Psychological assessments of neoplasms in adolescence. Neoplasms of adolescence

A senior student is on the verge of entering an independent working life. He is faced with fundamental tasks of social and personal self-determination. A young man and a girl should be concerned about many serious questions: how to find their place in life, choose a business in accordance with their capabilities and abilities, what is the meaning of life, how to become a real person, and many others. Psychologists who study issues of personality formation at this stage of ontogenesis associate the transition from adolescence to adolescence with a sharp change in the internal position, which consists in the fact that aspiration to the future becomes the main orientation of the individual and the problem of choosing a profession, further life path is in the center of attention of interests, plans of high school students. A young man (girl) strives to take the internal position of an adult, to recognize himself as a member of society, to define himself in the world, i.e. understand yourself and your capabilities along with understanding your place and purpose in life. In practice, it has become generally accepted to consider personal self-determination as the main psychological new formation of early adolescence, since it is in self-determination that the most essential thing that appears in the circumstances of the life of high school students lies, in the requirements for each of them. This largely characterizes the social situation of development in which personality formation occurs during this period. New formation: central – self-determination; others - differentiation of abilities, orientation to the future, worldview, moral stability of behavior. The leading activity is educational and professional.

The concept of early adolescence and its age boundaries. 15 (or 14-16 years) transition period between adolescence and youth. This time falls on the 9th grade, if we mean an 11-year secondary school. In the 9th grade, the question of future life is decided. This is a turning point when the stereotypes and values ​​developed by previous generations, in particular, the idea of ​​​​the importance of education and the prestige of a particular profession, collapse. In the late 80s, Dubrovina conducted a study where it was shown that not all teenagers can choose a profession and the future path in life associated with it. Many of them are anxious and afraid to make a choice. At this time, the importance of one’s own values ​​increases. In connection with self-awareness, the attitude towards oneself becomes more complicated. If previously teenagers judged themselves categorically and straightforwardly, now they judge themselves more subtly (I am not better, but not worse than others). During this period of life, anxiety associated with self-esteem increases. Children more often perceive relatively neutral situations as containing a threat to their self-image and, because of this, experience fear and strong anxiety. During the transition period, the sharpness of perception of peers becomes dulled. Of great interest are adults, whose experience and knowledge help to navigate issues related to future life.

Social situation of development in early adolescence. The dynamics of development in early adolescence depend on a number of conditions. First of all, these are the features of communication with significant people, which significantly influence the process of self-determination. Already in the transition period from adolescence to adolescence, a special interest in communicating with adults arises. In high school this trend intensifies.

With a favorable style of relationships in the family, after adolescence - the stage of emancipation from adults - emotional contacts with parents are usually restored, and at a higher, conscious level. At this time, life prospects are discussed with parents, mainly professional ones. With the father, the most important plans for the future are clarified, ways to achieve the goals are outlined, and, in addition, difficulties associated with studying are analyzed. The range of issues discussed with the mother is wider: it includes, in addition to plans for the future, satisfaction with the situation at school and features of life in the family. High school students can discuss their life plans with their teachers and with their adult acquaintances, whose opinions are important to them. 70% of high school students would like to be people like their parents, 10% would like to be like their parents in some ways. Relationships with adults, although they become trusting, maintain a certain distance. The content of such communication is personally significant for children, but it is not intimate information. The opinions and values ​​that they receive from adults are then filtered, can be selected and tested in communication with peers - communication as equals. Communication with peers is also necessary for the development of self-determination in early adolescence, but it has other functions. Communication with friends remains intimate, personal, confessional. Cases of the greatest disappointments currently experienced, relationships with peers - representatives of the opposite sex, are discussed with the best friend (girlfriend). Youthful friendship is unique; it occupies an exceptional position among other attachments. The emotional intensity of friendship decreases when love appears. Young love includes friendship, but at the same time it involves a greater degree of intimacy than friendship. After, as a rule, feigned hobbies in adolescence, the first real love may appear. High school students tend to imitate others and assert themselves with the help of imaginary or real “victories.” The ability for intimate youthful friendships and romantic love will affect future adulthood. These deepest relationships determine important aspects of personality development, moral self-determination and who and how an adult will love.

Features of self-awareness and self-esteem in high school. Self-awareness is not an initial given inherent in man, but a product of development. As a person gains life experience, not only new aspects of existence open up before him, but a more or less profound rethinking of life occurs. The process of its rethinking, which goes through a person’s entire life, forms the most intimate and basic content of his inner being, determining the motives of his activity and the inner meaning of the tasks that he solves in life. Youth are characterized by a reorientation from external control to self-control and an increased need to achieve specific results. One of the mechanisms for the formation of self-awareness is self-esteem. Youth self-esteem, characterized by a highly optimistic view of oneself and one’s capabilities, has the following features: relative stability, height, comparative lack of conflict, adequacy. One of the achievements of the youthful period is a new level of development of self-awareness, which is characterized by the following facts: - the discovery of one’s inner world in all its individual integrity and uniqueness; - desire for self-knowledge; - formation of personal identity, a sense of individual self-identity, continuity and unity; - self-esteem; -the formation of a personal way of being, when in many life conflicts a young person can say out loud: “I am personally responsible for this!” The development of adolescent self-esteem is a complex and contradictory process. The teenager identifies for himself a “standard of adulthood”, through which he perceives and evaluates himself, but which, however, does not always correspond to the actual capabilities of the teenager. As a result, the teenager's self-esteem often fluctuates, is unstable and generally inadequate. A teenager either underestimates or, on the contrary, overestimates himself; the level of his aspirations often does not correspond to the level of actual achievements. Behavior regulated by such self-esteem can lead to conflict with others. The process of forming self-esteem occurs against a background of high emotionality and is associated with a variety of experiences. With the accumulation and integration of cognitive and affective experience in relation to oneself in the course of educational activities, communication with adults and peers, a teenager’s self-esteem is more closely correlated with social values, with the requirements of the immediate community, is associated with aspirations and the future, becomes more dissected, takes deeper into account the results of self-knowledge and more and more adequate. A teenager’s self-esteem at all levels of his development is included in the internal regulation of behavior, activity, and communication. But the psychological conditions of communication have the opposite effect on the level of his self-regulation. M.I. Borishevsky, studying the moral self-regulation of adolescent behavior, observed that in a teenager with stable and adequate self-esteem, who is in conditions conducive to satisfying his need for self-affirmation, moral self-regulation of behavior manifests itself at a fairly high level, and its further development and complication occurs. If a teenager with the same self-esteem finds himself in communication conditions where he is constantly faced with underestimation of his capabilities, limited independence, infringement of dignity and regulation of actions, self-regulation is disrupted. A teenager may have a decrease in self-confidence, initiative behavior decreases, he turns into an executor of the power of another or rebels against any authority. A teenager with low self-esteem and insufficient level of self-esteem in such a situation finds himself in the most unfavorable conditions. Self-regulation becomes narrowly situational, and its capabilities are reduced.

Formation of youthful worldview. The specificity of youth lies in the fact that it is precisely during these years that an active process of worldview formation takes place, and by the end of school we are dealing with a person whose worldview is more or less determined, with views that, although not always correct, are stable. The views on the world of modern youth are determined by the presence of many different, differently reasoned, points of view that have strengths and weaknesses, among which there are neither absolutely true nor completely false, and between which young people have to choose. Even those people who previously traditionally acted as bearers of a common opinion for older schoolchildren (parents, teachers) themselves are now in a state of some confusion, hold different, changeable and contradictory opinions, argue with each other, change their views. This socio-psychological situation has positive and negative aspects. The positive thing is that the absence of a single and unambiguous ideological guideline encourages young men and women to think and make decisions independently. This contributes to their accelerated development and transformation into mature individuals. But, on the other hand, such a situation leads to a rapid division of people into groups that differ, and significantly, from each other in terms of social and moral-ideological maturity, to the lag of some and the faster psychological development of others. The most difficult situations, of course, are those who themselves are unable to make the right choice. It is more difficult for all boys and girls to understand politics, economics, and self-determination in these areas of human relations. Hence the growth of anti-politics and indifference to what is happening in the country that is already observed. Some boys and girls who have a penchant for doing various things in the arts, unfortunately, have negative attitudes towards economic education as a supposedly unworthy culture. The situation is more complicated with the scientific and religious part of the worldview. Both in science and in religion there are different levels of awareness and understanding of problems, and from the conviction characteristic of the scientific worldview to the faith characteristic of religion, there is only one, albeit significant, step.

Changes in the cognitive activity of high school students. A high school student, just like a teenager, thinks in concepts, uses various mental operations, reasons, remembers logically, etc., although there are shifts in this regard. Senior schoolchildren strive to understand different points of view on this issue and form their own opinion. Older students always want to establish the truth. They get bored if there are no interesting tasks for the mind. Older schoolchildren are attracted by the process of analysis and methods of proof no less than by specific information. Many of them like it when the teacher forces them to choose between different points of view and demands substantiation of certain statements; they readily, even joyfully, enter into an argument and stubbornly defend their position. In the discussions of older schoolchildren, distant comparisons and bold generalizations easily arise, and original ideas are born. Perhaps this is explained by the lack of ready-made clichés and the novelty of this kind of mental work. The activity of thought in these years and the peculiar productivity of thinking (the ease of the emergence of new trains of thought) are characteristically revealed in unexpected, sometimes fantastic assumptions and “theories.” The most common favorite content of debates and intimate conversations among high school students is ethical and moral problems. Senior schoolchildren not only fall in love or become friends, but also definitely want to know: “What is friendship?”, “What is love?” High school students are ready to discuss for a long time and passionately whether it is possible to fall in love with two people at once, whether a person who does not express his opinion during an argument can be considered principled, whether there can be friendship between a boy and a girl. Characteristic is their desire to find the truth precisely in conversation, in the clarification of concepts. High school students love to explore and experiment, create and create new and original things. They study with great interest in various scientific societies, in schools of “young mathematicians” and other youth associations. The majority of high school students speak in favor of active and independent forms of activity: discussions, laboratory and practical work, studying primary sources.

Youth- This is the time to choose your life path. The realization of the set goals also begins - working in the chosen specialty, studying at a university, starting a family.

Concept of crisis 17 years. The crisis of 17 years occurs exactly at the turn of the usual school and new adult life. This is the most severe crisis of the period along with the crises of 3 and 11 years. Most 17-year-old schoolchildren are focused on continuing their education, a few are focused on finding a job. School graduates who connect their immediate life plans with the university. Adolescents during this period are most susceptible to admission-related stress. Those who are going through a crisis hard are characterized by various fears. Responsibility to yourself and your family for your choice and real achievements at this time is already a big burden. Added to this is the fear of a new life, of the possibility of making a mistake, of failure when entering a university, and, for young men, of the army. High anxiety and, against this background, pronounced fear can lead to neurotic reactions. A sudden change in lifestyle, involvement in new activities, and communication with new people cause significant tension. A new life situation requires adaptation to it.

A senior student is on the verge of entering an independent work and personal life. He is faced with fundamental tasks of social and personal self-determination. The young man and the girl are concerned about many serious questions, the correct answer to which determines their entire subsequent life:

– How to find your place in life?

– Which business should you choose in accordance with your capabilities and abilities?

– What is the meaning of life anyway?

– How to become a real person?

– How to get rich quickly?

– How to quickly achieve success in your favorite field?

And much more.

The main new development of adolescence is precisely the fact that at this stage of ontogenesis, during the transition from adolescence to adolescence, a sharp change in internal position occurs. This change lies in the fact that aspiration to the future becomes the main focus of the individual and the problem of choosing a profession and further life path is in the center of attention of the interests and plans of high school students. At the same time, the boy or girl strives to take the internal position of an adult, to recognize himself as a member of society, to define himself in the world, i.e. understand yourself and your capabilities along with understanding your place and purpose in life.

The transition to adulthood encourages a young person to search for rational foundations for his life, his actions, his actions. If earlier, in adolescence, everything was simple: if you want to do something, do it, if you don’t want to, don’t do it, now you need to “create” a rational basis: “I’m doing this because...”, “I thought and decided that it would be like this..." Many in their youth become real ascetics, trying to devote all their strength to achieving success.

Many psychologists consider self-determination as the main new formation of early adolescence. However, at this age personal development does not end; the processes of personal and life self-determination are carried out at subsequent ages, therefore we can consider that the neoplasm of early adolescence is socio-psychological readiness (ability) to personal and life (professional) self-determination . This psychological readiness to enter adult life and take a worthy place in it presupposes a certain maturity of personality, which consists in the fact that a high school student has formed psychological formations and mechanisms that provide him with the possibility of a continuous process of growth of his personality now and in the future (I.V. Dubrovina).

The basis of readiness for self-determination is the formation in senior schoolchildren of stable, consciously developed ideas about their duties and rights in relation to society, other people, moral principles and beliefs, an understanding of duty, responsibility, the ability to analyze their own life experience, observe the phenomena of reality and give their assessment, etc. In other words, psychological readiness for self-determination means the formation in a boy or girl of such psychological qualities that could provide them with a conscious, active, creative and constructive life in the future.

This idea of ​​the central neoplasm of early adolescence is close to the idea of identity - a concept that was introduced into use by E. Erikson. He understands identity as a person’s identity with himself (the immutability of the personality in space) and integrity (the continuity of the personality in time). In his opinion, identity is this is a feeling of acquisition, adequacy and personal ownership of one’s own “I”, regardless of changing situations. Identity is a condition of mental health: if it does not work out, a person does not find his place in society and finds himself “lost.”

An important psychological new formation of adolescence is formation of stable self-awareness and a stable image of “I” – a holistic idea of ​​oneself, an emotional attitude towards oneself, self-esteem of one’s appearance, mental, moral, volitional qualities, awareness of one’s strengths and weaknesses, on the basis of which the possibilities of targeted self-improvement and self-education arise. The main acquisition of early youth is the discovery of one’s inner world, its emancipation from adults.

The formation of self-awareness occurs in several directions:

1) opening your inner world;

2) the emergence of an awareness of the irreversibility of time, an understanding of the finitude of one’s existence. It is the understanding of the inevitability of death that makes a person seriously think about the meaning of life, about his prospects, about his future, about his goals;

3) the formation of a holistic idea of ​​oneself, an attitude towards oneself, and first a person realizes and evaluates the features of his body, appearance, attractiveness, and then moral and psychological ones;

4) awareness and formation of attitude towards emerging sexual sensuality.

The image of “I” changes noticeably with age:

Some qualities are realized more easily, clearly, differently;

The level and criteria of self-esteem change;

The degree of complexity of ideas about oneself changes;

Personal integrity, stability and value, as well as the level of self-esteem increase.

The formation of sustainable self-awareness is associated with the development of social reflection– understanding another person by thinking for him. The idea of ​​what others think about me is an important moment of social cognition: it is both knowledge of another through what he (as I think) thinks about me, and knowledge of myself through the hypothetical eyes of another. The wider the circle of communication, the more diverse ideas about how he is perceived by others, the more, ultimately, a person knows about himself and others. Including a partner in your inner world is the most effective source of self-knowledge.

One of the most important new formations in the intellectual sphere is becoming theoretical thinking – the formation of abstract thinking due to the fact that the young man assimilates concepts, improves the ability to use them, and reason logically. High school and junior students are more likely to ask the question “why?” Their mental activity is more active and independent, they are more critical of both teachers and the content of the knowledge they receive. A high school student begins to become interested in what is ambiguous, what has not been studied, what requires independent thinking. In youth, there is an expressed desire for generalizations, the search for general patterns and principles that stand behind specific facts. However, the breadth of interests, as a rule, is combined at this age with scatteredness, lack of a system of knowledge and skills - intellectual amateurism. Young men may have a tendency to exaggerate their intellectual abilities and the strength of their intellect and level of knowledge.

Formation of worldview– a holistic system of views, knowledge, beliefs, your life philosophy, which is based on a previously acquired significant amount of knowledge and the formed ability for abstract theoretical thinking, without which disparate knowledge does not add up into a single system. Worldview is closely related to the solution in youth to the problem of the meaning of life, awareness and comprehension of one’s life not as a chain of random events, but as an integral directed process that has continuity and meaning. The phenomena of reality interest the young man not in themselves, but in connection with his own attitude towards them.

Identity crisis

Adolescence is characterized by an identity crisis, since at this age a series of social and individual personal choices and self-determination are made. There are several options here:

1) uncertain identity– a person has not developed his convictions, has not chosen a profession, cannot make life plans, this is accompanied by a fear of growing up and change;

2) long-term identification– a person made his life choices and made decisions not on his own, but on the basis of other people’s opinions;

3) stage of mental moratorium– the stage of crisis of self-determination, the choice from numerous options for the development of the only one that can be considered yours. At this time, the young man strives (through trial and error) to find his place in society.

They are followed by either the acquisition of " adult identity", or developmental delay - "identity diffusion", which forms the basis of a special pathology of adolescence - identity pathology syndrome(E. Erickson).

Against the background of the development of leading activity, the development of central new formations of age occurs, covering in this period all aspects of subjective development: changes occur in the moral sphere, in terms of puberty, in terms of the development of higher mental functions, in the emotional sphere.

Thus, in the moral sphere, two features should be noted: the revaluation of moral values; stable “autonomous” moral views, judgments and evaluations, independent of random influences.

However, a teenager’s morality is not supported by moral convictions and has not yet formed into a worldview, and therefore can easily change under the influence of peers.

An ideal acts as a condition that increases moral stability. An ideal perceived or created by a child means that he has a constantly operating motive. As the child develops, moral ideals become more generalized and begin to act as a consciously chosen model for behavior (L.I. Bozhovich). Central new formations: abstract thinking; self-awareness; gender identity; feeling of “adulthood”, revaluation of values, autonomous morality. L.S. Vygotsky considered the feeling of adulthood to be the central and specific new formation of this age—the emerging idea of ​​oneself as no longer a child. The teenager begins to feel like an adult, strives to be and be considered an adult, which is manifested in views, assessments, behavior, as well as in relationships with peers and adults.

T.V. Dragunova notes the following manifestations in the development of adulthood in a teenager:

♦ imitation of the external manifestations of adults(the desire to resemble in appearance, to acquire their characteristics, skills and privileges)

♦ orientation towards adult qualities(the desire to acquire the qualities of an adult, for example, in boys - “real men” - strength, courage, will, etc.);

♦ adult as a model of activity(development of social maturity in conditions of cooperation between adults and children, which creates a sense of responsibility, care for other people, etc.);

♦ intellectual adulthood(the desire to know something and be able to truly; there is a formation of a dominant orientation, cognitive interests, a search for new types and forms of socially significant activities that can create conditions for the self-affirmation of modern adolescents).

Leading activity

Leading positions are beginning to be taken socially useful activities and intimate and personal communication with peers.

Socially useful activity is for a teenager an area where he can realize his increased capabilities, the desire for independence, satisfying the need for recognition from adults, “creates the opportunity to realize his individuality in a common cause, satisfying the desire in the process of communication not to take, but to give.” "(D.I. Feldshtein). A teenager has a strong need to communicate with peers. The leading motive for a teenager’s behavior is the desire to find his place among his peers. Moreover, the lack of such an opportunity very often leads to social maladjustment and delinquency (LL. Bozhovich). The assessments of peers begin to take on greater importance than the assessments of teachers and adults. A teenager is maximally exposed to the influence of the group and its values; he becomes very anxious if his popularity among his peers is at risk. In communication as an activity, the child assimilates social norms, re-evaluates values, and satisfies the need for recognition and the desire for self-affirmation. Trying to establish himself in a new social position, the teenager tries to go beyond student affairs into another area that has social significance. It is during adolescence that they appear new teaching motives, associated with ideal, professional intentions. Learning takes on a personal meaning for many teenagers.

Thinking

Elements of theoretical thinking begin to form. Reasoning goes from general to specific. The teenager operates with a hypothesis in solving intellectual problems. This is the most important acquisition in the analysis of reality. Operations such as classification, analysis, and generalization are being developed. Reflective thinking develops. The teenager’s own intellectual operations become the subject of attention and assessment. The teenager acquires adult logic of thinking. Memory develops in the direction of intellectualization. Not semantic, but mechanical memorization is used.

Speech

In adolescence, speech development occurs, on the one hand, due to the expansion of the richness of the vocabulary, on the other, through the assimilation of many meanings that the dictionary of the native language is capable of encoding. The teenager intuitively approaches the discovery that language, being a sign system, allows, firstly, to reflect the surrounding reality and, secondly, to capture a certain view of the world (B.S. Mukhina).

A teenager easily picks up irregular or non-standard forms and turns of speech from his teachers and parents, and finds violations of undoubted rules of speech in books, newspapers, and in the speeches of radio and television announcers. Typically developing teenagers turn to dictionaries and reference books to clarify the meaning of a word.

Due to age characteristics (peer orientation, conformism, etc.), a teenager is able to vary his speech depending on the style of communication and the personality of the interlocutor.

For teenagers, the authority of a cultural native speaker is important. Personal comprehension of language, its meanings and meanings individualizes the teenager’s self-awareness. It is in the individualization of self-awareness through language that the highest meaning of development lies.

Slang has a special meaning for the teenage subculture. Slang in teenage associations is a language game, a mask, a “second life”, which expresses the need and opportunity to escape social control, to isolate oneself, giving a special meaning to one’s association. Here, special forms of slang speech are developed, which not only erase individual distances between those communicating, but also express the philosophy of life in a brief form.

Self-awareness

The formation of a teenager’s self-awareness lies in the fact that he begins to gradually isolate qualities from individual types of activities and actions, generalize and comprehend them as features of his behavior, and then the qualities of his personality. The subject of assessment and self-esteem, self-awareness and consciousness are personality traits associated primarily with educational activities and relationships with others. This is the central point of the entire transitional age. Self-awareness is the last and highest of all the restructurings that the psychology of a teenager undergoes (L.S. Vygotsky).

The active formation of self-awareness and reflection gives rise to a lot of questions about life and about oneself. Constant worry “What am I?” forces a teenager to look for reserves of his capabilities. Psychologists associate this with the formation of “I” identity. During this period, “...all children’s identifications seem to be restored, being included in a new identity structure that allows them to solve adult problems. “I” identity ensures the integrity of behavior, supports the internal unity of the individual, provides a connection between external and internal events, and allows one to identify with social ideals and group aspirations.”

IN AND. Slobodchikov notes that despite all the difficulties in determining specific ways to overcome the developmental crisis in adolescence, it is possible to formulate a general psychological and pedagogical requirement for its successful resolution - the presence of community, togetherness in the life of a child and an adult, cooperation between them, during which the formation of new ways of their social interactions. Creating a community in the life of an adult and a teenager, expanding the scope of their cooperation and meaningful contacts are necessary conditions for overcoming the crisis of adolescence.

Adolescence

Scientists give different age limits for this period. I.Yu. Kulagin distinguishes high school age - early adolescence (16-17 years), adolescence - from 17 to 20-23 years. B.C. Mukhina defines youth as the period from adolescence to adulthood (age limits from 15-16 to 21-25 years)

Youth is the time of choosing a life path, working in a chosen specialty (searching for it), studying at a university, starting a family, and for young men, serving in the army. The social situation of development is characterized, first of all, by the fact that a senior student is on the verge of entering an independent life. He will have to enter the path of work and determine his place in life (it should be noted that these processes are very variable). In this regard, the requirements for a high school student and the conditions in which his formation as an individual takes place are changing: he must be prepared for work, for family life, and for fulfilling civic duties (I.S. Kon).

Youth, according to V.I. Slobodchikova, is the final stage of the personalization stage. “The main new developments of adolescence are self-reflection, awareness of one’s own individuality, the emergence of life plans, readiness for self-determination, an attitude toward consciously building one’s own life, and gradual growth into various spheres of life.”

Self-determination, both personal and professional, is a characteristic feature of youth. The choice of profession organizes and brings into a system of subordination all of his various motivational tendencies, coming both from his immediate interests and from other diverse motives generated by the situation of choice (L.I. Bozhovich).

Leading activity is educational and professional. Motives related to the future begin to motivate learning activities. There is greater selectivity in academic subjects. The main motive of cognitive activity is the desire to acquire a profession.

Thinking in youth acquires a personal, emotional character. A passion for theoretical worldview problems appears. Emotionality is manifested in the peculiarities of feelings about one’s own capabilities, abilities and personal qualities. Intellectual development is expressed in a craving for generalizations, a search for patterns and principles behind particular facts. Concentration of attention, memory capacity, logicalization of educational material increase, and abstract-logical thinking is formed. The ability to independently understand complex issues appears. A significant restructuring of the emotional sphere occurs, independence, determination, criticality, self-criticism, and rejection of hypocrisy, hypocrisy, and rudeness are manifested.

Youth is a decisive stage in the formation of a worldview. Worldview, as noted by E.E. Sapogov, this is not only a system of knowledge and experience, but also a system of beliefs, the experience of which is accompanied by a feeling of their truth and correctness. Therefore, the worldview is associated with the solution of life-meaning problems in youth. The phenomena of reality interest the young man not in themselves, but in connection with his own attitude towards them.

Worldview search includes the social orientation of the individual, awareness of himself as a part of a social community (social group, nation, etc.), the choice of his future social position and ways to achieve it. The focus of all ideological problems becomes the problem of the meaning of life (“Why do I live?”, “How to live?”). The young man is looking for a global and universal formulation “to serve people”, “to bring benefit”. He is interested not so much in the question “Who to be?”, but rather “What to be?”, as well as humanistic values ​​(he is ready to work in the social protection system), the social orientation of his personal life (the fight against drug addiction, etc.), social charity, ideal of service.

This age is characterized by reflection and introspection.

Adolescence is characterized by increased emotional excitability (imbalance, sudden changes in mood, anxiety, etc.). At the same time, the older the young man, the more pronounced is the improvement in his general emotional state. The development of emotionality in youth is closely related to a person’s individual and personal properties, his self-awareness, and self-esteem.

The formation of stable self-awareness and a stable image of “I” is the central psychological new formation of adolescence.

A system of ideas about oneself is formed, which, regardless of whether it is true or not, represents a psychological reality that influences behavior and gives rise to certain experiences. Self-awareness includes the time factor (the young man begins to live in the future).

All this is connected with the strengthening of personal control, self-government, with a new stage in the development of intelligence, with the discovery of one’s inner world.

The discovery of one's inner world, its emancipation from adults is the main acquisition of youth. The outside world begins to be perceived through oneself. There appears a tendency towards introspection and a need to systematize and generalize one’s knowledge about oneself (to understand one’s character, one’s feelings, actions, actions). There is a relationship between oneself and the ideal, and the possibility of self-education appears. Volitional regulation increases, and the desire for self-affirmation appears.

Self-assessment of one’s appearance occurs (especially among girls). Young men are acutely aware of signs of real or imaginary excess weight, too much or too little, as it seems to them, height, and other elements of appearance.

One of the important psychological characteristics of youth is self-esteem (acceptance, approval of oneself or non-acceptance, dissatisfaction with oneself). There is a discrepancy between the ideal and real “I”.

The social space in which they live begins to play a large role in the perception of the world, boys and girls. Here, in live communication, the life and activities of adults are learned. The family remains the place where they feel most calm and confident. Life prospects, mainly professional, are discussed with parents. Children can discuss their life plans with teachers and with their adult acquaintances, whose opinions are important to them. Communication with peers is important for personality development in adolescence.

Communication with peers is a specific channel of information, a specific type of interpersonal relationship, and also one of the types of emotional contact.

The search for a life partner and like-minded people becomes important, the need for cooperation with people increases, connections with one’s social group become stronger, and a feeling of intimacy with certain people appears. Youthful friendship is unique; it occupies an exceptional place among other attachments. However, the need for intimacy at this time is practically unsatisfiable, and it is extremely difficult to satisfy it. The requirements for friendship are increasing, and its criteria are becoming more complicated. Youth is considered the privileged age of friendship, but high school students themselves consider true friendship to be rare (YuO. Kulagina). The emotional intensity of friendship decreases when love appears. Youthful love involves a greater degree of intimacy than friendship, and it seems to include friendship.

In adolescence, hormonal changes occur that accompany puberty, which leads to increased sexual experiences. Most young men are characterized by a sharp increase in sexual arousal. Observe a significant increase in sexual behavior and interest in sexual matters. Great importance is attached to the expression of belonging to a particular gender. The development of gender identity is a psychosocial process of an individual’s assimilation of a gender role and its recognition by society.

The period of adolescence is characterized by the presence of a crisis, the essence of which is the gap, the divergence of the educational system and the system of growing up. The crisis occurs at the turn of school and new adult life.

IN AND. Slobodchikov and E.I. Isaev associates the crisis of adolescence with the formation of authorship in one’s own life (17-21 years old), with the entry into an independent life. The socio-psychological properties of this age group depend on their socio-professional status. The crisis manifests itself in the collapse of life plans (did not enter a university), in disappointment in the correctness of the choice of specialty, in diverging ideas about the conditions and content of activity and its actual course. In the crisis of adolescence, young people face a crisis of meaning in life. The lack of internal means of resolving the crisis leads to the development of negative phenomena, for example, drug addiction and alcoholism.

The central problem is the young person’s finding the individual (attitude to his culture, to social reality, to his time), authorship in the development of his abilities, in determining his own outlook on life. “By separating himself from the image of himself in the eyes of his immediate environment, overcoming the professional, positional and political determinations of the generation, objectifying many of his qualities as “I”, a person becomes responsible for his own subjectivity, which often developed against the will and without the knowledge of its bearer. This motive of biased and tireless declassification of one’s own self, the experience of feelings of loss of previous values, ideas, interests and the associated disappointment allows us to qualify this period as critical - a crisis of youth.

The authors see negative and positive aspects in the crisis of adolescence. Negative aspects are associated with the loss of established forms of life - relationships with others, methods and forms of educational activities, habitual living conditions, etc. and entering a new period of life; positive - with new opportunities for the development of human individuality, the formation of civic responsibility, conscious and purposeful self-education.

In youth, one begins to master a profession, create one’s own family, choose one’s own style and one’s place in life.

Youth

Youth covers the period of life from the end of adolescence (20-23 to about 30 years old), when a person is “more or less firmly established in adulthood.”

Youth- this is, first of all, the time of creating a family and establishing family life, the time of the chosen profession, determining the attitude towards public life and one’s role in it.

Choosing a life partner and starting a family is one of the aspects of the social situation of development in youth. During this period, the vast majority of people get married for the first time; this is usually the age of greatest sexual activity, the time when a woman’s body is best adapted to the birth of her first child.

Starting a family is extremely important for personal development. The overall development of a person - his spiritual growth, development of abilities, etc. - largely depends on how family life develops. Unsuccessful marriages can slow down a person’s personal growth and professional advancement, negatively affect future relationships with members of the other sex, and a holistic attitude towards the world. As noted by I.Yu. Kulagina, after 30 years, first marriages are quite rare. Sociological studies show that people who did not start a family before the age of 28-30, in the future, as a rule, are no longer able to do this. They get used to living alone, become overly demanding of another person, and develop rigid habits that often make living together very difficult.

The birth of children is of great importance. The created family acquires a new quality. The entire structure and way of family life changes, spouses have new responsibilities, new aspects of responsibility to each other and a new common responsibility for the fate of the person to whom they gave life.

Thus, starting a family is a social task (“development task”) of the young; Young years are sensitive for searching and finding a life partner.

The leading activity during youth is professional. During this period, mastery of the chosen profession occurs. Already in his youth, a person can achieve a fairly high level of skill in his profession and its objective recognition. Along with mastery comes a sense of professional competence, which is extremely important for personal development in youth, especially when the chosen profession corresponds to one’s calling. In youth, a desire for self-expression is revealed (in choosing a profession, in a career); an individual life style is developed, the acquisition and implementation of individual meanings in life; a system of personal moral, cultural, and spiritual values ​​is being built.

The central age-related new formations of this period are family relationships and a sense of professional competence.

During the period of youth, inclusion in all types of social life and mastery of various social roles occurs, professional self-determination continues, and the criteria for assessing oneself as a professional become more complex.

In youth, intellectual development continues and the ability to learn new things is demonstrated (discoveries in science are often made by young people). Regarding the development of thinking, there is no single point of view in psychology. Some researchers believe that intellectual development ends in childhood, while others believe that qualitative transformations also occur in adulthood.

In youth, general somatic development ends and physical and sexual maturation reaches its optimum. An important aspect of life in youth is also the establishment and development of friendships. According to many psychologists, friendship during this period, like love, reaches a new qualitative level. Friendship, as opposed to simple friendly relations, presupposes one or another spiritual closeness. Most often, friends are united by similar age, social status, cultural level, values ​​and social attitudes. Moreover, friendships usually occur between persons of the same sex. Friendly relations develop in joint activities (in production teams). There are friendships between young people and older people. They also develop, as a rule, in joint production activities. By the age of thirty, a person is at the peak of the development of his intellectual capabilities, achieves certain results in his professional activities, and arranges his family life. The first results of life are summed up. The young man enters a period of youth crisis.

Crisis 30 years is expressed in a change in ideas about one’s life, sometimes a loss of interest in what was previously the main thing in it, in some cases even in the destruction of the previous way of life. Sometimes there is a revision of one's own personality, leading to a reassessment of values. This means that the life plan turned out to be incorrect, which can lead to a change in profession, family life, or a reconsideration of one’s relationships with other people. With a successful choice, attachment to a certain activity, a certain way of life, values ​​and orientations does not limit, but, on the contrary, develops his personality.

The crisis of 30 years is often called the crisis of the meaning of life; in general, it marks the transition from youth to maturity. “Meaning is what is meant by the person who asks the question, or by the situation, which also implies a question and requires an answer” (V. Frankl). Meaning is what connects the goal and the motive behind it, this is the relationship of the goal to the motive. Within the framework of the theory of psychological systems (V.Ya. Klochko, O.M. Krasnoryadtseva), meaning is considered as a necessary condition for human self-organization.

The problem of meaning arises when the goal does not correspond to the motive, when its achievement does not lead to the achievement of the object of need, i.e. when the goal was set incorrectly. If we are talking about the meaning of life, then the general life goal turns out to be erroneous, i.e. life plan. “The meaning of life refers to the internally motivated, individual meaning for the subject of his own actions, actions, taken as a whole and experienced as true and valuable.” The solution to the crisis depends on individual characteristics, on the characteristics of the situation (previous, present)

Researchers highlight possible resolution paths

Professional crisis of youth:

1. Termination of professional growth - stabilization at a sufficient level, limitation of professional aspirations and shift of main motives to other areas of life.

2. Strengthening one of the aspects of professional activity - choosing one of the most successful professional areas and improving qualifications without going beyond its narrow boundaries.

3. Constructive solution - a professional finds new ways of development, leading to reaching a qualitatively different, higher professional level.

4. Destructive resolution - a breakdown expressed in conflicts, changing jobs, trying to start over. (S. Abramova).

Thus, in youth, a person begins to assert himself in life and achieve his goals. In their youth, most people meet a life partner, start a family, and acquire professional skills. Youth is the blossoming of relationships of love and friendship.

Central age neoplasms this period can be considered family relationships and professional competence, when a person understands the meaning of his life, sums up its first results.

Maturity- the longest and most significant period of life for most people (the boundaries are defined differently: from 30-35 to 65 years and depend on the individual’s individuality). Maturity is usually associated with the time of retirement. According to E. Erikson, maturity covers the time from 25 to 65 years, i.e. 40 years of life. Analyzing maturity as the seventh stage of human life, he considered it central to the entire life path of a person.

Social situation of development in adulthood- this is a situation of self-realization, full disclosure of one’s potential in professional activities and family relationships.

In modern developmental psychology, there are different points of view on the problem of development in adulthood:

a) development stops and is replaced by a simple change in individual psychological characteristics;

b) this is the age of not only preserving everything previously acquired, but also the further development of the individual;

c) both the physical state of a person and his characteristics as a person and subject of activity are rebuilt (B T. Ananyev).

But for some people, the period of adulthood is only a chronological concept, adding nothing to development. Others exhaust themselves, achieve certain goals and reduce their vital activity. Still others continue to develop, constantly expanding their life prospects. For some people, in the middle of the period, another crisis arises, another adjustment of the life path occurs.

HER. Sapogova, characterizing the period of adulthood, asks the question: what kind of person can be considered an adult? And he answers: firstly, adulthood is determined physiologically, from the point of view of the optimal functioning of all body systems. Externally, adults continue to grow and change physiologically - the functioning of the skeletal, muscular, cardiovascular, digestive, hormonal and other systems reaches an optimum and changes. Let's say that sexual functions in women reach their optimum at 26-30 years of age and remain at this level until 60 years of age; men experience a gradual decline after 30 years. Secondly, adulthood is defined socially and legally - from the point of view of the ability to comply with the norms and rules of social life, occupy certain status positions, demonstrate the level of one’s social achievements (education, profession, rootedness in social communities, etc.), and bear responsibility for own decisions and actions. Thirdly, adulthood is a psychological category that takes into account a person’s own attitude towards age, his experiences towards a new age cohort. Presence of a family and experience of parenthood (socio-demographic studies show that the risk of family breakdown is greatest in the first five children of marriage and at the border of 45-60 years, “when people have been married for about 15 years”).

In adulthood, the following new personal characteristics are noted:

♦ ability to take responsibility;

♦ desire for power and organizational skills;

♦ ability to provide emotional and intellectual support to others;

♦ self-confidence and determination;

♦ tendency to philosophical generalizations;

♦ protection of the system of one’s own principles and life values;

♦ the ability to resist the problems of reality with the help of developed will;

♦ formation of an individual life style;

♦the desire to influence the world and “give” individual experience to the younger generation;

♦ realism, sobriety in assessments and a sense of “done” life;

♦ stabilization of the system of social roles, etc. (E.E. Sapogova).

Central age-related neoplasm maturity can be considered productivity. The concept of productivity, according to Erikson, includes both creative and productive (professional) productivity, as well as contribution to the upbringing and establishment in the life of the next generation, associated with caring “about the people, results and ideas) in which a person shows interest.” Lack of productivity and inertia lead to self-focus, which leads to inertia and stagnation, personal devastation. In psychology, this situation is described as a crisis of maturity. A person personally does not feel fulfilled, and his life - filled with meaning.

There is an opinion that middle age is a time of anxiety, depression, stress and crises. There is an awareness of the discrepancy between dreams, goals and reality. A person faces the need to revise his plans and relate them to the rest of his life. This is the so-called crisis of 40 years.

The main problems of a midlife crisis: a decrease in physical strength and attractiveness, sexuality, frigidity.

Researchers see the cause of the crisis of adulthood in a person’s awareness of the discrepancy between his dreams, life plans and the progress of their implementation. Way out of the crisis: reformulation of goals to a more realistic point of view; awareness of the limited time of any person; tendency to feel one's position is decent; be content with what you have; limit your plans for the future; development of a new “I” concept.

Modern research has shown that in adulthood, many people experience such a psychological phenomenon as an identity crisis. Identity is understood as a certain non-identity of a person with himself, his inability to determine who he is, what his goals and life prospects are, who he is in the eyes of others, what place he occupies in a certain social sphere, in society, etc. The time and intensity of this crisis depend on the individual characteristics of the individual’s life. The causes of an identity crisis in a mature person: the dynamics of generational change, the specifics of labor (professional) activity.

Resolution of the crisis: on the basis of introspection, find a place for yourself and your “I” in new conditions, develop an appropriate form of behavior and method of activity. In a new situation of development, finding himself at the pinnacle of life and not having the strength to rise higher, a person can, on the basis of introspection, restore his identity in new conditions, find a place for his “I” in these conditions, and develop an appropriate form of behavior and method of activity.”

A personality goes through different stages of development and reaches its maturity. According to A.A. Derkach et al., “...the degree of desired maturity is a multidimensional state of a person, which, although it covers a significant stage of his life in terms of time, but always really shows how accomplished he is as a citizen, as a professional figure, as poor or rich in his connections with the surrounding reality of a person, as a family man... The physical and mental maturity of a person, which is expressed in the formation of intellect, feelings, will, is his personal maturity, which, of course, is dependent on them, but mainly still manifests itself in relationships.

His maturity as a subject of work and life is revealed primarily in his abilities, which are most closely related to each other, and is manifested in his original individuality. At the same time, it turns out that, as a rule, there is no frontal simultaneous achievement of the degree of maturity of a person as an individual (living organism), as a subject of activity, as an individual. The pulsation of development most often occurs at different times in these qualities. The time for a person to reach the “acme” level in all its macro-dimensions very often does not coincide; one can only speak of a relative coincidence. Acmeology comprehensively illuminates the features of the most important stage that a person goes through in his development - the stage of maturity. It determines similar and different maturity in different people and reveals in them the unique actions of factors that determine the individual picture of maturity. The state of maturity does not appear in a person suddenly and immediately. A person’s entire previous life “works” for him.

Very often, outwardly imperceptible, slowly occurring changes in the body of an adult, in his consciousness when in contact with the surrounding reality, in the experience of communication when performing activities, are the result of a greater or lesser increase in indicators of his physical condition, in the social significance of his actions, in the productivity of his activities . Some people have several such noticeable “jumps”, while others have only one. And they express the highest level of citizenship, ability to work, and humanism achieved by a person.

This highest level for each person in his development, which falls on a certain time period of his maturity, is his “acme”, his peak. How high this “peak” turns out to be, how multifaceted and rich it is in content, how personally and socially significant and innovatively original the results of all his actions are. This, of course, depends on the characteristics of the life path that a person went through before his “acme”, on the social, economic, political, legal, socio-psychological situations in which he found himself, rising and being at the stage of maturity. But no less the quantitative and qualitative indicators of his “acme” are determined by the kind of outlook he has formed, his general and special intelligence, his moral core, and the extent to which his abilities as a creator have developed.”

Central supply and exhaust ventilation stations

CENTRAL GOVERNING BODIES. 5.1. The central governing bodies of the Movement are, in order of subordination: Congress, Board and Central Election Commission

A senior student is on the verge of entering an independent working life. He is faced with fundamental tasks of social and personal self-determination. A young man and a girl should be concerned about many serious questions: how to find their place in life, choose a business in accordance with their capabilities and abilities, what is the meaning of life, how to become a real person, and many others. Psychologists who study issues of personality formation at this stage of ontogenesis associate the transition from adolescence to adolescence with a sharp change in the internal position, which consists in the fact that aspiration to the future becomes the main orientation of the individual and the problem of choosing a profession, further life path is in the center of attention of interests, plans of high school students. A young man (girl) strives to take the internal position of an adult, to recognize himself as a member of society, to define himself in the world, i.e. understand yourself and your capabilities along with understanding your place and purpose in life. In practice, it has become generally accepted to consider personal self-determination as the main psychological new formation of early adolescence, since it is in self-determination that the most essential thing that appears in the circumstances of the life of high school students lies, in the requirements for each of them. This largely characterizes the social situation of development in which personality formation occurs during this period. New formation: central – self-determination; others - differentiation of abilities, orientation to the future, worldview, moral stability of behavior. The leading activity is educational and professional.

The concept of early adolescence and its age boundaries. 15 (or 14-16 years) transition period between adolescence and youth. This time falls on the 9th grade, if we mean an 11-year secondary school. In the 9th grade, the question of future life is decided. This is a turning point when the stereotypes and values ​​developed by previous generations, in particular, the idea of ​​​​the importance of education and the prestige of a particular profession, collapse. In the late 80s, Dubrovina conducted a study where it was shown that not all teenagers can choose a profession and the future path in life associated with it. Many of them are anxious and afraid to make a choice. At this time, the importance of one’s own values ​​increases. In connection with self-awareness, the attitude towards oneself becomes more complicated. If previously teenagers judged themselves categorically and straightforwardly, now they judge themselves more subtly (I am not better, but not worse than others). During this period of life, anxiety associated with self-esteem increases. Children more often perceive relatively neutral situations as containing a threat to their self-image and, because of this, experience fear and strong anxiety. During the transition period, the sharpness of perception of peers becomes dulled. Of great interest are adults, whose experience and knowledge help to navigate issues related to future life.

Social situation of development in early adolescence. The dynamics of development in early adolescence depend on a number of conditions. First of all, these are the features of communication with significant people, which significantly influence the process of self-determination. Already in the transition period from adolescence to adolescence, a special interest in communicating with adults arises. In high school this trend intensifies.

With a favorable style of relationships in the family, after adolescence - the stage of emancipation from adults - emotional contacts with parents are usually restored, and at a higher, conscious level. At this time, life prospects are discussed with parents, mainly professional ones. With the father, the most important plans for the future are clarified, ways to achieve the goals are outlined, and, in addition, difficulties associated with studying are analyzed. The range of issues discussed with the mother is wider: it includes, in addition to plans for the future, satisfaction with the situation at school and features of life in the family. High school students can discuss their life plans with their teachers and with their adult acquaintances, whose opinions are important to them. 70% of high school students would like to be people like their parents, 10% would like to be like their parents in some ways. Relationships with adults, although they become trusting, maintain a certain distance. The content of such communication is personally significant for children, but it is not intimate information. The opinions and values ​​that they receive from adults are then filtered, can be selected and tested in communication with peers - communication as equals. Communication with peers is also necessary for the development of self-determination in early adolescence, but it has other functions. Communication with friends remains intimate, personal, confessional. Cases of the greatest disappointments currently experienced, relationships with peers - representatives of the opposite sex, are discussed with the best friend (girlfriend). Youthful friendship is unique; it occupies an exceptional position among other attachments. The emotional intensity of friendship decreases when love appears. Young love includes friendship, but at the same time it involves a greater degree of intimacy than friendship. After, as a rule, feigned hobbies in adolescence, the first real love may appear. High school students tend to imitate others and assert themselves with the help of imaginary or real “victories.” The ability for intimate youthful friendships and romantic love will affect future adulthood. These deepest relationships determine important aspects of personality development, moral self-determination and who and how an adult will love.

Features of self-awareness and self-esteem in high school. Self-awareness is not an initial given inherent in man, but a product of development. As a person gains life experience, not only new aspects of existence open up before him, but a more or less profound rethinking of life occurs. The process of its rethinking, which goes through a person’s entire life, forms the most intimate and basic content of his inner being, determining the motives of his activity and the inner meaning of the tasks that he solves in life. Youth are characterized by a reorientation from external control to self-control and an increased need to achieve specific results. One of the mechanisms for the formation of self-awareness is self-esteem. Youth self-esteem, characterized by a highly optimistic view of oneself and one’s capabilities, has the following features: relative stability, height, comparative lack of conflict, adequacy. One of the achievements of the youthful period is a new level of development of self-awareness, which is characterized by the following facts: - the discovery of one’s inner world in all its individual integrity and uniqueness; - desire for self-knowledge; - formation of personal identity, a sense of individual self-identity, continuity and unity; - self-esteem; -the formation of a personal way of being, when in many life conflicts a young person can say out loud: “I am personally responsible for this!” The development of adolescent self-esteem is a complex and contradictory process. The teenager identifies for himself a “standard of adulthood”, through which he perceives and evaluates himself, but which, however, does not always correspond to the actual capabilities of the teenager. As a result, the teenager's self-esteem often fluctuates, is unstable and generally inadequate. A teenager either underestimates or, on the contrary, overestimates himself; the level of his aspirations often does not correspond to the level of actual achievements. Behavior regulated by such self-esteem can lead to conflict with others. The process of forming self-esteem occurs against a background of high emotionality and is associated with a variety of experiences. With the accumulation and integration of cognitive and affective experience in relation to oneself in the course of educational activities, communication with adults and peers, a teenager’s self-esteem is more closely correlated with social values, with the requirements of the immediate community, is associated with aspirations and the future, becomes more dissected, takes deeper into account the results of self-knowledge and more and more adequate. A teenager’s self-esteem at all levels of his development is included in the internal regulation of behavior, activity, and communication. But the psychological conditions of communication have the opposite effect on the level of his self-regulation. M.I. Borishevsky, studying the moral self-regulation of adolescent behavior, observed that in a teenager with stable and adequate self-esteem, who is in conditions conducive to satisfying his need for self-affirmation, moral self-regulation of behavior manifests itself at a fairly high level, and its further development and complication occurs. If a teenager with the same self-esteem finds himself in communication conditions where he is constantly faced with underestimation of his capabilities, limited independence, infringement of dignity and regulation of actions, self-regulation is disrupted. A teenager may have a decrease in self-confidence, initiative behavior decreases, he turns into an executor of the power of another or rebels against any authority. A teenager with low self-esteem and insufficient level of self-esteem in such a situation finds himself in the most unfavorable conditions. Self-regulation becomes narrowly situational, and its capabilities are reduced.

Formation of youthful worldview. The specificity of youth lies in the fact that it is precisely during these years that an active process of worldview formation takes place, and by the end of school we are dealing with a person whose worldview is more or less determined, with views that, although not always correct, are stable. The views on the world of modern youth are determined by the presence of many different, differently reasoned, points of view that have strengths and weaknesses, among which there are neither absolutely true nor completely false, and between which young people have to choose. Even those people who previously traditionally acted as bearers of a common opinion for older schoolchildren (parents, teachers) themselves are now in a state of some confusion, hold different, changeable and contradictory opinions, argue with each other, change their views. This socio-psychological situation has positive and negative aspects. The positive thing is that the absence of a single and unambiguous ideological guideline encourages young men and women to think and make decisions independently. This contributes to their accelerated development and transformation into mature individuals. But, on the other hand, such a situation leads to a rapid division of people into groups that differ, and significantly, from each other in terms of social and moral-ideological maturity, to the lag of some and the faster psychological development of others. The most difficult situations, of course, are those who themselves are unable to make the right choice. It is more difficult for all boys and girls to understand politics, economics, and self-determination in these areas of human relations. Hence the growth of anti-politics and indifference to what is happening in the country that is already observed. Some boys and girls who have a penchant for doing various things in the arts, unfortunately, have negative attitudes towards economic education as a supposedly unworthy culture. The situation is more complicated with the scientific and religious part of the worldview. Both in science and in religion there are different levels of awareness and understanding of problems, and from the conviction characteristic of the scientific worldview to the faith characteristic of religion, there is only one, albeit significant, step.

Changes in the cognitive activity of high school students. A high school student, just like a teenager, thinks in concepts, uses various mental operations, reasons, remembers logically, etc., although there are shifts in this regard. Senior schoolchildren strive to understand different points of view on this issue and form their own opinion. Older students always want to establish the truth. They get bored if there are no interesting tasks for the mind. Older schoolchildren are attracted by the process of analysis and methods of proof no less than by specific information. Many of them like it when the teacher forces them to choose between different points of view and demands substantiation of certain statements; they readily, even joyfully, enter into an argument and stubbornly defend their position. In the discussions of older schoolchildren, distant comparisons and bold generalizations easily arise, and original ideas are born. Perhaps this is explained by the lack of ready-made clichés and the novelty of this kind of mental work. The activity of thought in these years and the peculiar productivity of thinking (the ease of the emergence of new trains of thought) are characteristically revealed in unexpected, sometimes fantastic assumptions and “theories.” The most common favorite content of debates and intimate conversations among high school students is ethical and moral problems. Senior schoolchildren not only fall in love or become friends, but also definitely want to know: “What is friendship?”, “What is love?” High school students are ready to discuss for a long time and passionately whether it is possible to fall in love with two people at once, whether a person who does not express his opinion during an argument can be considered principled, whether there can be friendship between a boy and a girl. Characteristic is their desire to find the truth precisely in conversation, in the clarification of concepts. High school students love to explore and experiment, create and create new and original things. They study with great interest in various scientific societies, in schools of “young mathematicians” and other youth associations. The majority of high school students speak in favor of active and independent forms of activity: discussions, laboratory and practical work, studying primary sources.

Youth is the time to choose your life path. The realization of the set goals also begins - working in the chosen specialty, studying at a university, starting a family.

Concept of crisis 17 years. The crisis of 17 years occurs exactly at the turn of the usual school and new adult life. This is the most severe crisis of the period along with the crises of 3 and 11 years. Most 17-year-old schoolchildren are focused on continuing their education, a few are focused on finding a job. School graduates who connect their immediate life plans with the university. Adolescents during this period are most susceptible to admission-related stress. Those who are going through a crisis hard are characterized by various fears. Responsibility to yourself and your family for your choice and real achievements at this time is already a big burden. Added to this is the fear of a new life, of the possibility of making a mistake, of failure when entering a university, and, for young men, of the army. High anxiety and, against this background, pronounced fear can lead to neurotic reactions. A sudden change in lifestyle, involvement in new activities, and communication with new people cause significant tension. A new life situation requires adaptation to it.

Adolescence (11 – 16 years)

Puberty. The onset of adolescence is manifested in a sharp maturation of the body, a sudden increase in growth and development of secondary sexual characteristics. In girls, this process begins approximately 2 years earlier and lasts for a shorter time (3-4 years) than in boys (4-5 years). This age is considered a period of marked increase in sexual desires and sexual energy, especially in boys.

The phases of development of interests coincide with the phases of biological maturation in adolescents. On the one hand, interest in things that interested him before is lost (contempt for children's games, “stories,” etc.). At the same time, neither skills nor established behavioral mechanisms are lost. On the other hand, new interests arise: new books, mainly of an erotic nature, acute sexual interest.

Leading activity. Leading activity – intimate personal communication with peers. This activity is a unique form of reproducing between peers the relationships that exist among adults, a form of mastering relationships. Relationships with peers are more meaningful than with adults social exclusion from his genealogical family.

Main neoplasms.

Formation of “WE” - concept. Sometimes it takes on a very harsh character: “we are ours, they are strangers.” Territories and spheres of living space are divided. This is not friendship; the relationship of friendship has yet to be mastered as a relationship of intimacy, to see in another person the same as oneself. It is rather the worship of a common idol.

Formation of reference groups. During adolescence, groups begin to emerge among children. At first they consist of representatives of the same sex, subsequently there is a tendency for such groups to unite into larger companies or gatherings, the members of which do something together. Over time the groups become mixed. Even later, a division into pairs occurs, so that the company consists only of related pairs.

The teenager tends to recognize the values ​​and opinions of the reference group as his own. In his mind, they set the opposition to adult society. Many researchers talk about the subculture of children's society, the bearers of which are reference groups. Adults do not have access to them, therefore, their channels of influence are limited. The values ​​of children's society are poorly aligned with the values ​​of adults.

A typical feature of a teenage group is extremely high conformity. The opinions of the group and its leader are treated uncritically. The diffuse “I” needs a strong “we”; dissent is excluded.

Feeling of adulthood. The teenager does not yet have objective adulthood. Subjectively, it manifests itself in the development of a sense of adulthood and a tendency towards adulthood:

a) emancipation from parents. The child demands sovereignty, independence, respect for his secrets. At the age of 10–12 years, children are still trying to find mutual understanding with their parents. However, disappointments are inevitable, because... their values ​​are different. But adults are lenient towards each other’s values, and the child is a maximalist and does not accept leniency towards himself. Disagreements occur mainly over clothing style, hairstyle, leaving home, free time, school and financial problems. However, in the most important way, children still inherit the values ​​of their parents. The “spheres of influence” of parents and peers are delimited. Usually, attitudes towards fundamental aspects of social life are passed on from parents. Peers are consulted on “momentary” issues.

b) a new attitude to learning. A teenager strives for self-education, and often becomes indifferent to grades. Sometimes there is a discrepancy between intellectual capabilities and success at school: opportunities are high, but success is low.

V) Adulthood manifests itself in romantic relationships with peers of the opposite sex. What is at stake here is not so much the fact of sympathy as the form of relationships learned from adults (dating, entertainment).

d) Appearance and manner of dressing.

Emotional development of a teenager. Adolescence is considered a period of turbulent inner experiences and emotional difficulties.

Typical school phobias, which disappeared between the ages of 10 and 12, now reappear in a slightly modified form. Social phobias predominate. Teenagers become shy and attach great importance to the shortcomings of their appearance and behavior. Which leads to reluctance to meet some people. Sometimes anxiety paralyzes a teenager's social life to such an extent that he refuses most forms of group activities. Fears of open and closed spaces appear.

Imagination and creativity of a teenager. A child's play develops into a teenager's fantasy. Compared to a child's imagination, it is more creative. In a teenager, fantasy is associated with new needs - with the creation of a love ideal. Creativity is expressed in the form of diaries, writing poetry, and even people without a grain of poetry write poetry at this time. Fantasy is turned into an intimate sphere that is hidden from people. The child does not hide his play; the teenager hides his fantasies as a hidden secret and is more willing to admit to an offense than to reveal his fantasies.

There is also a second channel - objective creativity (scientific invention, technical designs). Both channels connect when a teenager first feels out his life plan. In fantasy he anticipates the future.

Basic need of age – understanding. For a child to be open to understanding, previous needs must be met.

Parenting strategy. Several types of relationships between parents and adolescents are described:

Emotional rejection. Usually it is hidden, because... parents unconsciously suppress hostility towards their child as an unworthy feeling. Indifference to the child's inner world, masked with the help of exaggerated care and control, is unmistakably detected by the child.

Emotional indulgence. The child is the center of the entire life of adults; upbringing follows the “family idol” type. Love is anxious and suspicious; the child is demonstratively protected from “offenders.” Since the exclusivity of such a child is recognized only by those at home, he will have problems in relationships with peers.

Authoritarian control. Education is the main task of parents' lives. But the main educational line is manifested in prohibitions and obligations, in the manipulation of the child. The result is paradoxical: there is no educational effect, even if the child obeys: he cannot make decisions himself. This type of parenting entails one of two things: either socially unacceptable forms of child behavior or low self-esteem.

Conniving laissez-faire. When making decisions, adults are more often guided by their mood rather than by pedagogical principles and goals. Their motto: less hassle. Control is weakened, the child is left to his own devices in choosing company and making decisions.

Teenagers themselves consider democratic education to be the optimal model of education. , when there is no adult superiority.

Questions about the topic of the lesson.

Psychological characteristics of a preschool child.

Psychological characteristics of primary school age.

Psychological characteristics of adolescence.

Parents' strategy in each age period.

Opportunities for each age period for training and education.

Test tasks on the topic with standard answers.

What age is a sensitive period for mastering social roles?

2. 15 – 17 years old

   17 – 22 years old

The leading type of activity in the primary school period

1. Story-based role-playing game

   Intimate and personal communication

Neoplasm of primary school age

Personal reflection

Gender identification

Subject activity

Feeling of adulthood

The ability for cognitive reflection appears in

2. 14 – 15 years old

   16 – 17 years old

Basic need of adolescence

Understanding

Safety, security

Need for love

Need for respect

11 years to 15 years – sensitive period

To develop logical thinking

To master social roles

To develop theoretical thinking

To form an internal action plan

What age is a sensitive period for the development of theoretical thinking?

2. 15 – 17 years old

   17 – 22 years old

The leading activity in the preschool period

1. Story-based role-playing game

   Subject-manipulative activity

   Emotional communication

The leading activity in adolescence

1. Educational and professional activities

   Emotional communication

   Intimate and personal communication

A neoplasm of adolescence is

Self-esteem

Personal reflection

Feeling of adulthood

Value-semantic self-regulation of behavior

Basic need of primary school age

Understanding

Safety, security

Need for love

Need for respect

Situational tasks on the topic with standard answers.

Yulia P., 17 years old, constantly tortures herself with diets, trying to lose weight, despite the fact that those around her consider her figure to be ideal. She accuses herself of not knowing how to communicate with others: she does not find common topics for conversation, is not attentive enough to others, is selfish, etc. - which is not true.

What could be the reason for this girl’s behavior? Indicate the dynamics of self-esteem in adolescence and adolescence. Which personality traits of Yulia are related to age, and which are related to character?

When entering school, one child could count to ten; knew twelve letters and could write individual words. The other child couldn't do any of this.