Real opportunities for personal development. Developed personality. Personal development level

Personality is one of those phenomena that are rarely interpreted in the same way by two different authors. All definitions of personality are somehow conditioned by two opposing views on its development. From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities, while the social environment plays a very insignificant role. Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that the individual is a product that is completely formed in the course of social experience. Obviously, these are extreme points of view of the process of personality formation. In our analysis, of course, we must take into account both the biological characteristics of the individual and his social experience.

Personal Development Factors

At the same time, practice shows that the social factors of personality formation are more significant. The definition of personality given by V. Yadov seems to be satisfactory: "Personality is; the integrity of the social properties of a person, the product of social development and the inclusion of an individual in the system of social relations through vigorous activity and communication" in accordance with this view, a person develops from a biological organism solely due to various types of social cultural experience. At the same time, the presence of her inborn abilities, temperament and predisposition, which significantly affect the process of forming personality traits, is not denied.

To analyze the emergence and development of personality traits, we divide the factors influencing the formation of personality into the following types: 1) biological heredity; 2) physical environment; 3) culture; 4) group experience; 5) unique individual experience. Let us analyze the influence of these factors on personality. The process of socialization of the individual proceeds mainly under the influence of group experience. At the same time, a person forms his "I"-image based on the perception of how they think about him, how others evaluate him. In order for such perception to be successful, a person assumes the roles of others and looks at his behavior and his inner world through the eyes of these others. Forming his "I"-image, the person is socialized. However, there is not one identical process of socialization and not one identical personality, since the individual experience of each of them is unique and unrepeatable.

Personal development process

To truly know yourself and be yourself, you need to consciously choose the process of personal development. There are many different types and variants of this process: physical, mental, emotional, spiritual development of a person's personality. The form of this is not so important - our intention to develop is much more important. It really doesn't matter if the process of personality formation is through books, consultations, seminars, audio recordings, religion, yoga, expert classes, meditation techniques, spirituality, lectures, prayer, metaphysics, video tutorials, or a combination of all of these or something else. . Each of these methods is wonderful and can serve as a catalyst for our self-discovery, healing, change and, as a result, the formation and development of personality.

We too often get hung up on the form of our development, trying to find the right way to "grow". In fact, the method is not so important. What is important is our desire for a development process that will constantly change throughout life, as will the self-improvement technologies that we decide to use. For the formation and development of a person's personality, the most profound and significant are the following questions. Why do I want to develop? What is important to pay attention to, what to figure out, what to heal and change in yourself and your life? How to create the best conditions to support, enhance the process of personal development and achieve the maximum effect in this?

Conditions for Personal Development

Conditions are those components or characteristics of the environment in which the student develops. The system of all living conditions forms the human environment. It is possible to single out subsystems of biological, psychological and social conditions in it. Development conditions are divided into necessary and sufficient. The necessary conditions for the development of a personality are an internal objective pattern of the emergence, existence and effectiveness of the development of students. They lead to developmental education and upbringing.

Sufficient conditions are associated with the causes, foundations, contradictions of development. The appearance of each neoplasm is prepared by its own cause, its own conditions. The absence or insufficiency of the necessary and sufficient conditions leads to the cessation or slowdown in the development of students (including in education, training and socialization). The stages and regularities of the conditions of personality development in each direction are experimentally studied in the relevant sciences: biological, psychological and social. In the educational process, all three areas are merged into a single system of multilateral development of students, which is mediated by the influence of the environment, the capabilities of the child and the purposeful activities of adults.

In pedagogy (as the science of the patterns of social inheritance of cultural values from generation to generation), biological development data are used for the scientific organization of the work of teachers and students; theoretical models of training and education are developed on the basis of the laws of mental development of students, the content, ways and means of socialization of students are established - the appropriation by them of the experience of behavior in society, cultural values and moral norms.

The biological development of the organism, which partially affects the conditions for the development of the student's personality, is usually called the special term "maturation", during which the anatomical structures and physiological processes (nervous, endocrine, respiratory, digestive and other systems) are transformed. According to modern research, the biological maturation of the body is completed by the age of 25, but some physiological processes in the brain (associated with thinking, learning new things, creativity) develop throughout life.

The biological systems of the body develop unevenly, which affects the conditions for the development of a person's personality; this imposes certain restrictions on physical education, regimen, hygiene and nutrition. Biological development and the state of the body have a significant impact on other areas of development and to a certain extent determine the organization of the educational process and the socialization of the individual. The most significant in this influence are two factors: the state of the central nervous system (CNS) and heredity.

The social qualities of a person are not genetically inherited: speech, morality, diligence, discipline, abstract-symbolic theoretical knowledge, skills, etc. They are formed during their lifetime in the process of education in the family and school, work collective, informal associations. To describe them, the concept of social inheritance is used, which has nothing to do with biological heredity and means the lifetime development of spiritual values and norms of behavior. The conditions for the development of a personality depend on many factors that are revealed in the process of a person's life itself.

Features of personality development

Personal development is a process of qualitative psychological, personal changes and, at the same time, the result of these changes. Why is this process so important and necessary for the development of mankind? For what? What for? What are the sources and conditions of personality development? Personal development has an internal desire to develop oneself (including the need for self-actualization), external conditions (support and exactingness) and sources. But a lot depends on what a person is striving for, what is his direction, i.e. a set of motives that guide the activity of the individual.

The orientation of the personality is determined by its inclinations, interests, ideals, priorities. In personal development - different levels and different directions. You can develop in different directions: in the pursuit of humility and worship before the Lord; to harmonization, to business success or to doing the necessary work; and finally, in the direction of the comprehensive and highest development of one's abilities - to self-actualization. Personal development is impossible without the development of thinking.

1. Your mind dictates what to do. First, an image is born, the motivation of an act, then the action itself. The subconscious sometimes corrects your actions, even if you have not had time to think about this behavior. Your feelings and intuition help you choose those steps that are ideal only for you.

2. Your thinking sets the pinnacle of personality development. Who determines the limit of development, the pinnacle of your perfection? People who are more intellectually developed do not follow their own limitations - they know how to manage their feelings, faith, overcoming the intellectual and spiritual "case".

3. Your thinking determines what the main thing should be subordinated to the entire development of the personality. There is no single answer, one for all. Only the person himself determines his path depending on the priorities and values in his development. You just need to correctly assess the situation and your strengths.

4. Thinking helps you to know your abilities, their limits and possible ways out of these limits. But only your out-of-the-box thinking opens up new opportunities for you.

Personality develops and it is individual.

5. Your originality and main value is in your individuality, in the originality of your thinking, the uniqueness of the ideas and actions born by you. You are unique and unique in this, as are your thoughts.

6. The degree of freedom depends on the speed and depth of your thinking. When solving problems, everyone uses thinking, but with varying degrees of success: it is not always possible to achieve what you want, as quickly and easily as someone else. The more you know, the faster and easier it is to solve problems.

7. Thinking can be learned by acquiring new knowledge. Personality can both grow and fall apart, degrade. If you constantly work on your thinking, then your knowledge is deeper and more diverse, and this is protection from degradation.

8. The quality of your life and your freedom depend on the degree of development of thinking, erudition, education of the individual. The more effectively you can apply knowledge and skills, the freer and more successful you will be.

Theories and concepts of personality development

psychodynamic theory. None of the areas of personality theory has gained such high-profile fame outside of psychological science as Freudianism (classical psychoanalysis). Its founder was the Austrian scientist Sigmund Freud (1856-1939), who considered innate biological factors (instincts) that generate libido energy (attraction, desire) as the main source of personality development. This biological energy is aimed both at procreation (sexual attraction) and at destruction (aggression). According to Freud, there is a complex dynamic interaction between instincts and drives, on the one hand, and motives, consciousness, moral and ethical imperatives, on the other. This interaction regulates human behavior, and the dominant role belongs to the unconscious. This explanation served as the basis for designating a whole trend in personality theory - psychodynamic (psychoanalysis).
psychoanalytic theory. The Swiss psychologist Carl Gustav Jung (1875 - 1961) collaborated with Sigmund Freud from 1906 to 1913, but later created his own version of psychoanalytic teaching - analytical psychology. The structure of personality, according to Carl Jung, consists of three parts: the individual unconscious, the collective unconscious and consciousness. The individual unconscious is a repository of repressed thoughts, feelings, and memories repressed from consciousness.

The collective unconscious is genetically determined, it is a kind of memory of generations. The collective unconscious focuses on the historical experience of mankind, presented in the psyche of a born child in the form of archetypes that are inherited from ancestors.

The great merit of C. Jung is the development of a personality typology in two orientations: extraversion - introversion, as well as the allocation of four mental processes: thinking, feeling, intuition, sensation.

Introverts pay attention to the inner state of their soul, build their behavior based on their own ideas, norms, and beliefs. Introverts are characterized by increased, sometimes unfounded anxiety about even the slightest everyday problems, their health. They are characterized by high sensitivity and increased sensitivity to danger. Extroverts are focused on the outer side of spiritual aspirations, they are perfectly oriented in the outside world, in their activities they proceed from its norms and rules of behavior. Extroverts are characterized by sociability, initiative, flexibility of behavior, the ability to find their place in society and adapt to its requirements.

Objects and phenomena, objects of the external world interest them more than their own inner world. The mental qualities of extroverts and introverts, according to Jung, coexist in every person, in his soul. The prevalence of some of them determines a specific psychological type of personality - an extrovert or an introvert. According to Jung, the archetype "self" is associated not only with the typology of personality (extrovert - introvert), but also with the four main mental processes - thinking, feeling, intuition and sensation. Each person is dominated by one or another process, which, in combination with introversion or extraversion, individualizes the path of human development.

individual theory. The integrity and uniqueness of the personality, its unique individuality is the cornerstone and credo of individual psychology, the founder of which is the Austrian psychiatrist and psychologist of Jewish origin Alfred Adler (1870-1937). According to Adler, not innate instincts, but a sense of community with other people, orientation towards them determines all their actions and behavior. Adler believes that the main components of individual psychology are: feelings of inferiority and compensation; striving for excellence; life style; creative "I"; public interest; fictitious finalism.

A psychological inferiority complex develops from childhood mainly for three reasons: due to a defect in one or another organ; overprotective parenting; rejection by parents. As a reaction to a psychological inferiority complex, a person may develop a desire for superiority, expressed in a tendency to exaggerate one's physical or intellectual abilities. However, the desire for excellence, according to Adler, is a fundamental law of human life. The great striving forward, according to Adler, is universal in nature, it is common to all, both in the norm and in pathology.

The lifestyle, from Adler's point of view, is fixed at the age of 4-5 years and subsequently almost does not lend itself to radical changes. Lifestyle is closely linked to a sense of community. With a developed sense of community, insecure children feel less inferior, since they can be compensated with the help of their peers. The creative "I" acts as an active principle of the individual's life, is the most important construction of Adler's theory of personality. The meaning of the creative "I" is that each person is given the opportunity to freely create their own style of life, to be the master of their own destiny. Public interest is formed in the social environment, primarily in the family. It is possible to educate in a child a sense of cooperation and mutual assistance with his peers only on the basis of personal experience.

Normal relationships with a husband, with other children, with neighbors and loved ones serve as a role model for a child. This creates the best conditions for the formation of public, social interest in children. Fictitious finalism is manifested in a person's desire to achieve their life goals. If they are excessive, then human activity turns into a fiction. A fictitious goal can neither be verified nor confirmed, but the principle itself is of great importance in a person's life. Following it, a person strives to achieve high results in his activities, more effectively solves some life problems.

behavioral theory. In the behavioral theory of personality, two directions are being developed - reflex and social. The reflex was developed by one of the supporters of classical behaviorism, B. Skinner. The founders of the social are the American researchers A. Bandura and J. Rotter. In both directions, it was taken as an axiom: the main source of personality development is the environment, there is nothing in the personality from genetic or mental inheritance, i.e. personality is a product of learning, while psychological properties are generalized behavioral reflexes and social skills.
humanist theory. In the humanistic theory of personality, two main directions are distinguished - client-centric and motivational. The founder of the first direction is the American psychologist and psychotherapist Carl Ransom Rogers (1902-1987). In foreign psychology, the client-centric (from the word "client") direction is also called phenomenological. The second is the motivational direction associated with the name of the outstanding representative of humanistic psychology Abraham Harold Maslow (1908-1970). The main idea of Rogers and Maslow is that a person by nature is initially capable of self-improvement, personal growth.
Client-centric direction. Supporters of the client-centric direction believe that two innate tendencies are embedded in the human psyche: the desire for self-actualization and control over one's development. Thus, man, by virtue of his own nature, is an active and self-fulfilling subject. As a result of his thirty years of clinical observations, K. Rogers came to the conclusion that a person by nature is focused on moving forward towards constructive goals and realizing his natural potential. The main conditions under which self-actualization of a person occurs are belonging to a group and self-respect.
motivational direction. Maslow described man as a "desiring being" who rarely achieves a state of complete, consummate satisfaction. The complete absence of desires and needs is a fleeting phenomenon. If one need is satisfied, another rises to the surface and demands its satisfaction. Human life is characterized by the fact that people almost always want something. Maslow suggested that all human needs are innate and form a hierarchical system of priorities in the motivational sphere.
cognitive theory. Its founder was the American psychologist George Alexander Kelly (1905-1967). According to Kelly, the main source of personality development is the social environment, and behavior is determined by the cognitive processes of the individual. The main concept of the cognitive theory of personality is a construct that reflects the characteristics of the cognitive processes of the individual (perception, representations, memory, speech, thinking). Thanks to constructs, a person establishes interpersonal relationships and cognizes the world. Personal constructs are a kind of classifiers of our perception of other people and ourselves. The cognitive theory of personality comes from the position that cognitive processes and intellectual abilities are of decisive importance on human behavior. People perceive the world and interpret it with the help of their personal constructors.
activity theory. It has received the greatest distribution in domestic psychology. At the origins of this theory are A.N. Leontiev, S.L. Rubinstein, K.K. Platonov, B.G. Ananiev, B.M. Teplov and other researchers. According to this theory, the main source of personality development is activity, i.e. a complex dynamic system of interactions of the subject with the world, under the influence of which personality properties are formed. According to S.L. Rubinstein and B.G. Ananiev, the initial characteristics of a person as a subject of activity are consciousness (reflection of objective reality) and activity (transformation of reality). It is activity, understood as a complex dynamic system of relationships with the world, that is the cornerstone in the formation of personality traits. S.L. Rubinshtein noted: “In work, play and learning - in all of them together and in each of them in its own way, the personality is manifested and formed.
dispositional theory. The dispositional theory (from the English disposition - predisposition) is based on two ideas. The first is that people are predisposed to react in certain ways in different situations, i.e. demonstrate a certain constancy of actions, thoughts and emotions regardless of time, events and life experience. The second idea is that there are individual differences between people, described in differential psychology.

These differences are generated by numerous complex interactions between the heredity of the individual (the biological substructure of the personality) and the external environment.

At the origins of differential psychology among domestic scientists were such renowned physiologists as I.M. Sechenov, I.P. Pavlov, psychologists V.D. Nebylitsin and V.M. Teplov. Their works proved the existence of a close relationship between the physiological properties of the nervous system and psychological (temperament, abilities, etc.). Hans Jurgen Eysenck (1916-1997), using the method of factor analysis, deduced only 3 factors independent of each other that have a psychophysiological basis and are sufficient, in his opinion, to fully describe the personality: extraversion - introversion, neutrotism (emotional stability - emotional instability ) and psychoticism.

In addition to personality development, it includes both physical development and the development of mental functions. These different developments should not be confused: it can be perfectly developed with a mediocrely formed memory and with poor physical development. Human growth and development interact, alternating each other.

The cucumber can only grow. Wet earth and the sun contribute to this, but it is impossible to train and develop by external procedures: the cucumber grows according to its internal program. And a person has more opportunities, a person's development, training of his body or soul contributes to the growth of the body, the growth of soulfulness, the growth of spiritual depth, flexibility or stamina. Anyone who trains their body knows that certain workouts contribute to muscle growth. On the other hand, it is possible to develop only that for which the necessary prerequisites have been created by the process of growth. No one will develop masculinity in a one-year-old baby - he has not yet grown enough, the base has not appeared for this.

In man, growth and development support each other and succeed each other in stages. This is reminiscent of the alternation of horizontal and vertical movement: knowledge and skills are accumulated (horizontal growth occurs), then there is a sharp jump, a transition to a new level (there is a development, a jump upwards), then this level is mastered (growth as a horizontal movement)

Growth processes in a person go with maximum intensity in childhood. With age, both physical and intellectual growth slows down, and from a certain period, the majority begins to go in the opposite direction: intelligence decreases, memory weakens, muscles gradually atrophy. Interestingly, personal development can still continue.

Personality development is one of the central topics of practical psychology, and it is understood in very different ways, including due to terminological confusion. I use the same phrase "personal development", in reality, experts have in mind at least four different meanings and, accordingly, four different topics. This:

“What are the mechanisms and dynamics of personality development” (here the development of personality as a process is explored),
“What does a person achieve in his development” (this is the topic of the level of development of the individual, the topic of the result of development),
“In what ways and means can parents and society form a personality out of a child” (the topic of personality formation) and
“How, in what ways can a person develop himself as a personality?”, where personality development is understood as in the process as authorial actions.

Talking about development as a process is talking about the dynamics of this process, about its various mechanisms. Development occurs in the joint activity of a child and an adult, development may be the result of study or training, development may be the result of resolving internal contradictions, development may be the result of formation - the process of personality development is many-sided and complex. The understanding of "personal development" as a complex but predominantly natural process is more characteristic of theoretical psychology that studies this process.

As for the results of personality development, we remember the classic: growth is quantitative changes, development is qualitative changes. If you see the book "Personality Development of Preschool Children", you know that you will find there a description of how a child's personality changes qualitatively from year to year, what kind of neoplasms occur in a child. The main questions to the topic of the results of personality development are: “What neoplasms can we talk about as qualitatively new?”, “How can you check that the development really happened?”, “Is it possible to talk about the level of development of a particular personality, compare people by

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

HUMAN DEVELOPMENT AS A PERSON

I. INTRODUCTION

II. MAIN PART

II.2 Personality structure

CONCLUSION

BIBLIOGRAPHY

I. INTRODUCTION

In our everyday life, we use the words “psychology”, “psychologist”, “psychological” and related words quite widely, without always thinking about their content.

Meanwhile, the word “psychology”, which arose in the 18th century (its creator was the famous German scientist, teacher of M.V. Lomonosov Christian Wolf) in its proper sense means “the doctrine of the soul”. The concept of "soul" in science is now used relatively rarely; the concept of “psyche” is considered more scientific. Thus, in the strict sense of the word, psychology is understood as the science of the psyche, and a psychologist is a person professionally engaged in this science in theoretical and practical terms, including using its achievements, providing various assistance to people.

I will say a few words about the features of psychology as a science.

This is the science of the most complex that is known to mankind so far. After all, the psyche is a “property of highly organized matter”. If we mean the human psyche, then the word “most” should be added to the words “highly organized matter”: after all, the human brain is the most highly organized matter known to us.

The history of research in the field of personality psychology is over a hundred years old. For more than a hundred years, scientists have been looking for answers to questions about the nature of a person, the inner world of a person, about the factors that determine the development of a person and human behavior, his individual actions and his life path as a whole. This search has by no means only theoretical value. From the very beginning, the study of personality has been closely connected with the need to solve practical problems.

Psychology without practice is deprived of its main meaning and purpose - knowledge and service to man. Practical orientation, however, not only does not reduce the importance of the development of psychological theory, but, on the contrary, strengthens it: the idea that successful practical work requires, first of all, the mastery of a number of practical skills and the accumulation of experience, while theoretical education plays a rather secondary role. , is fundamentally wrong. Thus, in Western psychology, it is precisely the intensive development of practice that has brought to life questions that relate to the general problems of personality psychology. In particular, the question of the leading beginning in personality development remains debatable: whether to consider it, as many representatives of the humanistic direction in psychology suggest, as a gradual unfolding of the potential inherent in a person that pushes a person to self-realization, or whether the development process is determined by a series of life choices of the person himself .

II. MAIN PART

II.1 General idea of personality

As an object of study, personality is unique in its complexity. This complexity lies, first of all, in the fact that the personality combines various planes of being of a particular person - from his bodily existence to the spiritual one - as a living body, as a conscious and active subject, as a member of society.

Personality is an organism and its highest representative - the brain, which contains the remnants of everything that we were, and the makings of what we will be. It contains an individual character with all its active and passive abilities and dislikes, its genius, talent and stupidity, virtues and vices, immobility and activity.

The personality space has a complex structure and many dimensions. Those events of the external world, in which the personality is included, and those relations that it establishes with the objects of the external world, form the external space of the personality. Ideas about the world and about oneself, experiences of various events, attitude towards oneself, self-control and self-regulation, life goals and plans - all this makes up the inner world of the individual. The social space in which the personality is included is represented in its inner world. On the other hand, in activity, in activity, in communication, one way or another, the inner life of the individual is manifested.

The way of life of a person, which includes certain historical conditions in an inseparable unity, the material foundations of his existence and activities aimed at changing them, determines the mental image of a person, which, in turn, leaves its mark on the way of life.

Personality is, first of all, a contemporary of a certain era, and this determines many of its socio-psychological properties.

Personality, as we well know, is not only a product of history, but also a participant in its movement, an object and subject of modernity. Perhaps the most sensitive indicator of a person's social ties is his connection with modernity, with the main social movements of his time. But this connection is closely connected with a more particular kind of social connections - with people of their class, social stratum, profession, etc., who are peers with whom this person was formed together at the same historical time, was a witness and participant in events. The formation of a community of generation depends on the system of public education. Belonging to a certain generation is always an important characteristic of a particular person.

Personality is a social individual, object and subject of the historical process. Therefore, in the characteristics of the individual, the social essence of a person is most fully revealed, which determines all the phenomena of human development, including natural features.

So, the general objective basis of personality traits is the system of social relations. In this sense, society gives birth to the individual. The individual and society do not oppose each other as two different interacting forces. The individual is a member of society and its product. The relationship "individual - society" is the relationship of generation, formation of personality by society. And at the same time, the generation, formation and development of personalities is a necessary component of the very process of the development of society, since without personalities neither this process nor society itself can exist.

A person can be considered a person if there is a hierarchy in his motives in one certain sense, namely if he is able to overcome his own immediate impulses for the sake of something else. In such cases, the subject is said to be capable of mediated behavior. At the same time, it is assumed that the motives by which immediate motives are overcome are socially significant. They are social in origin and meaning, that is, they are given by society, brought up in a person. This is the first criterion of personality.

The second necessary criterion of personality is the ability to consciously manage one's own behavior. This leadership is carried out on the basis of conscious motives-goals and principles. The second criterion differs from the first one in that it presupposes precisely the conscious subordination of motives. Simply mediated behavior (the first criterion) can be based on a spontaneously formed hierarchy of motives, and even “spontaneous morality”: a person may not be aware of what exactly made him act in a certain way, nevertheless, act quite morally. So, although the second sign also refers to mediated behavior, it is precisely conscious mediation that is emphasized. It presupposes the existence of self-consciousness as a special instance of personality.

So, what is a person, if we keep in mind these limitations? Personality is a person taken in the system of such psychological characteristics that are socially conditioned, manifested in social connections and relations by nature, are stable, determine the moral actions of a person that are of significant importance for himself and those around him.

Along with the concepts of “man”, “personality”, the terms “individual”, “individuality” are often used in science. Their difference from the concept of “personality” is as follows: if the concept of “person” includes the totality of all human qualities inherent in people, regardless of whether they are present or absent in this particular person, then the concept of “individual” characterizes it and additionally includes such psychological and biological properties that, along with personal ones, are also inherent to him. In addition, the concept of “individual” includes both qualities that distinguish this person from other people, and properties that are common to him and many other people.

Individuality is the narrowest concept in terms of content. It contains only those individual and personal properties of a person, such a combination of them that distinguishes this person from other people.

II.2 Personality structure

Consider the structure of personality. It usually includes abilities, temperament, character, volitional qualities, emotions, motivation, social attitudes.

Self-confidence is insecurity.

Intellectuality (analyticity) - limitation (lack of developed imagination).

The maturity of the mind is inconsistency, illogicality.

Discretion, restraint, steadfastness - vanity, susceptibility to influence.

Calmness (self-control) - nervousness;

Softness - callousness, cynicism;

Kindness, tolerance, unobtrusiveness - selfishness, self-will;

Friendliness, complaisance, flexibility - rigidity, tyranny, vindictiveness;

Kindness, gentleness - viciousness, callousness;

Willpower - lack of will;

Conscientiousness, decency - dishonesty, dishonesty;

Tact - tactlessness;

Activity - passivity;

Honesty is deceit;

Aggressiveness - kindness;

Optimism - pessimism;

Courage is cowardice;

Generosity - stinginess;

The psychological characteristics of a self-actualizing personality include:

Active perception of reality and the ability to navigate well in it;

Acceptance of oneself and other people for who they are;

Immediacy in actions and spontaneity in expressing one's thoughts and feelings;

Focusing on what is happening outside, as opposed to focusing only on the inner world, focusing consciousness on one's own feelings and experiences;

Having a sense of humor;

Developed creative abilities;

Preoccupation with the well-being of other people, and not with ensuring only one's own happiness;

The ability to deeply understand life;

Establishment with people around, although not with all, quite friendly personal relationships;

The ability to look at life from an objective point of view;

The ability to rely on your experience, reason and feelings, and not on the opinions of other people, traditions or conventions;

Open and honest behavior in all situations;

The ability to take responsibility, rather than avoid it;

The application of maximum efforts to achieve the goals.

II.3 Formation and development of personality

Let us turn to a more detailed consideration of the process of personality formation.

Let us first imagine the most general picture of this process. According to the view of modern psychology, a personality is formed by assimilation or appropriation by an individual of socially developed experience.

Experience that is directly related to the individual is a system of ideas about the norms and values of a person’s life: about his general orientation, behavior, attitudes towards other people, towards himself, towards society as a whole, etc. They are recorded in very different forms - in philosophical and ethical views, in works of literature and art, in codes of laws, in systems of public rewards, rewards and punishments, in traditions, public opinions ....

Although the formation of personality is a process of mastering a special sphere of social experience, it is a completely special process. It differs from the assimilation of knowledge, skills, methods of action. After all, here we are talking about such development, as a result of which new motives and needs are formed, their transformation, subordination, etc. And all this cannot be achieved through simple assimilation. An assimilated motive is at best a motive known, but not really acting, that is, the motive is untrue. To know what one should do, what one should strive for, does not mean wanting to do it, but really striving for it. New needs and motives, as well as their subordination, arise not in the process of assimilation, but in the process of experiencing, or living. This process always occurs only in the real life of a person. It is always emotionally rich, often subjectively creative.

Most psychologists now agree with the idea that a person is not born, but becomes a personality. However, their points of view on what laws the development of the personality is subject to differ significantly. These discrepancies relate to the understanding of the driving forces of development, in particular the importance of society and various social groups for the development of the individual, the patterns and stages of development, the presence, specifics and role of personality development crises in this process, the possibilities of accelerating the development process and other issues.

If in relation to the development of cognitive processes it could be said that childhood is decisive in their formation, then this is all the more true in connection with the development of the personality. Almost all the basic properties and personal qualities of a person are formed in childhood, with the exception of those that are acquired with the accumulation of life experience and cannot appear before the time when a person reaches a certain age.

In childhood, the main motivational, instrumental and style personality traits are formed. The first relate to the interests of a person, to the goals and objectives that he sets for himself, to his basic needs and motives for behavior. Instrumental traits include the means preferred by a person to achieve the corresponding goals, meet current needs, and stylistic traits relate to temperament, character, ways of behavior, manners. By the end of school, the personality is basically formed, and those individual features of a personal nature that a child acquires in school years usually remain to one degree or another throughout his subsequent life.

Personal development in childhood occurs under the influence of various social institutions: family, school, out-of-school institutions, as well as under the influence of the media (press, radio, television) and live, direct communication of the child with other people. In different age periods of personal development, the number of social institutions that take part in the formation of a child as a person, their educational value are different. In the process of development of the child's personality from birth to three years, the family dominates, and his main personality neoplasms are associated primarily with it. In preschool childhood, the influence of the family is added to the influence of communication with peers, other adults, access to accessible media. With admission to school, a new powerful channel of educational influence on the personality of the child opens through peers, teachers, school subjects and affairs. The sphere of contacts with the mass media is expanding due to reading, the flow of educational information is sharply increasing, reaching the child and exerting a certain influence on him.

To the question of what a personality is, psychologists answer differently, and in the variety of their answers, and partly in the divergence of opinions on this matter, the complexity of the very phenomenon of personality is manifested. Each of the definitions of personality available in the literature deserves to be taken into account in the search for a global definition of personality.

Personality is most often defined as a person in the totality of his social, acquired qualities. This means that personal characteristics do not include such features of a person that are genotypically or physiologically determined and do not depend in any way on life in society. In many definitions of personality, it is emphasized that the psychological qualities of a person that characterize his cognitive processes or individual style of activity, with the exception of those that are manifested in relations with people, in society, do not belong to the number of personal ones. The concept of “personality” usually includes such properties that are more or less stable and testify to the individuality of a person, determining his actions that are significant for people.

II.4 Main factors of personality development

personality person

What reasons influence the development of personality, lead to its decline, and what reasons contribute to its development? The nature surrounding it (environment) has a certain influence on the development of the personality. Here we can cite the undeniable fact that a temperate climate for the development of personality is more favorable than the harsh climate of the north and the hot climate of the tropics.

It is unlikely that anyone will dispute, along with the climate, the importance of other meteorological, as well as geographical conditions. The great deserts, unsuitable for human life, and all those areas where a person has to expend a lot of strength and energy to fight the surrounding nature, do not favor the development of the individual.

Equally unfavorable soil and meteorological conditions, characterized by endemic Endemic - local, characteristic of the area. the development of certain general diseases, cannot but have a detrimental effect on the development of the individual, worsening the physical health of the body.

The first and main condition for the correct development of the personality is the nature of the organism, the heritage of its fathers, or those anthropological features that form the basis for the development of the personality.

Hardly anyone can doubt the significance of race in this respect. The best example is the fact that, of the three human races, the black, despite its large number, has not reached the same degree of cultural development as the other two races.

For all their large numbers, representatives of this race have never played (with a few exceptions) an important role in history. This important fact cannot but be compared with the anthropological fact that the capacity of the skull and the weight of the brain of this race is less than that of the other two races, especially the white. It seems to me that this should not be subject to any doubt.

Another example of the influence of anthropological features on the development of personality are the peoples of ancient Hellas, who achieved an amazing culture and no less amazing development of the personality and then died due to special historical conditions.

When the struggle for the liberation of the Greeks from the Turkish yoke arose, many imagined that it was about restoring the same freedom-loving people who left behind wonderful monuments of thought and culture stored in various museums. This idea captivated many, it aroused sympathy for the Greeks on the part of the best minds of that time, and the war for their liberation immediately became popular in Europe.

But when the hour of liberation came, what happened?

The ancient Greek, with his lively mind and feeling, with his strong will, could no longer be recognized in the Greeks of the newest formation, possessing other qualities. And this is because the ancient Greeks were reborn into another nation, characterized by other anthropological features, they were reborn partly as a result of eviction and slavery, but mainly as a result of mixing with other tribes Sikorsky I.A. Issues of neuropsychic medicine, 1904..

So, despite the fact that the same geographical conditions have remained that were in Greece and in past centuries, despite the fact that the center of civilization still remains, as before, on the mainland of Europe, the Greeks of our time, due to the new anthropological features during the period of long slavery, apparently, do not promise to become a great people, as they undoubtedly were in antiquity.

The examples given show that already in the anthropological features of the race lie those foundations that determine the development of the individual in the future.

Another factor influencing the development of personality deserves no less attention. This is a biological factor associated with the conditions of conception and development of the human body.

Here we cannot fail to note the importance in the development of the personality of those elements which are known as degeneration and which are rooted in conditions of unfavorable conception and development of the fetus. Whatever the reasons these conditions depend on - from unfavorable psycho- or neuropathic heredity, physical deficiencies, mother's illnesses during conception and pregnancy, their consequences, as we know, are degenerative features of the offspring, which in the end come down to the decomposition of the personality and to her decline.

It is quite clear that the development of personality as the highest manifestation of the psyche depends on physical conditions. This position cannot arouse even the shadow of doubt, as soon as we take into account the close relationship between the physical and the mental, between "body and soul," as it is customary to express it.

In any case, it is impossible not to take into account the fact that only the harmonious development of the body and spirit ensures the correct perfection of the personality. If physical development is naturally weak, if a person from an early age is exposed to physical hardships and a whole series of general infectious diseases, especially with a protracted course, if at the same time he develops such general painful lesions rooted in insufficient and malnutrition of the body, such as anemia, scrofula, rickets and others, then the full flowering of the personality will be delayed to some extent.

Unfavorable economic conditions significantly affect the development of the personality, leading successively to the physical weakening of the body, undermining the nutrition of the body at the root and disrupting the proper development of the brain, and hence the personality.

Further, an important factor leading to the development of personality is social activity. Where there is no social activity, there is no full development of the individual. Without social activity, a person stops at a certain stage of his development; it is a passive member of society, deprived of that initiative which serves as a guarantee for the normal development of social life and the stable development of statehood.

Peoples in which social activity is absent or poorly developed prepare in their midst less developed and more passive personalities in comparison with other peoples, which in the end is reflected in all branches of culture.

To this it must be added that the natural consequence of the absence of a properly organized social activity in the form of self-government is idleness and inactivity, which in this case finds especially favorable conditions mainly in the better-off classes of society. Meanwhile, idleness, whatever its cause, naturally leads to a decrease in mental performance, to an irreplaceable loss of mental material during inactivity, to an insufficient improvement in neuropsychic mechanisms, which, among other things, is also proved by psychometric studies. Also, idleness leads to moral and physical degeneration, especially if its natural companions join it - alcoholism, drug addiction, depraved deeds and other excesses. Gradually there is a degradation of the personality.

Education deserves no less attention in terms of personality development. Education - the process of socialization of the individual, the formation and development of him as a person throughout his life in the course of his own activity and under the influence of the natural, social and cultural environment.

Just as correct physical nourishment is necessary for the correct development of the body, so spiritual nourishment is necessary for mental development, leading to the development of the personality. It is clear that correct upbringing and training constitute an essential basis for the integral development of the personality.

Especially it should be emphasized that the foundations of the future personality are formed even in preschool age, and, consequently, correct and rational education should begin from the first days of a person's life. Otherwise, there may be significant changes in the character of the individual, his worldview (due to certain conditions), which in the future may negatively affect both the person himself and the people around him.

Also, an important role in the formation of personality is played by the correct direction of mental development. Since ignorance and lack of education leads to underdevelopment of the individual.

Education is understood as the purposeful development of each growing person as a unique human individuality, ensuring the growth and improvement of the moral and creative forces of this person.

The social conditionality of personality development is of a concrete historical nature. But the socio-historical formation of personality is not a passive reflection of social relations. Acting as both the subject and the result of social relations, the personality is formed through its active social actions, consciously transforming both the environment and itself in the process of purposeful activity. It is in the process of purposefully organized activity that the most important need is formed in a person, defining him as a developed personality, the need for the good of another.

The purposeful formation of a person's personality involves its design, but not on the basis of a template common to all people, but in accordance with an individual project for each person, taking into account his specific physiological and psychological characteristics.

The real basis of the personality is that particular structure of the subject's integral activities, which arises at a certain stage in the development of his human ties with the world.

The formation of personality involves the development of the process of goal formation and, accordingly, the development of the actions of the subject. Actions, becoming more and more enriched, seem to outgrow the range of activities that they implement, and come into conflict with the motives that gave rise to them. As a result, there is a shift of motives to goals, a change in their hierarchy and the birth of new motives - new types of activity; former goals are psychologically discredited, and the actions that respond to them either cease to exist altogether or turn into impersonal operations.

Of course, the formation of personality is a continuous process, consisting of a number of successively changing stages, the qualitative features of which depend on specific conditions and circumstances. Therefore, tracing its successive course, we notice only individual shifts. But if you look at it as if from a distance, then the transition, which marks the true birth of the personality, acts as an event that changes the course of all subsequent mental development.

There are many phenomena that mark this transition. First of all, it is a restructuring of the sphere of relations with other people, with society. If in the previous stages society opens up in expanding communications with those around it, and therefore predominantly in its personified forms, now this situation is reversed: the surrounding people are increasingly beginning to act through objective social relations. The transition in question begins the changes that determine the main thing in the development of the individual, in her destiny ....

The process of personal development always remains deeply individual, unique. It proceeds in completely different ways, depending on concrete historical conditions, on the individual's belonging to one social environment or another.

The real basis of a person's personality is the totality of his inherently social relations to the world, but the relations that are realized, and they are realized by his activity, more precisely, the totality of his diverse activities.

Personality as a social individual always performs a certain set of social functions. Each of these functions is carried out through a kind of social behavior, is built in the form of well-known behavioral procedures and the motivations that determine them. These procedures, motives and social functions of the individual as a whole are determined by the norms of morality, law and other phenomena of social development. Any human activity is carried out in a system of object-subject relations, that is, social connections and relationships that form a person as a social being - a person, subject and object of the historical process.

Of the numerous, including not yet fully resolved, issues of personality development, we will focus on one important problem from both a philosophical and a concrete scientific point of view, namely the problem of the driving force of human development. In the process of development, the blind forces of attraction of the organism turn into conscious needs, instinctive adaptation to nature and the social environment becomes more and more conscious and planned, including not only adaptation to reality, but also its transformation.

It is known that development is a constant struggle of opposites, which are at each given moment in a certain temporal unity. One of the aspects of personality development is the growth and enrichment of the system of its capabilities and needs (requirements for life). At the same time, it imposes a number of requirements on a person and provides him with certain opportunities in the reality surrounding him. The struggle and unity of opposites here lies in the fact that life creates changing conditions (social requirements and opportunities) that collide with a person’s needs and his internal capabilities and encourage him to learn new things and remake himself, as a result of which he has new needs and new opportunities. Personality, changing, develops, and the nature of its relationship to reality changes. Depending on the conditions of development, the formation of personality leads to different results.

The conditions of various social structures determine and distinguish individuals.

Since a person reflects and expresses social relations, he is not independent in his behavior and activities. Being an object, a person is at the same time a subject of knowledge and practice. The degree of independence, of course, varies from person to person. First of all, it depends on the history of their development, on the political, economic and socio-pedagogical conditions, as well as on the level that a person has reached in the process of development. Independence is one of the most important prerequisites for the correct formation of personality.

Social conditions form the personality as a system of relations. They determine both the content of the personality and its structure and form.

The formation of a person as a person requires from society a constant and consciously organized improvement of the system of public education, overcoming stagnant, traditional, spontaneously formed forms.

The form of personality is characterized by the features of the way it implements its content, its relationships. Decisiveness or indecision, courage or cowardice, constancy or instability, firmness or pliability, integrity or inconsistency, harmony or internal inconsistency - all these are external manifestations, form, the ratio of various components of the content of the personality.

The formation of a person as a person is associated with a relatively high level of neuropsychic development, which is a necessary internal condition for this formation.

How, then, can one imagine the dialectics of the formation of a personality typical in the socio-psychological sense? Various studies reveal the role of the family, school, and immediate environment in the process of personality formation. But it should be emphasized that neither the family itself, nor the school, nor the immediate social environment alone can form the fundamental, core features of a person's personality. The process of personality formation does not take place in an isolated narrow environment, it is carried out in the context of more or less developed communication with people, public institutions, various conductors of mass communication. As a result, voluntarily or involuntarily, in one way or another, a growing person captures, masters the trends of the era, the nature of the prevailing perception and understanding of life. And this “zeitgeist” leaves a certain imprint on the development and formation of personality. Judging by the research materials, both the family, and the school, and the immediate social environment, and mass communications (radio, television, press, Internet, etc.), taken separately, affect the emergence of important and characteristic personality traits, but do not generate core, fundamental personality traits. Personality is formed not by a combination of individual factors, but by a system of those, refracted through the properties and characteristics of the growing personality itself.

Personal development is, first of all, its social development. Social development leads to mental development. But this latter has a strong influence on the social development of the psyche, prepares and anticipates the future social development of the individual, and determines its usefulness.

In the study of personality development for psychology, the starting point is the position that personality develops through systems of social relations. The so-called environmental factors that determine the socio-psychological development of the individual are beginning to be more and more systematically comprehended.

Meanwhile, the impact on human behavior of environmental, social, political and other public relations, prescriptions and norms is always personally-psychologically indirect, due to the internal position of a person as a subject of the implementation of these relations.

Personality is a multifaceted, multilevel, multi-qualitative education. Part of her mental life takes place at an unconscious level, at the level of the free flow of associations, spontaneously formed impulses, involuntary “movements of the soul”, etc. more acts as a subject not only of his behavior, but also of his inner world, his mental life. The main characteristic of the subject is a person's experience of himself as a sovereign source of activity, capable of deliberately carrying out changes in the surrounding world and himself within certain limits.

Society at each stage of its development sets the developing personality some general principles for the perception and interpretation of the world, determines the meaning of certain aspects of life, forms a focus on certain values. It also lets you know what emotions, in what situations and at what levels of tension are valued or vice versa are not approved, it presents a system of social norms and patterns.

Usually, the formation of personality is attributed to the later periods of a person's life - youth, adulthood, sometimes to preschool age. However, personality is not only revealed at a certain stage of human development, but is built gradually, so it is necessary to look for its origins at the earliest stages of ontogenesis. Ontogenesis (from the Greek Ontos - being, genesis - birth, origin) is the process of development of an individual organism. Soon after the birth of a child, events take place that are important for the formation of his future personality: the formation of communication in the course of contacts with the immediate environment. Communication is directly related to the development of the personality of children because, even in its original, directly emotional form, it leads to the establishment of connections between the child and the people around him and turns out to be the first component of that ensemble of social relations that constitutes the essence of the personality.

When highlighting the concept of “individual” in personality psychology, first of all, they answer the question of how this person is similar to all other people, that is, they indicate what unites this person with the human species. The concept of “individual” should not be confused with the concept of “individuality”, which is opposite in meaning, with the help of which an answer is given to the question of how this person differs from all other people. “Individual” means something integral, indivisible. Describing “personality”, they also mean “integrity”, but one that is born in society. An individual is born, but a person becomes. (A.N. Leontiev, S.L. Rubinshtein)

In the development of personality, the following three points are distinguished: the individual properties of a person as prerequisites for the development of the personality, the socio-historical way of life as a source of personality development, and joint activity as the basis for the implementation of the life of the individual in the system of social relations. Behind each of these moments are different and still insufficiently correlated areas of personality study.

The formation and development of the personality is determined by the totality of the conditions of social existence in a given historical era. Personality is the object of many economic, political, legal, moral and other influences on a person of society at a given moment in his historical development, therefore, at a given stage of development of a given socio-economic formation, in a certain country with its national composition.

The historical, sociological and socio-psychological study of personality is currently the single and main way of studying it, which determines the actual psychological study ....

Personal development is the process of formation of increasingly complex, enriching, deepening connections with reality, the accumulation in the brain of the potential for actions and experiences. The development of personality is the development of the psyche, which means that it is the development and complication of mental processes and the accumulation of experience - mental potential. Experience is carried out in the form of accumulation:

Knowledge; skills; skills; relations.

III. CONCLUSION

personality person

Only by characterizing the main forces influencing the formation of personality, including the social direction of education and public upbringing, that is, by defining a person as an object of social development, can we understand the internal conditions for his formation as a subject of social development. In this sense, a person is always concrete-historical, she is a product of her era and the life of the country, a contemporary and a participant in events that make up milestones in the history of society and her own life path.

In conclusion, I would like to sum up my work and draw a general conclusion. So, the formation of personality is a very complex process that lasts our whole life. Some personality traits are already laid in us at birth, I'm talking about the biological factor in the development of personality, we develop others in the course of our life. And the environment helps us in this. After all, the environment plays a very important role in the formation of personality. However, I spoke about this above, so I will not repeat myself. Better at the end of my work, I will try to answer the question: “What is becoming a person?”

I think that to become a person means, firstly, to take a certain life, moral position; secondly, to be sufficiently aware of it and to bear responsibility for it; thirdly, to affirm it with your actions, deeds, with your whole life. After all, the origins of the personality, its value, and finally, good or bad fame about it, are ultimately determined by the social, moral significance that it really shows through its life.

BIBLIOGRAPHY:

1. Nemov.R.S. "Psychology" book 1 of. Moscow 2005. C 336.

2. Meili R. "Factor analysis of personality" / Psychology of individual differences: Texts. - M., 1982

3. Petrovsky A.V. Yaroshevsky M.G. (Short psychological dictionary)

Hosted on Allbest.ru

What is Personal Development?

Personal development is an element of the general formation of a person, associated with his consciousness and self-consciousness. It concerns the sphere of socialization, since outside of society a person lives according to the laws of the animal world. Personality is formed by interacting with other people. In private, without cultural contact and exchange of information, this process is not possible. To avoid confusion, we present the following related concepts:

Person- representative of a biological species Homo sapiens;
Individual(individual) - a single organism capable of independent existence;
Personality- the subject of socio-cultural life, endowed with reason, morality, spiritual qualities.

Accordingly, personal development determines those aspects of life that alienate us from animal nature and endow us with socially significant qualities. This concept should not be confused with personal development, which covers all possible areas, including physical fitness, intelligence level or emotionality. Personal development is connected with self-identification. It is not opposed to other types of cultivation, justifying the saying "a healthy mind in a healthy body."

By the way, the levels of personality development partly repeat its needs, displayed in Maslow's Pyramid. The initial stage is the satisfaction of the functions necessary for life, gradually rising to the level of spirituality and self-awareness.

Levels of personality development

Many classifications of the structure of personal development have been invented. On average, seven main levels are distinguished, which are proposed by Russian sociologists Dmitry Nevirko and Valentin Nemirovsky. According to their theory, people combine the following successive levels of becoming:

Survival– maintaining physical integrity;
reproduction- reproduction and material consumption;
Control- the ability to be responsible for oneself and others;
The senses- knowledge of love, mercy, benevolence;
Perfection– striving for expertise and creativity;
Wisdom– improvement of intellect and spirituality;
Enlightenment- connection with the spiritual principle, a feeling of happiness and harmony.

Any person should ideally pass each of these levels. At the same time, the process of personality development is associated with life lessons. If someone jumps over the "step", then he will have to catch up. A person “stuck” at one of the levels simply has not yet learned his lesson, or perhaps he simply has not received it yet. Either he is going through another lesson, or he is not yet ready for a new one. One of the first motives for personal development is self-affirmation, which is later replaced by concern for others. It is this transition from egocentrism to empathy (sympathy) that is one of the most difficult and responsible stages of improvement. We will discuss this process in more detail in the next section.

Stages of personality development

Most go through the same natural stages of formation. They are due to physiological and mental characteristics. Each age has its own challenges and life lessons.

A complete description of these processes includes the theory of personal development, formulated by the American psychologist Eric Erickson, and includes a description of normal and undesirable variants of events. According to this doctrine, the following fundamental postulates:

The stages of personality development are identical for everyone;
Perfection does not stop from birth to death;
Personal development is closely related to life stages;
Transitions between different stages are associated with personality crises;
During a crisis, a person's self-identification weakens;
There is no guarantee in the successful passage of each of the stages;
Society is not an antagonist for a person in his improvement;
The formation of individuality involves the passage of eight stages.

The psychology of personality development is closely related to the course of physiological processes in the body, which differ at each specific age. In psychotherapeutic practice, it is customary to distinguish such stages of personality development:

oral phase- the first period of a baby's life, building a system of trust and distrust;
creative phase- the preschool period of life, when the child himself begins to invent activities for himself, not just imitating others;
Latent phase- covers the age from 6 to 11 years, manifested in the growing interest in the new;
Adolescent phase- the period from 12 to 18 years, when there is a cardinal reassessment of values;
Beginning of maturity- a time of intimacy or loneliness, the search for a partner to form a family;
Mature age- a period of reflection on the future of new generations, the final stage of the socialization of the individual;
Old age- a balance between wisdom, understanding of life, a sense of satisfaction from the path traveled.

Each stage of personality development brings something new to its self-identification, even if physical or mental improvement is stopped, due to the physiological characteristics of a particular age. This is the phenomenon of personality development, which does not depend on the state of the organism as a whole. Strength or intelligence can be improved to certain levels until aging sets in. Personal development does not stop even in old age. For this process to continue, there must be factors that stimulate improvement.

Drivers of Personal Development

Any improvement means stepping out of your comfort zone. Accordingly, the conditions for the development of a personality also "push" a person out of his usual environment, forcing him to think differently. The main mechanisms of personal growth include:

Isolation - acceptance of one's individuality;
Identification– self-identification of a person, search for analogues;
Self-esteem- the choice of their "ecological niche" in society.

It is these mechanisms of personality development that make you reconsider your attitude to life, get out of your comfort zone, improve yourself spiritually.

After the question of self-esteem and satisfaction of one's "ego", a person thinks about helping other people, his mark in history. Further, individuals move to the stage of spiritual enlightenment, trying to realize the universal truth, to feel the harmony of the universe.

The main mechanism of "vertical" transitions is the "horizontal" accumulation of experience and knowledge, which allow one to rise to a qualitatively high level of personal development.

Since man is a biosocial phenomenon, his formation is subject to a number of factors, including the animal and spiritual components. Personal development begins when the lower levels of existence are satisfied. Do not think that other aspects of life are less important, because emotions, strength and intelligence also form a person's personality, help him fully develop spiritually.

Today in psychology there are about fifty theories of personality. Each of them considers and in its own way interprets how the formation of personality takes place. But they all agree that a person lives through the stages of personality formation in a way that no one lived before him, and no one will live after.

Why is one person loved, respected, successful in all spheres of life, while the other degrades and becomes unhappy? To answer this question, you need to know the factors of personality formation that have influenced the life of a particular person. It is important how the stages of personality formation went, what new features, qualities, properties and abilities appeared during life, to take into account the role of the family in the formation of personality.

In psychology, there are several definitions of this concept. A definition in the philosophical sense is a value for the sake of and thanks to which society develops.

Stages of development

An active and active person is capable of development. For each age period, one of the activities is the leading one.

The concept of leading activity was developed by the Soviet psychologist A.N. Leontiev, he also identified the main stages of personality formation. Later, his ideas were developed by D.B. Elkonin and other scientists.

The leading type of activity is a development factor and activity that determines the formation of the main psychological neoplasms of an individual at the next stage of his development.

"According to D. B. Elkonin"

Stages of personality formation according to D. B. Elkonin and the leading type of activity in each of them:

Infancy - direct communication with adults.

Early childhood is an object-manipulative activity. The child learns to handle simple objects.

Preschool age - role-playing game. The child tries on adult social roles in a playful way.

Primary school age is a learning activity.

Adolescence - intimate communication with peers.

"According to E. Erickson"

Psychological periodization of the development of individuality was also developed by foreign psychologists. The most famous is the periodization proposed by E. Erickson. According to Erickson, the formation of personality occurs not only in youth, but also in old age.

Psychosocial stages of development are crisis stages in the formation of an individual's personality. The formation of personality is the passage of one after another psychological stages of development. At each stage, a qualitative transformation of the inner world of the individual takes place. New formations of each of the stages are a consequence of the development of the individual at the previous stage.

Neoplasms can be both positive and. Their combination determines the individuality of each person. Erickson described two lines of development: normal and abnormal, in each of which he singled out and contrasted psychological neoplasms.

Crisis stages of personality formation according to E. Erickson:

The first year of a person's life is a crisis of confidence

During this period, the role of the family in the formation of personality is especially important. Through mother and father, the child learns whether the world is kind to him or not. At best, a basic trust in the world appears, if the formation of personality is abnormal, distrust is formed.

One to three years

Independence and self-confidence, if the process of becoming a person is normal, or self-doubt and hypertrophied shame, if it is abnormal.

Three to five years

Activity or passivity, initiative or guilt, curiosity or indifference to the world and people.

Five to eleven years old

The child learns to set and achieve goals, independently solve life problems, strives for success, develops cognitive and communication skills, as well as diligence. If the formation of the personality during this period deviates from the normal line, the neoplasms will be an inferiority complex, conformity, a sense of meaninglessness, the futility of efforts in solving problems.

twelve to eighteen years old

Teenagers are going through a phase of life self-determination. Young people make plans, choose a profession, determine their worldview. If the process of personality formation is disturbed, the teenager plunges into his inner world to the detriment of the outer one, but he fails to understand himself. Confusion in thoughts and feelings leads to a decrease in activity, inability to plan for the future, difficulties with self-determination. A teenager chooses the path “like everyone else”, becomes a conformist, does not have his own personal worldview.

Twenty to forty five years old

This is early adulthood. A person has a desire to be a useful member of society. He works, creates a family, has children and at the same time feels satisfaction from life. Early maturity is the period when the role of the family in shaping the personality again comes to the fore, only this family is no longer parental, but created independently.

Positive neoplasms of the period: intimacy and sociability. Negative neoplasms: isolation, avoidance of close relationships and promiscuity. Difficulties of character at this time can develop into mental disorders.

Average maturity: forty-five to sixty years old

A wonderful stage when the process of becoming a personality continues in the conditions of a full, creative, diverse life. A person brings up and educates children, reaches certain heights in the profession, is respected and loved by family, colleagues, friends.

If the formation of personality is successful, the person is actively and productively working on himself, if not, there is a “immersion in oneself” in order to escape from reality. Such "stagnation" threatens with disability, early disability, and anger.

After the age of sixty comes late adulthood

The time when a person sums up the results of life. Extreme lines of development in old age:

wisdom and spiritual harmony, satisfaction with the life lived, a sense of its fullness and usefulness, the absence of fear of death;

tragic despair, a feeling that life has been lived in vain, and it is no longer possible to live it again, fear of death.

When the stages of personality formation are experienced safely, a person learns to accept himself and life in all its diversity, lives in harmony with himself and the world around him.

Formation theories

About how a personality is formed, each direction in psychology answers in its own way. There are psychodynamic, humanistic theories, trait theory, social learning theory and others.

Some theories have emerged as a result of numerous experiments, others are non-experimental. Not all theories cover the age range from birth to death, some "allocate" only the first years of life (usually until adulthood) to the formation of personality.

The most holistic, combining several points of view at once, is the theory of the American psychologist Eric Erickson. According to Erickson, the formation of personality occurs according to the epigenetic principle: from birth to death, a person goes through eight stages of development, genetically predetermined, but depending on social factors and the individual himself.

In psychoanalysis, the process of personality formation is the adaptation of the natural, biological essence of a person to the social environment.

According to the founder of psychoanalysis, Z. Fred, a person is formed when he learns to satisfy needs in a socially acceptable form and develops protective mechanisms of the psyche.

As opposed to psychoanalysis, the humanistic theories of A. Maslow and K. Rogers focus on a person's ability to express themselves and improve themselves. The main idea of humanistic theories is self-actualization, which is also the basic human need. Human development is driven not by instincts, but by higher spiritual and social needs and values.

The formation of a personality is a gradual finding of one's "I", the disclosure of one's inner potential. A self-actualizing person is active, creative, direct, honest, responsible, free from thought patterns, wise, able to accept himself and others as they are.

The following properties act as components of personality:

abilities - individual properties that determine the success of a particular activity;

temperament - innate features of higher nervous activity that determine social reactions;

character - a set of educated qualities that determine behavior in relation to other people and to oneself;

will - the ability to achieve a goal;

emotions - emotional disturbances and experiences;

motives - incentives for activity, incentives;

attitudes - beliefs, attitudes, orientation.