Youth age - a period of human life between adolescent age and adolescence. Psychologists disagree in determining the age limits of youth. In Western psychology, the tradition of unification of adolescence and adolescence in the age period, called the recovery period, is dominated by a period of consideration, and the transition from childhood to adulthood, and whose boundaries can extend from 12/14 to 25 years.
In domestic science, youth is determined within the borders of 14 - 18 years and is considered as an independent period of human development, his personality and individuality. Age 15 - 17 years is called early youthful or age of early youth.
The features of mental development in an early youthful age, are largely related to the specifics of the social situation of development, the essence of which today is that society puts a stronger society, a vital task to carry out a vital self-determination in this period, not only in the internal plan In the form of a dream, intentions to someone in the future, and in terms of real choice. If earlier this task was solved predominantly to family and school, today, parents often turn out to be disoriented in the question of choosing a profession and non-unsports in the eyes of the child.
A fundamentally important characteristic of the current situation notes B. D. Elkonin, defending the situation that the historical period we experienced in the development of childhood can be characterized as a crisis, he sees the essence of this crisis in the break, discrepancies of the educational system and the growing system. Nowhere, this gap is not visible so distinctly as in the period of early youth. Education passes outside the educational system, and education is outside the growth system. The existence of two leading activities is possible. The question of leading activities during the early youth, which has always been a discussion, today remains open.
The task of choosing a future profession, professional self-determination fundamentally cannot be successfully solved without and outside the solution to the broader task of personal self-determination, including the construction of a holistic plan of life, self-recording itself into the future. Fair to the future, building life plans and prospects L. I. Bowovich considered the affective center of the life of a senior schoolboy. The transition from adolescent to the early youthful age she connected with a change in attitudes towards the future. She claims that the teenager looks at the future from the position of the present, and the young man or a girl looks at the present from the position of the future.
The solution of these central tasks for this age is affected by the entire process of mental development, including the development of not only the motivational sphere, but also the development of cognitive processes. By fifteen-sixteen years, general mental abilities have already been formed, but throughout the early youthful age they continue to improve. Boys and girls master complex intellectual operations, enrich their conceptual apparatus, their mental activity becomes more sustainable and effective, approaching in this respect to the activities of adults.
The specificity of age is the rapid development of special abilities, often directly related to the elected professional area. The differentiation of the focus of interest makes the structure of the mental activity of the young man or the girl is much more complex and individual than in more junior ages. At young men, this process begins earlier and brighter than girls. Specialization of abilities and interests makes more noticeable and many other individual differences.
In early youth, the development of self-consciousness continues. In his youth, the discovery of itself as a unique personality is inextricably linked with the opening of the social world in which to live. Frames to themselves in the process of self-analysis, reflection questions from the young man, in contrast to the teenager, are more commonly worn by an ideological nature, becoming an element of socio-moral or personal self-determination. Many psychologists are self-determination to consider as the main neoplasm, the resulting early youth.
Such an idea of \u200b\u200bthe central neoplasm of early junior age is essentially close to the idea of \u200b\u200bidentity - the concept that is most common in describing this age foreign researchers. The most famous American psychologist E. Erickson, who introduced this concept in everyday life, understands the identity as a man's identity to itself and integrity. Identity is a feeling of gaining, adequacy and possession of the person's own self, regardless of changing the situation. Yurosti E. Erickson connects with a crisis of identity, which "occurs in that period of life cycle, when each young man must work out from the effective elements of childhood and hopes associated with foreseeable majority, their main prospects and the path, that is, a certain working integrity; He must determine the meaningful similarity between how he intends to see himself, and the fact that according to the testimony of his aggravated feeling expects others. "
If a young man successfully copes with the task of finding identity, he has a feeling of who he is, where it is and where it goes. Otherwise, the "confusion of roles" arises, or "confused identity." Often "confused identity" is the result of difficult childhood or hard. Studies have shown, for example, that girls showing sexual leshes at this age, very often have a fragmentary idea of \u200b\u200btheir identity and their indiscriminate sexual communications are not correlated with their intellectual level or with the system of values. In some cases, young men and girls are striving for "negative identity", that is, they identify themselves with the opposite to the one who would like to see parents, friends. According to E. Erikson, in the search for his own identity, it is better to even identify himself with a hippie, with a young criminal, even with a drug addict, than not to find his own I identity.
The peculiarity of youth can be called closeness to the history of the country, a special consonance of the era. I.V. Dubrovina notes that people, as a rule, retain the love for the music that they discovered and loved in his youth, to the style of clothing, which then dominated, to the type of women's and male beauty, which was in price and which personified in favorite actresses and actors, finally, to the values \u200b\u200band ideals who were committed to adulthood.
Youth is a unique period of human entry into the world of culture, when it has not only intellectual, but also a physical opportunity to read a lot, travel, walk in museums, to concerts, as if charging the energy of culture for the entire subsequent life. If this chance is overlooked in adolescence, it is often impossible impossible such fresh, intense and free, not related to professional, parental or any other needs to culture.
Youth appreciate everything is the age with which it would be bitter to part in which many would like to return, which in this sense is even dangerous to the detriment of other ages.
But this subjective and objective value and importance of youth makes a particularly important successful solution to the development tasks, which are put in front of a person in early adolescence. The researchers are called different tasks, which depends on the overall concept of age-related development, shared by one or another author, and on the specific historical conditions for the development of the personality at the age stage.
1.2 Psychological Features of Late Youth - Student
The leading activity in youthful age is training and professional activities, so this period is associated with students.
The term "student" of Latin origin, translated into Russian means "hard working, engaged, that is, mastering knowledge." Students are a special social category, specific community of people, the Organizationally United Institute of Higher Education. Historically, this social and professional category has developed during the emergence of the first universities in the XI-XII centuries. Students include people, purposefully, systematically mastering knowledge and professional skills, occupied, as expected to be a diligent learning work. As a social group, it is characterized by a professional orientation, the formation of attitudes towards the future profession, which the essence of the correctness of the professional choice and adequacy and completeness of the student's presentation about the chosen profession. A student as a person of a certain age and as a personality can be characterized from three sides:
1. With psychological, which is the unity of psychological processes, states and property properties. The main thing in the psychological side is the mental properties (direction, temperament, character, ability), on which the flow, mental processes depends on the occurrence of mental states, manifestation of mental education. However, studying a specific student, it is necessary to take into account however, the peculiarities of each individual, its mental processes and states.
2. With the social, in which public relations, quality generated by the student belonging to a specific social group, nationality, and so on.
3. With biological, which includes the type of higher nervous activity, the structure of analyzers, unconditional reflexes, instincts, physical strength, physique, face features, skin color, eye, growth, and so on. This side is mainly predetermined by heredity and congenital deposits, but in certain limits changes under the influence of living conditions. (thirty)
The study of these parties reveals the quality and opportunities of the student, its age and personal features. So, if you approach the student as a man of youthful age, then it will be characterized by the smallest values \u200b\u200bof the latent period of reactions to simple, combined and verbal signals, the optimum of absolute and difference sensitivity of analyzers, the greatest plasticity in the formation of complex psychomotor and other skills. Comparatively with the other ages in the youthful age, the highest speed of RAM and switching attention, solving verbal-logical tasks, and so on.
Thus, the student age is characterized by the achievement of the highest, "peak" results based on all preceding processes of biological, psychological, social development. The merit of the formulation of the problem of student speaking as a special social and psychological and age category, belongs to the psychological school B.G. Ananya. In research by B. G. Ananeva, N. V. Kuzmin, Yu. N. Kulyukina, A.A. Rean, E.I. Stepanova, as well as in the works of other researchers (P. A. Skiskovsky. E. M. Nikireev, V. A. Sosthenin) has accumulated a large empirical material of observations, experiments and theoretical generalizations on this issue.
If you study the student as a person, then age is 18-20 years old - this is the period of the most active development of moral and aesthetic feelings, the formation and stabilization of character and, most importantly, mastering the full complex of social roles of an adult: civil, professional labor, etc. In the process of moral development, the formation of the social personality of the student is happening, i.e. The formation of such moral and ethical traits, as the willingness and need for communication with people, overcoming indifferent attitudes towards them, the emergence of interest in people, willingness and ability to jointly with them and to establish friendly and friendly relations on this basis. At the same time, friendly relations with teams or groups of people are not excluded, but, on the contrary, prepare the ground for the emergence of individual friendship. (Markelova V. A., 10.) With this period, the beginning of "economic activity" is connected, under which demographers understand the inclusion of a person in independent industrial activities, the beginning of the labor biography and the creation of their own family. The transformation of motivation, the entire system of value orientation, on the one hand, the intensive formation of special abilities due to professionalization - on the other, is distinguished by this age as the central period of formation of character and intelligence. This is the time of sports records, rocked artistic, technical and scientific achievements. (thirty)
In student's personality studies (V.T. Lisovsky, B.G. Ananiev, A.V. Dmitriev, I.S. Kon, V.T. Lithuanian, Z.F. Esareva, etc.), the inconsistency of the inner world is shown , the complexity of finding your identity and formation of bright, high-cultural personality. Student age is characteristic of the fact that during this period many of the optimis development of intellectual and physical forces are achieved.
Time study at the university coincides with the second period of youth or the first period of maturity, which is characterized by the complexity of the formation of personal traits, is a process analyzed in the works of such scientists as B.G. Ananyev, A.V. Dmitriev, I.S. Kon, V.T. Lithuanian, Z.F. Esareva and others. A characteristic feature of moral development at this age is the strengthening of conscious motives of behavior. We are noticeably strengthened by the qualities that lacked fully in high schools - purposefulness, determination, perseverance, independence, initiative, the ability to own themselves. Increases interest in moral problems (goals, lifestyle, debt, love, loyalty, etc.). At the same time, experts in the field of age psychology and physiology noted that the ability of a person to consciously regulate their behavior in 17-19 years is not fully developed. There are no unremarkted risk, inability to foresee the consequences of their actions, which are not always worthy of motives. So, V.T. Lisovsky notes that 19-20 years are the age of disinterested victims and complete dedication, but also of non-negative manifestations.
Youth is the time of self-analysis and self-esteem. Self-esteem is carried out by comparing the "ideal me" with real. But the "ideal I" has not yet been verified and may be random, and the "real I" is still comprehensively assessed by the very person. This objective contradiction in the development of the identity of a young man can cause him internal uncertainty in itself and is sometimes accompanied by external aggressiveness, disconnect or sense of incomprehensibility.
Youth age, according to E. Erickson, is built around the identity crisis consisting of a series of social and individual personality elections, identification and self-determination. If the young man fails to resolve these tasks, it has inadequate identity, the development of which can go on four main lines: 1) care from psychological intimacy, avoiding close interpersonal relations; 2) erosion of the sense of time, the inability to build life plans, fear of growing and change; 3) the erosion of productive, creative abilities, inability to mobilize their internal resources and focus on some main activity; 4) the formation of "negative identity", the refusal of self-determination and the choice of negative images for imitation (E. Erickson).
Stolyarenko L. D. allocates the psychological features of late youth (18-25 years old) - maturity in mental, moral terms: peak of intellectual possibilities; stabilization of character; The conviction that established the worldview; feeling of new; courage, determination; the ability to hobby; optimism; independence; straightness; criticality and self-critical; self-esteem is contradictory, which causes internal uncertainty, accompanied by sharpness and disconnect; skeptical, critical, ironic attitudes towards teachers and the regime of the educational institution; maximalism and criticality, negative attitude towards the elder's opinion; the rejection of hypocrisy, the chandeliness, rudeness, the desire to influence the okhrica; Acceptance of responsible solutions: the choice and mastering the profession, the choice of style and its place in life; choice of satellite life, creating a family, activity in the sexual sphere; the formation of professional thinking, self-affirmation in the professional and social sphere, the struggle for its "place under the sun"; Mastering the set of social roles of an adult, the beginning of "economic activity". (30)
The development of the personality in the youthful age is influenced by the relationship, which add up in the process of training activities and in the process of communication
"The most important form of relations is the relationship between people - the subject-subject relationship that received, naturally, the widest discussion in psychology. At the same time, as a special form of relations, communication is based on a subject-subject interaction (V. G. Ananyev, and L. Bodaliev, V. N. Mezishchev, B. F. Lomov, etc.).
Lomoms in this regard, noting: "Communication is one of the most important parties to the individual form of a person as a social being" (9. p.36). And further: "And the process of communication, this specific form of interaction of a person with other people (we are talking about the individual level of being), carrying out mutual exchange of activities, ideas, ideas, installations, interests, etc. (reference to K. Marx [t . 3. 440-441]). In communication is formed, the system of relations "subject - subject (s)" develops and manifests. This is precisely the specifics of the main communication characterizing communication. Communication under consideration in this regard acts as an independent and specific form of the activity of the subject. Its result is not a transformed subject (material or ideal), but a relationship with another person, with other people "(9.s. 38). Understanding the specifics of such activity is extremely important. Communication is "People's processing of people." And an understanding and okey actually individual communication as the subject of psychological research is extremely important. Revealing the space and meaning of the phenomenon of communication, B. F. Lomov emphasizes: "The concept of" communication "covers a special category of actually existing relationships, namely the relationship" subject - subject (s) ". In the case of the analysis of these relations, not just the actions of a subject or the impact of one subject to another, but also the process of their interaction, in which promotion (or opposition) is detected, consent (or contradiction), empathy, etc. " .
By definition, A.V. Petrovsky "communicate" means to each other, fixing the established or forming new relationships "(17. from 21). In a single communication process, three parties are allocated: communicative (information transmission), interactive (interaction) and perceptual (mutual perception). We can say that the perceptual side acts as a factor in the formation of attitudes towards another, and interactive and to a lesser extent, communicative as a manifestation of relations.
In the youthful age there is an increase in the need for communication, an increase in time to communicate and expanding its circle. (11)
In parallel with the expansion of the communication circle, its individualization occurs. In the youthful age, the ability to establish friendly communications is formed. (11)
Youthful - This is the last age of expanding the circle of communication, indeed, the baby communicated mainly with his mother, a child of an early age - with his mother and with his family, the preschooler gets the opportunity to meet with the first strangest adult - a kindergarten teacher, a major role is started by communicating with peers. . The youngest schoolboy goes to the first truly social space - school. The teenager actively masters the streets of his neighborhood, the student is the whole city. At the end of youth, the development of the profession began, the creation of a family, the education of the child - the time for interpersonal communication remains much smaller. Maybe therefore, the so-called peak of interpersonal communication accounts for youth. The public stereotype of student perception also affects the activity of communication in youth. The student is "carefree, a cheerful man, poorly materially secured, has many friends, he has time and learn, and communicate." The society condescendingly to him, he says goodbye to him, and parents support this installation, telling funny stories from their past. (32)
At the first courses of the institute, communication is characterized within the broad groups (from the study group to the entire course). It concentrates around joint holidays and recreation. (32)
Already here is the value of fashion as interpersonal communication means, which was characteristic of many adolescents. For merger with the group, it is not necessary to meet a certain style of clothing or use any external accessories. In this regard, the attitude to another changes, not only appearance, but also personal qualities, is beginning to be valued. (32)
In further training at the Institute, based on common interests, friendly groups of 5-8 people are usually allocated. Friends appear outside the Institute. An important role in communicating begins to play the exchange of information. In the last courses of the institute, the importance of companies decreases in general, preference is given to diadheological communication (communication in pairs). The transition from the system of relations "I - Others" to the system "I - Other". (30)
Apparently, at this time, young people are suitable for the crisis of intimacy, i.e., the development of true openness, proximity in interpersonal contacts (E. Erickson). It should be noted that the uncertainty in its identity, i.e. The incomplete resolution of the crisis of the meeting with adolescence can lead to the formation of isolation, the impossibility of establishing stable close contacts with other people necessary for the sensation of life happiness. "The image I" turns out to be not so strong to connect to another. A person is afraid of losing his identity by entering into a close relationship with anyone. There is a special kind of voltage, not withstanding which a young man "isolates" himself or enters into formal connections. (30)
However, a number of authors believe that a necessary condition for the permission of the intimacy crisis is not only a successful permission of the crisis of the meeting with adolescence., But the presence of certain characteristics in the "Image I". As J. Pawell claimed. These characteristics can be described using various terms: self-acceptance, positive self-effort, positive I-concept, love for yourself, etc. It leads to a description of this phenomenon, given by R. Fex, according to which the so-called love of himself is "a sense of self-esteem, its own value," awareness of its own uniqueness and faith in their capabilities (10)
Conducting said, it can be concluded that the successful resolution of the crisis of intimacy, i.e., the development of true openness, proximity in interpersonal contacts should, if necessary, to precede serious internal work on making himself. (32)
It is clear that not always during the subsequent life, friendly communications established in the younger. But the ability to such bonds is formed mainly during this period. And you can observe adults suffering from the lack of such ability. They can continue to live in isolation or fluctuate from the position of almost complete merging with a person to a sharp, no motivated removal from him. Sometimes this removal is also accompanied by unmotivated conflicts. (32)
Thus, the study of attitudes to another requires "peeping inside" what is happening during communication. Attitude towards another in youthful age is formed and develops in communication. The attitude to another is of great importance in the subjective world of people of youth, his role of weight in the determination of their psychic well-being, in determining the picture of their behavior.
Sex is often spontaneous, unregulated character, which cannot but affect the total sexual culture of youth. 2. Public rationing and sexual enlightenment channels Paulic ripening (Pubertat) - the central psychophysiological process of adolescent and youthful age. These processes have a significant impact on emotions, psyche and social behavior ...
Assistance in the development of the personality of people of youth. 2. Based on understanding loneliness as a complex, multi-faceted, ambivalent psychic phenomenon, which is the determinant of deformed development and a resource for the development of a person in youthful age, a typology of loneliness has been developed, which allowed to qualify loneliness as a problem and as a personality resource and outline ...
Sexual relations for girls. In the group of young people, such relationships were not revealed. Conclusion The purpose of our study was to identify the relationship between the social climate in the parent and family and the ideas about the romantic relationship in the youthful age. The study was conducted from May 1 to 20, 2008, in OGU and OGMA. Students of universities took part in the study: OGU and OGMA, in ...
Warmly Dmitry Anatolyevich
I am a concept as a personal factor
Thesis
Student psychological faculty
Scientific adviser:
Senior Lecturer
Chairs OIPP
Kozlovskaya S.N.
Reviewer:
Assistant Department of OPP
Bakhcheev E.P.
Magnitogorsk
1999
C o d e r and n and e
Introduction .............................. ................... ........... .............................. 3 - 6
Chapter 1. I-Concept in early youthful age ................. 7 - 33
1.1 Self-awareness and its place in a mental organization
man ................................................. ........... ............................. 7 - 9
1.2 Concept, meaning and structure of I-Concept ............................ 10 - 19
1.3 Formation of self-consciousness in early adolescence as a source
Forming I-Concept .............................................. .............. 20 - 24.
1.4 Features of the I-Concept in early youth ........................... 25 - 33
Chapter 2. Personal self-determination as psychological
New formation of early adolescence .............................. ................. ........ 34 - 55
2.1 Personal self-determination as psychological
The problem ................................................. ........... ................................ 35 - 45
2.2 Psychological content of personal self-determination
In early youth .............................. ................. ............. ..................... 45 - 55
Chapter 3. Practical Study I-Concept as a Factor
Personal self-determination in early junior age ...... 56 - 94
CONCLUSIONS.............................. ................... ........... ........................... 95 - 98
Bibliography.............................. .................. ............ .............. 99 - 105
Applications ................................................. ........... ........................... 106.
Introduction
The inner world of the person and her self-consciousness has long attracted the attention of philosophers, scientists and artists. Consciousness and self-consciousness is one of the central problems of philosophy, psychology and sociology. Its value is due to the fact that the doctrine of consciousness and self-consciousness is the methodological basis for solving not only many of the most important theoretical issues, but also practical problems in connection with the formation of life position.
The ability to self-association and self-knowledge is the exceptional heritage of a person who in its self-consciousness is aware of itself as a subject of consciousness, communication and action, becoming directly related to itself. The final product of the process of self-knowledge is the dynamic system of human representations about itself, conjugate with their assessment, called the term I-concept.
I concept occurs in a person in the process of social interaction as an inevitable and always unique product of his mental development, as relatively sustainable and at the same time exposed to internal fluctuations and changes in mental acquisition. It imposes an indelible imprint on all the vital manifestations of a person - from childhood to a deep old age.
The period of the conscious "I", as if gradually, the individual components were emerged, the teenage and early youth age is considered. Almost all psychologists point to early adolescence as a critical period of formation of self-consciousness and consider the development of self-consciousness as the central mental process of transitional age ..
The growth of self-consciousness and interest in his own self in adolescents leads to changes in the nature of the formation and structure of the I-Concept. In the early youth of the age (15-17 years), as part of the formation of a new level of self-consciousness, the formation of a relatively sustainable idea of \u200b\u200boneself. By December 16-17, there is a special personal neoplasm, which in psychological literature is indicated by the term self-determination.
The complexity and versatility of personal changes in early youthful age, its decisive role on the course of further development of the person is determined by the relevance of the research topic chosen by us: "I-concept as a factor of personal self-determination in early youth."
The purpose of the study: to establish the relationship between the content of the I-Concept and personal self-determination in early youth.
Object of study: young men and girls aged 15-16 years.
Research Subject: the relationship of the I-Concept and personal self-determination in early youthful age.
The main hypothesis of the study: There is a correlation relationship between the meaningful characteristics of the I-concept and personal self-determination in early youth.
Working Hypothesis Research: The meaningful characteristics of the I-Concept influenced by personal self-determination in the early youth will have differences for young men and girls ..
To achieve the goal and testing hypotheses during the study, the following tasks were solved:
1. Based on the analysis of foreign and domestic literature, learning the understanding of the phenomena of the I-Concept and personal self-determination in early youthful age.
Chapter 1. I-Concept in early youth
1.1. Self-consciousness and its place in mental
Organizations of human life
Many studies in domestic psychology are devoted to the problem of self-consciousness. These studies are concentrated mainly around two groups of issues. In the works of B.G. Ananyeva, L.I. Bogovich, A.N. Lyontieva, S.L. Volubystein, I.I.Shonokova, V.V.Stolina, A.G.Pirkin in general theoretical and methodological aspects Analyzed the question of the establishment of self-consciousness in the context of more The general problem of personality development. In another group of research, more special issues are considered primarily associated with self-esteem features, their relationship with the estimates of others. Studies A.A. Bodalev on social perception fired interest in the question of the relationship of the knowledge of other people and self-knowledge. Many published and philosophical psychological and actually philosophical studies, which analyze the problems associated with personal liability, moral self-consciousness [31,87.89, etc.]. The work of I.S. Konon, in which philosophical, general and social and psychological, historical and cultural aspects, theoretical issues and analysis of specific experimental data were successfully synthesized, discovered new faces of this, perhaps, one of the oldest problems in psychology. Foreign literature on topics relevant to the psychology of consciousness is also extremely rich - these questions are somehow present in the works of U.James, Z. Freud, K.Stizhson ,.Erixon, R. Berns, V.Francles and many other outstanding scientists .
Self-consciousness is a complex psychological structure, which includes as special components, according to VS Merlin, firstly, the consciousness of his identity, secondly, the consciousness of his own "I" as an active, active start, third , awareness of your mental properties and qualities, and, fourth, a certain system of socio-moral self-esteem. All these elements are connected with each other functionally and genetically, but they are formed not at the same time. The germ of the consciousness of identity appears already at the infant when it begins to distinguish the sensations caused by external objects, and the sensations caused by his own body, the consciousness of "I" - about three years, when the child begins to properly use personal pronouns. The awareness of its mental qualities and self-esteem is most important in adolescent and youthful age. But since all these components are interrelated, the enrichment of one of them inevitably modifies the entire system.
A.G.Pirkin gives the following definition: "Self-consciousness is awareness and assessment by the person of their actions and their results, thoughts, feelings, moral appearance and interests, ideals and motives of behavior, holistic assessment of himself and their place in life. Self-consciousness is a constitutional sign of the individual who form together with the formation of the latter. "
Self-consciousness has its subject consciousness, therefore, opposes himself. But at the same time, consciousness persists in self-consciousness as a moment, since it is focused on comprehending its own essence. If consciousness is a subjective condition for the orientation of a person in the outside world, knowledge of the friend, this self-awareness is a person orientation in his own personality, knowledge of a person about himself, this is a kind of "spiritual light that detects itself and other."
Thanks to self-consciousness, a person realizes itself as an individual reality, separate from nature and other people. It becomes a creature not only for others, but also for myself. The main importance of self-consciousness, according to A.G.Pirkin, should be considered "simply the consciousness of our Cash Being, the consciousness of its own existence, the consciousness of himself, or his" I ".
Self-consciousness is a crown of the development of higher mental functions. It allows a person not only to reflect the outside world. But, having highlighting himself in this world, to know his inner world, to worry about and in a certain way applies to itself. The awareness of itself as a certain sustainable object involves the internal integrity, the constancy of the individual, which, regardless of changing situations, is able to remain.
However, A.N. Eleontyev, who described the problem of self-consciousness as a problem of "high vitality, crowded psychology, regarded as a whole as" unresolved, escaping from scientific and psychological analysis. "
In modern psychological literature there are several approaches to the study of the problem of self-consciousness. One of them relies on the analysis of those totals of self-knowledge, which are expressed in the structure of a person's ideas about themselves or "I-concept". What does the term "me-concept" mean, what real psychological meaning is invested in it?
1.2. Concept, meaning and structure of i-concept
The development of a person's self-consciousness is inextricably linked with the process of self-knowledge as a process of filling the self-consciousness of a content connecting a person with other people, with culture and society as a whole, a process occurred within the real communication and thanks to it, within the framework of the vital entity and its specific activities.
Self-knowledge phenomena concern the question of how self-knowledge occurs, including what has already been learned or assigned, transformed into the "I" of the subject and in his personality, and what forms acquire the results of this process in self-consciousness.
As a scientific concept, I-concept entered the use of special literature relatively recently, it may be therefore in the literature, both domestic and foreign, there is no single interpretation; The closest in meaning to it is self-awareness. But I-Concept - the concept is less neutral, which includes an estimated aspect of self-consciousness. This dynamic system of human representations about himself, which includes both the awareness of its physical, intellectual and other qualities and self-esteem, as well as the subjective perception of external factors affecting this personality. R. BERNS, one of the leading English scientists in the field of psychology, served by self-consciousness issues, so determines this concept: "I-concept is a combination of all person's ideas about yourself, conjugate with their assessment. The descriptive component of the i-concept is often called me or the picture of Ya. The component associated with the attitude towards himself or to separate its qualities is called self-esteem or taking themselves. I-concept, in essence, determines not just what the individual represents, but also what he thinks about himself, as looking at his active principle and the possibility of development in the future. "
I-concept arises in humans in the process of social interaction as an inevitable and always unique result of mental development, as relatively sustainable and at the same time exposed to internal changes and fluctuations in mental acquisition. It imposes an indelible imprint on all the vital manifestations of a person - from childhood to deep old age. The initial dependence of the I-concept from external influences is uniform, but in the future it plays an independent role in the life of every person. From the moment of its origin, the concept becomes an active principle in three functional and role aspects:
1. I-concept as a means of providing internal consistency. A number of studies on the theory of personality are based on the concept, according to which a person always goes along the way to achieve maximum internal consistency. Representations, feelings or ideas that conflict with other ideas, feelings or ideas of a person, lead to the degarmonic personality, to the situation of psychological discomfort. Testing the need to achieve inner harmony, a person is ready to take various actions that would contribute to the restoration of lost equilibrium. A significant factor in the restoration of internal consistency is that a person is thinking about himself.
2. I-concept as an interpretation of experience. This function of the I-concept in behavior is that it defines the nature of the individual interpretation of experience, since A person has a steady tendency to build on the basis of his own ideas about himself not only his behavior, but also the interpretation of its experience.
3. I-concept as a set of expectations. I concept also defines the expectations of a person, that is, his ideas about what should happen. Every person is characterized by some expectations, in many respects defining the nature of its actions. People confident in their own significance expect others to relate to them in the same way; They consider that they do not need anyone cannot like, or behave based on the prerequisites, or interpret the corresponding reaction of others. Many researchers consider this function of the central, considering I-concept as a set of expectations, as well as estimates relating to various behaviors.
In many psychological theories, the concept is one of the central concepts. At the same time, there is still no universal definition, nor unity in terminology. Terms that some authors are used to designate the I-Concept as a whole, others are used to designate its individual elements. To make clarity to the terminology of our study, we will use the scheme proposed by R. Burns [7; 62], which, in our opinion, on the one hand, the most fully reflects the structure of the I-Concept, and on the other, it organizes the terminology founding on the pages psychological literature (see Figure No. 1).
In the Scheme, the concept is represented in the form of a hierarchical structure. At its top there is a global I-concept, including all sorts of facets of individual self-consciousness. Due to the fact that the person on the one hand has consciousness, and on the other, it is aware of himself as one of the elements of reality, U.Jaims, the first of psychologists who began to develop the problems of I-concept, the global, personal I (SELF) considered as a dual Education, which combines I-Conscious (I) and I-as-object (ME). It is two sides of one
Global I-Concept
Aspects of,
allocated i-conscious i-like-object
James (process) (content)
Continuous
interaction
Self-satisfaction components
installation or acceptance image i
Himself
Trends
Behavior
I-concept as
Total
Installations "on yourself"
Real i'm perfect i am mirror i
Modality or or or or
Representation view
about what I'm talking about how I about how me
Physical physical physical aspects
Social social social
Mental mental mental
Emotional emotional emotional
Figure No. 1. I-concept structure
integrity, always existing at the same time. One of them is a pure experience, and the other is the content of this experience (I-like-object). However, one should not forget about the conventions of such a distinction, which, in essence, is only a comfortable semantic model. It is impossible to imagine consciousness, deprived of content, as well as the content of mental processes that exist in the separation of consciousness. Therefore, in a real mental life, these elements are so merged, which form a single, almost unpropered integer. I-how the object exists only in the processes of consciousness and is the content of these processes to the inspection, since a person can conscious of himself. We can share the result and process of reflexive thinking only in the conceptual plan; In a psychological plan, they exist pled.
As we can see from the definition of R. Burns, the concepts are allocated in I-concept, which makes it possible to consider I-concept as a set of installations aimed at yourself. In most installation definitions, three main elements are emphasized:
2. 1. Formation of self-consciousness in early youth
As a source of formation of i-concept
"The period of the emergence of the conscious" "I," - writes I.S.Kon, "how gradually the individual components were emerged, a teenage and youth age is considered" the development of self-consciousness is the central mental process of transition. Almost all domestic psychologists call this age "critical period of self-consciousness formation" [10.33, 39, 46, 66, etc.].
Early youth age is the second stage of the phase of the human life called by mature or transitional age, which is the transition from childhood to adult age. We define the age framework of this stage, because Terminology in the field of mature is somewhat confused (see, for example, etc.). Due to the phenomenon of acceleration, the border of adolescence was moved down and at present this period of development covers approximately age from 10-11 to 14-15 years. Accordingly, youth begins. Early youth (15-17 years) Only the beginning of this complex stage of development, which is completed approximately 20-12 years.
The development of self-consciousness in adolescent and early youthful age is so bright and clearly that its characteristic and assessment of the value for the formation of a person in these periods is almost one among researchers of various schools and directions. The authors are sufficiently unanimous in the description of how the process of development of self-consciousness occurs during this period: about 11 years old, a teenager has an interest in his own inner world, then a gradual complication and deepening of self-knowledge is noted, at the same time there is a strengthening of its differentiation and generalization, which leads in an early youth age (15-16 years) to the formation of a sustainable idea of \u200b\u200boneself, I-concept; By December 16-17, there is a special personal neoplasm, which in psychological literature is indicated by the term "self-determination". From the point of view of the self-consciousness of the subject, it is characterized by awareness of itself as a member of society and is specified in a new, socially significant position.
The growth of self-consciousness and interest in his own "I" in adolescents implies directly from the processes of puberty, physical development, which is simultaneously social symbols, concentration and maturity signs, which pay attention to and followed by other, adults and peers. The inconsistency of the position of the teenager and the young man, the change in the structure of its social roles and the level of claims - these factors update the question: "Who am I? "
The formulation of this issue is the legitimate result of the entire preceding development of the psyche. The growth of independence means nothing more than the transition from the external management system to self-government. But every self-government requires information about the object. When self-government, this should be the object information about itself, that is, self-awareness.
The most valuable psychological acquisition of early youth is the opening of its inner world. For a child, the only conscious reality is the outside world, where it projects and his fantasy. Completely confessing their actions, the child is usually not aware of its own mental states on the contrary, for a teenager and young men, an external, physical world is only one of the possibilities of subjective experience, the concentration of which he himself. Enjoyed the ability to dive into yourself and enjoy your experiences, the teenager opens the whole world of new feelings, the beauty of nature, the sounds of music, the feeling of their own body. The young man 14-15 years old begins to perceive and comprehend his emotions no longer as derived from some external events, but as the state of his own "I". Even objective, impersonal information often stimulates a young man to introspection, reflection about himself and its problems.
Youth is especially sensitive to "internal", psychological problems. The older (not by age only, but by the level of development), a teenager, the more he worries his psychological content of what is happening, reality and the less for it means "external" event context.
The opening of its inner world is a very important, joyful and exciting event, but it also causes a lot of disturbing and dramatic experiences. Together with the consciousness of its uniqueness, uniqueness, no sense of solitude comes to others. The youthful "I" is not yet defined, vague, diffuse, it is often experienced as a vague anxiety or feeling of the inner void, which you need to fill. Hence the need for communicating and at the same time increases the selectivity of communication, the need for privacy.
Until adolescence, their differences from others attracted their attention to the child only in exceptional, conflict circumstances. His "I" is practically reduced to the sum of its identification with different significant people. A teenager and young men have a position. Orientation simultaneously on several significant others makes his psychological situation indefinite, internally conflict. The unconscious desire to get rid of previous identification makes it active in reflection, and also activates the feeling of its feature, dissimilar to others, which causes a very characteristic feeling of loneliness or a fear of loneliness.
Development of self-consciousness as any complex mental neoplasm, a number of stages are replaced by each other. From this point of view, early youthful age can be described as the beginning of the formation of a new level of self-consciousness, as a period of development and deepening integrative qualities. Intensive development of the level of self-consciousness will be carried out in the youthful age. Its specific features - an increase in the importance for the formation of a system of the system of own values \u200b\u200band strengthening the personal, psychological, dynamic aspect of perception - allow it to evaluate it as a level characteristic of a mature personality.
One of the main mechanisms of self-knowledge of the adolescent or young man himself, his inner world is a personal reflection, which, unlike logical reflection, aimed at solving problems, is understood as the activities of personal self-knowledge, as a special research act, in which a person does not just explore its internal The world, but at the same time still explores itself as a researcher. The phenomenon of personal reflection is reflexive expectations, which are understood as human representations about what people who make up the circle of his communication are thinking about him. other people.
The qualitative development of reflexive analysis underlying the formation of reflexive expectations, the following age changes are observed:
one). Reflexive analysis concerns mainly individual actions of the child (9-12 years), and even in this form, it is manifested only from a small part of children.
2). Reflexive analysis concerns the nature of the person himself. Starting from 12-13 years, the main in reflective analysis becomes research on their own characteristics of their identity.
3). Reflexive analysis is carried out with self-accepting, there is a surge of self-criticism, as a result of which their own negative features of nature are detected, affective experiences about their own negative features (13-14 years).
four). Reflexive analysis concerns the character of a person, singularities of communication (15-16 years). With that self-criticism, it goes into the background, the attitude towards itself is calm, benevolent. Various difficulties in relations are explained by the misunderstanding of others. When moving from adolescent to early youthful age, personal reflection loses affective pain in relation to the "I" of a person and takes place on a calmer emotional background.
The depth and intensity of youth reflection depend on many social (social origin and environment, level of education), individual-typological (degree of injury-extroversion) and biographical (family education conditions, relationships with peers, the nature of reading) factors, the ratio of which is not yet sufficiently studied.
The development of personal reflection is reflected on the features of the I-Concept in early youth ..
2.2 Features of the I-Concept in early youth
Psychological studies of the formation of a man's concept in the process of its livelihoods go through several directions. First of all, shifts in the content of the I-Concept and its components are studied - what qualities are confirmed better, as changing with age and the criteria of self-assessments, what value attaches appearance, and what mental and moral qualities. Next, the degree of its reliability and objectivity is investigated, the change in the structure of the image is traced as a whole - the degree of its differentiation (cognitive complexity), the internal sequence (integrity), stability (stability in time), subjective significance, contrast, as well as the level of self-esteem. For all these indicators, the transitional age is significantly different from childhood and from adulthood, there is a line in this regard and between adolescent and boys.
In early youth, there is a gradual change of "subject" components of the I-Concept, in particular, the ratio of the bodily and moral and psychological components of its "I". The young man gets used to his appearance, forms a relatively stable image of his body, takes its appearance and, accordingly, stabilizes the level of claims associated with it. Gradually, now other properties of "I" are now, mental abilities, volitional and moral qualities, on which the success of activities and relations with others depends.
Judging by the available data, the conement complexity and differentiation of the image elements, I consistently increase from younger ages to the elder, without noticeable interruptions and crises. Adults distinguish more qualities than young men, young men - more than teenagers, adolescents - more than children. According to Bernstein's research (1980), the ability of senior adolescents to reconstruct personal qualities is based on the development of more fundamental cognitive ability at this age - abstraction.
An interpative trend on which the internal sequence depends, the integrity of the image, is strengthened with age, but somewhat later than the ability to abstraction. Teenage and youth self-describing are better organized and structured than children, they are grouped around several central qualities. However, the uncertainty of the level of claims and the difficulty of reorientation from an external assessment on self-esteem is generated by a number of internal content contradictions of self-consciousness, which serve as a source of further development. By adding the phrase "I am in my view ...", many young people emphasize their inconsistency: "I am in my representation - a genius + insignificance."
Data on the stability of the image I am not entirely unequivocal. In principle, it, as well as the stability of other installations and value orientations, increases with age. Self-describing adults less depend on random, situational circumstances. However, in adolescent and early youth, self-esteem sometimes change very sharply.
As for the contrast, the degree of exposability of the image I, then there is also a height: from childhood to youth and from youth to maturity, a person is clearer aware of his individuality, his differences from others and gives them more meaning, so the image I become one of the central identity settings with which it relates their behavior. However, with a change in the content of the image, I significantly change the degree of significance of its individual components, on which the personality focuses on. In early youth, the scale of self-esteem is noticeably enlarged: "internal" qualities are recognized later "external", but the elders give them more importance. Increasing the degree of awareness of their experiences is often accompanied by hypertrophied attention to itself, egocentrism. In early youth, it happens often
Studies of the content of the image I conducted under the leadership of I.V. Dubrovina showed that on the border of adolescent and early youths in the development of the cognitive component of the I-concept, significant changes occur, characterizing the transition of self-consciousness to a new higher level.
Age shifts in human perception include an increase in the number of descriptive categories used, the growth of flexibility and certainty in their use; increase the level of selectivity, sequence, complexity and systematic system of this information; use of more subtle assessments and connections; an increase in the ability to analyze and explain human behavior; There is care about the accurate presentation of the material, the desire to make it convincing. Similar trends are also observed in the development of self-characteristic, which become more generalized, differentiated and relate with a large number of "significant persons". Self-describing in early youthful age have a much more personal and psychological character than in 12-14 years, and at the same time emphasize differences from other people.
Representation of a teenager or young men of herself always relates to the group manner "we" - a typical peer of their sex, but never coincides with this "we" completely. Images of own "I" are estimated by high school students much thinner and tender group "We". Young people consider themselves less strong, less sociable and cheerful, but but more kind and able to understand another person than their peers. The girls attribute less sociability, but greater sincerity, justice and loyalty.
Inherent to many adolescents, the exaggeration of their own uniqueness with age usually passes, but by no means weakening the individual principle. On the contrary, the older and more developed by the person, the more he finds the differences between himself and the "averaged" peer. From here - the intense need for psychological intimacy, which would be simultaneously self-dissection and penetration into the inner world of the other. The awareness of its dissimilarity on others is logically and historically precedes an understanding of its deep internal communications and unity with the surrounding people.
The most notable changes in self-describing content, in the image, are found in 15-16 years. These changes go through the line of greater subjectivity, the psychological descriptions of the description. It is known that in the perception of another person, the psychologicalization of the description after 15 years increases dramatically. The strengthening of the subjectivity of self-describing is found in the fact that with age increases the number of subjects indicating the variability, situitation of its nature, on what they feel their growth, growing up.
In studies of cognitive dissonance, I found that self-describing and describing another person on the specified parameter differ significantly (Nisbet, V.P.Trusov). The person describes himself, emphasizing the variability, the flexibility of his behavior, its dependence on the situation; In the descriptions of the other, on the contrary, the indications of sustainable personal features prevail that stably defining his behavior in a wide variety of situations. In other words, an adult is inclined to perceive himself, focusing on the subjective characteristics of the dynamicity, variability, and the other - as an object with relatively unchanged properties. Such a "dynamic" perception occurs during the transition to early youthful age in 14-16 years.
The formation of a new level of self-consciousness in the early youth goes in the directions allocated by L.S. Vigotsky, - integrating the image of himself, "moving" his "externally inward". At this age period, there is a change of some "objectivist" view of ourselves "from outside" to the subjective, dynamic position "from within".
V.F. Suphine characterizes this significant difference in the view of the younger and older teenagers as follows: Teen is focused primarily on the search for an answer, "what is it among others how much he looks like", Senior Teenager - "What is he in the eyes of others As far as it differs from others and how similar it looks like or close to his ideal. " V.A. Alekseev emphasizes that the teenager is a "personality for others", while the young man is "personality for himself." In the theoretical study of I.I. E.Ch.Inokova, it is indicated for the presence of two levels of self-knowledge: the lowest - "I and the other person" and the highest "I am"; The specificity of the second is expressed in an attempt to correlate their behavior "with the motivation that it implements and which determines it."
We have already noted that the components of the I-concepts are amenable to conditional conceptual demarcation, since they are inseparably interrelated in a psychological plan. Therefore, the cognitive component of self-consciousness, the image I, its formation in an early youthful age is directly related both to the emotional-estimated component, self-esteem, and with the behavioral, regulatory side of the I-Concept.
During the transition from adolescent to early youthful age in the framework of the formation of a new level of self-consciousness, the development of a new level of attitude towards themselves is also. One of the central moments here is the change of grounds for the criteria for assessing itself, its "I" - they are replaced by "outside inside", acquiring qualitatively different forms, relatively with the criteria for evaluating the person of other people. The transition from private self-esteem to a common, holistic (reason change) creates conditions for the formation in the true sense of the word of its own attitude to itself, quite autonomous from the relationship and assessments of others, private success and failures, all kinds of situational influences, etc. It is important to note that the assessment of individual qualities, the parties of the person playing in such a person with itself a subordinate role, and the leading is some common, holistic "adoption of themselves", "self-esteem". It is in early adolescence (15-17 years old) based on the development of its own value system, an emotional and value attitude towards himself is formed, i.e. "Operational self-assessment" begins to be based on behavior, own views and beliefs, activities.
In 15-16 years, the problem of the incurredness of the real I and the ideal Ya is especially actualized. According to I.S. Kona, this discrepancy is quite normal, a natural consequence of cognitive development. When moving from childhood to adolescence and further self-criticism is growing. So, in the studied E.K.Matlinic compositions of ten-graders describing their own personality, 3.5 times more critical statements than that of five-graders. The same tendency is celebrated by GDR psychologists. Most often in early youth complain on weakness, instability, exposure to influences, etc., as well as disadvantages such as capriciousness, unreliability, soreness.
The discrepancy of I-real and I-perfect images is a function of not only age, but also intelligence. In the intellectually developed young people, the discrepancy between the real I and the perfect me, i.e. Between those properties that the individual attributes to themselves, and those with which he would like to possess much more than their peers with medium intellectual abilities.
One of the important indicators of the behavioral component of the I-Concept is the dynamics of the level of claims under the influence of success or failure when performing tasks of varying degrees of difficulty. Starting from the classic work, F.Hoppe, the level of claims is considered as generated by two contradictory trends: on the one hand, support its "I", self-esteem at the highest level and, on the other, to reduce its claims to avoid failure and thereby damage self-esteem (F.Hoppe, 1930, according to Dubrovina I.V.,).
Some researchers (see: B.V. Zeigarnik, B.S.Bratus) believe that for adolescent age a typical active desire to realize only the first of these trends, while for a mature personality, on the contrary, is characterized by the ability to dilute these Trends in the course of activity, primarily due to the fact that the success or failure in concrete activities is perceived precisely as a specific failure, and not the collapse of self-esteem.
According to the studies conducted during the transition in early youthful age, there is a change in the peculiarities of the level of claims towards greater personal maturity. It is important to note that it goes to the direction, as if the reverse of the changes that occur during this period in self-knowledge, the image and the attitude towards himself. If the latter are characterized, as shown above, increasingly integrity, integitivity, then attitude to the results of their own activity - differentiation, the formation of the ability to separate the success or failure in concrete activities from evaluating themselves as a person.
Thus, in the early youthful age, in the framework of the formation of a new level of self-consciousness, it becomes becoming a relatively sustainable idea of \u200b\u200byourself, I-concept. By December 16-17, there is a special personal neoplasm, which in psychological literature is indicated by the term "self-determination".
In the next chapter, we consider various approaches to understanding this psychological phenomenon and reveal the psychological meaning of this concept as applied to the early youthful age and the relationship of the concepts "I-Concept" and "personal self-determination".
Chapter 2. Personal self-determination
Psychological neoplasm early
Senior schoolboy is on the verge of entry into an independent labor life. In front of him there are fundamental tasks of social and personal self-determination. A young man and a girl should worry (do you care?) Many serious questions: how to find your place in life, choose a matter in accordance with your capabilities and abilities, in what the meaning of life, how to become a real person and many others.
Psychologists who study identification issues at this stage of ontogenesis connect the transition from adolescent age with a sharp change of the inner position, which is that the aspiration in the future becomes the main focus of the personality and the problem of choosing a profession, a further life path is in the center of attention of interests, plans high school students.
The young man (girl) seeks to take the inner position of an adult, to realize himself as a member of society, to determine himself in the world, i.e. Understand yourself and your opportunities along with understanding your place and destination in life.
It has practically become generally accepted to consider personal self-determination as the main psychological neoplasm of early youthful age, since it is in self-determination that the most significant thing is that it appears in the circumstances of the life of high school students, in the requirements for each of them. This largely characterizes the social development situation in which the formation of a person during this period occurs.
2.1. Personal self-determination as
Psychological problem
The strengthening of a personal approach in psychology led to the enrichment of its language with the concepts reflecting those aspects of the development of the personality, which previously remained beyond the scope of psychological analysis. In addition to the concept of "I-Concept," the concept of "self-determination" or "personal self-determination", which was distributed today in psychological and pedagogical literature, should be attributed to such concepts.
The term "self-determination" is used in the literature in a wide variety of values. So they talk about self-determination of the person, social, vital, professional, moral, family, religious. At the same time, even under identical terms, it is often meaning to various content. In order to come to a sufficiently clear definition of the concept, it is necessary to delimit the two approaches to self-determination from the very beginning: sociological and psychological. It is even more important that it is quite often a mixture of these approaches and bringing a specific sociological approach to a psychological study (and psychological theoreticalation), which leads to the loss of psychological content itself.
From the point of view of a sociological approach to self-determination (see, for example, it relates to the generation as a whole; characterizes its entry into social structures and spheres of life. Without considering the relationships and relationships of sociology and psychology, research methods, we indicate only that in relation to To self-determination, which in sociology is understood as the result of entry into some social structure and fixation of this result, the psychologist is interested in the process, i.e. psychological mechanisms that determine any independence in social structures. Based on this Criteria The majority of self-determination literature relates to a sociological approach; the number of works in which the psychological mechanisms of self-determination are considered extremely limited.
The methodological foundations of the psychological approach to the problem of self-determination were laid by S.L. Volubystein. The problem of self-determination was considered by him in the context of the problem of determination, in the light of the principle nominated by him - external causes act, refraarting through the internal conditions: "The thesis, according to which the external causes act through the internal conditions so that the effect of exposure depends on the internal properties of the object, means essentially that any determination is necessary as determination to other, external, and as self-determination (defining the internal properties of the object). " In this context, self-determination acts as self-administration, in contrast to external determination; In the concept of self-determination, thus, the active nature of "internal conditions" is expressed. In relation to the level of a person in the concept of self-determination for S.L. Volubystein, the very essence is expressed, the meaning of the principle of determinism: "It is the meaning of it in the emphasis on the role of the internal moment of self-determination, loyalty to itself, indirect subordination external" [67; 382]. Moreover, "the specificity of human existence itself consists in determining self-determination and determination by others (conditions, circumstances), in the nature of self-determination due to the presence of a person of consciousness and actions."
Thus, at the level of a specific psychological theory, the problem of self-determination is as follows. For a person "External reasons", "Exterior Determination" is social conditions and social determination. Self-determination, understood as self-separation, is, in fact, the mechanism of social determination, which cannot act otherwise, as being actively refracted by the subject itself. The problem of self-determination, therefore, there is a nodal problem of interaction between individual and society, in which the highlights of this interaction are highlighted in focus: the social determination of individual consciousness (wider - psyche) and the role of the actual activity of the subject in this determination. At different levels, this interaction has its own specific characteristics, which are reflected in various psychological theories on the problem of self-determination.
So at the level of human interaction and the group, this problem was analyzed in detail in the works of A.V.Petrovokoy on collectivist self-determination of the individual (CSR). In these works, self-determination is considered as a phenomenon of group interaction. CSR is manifested in special, specially designed situations of group pressure - situations a peculiar "test of strength", in which this pressure is contrary to the value taken by this group. It is "a way of reaction of an individual for group pressure"; The ability of the individual to implement the CSR act is its ability to act in accordance with its internal values, which are both the values \u200b\u200bof the group.
The approach, scheduled to S.L. Rubinshtein, develops in his works KA Bulkhanova-Slavskaya, for which the central moment of self-determination is also self-determination, its own activity, a conscious desire to occupy a certain position. By K.A. Bybulkhanova-Slavskaya, self-determination is a realization of the personality of its position, which is formed within the coordinates of the system of relations. At the same time, it emphasizes that the system of relations (to a collective subject, to its place in the team and other members), depends on self-determination and public activity of the individual [1; 155].
An attempt to build a general approach to self-determination of the individual in society was undertaken by V.F.Safin and G.P.nikov. In the psychological plan, the disclosure of the essence of self-determination of the individual, as the authors believe, cannot but rely on the subjective side of the self-consciousness - the realization of their "I", which acts as the inner cause of social maturation. They proceed from the characteristics of the "self-determined personality", which for the authors is synonymous with the "socially ripe" personality. In the psychological plan, a self-determined personality is "a subject that he who wants (the goals of life plans, ideals), that he can (his capabilities, tendency, diving), that he is (his personal and physical properties), what he wants from him or waiting for a team, society; The subject is ready to function in the system of social relations. Self-determination, therefore, it is "a relatively independent stage of spitialization, the essence of which is in the formation of a realization of the purpose and meaning of life, readiness for independent vital activity based on the correlation of their desires, cash, opportunities and requirements for him from surrounding and society ". The main criteria of the boundaries and stages of self-determination "should be considered the level of understanding of the personality of life, the replacement of the reproducing type of activity and the completeness of the level of correlation" I want "-" I can "-" is "-" require "from a particular person." The stages of self-determination highlighted by the authors are actually generally accepted at the present time in domestic psychology stages of age periodization, allocated on the basis of the change of leading activities. As for the "factors and conditions" of self-determination and its private forms, there is a substitution of psychological content and psychological criteria for sociological. Thus, "the factors and conditions of self-determination are similar to socialization factors", these are the socially asked events that are usually taken into account as criteria in sociological research: the reception in the Komsomol, the end of the eighth grade, receiving a passport, certificate of maturity, the suffrage, the possibility of marriage. The private forms of self-determination are directly borrowed from sociological work: these are role-playing, social self-determination and self-determination in the family-household sphere. Thus, the authors to the problem of self-determination of the individual apply a more sociological, rather than a psychological approach.
Presents the interests of different authors on psychological mechanisms of self-determination.
Although A.V.Mudrik, there is no clear concept of self-determination, represents the interest of the self-determination mechanisms (identification - extraction). The author suggests that the self-determination of the individual suggests as a learned experience accumulated by humanity, which in the psychological plan "I" proceeds both to imitate and identify (like) and the formation of individuals in an individual, only inherent properties that proceeds as personification (extraction) . Identification after imitation and conformity is the leading principle, causing personality personification. That is why identification and personification is a dual process and a self-determination mechanism.
V.F. Suphine and G.P.nikov consider the driving force of self-determination of the personality of the contradiction between "Want" - "I can" - "there is" - "You must", which are transformed into "I must, otherwise I can not." Based on this, the authors argue that the correlation of these elements, i.e. Self-assessment, next to identification is the second mechanism for self-determination of the individual, without which personification is impossible. In their interaction, the first mechanism is most advantageous by the behavioral aspect of self-determination, the second is cognitive. In other words, a specific form of manifestation of self-consciousness - self-esteem - the rather attitude towards the I concept acts as an estimated aspect, while in relation to self-determination, in principle, it acts as its cognitive aspect, one of the mechanisms, and therefore it is an internal condition of self-regulation of behavior.
In the age aspect, the problem of self-determination was most deeply and fully reviewed by L.I. Bogovich (see). Describing the social situation of the development of senior schoolchildren, it indicates that the choice of a further life path, self-determination is an affective center of their life situation. emphasizing the importance of self-determination, L.I. Borovich does not give it a clear definition; it is "the choice of the future way, the need to find its place in labor, in society, in life," "Search for the purpose and meaning of your existence", "the need to find your place in the general stream of life". Please, the most capacious is to determine the need for self-determination as The need to merge into a single semantic system generalized ideas about the world and summarized ideas about themselves and thereby determine the meaning of their own existence. In his later work, L.I. Bogovich characterizes self-determination as a personal new formation of senior school age related to the formation of an adult's inner position, with awareness of itself as a member of society, with the need to solve the problems of his future.
There is another moment that should be specifically. L.I. Borovich recorded an extremely essential characteristic of self-determination, which consists in its bisclastivity: self-determination is carried out "through the business choice of the profession and through common, deprivable species of the selection of the meaning of its existence." By the end of the youthful age, according to L.I. Borovich, this biscuit is eliminated. "However, the psychological side of this process has not been traced anywhere else." To understand this phenomenon in modern psychological literature, we will return a little later. Now we note that 15 years after, after these words were written, almost the words on the same lacunation in our knowledge indicated S.P. Kryagzhde. Considering the problem of choosing a profession, he notes that "neither in the psychological, nor in sociological literature there is no answer to the question, as the transition from the romantic orientation to the real choice."
Work L.I. Borovich a lot to understand the psychological nature of self-determination, firstly, it shows that the need for self-determination arises at a certain stage of ontogenesis - at the turn of the senior adolescent and early adolescent age, and justifies the need to occur this need for the logic of personal and social The development of a teenager .. Secondly, the need for self-determination is considered as the need for the formation of a certain semantic system, in which the idea of \u200b\u200bthe world and about themselves, the formation of this semantic system implies a response to the question of the meaning of its own existence; Thirdly, self-determination is inextricably binds to such a significant characteristic of senior adolescence and early youth, as an aspiration into the future; And finally, fourthly, self-determination implies the choice of profession, but does not boil down to it ("related" with the choice of profession). At the same time, the concept of self-determination in L.I. Borovich remains quite vague, undecided; Self-determination mechanisms are not considered.
I.V.Dubrovina introduces clarification into the problem of self-determination as a central moment in early youth. The results of the studies. It makes it possible to argue that the main psychological neoplasm for early youthful age should be considered not self-determination as such (personal, professional, wider - vital), and psychological readiness for self-determination, which involves: a) formation at a high level of psychological structures, primarily self-consciousness; b) the development of needs providing a meaningful fullness of the individual, among which the central place is occupied by moral installations, value orientations and temporary prospects; c) the formation of individuality prerequisites as the result of the development and awareness of their abilities and interests by each high school student. At the same time, psychological willingness to enter adulthood and take a decent person in it, the place implies not completed in its formation psychological structures and quality, but a certain maturity of a person who consists in the fact that a high school student has been formed psychological education and mechanisms that provide him with the opportunity (psychological Readiness) continuous growth of his personality is now in the future.
In foreign psychology as an analogue of the concept of "personal self-determination", the category "Psychosocial identity", developed and introduced into the scientific circulation by the American scientist Eric Ericsson. The central moment, through the prism of which, the entire formation of a person in transitional age is considered, including its youth stage, is the "normative identity crisis". The term "crisis" is used here in the meaning of the turning, critical point of development, when equally exacerbated as a vulnerability and an increasing personality potential, and it turns out to be a choice between two alternative opportunities, one of which leads to a positive, and the other to the negative directions. The word "regulatory" has the shade that the human life cycle is considered as a number of consecutive stages, each of which is characterized by a specific crisis in identity relations with the outside world, and all together determine the development of a sense of identity.
The main task that arises before the individual in early youth, by Erickson, is the formation of a sense of identity in opposition to the role-based uncertainty of a personal "I". The young man must answer the questions: "Who am I?" And "What is my future path?" In search of personal identity, a person decides what actions are important for him, and produces certain norms to assess their behavior and behavior of other people. This process is also associated with the awareness of its own value and competence.
The most important mechanism for identity formation is, by Erickson, consistent identification of a child with adults, which constitute the necessary prerequisite for the development of psychosocial identity in adolescence. The sense of identity is formed in the teenager gradually; Its source serve a variety of identification that goes back in childhood. A teenager is already trying to work out a single picture of the worldview in which all these values \u200b\u200bshould be synthesized. In early youth, the individual seeks to revaluate himself in relations with loved ones, with society as a whole - in physical, social and emotional plans. It works in the sweat of the face to detect the various faces of his I-concept and become finally yourself, for all the previous ways of self-determination seem unsuitable.
The search for identity can be solved in different ways. One way to solve the problem of identity is to test various roles. Some young people after role experimentation and moral quest begin to move towards one goal. Others can and completely Mount the identity crisis. These include those who unconditionally accept the values \u200b\u200bof their family and elect the field predetermined by their parents. Some young people on the path of long-term searches of identity face considerable difficulties. Often, identity is acquired only after a painful period of samples and errors. In some cases, a person never succeeds to achieve a solid sensation of his own identity.
The main danger, which, according to Erikson, should avoid a young man during this period, is the erosion of his "I" feeling, due to confusion, doubt about the opportunity to send his life to a certain direction.
The Canadian psychologist Marsha (1966) allocated four stages of identity development:
1. Identity uncertainty. Individual has not yet chosen any certain beliefs and any specific professional direction. He has not yet encountered an identity crisis.
2. Preliminary identification. The crisis has not yet come, but the individual has already made some goals for himself and put forward the conviction that are mainly a reflection of the choice made by others.
3. Morarty. Stage of crisis. Individual actively explores the possible identity options in the hope of finding the only one that he can consider his own.
4. Achieving identity. The individual comes out of the crisis, finds its quite definite identity, choosing on this basis for himself a genus of classes and ideological orientation.
These stages reflect the overall logical sequence of identity formation, but this does not mean that each of them is a prerequisite for subsequent. Only the stage of the moratorium is essentially inevitably preceded by the stage of achieving identity, since the search occurring during this period serves as a prerequisite for solving the problem of self-determination.
The idea of \u200b\u200bthe typology of identity development, embodiments in early youthful age conquers increasing popularity in domestic psychology. It is shown that the stages of self-determination (they are the levels and types of personality development) are a holistic formation, where different personal variables are systemically associated with each other. Each of them is characterized by the psychological difficulties inherent in him.
The idea of \u200b\u200bthe current state of the problem of self-determination would be incomplete without consideration of professional self-determination. Of the whole range of issues related to self-determination, issues of professional self-determination are developed in psychology in the most detailed. Our intentions are not included in the analysis of extensive literature on professional self-determination (see). We will dwell only on the few characteristics of this type of self-determination related to our issues, in particular, on the issue of communication of social (social selection) and professional self-determination. So, S.P. Kryagzhde notes that at the initial stage of professional self-determination it is a dual character: it is carried out either the choice of a particular profession, or the choice of only its rank, vocational school - social choice. Referring to a number of authors noting this phenomenon, S.P. Kryagzhde indicates that if a specific professional self-determination has not yet been formed, the young man (girl) uses a generalized option, putting on its future concretization. Thus, according to the author, social self-determination is a limitation of an independent circle of professions; It is a qualitatively lower level of professional self-determination. Such an understanding is not generally generally accepted. So, F.R.Filippov, also understanding social orientation as a orientation for certain types of labor, emphasizes the independent significance of this orientation to form a life plan. Apparently, it should be said here not only about the orientation of the nature of labor, but about a broader and personally significant orientation to a certain place or, more precisely, the level in the system of social relations, on a certain social status.
Thus, despite the detailed, it would seem to study the problem of professional self-determination, remain unresolved the most important questions: what is the connection between social and professional self-determination, and most importantly - which lies with the other. Olliness of these problems is explained by the lack of a single theory of self-determination in adolescent and youth ages.
In modern psychological literature, the most complete and successful, in our opinion, approach to the creation of such the theory was proposed in the works of the domestic psychologist M. Rhinzburg. Next, on the basis of this approach, we consider the psychological content of personal self-determination in early youth.
2.2. Psychological content of personality
Self-determination in early youth
The basis, from the position of which the author approaches the solution to the problem of self-determination is the idea of \u200b\u200bthe value-semantic nature of personal self-determination.
For such an understanding, the problem of personal self-determination should be noted an extremely significant position: the level of personality is the level of value-semantic determination, the level of existence in the world of meanings and values. As indicated by B.V. Zeigarnik and B.S.Bratus, for the personality "the main plane of the movement is moral and value. We emphasize a few more provisions of these authors (see also B.S.Bratus, P.I.Sidorov), who are close to understanding these problems M.R.Ginzburg and allow you to better understand his approach to self-determination. So, the first moment is that the existence of the world has existence in a personal level in itself (it was also indicated by L.S.Vigotsky); The scope of meanings and values \u200b\u200bis the area in which the interaction of personality and society occurs; Values \u200b\u200band meanings are, strictly speaking, the language of this interaction. The second point is the leading role of values \u200b\u200bfor the formation of a person: confession of values \u200b\u200bfixes the unity and self-identity of the individual, for a long time defining the main characteristics of the person, its rod, its morality, its morality. Value is posted by a person, since "... a different way to handle value, except for its housingly personal experience, does not exist. Thus, the acquisition of value is the individual itself. And the third - allocated by B.V. Zeigarnik and B.S.Braty, the functions of semantic education: the creation of a reference, the image of the future and the assessment of activities with its moral, semantic side.
Value orientations are elements of the personality structure, which characterize the content side of its direction. In the form of value orientations as a result of cost gaining values, the essential, most important person is recorded. Value orientations are sustainable, invariant formations ("units") of moral consciousness - the main ideas, concepts, "value blocks", the semantic components of the worldview, expressing the essence of human morality, and therefore the general cultural and historical conditions and prospects. The content of their changeable and moving. The value orientation system acts as a "rolled" life program and serves as a basis for implementing a certain identity model. The sphere where the social goes into personal and personal becomes social, where the exchange of individual value-ideological differences is communication.
Value is one of the main mechanisms for the interaction of the personality and society, personality and culture. This provision is central to the so-called humanistic axiological approach to culture, according to which culture is understood as the world of embodied values; "The scope of the concept of value is the human world of culture and social reality." Values \u200b\u200bare generalized persons of people about the goals and norms
etc.................
I - the concept of a person in the process of its livelihoods go through several directions. First of all, shifts in the content of I - the concepts and its components are being studied - what qualities are confirmed better, as the level of self-assessments change with age and the criterion of self-esteem, what value is an appearance, and what mental and moral qualities. Next, the degree of its reliability and objectivity is investigated, the change in the structure of the image is traced as a whole - the degree of its differentiation (cognitive complexity), the internal sequence (integrity), stability (stability in time), subjective significance, contrast, as well as the level of self-esteem. For all these indicators, the transitional age is significantly different from childhood and from adulthood, there is a line in this regard and between adolescent and boys.
In the early youth, there is a gradual change of "subject" components I - the concept, in particular, the ratio of the bodily and moral and psychological components of its "I". The young man gets used to his appearance, forms a relatively stable image of his body, takes its appearance and, accordingly, stabilizes the level of claims associated with it. Gradually, now other properties of "I" are now, mental abilities, volitional and moral qualities, on which the success of activities and relations with others depends. Cognitive complexity and differentiation of image elements I consistently increase from younger ages to elders, without noticeable interruptions and crises. Adults distinguish more qualities than young men, young men - more than teenagers, adolescents - more than children.
The integrative trend on which the internal sequence depends, the integrity of the image, I am intensifying with age, but somewhat later than the ability to abstraction. Teenage and youth self-describing are better organized and structured than children, they are grouped around several central qualities. However, the uncertainty of the level of claims and the difficulty of reorientation from an external assessment on self-esteem is generated by a number of internal content contradictions of self-consciousness, which serve as a source of further development. By adding the phrase "I am in my view ...", many young people emphasize their inconsistency: "I am in my representation - a genius + insignificance."
Data on the stability of the image I am not entirely unequivocal. Self-describing adults less depend on random, situational circumstances. However, in adolescent and early youth, self-esteem sometimes change very sharply. Moreover, the importance of self-describing elements and, accordingly, their hierarchy may vary depending on the context, the life experience of the individual or simply under the influence of the moment. This kind of self-describing is a way to characterize the uniqueness of each personality through the combinations of its individual features (2, p.33). Burns R.V. Development of I-Concept and Education. -M., 1986
As for the contrast, the degree of exposability of the image I, then there is also a height: from childhood to youth and from youth to maturity, a person is clearer aware of his individuality, his differences from others and gives them more meaning, so the image I become one of the central identity settings with which it relates their behavior. However, with a change in the content of the image, I significantly change the degree of significance of its individual components, on which the personality focuses on. In early youth, the scale of self-esteem is noticeably enlarged: "internal" qualities are recognized later "external", but the elders give them more importance. Increasing the degree of awareness of their experiences is often accompanied by hypertrophied attention to itself, egocentrism. In early youth, it happens often.
Age shifts in human perception include an increase in the number of descriptive categories used, the growth of flexibility and certainty in their use; increase the level of selectivity, sequence, complexity and systematic system of this information; use of more subtle assessments and connections; an increase in the ability to analyze and explain human behavior; There is care about the accurate presentation of the material, the desire to make it convincing.
Similar trends are also observed in the development of self-characteristic, which become more generalized, differentiated and relate with a large number of "significant persons". Self-describing in early youthful age have a much more personal and psychological character than in 12-14 years, and at the same time emphasize differences from other people.
Representation of a teenager or young men of herself always relates to the group manner "we" - a typical peer of their sex, but never coincides with this "we" completely. Images of own "I" are estimated by high school students much thinner and tender group "We".
Young people consider themselves less strong, less sociable and cheerful, but but more kind and able to understand another person than their peers. The girls attribute less sociability, but greater sincerity, justice and loyalty.
Inherent to many adolescents, the exaggeration of their own uniqueness with age usually passes, but by no means weakening the individual principle. On the contrary, the older and more developed by the person, the more he finds the differences between himself and the "averaged" peer. From here - the intense need for psychological intimacy, which would be simultaneously self-dissection and penetration into the inner world of the other. The awareness of its dissimilarity on others is logically and historically precedes an understanding of its deep internal communications and unity with the surrounding people.
The most notable changes in self-describing content, in the image, are found in 15-16 years. These changes go through the line of greater subjectivity, the psychological descriptions of the description. It is known that in the perception of another person, the psychologicalization of the description after 15 years increases dramatically.
The person describes himself, emphasizing the variability, the flexibility of his behavior, its dependence on the situation; In the descriptions of the other, on the contrary, the indications of sustainable personal features prevail that stably defining his behavior in a wide variety of situations. In other words, an adult is inclined to perceive himself, focusing on the subjective characteristics of the dynamicity, variability, and the other - as an object with relatively unchanged properties. Such a "dynamic" perception occurs during the transition to early youthful age in 14-16 years.
The formation of a new level of self-consciousness in the early youth goes in the directions allocated also by L.S. Vygotsky, - integrating the image of himself, "moving" his "outside insight". At this age period, there is a change of some "objectivist" view of ourselves "from outside" to the subjective, dynamic position "from within".
V.F. Safin characterizes this significant difference in the look of the younger and older teenagers as follows: Teen is focused primarily on the search for an answer, "what is it among others, as far as he looks like them," a senior teenager - "What is he in the eyes of others, as far as he is different From others and how similar it looks like or close to your ideal. " In the theoretical study of I.I. E.Ch.Inokova, it is indicated for the presence of two levels of self-knowledge: the lowest - "I and the other person" and the highest "I am"; The specificity of the second is expressed in an attempt to correlate their behavior "with the motivation that it sells and which determines it.
During the transition from adolescent to early youthful age in the framework of the formation of a new level of self-consciousness, the development of a new level of attitude towards themselves is also. One of the central moments here is the change of grounds for the criteria for assessing itself, its "I" - they are replaced by "outside inside", acquiring qualitatively different forms, relatively with the criteria for evaluating the person of other people.
The transition from private self-esteem to a common, holistic (reason change) creates conditions for the formation in the true sense of the word of its own attitude to itself, quite autonomous from the relationship and assessments of others, private success and failures, all kinds of situational influences, etc. It is important to note that the assessment of individual qualities, the parties of the person playing in such a person with itself a subordinate role, and the leading is some common, holistic "adoption of themselves", "self-esteem".
It is in early adolescence (15-17 years old) based on the development of its own value system, an emotional and value attitude towards himself is formed, i.e. "Operational self-assessment" begins to be based on behavior, own views and beliefs, activities.
In 15-16 years, the problem of the incurredness of the real I and the ideal Ya is particularly strongly updated, according to I.S. Konon, this discrepancy is quite normal, a natural consequence of cognitive development. When moving from childhood to adolescence and further self-criticism is growing. Most often in early youth complain on weakness, instability, exposure to influences, etc., as well as disadvantages such as capriciousness, unreliability, soreness.
The discrepancy is real and I - the ideal image - the function is not only age, but also intelligence. In the intellectually developed young people, the discrepancy between the real I and the perfect me, i.e. Between those properties that the individual attributes to themselves, and those with which he would like to possess much more than their peers with medium intellectual abilities.
From the above, it follows the need to individualize education and training, breaking the usual stereotypes and standards focused on averaged, average individuals! The schoolchild learning should be tense, intense and creative. It should be considered not only with objective individual differences, but also with the subjective world of the emerging person, self-esteem, I-concept. Appealing to the creative potentials of students, we must take care of increasing their self-esteem and self-esteem, see the psychological difficulties and contradictions of growing up and tactfully help them with permission. School psychologist could have great help here.
Youth age is one of the most confined and conflicting in psychological and pedagogical ideas and theories. The confusion and inconsistency of ideas can be explained (as well as adolescent age) in the nature of the age itself in the history of civilization. On hypothesis D.B. Elkonina (1996) on the historical content of childhood, both teenage and youthful age are historically young and therefore did not gain their cultural and historical and development mechanisms.
Youth age - a period of individual life in which it becomes (developing) the ability to actively, to practically relate targets, resources and conditions for solving the tasks of construction of their own life, the prospects for an adult (a decision of a professional, production problem; manifestation of public position; implementation of socially significant Act or actions; Building your own family, etc.).
Youth not so long ago stood in an independent period of human life, historically belonging to the "transitional stage" of mature, growing up. If animals have an adult attack quite closely associated with the possibility of independent existence and the work of the offspring, then in human society, the criterion of growing up is not just physical disturbance, but also mastering culture, knowledge, values, norms, social traditions, preparedness for the implementation of different types of labor.
Youth is divided into early and late. Early youth age is the second stage of the phase of the human life called by mature or transitional age, which is the transition from childhood to adult age. We define the age framework of this stage, because Terminology in the field of mature is somewhat confused. Inside the transition from childhood to adulthood, the boundaries between adolescence and youthful age are conditional and often intersect. No one is nobody13-year-old boy boys, and 18-19-year-old - adolescent, but the age between 14-15 and 16-17 years old does not have such a certainty and in some cases refers to adolescence, and in others - by the end of adolescence. In the scheme of age periodization of ontogenesis, the borders of the youth age are marked between 17-21 years for the young men and 16-20 years for girls, but in physiology its upper border is often moved to 22-23 years old in the young men and 19-20 years old. Due to the phenomenon of acceleration, the border of adolescence was moved down and at present this period of development covers approximately age from 10-11 to 14-15 years. Accordingly, youth begins. Early youth is a senior school age-15-17. At this time, the growing baby is on the threshold of real adult life. Late youth is considered a period of life of a young man who is characterized by independence in addressing the tasks of the construction of its own life, the prospects for an adult (solving a professional, production task; manifestation of public position; implementation of a socially significant act or action; construction of their own family, etc. ). Late youth refer to 20-23 years.
The borders of youth are associated with the age of the obligatory participation of a person in public life. Youth is the age of compulsory participation in the elections of state authorities. In his youth, a person makes the choice of internal position and this is very crowded work. The young man who applied to the analysis and comparison of universal values \u200b\u200band its own inconsistencies and value orientations to consciously destroy or adopt historically conditioned standards and values \u200b\u200bthat have identified his behavior in childhood and adolescence. In addition, modern ideas of the state, new ideologues and falseprooroks occur on it. He chooses a non-adaptive or adaptive position in life, while it believes that it is elected position that it is the only one for him acceptable and, consequently, is the only right one.
Youth is aimed at searching for its place in the world. But no matter how intelligently is ready to understand all the things, it does not know much, there is no experience of real practical and spiritual life among loved ones and other people.
Often, youth is considered violent, uniting it in one period with adolescent age. Searches for your place in this world, the search for the meaning of life can become particularly tense. There are new needs of intellectual and social order, the satisfaction of which will be possible only in the future. This period can be intense, and others smoothly and gradually move to the turning point in their lives. With a safe flow of an early youth of the high school student pleases the calm ordered way of life, they do not have romantic gusts, they have good relationships with parents and teachers. But at the same time, children are less independent, more passive, sometimes more superficial in their attachments and hobbies. In general, it is believed that the full formation of the individual leads the search and doubts characteristic of youthful age. Those who have passed through them are usually more independent, creatively refer to the case, possess more flexible thinking, allowing to make independent decisions in difficult situations compared to those who have a person's formation process easily at this time. There are two more development options. This, firstly, fast, jump-like changes, which, due to the high level of self-regulation, are well controlled, without causing sharp emotional disruptions. High school students early determine their life goals and persistently seek their achievement. However, they are weaker than the reflection and emotional sphere. Another option is associated with particularly painful search for its path. Such children are not confident in themselves, and they understand well. They have insufficient development of reflection, the lack of deep self-knowledge. Such children are impulsive, inconsistent in actions and in relationships are not sufficiently responsible. Often they reject the value of parents, but instead are not able to offer their own.
The main psychological acquisition of early youth is the opening of its inner world. Combat ability to dive into my senses, in your experiences, the young man reserves the whole world of new emotions, the beauty of nature, the sounds of music. He (the young man) begins to perceive and comprehend his emotions no longer as derivatives from some external events, but as the state of own I. Together with the awareness of its uniqueness, uniqueness, the sense of loneliness comes to others. Youth I am still uncertain, vague, it is often experienced as a vague concern or the feeling of the inner void, which is necessary to fill something. Hence the need for communicating and at the same time increases its selectivity, the need for privacy.
Thus, youth is a period of life after adhence to adulthood, including age in its framework from 16-17 years to 22-23 years.
