The social nature of a person determines his ability to live in society and be a part of it. The structure of the personality as such and the totality of the individual characteristics of the personality of a particular person provide him with the opportunity to be a subject of the socio-cultural life of society.
Psychologists disagree in views and ideas about the content of the concept of "personality" and the structure of personality. However, there are many very interesting theories that make it possible to better understand the social nature of a person and the peculiarities of the functioning of his psyche.
Personality and its properties
The individual is a separately taken representative of the human race. When an individual begins to act as a subject of the socio-cultural life of society, he becomes a person. The structure of the personality, its traits, properties and qualities "grow" on the data at birth of the characteristics of the psyche of the individual.
Personality is a set of stable psychological properties of an individual that determine his socially significant actions.
PERSONAL PROPERTIES:
- Will is the ability to consciously control emotions and actions.
- Abilities - various personality traits necessary for the implementation of a particular activity.
- Motivation is a set of properties that determine and explain the direction of behavior.
- Temperament is a set of psychophysiological properties associated with the dynamics of mental processes.
- Character is a set of persistent properties that determine the characteristics of a person's relationship and his behavior.
The concept of "personality" is used in everyday life when they talk about a specific strong-willed, charismatic person respected by people.
Various personality theories
One of the most controversial issues in scientific psychology is the question of personality structure.
In order to understand the many different theories and definitions of the structure of personality, as well as to streamline this knowledge, a classification of personality theories has been adopted on several grounds:
- By the way of determining the causes of human behavior:
- psychodynamic,
- sociodynamic,
- interactionistic,
- humanistic.
- By emphasis on the structure or dynamics of properties and qualities:
- structural,
- dynamic.
- By the range of ages considered in theory:
- preschool and school age,
- all age periods.
There are other grounds for classifying personality theories. This diversity is caused by the lack of agreement in the views of different psychological movements and schools, which sometimes do not have any common points of intersection.
The most interesting and well-known personality theories:
- psychoanalytic theory of Z. Freud;
- the theory of personality traits by G. Allport and R. Cattell;
- E. Berne's theory of social roles;
- A. Maslow's theory of personality;
- E. Erickson's personality theory.
Z. Freud is an outstanding scientist, the "father" of modern psychology, who turned people's ideas about themselves and their own "I". Before him, it was believed that the human psyche is his self-awareness and conscious activity.
Z. Freud introduced the concept of "Unconscious" and developed the structure of the personality in the form of a three-component dynamic model. He formulated a psychodynamic theory, identified the stages of personality formation and defined them as psychosexual stages of development.
Psychoanalytic theory of personality by Z. Freud
The main emphasis and foundation of Freud's theory is his interpretation of unconscious mental processes and instincts as forces driving a person outside his will and consciousness.
Natural desires and needs, entering into confrontation with morality and ethics, norms of behavior accepted in society, give rise to psychological and mental problems.
To solve such problems, S. Freud began to conduct a psychological analysis of the personality traits and behavioral characteristics of his patients.
In psychoanalysis, the psychologist helps the client to become aware of repressed desires and instincts by re-experiencing traumatic events of childhood or the recent past, uses methods of interpretation of dreams and free associations.
Freud's personality structure includes three components:
- UNCONSCIOUS OR IT, Id (ID)
A person has this component from birth, since it includes instinctive, primitive forms of behavior. The unconscious is a source of psychic energy, the main, defining component of the personality. Id pushes a person to the immediate satisfaction of desires and needs, is guided by the principle of pleasure.
If the instincts are not satisfied, there is nervousness, anxiety, tension. If a person satisfies all his needs without taking into account the norms and rules adopted in society, his life activity is destructive. It is socially unacceptable to act instinctively, without thinking about the rationality and culture of your behavior.
Two basic human instincts according to Freud: the life instinct and the death instinct. The life instinct includes the forces that induce a person to preserve and continue life, his kind. The common name for these forces is Eros.
The death instinct is a group of forces for the manifestation of aggression, cruelty, the desire to re-baptize life, destruction, death - Tonatos.
The main, basic and strongest Z. Freud considered the sexual instinct. Powerful power of sexual instincts - Libido. The energy of libido moves a person and finds relaxation in sex.
These instincts are not recognized, but govern the behavior of the individual.
- SUPER-CONSCIOUSNESS OR SUPER-EGO (SUPER-EGO)
Superconsciousness is morality, a system of norms and values of morality, ethical principles that were instilled in the process of education and self-education, in the course of socialization and adaptation in society. The super-ego is acquired, formed, begins to manifest itself from the age of three, when the child learns to understand what “I” is, as well as what is “good” and “bad”.
Superconsciousness is a moral and ethical force. It includes conscience as the ability to perceive critically one's thoughts and actions and the ego ideal as rules of good behavior, restrictions, standards of what should be done.
Parental guidance and control, growing into self-control, become idealistic notions of "how it should be." The parent / teacher / mentor's voice that the child heard as a child is “transformed” into his own inner voice as the person grows up.
The superego stimulates a person to be conscientious, honest, sincere, strive for spiritual values, development, self-realization, feel guilt and shame for unworthy behavior.
- CONSCIOUSNESS OR I, EGO (EGO)
The Freudian personality structure assumes that the human ego is the part of the personality responsible for making decisions. The Conscious Ego seeks a compromise between the demands of the Id and the limitations of the superego, which often act as opposing forces.
Consciousness ensures the safety and security of life, deciding to satisfy instincts in a socially acceptable form. It is Consciousness that perceives, senses, remembers, imagines, argues. It uses willpower and reason, seeking to understand how and when it is better and more expedient to satisfy desire.
The ego is guided by the reality principle. The methods of protecting the Ego both from the excessive influence of the Unconscious and from the Super-I are called defense mechanisms of the psyche. They are designed to restrain the impulses of the Unconscious and pressure from the Superconscious.
Defense mechanisms protect the Ego from psychological trauma, excessive experience, anxiety, fears and other negative phenomena.
Z. Freud identified the following defense mechanisms:
- Repression is the transition of traumatic memories into the realm of the Unconscious.
- Projection is the attribution of unacceptable qualities, thoughts and feelings to other people.
- Rationalization is an attempt to rationally explain and justify unwanted actions, thoughts, or behavior.
- Regression is a return to childhood patterns of behavior.
- Sublimation is the transformation of sexual instinct into socially acceptable behavior, more often creativity.
- Denial is the inability to admit the obvious, persistently defending oneself wrong.
- Isolation is the repression of strong emotions that took place in a traumatic situation (the situation is realized, but just as a fact).
- Identification is the process of excessively getting used to a role or traumatic situation, ascribing to oneself non-existent qualities.
- Substitution is the unconscious replacement of a traumatic situation or action with other real or fictional events.
- Compensation and overcompensation - the desire to make disadvantages invisible through the development of strengths.
A person with a strong, developed Ego successfully maintains a balance between the Id and the Super-I, effectively resolves internal conflicts. A weak ego is either weak-willed, too influenced by the driving forces, or rigid, too unyielding.
Both in the first case and in the second, an imbalance of the personality structure occurs, harmony is disturbed, psychological well-being is threatened.
The correct structure of personality according to Freud presupposes a balance of all its components, harmony between the Ego, It and the Super-I.
PSYCHOLOGY
PERSONAL STRUCTURE
ACCORDING TO Z. FREUD.
CONCEPT ABOUT ABILITIES. TYPES OF ABILITIES.
Personality structure according to Z. Freud
Introduction
In the history of spiritual culture, scientific creativity, it is hardly possible to find a teaching that would cause such sharp discrepancies in assessments than the teaching of the Austrian doctor - psychiatrist and psychologist Z. Freud. No direction has gained such a resounding popularity outside of psychology as Freudianism, its ideas influenced art, literature, medicine and other areas of science related to man.
The creator of this doctrine is often compared with Aristotle, Copernicus, Columbus, Magellan, Newton, Goethe, Darwin, Marx, Einstein, he is called a scientist and visionary, Socrates of our time, one of the great founders of modern social science, a genius in action, who took a decisive step towards a true understanding of the inner nature of man.
For the first time, he developed with almost artistic power the dramatic elements inherent in man - this convulsive play of flickering in the twilight light of the subconscious, where an insignificant impulse is given by the most distant consequences and in the most amazing combinations the past and the present are intertwined - truly the whole world in the close circuit of the human body, immeasurable in its wholeness and yet charming as a spectacle, in its incomprehensible regularity. And what is natural in a person - this is the decisive reinstallation of Freud's doctrine - in no way lends itself to academic schematization, but can only be experienced, outlived together with him and cognized in the process of this outliving, as the only one peculiar to him.
The personality of a person is comprehended not with the help of frozen formulas, but exclusively by the imprints of experiences sent to him by fate; therefore, any healing in the close sense of the word, any help in the moral sense presupposes, according to Freud, knowledge of the personality, but knowledge that affirms, sympathetic, and because of this really
Therefore, respect for the individual, for this, in the Goethean sense, "revealed secret" is for him the immutable beginning of all psychology and all mental healing, and Freud, like no one else, taught us to keep this respect as a kind of moral law. It was only thanks to him that thousands and hundreds of thousands learned about the vulnerability of the soul, especially the child's, and in the face of the manifestations he had opened, they began to understand that every rough touch, every unceremonious climb (often through the medium of one word!) Into this supersensitive, endowed with the fatal power of recall matter can destroy fate and that, consequently, any rash prohibitions, punishments, threats and measures of coercion impose on the punisher a previously unknown responsibility.
He invariably instilled in the consciousness of modernity - school, church, courtroom - respect for the individual, even on the paths of his deviation from the norm, and with this deeper penetration into the soul he planted more foresight and condescension in the world.
The art of mutual understanding, the most important art in human relations, which can contribute to the emergence of a higher humanity, owes its development to Freud's doctrine of personality much more than to any other method of our time; only thanks to him became clear to our era, in a new and real understanding, the meaning of the individual, the unique value of every human soul.
Personality as a Trinity
Freud's views can be divided into three areas - a method of treating functional mental illness, personality theory and the theory of society, while the core of the entire system is his views on the development and structure of a person's personality. His works highlighted the fundamental issues of the structure of the inner world of the individual, her motives and feelings, conflicts between her desires and a sense of duty, the causes of mental breakdowns, the illusory ideas of a person about himself and others.
The theory of personality developed by Z. Freud presented a person not as a rational being and conscious of his behavior, but as a being in eternal conflict, the origins of which lie in another, wider sphere of the psychic.
In general terms, the human psyche seems to Freud split into two opposing spheres of the conscious and unconscious, which are essential characteristics of the personality.
But in the Freudian personality structure, these spheres are not equally represented: he considered the unconscious to be the central component that constitutes the essence of the human psyche, and the conscious - only a special instance, built on top of the unconscious; the conscious owes its origin to the unconscious and crystallizes from it in the process of the development of the psyche.
Although Freud's ideas about the structural levels of the human psyche changed over the course of his theoretical activity, the fundamental division into the spheres of the conscious and unconscious in one form or another remained in all the models of personality he created.
However, in the early 1920s, Freud revised his conceptual model of mental life and introduced three basic structures into the anatomy of personality. This was called the structural model of personality, although Freud himself was inclined to consider them as some kind of processes, rather than structures.
The model of personality created by Freud appears as a combination of three elements that are in a certain subordination with each other: conscious ("Super-I"), preconscious ("I") and unconscious
("It"), in which the main structures of the personality are located.
In the unconscious layer there is one of the personality structures - "It", which is actually the energy basis of the personality.
"It", in Freud's theory, means primitive, instinctive and innate aspects of personality, such as sleep, eating, defecation, copulation and fills our behavior with energy. "It" has its central meaning for the individual throughout life, it does not have any restrictions, is chaotic. Being the initial structure of the psyche, "It" expresses the primary principle of all human life - the immediate release of psychic energy produced by primary biological impulses, the restraint of which leads to tension in personal functioning.
Obeying this principle and not knowing fear or anxiety, "It", in its pure manifestation, can pose a danger to the individual and society.
"It" - the unconscious (deep instinctive, mainly sexual and aggressive urges), plays the main role that determines the behavior and state of a person. "It" contains innate unconscious instincts that strive for their own satisfaction, for relaxation, and thus determine the activity of the subject.
Freud believed that there are two basic innate unconscious instincts - the life instinct and the death instinct, which are in an antagonistic relationship with each other, creating the basis for a fundamental, biological internal conflict. The unconsciousness of this conflict is connected not only with the fact that the struggle between instincts usually occurs with the unconscious layer, but also with the fact that human behavior is caused, as a rule, by the simultaneous action of both of these forces.
From Freud's point of view, instincts are the channels through which energy flows that shape our activities. Libido, about which both Freud himself and his students wrote so much, is that specific energy that is associated with the life instinct. For the energy associated with the instinct of death and aggression, Freud did not give his own name, but constantly spoke of its existence. He also believed that the content of the unconscious is constantly expanding, since those aspirations and desires that a person could not, for one reason or another, realize in his activity are displaced by him into the unconscious, filling its content.
The second personality structure - "I", according to Freud, is also innate and is located both in the conscious layer and in the preconsciousness. Thus, we can always be aware of realizing our "I", although this may not be an easy thing for us. If the content of "It" expands, then the content of "I", on the contrary, narrows, since a child is born, according to Freud, with an "oceanic sense of I", including the entire surrounding world. Over time, he begins to realize the border between himself and the world around him, begins to localize his “I” to his body, thus narrowing the volume of the “I”. The ego was called by Freud the secondary process, the "executive organ" of the personality, the domain of intellectual problem-solving processes.
The third personality structure - "Super-I" is not congenital, it is formed in the process of a child's life. The mechanism of its formation is identification with a close adult of the same sex, the features and qualities of which become the content of the "Super-I". "Super-I" - the last component of the developing personality, functionally meaning a system of values, norms and ethics, reasonably compatible with those that are accepted in the environment of the individual. As the moral and ethical force of the personality, the "Super-I" is the result of long-term dependence on parents.
Further, the development function is taken by the society (school, peers, etc.). You can also consider the "Super-I" as an individual reflection of the "collective conscience" of society, although the values of society are distorted by the perception of the child.
Rationalization is associated with the desire of the "Super-I" to somehow control the current situation, giving it a respectable appearance. Therefore, a person, not realizing the real motives of his behavior, covers them up and explains them with invented, but morally acceptable motives. In projection, a person ascribes to others those desires and feelings that he experiences himself. In the case when the subject, to whom any feeling was attributed, confirms the projection made by his behavior, this protective mechanism works quite successfully, since a person can perceive these feelings as real, real, but external to him and not be afraid of them. ...
The "logic" of unconscious conflict
The three-component personality model made it possible to delineate the concept of
I and about consciousness, to interpret the I as an original psychic reality and thus as a factor that plays its own role in the organization of behavior.
Freud emphasized that there is an unstable balance between these three personality structures, since not only their content, but also the directions of their development are opposite to each other.
The instincts contained in "It" strive for their own satisfaction, dictating to a person such desires that are practically impossible to fulfill in any society. "Super-I", the content of which includes conscience, self-observation and ideals of a person, warns him about the impossibility of realizing these desires and stands guard over the observance of the norms adopted in a given society.
Thus, "I" becomes, as it were, an arena of conflict of contradictory tendencies that are dictated by "It" and "Super-I". This state of internal conflict, in which a person is constantly found, makes him a potential neurotic. Therefore, Freud constantly emphasized that there is no clear line between norm and pathology and the constant stress experienced by people makes them potential neurotics. The ability to maintain one's mental health depends on the mechanisms of psychological defense that help a person, if not prevent (since this is actually not possible), then at least mitigate the conflict between "It" and "Super-I".
At first glance, it may even seem that it is I, this conscious beginning, that is the driving force that makes It change the direction of its activity in accordance with the sanction-forming norms of social being.
However, in the Freudian personality structure, the situation is different: it is not the I that controls the It, but, on the contrary, It gradually, powerlessly dictates its conditions to the I.
As an obedient servant of unconscious drives, Freud's self tries to maintain its good agreement with the id and the outside world. Since he does not always succeed in this, a new instance is formed in him - the Super-I or the Ideal-I, which reigns over the I as a conscience or an unconscious feeling of guilt.
In the Freudian model of personality, the Super-I is indicated as a higher being, reflecting the commandments, social prohibitions, the power of parents and authorities. If the I is mainly a representative of the external world, then the Super-I acts in relation to it as the protector of the interests of the id.
According to its position and functions in the human psyche, the Super-I is called upon to sublimate unconscious drives, that is, to switch the socially unapproved impulse of It into a socially acceptable impulse of the I, and in this sense, it seems to solidarize with the I in curbing the drives of the It. But in its content, the Freudian superego is nevertheless close and akin to it, since it is the heir of the Oedipus complex and, consequently, the expression of the most powerful movements of the id and the most important libidinal destinies of it.
The superego even opposes the self as a confidant of the inner world of the id, which can lead to a conflict situation fraught with disturbances in the human psyche. Thus, Freud's I appears in the form of an unhappy consciousness, which, like a locator, is forced to turn in one direction or the other in order to find itself in friendly agreement with both It and the Super-I.
Although Freud recognized the heredity and naturalness of the unconscious, subjectively he believed in the ability to realize the unconscious, which he expressed most vividly in the formula: Where it was, there must be I.
However, the most effective mechanism is what Freud called sublimation. This mechanism helps to direct energy, which is associated with sexual or aggressive aspirations, in a different direction, to realize it, in particular, in artistic activity. The sublimation mechanism is interpreted as the main source of creativity.
In principle, Freud considered culture a product of sublimation, and from this point of view he considered works of art, scientific discoveries. This activity is most successful because in it there is a complete realization of the accumulated energy, catharsis or cleansing of a person from it. Libidous energy, which is associated with the life instinct, is also the basis for the development of personality, human character.
Thus, in his view of personality, Freud shows that man is basically a biological being and all his activities are directed and organized by internal excitement to satisfy his instincts. But society, its interaction and organization is based on social norms, principles and rules, and in order to coexist in society, a person must replace the principle of pleasure with the principle of reality, which can subsequently lead to dissatisfaction and mental disorder. And knowing that energy does not disappear anywhere, but simply passes into its other types, we can receive a manifestation of aggression in exchange for a rejected feeling of love.
Personality structure in the mirror of Freud's psychoanalysis
Freud discovered that behind the veil of consciousness is hidden a deep, "boiling" layer of powerful aspirations, impulses, desires that are not realized by a person. As an attending physician, he was faced with the fact that these unconscious experiences and motives can seriously burden life and even become the cause of neuropsychiatric diseases. This led him to find ways to rid his patients of conflicts between what their minds say and hidden, blind, unconscious motives. Thus was born the Freudian method of healing the soul, called psychoanalysis.
Freud uses the technical term "unconscious" in his psychoanalysis. In Freud's view, the conscious is not an exclusive category of mental activity, and in accordance with this, the unconscious does not seem to him as a completely special or even subordinate category; on the contrary, he emphatically stresses that all mental processes are at first unconscious acts; those of them that are realized are not any special variety, but their transition into consciousness is a property that comes from outside, like light in relation to any object.
The unconscious is by no means a waste of psychic life, but the primordial psychic substance, and only a tiny fraction of it emerges on the surface of consciousness. However, the most important part that does not come to light, the so-called unconscious, is by no means dead from this and is not devoid of dynamism. In fact, it affects our thinking and our feeling just as vividly and actively; it is, perhaps, even the most vital part of our soul substance. Therefore, the one who does not take into account the participation of the unconscious will in all our decisions, looks erroneously, for he loses sight of the most essential factor of our inner tension.
Our life, in all its fullness, does not develop freely on the basis of rationality, but is under constant pressure from the unconscious; every moment a new wave from the abyss of the supposedly forgotten past invades our living life. Not at all in the majestic measure, as we mistakenly believe, our external behavior obeys the waking will and the calculations of reason; our lightning-fast decisions, sudden tremors shaking our fate, come from the dark clouds of the unconscious, from the depths of our instinctive life.
Down there, blindly and chaotically, is crowded together that which in the sphere of consciousness is delimited by clear categories of space and time; there are fiercely wandering desires of a long-dead childhood, which we consider buried long ago, and from time to time they break through, thirsty and hungry, into our lives; fear and horror, long forgotten by consciousness, soar their screams upward, along the wires of our nerves; the passions and lusts of our barbarian ancestors are rooted there in the depths of our being.
From there, from the depths, our most personal actions arise, from the area of the mysterious come sudden insights; our strength is determined by another, higher power. There, in the depths, unknown from us, our primordial “I” lives, which our civilized “I” does not know anymore or does not want to know; but suddenly it straightens up to its full height and breaks through the thin shell of culture; and then his instincts, primitive and indomitable, menacingly penetrate our blood, for the eternal will of the unconscious is to ascend to the light, transform into consciousness and find a way out into action: "since I exist, I must be active."
At any moment, no matter what word we utter, no matter what act we perform, we must suppress or, rather, push back our unconscious drives; our ethical or cultural sense has to relentlessly resist the barbaric lusts of the instincts. And - a majestic picture, first brought to life by Freud - our entire mental life is presented as an incessant and passionate, never ending struggle between conscious and unconscious will, between the responsibility of our actions and the irresponsibility of our instincts.
Freud is concerned with questions about the deep mechanisms of the functioning of the individual. It is important for him to understand the basis of human existence, the structural elements of the human psyche, the principles of the development of the individual's life and the motive of human behavior in the world around him. Therefore, psychoanalytic teaching focuses on the person himself, on that deep basis, thanks to which the beingness of all his life manifestations, both natural and spiritual, is realized.
Freud does not in the least turn away from ontological problems, he transfers them into the depths of the human being. The ontologization of human existence does not at all mean that, taking the external world out of the brackets of psychoanalytic research, Freud thereby in no way correlates it with human life. He is not against arguments about the dependence of a human being on fate, on an immutable necessity, on external reality. Moreover, Freud recognizes, for example, that "internal delays in ancient periods of human development were due to real external obstacles."
However, he is not inclined to absolutize the impact of external conditions on a person, to consider them as the only determinants that determine the direction of the development of the individual and the forms of his behavior in life. While agreeing with those who recognize the vital necessity as an important factor in human development, Freud at the same time believes that this should not "induce us to deny the importance of internal tendencies of development, if it is possible to prove their influence." According to him, "the life behavior of an individual is explained by the interaction of organization and" fate ", internal and external forces."
Therefore, he proceeds from the fact that, firstly, the understanding of the external world is incomplete and insufficient, if the nature of the internal organization is not previously revealed, and, secondly, in its deep dimensions, human being is as real as the external world, and, therefore, the study of the human psyche should be based on educational methods, just as objective reality is investigated by means of science.
Conclusion
Structural and functional analysis of personality led Freud to the recognition of the tragedy of human existence: complex relationships between various layers of the personality, the principles of the functioning of the human psyche, the drive to create and destroy simultaneously, the desire to continue life and disappear into oblivion - all this in the Freudian interpretation of man served as a confirmation of those irreconcilable antagonistic relations that supposedly exist from the moment of the birth of a human being to the very last years of his life between consciousness and the unconscious, reason and passions.
Trying to survey the cultural and social institutions of mankind through the prism of the course of mental processes, Freud starts from the personality model he created. He believes that the mechanisms of mental interaction between various instances of the personality find their analogue in the social and cultural processes of society.
Since a person does not exist in isolation from other people, in his mental life there is always another, with whom he comes into contact, insofar as the psychology of personality in the understanding of the founder of psychoanalysis is at the same time social psychology.
Hence his conclusion that the psychoanalytic method can be used not only in the study of individual-personal, but also cultural and social problems, that is, this method is unjustifiably elevated by him to the rank of universal.
Freud considered the main and at the same time fatal problem of humanity to establish a reasonable balance between the unconscious drives of man and the moral requirements of culture, between the mental organization of the individual and the social organization of society.
The concept of ability. Ability types
Introduction
The topic of abilities is still relevant today. The problem of abilities is constantly posed to a person by life. She has always been as important as it is fascinating.
The concept of human abilities developed in connection with the general course of development of human thought and has long been the subject of philosophical consideration. Only in the second half of the 19th century. empirical studies of human abilities arise and develop. However, having emerged in the era of capitalism, they served in many cases the interests of the ruling strata of capitalist society and substantiated the theory and practice of exploitation of workers. A person's abilities are not given directly in his self-observation or experiences. We only conclude about them, correlating the level of mastery of activity by one person with the level of its mastery by other people. At the same time, it turns out to be a necessary condition for identifying abilities to analyze the conditions of a person's life, his training and education, as well as his life experience in mastering this activity. In this regard, the problem of the ratio in the abilities of innate and acquired, hereditarily fixed and formed in the process of individual development is of particular importance.
In solving the problem of abilities, it is necessary to proceed from the principle of the unity of man and the conditions of his life. A capable or incapable child should be considered not as a carrier of hidden mysterious possibilities opposing the environment, but as a derivative of the unity of the individual and the conditions of his life and activity, the different influence of living conditions at different stages of the child's development.
Definition of abilities
When they talk about a person's abilities, they mean his capabilities in this or that activity. These opportunities lead to both significant success in mastering the activity and high performance indicators. All other things being equal (level of preparedness, knowledge, skills, abilities, time spent, mental and physical efforts), a capable person gets maximum results in comparison with less capable people.
The high achievements of a capable person are the result of the correspondence of the complex of his neuropsychic properties to the requirements of activity. Any activity is complex and multifaceted. She makes different demands on the mental and physical strength of a person. If the existing system of personality traits meets these requirements, then a person is able to carry out activities successfully and at a high level. If there is no such correspondence, then the individual is found to be incapable of this type of activity. That is why the ability cannot be reduced to any one property (good color discrimination, sense of proportion, ear for music, etc.). It is always a synthesis of the properties of the human personality.
Thus, ability can be defined as a synthesis of the properties of a human personality that meets the requirements of activity and ensures high achievements in it.
Observing schoolchildren, the teacher, not without reason, believes that some are more capable of learning, others are less capable. It so happens that a student is capable of mathematics, but poorly expresses his thoughts in oral and written speech, or shows aptitude for languages, literature, in general for the humanities, but mathematics, physics, and the study of technology are difficult for him.
Abilities are such mental qualities due to which a person relatively easily acquires knowledge, abilities and skills and
successfully engaged in any activity.
Abilities are not limited to knowledge, skills and abilities, although they manifest and develop on their basis. Therefore, one must be very careful and tactful in determining the students' abilities, so as not to mistake the child's weak knowledge for his lack of abilities. Such mistakes were sometimes made even with respect to future major scientists, who, for some reason, did poorly in school. For the same reason, conclusions about abilities only on the basis of certain properties, which prove not low abilities, but a lack of knowledge, are inappropriate.
Unlike character and all other personality traits, ability is a personality trait that exists only in relation to one or another, but necessarily certain activity.
Psychology textbook K.K. Platonov gives the following formulation to the concept of "ability":
Abilities are a set of personality traits that determine the success of learning any activity and improving in it.
A.V. Petrovsky, in his textbook on general psychology, gave such a definition of "ability".
Abilities are such psychological characteristics of a person, on which the success of acquiring knowledge, skills, and abilities depends, but which themselves cannot be reduced to the presence of this knowledge, skills and abilities.
In relation to skills, abilities and knowledge, a person's abilities act as a certain possibility. Just as a grain thrown into the soil is only an opportunity in relation to an ear that can grow from this grain, but only on the condition that the structure, composition and moisture of the soil, weather, etc., are favorable, human abilities are only an opportunity for the acquisition of knowledge and skills. Whether or not this knowledge and skills will be acquired, whether the opportunity will turn into reality, depends on many conditions. The conditions include, for example, the following: will the surrounding people (in the family, school, work collective) be interested in the person mastering this knowledge and skills; how he will be trained, how his work activity will be organized, in which these skills will be needed and consolidated, etc.
Ability is an opportunity, and the required level of skill in a particular business is reality. The musical abilities revealed in the child in no way guarantee that the child will be a musician. For this to happen, special training is necessary, perseverance shown by the teacher and the child, good health, the presence of a musical instrument, notes and many other conditions, without which the abilities can stall without developing.
Psychology, denying the identity of abilities and essential components of activity - knowledge, skills and abilities, emphasizes their unity. Abilities are found only in activity, and, moreover, only in such activity that cannot be carried out without the presence of these abilities.
It is impossible to talk about a person's ability to draw if they did not try to teach him to draw, if he did not acquire any skills necessary for visual activity. Only in the process of special training in drawing and painting can it be found out whether the student has the ability. This will be revealed in how quickly and easily he learns the techniques of work, color relationships, learns to see the beauty in the world around him.
Abilities are found not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition, i.e. in how, other things being equal, the process of mastering knowledge and skills that are essential for a given activity is carried out quickly, deeply, easily and
And it is here that the differences are found that give us the right to talk about abilities.
So, abilities are individual psychological characteristics of a person, which are the conditions for the successful implementation of this activity and reveal differences in the dynamics of mastering the knowledge, skills and abilities necessary for it. If a certain set of personality traits meets the requirements of the activity that a person masters over time, pedagogically reasonably responds to its development, then this gives reason to conclude that he has the ability for this activity. And if the other person, all other things being equal, does not cope with the demands made by his activity, then this gives reason to assume that he has no corresponding psychological qualities, in other words, the lack of abilities.
Ability types
As well as character, abilities are not an independent substructure of personality, which is adjacent to others, but a certain combination of its various properties.
The difference between character and ability is that character is manifested in all types of activity, and ability - only in one, definite. Until a person begins a certain activity, he has only potential abilities to perform it, which are the properties of his personality, partially developed from his inclinations, but more formed by his experience. But as soon as he begins this activity, his potential abilities become actual abilities, not only manifesting, but also forming in this activity.
Various types of activities, differing in their own, respectively
make different demands on the personality, on her abilities. The peculiarities of these requirements lie not only in the fact that in order to perform certain types of activity, a well-defined development of some specific mental processes is necessary (for example, a certain type of sensation, sensorimotor coordination, emotional balance, richness of imagination, distribution of attention, more developed verbal and logical thinking etc.), but also their complexes. Educational activities, most types of skilled labor impose a complex of psychological requirements on the individual. The difference in the requirements imposed by activities on the individual is reflected in the classification of human abilities.
The most general classification of abilities is to divide them into two groups: general and special. Each of these groups is divided into elementary and complex, and within them specific types are already distinguished.
All human abilities as mental phenomena can be divided into four groups.
The types of abilities are distinguished according to their orientation, or specialization (general and special abilities).
General abilities are understood as such a system of individual-volitional personality traits, which provides relative ease and productivity in mastering knowledge and carrying out various types of activity. General abilities are a consequence of both a rich natural talent and the all-round development of a personality.
Special abilities are understood as such a system of personality traits that helps to achieve high results in any special area of activity, for example, literary, visual, musical, scenic, etc. Elementary general abilities inherent in all people, although in varying degrees of their expression , - these are the main forms of mental reflection: the ability to feel, perceive, think, experience, make and implement decisions and remember. After all, each elementary manifestation of these abilities is a corresponding action performed with varying degrees of success: sensory, mental, volitional, mnestic - and can even become a corresponding skill.
Special elementary abilities are abilities that are no longer inherent in all people, they presuppose a certain manifestation of some qualitative aspects of mental processes.
An eye meter is the ability to perceive, evaluate and compare the values of visually perceived objects, the intervals between them and the distances to them with varying accuracy, that is, this is a certain quality
visual perception.
Ear for music is a certain quality of auditory perception, manifested in the ability to distinguish musical sounds and accurately reproduce them. An ear for music is one of the components of musical ability. Special elementary abilities are developed on the basis of the inclinations in the learning process.
General complex abilities are the abilities for common human activities: work, study, play, communication with each other. They are inherent to one degree or another in all people. Each of the abilities included in this group is a complex structure of personality traits.
Special complex abilities are inherent not only to varying degrees, but in general not all people. They are abilities for certain professional activities that have arisen in the course of the history of human culture. These abilities are commonly referred to as professional.
The totality of a number of abilities, which determines the especially successful activity of a person in a certain area and distinguishes him from other persons who study this activity or perform it under the same conditions, is called giftedness.
A person's abilities can be judged by observing the process of performing new tasks in changed conditions, the course of mastering activities. Practically speaking, a student's abilities can be judged by a combination of indicators such as the student's progress in mastering the corresponding activity, the quality level of his achievements, the propensity to engage in this activity, the ratio of academic performance and efforts spent to achieve these results. The latter indicator is very important to take into account, since one student may, for example, not be able to succeed because he does very little on his own in the subject, and the other, who is doing well, perhaps spends all his personal time on approaching the subject. Studying the professional abilities of the student, the teacher must find out: firstly, how well the student has developed such character traits as hard work, organization, concentration, perseverance, endurance, self-criticism, self-control, which act as necessary conditions for achieving sustainable success in any mastered profession ; secondly, what are the student's professional interests and inclinations (this is manifested in the desire for a thorough study of the profession in all details or, on the contrary, an indifferent attitude towards what is being learned, towards successes and failures in completing assignments in the profession); thirdly, to what extent the student has developed the special elementary abilities necessary for a given profession, what must be done for their development or for the development of personality traits that compensate for some of these abilities.
The idea "everyone is capable of anything" is wrong. It is correct to say that "every person is capable of something useful for society." Thus, a student who is incapable of being a high-altitude installer, driver or automatic line adjuster may be not only capable, but also a talented machine operator, operator or cook.
The inability for a certain type of work activity is much more difficult than the lack of ability. Disability as a negative ability is also a certain personality structure, which includes its negative traits for a given activity.
Conclusion
In this test, I consolidated and expanded the theoretical knowledge gained during the study of the course "Psychology".
I learned what is the peculiarity of psychology as a science, and what is its peculiarity from other sciences. Psychology is both a very old and a very young science. Having a thousand-year past, it, nevertheless, is still in the future.
After analyzing the topic of abilities, I realized that the realization of a person's abilities is a decisive criterion for the level and development of society. The problem of human abilities is one of the main theoretical problems of psychology and the most important practical problem.
I came to the conclusion that abilities exist only for certain activities, and therefore, while it is not clear what activity a person will be engaged in, nothing can be said about his abilities for this activity. Each person is individual and abilities reflect his character, inclination to something or passion for something. But abilities depend on desire, constant training and improvement in any area. And if a person does not have a desire or passion for something, then abilities in this case cannot be developed.
It cannot be said that every person is capable of everything. If he has the ability to draw, it is not at all necessary that he has an ear for music.
Engaged in the development of their abilities, a person should strive to ensure that this development is not an end in itself. The main task is to be a worthy person, a useful member of society. Therefore, it is necessary to work on the formation of the personality, on the formation of its positive and, above all, moral qualities. Abilities are only one side of a personality, one of its mental properties. If a talented person is morally unstable, then he cannot be considered a positive person. On the contrary, gifted people, distinguished by a high moral level, adherence to principles, moral feelings and strong will, have brought and continue to bring great benefits to society.
List of sources and literature used
Literature
1. Bogoslovsky V.V., Kovalev A.G., Stepanov A.A. General psychology. M .: Education, 2008.456 p.
2. Gonobolin F.N. Psychology - M: Education, 2006.205 p.
3. Kazakov V.G., Kondratieva L.L. Psychology - M: Higher School, 2010.320 p.
4. Platonov K.K., Golubev G.G. Psychology - Moscow: Higher School, 2010.210 p.
5. Petrovsky AV General psychology. M .: Education, 2006.565 p.
Internet sources
Freudianism, as a psychological direction, was formed at the beginning of the 20th century, although psychoanalysis existed earlier. Everyone who is interested in this movement needs to know what is according to Freud. Actually, this will be discussed in this article.
Sigmund Freud's book "I and It" provides a detailed analysis of each element of the described structure. There are three of them:
It is at an early age that the parents' behavior model, their habits and manner of communication with the child play a huge role. In addition, the influence of society is important, and very important. Those moral qualities that were formed in the child during this period will form the basis of his personality throughout his life. Very rarely, they can undergo change, even consciously. The super-ego is also conscience. Therefore, the right ones in early childhood are very important.
All these elements exist in close relationship with each other. This is the structure of the personality according to Freud.
What is a person's personality? Many leading psychologists of the world have been looking for answers to this question for decades. Over time, all assumptions and hypotheses about the mechanisms and nature of personality development have formed into several basic theories. The most popular among them: the analytical theory of C.G. Jung, the humanistic theory, authored by K. Rogers and A. Maslow, the cognitive theory of personality by J. Kelly, the activity theory of S.L. Rubenstein and a number of other researchers, behavioral and dispositive theories and finally, the psychodynamic theory known as classical psychoanalysis, authored by the Austrian psychologist Sigmund Freud. We will talk in more detail about the last item on this list and the most striking example of the study of personality structure among others.
Sigmund Freud - personality structure
Before the advent of Freud's theory, the study of the structure of personality was reduced to the very phenomenon of human consciousness. Latent motives of behavior and its features were not considered in depth. Freud believed that the psyche is not only "conscious". It is multidimensional and consists of several levels and components that reflect not only conscious, but also subconscious processes. Thus, the psychic structure of the personality according to Freud is represented by three interrelated elements - the unconscious, preconsciousness and consciousness. The concept of preconscious processes boils down to the fact that they are not always conscious, but sometimes they can be caused by it.
During the period when Freud was actively developing his hypothesis, the use of the method of hypnosis in psychological practice was quite widespread. However, according to the father of psychoanalysis, the introduction of a person into a state of hypnosis makes it impossible to attempt to bring unconscious experience into a conscious state. That is why the psychologist has created his own methods of working with patients. They are the well-known interpretation of dreams and the method of free association.
Thus, the structure of personality and its psyche according to Freud has three components: It, Ego and Superego.
- "It". Primitive matter that is responsible for innate processes. This is the unconscious, which includes the desires, pleasures and libido of a person.
- "Ego" ("I"). Consciousness that follows reality. Develops mechanisms that allow you to adapt to the environment.
- "Superego" ("Super I"). Unconscious, acquired before the appearance of the speech function. It includes norms of behavior, rules, prohibitions and various taboos that are the product of the influence of other people.
A separate place in the psychological structure of the personality according to Freud is occupied by the stages of development that the child goes through before growing up.
- oral- characterized by receiving pleasure through the oral cavity. Any feeling of deficiency of these pleasures in childhood can lead to the manifestation of alcoholism, smoking or gluttony in adulthood;
- anal- associated with the control of bowel movements. It is possible that a special delay in the removal of feces from the body occurs for the sake of deriving pleasure from the subsequent relief. In older age, this can have consequences in the form of greed or frequent constipation;
- genital- the stage that manifests itself in personal gender identification. The peculiarity here is that the child, being aware of his gender, considers the parent as a potential sexual partner. This phenomenon is associated with such concepts introduced by Freud as the Oedipus complex and the Electra complex. That is, boys view their mother as a sexual partner and are jealous of her father as a rival, while girls show the same in relation to fathers with jealousy of the mother.
According to Freud's psychoanalysis, the structure of a harmonious personality implies an equal combination of "It" and "Superego". Any preponderance in one of these substances can lead to deviations in mental processes and even the emergence of pathologies.
Also, do not forget about the protective mechanisms that are developed through the interaction of all three components of the personality. They allow a person to adapt to the world around him and adequately interact with it. The main human defense mechanisms are as follows:
The structure of personality according to Freud has many facets. It is not without reason that psychoanalysis is still one of the leading trends in psychology. Although for many decades Freud's works were not published and were criticized in every possible way, they have survived to this day, and serve as an excellent example of how to develop a harmonious personality, working not only on your consciousness, but also on the unknown corners of the subconscious.
Today, on the site site, you will learn what the structure of personality in psychology is according to Sigmund Freud, Karl Jung, Eric Bern, Frederick Perls and other prominent psychoanalysts and psychotherapists.
A person's personality is conventionally divided into subpersonalities, as if several internal "I" - a kind, psychoanalytic I-Concept. This is done for a better, almost visual understanding of the psychological structure of a person's personality - its content and functions, and most importantly - for psychotherapy of personality disorders.
Orthodox psychoanalysis, which shows the structure of the personality according to Freud, consists of three parts: consciousness, subconsciousness and unconsciousness.
The basic concept of personal structuring by Sigmund Freud is the Super-Ego (Super-I), Ego (I) and Id (It).
In fact, the superego is the social component of the personality, the ego is psychological, and the id is biological.
Super-Ego (Super-Self)- this is “consciousness” that “lives” according to the principle of reality and censorship (censorship according to moral and ethical standards). The super-ego serves to restrain the impulses of the ID (unconscious).
The super-ego, as a part of the personality structure, is not innate, it develops in the process of parenting and primary socialization of the child (in kindergarten, school, among peers, etc.).
According to Freud, the Super-I has two substructures: Conscience and the Ego-ideal (ideal I). The child's conscience develops through parental punishment, and the ideal-self through rewards and approvals.
All this is formed and fixed in the child's personality through introjection (unconscious introduction into the psyche), based on the moral norms of parents and society.
Ego (I)- this is a "subconscious", "living", like the Super-Ego, according to the principle of reality and censorship, but the Ego censors not only impulses of desires from the unconscious (ID), but also from the Super-Ego and from the outside world.
Also, EGO is a logical, rational and realistic thinking associated with the cognitive and intellectual functions of a person.
In other words, it is the EGO that decides when and what instincts can be satisfied, and is, as it were, an arbiter between the desires of the ID and the prohibitions (censorship) of the Super-Ego, thereby guiding human behavior.
Eid (It)- this is entirely "unconscious", the realm of the instincts of Eros and Tonatos (according to Freud, sexual, aggressive, destructive).
“Id” in the structure of a person’s personality “lives” and acts according to the principle of pleasure, it is something dark, chaotic, primitive, not amenable to morality and requiring immediate release. Id (or It) stands between the psyche and the somatic.
There are two mechanisms of the unconscious (ID) that allow you to relieve tension: reflex actions and primary processes.
Reflex actions of ID Is an automatic response to stimulation (coughing, tears, etc.).
Primary Id Processes- this is an irrational, fantasy form of representations, hallucinatory fulfillment of desires (in dreams, dreams).
When a person's everything is normal (there are no psychoemotional problems), then the whole structure of the personality, according to Freud, works in concert, and the Super-Ego, and the Ego, and the ID - "live" in harmony.
Mental illness or personality disorder occurs when the ego is unable to control and regulate the activity of the ID and the super-ego.
The goal of psychoanalytic therapy is to empower the weakened EGO and bring harmony to the structure of a person's personality, thereby relieving him of emotional, psychological, mental suffering and improving the quality of life and general health.
Personality structure according to Jung ^
Analytical psychology - it outlines the structure of personality according to Jung - this is the Ego, Personal unconscious, Collective unconscious.
Ego- this is the center of consciousness, a part of the soul, which includes feelings, sensations, memories, thoughts, and everything that allows a person to feel his integrity and realize his identity.
Personal unconscious- this is the structure of the personality, which includes repressed (suppressed) memories, feelings, experiences from consciousness.
Also, according to Jung, human complexes are stored in the personal unconscious, which can seize control over a person and control his behavior.
Collective unconscious Is a storage place for ancient, hidden memories inherited from ancestors. Because of this, the collective unconscious is universal, as opposed to the personal, which is individual.
Jung's main concept - which is why he actually disagreed with Freud - is precisely the collective unconscious, which lies in the structure of a person's personality and is presented in the form of archetypes (prototypes).
Archetypes, according to Jung, are universal, universal models of perception that have a significant emotional element. For example, the archetypes of Mother, Energy, God, the archetype of Hero, Sage, Child, etc.
The main archetypes in the structure of personality according to Jung
The main, main archetypes in the structure of personality according to Jung are the Person (Mask), Shadow, Anima and Animus, the Self.
Person (or Mask)- this is the social role of a person, his public personality, a mask that he unconsciously puts on in connection with the dominant attitudes with society.
If the Ego is identified with the Person, then the person ceases to be himself, all his life playing someone else's role.
Shadow- this is the archetype of personality opposite to the Person. The shadow is irrational, usually immoral, contains impulses that are rejected in society (sometimes sexual, aggressive). Therefore, the energy of the Shadow is usually suppressed by the protective mechanisms of the psyche.
Often, people with a normal EGO channel this energy in the right, controlled direction. For example, in creative activity.
Both "Person" and "Shadow" can appear in the personal unconscious and even in the Ego, for example, in the form of rejected thoughts or acceptable behavior in society.
Anima and Animus- an archetype associated with human bisexuality by nature. It reflects the feminine psychological principle in a man (Anima) and the masculine principle in a woman (Animus), i.e. in modern society, one can notice masculine manifestations in women and feminine ones in men (this does not mean sexual orientation, although in case of serious violations, there may be an incorrect gender identification).
Self- the most important archetype in the personality structure is the center of the EGO (I). In fact, this is an ideal that people unconsciously strive for, but rarely does anyone achieve it.
Self - "God within us" - this archetype strives for integrity and unity (something similar can be seen in the religions of the East, this is a kind of perfection, characteristically represented in the images of Christ, Buddha ...).
Through individuation, usually towards the middle of life (often when a midlife crisis sets in), a clear sense of Self can occur. It's something like that ... like a feeling of something distant, incomprehensible and unfamiliar and at the same time close, dear, well-known ...
Berne's personality structure ^
Transactional analysis - the structure of personality according to Bern - is the division of the Ego (I) into three subpersonalities (I-states) - the Parent I, the Adult I and the Child I.
"Parent" (parental Ego-state "P")- is a repository of moral and ethical norms and rituals laid down in the programs of human behavior by parents and other educators, as well as by society. The parent “lives” according to the principle of bias, obligation, requirements, prohibitions and permissions (“must-don’t”, “must-must-not”, “must-not-must”, “must-not-must”).
The Bernese Parent, like the Freudian Super-Ego, contains conscience and censorship, as well as stereotypical thinking, prejudices and deepest beliefs of a person. For the most part, all this is not realized and is automatically included in the thinking, feeling and behavior of a person.
The parental ego-state in some cases can be blocked, which can make a person an immoral cynic.
"Adult" (adult self-state) "B"- this is a logical and rational part of the personality structure, capable of testing reality in the present time, building forecasts and adapting to the situation. An adult “lives” according to the principle of reality (“I can’t-I can’t”, “possible-impossible”, “really-unreal” ...).
In the case of "infection" (contamination) of the Adult Ego-state by the Parent, the Child or both at once, a structural pathology of the personality is observed, which leads to various disorders, neuroses and problems in relationships.
For example, if the Adult is contaminated by the Child, then the person becomes infantile, unrestrained, with illusory thinking and not quite adequate feeling and behavior.
If the Adult is "infected" by the Parent, then the person, for example, becomes rigid, mentor, boring ...
When the Adult ego state is contaminated with both the Parent and the Child at the same time, this leads to neuroses, psychological, emotional, cognitive and behavioral personality disorders.
In some people, the adult part of the personality can be blocked - this usually leads to psychotic disorders (psychoses) and pathologies.
"Child" (childish Ego-state) "D"- this is a part of the personality structure that “lives” according to the principle of pleasure and emotions (“I want-I don’t want”).
Human spontaneity, intuition, creativity and creativity depend on the freedom of the Child. This childish part of the personality gives a person happiness, joy of life and closeness of communication and relationships.
But, with a weak Adult, the child's I-state can also bring mental suffering due to unpredictability, incontinence, asociality ...
Sometimes the Child can be blocked, then the person becomes insensitive, joyless, with an emptiness in his soul, essentially a “robot”.
Berne's personal structure of the second order
P-3 ("Parent" in "Parent P-2")- this is, in fact, one of the real parents (educators) of your real parent (mom, dad and other educators) - for you, grandmother, grandfather, preserved in the depths of the psyche.
More precisely, P-3 is a set of information (beliefs, thoughts, attitudes, behavior strategies) inherited from your parents' parents and educators (from your grandfathers, grandmothers and other significant people).
B-3 (Adult in Parent P-2) Is the Adult Ego state of your real progenitors.
D-3 (Child in Parent P-2) Is a Child, a Child's ego-state of your grandparents (grandfathers, grandmothers ...), preserved in your personality structure.
P-2 (Parent)- this is the same Parent Ego, but with a deeper analysis. Here are the ego states introjected from real parents and caregivers.
B-2 (Adult)- this I-state is not divided ... nothing is included in it ...
D-2 (Child)- this, in fact, you are ... only at the age of 3-5-7 years, with the automatic settings of your real parents, and fixed in the structure of the second order personality - more deeply in the psyche.
P-1 (Parent in Child D-2) Is a set of information, programs and attitudes (often inadequate and negative), transmitted to you unconsciously in the process of education (parental programming of the life scenario) from "D-2" of your real parents and educators.
According to Berne, "R-1" is an "Electrode", the essence of which is to "include" negative thoughts, feelings and behavior. Speaking in “computer language”, it’s like a “virus” that prevents a person from being happy, normal, adequately reacting to situations in life, being himself and enjoying life.
Also, some analysts and psychotherapists call "P-1" "Big Pig" (puts a pig on us), internal "Demon" (does us all sorts of nasty things), "internal enemy" (when we seem to harm ourselves and create problems) …etc.
The main task of transactional analysis (CM.) And psychotherapy, relatively speaking, is to detect the "P-1 virus" and neutralize it ... (make a person free from negative, illusory beliefs and beliefs, get rid of harmful, accumulated emotions, and teach a new, adequate situation , behavior strategies).
B-1 (Adult in Child D-2)- this, according to Bern, "Little Professor". This part of the personality develops by about 4-5 years ("the age of why"), and the child at this time actively learns the world, sometimes asking parents "difficult questions".
It is this part of the personality that decides how you will live your life, what your destiny will be.
Also, in an adult, "B-1" serves as a source of intuition.
For example, if you smoke, overeat, "drink" ... or otherwise harm yourself, if you have neurosis, fears, depression and other personality disorders, then to change your life for the better, it is not enough for you to realize the problem in the Adult ego state " В-2 "- everyone already knows what is good and what is bad.
You need to “understand” and “make a new decision” your “B-1” (Adult in Child) - this is what psychotherapy and psychoanalysis are aimed at.
D-1 (Child in Child D-2)- this is you, but still without any attitudes, convictions, beliefs and other "informational rubbish". It is a natural, real Child within you.
That is, when you were born, this was "D-1", which now, in adulthood, can be held captive by acquired beliefs, attitudes, thoughts and ideas. And if this Child in the Child is closed, then a priori a person cannot be happy.
In the process of psychotherapy and psychoanalysis, this real Child's I-state is freed from the oppression of "R-1" (B. Pig) and the person begins to grow personally, becomes himself, strengthens his life I-position ... and ... becomes happy ..., "infecting »This happiness and their loved ones ...
One of the popular personality theories is psychodynamic theory of personality by Z. Freud. Z. Freud compared human self-consciousness with the tip of the iceberg.
He believed that only an insignificant part of what actually happens in a person's soul and characterizes him as a person is actually realized by him. Only a small part of his actions is a person able to correctly understand and explain. The main part of his experience and personality is outside the sphere of consciousness, and only special procedures developed in psychoanalysis allow him to penetrate into it.
According to Freud, personality is formed by 3 structural components:
"It" or unconscious
"I" or consciousness
"Super-I" or superconsciousness
According to this theory, personality is a contradictory unity of 3 interacting spheres: "It", "I" and "Super-I", the content and action of which reflects its essence and diversity.
These 3 spheres of personality are in constant interaction and influence each other's activities.
Sphere "It"- This is the instinctive core of the personality, this is the unconscious, which includes deep drives, motives and needs. Powerful instincts located in the "It" sphere determine the behavior of the individual. In general, the functioning of the "It" sphere is subject to the principle of pleasure. According to Freud, "It" is the source and supplier of energy for other areas of the personality.
We are born with It. We cannot change or influence this, because It is already embedded in us.
The second sphere of personality - "Super-I" - is guided by ideal ideas, moral ideals and values accepted in society. "Super-I" is the result of the impact of society on the consciousness and subconsciousness of a person, his acceptance of the norms and values of public morality. This sphere is formed in the process of socialization and is the last component of a developing personality.
The main sources of the formation of the "Super-I" personality are parents, teachers, educators, other people with whom this person entered into long-term communication and personal contacts throughout life, as well as works of literature and art.
"Super-I" develops already at the age of 4-5 years. On the one hand, "It" repeats: "I want this," "I want that." And the "Super-I" suppresses: "you can't, you didn't deserve ...". Therefore, these 2 spheres are constantly arguing and fighting among themselves.
And here the “I” helps to resolve the dispute, the conflict.
The third sphere of personality - "I" - this is the rational part of the personality, i.e. the sphere of consciousness, is guided by the principle of reality. "I" is, as a rule, a person's self-awareness, perception and ethics of his own personality and behavior. "I" (consciousness) brings the requirements of the real world to the unconscious ("It").
"I" seeks to reconcile both conflicting sides - "It" and "Super-I" - in such a way that the drives of "It" were satisfied to the maximum extent and at the same time did not violate morality.
The psychodynamic concept of Z. Freud has many supporters and opponents. Freud's theory of personality has been criticized many times. It concerned the extreme biologization of man and the identification of the motives of his social behavior with the biological needs of animals and the belittling of the role of consciousness in the control of his actions. Also, Freud's theory is essentially speculative, i.e. many of the provisions contained in it cannot be considered scientifically proven. It is hardly permissible, for example, to build such broad theoretical generalizations as Freud did, only on the basis of clinical observations of several patients.
