In psychology there are different approaches to understanding personality.
1. A personality can be described in terms of its motives and aspirations, which constitute the content of its “personal world,” i.e., a unique system of personal meanings, individually unique ways of organizing external impressions and internal experiences.
2. Personality is considered as a system of traits - relatively stable, externally manifested characteristics of individuality, which are imprinted in the subject’s judgments about himself, as well as in the judgments of other people about him.
3. Personality is also described as the active “I” of the subject, as a system of plans, relationships, orientation, semantic formations that regulate the exit of its behavior beyond the boundaries of the original plans.
4. The personality is also considered as a subject of personalization, i.e. the individual’s needs and ability to cause changes in other people (199, pp. 17-18).
Personality is a social concept; it expresses everything that is supranatural and historical in a person. Personality is not innate, but arises as a result of cultural and social development(53, p. 315).
A personality is a person who has his own position in life, to which he came as a result of a lot of conscious work. Such a person does not simply stand out because of the impression he makes on another; he consciously distinguishes himself from his surroundings. He shows independence of thought, unbanality of feelings, some kind of composure and inner passion. The depth and richness of a personality presuppose the depth and richness of its connections with the world, with other people; the severance of these ties and self-isolation devastate her. A person is only a person who relates in a certain way to the environment, consciously establishes this attitude so that it manifests itself in his entire being (216, pp. 676-679).
Personality is specific human education, which is “produced” public relations, into which the individual enters in his activity. The fact that at the same time some of his characteristics as an individual change is not the cause, but the consequence of the formation of his personality. Personality formation is a process that does not directly coincide with the process of lifetime, naturally ongoing change natural properties of the individual in the course of his adaptation to external environment(144, pp. 176-177).
Personality is a socialized individual, considered from the perspective of his most significant socially significant properties. Personality is such a purposeful, self-organizing particle of society, the main function of which is the implementation of an individual way of social existence.
The functions of a person’s behavior regulator are performed by his worldview, orientation, character, and abilities.
The personality is not only purposeful, but also a self-organizing system. The object of her attention and activity is not only the outside world, but also herself, which is manifested in the sense of “I”, which includes ideas about herself and self-esteem, self-improvement programs, habitual reactions to the manifestation of some of her qualities, the ability to introspection, introspection and self-regulation (74, pp. 37-44).
What does it mean to be a person? To be a person means to have an active life position, which can be said this way: I stand on this and cannot do otherwise. To be a person means to make choices that arise due to internal necessity, to evaluate the consequences decision taken and hold on to them. answer to yourself and the society in which you live. To be an individual means to constantly build oneself and others, to possess an arsenal of techniques and means with which one can master one’s own behavior and subordinate it to one’s power. To be a person means to have freedom of choice and to bear its burden throughout life (24, p. 92).
In psychology there are many attempts to identify the core of personality. The available approaches can be systematized as follows.
1. Essential separation of the concepts of “man”, “individual”, “subject of activity”, “individuality” (in the sense of the uniqueness of each person) and “personality”. Consequently, the concept of “personality” cannot be reduced to the concepts of “man”, “individual”, “subject”, “individuality”, although, on the other hand, personality is both a person, and an individual, and a subject, and individuality, but only in to the extent, from the side that characterizes all these concepts from the point of view of a person’s involvement in social relations.
2. It is necessary to distinguish between an “extensive” understanding of personality, when personality is identified with the concept of a person, and a “peak” understanding, when personality is considered as a special level of human social development.
3. There are different points of view on the relationship between biological and social development in the individual. Some include the biological organization of a person in the concept of personality. Others consider the biological as given conditions for the development of personality, which do not determine its psychological traits, but act only as forms and methods of their manifestation (A. N. Leontyev).
4. One is not born a person, one becomes a person; personality
is formed relatively late in ontogenesis.
5. Personality is not a passive result of external influence on a child, but it develops in the process of his own activity (180, pp. 25-27).
Personality development. Personality cannot develop within the framework of the processes of assimilation and consumption alone; its development presupposes a shift of needs to creation, which alone knows no boundaries (144, p. 226).
Two types of patterns of age-related personality development can be distinguished:
1) psychological patterns of personality development, the source of which is the contradiction between the individual’s need for personalization (the need to be an individual) and the objective interest of his reference communities to accept only those manifestations of individuality that correspond to the tasks, norms, values and conditions of development of these communities;
2) patterns of personality development as a result of joining groups that are new to it, which become referent for the individual, acting as institutions of his socialization (family, kindergarten, school, work collective, etc.), and due to changes in his social position within a relatively stable group.
The transition to the next age stage is not spontaneous; it is determined by the peculiarities of the development of society, which stimulates the formation of appropriate motivation in the child (198, pp. 19-26).
The development of personality is necessarily connected with its self-determination, with the type and method of resolving contradictions with social reality, one’s own life, and the people around.
The initial level of organization of life and personality quality is, as it were, the dissolution of the personality in the events of life. Then, at the next level, the personality begins to stand out, to define itself in relation to events; here the variability of personality, parallel to the variability of events, already ceases. At the highest level, a person not only self-determines in relation to the course of individual events, to one or another of his own actions, desires, etc., but also in relation to the course of life as a whole. The individual begins to more and more consistently and definitely pursue his line in life, which has its own logic, although not necessarily leading to external success or satisfaction of social expectations (4, pp. 34-36).
Personality
Theoretical approaches to the study of personality:
1. By way of explaining behavior:
· Psychodynamic theories describe the behavior of a person based on his internal psychological characteristics;
· Sociodynamic explain individual behavior based on external factors;
· Interactionist theories are based on the principle of interaction between internal and external factors when explaining personal behavior.
1. According to the methods of obtaining data about personality, theories are divided into
· experimental (based on the analysis and generalization of empirically collected factors)
· non-experimental (researching personality without resorting to experiment)
2. According to the nature of the problems associated with the study of personality, there are structural And dynamic theories. In structural theories main task see in the study of the structure of personality, while in dynamic the emphasis is on the topic of development and personality dynamics.
Personality theory is a set of hypotheses or assumptions about the nature and mechanisms of personality development.
Theories of personality in psychology:
Psychodynamic theory of personality. The founder of the theory is the Austrian scientist S. Freud. According to S. Freud, the main source of personality development is innate biological factors(instincts), or rather, general biological energy - libido (lat. libido- attraction, desire). The unconscious dominates in the personality structure. Z. Freud argued that a person does not have any free will, and his behavior is completely determined by sexual and aggressive motives.
S. Freud identified three main levels of personality: 1) the id (“it”) – the main structure of the personality, consisting of their totality of unconscious (sexual and aggressive) impulses; 2) ego (“I”) – a set of cognitive and executive functions of the psyche that are predominantly conscious by a person. This structure is designed to serve the id; 3) superego (“super- I") - a structure containing social norms, attitudes, and moral values of the society in which a person lives.
The id, ego and superego are in constant struggle for psychic energy due to the limited volume of libido. Strong conflicts can lead a person to mental problems and illnesses. To relieve the tension of these conflicts, the individual develops special “ defense mechanisms”, which function unconsciously and hide the true content of the motives of behavior. The most common of them are: repression (translation into the subconscious of thoughts and feelings that cause suffering), projection (the process by which a person attributes his own unacceptable thoughts and feelings to other people, blaming them for his shortcomings or failures), displacement (redirecting aggression to a more accessible object), sublimation (replacing unacceptable impulses with socially acceptable forms of behavior for the purpose of adaptation), etc.
Analytical theory of personality. This theory is close to the theory of classical psychoanalysis. Many representatives of this trend were students of S. Freud. But this is a qualitatively different approach, in which libido is not given such a significant role as in S. Freud. Its prominent representative is K. Jung.
K. Jung considered innate psychological facts to be the main source of personality development. These are ready-made primary ideas inherited from parents - “archetypes”. Some of them are universal, such as the idea of God, good and evil. Archetypes are reflected in dreams, fantasies and are often found in the form of symbols used in art, literature, and religion. The meaning of human life is to fill innate archetypes with specific content. According to K. Jung, personality is formed throughout life. The structure of the personality is dominated by the unconscious, and especially the “collective unconscious” - the totality of all innate archetypes. Human free will is limited. A person is capable of revealing his world only through his dreams and relationships with symbols of culture and art. The true content of personality is hidden from an outside observer.
The analytical model distinguishes three main conceptual blocks: 1) collective unconscious– the basic structure of personality, in which the entire cultural and historical experience of humanity is concentrated, represented in the human psyche in the form of inherited archetypes; 2) individual unconscious– a set of “complexes”, or emotionally charged thoughts and feelings, repressed from consciousness. For example, a “power complex,” when a person spends all his mental energy on activities directly or indirectly related to the desire for power, without realizing it; 3) individual conscious- a structure that serves as the basis of self-awareness and includes those thoughts, feelings, memories, thanks to which we become aware of ourselves and regulate our conscious life.
Personality traits are properties of archetypes. Personal integrity is achieved through the “self” archetype. Its main goal is the “individuation” of a person, or exit from the collective unconscious. The self has two attitudes: extroversion– an attitude that consists in filling the innate archetypes with external information (object orientation) and introversion– orientation to the inner world, to one’s own experiences (orientation to the subject).
Humanistic : Client-centered direction (K. Rogers); Motivational theory (A. Maslow); Existential theory (V. Frankl)
There are two main directions in humanistic theory. The first is “clinical”, presented in the views of K. Rogers. The second is “motivational”, the founder of which is A. Maslow. Representatives of the humanistic approach consider innate tendencies towards self-actualization to be the main source of personality development.
According to K. Rogers, there are two innate tendencies in the human psyche. The first is called “self-actualizing” and contains in a compressed form the future properties of a person’s personality. The second is called “organismic” - it represents a mechanism for controlling the development of personality. Based on these tendencies, a person develops a special personal structure of “I”, which includes the “ideal I” and the “real I”. They are in complex relationships, sometimes conflicting, sometimes coinciding. The purpose of life according to K. Rogers is to realize your full innate potential.
A. Maslow identified two types of needs that underlie personal development: “deficit” needs, which cease after their satisfaction, and “growth”, which only intensify after their implementation.
In total, according to A. Maslow, there are five levels of motivation: 1) physiological (need for food, sleep); 2) security needs (at work, apartment, etc.); 3) needs for belonging (for love, family, etc.); 4) level of self-esteem (in self-esteem, competence, etc.); 5) the need for self-actualization (creativity, integrity, etc.).
The needs of the first two levels are scarce, the third level is intermediate, and growth needs are at the fourth and fifth levels.
A. Maslow formulated the law of progressive development of motivation, according to which a person’s motivation develops progressively: movement to a higher level occurs if needs are satisfied lower level. A person who has reached the fifth level is called a “mentally healthy person.”
Cognitive theory of personality. Cognitive theory is close to humanistic. Its founder is the American psychologist J. Kelly. In his opinion, the only thing a person wants to know in life is what happened to him and what will happen to him in the future.
The main source of personality development is the environment, the social environment. Cognitive theory emphasizes the influence of intellectual processes on human behavior. The main concept is “construct” (from the English. construct- build). This concept includes everything cognitive processes. Thanks to constructs, a person not only understands the world, but also establishes interpersonal relationships. Each person has his own number of constructs. Each construct has a dichotomy (two poles).
For example, sports - non-sports, musical - non-musical, kind - evil, etc. A person himself chooses one or another pole and evaluates himself or others from the position of these constructs. This is how the way of life and your inner world is built.
J. Kelly believed that a person has limited free will. Limitations are contained in the human constructive system. It all depends on what kind of world a person has constructed for himself (cruel or kind). Inner world subjective, it is a person’s own creation.
A cognitively complex personality, compared to a cognitively simple one, is distinguished by the following characteristics: has better mental health, copes better with stress, has a higher level of self-esteem, and is more adaptive to new situations.
Activity theory of personality. This theory has gained currency in domestic psychology. A huge contribution to its development was made by S. L. Rubinshtein, A. N. Leontiev, A. V. Brushlinsky and others. This approach denies the biological and psychological inheritance of personal properties. The main source of development is activity. Activity is understood as a complex dynamic system of interactions of the subject (active person) with the world (society), in the process of which personality properties are formed. The formed personality subsequently becomes a mediating link through which the external influences the person.
The means of learning in this theory is not a reflex, as in behavioral theory, but a mechanism of internalization, thanks to which social experience is assimilated. The main characteristics of activity are objectivity and subjectivity. Objectivity presupposes that the objects of the external world do not influence the subject directly, but only after being transformed in the process of the activity itself. Objectivity is a characteristic that is inherent only in human activity and is manifested in the concepts of language, social roles, and values. S. L. Rubinstein emphasized that the activity of the individual (and the personality itself) is not understood as special variety mental activity, but as a real, objectively observable activity of a particular person.
Subjectivity means that a person himself is the bearer of his own activity. Subjectivity is expressed in intentions, needs, motives, attitudes that determine the direction and selectivity of activity.
Representatives of this approach believe that personality is formed and develops throughout life to the extent that a person plays a social role. The main place in personality is occupied by consciousness, and its structures are formed in the process of communication and activity. The unconscious occurs only in the case of automated operations. A person has free will only to the extent that the properties of consciousness (reflection, internal dialogue) allow it. In the activity approach, the most popular is the four-component model of personality: orientation, abilities, character and self-control.
Behaviorism(D. Watson);
Gestalt psychology(S. Perls, Klevin);
Cognitive psychology(A. Bandura, D. Kelly);
Dispositional psychology(G. Allport);
Type theory(G. Eysenck);
Structural theory(R. Cattell)
8. Psychological structure and content of personality
Personality- a person who is a member of society with his own views and beliefs, exhibits individuality, has consciousness and consciously participates in a particular activity, understands his actions and is able to guide them.
Core personality– self-awareness, which is formed on the basis of consciousness. Personality in psychology is considered as a special quality of a person acquired by him in the process of joint activity and communication.
The mental life of a person has a certain structure and structure. Psychological structure of personality
Personality structure– this is a complex unity of personality traits in their integrity and interconnection.
A.G.Kovalev identified the following components of personality structure: orientation; capabilities; character; temperament.
S.L.Rubinshtein described such components in the personality structure as orientation; knowledge, skills and abilities; individual typological features.
V.S.Merlin included two substructures in the personality structure: the properties of the individual and the properties of individuality.
Personality structure of K.K. Platonov
1 component of personality structure is a person’s orientation or attitude towards reality. Orientation is a system of interacting needs, interests, ideological and practical attitudes, beliefs, worldview, ideals, inclinations, and desires of an individual.
Component 2 of personality structure is experience. This component includes knowledge, skills, abilities, and habits.
3 component of personality structure – mental forms of reflection. This substructure combines mental cognitive processes (sensation, perception, memory, thinking, imagination, attention).
4th component of personality structure – temperament and other biologically determined properties. They are determined by gender, age, constitutional-biochemical, hereditary factors, characteristics of higher nervous activity, and morphological characteristics of the brain.
5th component of personality structure – character and other typical and stable forms of human behavior. They are determined by groups of relationships formed in the process of ontogenesis: to oneself, other people, work and things.
As can be seen from the characteristics of the personality structure, it includes what a person received from nature ( biological), and what is acquired under conditions social life (social). The natural and social in the structure of the personality form a unity and cannot be mechanically opposed. Innate preconditions set, as it were, lower and upper boundaries, within which the social can produce different results.
When studying this topic, it is also necessary to understand such a concept as activity, which is a specific human form active attitude towards the surrounding world, the content of which is its purposeful change and transformation. Every activity includes a goal, a means, a result and the process of activity itself. An important aspect activity is that an integral characteristic of the activity is the person’s awareness of it.
There are various classifications of types and forms of activity: spiritual and material, production, labor and non-labor, etc. Activities can also be divided into stages. The following stages can be distinguished: the process of involvement in activities, the process of goal setting, the process of designing actions, the process of implementing actions, the process of analyzing the results of actions and comparing them with the goals set.
The concept of “personality” denotes a whole person in the unity of his individual abilities and the social roles he performs. The concept of “personality” must be distinguished from the concepts of the individual and individuality. The concept of “human individual” denotes membership of the human race and does not include specific intellectual or emotional-psychological characteristics inherent in individuality.
Personality is a complex socio-psychological phenomenon, the analysis of which can be carried out from the positions of philosophy, psychology and sociology.
The problem of personality in philosophy is, first of all, the question of what place a person occupies in the world, who a person can become, that is, can a person become the master of his own destiny, can a person “make” himself.
Christianity gave a different understanding of personality, interpreting personality not as a relationship, but as a special essence, an immaterial substance, synonymous with the immaterial soul.
There was also a dualistic understanding of personality. In the philosophy of modern times, starting with Descartes, the problem of self-consciousness as a person’s relationship to himself comes to the fore, while the concept of “personality” seems to merge with the concept of “I”, the identity of a person is seen in its consciousness.
The German philosopher I. Kant believed that a person becomes a person thanks to self-awareness; it is self-awareness that guides a person and allows him to subordinate his “I” to the moral law. .
In psychology, personality refers to those characteristics of a person that are responsible for the consistent manifestation of his feelings and thinking.
and behavior, these interrelated characteristics must be manifested in a sustainable and purposeful manner. Stable and stable aspects of personality are manifested through personality structure. The main structure-forming elements of personality act as if building blocks personality theories. Such system-forming elements of the personality structure are habit, attitude, ideal, reaction, trait, type. The structure-forming elements listed in this order do not exhaust the question of personality structure. Different conceptual ways of thinking about the organization of these elements can be used. However, let us return to the listed structural elements of personality. The concept of “trait” means the consistency and stability of individual reactions to various situations, and through these reactions one can characterize a particular person.
Factors influencing personality formation
First of all, the formation of personality is influenced by the genetic characteristics of the individual received at birth. Hereditary traits are the basis for the formation of personality. An individual's hereditary qualities, such as abilities or physical qualities, leave an imprint on his character, the way he perceives the world around him and evaluates other people. Biological heredity largely explains the individuality of a person, his difference from other individuals, since there are no two identical individuals in terms of their biological heredity.
The second factor influencing the formation of a person’s personality is the influence of the physical environment. It is obvious that the natural environment around us constantly influences our behavior and participates in the formation of human personality. For example, we associate the emergence of civilizations, tribes, separate groups population. People who grew up in different climates are different from each other. Most a shining example This is illustrated by the comparison of mountain dwellers, steppe dwellers and jungle dwellers. Nature constantly influences us, and we must respond to this influence by changing our personality structure.
The third factor in the formation of a person’s personality is considered to be the influence of culture. Any culture has a certain set of social norms and shared values. This set is common to members of a given society or social group. For this reason, members of every culture must be tolerant of these norms and value systems. In this regard, the concept of a modal personality arises, embodying those general cultural values that society instills in its members in the course of cultural experience. Thus, modern society, with the help of culture, strives to form a sociable personality who easily makes social contacts and is ready to cooperate. The absence of such standards puts a person in a position of cultural uncertainty, when he does not master the basic cultural norms of society.
The fourth factor that shapes a person’s personality is the influence of the social environment. It should be recognized that this factor can be considered the main one in the process of formation personal qualities individual. The influence of the social environment is carried out through the process of socialization. Socialization is the process by which an individual assimilates (internalizes) the norms of his group in such a way that the uniqueness of that individual or personality is manifested through the formation of his own Self. Personal socialization can take various forms. For example, socialization is observed through imitation, taking into account the reactions of other people, and communication of different forms of behavior. Socialization can be primary, that is, occurring in primary groups, and secondary, that is, occurring in organizations and social institutions. Failure to socialize an individual to group cultural norms can lead to conflicts and social deviance.
The fifth factor that shapes an individual's personality in modern society, should be considered the individual experience of a person. The essence of the influence of this factor is that each person finds himself in different situations, during which he experiences the influence of other people and the physical environment. The sequence of such situations is unique for each person and is oriented toward future events, based on positive and negative perceptions of past situations. Unique individual experiences are one of the most significant factors in shaping a person’s personality.
Needs and their types
Types of human needs
· organic. These needs are associated with human development and self-preservation. Organic needs include many needs: food, water, oxygen, optimal temperature environment, procreation, sexual desires, security of existence. These needs are also present in animals. Unlike our smaller brothers, a person needs, for example, hygiene, culinary processing of food and other specific conditions;
· material needs are based on satisfying them with products created by people. These include: clothing, housing, transport, household appliances, tools, as well as everything that is necessary for work, leisure, everyday life, and cultural knowledge. In other words, a person needs the goods of life;
· social. This type is associated with the need for communication, position in society, a certain position in life, gaining respect and authority. A person cannot exist on his own, so he needs communication with other people. Social needs have arisen since the development of human society. Thanks to such needs, life becomes the safest;
· creative types of needs represent satisfaction in different types activities: artistic, scientific, technical. People are very different. There are those who cannot live without creativity. They even agree to give up something else, but cannot exist without it. Such a person is a high personality. Freedom to engage in creativity is paramount to them;
· moral self-improvement and psychological development - These are the types of human needs in which he ensures his growth in the cultural and psychological direction. In this case, a person strives to become deeply moral and morally responsible. Such needs contribute to people’s involvement in religion. Moral self-improvement and psychological development become the dominant needs for people who have achieved high level personality development.
Personality- this is a person in the totality of his social qualities, formed in various types social activities and relationships.
Currently, a number of approaches to understanding personality have emerged:
1) biological;
2) sociological;
3) individual psychological;
4) socio-psychological, etc.
From the point of view biological approach, personality development represents the unfolding of a genetic program.
From the point of view sociological approach, personality is a product of cultural and historical development.
From the point of view individual psychological approach, personality development is influenced by such features as human constitution, type nervous system etc.
Social-psychological approach to understanding personality explains the mechanisms of personality socialization; reveals its socio-psychological structure; allows you to diagnose this structure personality characteristics and influence it.
Personality structure consists of four substructures:
1) Substructure of personality orientation and relationships , including the drives, desires, interests, inclinations, ideals, views, beliefs of a person, his worldview. The substructure of personality orientation is the most socially conditioned, formed under the influence of upbringing in society, and most fully reflects the ideology of the community in which the person is included.
2) Individual social experience of a person , which includes the knowledge, skills, abilities and habits acquired by a person. This substructure is formed primarily during the learning process and is of a social nature.
3) Individual characteristics mental processes person , i.e. individual manifestations of memory, perception, sensations, thinking, abilities, depending both on congenital factors and on training, development, and improvement of these qualities.
4) Biologically determined substructure , which includes typological, age, and gender characteristics of the individual, i.e. biopsychic
- Socialization of personality. Stages, factors and content of the socialization process.
The concept of socialization. Stages: adaptation, individualization, interiorization. Mechanisms of socialization: gender-role identification, social assessment of desired behavior, imitation, imitation and identification, social facilitation. Factors: microfactors, mesafactors, macrofactors.
Socialization- this is the process and result of the individual’s assimilation and active production of social experience, which is carried out in communication, activity and behavior.
THERE ARE THE FOLLOWING STAGES OF SOCIALIZATION:
1. Primary socialization, or adaptation stage(from birth to adolescence, the child assimilates social experience uncritically, adapts, adapts, imitates).
2. Individualization stage(there is a desire to distinguish oneself from others, a critical attitude towards social norms of behavior). In adolescence, the stage of individualization, self-determination “the world and I” is characterized as intermediate socialization, since everything is still unstable in the worldview and character of the teenager.
3. Integration stage(there is a desire to find one’s place in society, to “fit in” with society). Integration proceeds successfully if a person’s characteristics are accepted by the group, society.
4. Labor stage of socialization covers the entire period of a person’s maturity, the entire period of his labor activity, when a person not only assimilates social experience, but also reproduces it due to the person’s active influence on the environment through his activities.
5. Post-work stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of transmitting it to new generations.
Mechanisms of socialization:
One of the first to be identified is a mechanism that can be designated How unity of imitation, imitation, identification .
Unity of imitation, imitation, identification - a person's desire to reproduce the perceived behavior of other people.
The mechanism operates through the social interaction of people. Very many social relations can be represented in a teacher-student model. This refers not only to the relationship between adults and children, but also to the relationship between adults who reproduce the experiences of others, strive to copy certain patterns of behavior, and identify themselves to one degree or another with social roles. But this fur has a leading role in the process of growing up. A child, imitating his parents, imitates their words, gestures, facial expressions, actions and deeds.
There is also a mechanism gender role identification - the subject’s assimilation of psychological traits and behavioral characteristics characteristic of people of a certain gender.
Mechanism of social assessment of desired behavior carried out in the process social control. It works on the basis of the principle of pleasure - pain, studied by S. Freud - the feelings that a person experiences in connection with rewards (positive sanctions) and punishments (negative sanctions) coming from other people.
Social facilitation involves the stimulating influence of some people on the behavior, activities and communication of others.
Social inhibition manifests itself in the negative, inhibiting influence of one person on another.
The entire set of factors under the influence of which socialization is carried out can be divided into three groups :
megafactors- space, planet, world, which to one degree or another through other groups of factors influence the socialization of all inhabitants of the Earth;
macro factors- country, ethnic group, society, state that influence the socialization of everyone living in certain countries;
mesofactors- conditions of socialization large groups people identified: by area and type of settlement in which they live (region, village, city, town); by belonging to the audience of certain mass communication networks (radio, television, etc.); by belonging to certain subcultures;
microfactors- directly influencing specific people who interact with them - family and home, neighborhood, peer groups, educational organizations, various public, state, religious, private and counter-social organizations, microsociety.
Personality– a basic concept in psychology, studied by all social sciences, and general definition No. B.G. Ananyev identified 4 levels of human organization: individual, subject of activity, personality, individuality (Leningrad School). Individual- a representative of a biological species, has certain congenital features(the structure of the body is the ability to walk upright, the structure of the brain is the development of intelligence, the structure of the hand is the ability to use tools, etc.), that is, an individual is the belonging of a particular person to the human race. Most general characteristics individual: integrity of psychophysiological organization; sustainability in interaction with the outside world; activity. Subject of activity– the bearer of consciousness, which is formed and developed in the process of activity. Personality– by being included in the system of social relationships and processes, a person acquires a special social quality – he becomes a personality. Individuality– the uniqueness and originality of a particular person, expressed in the characteristics of the development of lower levels (individual, subject, personality). Individuality is manifested in the traits of temperament, character, specific interests, qualities of perceptual processes and intelligence, needs and abilities of the individual. A prerequisite for the formation of human individuality are anatomical and physiological inclinations, which are transformed in the process of education, which has a socially determined character, giving rise to a wide variability of manifestations
Thus, personality– this is the most significant level of human organization, that is, a feature of his development as a social being.
The relationship between the individual as a product of anthropogenesis, personality as a product of socio-historical experience, individuality as a transformer of the world, is expressed in the formula: “One is born an individual. They become a person. Individuality is defended." An individual experiences a socially conditioned need to be an individual and discovers the possibility of this in socially significant activities: this determines the development of a person as an individual. For a child, this happens with the help of an adult. Personal development is controlled by a system of motives, and the activity-mediated type of relationship with the most reference group is the determining factor of development.
Personality and individuality form a unity, but not identity, since individual characteristics may not be represented in forms of activity and communication that are essential for the group in which the individual is included. If personality traits are not represented in interpersonal relationships (for example, habits), then they turn out to be insignificant for personality assessment and do not receive conditions for development. So, for example, agility and determination, being personality traits of a teenager, do not appear as a characteristic of his personality until he was included in a sports team. That is, individual characteristics do not declare themselves (do not acquire personal meaning) and do not develop until they become necessary in the system of interpersonal relationships of a person.
Functional approach – the role of consciousness is to give a person the opportunity to adapt to various situations. This occurs either by repeating already developed forms of behavior, or by changing them depending on circumstances, or by mastering new actions, if the situation requires it (W. James).
Personality, from the point of view behaviorists, nothing more than a set of behavioral reactions inherent to this person. The “stimulus-response” formula was the leading one in behaviorism. Personality is an organized and relatively stable system of skills. The latter form the basis of relatively stable behavior; they are adapted to life situations, whose change leads to the formation of new skills.
Gestalt psychology arose in the twenties of the twentieth century and has a pronounced integrative character. M. Wertheimer, W. Köhler and K. Koffka (the founders of the new direction) decided that human behavior and consciousness cannot be studied separately. The human consciousness collects parts of experience into a certain integral structure, which is called a gestalt. According to this school of thought, the whole is not simply the sum of its parts. The task of psychologists is not to study individual processes of perception, but to explain by what principles these parts are grouped. This knowledge is used to explain a person’s behavior and help them become a more harmonious person.
At the beginning of the 20th century. appeared psychoanalysis. The psychoanalytic direction turned to the study of unconscious mental processes. Impulses from the unconscious area of the psyche (drives, repressed desires, experiences) have strong influence on the actions and states of a person, although he does not suspect it, he often himself does not know why he does something. Unconscious ideas hardly pass into consciousness, remaining unconscious due to the work of two mechanisms - repression and resistance. Therefore, unconscious ideas, having a large energy charge, break into the conscious life of the individual, taking on a distorted or symbolic form (three manifestations of the unconscious - dreams; erroneous actions: slips of the tongue, slips of the tongue, forgetting things; neurotic symptoms). Thus, the essence of Freud's teaching is the recognition of the fatal antagonism between repressed experience and consciousness, which leads to antagonism between man and the social environment.
Humanistic(existential) psychology subject psychological research assumes a healthy creative personality of a person. In contrast to Freudianism and behaviorism, which assess a person as completely dependent either on the environment or on unconscious instincts, humanistic psychology views him as responsible for his destiny, freely making a choice among the opportunities provided, striving for self-improvement, being in the process of becoming, changing throughout his entire life. life.
Representatives cognitive psychology (from Latin cognitio - knowledge) George Kelly (1905-1966) and others assign a decisive role in the behavior of the subject to knowledge. Every person is a kind of researcher, striving to understand, interpret, anticipate and control the world of his personal experiences, drawing conclusions based on his past experiences and making assumptions about the future. And although objective reality exists, people perceive it differently, since any event can be viewed from different angles.
In the history of Russian psychology, the idea of the psychological essence of personality has changed several times.
Structural approach (K.K. Platonov) understood personality as a certain biosocial structure, in which he identified the following substructures: orientation; experience (knowledge, abilities, skills); individual characteristics various forms reflection (sensation, perception, memory, thinking) and, finally, the combined properties of temperament.
Systematic approach (Alexey Nikolaevich Leontyev). Personality is considered as a special type of psychological formation generated by a person’s life in society. The subordination of various activities creates the basis of personality, the formation of which occurs in the process of social development (ontogenesis).
The human psyche and personality are so multifaceted and complex that modern stage development, psychology has not yet achieved complete knowledge of the secrets of the human soul. Each of existing theories and concepts reveals only one of the facets of the human psyche, reveals certain real patterns, but not the whole truth about the essence of the human psyche. Therefore, it is unacceptable to absolutize any one theory and reject all others. Majority modern psychologists agree that when analyzing the psyche and personality structure, one should take into account the biological and social nature of a person (social relationships, internalized social norms), conscious and unconscious mental spheres, the unity of cognitive-intellectual, emotional-motivational, behavioral-volitional areas, as well as the essence of personality.
