A young person has a growing need to achieve specific results; this is due to a change in time perspective, as well as a reorientation of youthful consciousness from external control to self-control. Contradictions arise between the constantly growing needs of people and the relatively unequal opportunities to satisfy them, which they acquire, especially in relation to young people. sharp character due to the contradiction between the increased energy potential of young people, the rapid development of their physical, intellectual, emotional strength, the desire to assert themselves in the adult world and insufficient social maturity, insufficient professional and life experience, and therefore relatively low (undefined, marginal) social status. Young people especially need social recognition and self-affirmation, and the unsatisfied need for self-affirmation leads to attempts to realize themselves not only in creativity, but also in negative actions, crimes, or leads to “leaving” (alcohol, drugs, suicide) - as a form of passive protest . Evaluating any behavior always involves comparing it with some norm; problematic, inappropriate behavior is often called deviant. Deviant behavior is always associated with a discrepancy between human actions, actions, and activities, norms, rules of behavior, stereotypes, expectations, attitudes, and values ​​common in society or its groups.

Deviant behavior is divided into two broad categories. First, it is behavior that deviates from the norms of mental health, implying the presence of overt or hidden psychopathology. Secondly, this is antisocial behavior that violates some social and cultural norms, especially legal ones. When such actions are relatively minor, they are called misdemeanors, and when they are serious and punishable by criminal law, they are called crimes. Accordingly, they talk about delinquent (illegal) behavior. Main types deviant behavior are crime, alcoholism, drug addiction, suicide, prostitution.

Deviant behavior of young people has common causes for all deviant manifestations. We can name the following: socio-economic crisis, destruction of the family institution, lack of life prospects, poor organization of leisure time, influence of adults, etc. In addition to the general causes of deviant behavior and their actions among young people, we can also name some factors that determine the greater likelihood of the implementation of certain or other forms of deviations. Thus, an unsatisfied need for self-affirmation relatively more often leads to violent crimes. There are factors that increase young people’s craving for alcohol. If alcohol generally facilitates communication between people, then for young people this property becomes especially significant due to lack of social experience, timidity, and inexperience in communication between the sexes. An important role is also played by the desire to experiment and especially the norms of the youth subculture, in which alcohol is traditionally considered one of the signs of masculinity and adulthood. In addition, the example of parents works. As for individual personal factors, the most important are locus of control and level of self-esteem. Low self-esteem contributes to the growth of deviant behavior.

Literature.

1. Ananyev B.G. Man as an object of knowledge. L., 1968.
2. Bern E. Games that people play. M., 1988.
3. Burns R. Development of self-concept and education. M., 1986.
4. Golovakha E.I. Life prospects and professional self-determination of young people. Kyiv, 1988.
5. Golovakha E.I. Kronik A.A. psychological time of the individual. Kyiv, 1984.
6. Leontyev A.N. Activity. Consciousness. Personality. M., 1975.
7. Kon I.S. Psychology of adolescence. M., 1979.
8. Frankl V. Man in Search of Meaning. M., 1990.
9. Fromm E. To have or to be. M., 1990.
10. The value world of the modern student./ed. V.T. Lisovsky, N.S. Slentsova. M., 1992.

Questions.

1. The problem of youth's "entry" into adulthood.
2. Choice of life path and self-determination.
3. Psychological time of personality. Biological, chronological, social and psychological age.
4. Features of value orientations in youth. Youth subculture.
5. Deviant behavior.

High school age is the period of a person’s life between adolescence and adulthood. Psychologists differ in determining its age limits. In Western psychology, the prevailing tradition is to combine adolescence and youth into an age period called the period of growing up, the content of which is the transition from childhood to adulthood, and the boundaries of which can extend from 12 - 14 to 25 years. In domestic science, high school age is defined within the boundaries of 14-18 years and is considered as an independent period of human development, his personality and individuality.

Early adolescence is considered the “third world”, existing between childhood and adulthood. At this time, the growing child finds himself on the threshold of real adult life.

Educational activity, actively combined with a variety of work, is of great importance both for choosing a profession and for developing value orientations. The cognitive sphere is developing, knowledge of professions is taking place. The activity acquires elements of research, a focus on acquiring a profession, and finding a place in life.

Senior schoolchildren are more interested not in their peers, but in adults, whose experience and knowledge help them navigate issues related to future life. Interpersonal relationships and family relationships become less important.

Future life interests older schoolchildren primarily from a professional point of view. The search for the meaning of life, for your place in the world, can be stressful, but not for everyone. Some high school students smoothly and gradually move towards a turning point in their lives, and then join a new system of relationships with relative ease. However, with such a successful course of early adolescence, there are also some disadvantages in personal development. Children are less independent, more passive, and sometimes more superficial in their attachments and hobbies. It is believed that the searches and doubts characteristic of adolescence lead to the full development of personality.

In adolescence and early youth (13 - 18 years old), the formation of the visual, auditory, olfactory and somatosensory analyzers basically ends. The intellectualization of perception is actively developing, creative imagination, basically the construction of the self-concept ends. It should be especially noted that in early youth a transformation of the perception of time occurs - a time perspective begins to be realized. Older teenagers begin to think about their future, which suggests an increase in the importance of the social forecast factor in their professional orientation. The age in question is the age of puberty crisis, when a “hormonal storm” causes instability in the emotional sphere, memory, and attention. Such “loosening” apparently contributes to the subsequent concentration of attention on the dominant goals of personal self-determination - educational, professional. However, by the age of 17-18, the emotional sphere of the individual has stabilized, and dominant preferences take on the form of life goals and values, saturated with personal meaning, since they act in the minds of a teenager as a means of achieving true adulthood. In the learning processes of older adolescence, the need for active creative cognition is characteristic, which contributes to expanding awareness, specifying professional interests, and awareness of the need for professional choice and professional activity in general. The differentiation of professional interests of older schoolchildren is facilitated by the increased subject matter of education - during the study of each subject, the student’s attention is concentrated on the professions corresponding to this subject (biology - professions related to agriculture, medicine, biotechnology; physics - professions related to energy, mechanical engineering, construction; chemistry - professions related to the pharmaceutical, mining, metallurgical, oil production and oil refining industries; history - professions related to economics, politics, military affairs).An important component in the formation of a professional orientation is the game, but its content is increasingly closer to real activity. During the game, teenagers increasingly demonstrate a departure from strict rules and bring their own individual vision into it, striving for a non-standard, personally significant result.

The specificity of age is rapid development special abilities, often directly related to the chosen professional field. Differentiation of interests makes the structure of a boy’s/girl’s mental activity much more complex and individual than at younger ages. In boys, this process begins earlier and is more pronounced than in girls. Specialization of abilities and interests makes many other individual differences more noticeable.

In high school age, the process of development of self-awareness continues, therefore (especially considering the asynchronous development of different adolescents and young men) much of what is characteristic of adolescence remains relevant for it.

The questions addressed to oneself in the process of self-analysis and reflection by a young man, unlike a teenager, are more often of an ideological nature, becoming an element of social, moral or personal self-determination.

Thus, the main new development of high school age, according to this view, is the readiness (ability) for personal and life self-determination. This idea of ​​the central neoplasm of a given age is close to the idea of ​​identity - the concept most often encountered when foreign researchers describe this age.

The famous American psychologist E. Erikson, who introduced this concept, considers identity as a person’s identity with himself (constancy of personality in space) and integrity (continuity of personality in time). Identity is a feeling of acquisition, adequacy and personal ownership of one’s own “I”, regardless of the situation.

A teenager who has acquired the ability to generalize, and then a young man, is faced with the task of combining everything that he knows about himself as a schoolchild, son (daughter), friend, storyteller, etc. He must collect all these roles into a single whole , comprehend, connect with the past and project into the future. If a young person successfully copes with the task of finding an identity, then he will have a sense of who he is, where he is and where he is going.

Senior school age is an extremely important and responsible period in the development of a person’s personality. We are talking about conscious self-determination, about effective self-determination. A teenager already has conscious self-determination, choosing a lifestyle and setting certain goals for himself. The self-determination of a young man is different in that he is already beginning to act, implementing these plans, affirming this or that way of life, and beginning to master his chosen profession. Therefore, the responsibility of each step increases immeasurably and each mistake can result in significant consequences.

This age is a unique period of a person’s entry into the world of culture, when he has not only the intellectual, but also the physical opportunity to read a lot, travel, go to museums, concerts, as if being charged with the energy of culture for the rest of his life. If this chance is missed in youth, such a fresh, intense and free introduction to culture, not bound by professional, parental or any other needs, is often impossible in the future.

The subjective and objective value and significance of high school age make it especially important to successfully solve the development tasks that are set before a person. Researchers name various tasks, which depends on the general concept of age development shared by one or another author, and on the specific historical conditions of personality development at a given age stage.

Let us highlight the following main developmental tasks in high school age:

• 1. Gaining a sense of personal identity and integrity (identity).
• 2. Acquiring psychosexual identity - awareness and self-perception as a worthy representative of a certain gender.
• 3. Professional self-determination - independent and independent determination of life goals and choice of future profession.
• 4. Development of readiness for self-determination in life, which presupposes a certain development of value concepts, volitional sphere, independence and responsibility.
• 5. The ability to set goals that are adequate to the inner essence of a person, develop a strategy for your life, and develop a time perspective. Possessing such characteristics is a condition for maintaining the mental health of an individual.

Thus, high school age is one of the most important age periods in a person’s life, both personally and socially.

Municipal budget educational institution

Yasenets secondary school

Speech at the pedagogical council on the topic:

“Psychological characteristics of students

different age groups"

Work completed:

teacher - psychologist

Inyushkina E.V.

2014

INTRODUCTORY PART

Creation and maintenance of psychological and pedagogical conditions that ensure full mental and personal development every child is one of the main goals and values ​​of modern education. Is invaluable for personal development mental health, that is, a state of mental, physical and social well-being. If a person is in a situation of stress, discomfort, tension, then first of all he becomes frustrated, the emotional sphere is disturbed, which in turn causes emotional and neuropsychic tension as a response to a stressful situation. This can lead to persistent anxiety, which gives rise to vegetative, neurosis-like and other mental disorders.

For the development of the personality as a whole the most important aspect is the formation of the emotional sphere. At school age, more than 70% of personal qualities are formed and manifested, therefore, inattention to personality development at this age has a detrimental effect on the entire life span of a person.

!!! There is evidence that currently the number of children who have deviations in the neuropsychic sphere is increasing. Children who are just entering school often have a mental state expressed by a lack of love, emotional attachment, warm, reliable relationships in the family, and emotional tension. Signs of trouble, tension in contacts, fears, anxiety, and regressive tendencies are revealed. The number of anxious children, characterized by increased anxiety, uncertainty, and emotional instability, is increasing.

Many researchers have dealt with the problem of emotional tension, anxiety, and neuropsychic stress in children and ways to overcome them.

Among them, a special place is occupied by such scientists as O.G. Zhdanov, O.A. Karabanova, V.V. Lebedinsky, O.S. Nikolskaya, A.M. Prikhozhan, E.I. Rogov et al.

According to O.G. Zhdanova,neuropsychic tension (NPS) – This is a special mental state that occurs in difficult, unusual conditions for the psyche, requiring a restructuring of the entire adaptive system of the body.Emotional stress - (from Latin emoveo - shocking, exciting) - this is a mental state that is characterized as an increase in the intensity of emotions and experiences, a reaction to an internal or external problem.

MAIN PART

The modern lesson is characterized by great intensity and requires students to concentrate their attention and exert their strength. The rapid fatigue of schoolchildren in the classroom is caused by the specifics of the subjects: the need for a large number of training exercises. It is very important for the teacher to organize the lesson correctly, because... it is the main form of the pedagogical process. The level of hygienic rationality of the lesson largely determines the functional state of schoolchildren in the process of educational activities, the ability to maintain mental performance at a high level for a long time and prevent premature fatigue.

The emergence of emotional tension and anxiety may also be associated with dissatisfaction with the age-related needs of children.

It should be emphasized that age is not reduced to the sum of individual mental processes; it is not a calendar date. Age, as determined by L.S. Vygotsky, is a relatively closed cycle child development, having its own structure and dynamics.

Currently, the following division of childhood is accepted:age periods:

1) infant - from birth to 1 year, and specifically highlights the first month - the neonatal period;

2) pre-preschool age - from 1 year to 3 years;

3) preschool age - from 3 to 7 years;

4) junior school age - from 7 to 11-12 years;

5) middle school age (teenage) - from 12 to 15 years;

6) senior school age (youth) - from 15 to 18 years.

JUNIOR SCHOOL AGE

By the age of 7, a child reaches a level of development that determines his readiness for school. Physical development, a stock of ideas and concepts, the level of development of thinking and speech, the desire to go to school - all this creates the prerequisites for systematic learning.

When entering school, the entire structure of a child’s life changes, his routine and relationships with people around him change. Teaching becomes the main activity. Primary school students, with very few exceptions, love to study at school. They like the student’s new position and are attracted to the learning process itself. This defines a conscientious, responsible attitude junior schoolchildren to learning and school. It is no coincidence that at first they perceive a mark as an assessment of their efforts, diligence, and not the quality of the work done. Children believe that if they “try hard”, it means they are doing well. The teacher's approval encourages them to "try harder."

Younger schoolchildren acquire new knowledge, skills and abilities with readiness and interest. They want to learn to read, write correctly and beautifully, and count. True, they are more fascinated by the learning process itself, and

The younger schoolchild shows great activity and diligence in this regard. The interest in school and the learning process is also evidenced by the games of younger schoolchildren, in which a large place is given to school and learning.

Younger schoolchildren continue to demonstrate the need for active activities inherent in preschool children. play activity, in movements. They are ready to play outdoor games for hours, cannot sit in a frozen position for a long time, and love to run around during recess. The need for external impressions is also typical for younger schoolchildren; A first-grader, like a preschooler, is primarily attracted by the external side of objects or phenomena or activities performed (for example, the attributes of a class orderly - a sanitary bag, a bandage with a red cross, etc.).

From the first days of school, the child has new needs: to acquire new knowledge, to accurately fulfill the teacher’s requirements, to come to school on time and with completed assignments, the need for approval from adults (especially the teacher), the need to fulfill a certain social role (to be a prefect, orderly, commander of the “star”, etc.).

Typically, the needs of younger schoolchildren, especially those who were not raised in kindergarten, are initially of a personal nature. A first-grader, for example, often complains to the teacher about his neighbors who allegedly interfere with his listening or writing, which indicates his concern for his personal success in learning. Gradually, as a result of the systematic work of the teacher to instill in students a sense of camaraderie and collectivism, their needs acquire a social orientation. Children want the class to be the best, so that everyone is a good student. They begin to help each other on their own initiative. The development and strengthening of collectivism among younger schoolchildren is evidenced by the growing need to win the respect of their comrades, the growing role public opinion.

The cognitive activity of a primary school student is characterized primarily by emotional perception. A picture book, a visual aid, a teacher's joke - everything causes an immediate reaction in them. Younger schoolchildren are at the mercy of a striking fact; the images that arise from the description during a teacher’s story or reading a book are very vivid.

Imagery also manifests itself in the mental activity of children. They tend to understand the literally figurative meaning of words, filling them with specific images. For example, when asked how to understand the words: “Alone in the field is not a warrior,” many answer: “Who should he fight with if he is alone?” Students solve a particular mental problem more easily if they rely on specific objects, ideas or actions. Primary schoolchildren initially remember not what is most significant from the point of view of educational tasks, but what made the greatest impression on them: what is interesting, emotionally charged, unexpected or new.

The quality of information perception is characterized by the presence of an affective-intuitive barrier that rejects all educational information presented by a teacher who does not inspire confidence in the child (“evil teacher”).

IN emotional life For children of this age, it is primarily the content side of their experiences that changes. If a preschooler is happy that they are playing with him, sharing toys, etc., then a younger schoolchild is worried mainly about what is connected with learning, school, and the teacher. He is pleased that the teacher and parents praise him for his academic success; and if the teacher cares about the feeling of joy from educational work arises in the student as often as possible, this reinforces the student’s positive attitude towards learning.

Along with the emotion of joy, the emotions of fear are of no small importance in the development of the personality of a primary school student. Often, due to fear of punishment, the child tells lies. If this is repeated, then cowardice and deceit are formed. In general, the experiences of a junior schoolchild sometimes manifest themselves very violently.

At primary school age, the foundations of such social feelings as love for the Motherland and national pride are laid; students are enthusiastic about patriotic heroes, brave and courageous people, reflecting their experiences in games and statements.

The younger student is very trusting. As a rule, he has unlimited faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher is an example for children in all respects.

Thus, it can be said that characteristic features children of primary school age are:

Trusting attitude towards the outside world.

Mythological worldview (interweaving of the real and the fictional based on unlimited fantasy and emotional perception). Free development of feelings and imagination.

Naive subjectivism and egocentrism.

The unconscious and later – imitation regulated by feeling or intention.

Extra-subjective nature of attention and feelings.

Construction of moral ideals - models.

Fabulous, playful, exploratory nature of cognition.

Consciously transferring the “game mindset” into your business and serious relationships with people (playfulness, innocent slyness).

Fragility emotional experiences, internal individualism, expanding the subjective and objective worlds in the child’s mind.

Conformism (in aesthetic and moral assessments and actions: moral concepts of good and evil are determined by the assessment of adults).

Junior schoolchildren (grades 1-4): 1) family; 2) God; 3) friendship (love); 4) books (Harry Potter, Astrid Lindgren "Pippi Longstocking", J. Tolkien, Winnie the Pooh); 5) art, music; 6) material benefits; 7) theater, cinema (computer).

MIDDLE SCHOOL AGE

The main activity of a teenager, like a younger schoolchild, is learning, but the content and nature of educational activity at this age changes significantly. The teenager begins to systematically master the basics of science. Education becomes multi-subject, and a team of teachers takes the place of one teacher. Higher demands are placed on teenagers. This leads to a change in attitude towards learning. For a middle-aged schoolchild, studying has become a common thing. Students sometimes tend not to bother themselves with unnecessary exercises and complete their lessons within the given limits or even less. There is often a decline in academic performance. What prompted the younger student to actively study no longer plays such a role, and new motivations for learning (future orientation, long-term prospects) have not yet appeared.

A teenager does not always realize the role of theoretical knowledge; most often he associates it with personal, narrowly practical goals. For example, often a seventh grader does not know and does not want to learn the rules of grammar, because he is “convinced” that even without this knowledge one can write correctly. A junior schoolchild takes all the teacher’s instructions on faith, but a teenager must know why he needs to complete this or that task. Often in lessons you can hear: “Why do this?”, “Why?” These questions reveal bewilderment, some dissatisfaction, and sometimes even distrust of the teacher’s demands.

At the same time, teenagers tend to complete independent tasks and practical work in class. They readily take on the task of making visual aids and quickly respond to the proposal to make a simple device. Even students with low academic performance and discipline actively express themselves in such a situation.

A teenager shows himself especially brightly in extracurricular activities. In addition to lessons, he has many other things to do that take up his time and energy, sometimes distracting him from his studies. It is common for middle school students to suddenly become interested in some activity: collecting stamps, collecting butterflies or plants, designing, etc.

The teenager also shows himself clearly in games. Hiking games and travel occupy a large place. They love outdoor games, but those that contain an element of competition. Outdoor games begin to take on the character of sports (football, tennis, volleyball, a game like “Fun Starts”, war games). In these games, ingenuity, orientation, courage, dexterity, and speed come to the fore. Teenagers' games are more sustainable. Intellectual games that are competitive in nature (chess, KVN, competition in solving mental problems, etc.) are especially pronounced in adolescence. Being carried away by the game, teenagers often do not know how to distribute time between games and educational activities.

In school education academic subjects begin to act for teenagers as a special area of ​​theoretical knowledge. They get acquainted with many facts, are ready to talk about them or even make a speech. short messages at the lesson. However, teenagers begin to be interested not in the facts themselves, but in their essence, the reasons for their occurrence, but the penetration into the essence is not always distinguished by depth. Images and ideas continue to occupy a large place in the mental activity of a teenager. Often details, small facts, and details make it difficult to highlight the main, essential things and make the necessary generalization. Adolescents, as well as younger schoolchildren, are characterized by a focus on memorizing material rather than on thinking and deep comprehension.

The teenager strives for independence in mental activity. Many teenagers prefer to cope with problems without copying them from the board, try to avoid additional explanations if it seems to them that they can understand the material themselves, and strive to come up with their own original example, express their own judgments, etc. Along with independent thinking, criticality also develops. Unlike a younger schoolchild who takes everything on faith, a teenager places higher demands on the content of the teacher’s story; he expects evidence and persuasiveness.

In the area of ​​the emotional-volitional sphere, a teenager is characterized by great passion, inability to restrain himself, weak self-control, and abruptness in behavior. If the slightest injustice is shown towards him, he is capable of “exploding”, falling into a state of passion, although he may later regret it. This behavior occurs especially in a state of fatigue. The emotional excitability of a teenager is very clearly manifested in the fact that he passionately, passionately argues, proves, expresses indignation, reacts violently and experiences together with the heroes of films or books.

When faced with difficulties, strong negative feelings, which lead to the fact that the student does not complete the work he has started. At the same time, a teenager can be persistent and self-possessed if the activity evokes strong positive feelings. Adolescence is characterized by an active search for an object to follow. The ideal of a teenager is an emotionally charged, experienced and internally accepted image that serves as a model for him, a regulator of his behavior and a criterion for assessing the behavior of other people.

Puberty has a certain influence on the mental development of a teenager. One of the essential features of a teenager’s personality is the desire to be and be considered an adult. The teenager tries by all means to assert his adulthood, and at the same time he does not yet have a feeling of full adulthood. Therefore, the desire to be an adult and the need for recognition of his adulthood by others is acutely experienced.

In connection with the “sense of maturity,” a teenager develops specific social activity, a desire to join to different parties life and activities of adults, acquire their qualities, skills and privileges. In this case, first of all, the more accessible, sensory-perceptible aspects of adulthood are assimilated: appearance and behavior (methods of relaxation, entertainment, specific vocabulary, fashion in clothes and hairstyles, and sometimes smoking, drinking alcohol).

The desire to be an adult is clearly manifested in the sphere of relationships with adults. The teenager protests and is offended when, “like a little child,” he is looked after, controlled, punished, demanded unquestioning obedience, and his desires and interests are not taken into account. The teenager seeks to expand his rights. He demands that adults take into account his views, opinions and interests, that is, he claims equal rights with adults.

Adolescence is characterized by the need to communicate with friends. Teenagers cannot live outside the group; the opinions of their comrades have a huge influence on the formation of the teenager’s personality. The teenager does not think of himself outside the team, is proud of the team, values ​​its honor, respects and highly values ​​those classmates who are good comrades. He experiences the disapproval of the team more painfully and acutely than the disapproval of the teacher. Therefore, it is very important to have a healthy public opinion in the classroom and to be able to rely on it. The formation of a teenager’s personality will depend on with whom he enters into friendly relationships.

Friendship takes on a different character compared to younger ages. If at primary school age children become friends based on the fact that they live nearby or sit at the same desk, then the main basis of adolescent friendship is a commonality of interests. At the same time, quite high demands are placed on friendship, and friendship is longer lasting. It can last a lifetime. Adolescents begin to develop relatively stable moral views, judgments, assessments, and beliefs independent of random influences. Moreover, in cases where the moral requirements and assessments of the student body do not coincide with the requirements of adults, adolescents often follow the morality accepted in their environment, and not the morality of adults. Teenagers develop their own system of demands and norms, and they can persistently defend them without fear of condemnation and punishment from adults. But at the same time, the teenager’s morality is still not stable enough and can change under the influence of the public opinion of his comrades.

Thus, we can say that the characteristic age characteristics adolescence are:

Increased attention to your own inner world.

Development of daydreaming, conscious escape from reality into fantasy.

Adventurism, balancing “on the edge” for the purpose of self-test.

Moral criticism, negativism.

External forms of deliberate disrespect, passionate negligence, arrogance, rigorism.

Self-confidence.

Love of adventure, travel (escaping from home).

Deceit "for salvation", deceit.

Rapid revelation of new feelings that awaken with puberty.

The adolescence period, with all the signs of maturation that appear, does not yet provide the experience of social activity that the child strives for. This process of socialization is painful in nature, raising both the emerging positive and negative qualities of the child to the behavioral level.

The value priorities of schoolchildren are determined in the following hierarchical sequence:

Teenagers (grades 5-7): 1) family; 2) love, friendship; 3) books (Harry Potter, A.N. Ostrovsky, Shakespeare “Romeo and Juliet”, “Catherine’s Childhood”, Tolkien); 4) God; 5) material goods; 6) music, cinema, art. 8th grade: 1) God; 2) family; 3) friendship.

HIGH SCHOOL AGE

In early youth, learning continues to be one of the main activities of high school students. Due to the fact that in high school the range of knowledge expands and that students use this knowledge to explain many facts of reality, they begin to approach learning more consciously. At this age, there are two types of students: some are characterized by evenly distributed interests, others are distinguished by a pronounced interest in one science.

The difference in attitude to teaching is determined by the nature of the motives. Motives related to students’ life plans, their intentions in the future, worldview and self-determination come first. In terms of their structure, the motives of senior schoolchildren are characterized by the presence of leading motivations that are valuable to the individual. High school students indicate such motives as the proximity of graduation and choice of life path, further continuation of education or work in their chosen profession, the need to demonstrate their abilities in connection with the development of intellectual powers. Increasingly, senior schoolchildren begin to be guided by a consciously set goal, and there is a desire to deepen knowledge in specific area, there is a desire for self-education. Students begin to systematically work with additional literature, attend lectures, and work in additional schools.

Senior school age is the period of completion of puberty and at the same time initial stage physical maturity. It is typical for a high school student to be ready for physical and mental stress. Physical development favors the formation of skills and abilities in work and sports, and opens up wide opportunities for choosing a profession. Along with this, physical development influences the development of certain personality traits. For example, awareness of one’s physical strength, health and attractiveness influences the formation in boys and girls of high self-esteem, self-confidence, cheerfulness, etc., on the contrary, awareness of one’s physical weakness sometimes causes them to become withdrawn, lack faith in their own strength, and pessimism.

A senior schoolchild is on the verge of entering an independent life. This creates a new social situation of development. The task of self-determination and choosing one’s life path confronts a high school student as a task of paramount importance. High school students are looking to the future. This new social position changes for them the significance of the teaching, its tasks and content. Senior schoolchildren evaluate the educational process from the point of view of what it provides for their future. They begin to look at school differently than teenagers.

At high school age, a fairly strong connection is established between professional and educational interests. For a teenager, educational interests determine the choice of profession, but for older schoolchildren the opposite is observed: the choice of profession contributes to the formation of educational interests and a change in attitude towards educational activities. Due to the need for self-determination, schoolchildren have a need to understand their surroundings and themselves, to find the meaning of what is happening. In high school, students move on to mastering theoretical, methodological foundations and various academic disciplines. Characteristic for educational process is the systematization of knowledge in various subjects, the establishment of interdisciplinary connections. All this creates the basis for mastering the general laws of nature and social life, which leads to the formation of a scientific worldview. A senior schoolchild confidently uses various mental operations in his academic work, thinks logically, and remembers meaningfully. In the same time cognitive activity high school students has its own characteristics. If a teenager wants to know what this or that phenomenon is, then a senior student strives to understand different points of view on this issue, form an opinion, and establish the truth. Older schoolchildren become bored if there are no tasks for the mind. They love to explore and experiment, create and create something new and original. Senior schoolchildren are interested not only in questions of theory, but in the very process of analysis and methods of proof. They like it when the teacher forces them to choose a solution between different points of view and demands substantiation of certain statements; they readily, even happily, enter into an argument and stubbornly defend their position.

The most common and favorite content of debates and intimate conversations among high school students is ethical and moral problems. They are not interested in any specific cases, they want to know their fundamental essence. The searches of older schoolchildren are imbued with impulses of feeling, their thinking is passionate. High school students largely overcome the involuntary and impulsive nature of teenagers in expressing feelings. A stable emotional attitude towards different aspects of life, towards comrades and towards adults is consolidated, favorite books, writers, composers, favorite melodies, paintings, sports, etc. appear, and at the same time antipathy towards certain people, dislike for a certain type of activity etc.

During high school age, changes occur in feelings of friendship, camaraderie, and love. A characteristic feature of friendship among high school students is not only a commonality of interests, but also a unity of views and beliefs. Friendship is intimate: a good friend becomes an irreplaceable person, friends share their most intimate thoughts. Even more than in adolescence, high demands are placed on a friend: a friend must be sincere, faithful, devoted, and always come to the rescue.

At this age, friendship arises between boys and girls, which sometimes develops into love. Boys and girls strive to find the answer to the question: what is real friendship and true love. They argue a lot, prove the correctness of certain provisions, take an active part in question and answer evenings, and in debates.

At high school age, aesthetic feelings, the ability to emotionally perceive and love the beautiful in the surrounding reality: in nature, in art, in public life, change noticeably.

Developing aesthetic feelings soften the harsh manifestations of the personality of boys and girls, help get rid of unattractive manners and vulgar habits, and contribute to the development of sensitivity, responsiveness, gentleness, and restraint.

The student’s social orientation and desire to benefit society and other people intensify. This is evidenced by the changing needs of older schoolchildren. For 80 percent of junior schoolchildren, personal needs prevail, and only in 20 percent of cases do students express a desire to do something useful for other but close people (family members, comrades). In 52 percent of cases, teenagers would like to do something for others, but again, for people in their immediate circle. At high school age the picture changes significantly.

Most high school students indicate a desire to help the school, city, village, state, and society.

A huge impact The development of a senior student is influenced by a group of peers. However, this does not reduce the need for older schoolchildren to communicate with adults. On the contrary, their search for communication with adults is even higher than in other age periods. The desire to have an adult friend is explained by the fact that it can be very difficult to solve the problems of self-awareness and self-determination on one’s own. These issues are vigorously discussed among peers, but the benefits of such discussion are relative: life experience is small, and then the experience of adults comes to the rescue.

Senior schoolchildren place very high demands on a person’s moral character. This is due to the fact that at high school age a more holistic idea of ​​oneself and the personality of others is created, the circle of perceived socio-psychological qualities of people, and above all classmates, expands.

Demanding behavior towards people around him and strict self-esteem indicate a high level of self-awareness of a senior student, and this, in turn, leads the senior student to self-education. Unlike teenagers, high school students clearly exhibit a new feature - self-criticism, which helps them more strictly and objectively control their behavior. Boys and girls strive to deeply understand their character, feelings, actions and deeds, correctly assess their characteristics and develop the best personality traits, the most important and valuable from a social point of view.

Early adolescence is a time for further strengthening of the will, the development of such traits of volitional activity as determination, perseverance, and initiative. At this age, self-control and self-control are strengthened, control over movement and gestures is enhanced, due to which high school students become more fit in appearance than teenagers.

Thus, we can say that the characteristic features of adolescence are:

Ethical maximalism.

Inner freedom.

Aesthetic and ethical idealism.

The artistic, creative nature of perception of reality.

Unselfishness in hobbies.

The desire to understand and remake reality.

Nobility and trust.

This is the age of establishing aesthetic criteria for relating to the surrounding world, forming a worldview based on the choice of priority values. Perception is characterized by the presence of an ethical barrier that rejects all influences that are not consistent with ethical standards.

The value priorities of schoolchildren are determined in the following hierarchical sequence:

Senior students (9th grade):

1) love; 2) friendship; 3) God; 4) material goods; 5) family; 6) music (boys - rock music, girls - domestic or foreign pop music); 7) books (50% - magazines, 50% - school classics: "Hero of Our Time", etc.); 8) cinema; 9) art; 10) theater.

10-11 grades:

1) family, love, friendship; 2) God; 3) material goods; 4) books (Tolkien, Harry Potter, Tolstoy, Turgenev (according to the school curriculum), music (pop, rock, alternative, rap, classics); 5) cinema, theater, art, sports, computer games, the Internet.

FINAL PART

To achieve high effectiveness of the lesson, the physiological and psychological characteristics of children should be taken into account, and types of work should be provided that would relieve fatigue. The first signs of fatigue may appear in children’s motor restlessness for 12-14 minutes. lesson. Fatigue can be eliminated by optimizing physical, mental and emotional activity. To do this, you should actively rest, switch to other activities, and use all kinds of means.

The world around us is changing faster and faster. Therefore, the load on students learning its laws is constantly increasing. The student, adapting to them, must not only be physically fit and healthy in order to maintain his ability to work, but also have mental strength to move forward. Moving forward and activity are impossible without motivating reasons for them (motives) and without reflecting a person’s attitude towards phenomena that are significant to him (emotions).

J. Lake considered the basis of personality as a chair (J. Lake's Identity Chair), which has a back, armrests (support), a seat (base) and four legs that give stability).

seat- This identity , which can include more and more new qualities depending on what situation a person finds himself in, whether he should develop an attitude towards himself as a student, a family member, etc.

First chair leg - basic trust - confidence in the love of loved ones and openness in relationships.

Second - autonomy , ability to act independently

Third - initiative , willingness to solve problems, be active.

Last - availability of resources.

As armrests chairs are being consideredconnection between generations and integration of yourexperience and hopes for the future.

Backrest - This intimacy , i.e. extreme openness to another and willingness to accept his openness.

It happens that a child’s identity is deformed in conditions of lack of parental warmth and care, improper upbringing, some of the legs turn out to be shorter than others, all the legs may turn out to be shorter, and then the chair will lose its purpose, etc. - this chair needs “repair”. In addition to the fact that we may find ourselves with a “chair in need of repair,” we must remember that all children are different in their psychophysiological characteristics.

In my opinion, one of the important reasons for the catastrophic deterioration in the health of modern students is also the insufficient consideration of the age and individual characteristics of schoolchildren when organizing their educational and cognitive activities. It is the incorrect organization and rationing of intellectual and information loads that lead to overwork of schoolchildren, and as a result – to malaise and various kinds of diseases.

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