Home Potato By acquiring socially significant qualities a person. Social qualities of people. Social and psychological characteristics of the group

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By acquiring socially significant qualities a person. Social qualities of people. Social and psychological characteristics of the group

Socially significant personality traits of modern students

1. Theoretical basis formation of socially significant personality qualities in the conditions of modern Russia

1.1 The concept of personality. Its properties and characteristics

Currently, in modern society, interest in the problems of the capabilities of the human personality is so great that almost all social sciences turn to this subject of research: the problem of personality is at the center of philosophical, psychological, sociological knowledge; it is dealt with by ethics, pedagogy, and other sciences. In these sciences there are different approaches to determining personality. Thus, in the philosophical dictionary, personality is defined as a person as a social individual, an individual as a member of society. Each individual person is an individual, since the social has become a property of this individual.

In the social sciences, personality is considered as a special quality of a person acquired by him in a sociocultural environment in the process of joint activity and communication. In the psychological literature, the concept of personality often includes the most diverse characteristics of a person, from the dynamic characteristics of the nervous system - temperament to worldview and life principles. I.S. Kohn believes that the concept of personality denotes the human individual as a member of society and generalizes the socially significant features integrated into it. YES. Belukhin gives the following definition: personality is a stable system of individual socially significant traits of a person. He believes that the keyword in the definition is the social significance of a person's traits. This implies the almost constant inclusion of a person in communities like him, where people are not free from each other. A person influences other people, and they influence him. Every person is directly dependent on the society in which he lives. Thus, socially significant traits are traits that are formed in society and are necessary for a person to live in it. L.I. Bozhovich believed that a person, who is an individual, is capable of managing his behavior and activities, and to a certain extent, his mental development. In such a person, all mental processes and functions, all qualities and properties acquire a certain structure. The center of this structure is the motivational sphere, in which there is a hierarchy in one specific sense, namely, if a person is able to overcome his own immediate motivations for the sake of something else, then the subject is capable of indirect behavior. Leading motives are socially significant, that is, they are social in origin and meaning. They are given by society, brought up in a person. The set of stable motives that organize the activity of the individual as a whole can be called the orientation of the individual, which is ultimately characterized by the person’s worldview.

Defining personality, S.L. Rubinstein wrote: “As the actual personal properties, from the entire variety of human properties, those that determine socially significant human behavior are usually singled out. The main place in it, therefore, is occupied by the system of motives and tasks that a person sets for himself, the properties of his character that determine the actions of people (that is, those of their actions that realize or express a person’s relationship with other people), and the ability of a person, that is properties that make it suitable for historically established forms of socially useful activity.” Personality is, first of all, a living concrete person with his own advantages and disadvantages, with his own strengths and weaknesses, generated by his active participation in the life of society, upbringing, and training. Sociologist M.A. Mechnikov notes that personality in empirical research “must be considered from the point of view of the manifestation in it of socially significant traits and properties related to the essence of society as a whole, as well as a specific social group (for example, students) in which it is included.” this person and which determines the basic social functions of the individual.” As noted by I.S. Kon, the polysemy of the concept of personality leads to the fact that some understand the personality of a specific subject of activity in the unity of his individual properties and his social roles, while others understand personality “as a social property of an individual, as a set of socially significant traits integrated in him, formed in direct and indirect interaction of a given person with other people and making him, in turn, a subject of labor, knowledge and communication.”

1.2 Formation of socially significant qualities of a student’s personality as a problem modern theory and practices

Basic principles of educational policy in Russia, new social demands to the system Russian education determined by law Russian Federation“On Education”, Federal Law “On Higher and Postgraduate Education” vocational education", by the order of the Ministry of Education of Russia "On the concept of modernization of Russian education for the period until 2010" and disclosed in the National Doctrine of Education in the Russian Federation until 2025.

The Concept for the Modernization of Russian Education for the Period until 2010 states that a developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting them possible consequences, ways of cooperation are characterized by mobility, dynamism, constructiveness, and have a developed sense of responsibility for the fate of the country.

In the new conditions of development, society recognizes the increasing role of human social and value activity. Society is interested in the targeted formation social activity personality, since the effective implementation of its social functions and roles depends on this, which ensures the development and acceptance by the individual of social values and ideals, the development of forms and methods of their implementation in behavior, work, and lifestyle.

The interpretation of the term “professionally significant qualities” is ambiguous. The activity of a specialist is determined not only by his professional knowledge and skills, but also by his personal qualities and the degree of their formation. So, for a specialist in any field, professionally significant qualities are responsibility, discipline, and professional independence.

Student youth play a major role in the life of society, since they represent a social group that carries enormous potential opportunities for the future. Training and education of youth is an important means of their social development, a way to join the future professional activity. In this regard, the problem of nurturing the social activity of student youth becomes extremely important in the activities of universities and colleges.

The relevance of studying the professionally significant qualities of students is due to the appearance of a number of works devoted to this problem. A great contribution to the study of this problem was made by A.V. Mudrik, I.S. Kohn, A.N. Leontyev. Their works study the dynamics of professionally significant personality qualities in adolescence, the role of these qualities in behavior, as well as the relationship of professionally significant qualities with personality characteristics.

The formation of professionally significant qualities of students includes the development of the individual himself in the educational process. Priority is given to the interests of the individual, which are considered in the Law “On Education” and proclaims “the humanistic nature of education and the priority of the free development of the individual.”

The formation and development of a harmonious and professionally significant personality is possible through a system of value orientations, which are formed with the help of socialization factors, which are combined into three groups (A.V. Mudrik):

1) macro factors that influence the socialization of all inhabitants of the planet;

2) mesofactors - conditions for the socialization of large groups of people, distinguished by nationality, location and type of settlement, and membership in the audience of certain mass communication networks;

3) microfactors - these include those that have a direct impact on specific people- family, peer group, microsociety, organizations in which social education, - educational, professional, social. Microfactors influence human development through agents of socialization, that is, persons in interaction with whom his life takes place. These include parents, relatives, and teachers.

Adolescence is a period of formation of professionally significant qualities that influences the formation of a person’s character. This is due to the emergence of a number of prerequisites: the accumulation of experience, the occupation of a social position. It is the professionally significant qualities formed at this age that determine the characteristics and nature of the individual’s relationship with the outside world (B.S. Kruglov, V.A. Yadov).

Society is interested in a spiritually, morally and professionally developed individual who has not only developed moral qualities, but also the qualities necessary for professional activity.

A student’s professionally significant qualities are a combination of these value orientations. The system of value orientations consists of a set of values: universal, moral, cognitive, professional. Universal values are values accepted by the majority of people that do not associate them with a specific society or culture. Among universal human values, moral values, professional and labor values, and gnostic values are distinguished.

However, freedom is recognized as the absolute value of the individual. Professional school plays a lot important role in the formation of value orientations of the individual. The formation of moral values of students is possible through the development in them of humanism, freedom, honesty and a decent attitude towards society. During the training period, the formation of these values occurs through educational activities. Universal human values are also established through the truth of knowledge, that is, through Gnostic values. Professional and labor values, considered in the context of universal human values, contribute to the development of a process of respectful attitude in the results of people’s work and towards one’s own.

Moral values that contribute to the development of a student’s personality and the formation of his “I” are inextricably linked with universal human values. Analyzing moral, gnostic and professional-labor values from the perspective of moral values, we can talk about further development student's personality in the process of socialization at the institute. Each of the values develops in the student honesty, hard work, commitment and promotes interaction between the student and the teacher in the process of cooperative activities.

One of the most important social institutions that contribute to the formation of professionally significant qualities of a student is a secondary vocational educational institution or a higher vocational educational institution. The implementation of the task of forming socially mature citizens, educated and well-mannered people occurs precisely through the interaction of teachers and students. By interacting with each other, setting common goals, they realize them.

Besides educational process equipped with cultural values - morality, knowledge, and the formation of other social institutions. It is impossible not to take into account other components of the educational process - material and technical base, educational literature, technical means.

In different socio-political conditions, education acts as a stabilizing factor between new social ideas and the ideals of previous generations, embodied in historical traditions.

Currently, the social situation is such that society has lost the opportunity to satisfy a person’s need to realize his qualities. Obviously, this is precisely why the psychological tendency of individuals to different options deviant behavior, which explains the process of personal variability in a negative direction, when a person is controlled by lower emotions and needs.

The sphere of education is designed to resist the destructive trends of modern society and support creative and progressive trends.

The tendency to solve the problems of education without addressing the individual, without connecting education and being, gives rise to the inability of society to connect the cognizing subject with real life. Education should see its task not only in satisfying the interests of the state, not in molding an individual according to a standard, but in educating an individual with a non-ideological thinking, one who thinks constructively and critically, admits a plurality of humanistic truths, and respects the positions of the “other.” Ideologized thinking grows on the basis of the collapse of traditional values, and education, divorced from folk traditions, educates a man of the crowd, not an individual.

Man has a choice, and the task of education is to give the right orientation to promote the development and revelation of the essential powers of the individual. The task is not only to put a certain amount of knowledge and skills into the head of each student, but to educate a thinking, psychologically and mentally healthy person, capable of acting in line with the interests of the state.

Professional orientation of an individual in a higher and secondary educational institution involves the diagnosis and development of professionally important qualities (PVK) (high level of socialization, neuropsychic stability, cognitive stability, cognitive activity, communicative competence, organizational skills), interests and inclinations, future specialists, and also the study of the need-motivational sphere of a person’s activity (what motivates and attracts to the profession).

When considering professional values, one should take into account the practical activities of students and their accumulation of the necessary experience in the learning process. The process of forming work values implies the development in the student’s personality of his “I”, humanism, hard work, and special knowledge. Students obtain specialized knowledge in two stages: theoretical (during the learning process) and practical (during practical training and internship).

Behind last years the students have changed a lot. The principle of survival became the main one. And people began to live according to instincts. When a person says: “I want it this way,” this is a verbal expression of instinctive activity. And everyone knows the basic instincts: to eat, sleep, etc. Moreover, food is the first. That's the problem.

Modern students are forced to spend a lot of time on part-time jobs to the detriment of their studies.

One third of students work because their parents cannot provide them with everything they need. Another third work to try their hand at business and, by the end of their studies, have a clear idea of what they want to specialize in. The remainder of the students work to secure employment after graduation.

This problem has fairly global consequences.

Corporate ties within the student body as a social group are now quite weak and, first of all, determined by joint activities within the group.

Previously, it was not only studies, but also student clubs, camping trips, rallies, art song competitions or duty. Now all these activities are expressed to a very weak degree, and even studying for a modern student is half the battle, so social connections have become half weaker. For a student, the first priority is the problem of earning money.

But the passion did not disappear. It is always fueled by curiosity, so a person will never lose it. The modern student has a desire to learn new things. The level of knowledge of the modern student has increased significantly, he has become more erudite. But students read very little. If you used to know the classics well, now you don’t. But they make up for their lack of knowledge of classical works in other ways. Now the flow of information is multi-channel. The modern student has a computer, the Internet, and ample opportunities to study any subject. In addition to all of the above, the modern student, of course, has become more mobile. But still, students do not take full advantage of what they are given, given that they have so many sources of information and so many opportunities. It all depends on the choice of each of them.

The time of studying at a university coincides with the second period of adolescence, or the first period of maturity, which is characterized by the complexity of the formation of personality traits. A characteristic feature of moral development at this age is the strengthening of conscious motives of behavior. Those qualities that were completely lacking in high school are noticeably strengthened - purposefulness, determination, perseverance, independence, initiative, and the ability to control oneself. Interest in moral problems (goals, lifestyle, duty, love, fidelity, etc.) increases.

Among the various classifications of motives educational activities As a rule, there are three students. These are: 1) professional-cognitive motive (which is based on both broad cognitive needs, as well as interest in knowledge specific to future profession); 2) the motive for obtaining a diploma of higher education (as a desire for a certain status in society); and 3) the motive of interpersonal communication (which is based on the need to communicate with “like-minded people” - a circle of people united by common interests and professional orientation).

Having studied the role of socially significant personality traits in modern society, we concluded: throughout the world, in recent years, the demand for professionals who are subject to special requirements related to the fact that a person with a professional orientation, professional knowledge and skills must be ready for constant development and self-improvement; he must be creative, socially active, proactive, able to make choices, and determine the optimal life strategy. That is, we are talking about the fact that a person must fully become the subject of his own life and social relations. However, in the practice of educational institutions in the process of training a specialist, the reproductive nature of training often prevails, the forms and methods of work that stimulate the constructive creative activity of the individual are insufficiently used, and the possibilities of extracurricular activities are not fully used.

Having analyzed the system of value orientations that contribute to the process of forming socially significant qualities of students, we can conclude that the socially significant qualities of a student are qualities required by society for specialists in a certain profession, influencing the success of their activities and providing the opportunity to realize themselves. In addition, the combination of the “knowledge” concept and the personal-activity component leads to the formation of a harmoniously developed personality, capable of defending their rights and freedoms. Thus, the process of forming socially significant qualities contributes to the formation of individual personality characteristics, the formation of life plans, personal and professional definition.

2. Social portrait of a modern student using the example of the Sosnovsky branch of the Federal State Educational Institution “Siberian Vocational Pedagogical College”

2.1 Organization and methods of research

Education today is becoming a commodity that in a certain way influences people’s ideas about studying in a higher educational institution and the role of citizenship in modern society. Education today is becoming the tool with which every person can achieve success in life, and society as a whole can move along the path of progress. It is necessary to use these opportunities professionally and purposefully, since the future of society is being shaped today by us students.

Students need not only to obtain a certain amount of knowledge, but also to master general principles thinking, mental work skills, the ability to use the reserves of one’s intellect and creative potential. In conditions of intensive learning, not only specific professional skills and abilities become especially important, but also general abilities to acquire knowledge, use it to solve a huge number of complex problems, analyze information, highlight the essential, and think critically. The ability to think productively is becoming one of the most significant for a teacher in the modern world, where it is necessary to make reasonable and innovative decisions in rapidly changing conditions.

Thinking and educated students become of great value both as a commodity in the labor market and as a “margin of safety” of any modern society and civilization as a whole. The goal of education should be to have as many of them as possible. Unfortunately, the traditional education system and especially the system of professional relations often put forward not so much demands on mental competence as on communication skills, and this leads to the fact that social success turns out to be not as closely related to the level of intelligence as it happens in developed countries .

When constructing a social portrait of a student, it is necessary to analyze his psychological characteristics. In my analysis, I considered the following aspects: motivation to study, the ability to adequately assess one’s positive and negative qualities.

At the first diagnostic stage, the following parameters are examined:

Ш Portrait of a modern student based on a survey of teachers and students themselves.

Ш Motivating students with the help of an appropriate special test;

Ш Socially significant qualities of students based on a questionnaire test.

First parameter: drawing up a portrait of a student based on a survey of teachers and students.

Students and teachers were asked the following questions: “Modern student. What is he like?”, “Which positive qualities does he have?”, “How much time does he spend on studying?” etc. Based on the answers to these questions, two different images of the modern student were compiled.

Second parameter: test for diagnosing educational motivation.

Motivation (from lat. “movere”) - an incentive to action; dynamic process physiological and psychological plan, controlling human behavior, determining its direction, organization, activity and stability; a person's ability to actively satisfy their needs.

The methodology was developed based on the questionnaire of A.A. Reana and V.A. Yakunina. To the 16 statements of the above-mentioned questionnaire, statements were added that characterize the teaching motives identified by V.G. Leontyev, as well as statements characterizing the motives of the teaching received by N.Ts. Badmaeva as a result of a survey of students and schoolchildren. These are communicative, professional, educational and cognitive, broad social motives, as well as motives of creative self-realization, avoiding failure and prestige.

Processing and interpretation of test results.

* Scale 1. Communication motives: 7, 10, 14, 32.

* Scale 2. Avoidance motives: 6, 12, 13, 15, 19.

* Scale 3. Prestige motives: 8, 9, 29, 30, 34.

* Scale 4. Professional motives: 1, 2, 3, 4, 5, 26.

* Scale 5. Motives for creative self-realization: 27, 28.

* Scale 6. Educational and cognitive motives: 17, 18, 20, 21, 22, 23, 24.

* Scale 7. Social motives: 11, 16, 25, 31, 33.

When processing test results, the average score for each scale of the questionnaire is calculated.

Third parameter: identification of socially significant qualities of students based on a questionnaire test.

The students were asked a number of questions to which they had to give precise answers. This test questionnaire allows you to identify the most significant qualities for students and the qualities that cause them negativity. As well as qualities that help and hinder them in achieving success. This test questionnaire consists of 6 questions.

2.2 Analysis of research results

At the first stage, teachers and students were surveyed. Survey results:

Ш modern students prefer the Internet with a huge amount sites that they need not only for entertainment, but also for study. On average, the network “freezes” for 2-5 hours, and many do not turn it off at all. The most popular electronic pages are Odnoklassniki and VKontakte. They love to have fun and come to classes always sleepy and hungry. They believe that a student lives from session to session, and he must also keep up everywhere, this is how 75% of respondents described the modern student. And 35% believe that a modern student should strive for new knowledge and be responsive, help fellow students, be goal-oriented, sociable, actively participate in the life of their university, and, of course, lead a healthy lifestyle.

Sh, according to the teachers, is a modern student, versatile, proactive, self-critical, active, passionate, energetic, always on the move and in search of adventure, hardworking, and diligent. They also have more ambition than knowledge, they are brave and risky, they know how to “get” materials from the Internet that remain only on paper, but not in their heads. If it were not for laziness, modern students would be ideal students of our teachers, who invest in students not only their knowledge, but also their love for the subject.

At the second stage, a test was conducted on student motivation.

The results were as follows:

Ш Communication motives: 4.1 (82%).

Ш Social motives: 3.9 (78%).

Ш Professional motives: 3.8 (76%).

Ш Motives for creative self-realization: 3.8 (76%).

Ш Motives of prestige: 3.7 (74%).

Ш Educational and cognitive motives: 3.6 (72%).

Ш Motives for avoidance: 3 (60%).

In the first place among students are communicative motives, about 82%. Modern students love to communicate, be among friends, meet new people, which is why communicative motives prevail. Also important for students are social motives, which are based on the need to communicate with “like-minded people” - a circle of people united by common interests and professional orientation. And professional motives, which are based on both broad cognitive needs and interest in knowledge specific to the future profession, were answered by 76%. For 74%, motives of prestige are important, that is, the desire for a certain status in society. In last place are educational and cognitive motives and motives of avoidance. Thus, students' learning motivation is very low, which affects students' low academic performance and lack of desire to learn.

At the third stage, testing was carried out, which allows us to characterize a modern student and highlight the most typical features of his social portrait.

To the question: “What is the most important thing in life for you?” answers received: family - 42%, love - 25%, work - 19%, education - 19%, money 9.5%, career 9.5%, children - 9.5%, respect of others - 4.8%, creativity - 4.8%, health - 4.8%, life - 4.8%. Thus, we can conclude that about half of students value family most of all, and this is great. Love comes second for students, which is quite natural for students of student age. But work is in third place; only about 5 out of 21 people think so. Education is far from being in the first place for students, it has moved somewhere far into the background, and this cannot but frighten. After all the main objective student at a higher or secondary educational institution - to receive an education. The health of students is also not particularly concerned; they are young, active and do not yet think about their physical condition.

According to the survey, students value the most in a person: decency - 76%, kindness - 71%, self-esteem - 47%, understanding - 42%, freedom - 38%, independence - 33%, fidelity - 4.8%. And most of all they hate: betrayal - 76%, lies - 76%, envy - 71%, cruelty - 66%, greed - 66%, ignorance - 42%.

They consider the most important for achieving success in life: determination - 95%, hard work - 76%, perseverance - 66%, ability - 52%, good education - 42%, interesting job- 33%, luck - 23%, “rich” parents and connections - 14%. For students, determination comes first, 20 people answered this way. On the last one, only 3 people answered with “rich” parents and connections.

Qualities that interfere with achieving success are considered to be: laziness - 90%, disorganization, restlessness - 28%, inattention - 19%, irresponsibility - 9.5%, lack of communication - 4.8%. The thing that hinders students the most is laziness and the least hindering thing is lack of communication. Students are sociable, do not sit still, so they are hampered by disorganization and restlessness.

To the last question: “What does a diploma of higher (secondary) education mean to you?” - 57% answered that a diploma is a piece of paper that helps them get a better life in life, 52% answered that a diploma for them is a document officially confirming that they are a professional, and only 9.5% answered that a diploma is “Crust” to keep parents happy. It's a shame that most students still consider a diploma to be an ordinary crust that helps them get a better job in life. We must not forget that a diploma is also a confirmation of one’s professional qualities.

Thus, a study was conducted to draw up a portrait of a modern student using the example of the Sosnovsky branch of the Federal State Educational Institution “Siberian Vocational Pedagogical College”. We found out how motivated students are to study, what they value most in life, what socially significant qualities they have, how sociable they are and how adapted they are to modern life.

The study made it possible to give a brief description of the modern student: active, sociable, purposeful, always ready to help, ambitious, persistent, but at the same time lazy and restless. Often, the modern student is little organized in his studies and in his daily life.

Thus, modern students, despite many negative trends in society that have developed in recent years, retain their inherent creative potential, faith in goodness and in people, and a willingness to serve the Russian ideals of humanism, culture, education and science.

Conclusion

Thus, today, when changes occur in public consciousness, in views of the world and the place in it of a person, his socio-political, spiritual-moral, value-oriented attitude towards the surrounding socio-cultural environment, the task of the state becomes the formation of new ideals, cultural values , socially significant interests that have always been and remain the main foundations of the life of human civilization.

Thus, without a radical transformation of the national education system, it is obviously impossible to achieve radical qualitative changes in the intellectual sphere of society and to introduce new thinking into the public consciousness.

Bibliography

student personality college portrait

1. Volov V.T., Chetyrova L.B., Chadenkova O.A. Social portrait of a student at a Russian non-state university as a result of segmentation of the educational market // Proceedings of SSU.2009. Vol. 17.

2. Dmitriev A.V. General sociology: Textbook. allowance. M., 2006.

3. Kibakin M.V., Lapshov V.A. Social-typical portrait of a Russian student // Proceedings of SSU. 2009. Vol. 10.

4. Sheregi F.E., Kharcheva V.A., Serikov V.V. Sociology of education: applied aspect. M., 2007.

5. Korableva, G.B. Profession and sociological aspect of communication / G.B. Korableva. - Ekaterinburg: Publishing house Ural.gos. prof.-ped. University, 2005.

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SOCIAL QUALITIES OF PEOPLE:CONCEPT, TYPES, MECHANISMS OF FORMATION

Kazan, 2011

WITHpossession

Introduction

The concept of human social qualities

Types of human social qualities

Mechanisms for the formation of human social qualities

Conclusion

List of used literature

Introduction

Despite the fact that human social qualities are studied big amount scientific disciplines, such as sociology, pedagogy, philosophy, linguistics, psychology, etc., the topic remains controversial and not sufficiently developed, and therefore very relevant.

The purpose of this study is to define human social qualities, types and mechanisms of formation.

Research objectives:

1. Analysis of literature on the topic of the test. Theoretical study of socially significant qualities of people based on scientific literature.

2. Carrying out empirical research social qualities of people.

3. Analysis of the results obtained.

Hypothesis: social qualities of people are not inherited and arise exclusively in the process of socialization.

Object of study: social qualities of people.

Subject of research: concept, types, mechanisms of formation of social qualities of people.

Research methodology: analysis of selected scientific and practical literature.

The work consists of three chapters, introduction, conclusion, list of references.

The work was completed on 18 sheets.

The concept of human social qualities

The most complete definition is given by sociology, explaining social quality as a concept that captures certain socially defined characteristics of an individual, social groups and classes, inseparable from the mode of existence and activity of historical subjects. The very concept of “personality” in sociology denotes a historically established, socially conditioned typological unity (quality) of an individual. Therefore, personality is a specific expression of a person’s social essence, a certain way of realized integration in an individual of socially significant traits and social relations of a given society. The term "personality" is derived from the Latin words "persona" (actor's mask, role, position, meaning, face) and "personare" (to speak through). Thus, it used to denote a stylized actor's mask. Therefore, in a sense, all people wear "social masks." For many years, people have been learning how to become a person among people, to comply with certain norms, rules, and role requirements. In this sense, the word “personality” denotes the totality of such social qualities (expressed in certain behavioral stereotypes) that an individual demonstrates in front of an “audience”. So, personality is a product social development, and in this regard, the main thing in it is its social quality.

Social qualities cannot be reduced to individual qualities, no matter how complex they may be in themselves. The evolutionary precursors of a person's social qualities are forms of inherited biological behavior, i.e., such psychological constructs that are partially used in the subsequent genesis of the social. These include the need for an animal to stay in a group, the ability to obey “norms” of behavior, i.e., the ability to self-restraint, transferring the form of parental relationships to other people’s children and weak individuals, and overcoming “animal psychological individualism” under the pressure of the needs of the community.

Natural human powers, especially higher forms psyches are filled social content only when they begin to perform certain social functions.

Thus, the social qualities of people are general qualities, repeated, stable behavior of various groups and communities of people.

The philosophical encyclopedia interprets the concept of social qualities this way - this is the concentration of human experience, joint and individual activities of people, their various combinations, compositions, syntheses. Social qualities are contained in the existence of people, in their abilities, needs, skills, knowledge, and their inherent forms of behavior and interaction. Social qualities are developed, spread, and become more complex (or simplified) in the process of developing human contacts, cultural exchanges, economic and other interactions between social communities. Acting as intermediaries between various social qualities, they themselves become part of these qualities and become forms of realization of their existence. In other words, social qualities “come to life” and “live” only in the social process, in the interactions of people and people, people and things, in the dynamics of reproduction and renewal of social existence.

Linguist Kim I.E. This is how this concept explains - the social qualities of a person represent his abilities for social activity and the characteristics of his social behavior.

A feature of the expression of qualities is the presence of a standard morphological class intended to designate them - an adjective. The meaning of quality, however, can be expressed by nouns, verbs and adverbs, both individual lexemes and (for nouns and verbs) individual forms or particular paradigms of forms.

Quality can manifest itself in different quantities, which is reflected in the grammar of the adjective (category of degree of comparison), in its derivational potential (the presence of regular derivatives with the meaning of low and high quality intensity), as well as in its semantic and syntactic valences, namely the presence of dependent adverbs of measure and degrees. There are other grammatical, word-formative and lexical means of expressing the graduality of qualities: a noun with the meaning of a person, a noun with the meaning of quality, an adjective, short (predicative) or full (attributive), verb or verbal phrase.

Candidate pedagogical sciences Kostyuchenko A.A. By socially significant qualities of people we mean qualities that contribute to the solution of socially significant problems, the formation of an individual as a citizen: organization, independence, social activity, social initiative, responsibility, sociability, reflection, emotional stability, empathy.

Psychologists agree that given the general lack of development of the problem of personality traits, it is quite difficult to define the range of its socio-psychological qualities. And although the problem is at the very initial stages of its development, however, at a minimum, it is possible to establish agreement on one point: the socio-psychological qualities of a person are qualities that are formed in joint activities with other people, as well as in communication with them. Both sets of qualities are formed in the conditions of those real social groups in which the individual functions.

Types of human social qualities

Korobitsyna T.L. characterizes a person’s upbringing with various social qualities that reflect the individual’s diverse relationships to the world around him and to himself. She believes that together these qualities determine the richness and originality of each individual, her uniqueness. In the characteristics individual person some qualities may be absent and may represent a wide variety of combinations.

If important task Education is to promote the flourishing of each individual, then an equally important and responsible task is to ensure that any individual meets the basic criteria accepted in society. In this regard, the task arises of establishing relatively few, but the most important socially significant qualities that can be considered mandatory for the citizens of our country. Such qualities can serve as indicators of good manners, i.e. the level of social development of a schoolchild, which characterize the degree of his readiness for life in society.

Monakhov N.I. highlighted social qualities that can be formulated in younger schoolchildren.

Partnership - intimacy based on comradely (friendly) relationships; sharing something with equal rights.

Respect for elders - respectful attitude based on recognition of their merits.

Kindness is responsiveness, emotional disposition towards people, the desire to do good to others.

Honesty - sincerity, integrity, integrity and impeccability.

Diligence is the love of work. Labor is work, occupation, effort aimed at achieving something.

Thrift - careful attitude towards property, prudence, economy.

Discipline - subordination to discipline (mandatory for all members of any team, submission to the established order, rules); maintaining order.

Curiosity - a tendency to acquire new knowledge, inquisitiveness.

Love of beauty is a constant strong inclination, passion for what embodies beauty and corresponds to its ideals.

The desire to be strong, dexterous is a persistent desire to achieve the physical or moral ability to act actively.

Teacher in English highest category Ponasenko I.I. highlights other significant qualities of a student’s personality:

initiative;

independence and responsibility for the results of one’s own decisions;

readiness and need to work with modern sources of information in professional and everyday spheres of activity;

ability and willingness to live and interact in a modern multicultural world;

readiness for education and self-improvement throughout life.

Tomsk teachers secondary school compiled a more complete list of social qualities of schoolchildren into a table and identified two types of personal qualities:

Intelligent	Mental qualities + mental processes affecting cognitive activity	Independence Receptivity to new things Systematicity Analyticity Reasoning
		Right Expressiveness Accuracy Relevance Logic
	Reflexive	Ability to highlight risks
Psychosocial	Emotional-sensual	Ethical (love, dignity, honor). Aesthetic (feeling of beauty). Culture of emotions and feelings
	Behavioral	Activity Will (dedication, perseverance, internal discipline) Responsibility
	Communication	Tolerance Ability to listen and hear Ability to navigate the audience Openness
	Creative	Research, artistic, technical abilities

However, this is rather a basic set of social qualities of people, which should be formed in every person. For us, it is much more interesting to find out what social qualities are or should be inherent directly in lawyers.

Let's consider the socially significant qualities of lawyers based on professional factors that influence their personality.

The first factor - a high level of social (professional) adaptation forms the following social qualities:

high level of legal awareness; honesty, civil courage, conscientiousness; integrity (intransigence) in the fight against law enforcement violators; commitment, conscientiousness, diligence, discipline.

The second factor is the neuropsychic (emotional) stability of the lawyer’s personality. This factor assumes:

resistance to stress, high level of self-control over emotions and behavior, performance in critical, frustrating situations; developed adaptive properties of the nervous system, strength, balance, mobility, sensitivity, activity, dynamism, lability, plasticity of nervous processes, allowing at the official level to maintain performance in a state of fatigue, the ability to adequately respond to various events.

The third factor is a high level of intellectual development, cognitive activity of a lawyer. This factor is determined by the following social qualities of the individual:

developed intelligence, broad outlook, erudition; flexible, creative thinking, mental performance, ability to highlight the main thing; activity, mobility of mental cognitive processes (perception, memory capacity, productive thinking, attention); developed imagination, intuition, ability to abstract, reflect.

The fourth factor is the lawyer’s communicative competence. Communicative competence presupposes the following personality qualities:

the ability to establish emotional contacts with various participants in communication, maintain trusting relationships with them, within the necessary limits;

insight, the ability to understand the inner world of the interlocutor, his psychological characteristics, needs, motives of behavior, state of mind;

a friendly, polite attitude towards people, the ability to listen to a participant in a dialogue, empathy (the ability to respond emotionally to the experiences of the interlocutor);

free, flexible command of verbal and non-verbal means of communication;

skill in conflict situations carry out a strategy of communicative behavior that is adequate to the situation, change the style of communication depending on the circumstances;

the ability to cooperate, reach compromises, agreements, developed self-control over emotions and mood in extreme situations;

adequate self-esteem;

sense of humor.

The fifth factor is organizational skills. They allow a lawyer, regardless of the type of his professional activity, to exert a controlling influence on different people with whom you have to enter into dialogue in the process of professional communication. Therefore, a lawyer must have the following social qualities:

activity, initiative, resourcefulness, courage, determination, perseverance, dedication, the ability to highlight the main thing, predict the consequences of decisions, independence, a sense of responsibility for one’s actions and deeds, organization, composure, accuracy in work.

The following properties also play an important role in organizational abilities: communicative competence; neuropsychic stability; adequate self-esteem; high motivation to achieve success.

Important neuropsychic social qualities of the profession include: emotional stability; plasticity of nervous processes; reduced level of anxiety, tolerance, resistance to neuropsychic stress.

Thus, there are a lot of types of social qualities of people and even sociology itself cannot begin to list them all, since every profession, every nationality, every age, in addition to the generally accepted basic one, also has its own special set of social qualities.

Mechanisms for the formation of human social qualities

The mechanism for the formation of people's social qualities (various knowledge, skills, values) in sociology and psychology is called socialization.

Terentyeva I.N. in a course of lectures on sociology describes this process this way.

The need for socialization is due to the fact that social qualities are not inherited. They are assimilated and produced by the individual during external influence on a passive object. Socialization requires the active participation of the individual himself and presupposes the existence of a sphere of activity.

The stages of socialization coincide (conditionally) with the stages age development individual:

Primary socialization;

Secondary socialization.

Early (primary) socialization is associated with the acquisition of general cultural knowledge, with the development of initial ideas about the world and the nature of relationships between people. A special stage of early socialization is adolescence. The particular conflict potential of this age is due to the fact that the child’s capabilities and abilities significantly exceed the rules and limits of behavior prescribed for him.

Secondary socialization is professional socialization, which is associated with the acquisition of special knowledge and skills, with familiarization with a certain subculture. At this stage, the individual’s social contacts expand, the range of social roles expands, and the individual is included in the system of social division of labor. This assumes adaptation to a professional subculture, as well as belonging to other subcultures.

The speed of social change in modern societies leads to the need for resocialization, the assimilation of new knowledge, values, roles, and skills instead of old, insufficiently mastered or outdated ones. Resocialization covers many phenomena (from reading and speech correction to vocational training or a change in behavioral values), retirement age or loss of ability to work.

Each stage of socialization is associated with the action of certain agents. Agents of socialization are people and institutions associated with it and responsible for its results.

Social conditions of socialization:

Subject-spatial environment ( natural conditions; public, domestic interiors; planning and architecture of settlements);

Social relations (family, friendly, industrial)

Socially significant information (the nature of everyday, industrial, scientific, aesthetic, religious information about the world available to the individual and mastered by him).

Socialization presupposes a person’s ability to develop and implement a “self-concept.” This concept includes personal and social identity, i.e. a person’s ability to self-assess physical, intellectual, moral qualities and the ability to determine one’s belonging to any community (age, political, family, etc.). The action of identification as a mechanism of socialization is associated with the fact that the individual assimilates and implements norms, values, qualities, etc. those groups to which he is aware of belonging. In other words, people's actions are largely determined by their self-esteem and group membership.

In the sociology textbook edited by Professor Volkov Yu.G. a more complete explanation of the phenomenon of socialization is given.

It is noted there that, thanks to socialization, simple biological organism transforms into a personality - a truly social being. Without socialization, the revival of culture from generation to generation would be impossible. Human beings are completely dependent on the social heritage created by countless generations of their ancestors over many millennia. Thanks to cultural heritage Each new generation is able to move forward, building on the achievements of the previous one. Without socialization, society would not be able to survive beyond the life of one generation. Individuals would not have the common skills and understandings that they need to coordinate their actions and integrate individual lives into a single social system.

Human socialization presupposes the presence of appropriate genetic material and an adequate environment.

The textbook gives a lot of examples where children of different ages were found, raised either in the company of animals, or in loneliness and humiliation, with a complete lack of social qualities. These examples confirm the fact that our biological apparatus is not capable of creating a normal human personality in the absence of social interaction. Therefore, human qualities are a product of both heredity and environmental factors.

social quality individual socialization

Short name of the substructure	This structure includes	The relationship between biological and social
Directional substructure	Beliefs, worldviews, personal meanings, interests	Social level (almost no biological level)
Substructure of experience	Abilities, knowledge, skills, habits	Socio-biological level (much more social than biological)
Substructure of reflection forms	Features of cognitive processes (thinking, memory, perception, sensation, attention); features of emotional processes (emotions, feelings)	Biosocial level (more biological than social)
Substructure of biological, constitutional properties	The speed of nervous processes, the balance of excitation and inhibition processes, etc.; gender, age characteristics	Biological level (social is practically absent)

The textbook also provides an entertaining table of the hierarchical structure of personality (according to K.K. Platonov):

Conclusion

Philosophers, teachers, linguists, sociologists, and psychologists are interested in the social qualities of people. At the same time, the topic has been little developed: I have not found a single scientific work devoted directly to the topic of social qualities of people. Everywhere these qualities are touched upon, but nowhere are they thoroughly studied, even in sociology textbooks. Apparently it is assumed that the topic is intuitive and there is no field for intellectual activity in this direction.

It is even more difficult to study these qualities in the aspect of social policy, since there is no scientific material. However, based on the above research, I will still try to illuminate the social qualities of people in the prism of the real discipline “fundamentals of social policy”.

Based on Russian national projects, the following conclusions can be drawn:

1. The national project “Health” is based on such a social quality of people as the desire for a healthy lifestyle. After all, if all people were careless about their health and deliberately neglected it, then such national project would obviously be a failure.

2. The national project “Education” is based on the following social qualities of people: the desire for knowledge, for beauty, for self-improvement, inquisitiveness of mind, etc. It is obvious that otherwise this national project would be meaningless.

3. National project “Affordable and comfortable housing for Russian citizens.” The government is interested in the following social qualities of Russians: the desire for comfortable housing, to create a family, etc. Since it is clear that if Russians wanted to live alone and vagrancy, then this national project would be intended for non-existent people.

Based on the implementation of social policy in our country, the following conclusions can also be drawn.

Governors and economists are concerned about reducing unemployment, trying to help people find work, support them financially in the search process, and so on. This activity is based on such a social quality of people as hard work. Hard work combined with the desire to live comfortably, satisfying one’s physiological and spiritual needs, with the desire to self-actualize and grow professionally.

No less important factor The demographic situation is of concern and appropriate action on the part of the government. Thus, political actions are designed for such social qualities of people as the desire to create a family, caring for offspring, the desire to give children a decent education, etc. Otherwise, people either did not reproduce at all, or did it like other animals: without regulating the number, without caring about their future fate. This would create an army of uneducated, asocial street children. The government, caring about the size of the population, obviously implies the necessary quality of “human material”.

Another important social quality for the government is tolerance. To create this quality, funds are spent from the country's budget, specialists are attracted, and appropriate activities are carried out. The Russian government exclusively needs this social quality of the people, because currently more than two million migrants arrive annually. Thus, the government is trying to use preventive methods to protect itself from aggressiveness, which could lead to unrest, terrorist attacks or even civil war.

The main, fundamental quality that all citizens of the country should have is discipline. Already from this quality follow law-abidingness, loyalty and other qualities that contribute to manageability. Without this basic quality, politics instantly turns from social to military.

But this is for the state useful qualities, and for people the main social qualities are a sense of humor, sociability and patience.

List of used literature

1. Andreeva G.M. Social Psychology// vuzlib.net.

2. Kemerov V. Philosophical Encyclopedia // "Panprint", 1998.

3. Kim I. E. Humanitarian sciences. Issue 10. No. 39 (2005).

6. Monakhov N.I. Studying the effectiveness of education: Theory and methodology. - M.: Pedagogy, 1981.

7. Ponasenko I.I. Creating optimal conditions for the development of socially significant personality traits of a linguistic student at the second stage of education festival.1september.ru.

8. Terentyeva I.N. Course of lectures on sociology // soc.lib.ru.

9. Sociology: Textbook / Ed. prof. SOUTH. Volkova.- Ed. 2nd, rev. and additional - M.: Gardariki, 2003.

10. Sociological Dictionary // enc-dic.com/sociology.

11. Tomsk pedagogical portal // planeta.edu.tomsk.ru.

Posted on Allbest.ru

What is included in the “register” of the most significant social qualities of an individual?

Self-awareness - It represents an individual’s isolation of himself from the surrounding social environment, feeling himself as a subject of his physical and mental states, social expectations, aspirations and actions. This means awareness of oneself as “I”, opposed to “others” and at the same time inextricably linked with them. Self-awareness is expressed in the fact that a person perceives and understands identity with himself in the past, present and future, and the more organically these three modes of being of a person are connected with each other, the more socially developed, richer and more interesting a given person becomes for others.

Self-esteem - This is an individual’s assessment of himself, his capabilities, abilities, and place among other people. The most important and significant function of self-esteem is regulation of personality behavior. All experience, all actions and misdeeds, everything that surrounded a person during his life is summed up when the individual tries to answer his own question: what am I? Answering this question is not so simple, and not everyone will dare to openly admit what he really is and how different he is from how he wants to appear to others. But only in this way can one solve a vital problem: what one should be, and not seem to be. This means: self-esteem can and should lead to self-correction of your actions. Such an action does not take place without doubts and conflicts with oneself. But if these doubts and conflicts are overcome, a person can proudly say about the result of his action: “I did it.” But he (if he has not corrected himself) is capable of saying reproachfully, “Did I really do this?” or, even more bitterly, “What have I done?”, or: “Oh, why did I do this?” Thus, self-esteem is a kind of projection of the real “I” onto the ideal “I” with the help of a model, standard, ideal, etc.

Activity - those. the ability of a person to independently and energetically produce socially meaningful actions, manifested in communication with others, in joint activities with them (or done separately from them), in creativity. The activity receives its most concentrated embodiment in the so-called excess, those. in the performance of activities that are not strictly obligatory according to the norms existing in society or a group (community), but arise from the individual’s understanding of his duty, calling, etc. An outstanding manifestation of excess is the titanic four-year work of the outstanding Renaissance artist Leonardo da Vinci on the portrait of the famous Mona Lisa.

Interests - They act as a constant incentive mechanism for the cognition and activity of the individual, pushing the individual to become more deeply acquainted with new facts, events, theories in any area of reality, to transform the latter in accordance with their needs, goals, and ideas. A person most often willingly engages in what interests him and tries to avoid what is not part of his interests.

Focus - It represents a set of stable motives that orient the activity of an individual, regardless of the social situations in which he finds himself. The actions of a person as a subject of social activity are always aimed at achieving a very specific goal. If this goal is of a fundamentally important nature for the individual, it predetermines its activity in a certain direction even in cases where the social situation interferes with the achievement of this goal, as a result of which it is necessary to change the situation and overcome obstacles. It is in such situations that the characteristic features of personality orientation appear. For example, the activities of V.I. Lenin and his closest associates (L.D. Trotsky, I.V. Stalin and others) were aimed at achieving the socialist revolution, and this focus encouraged them to overcome all obstacles, make any sacrifices in the name of achieving their goal.

Beliefs - represent personal socio-psychological needs, which are based on certain ideas, ideas, principles that significantly determine a person’s attitude to reality and encourage him to act in accordance with his ideals, principles, views, and worldview. Moral, scientific, religious and other beliefs differ. When they want to characterize a person, they often say: “he is a convinced bachelor” or “The main thing for him is his religious beliefs.”

Installation - This is a social characteristic of a person that expresses his readiness for social activity and actions in a certain field of activity aimed at achieving a set goal. For example, the goal of Alexander the Great and Napoleon was to carry out campaigns of conquest; the main aspirations and energy potential their personalities.

Value orientation - This is a set of social values that act as goals of life and the main means of achieving them and therefore acquire the function of regulators of human social behavior. Value orientations express the individual’s predisposition to a certain perception of living conditions and activities, as well as to certain behavior in the long term. Therefore, they serve as supporting points in a person’s making important decisions. Distinguish targeted value orientations expressing the most important goals, ideals, life guidelines (happiness, health, personal freedom, creativity, etc.) and instrumental, imprinting the means of achieving goals approved in society or a social group (vocational training, self-education, luck, etc.).

Identity - this is a social quality that is the result of an individual’s conscious and emotional self-identification with other people, a social community or an ideal through the selective and internally consistent movement of flows of information about himself as a unity of the personal and at the same time social, interacting with other individuals and communities. Identity acts as a manifestation and result of identification - the process of a person identifying himself with a certain ethnic, political, territorial, linguistic, religious, etc. group (I am Belarusian, I am a student, I am a Minsk resident, I am Orthodox, etc.).

The social qualities of an individual represent in their totality a complex social structure of the individual, in which each component is connected with all other components and is in constant interaction with them.

In addition to the general social qualities described above, a person, in the process of his development and activity, acquires and realizes social characteristics determined by the specific life activity of special social communities, the members of which are the individuals interacting with him. The famous American sociologist Margaret Mead, during research conducted in the mid-30s of the 20th century in New Guinea, found that among the Arapesh tribe, the ideal personality traits for both men and women were considered gentleness, non-aggression, cooperation, passivity, which her statement, was the result of the gentle upbringing of children of the same sex. On the contrary, for another tribe - the Mundugumor - the typical personality traits were aggressiveness, embitterment, suspicion and cruelty. Such traits were formed in the Yuma way that this tribe consisted of cannibals who could eat not only people of another tribe, but also their own fellow tribesmen. The upbringing of children in this tribe was very harsh, they were often beaten by both fathers and mothers, thereby turning them into little monsters, which, according to M. Mead, grew into adult monsters. The results of these studies, although the conclusions from them were subjected to serious criticism, led to the understanding that in developed communities many social personality traits are formed by the characteristics of the immediate social environment.

Subsequently, it was found that the formation of an individual’s social qualities is strongly influenced by the characteristics of the professional, ethnic, territorial, and religious community in which the individual operates. For example, among professional military personnel such personality traits as courage, determination, courage, aggressiveness, assertiveness, unpretentiousness are cultivated. external conditions life activity.

All the described and other social qualities of the individual are not realized separately, but in conjunction with each other. That's why they say that there is a personality system socially significant qualities that characterize the individual as a subject of social relations and social activities.

So, sociological analysis identifies in a personality its social-typical qualities, which in their totality and functioning constitute a holistic, stable and dynamically developing personality system. Only such systematicity and integrity transforms a person into an active subject of social relations and interactions. The very active activity of the individual as a subject of social processes becomes possible only through mastery of culture, social norms and rules, standards of behavior that exist in society and determine to a decisive extent the trajectory of personal development.

As a person, a person is characterized by the level of development of his consciousness, the correlation of his consciousness with social consciousness, which, in turn, is determined by the level of development of a given society. Possibilities are revealed in personality traits this person to participate in public relations.

The set of personality properties - temperament, abilities, character

The totality of mental properties forms mental make-up of personality. The structure of mental properties of personality

The following can be identified as relatively independent components of the personality structure (its substructures):

1) dynamics her mental processes - temperament;

Temperament is a set of typological characteristics of a person, manifested in the dynamics of his mental processes: in the speed and strength of his reactions, in the emotional tone of his life.

Various combinations of these properties form the following four types of higher nervous activity:

I. Strong, balanced (the process of excitation is balanced with the process of inhibition), mobile (the processes of excitation and inhibition easily replace each other). This type of higher nervous activity corresponds to sanguine temperament.

II. Strong, unbalanced (the process of excitation prevails over the process of inhibition), mobile. This type of higher nervous activity corresponds to choleric temperament.

III. Strong, balanced, inert (the processes of excitation and inhibition are little mobile). This type of higher nervous activity corresponds to phlegmatic temperament.

IV. Weak (the nervous system cannot withstand heavy and prolonged stress), unbalanced, inert. This type of higher neural activity corresponds to melancholic temperament.

Along with the totality of properties of nervous activity that determine a particular temperament, we can distinguish the following mental characteristics, which in various combinations are included in the corresponding temperament.

1. Speed and intensity of mental processes, mental activity.

2. The predominant subordination of behavior to external impressions - extraversion or its predominant subordination inner world a person, his feelings, ideas - introversion.

3. Adaptability, plasticity, adaptation to changing external conditions, flexibility of stereotypes. (Reduced adaptability, inflexibility - rigidity).

4. Sensitivity, sensitivity, emotional excitability and strength of emotions, emotional stability.

Types of temperament:

Sanguine temperament. A sanguine person is distinguished by easy adaptability to changing living conditions, increased contact with people around him, and sociability. The feelings of a sanguine person arise easily and quickly change. A sanguine person quickly forms temporary connections, his stereotypes are quite flexible. In a new environment, he does not feel constrained and is capable of quickly switching attention and activities. People with a sanguine temperament are best suited for activities that require quick reactions, significant effort, distribution of attention.

Choleric temperament. A choleric person is characterized by increased emotional reactivity, fast pace and sharpness in movements, great energy and straightforwardness in relationships. The increased excitability of a choleric person under unfavorable conditions can become the basis for hot temper and even aggressiveness.

With appropriate motivation, a choleric person is able to overcome significant difficulties and devote himself to work with great passion. It is characterized by sudden changes in mood. A person with a choleric temperament achieves the greatest effectiveness in activities that require increased reactivity and significant simultaneous effort.

Phlegmatic temperament. The reactions of a phlegmatic person are somewhat slowed down, the mood is stable. The emotional sphere is outwardly little expressed. In difficult life situations, a phlegmatic person remains quite calm and self-possessed, does not allow impulsive, impetuous movements, since the processes of inhibition in him always balance the process of excitation. Correctly calculating his strength, a phlegmatic person shows great persistence in seeing things through to the end. Switching attention and activity is somewhat slow. His stereotypes are inactive and his behavior in some cases is not flexible enough. A phlegmatic person achieves the greatest success in those activities that require uniform effort, perseverance, stability of attention and great patience.

Melancholic temperament. A melancholic person is characterized by increased vulnerability, a tendency to experience deep feelings even about minor events. His feelings arise easily, are poorly contained, and are outwardly clearly expressed. Strong external influences complicate its activities. He is introverted, withdrawn, refrains from contact with strangers, and avoids new surroundings. Under certain living conditions, he easily develops shyness, timidity, indecisiveness and even cowardice. In a favorable stable environment, a melancholic person can achieve significant success in activities that require increased sensitivity and reactivity.

Thus, temperament is an individually unique set of naturally determined mental characteristics of an individual. These features include: general neuropsychic activity - intensity, tension, pace and rhythm of reactions, actions, features of their increase and decrease, which manifest themselves in the motor, intellectual and communicative spheres of the individual; emotional organization of the individual - excitability, reactivity, stability, controllability of emotions.

Temperament determines only the dynamic features of modes of activity and behavior.

2) mental possibilities personality, in certain types of activities - abilities;

Ability is a set of innate anatomical, physiological and acquired regulatory properties that determine a person’s capabilities in a specific type of activity.

Abilities are the functional integration of those personality properties that are most necessary to perform a given type of activity. Abilities are a measure of the correspondence of personality traits to the requirements of a specific activity. Each activity places a set of demands on a person’s physical and mental capabilities.

There are general abilities that are inherent to one degree or another in all people, that is, those properties of people that are necessary for all types of activity: in work, in cognition, communication, etc.

General abilities are divided into complex - the ability to assimilate new knowledge, observation, general level of intellectual development, etc., and elementary - the ability to mentally reflect reality, the necessary level of development of perception, memory, thinking, will, etc.

Basic individual personality characteristics associated with special abilities.

Psychomotor organization of personality- features of mental regulation of movements; they manifest themselves in the trajectory, speed, tempo and strength of movements, in their freedom or tension. The sharpness of a person’s movements makes it difficult for him to master those professions that require precision movements, and insufficient coordination of movements makes it difficult to work in the field of gymnastics, choreography, etc.

Sensory organization of personality- the human level of development of the sensitivity of various analyzers and their integration into a sensory system.

The sensitivity of analyzers varies significantly depending on the content of the activity (sensitization). Thus, experienced grinders are able to see gaps of 0.05 mm, while all other people see gaps of only 0.1 mm. Steelworkers with extensive experience determine by the barely noticeable light shades of molten steel its temperature and the presence of certain impurities in it. Artists are able to see the difference in size of two objects even in cases where they differ by one hundredth part.

Perceptual organization of personality- individual characteristics of perception (analytical or synthetic type).

People with an analytical type of perception tend to highlight details first of all, in particular, details. Sometimes it is somewhat difficult for them to understand the phenomenon as a whole.

People with a synthetic type of perception are prone to a generalized reflection of objects and phenomena without clearly identifying details and individual elements.

We can also distinguish the emotional type of perception, which is characterized by concentration of attention not so much on the object of perception, but on the experiences caused by this object. The personality quality of observation is also essential, especially for the legal profession.

Mnemonic organization of personality- preferential development of certain types and qualities of memory. For example, among philosophers, mathematicians, etc. more developed logical memory, for artists - emotional and figurative, for composers - auditory.

Intellectual organization of personality - individual characteristics of thinking: 1) consistency and evidence of thinking; 2) ability to generalize factual material; 3) the ability to correlate the conditions of the problem with the available data, determine the missing links and the sequence of tasks when solving a particular problem; 4) establishing significant connections between phenomena and clearly separating them from unimportant random connections; 5) the ability to abandon established thinking patterns, show mental flexibility, and find a new point of view on certain circumstances.

The emotional sphere of the personality - emotional reactivity, excitability, the degree of influence of emotions on other mental processes - emotional stability, sthenic or asthenic nature of emotions.

Each person has his own sphere of the most pleasant experiences for him 1. This determines the type of emotional orientation of the individual. In the emotional sphere of a person, the desire for pleasure, for cognitive emotions, for aesthetic pleasure, for emotions associated with practical activities or fulfilling a moral duty, as well as such typical states as cheerfulness, anxiety, aggressiveness, etc.

Volitional sphere of personality characterized by such properties as willpower - the ability to make the necessary volitional efforts, stress, willpower, the ability to perform multiple acts of will, independence or suggestibility, as well as determination - the ability to quickly assess the situation and make specific decisions.

The volitional qualities of an individual, being character traits, are directly related to the abilities of the individual.

Development of individual general abilities creates an opportunity for the formation of special abilities. But each person has unique abilities in certain types of activity and at the same time a certain inability to perform other types of activity, that is, properties that are unfavorable for certain types of activity.

The set of abilities that determines the successful activity of a person in broad areas of activity is called giftedness.

A high ability for a specific type of activity in which a person achieves great creative results is called talent. Unique abilities that allow one to achieve outstanding results, which are achievements of the era, are called genius.

3)manifesting in appropriate generalized modes of behavior, orientation determines the character of the individual.

Character is the general ways of interaction of an individual with the environment acquired in specific social conditions, constituting the type of his life activity.

The unique character of each person is determined by his orientation (stable motivational sphere personality) and the characteristics of the activity - volitional qualities.

Character is an individual-typological combination of value orientations and regulatory characteristics of the individual.

There are different character traits and character types.

Character traits are expressed in individual general features behavior, and the type of character - in the general ways of interacting with the environment. Diverse character traits are combined into the following groups.

1. Strong-willed character traits- stable individual-typological features of conscious, conceptually mediated regulation of activity and behavior. These include: focus, independence, determination, perseverance, etc.

Focus- the ability to bring to the fore those motives of behavior that are associated with the basic principles and goals of the individual.

Promotion to certain period vital activity of the main goal and subordination of one’s behavior to it is determination.

Independence- the ability to subordinate behavior to one’s own views, principles and beliefs, this is relative independence from the diversity of demands of various small groups; critical evaluation of advice and directions. This character trait should not be confused with negativism- counteracting any influence coming from other people. The tendency to unreasonably resist any influence, as well as increased suggestibility, is a sign of weakness of will.

Independence presupposes initiative in setting goals, finding ways and means to achieve them.

Independence also presupposes increased activity of the individual, which should not be confused with fussiness, when the increased expressiveness of the individual, verbosity, and excessive mobility hides the emptiness of behavior. If activity is the need to carry out actions necessary at the moment, then fussiness is inappropriate activity.

Determination- the ability to make a well-founded, sustainable decision in a timely manner in difficult, conflicting circumstances and implement it. The opposite negative quality is indecisiveness, manifested in excessive hesitation, in delaying decision-making or in excessive haste in making a decision, when a person seeks to avoid the tension associated with the struggle of motives.

Decisiveness is also manifested in a person’s ability to stop performing an action when the situation changes, when it ceases to be appropriate. Decisiveness is associated with a person’s confidence, with the presence of a stable orientational basis.

Perseverance- the ability to achieve a set goal through overcoming significant difficulties, endurance to moral and physical stress, a persistent attitude towards failures and even defeats, a persistent search for new means of achieving a previously set goal. In many cases, perseverance is associated with tolerance, a person’s patience - the ability to withstand adverse influences and opposition from other people for a long time.

Endurance and self-control- the ability to control your behavior in difficult conflict conditions, the ability to refrain from unnecessary actions, restrain your emotions and feelings, avoid impulsive actions, regulate your mood, not lose your presence of mind in difficult and even dangerous situations, endure hardships, failures, and physical suffering. . This quality is essential for highly moral behavior.

Courage- the ability to self-control in dangerous situations, the willingness and ability to achieve goals despite danger,

Courage- the ability to show courage in extremely life-threatening conditions, readiness to self-sacrifice in order to achieve high goals. The opposite negative qualities are cowardice, cowardice - hypertrophied fear for one’s life and well-being, disregard for principles and moral feelings in dangerous situations.

Discipline- the ability to subordinate behavior to rules, norms, and requirements of society as a whole and individual social groups; the ability to exert great effort to best meet these requirements.

A different combination of volitional qualities determines strong-willed character personality. The main features of the strong-willed personality are:

integrity character - the stability of the individual’s positions and views in different situations, consistency of words and actions;

force character - ergicity (energy and endurance) of a person, his ability to endure prolonged stress, to overcome difficulties in tense situations;

hardness character - strength of character combined with integrity;

equilibrium- optimal balance of activity and restraint, evenness of behavior, use of all one’s capabilities in any conditions.

2. Emotional Traits- stable individual-typological features of direct, spontaneous regulation of behavior.

Natures differ in emotional qualities: emotionally impressionable(increased emotional reactivity), sentimental(increased passive-contemplative emotionality), passionate, expressive (increased emotionality associated with stormy, rapid activity), unemotional(emotions do not play a significant role in activity).

The most important emotional feature is the prevailing mood of a person, his emotional stability,

Along with emotions, personality traits are determined by the characteristics of feelings. The breadth and depth of stable feelings, their effectiveness and harmonious combination with intellectual and volitional sphere- the most important characterological feature of a person.

3. Intellectual character traits- stable individual-typological characteristics of mental abilities.

According to intellectual qualities, natures with a theoretical or practical mindset differ, with varying degrees flexibility and depth of intellect, speed of thought processes, with varying abilities for creative transformation of elements of experience; to independence in posing and solving new problems. Among the qualities that characterize the intellectual make-up of a person, the following stand out: productivity mind, his originality, clarity and others, that is, general intellectual talent, mastery of generalized ways of thinking, as well as stable intellectual orientation personalities - curiosity, prudence, thoughtfulness and etc.

Intellectual character traits as well as his strong-willed and emotional qualities, are formed on the basis of its prevailing interactions with the environment.

The same character traits manifest themselves in different ways in different people. It depends on the type of higher nervous activity, temperament, biological features body, on the state of the nervous system, cardiovascular and endocrine systems, age, etc.

Character consists of two groups of properties - motivational And performing. Stable motivational properties, that is, the orientation of the individual, are an indicator of the level of personal development. This area of personality is most associated with intellect, emotions and feelings.

The performing sphere of the individual - the features of its conscious self-regulation - are determined by the volitional qualities of the individual. But various volitional qualities of a person can be developed to different degrees. Thus, great strength of character can be combined with some instability, strength of character with insufficient determination, etc. It depends on the circumstances of life, on the demands that were predominantly placed on a person on his life’s path.

Along with individual character traits, one can distinguish a general way of adapting a person to reality - a person’s character type. When determining the type of character, what is essentially common in the characters of individual groups of people is highlighted, which determines their lifestyle, their way of adapting to the environment.

Character types:

1. Harmonically integral type, highly adaptable to different situations. This type of character is distinguished by the stability of relationships and at the same time high adaptability to the environment. A person with this type of character has no internal conflicts; his desires coincide with what he does. He is a sociable, strong-willed, principled person.

2. Internally conflict type, but externally consistent with the environment. This type of character is characterized by inconsistency between internal motivations and external behavior, which, in accordance with the requirements of the environment, is carried out with great tension.

A person with this type of character is prone to impulsive actions, but these actions are constantly restrained by volitional efforts. The system of his relationships is stable, his communicative properties are quite developed.

3. Conflict type with reduced adaptation. This type of character is characterized by conflict between emotional impulses and social responsibilities, impulsiveness, a predominance of negative emotions, and underdeveloped communicative properties.

4. Variable type, adapting to any conditions as a result of instability of positions, unprincipledness. This type of character indicates a low level of personality development, the absence of a stable general way of behavior. Lack of character, constant adaptation to external circumstances is a surrogate for plasticity of behavior; it should not be confused with genuine plasticity of behavior, with the ability to take into account circumstances to achieve one’s main goals, without deviating from socially positive norms and requirements.

4) focus personality - its characteristic needs, motives, feelings, interests, assessments, likes and dislikes, ideals and worldview

Need - the need to equalize deviations from the parameters of life that are optimal for a person as a biological being, an individual and a personality.

Needs determine focus the psyche of a given person, its increased excitability to certain aspects of reality.

Needs are divided into natural and cultural. Cultural needs are divided into material, material-spiritual(books, art objects, etc.) and spiritual. Human needs are socially determined. Depending on which circle social demands These needs are connected, their different levels differ.

Human needs are hierarchized, i.e. organized in a certain subordinate scheme. The hierarchy of individual needs constitutes the main distinctive feature of the personality - its orientation. But despite the significant diversity of individual needs, it is possible to isolate a basic scheme of personal needs.

Need for self-realization

Personality is a system of socially significant qualities of an individual, a measure of his mastery of social values and his ability to realize these values.

Personality Research Personality is the most complex mental construct in which many social and biological factors are closely intertwined. A change in even one of these factors significantly affects its relationship with other factors and the personality as a whole. This is due to the variety of approaches to the study of personality - different aspects of the study of personality come from different concepts, they contain a large number of methods and formulations.

VARIETIES OF METHODS: V. M. Bleicher and L. F. Burlachuk (1978) proposed as a conditional the following classification of methods for studying personality: 1) Observation and methods close to it (study of biographies, clinical conversation, analysis of subjective and objective anamnesis, etc.). d.); 2) Special experimental methods (modeling of certain types of activities, situations, some instrumental techniques, etc.); 3) Personality questionnaires and other methods based on assessment and self-esteem; 4) Projective methods.

Personality questionnaires are a type of personality tests that refer to “pencil and paper” type measurement techniques, which allows them to be used in group examinations. Personality questionnaires are a series of standard verbal stimuli - questions or statements, the answers to which are considered as behavioral reactions of a person.

The Hans Eysenck Personality Inventory (EPI) will help you find out the patient’s temperament, determine the type of temperament, taking into account introversion and extroversion of the personality, as well as emotional stability. Diagnosis of self-esteem according to G. Eysenck is, perhaps, a classic technique for determining temperament and one of the most significant in modern psychology.

Instructions. You are asked to answer 57 questions. The questions are aimed at identifying your usual way of behavior. Try to imagine typical situations and give the first “natural” answer that comes to your mind. If you agree with the statement, put a + (yes) sign next to its number; if not, put a - (no) sign next to its number.

Answers that match the key are worth 1 point! Extraversion - introversion: “yes” (+): 1, 3, 8, 10, 13, 17, 22, 25, 27, 39, 44, 46, 49, 53, 56; “no” (): 5, 15, 20, 29, 32, 34, 37, 41, 51. Neuroticism (emotional stability emotional instability): “yes” (+): 2, 4, 7, 9, 11, 14, 16, 19, 21, 23, 26, 28, 31, 33, 35, 38, 40, 43, 45, 47, 50 , 52, 55, 57. “Lie scale”: “yes” (+): 6, 24, 36; "no" (): 12, 18, 30, 42, 48, 54.

Extraversion - introversion: more than 19 bright extrovert, more than 15 extrovert, more than 12 tendency to extroversion, 12 average value, less than 12 tendency to introversion, less than 9 introvert, 5 deep introvert. Neuroticism: more than 19 very high level of neuroticism, more than 13 high level of neuroticism, 9 - 13 average value, less than 9 low level neuroticism. False: more than 4 is insincerity in the answers, which also indicates some demonstrative behavior and the subject’s focus on social approval; less than 4 is the norm.

Brief description of the results An extrovert can be described as a sociable and outward-looking individual, a wide circle of acquaintances, a need for contacts. An introvert is a calm, shy, person prone to introspection. Reserved and distant from everyone except close friends.