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The main psychological characteristics of personality - abstract. How to draw up a psychological portrait: a complete guide Psychological personality traits that apply

The growth of physical strength occurs simultaneously with mental development. The process of inhibition develops in the child's cerebral cortex, which allows him to better control himself, to consider the consequences of his actions before doing anything.

At this age, the basic natural movements are improved. The former interest only in the very process of movement is replaced by an increasing interest in the results of actions. Joy and satisfaction are delivered not only by the motor activity itself, but also by the achievement of the goal that is set for a certain action. Movements are becoming more precise, coordinated.

Along with all this, the development of the mechanisms of the central nervous system is still weak, and therefore the ability for long-term productive work and prolonged muscle tension is also insufficient. Therefore, children 7–11 years old quickly get tired.

During the restructuring of the body of a teenager, anxiety, irritability, and depression may occur. Many begin to feel clumsy, awkward, anxiety appears appearance, low - in boys - and high - in girls - growth, etc. These changes have an indirect meaning - they are refracted through social ideas about development, through the cultural traditions of growing up, through the attitude of others towards a teenager and comparing oneself with others. Conventionally, both external and internal - biological and psychological - prerequisites are distinguished.

External preconditions. Changing the nature of educational activity: multi-subject, the content of the educational material is the theoretical foundations of the sciences, proposed for the assimilation of abstraction, cause a qualitatively new cognitive attitude to knowledge; there is no unity of requirements: how many teachers, so many different assessments of the surrounding reality, the behavior of the child, his activities, views, attitudes, personality traits. Hence the need to develop one's own position, independence from the direct influence of adults, the introduction of socially useful labor into the school curriculum. A teenager becomes aware of himself as a participant in social and labor activities; new demands are made in the family: help with the housework, they begin to consult with a teenager; the teenager begins to reflect himself intensively.

Internal preconditions. During this period, rapid physical growth and puberty occur: new hormones appear in the blood, there is an effect on the central nervous system, rapid growth of tissues and body systems. The pronounced uneven maturation of various body systems during this period leads to increased fatigue, excitability, irritability, and negativism.

From the point of view of internal psychological prerequisites, the key problem is the development of various interests in adolescence (L.S. Vygotsky).

This famous teacher identifies several groups of interests of a teenager according to dominants:

· egocentric- interest in one's own personality;

· dominant gave– installation on a large scale;

· effort dominant- craving for volitional tension, for resistance (stubbornness, protest);

· dominant of romance- the desire for risk, heroism, for the unknown.

In adolescence, children undergo changes in the development of higher mental functions, as well as in the emotional sphere.

So, in the moral sphere, two features should be noted: a reassessment of moral values; stable own moral views, judgments and evaluations, independent of random influences.

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

The ideal acts as a condition that increases moral stability. The ideal perceived or created by the child means that he has a permanent motive. Moral ideals, as they grow older, become more generalized and begin to act as a consciously chosen model of behavior. Central neoplasms can be the following: abstract thinking, self-awareness, gender identity, a sense of "adulthood", a reassessment of values, autonomous morality.

L.S. Vygotsky considered the central and specific neoplasm of this age sense of maturity- the emerging idea of ​​​​oneself as no longer a child. A 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, parents and teachers.

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 them externally, to acquire their features, skills and privileges;

· focus on the qualities of an adult- the desire to possess the character traits of an adult, for example, in boys - the qualities of a "real man": strength, courage, will, etc.;

· adult as a model of activity- the formation of social maturity in the conditions of cooperation between adults and children. This forms a sense of responsibility, concern for other people, etc.;

· intellectual adulthood- the desire to know something and be able to really: the formation of the dominant orientation of cognitive interests, the search for new types and forms of socially significant activities that can create conditions for self-affirmation of adolescents is taking place.

Socially useful activities and intimate personal communication with peers begin to occupy leading positions at this age.

Public benefit activity is for a teenager the area where he can realize his increased opportunities, the desire for independence, satisfying the need for recognition from adults; it creates an opportunity for adolescents to realize their individuality in a common cause, satisfying their desire in the process of communication not to take, but to give.

Every teenager has a strong need for communication with peers. The leading motive of behavior is the desire to find one's place among them, and the lack of such an opportunity very often leads to social inadequacy and offenses. Comrades' grades start to get greater value than the assessments of teachers and parents. A teenager is most exposed to the influence of the group, its values; he has great anxiety if his popularity among his peers is endangered. In communication as an activity, he assimilates social norms, reassesses values, satisfies the need for recognition and the desire for self-affirmation.

The elements of theoretical thinking begin to take shape. Reasoning goes from the general to the particular. A teenager operates with a hypothesis in solving intellectual problems. This is the most important acquisition in the process of analyzing reality. Such operations as classification, analysis, generalization, reflective thinking are developing. The subject of attention and evaluation of a teenager is his own intellectual operations, he develops an adult logic of thinking.

Memory develops in the direction of intellectualization. Not semantic, but mechanical memorization is used. Development during adolescence there is talk, on the one hand, due to the expansion of the lexicon, on the other hand, due to the assimilation of many meanings that the dictionary of the native language is able to encode.

Chapter 8

3. Psychological features of age periods

The stages of the emerging psyche of the child can be divided into:

  1. motor - up to a year;
  2. sensorimotor - up to 3 years;
  3. affective - from 3 to 12 years;
  4. ideator - from 12 to 14 years.

1. The motor stage of the development of the psyche.

Affect academic performance and features of self-awareness and self-understanding. The studies have established a fairly stable and confirmed in different samples dependence of the success of training on such features of self-consciousness as the degree of adequacy of self-assessment. Students with excessive complacency, carelessness and inadequacy of self-esteem get into the dropout.

The relationship has been experimentally established intellectual development and progress of students of different universities, specialties and courses. Poor academic performance is often found among young people who have found low productivity according to intelligence tests; moreover, a significant part of these students is expelled already from the first courses. To diagnose and then apply an actively forming method that allows the student to overcome difficulties in learning, to reveal specific psychological actions to improve the individualization of the learning process - this is the main goal.

The strength of the nervous system ensures working capacity, the ability to be focused on the material being studied for a long time. Without directly affecting the level of educational success, it affects the methods of work, methods of preparing educational tasks. The lability of the nervous system, which ensures the speed of mental reactions, is associated with a high correlation dependence with intellectual properties and thus directly affects the productivity of educational activity.

The lability and strength of the nervous system affect the selection of methods of activity, in particular educational. The style of learning activity is the set of methods of self-preparation, educational work, preferably used by the individual.

Students with a strong nervous system compensate for the irregularity of their educational activities by "hands-on", classes at night; being of little anxiety, they easily use cheat sheets, etc., when answering exams. Students with a weak nervous system, having accumulated a large amount of unlearned material as a result of non-systematic work, cannot work at the expense of sleep. Their anxiety at the exam, where they come ill-prepared, prevents them from revealing even the knowledge they have. So the irregularity of work, combined with a weak nervous system, causes students to fail, and often they are expelled from the university. Only 37.3% of the studied students consider it necessary to study regularly, the rest prefer to "storm" the material during the examination session.

A significant part of the students, even during the examination session, does not consider it necessary to work hard, they study only a part of the days allotted for exam preparation (many use 1-2 days “for lecturing”). This is 66.7% of first-year students, 92.3% of fifth-year students. Many go to the exam, by their own admission, having not prepared for all the questions allocated by the teachers (58.3% of first-year students, 77% of fifth-year students).

Of the methods of educational activity, the method of preliminary preparation for the upcoming lecture, the actualization of the knowledge necessary for its perception significantly increases the effectiveness of educational work. It is especially valuable in mathematics and other exact sciences. Unfortunately, this technique is used by such a small number of students (15% of fifth-year students, 16.7% of evening students, 14% of first-year students) that we practically have to state its absence in the arsenal of our students.

The methods of educational activity also include in-depth study by students of the most important, professionally significant academic disciplines. Among first-year students, 75% use this technique, among fifth-year students - 84.6%.

In the arsenal of students there is also a method of preferable beginning of independent studies with difficult (easy) subjects. Very often, in the recommendations on the scientific organization of mental work, rigid guidelines are given for starting classes with difficult subjects. Meanwhile, typological studies show that there can be no universal rational device here. Sedentary phlegmatic people are slowly drawn into work, so it is better for them to start classes with light objects. Quickly tiring melancholics with a weak nervous system are unlikely to leave complex objects to the end. They follow difficult material to be taken with fresh energy. The attitude of students to exams is peculiar. Many of them, even pointing out the great nervous costs (37.5% of first-year students, 54.6% of fifth-year students and 67% of evening students), nevertheless oppose the cancellation of exams, because. preparation for them helps to systematize knowledge, deepen understanding of the material, eliminate gaps (75% of first-year students, 54.6% of fifth-year students).

A significant part of the students strives to rationalize their learning activities, to find the most effective methods of studying the material. The success of their efforts in this area depends on the level of development: 1) intelligence, 2) introspection, 3) will. An insufficient level of development of any of these properties leads to significant miscalculations in the organization of independent work, which results in a low level of regularity of classes, incomplete preparation for exams. Easily assimilating educational material, intellectually more developed students in ordinary learning conditions designed for the average student do not strive to develop rational methods of mastering knowledge. This style of study - assault, risk, underlearning the material - is formed at school. The potential possibilities of such students remain undiscovered, especially with insufficient development of the will, responsibility, and purposefulness of the individual. In this regard, there is a need for differentiated education, especially at the university. The principle “from each according to his ability” should be understood not as a reduction in requirements when comparing to the weak, but as an increase in requirements for capable students. Only with such training, the intellectual and volitional abilities of each individual are fully realized, only then is its harmonious development possible.

Students with a higher level of regularity of study work are, according to self-assessment, more strong-willed, while those studying less regularly rely more on their intellectual capabilities. There are two types of students - with a high and low level of regularity of educational activities. The ability to work systematically, even with average intellectual abilities, provides students with stable high academic performance. The lack of the ability to organize oneself, evenly distribute training sessions, even in the presence of a sufficiently developed intellect, weakens the ability to assimilate the program material and hinders successful learning. Consequently, the lack of systematic training sessions is one of the significant factors in student dropout.

Emotional states, the level of development of volitional qualities, the characteristics of a student's psycho-sociotype significantly affect learning style and the success of training, the nature of relationships with classmates and teachers. Psychology and pedagogy can approach the optimization of the educational process from different positions: improving teaching methods, developing new principles for constructing curricula and textbooks, improving the work of dean's offices, creating a psychological service in universities, individualizing the process of training and education, provided that the individual characteristics of the student and etc. In all these approaches, the central link is the student's personality. Knowledge of the psychological characteristics of the student's personality - abilities, general intellectual development, interests, motives, character traits, temperament, performance, self-awareness, etc. - allows you to find real opportunities to take them into account in the conditions of modern mass education in higher education.

TEST QUESTIONS

  1. What is the human life cycle?
  2. What are age crises? Describe the most important critical periods.
  3. Compare Piaget's and Wallon's theories about the cognitive development of the child.
  4. Describe the stages of moral development. Is there a specific moral development of women?
  5. Spend comparative analysis psychological concepts of personality development.
  6. Describe Erickson's psychosocial concept of personality development.
  7. What are the psychological characteristics of preschool age?
  8. Why is adolescence called "difficult"?
  9. What factors can lead to a violation of the socialization of a teenager?
  10. What methods of correction are used when working with "difficult" students?
  11. What are the psychological characteristics of adolescence?
  12. What types of cognitive activity can be found in students?
  13. What groups of students can be distinguished depending on their attitude to learning?
  14. Is the typology of students proposed by V.T. Lisovsky?
  15. What types of students can be distinguished in modern period market reforms?
  16. How has the understanding of the “ideal student” changed?
  17. Why do we need a psychological and pedagogical study of the personality of a student?

LITERATURE

  1. Abramova G.S. Age-related psychology . M., 1997
  2. Alperovich V. Social gerontology. Rostov n/a, 1997
  3. Belicheva S.A. Fundamentals of preventive psychology. M., 1993
  4. Godefroy. G. What is psychology. M., 1997
  5. Kashchenko V.P. Pedagogical correction. M., 1994
  6. Obukhova L.F. Age-related psychology . M., 1996
  7. Practical psychology of education. M., 1997
  8. Markova A.K., Lidere A.G., Yakovleva E.L. Diagnosis and correction of mental development at school and preschool age. Petrozavodsk, 1992
  9. Abramova G.S. Workshop on developmental psychology. M., 1998
  10. Adler A. Understand the nature of man. SPb., 1997
  11. Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. M., 1998
  12. Blonsky P.P. Psychology of the junior school student. M., Voronezh, 1997
  13. Bozhovich L.I. problems of personality formation. M., Voronezh, 1995
  14. Brinkley D. Saved by the light: what awaits you after death. M., 1997
  15. Vrono E.M. Unhappy children make difficult parents. M., 1997
  16. Vygotsky L.Ya. Questions of child psychology. SPb., 1997
  17. Danilov E.E. Workshop on developmental and educational psychology. M., 1998
  18. Enikeeva D.D. Unhappy marriage. M., 1998
  19. Popular psychology for parents. M., 1997
  20. Zakharov A.I. What do children dream about. M., 1997
  21. Karabanova O.A. A game in the correction of the mental development of the child. M., 1997
  22. Kozyreva E.A. The program of psychological support for schoolchildren, their teachers and parents from grades 1 to 11. M., 1997
  23. Korsakova N.K. Underachieving children: neuropsychological diagnosis of learning difficulties in younger schoolchildren. M., 1997
  24. Kosheleva A.D., Alekseeva L.S. Diagnosis and correction of a hyperactive child. M., 1997
  25. Kudryavtsev V.T. the meaning of human childhood and the mental development of the child. M., 1997
  26. Kulagina I.Yu. Developmental psychology: child development from birth to 17 years. M., St. Petersburg, 1997
  27. Molodtsova T.D. Psychological and pedagogical problems of prevention of maladaptation of adolescents. Rostov n/a, 1997
  28. Mute R.S. Psychology. T.2. M., 1998
  29. Parens G. aggression of our children. M., 1997
  30. Psychocorrectional work with anxious children of primary school age. Saransk, 1997
  31. Practical psychologist's guide: readiness for school: developing programs. M., 1998
  32. Rychkova N.A. Behavioral Disorders in Children: Diagnosis, Correction, and Psychoprophylaxis. M., 1998
  33. Slavina L.S. Difficult kids. M., Voronezh, 1998
  34. Stern V. Mental endowment: psychological methods for testing mental endowment in their application to school-age children. SPb., 1997
  35. Encyclopedia of psychological tests for children. M., 1998
  36. Shulga T.I., Oliferenko L.Ya. Psychological foundations of work with children at risk in institutions of social assistance and support. M., 1997
  37. Piaget J. Speech and thinking of the child. M., 1996
  38. Bayard J. Your restless teenager. C, 1991
  39. Ekman P. Why do children lie? M., 1993
  40. Erickson E. Childhood and society. Obninsk, 1993
  41. Elkonin D.V., Dragunova T.V. Age and individual characteristics of younger students. M., 1970
  42. Byutner K. Live with aggressive children. M., 1991
  43. Arez F. Man in the face of death. M., 1992
  44. Leei V.L. Irregular child. M., 1983
  45. Kon I.S. Psychology of a high school student. M., 1980
  46. Sociology of youth. M., 1996
  47. Psychological correction of mental development of students. M., 1990

Ministry of Science and Education of Ukraine

Kharkov State University architecture and construction

Department of Ukrainian and Russian languages

FINAL CONTROL WORK AND METHODOLOGICAL INSTRUCTIONS FOR THE COURSE "FOUNDATIONS OF PSYCHOLOGY"

Fulfilled

Student of the MOZ-11 group

Bondareva N. S.

checked

Dytyuk S. A.

Kharkiv 2011

Work plan:

1. Features of my temperament.

2. Aggressiveness, its types or their absence, the manifestation of this quality in my behavior.

3. My character and strong-willed qualities.

4. My ability to communicate, their assessment.

5. Qualities and properties of my personality that need to be changed and developed.

1. FEATURES OF MY TEMPERAMENT

Temperament is a set of properties that characterize the dynamic features of the course of mental processes and human behavior, their strength, speed, occurrence, cessation and change. Temperament consists of 4 types:

sanguine, melancholic, choleric, phlegmatic.

The sanguine temperament of activity characterizes a person of a very cheerful disposition. He appears as an optimist, full of hope, a humorist, a joker, a joker. He quickly ignites, but cools down just as quickly, loses interest in what, until recently, he was very worried about and attracted to himself. Sanguine promises a lot, but does not always keep his promises. He easily and with pleasure enters into contacts with strangers, is a good conversationalist, all people are his friends. He is distinguished by kindness, willingness to help. Intense mental or physical work quickly tires him.

The melancholic temperament of activity, according to Kant, is characteristic of a person of the opposite, mostly gloomy mood. Such a person usually lives a complex and intense inner life, attaches great importance to everything that concerns him, has increased anxiety and a vulnerable soul. Such a person is often restrained and especially controlling

themselves when making promises. He never promises what he is unable to do, he suffers greatly from the fact that he cannot fulfill this promise, even if his fulfillment directly depends little on him.

The choleric temperament of activity characterizes a quick-tempered person. They say about such a person that he is too hot, unrestrained. At the same time, such an individual quickly cools down and calms down if they give way to him, go towards him. His movements are jerky, but short.

The phlegmatic temperament of activity refers to a cold-blooded person. It expresses rather a tendency to inactivity than to tense, active work. Such a person slowly comes into a state of excitement, but for a long time. This replaces the slowness of his entry into work.

Extraversion - the focus of a person's consciousness and attention mainly on what is happening around him. E. is the opposite of introversion.

Introversion - the appeal of a person's consciousness to himself; preoccupation with one's own problems and experiences, accompanied by a weakening of attention to what is happening around.

Ambiversion - An evenly distributed orientation of a person's consciousness both to what is happening around and to himself.

Rigidity - inhibition of thinking, manifested in the difficulty of a person's refusal from a decision once made, a way of thinking and acting.

Plasticity is the ease of switching from performing one activity to performing another or changing behavior in communicating with people.

On the pole of emotional stability is a personality type characterized by extreme stability, maturity, excellent adaptation, and on the other, an extremely nervous, unstable, poorly adapted type.

Based on the results of temperament diagnostics on the Eysenck scale and the assessment of temperament properties according to Rusalov, I found that the choleric type prevails in my temperament, high emotional instability, significant extraversion, and a high level of plasticity are observed. Confirmation of the results of the diagnostics is that I am really very quick-tempered, I often raise my voice, but I also quickly calm down. It is difficult for me to admit that I was wrong, I always stand my ground, I do not hold back my emotions.

2. AGGRESSION. ITS TYPES OR THEIR ABSENCE. SHOWING THIS QUALITY IN MY BEHAVIOR

Aggressiveness is a personality trait that manifests itself in a more or less constant hostile attitude of a person towards a person, animals and objects of nature and material culture, a tendency to destroy them and to unprovoked aggressive actions.

Anxiety is a special emotional state that often occurs in a person and is expressed in increased emotional tension, accompanied by fears, anxiety, fears that prevent normal activities or communication with people.

Frustration is an emotionally difficult experience by a person of his failure, accompanied by a feeling of hopelessness, the collapse of hopes in achieving a certain desired goal. The state of frustration is a mental state characterized by the presence of a stimulated need that has not found its satisfaction (“Psychological Dictionary”, edited by Davydov). This state is accompanied by various negative experiences: irritation, despair.

From a practical point of view, the following types of aggression are distinguished:

1. Physical aggression - the use of physical force against another person.

2. Verbal aggression - the expression of negative feelings both through the form (quarrel, scream, squeal) and through the content of verbal appeals to other persons (threat, curses, swearing.

3. Indirect aggression - the use of gossip, jokes directed against other persons in a roundabout way and the manifestation of undirected, disordered outbursts of rage (in screaming, stamping feet, etc.).

4. Negativism is an oppositional form of behavior, usually directed against authority and leadership, which can grow from passive resistance to active actions against requirements, rules, laws.

5. Irritation - a tendency to irritation, readiness, at the slightest excitement, to pour out into irascibility, harshness, rudeness.

6. Suspicion - a tendency to mistrust and cautious attitude towards people, stemming from the belief that others intend to cause harm.

7. Resentment - manifestations of envy and hatred towards others, caused by a feeling of anger, dissatisfaction with someone in particular or the whole world for real or imaginary suffering.

8. Feeling of guilt, or auto-aggression - attitude and actions towards oneself and others, arising from the possible conviction of the subject himself that he is a bad person, does not do well: harmful, malicious or shamelessly

Studies of aggressiveness, frustration and anxiety in my own personality using the Spielberger questionnaire and the Rosenzweir test showed that I have a high level of aggression and anxiety. I agree with the results, as I react in most cases with hostility and anger to seemingly harmless accidents. I can insult a person or be rude to him if I don’t like something in his behavior or act. It often annoys me. There is also anxiety about family problems, but I don't think it's that great.

3. MY CHARACTER AND WILL QUALITIES

Character is a set of stable personality traits that determine a person's attitude to people, to the work performed, a system of habitual ways of human behavior in certain conditions. Character is manifested in activity and communication (as well as temperament) and includes what gives a person’s behavior a specific, characteristic shade for him (hence the name “character”).

Character can be found in the features of the activities that a person prefers to engage in, in communicating with people. The main categories of relations in which character is manifested are the attitude towards society, the team; attitude to work and results, products, labor; attitude towards oneself, one's personality.

Will is the mental activity of a person, which determines his purposeful actions and actions related to overcoming difficulties and obstacles. The will of a person is expressed in how much he is able to overcome obstacles and difficulties on the way to the goal, how much he knows how to control his behavior, to subordinate his activity to certain tasks.

The volitional qualities of a person include purposefulness, independence, determination, perseverance, endurance, courage, courage, discipline.

You can also add negative volitional qualities here: negativism, suggestibility, stubbornness, impulsiveness, cowardice.

Studies of the character of my own personality have shown that I have a weak will of character. My character is dominated by such traits as collectivism, sensitivity, sociability, laziness, independence, stubbornness, impulsiveness. In my behavior, I noticed these manifestations of character. I am a sociable person, I try to make the people around me feel comfortable and interesting. As for any work, I do it slowly and reluctantly. It is very difficult to convince me, even if I realize that I am not right, I will still stand my ground. At the same time, I easily succumb to someone else's influence, which shows weak willpower.

4. MY COMMUNICATION ABILITIES, THEIR EVALUATION

Communication is a process of interaction between people in which information is exchanged.

For adequate communication, it is necessary to have a culture of communication - the ability to communicate with an interlocutor in various situations, while adhering to the generally accepted norms and rules of communication in a given society. Rules and norms depend on specific situations, in connection with which 6 main styles of communication are determined: interpersonal communication of friends, business communication, primitive communication, manipulative communication, formal-role communication, secular communication. Also, for adequate communication, it is necessary to use means of communication. The means of communication are divided into visual (movement of arms, legs, head; expression of the eyes and face; posture, etc.), acoustic (intonation, timbre, tone of voice, etc.), tactile (touch), olfactory (outgoing fragrances from the interlocutor or the environment).

Significant influence on the behavior of a minor has character accentuation.

The main types of accentuations have already been listed above. Let us consider each of them in more detail in connection with their physical features.

Asthenic type - a physically weak person with a lag in physical development, angularity, poorly developed limb muscles, accelerated growth. The asthenic is characterized by increased fatigue, irritability, he slowly regains strength after exercise. The rapid change of events negatively affects the reaction, ingenuity, criticality. A purposeful (sometimes to the detriment of the general interest) asthenic can set some goal and will act according to the program, not paying attention to the importance of other things. He does not adapt well in extreme situations, a long stay in such an environment is fraught with an emotional outburst of a defensive nature, the appearance of a desire to urgently get rid of the irritant (interlocutor). Irritability here is associated with increased fatigue. Asthenic most often waits for an accidental outcome of the conflict, withdraws into himself, closes. Loneliness and defenselessness can provoke suicidal attempts.

In the process of education, the asthenic must be evenly loaded with physical work and sports. The teacher must remember that asthenics are naturally calm, prone to solitude, indecisive, insecure, doubt everything, distrustful of people, deeply experience deception, and are slow. Crowded audiences, noise, conflicts, the need to make contact with strangers, make an independent choice of goals can cause stress. Anxious slowness, fear or fear for loved ones often push the asthenic to a crime or other rash actions. A lawyer and a teacher need to remember that the asthenic is prone to reasoning, demagogic statements, his attention is narrowed, so the information received from him about what happened may be insignificant in volume. The speech of asthenics is characterized by the accuracy of expressions, conciseness, stinginess of phrases. If asthenics are in doubt, they prefer to remain silent or avoid an answer.

Hyperthymic type - a physically developed person. Therefore, adolescents of this type give preference to physical education lessons, playing sports. They differ in organization in such classes. The mood of hyperthyms often changes, and an increased emotional state, characterized by a desire for communication, prevails. Actions and deeds depend on the mood. Adolescents of a hyperthymic warehouse tend to perform tasks (for example, lessons) in the presence of parents or friends, while emphasizing their capabilities, erudition, and breadth of knowledge. They are distinguished by weakened self-criticism and increased conceit, are lazy, superficial, optional. Hyperthyms often have creative abilities. They are sociable, have a cheerful disposition, even in difficult moments for themselves they can joke. They are businesslike, in difficult and difficult situations they do not get lost, they do not despair. They take on many cases, but, unfortunately, they do not always bring them to the end. In an unfamiliar environment, they adapt quickly. However, efficiency is sometimes ostentatious, sometimes in this way they hide their negative qualities.

Hyperthym is usually the leader. A teenager takes a leading place among his peers, tries to introduce more democracy, solves many issues at the level of compromise, but at the same time strictly monitors the level of his authority in the team. A lawyer should remember that hyperthyms can direct their creative abilities to antisocial acts, become the inspirers of illegal actions and crimes. Despite a slight concentration of attention, hyperthym remembers a lot, but haphazardly and superficially. His speech is characterized by speed and improvisation. If his mood changes towards depression, then the speech becomes contradictory and illogical.

Emotionally unstable the type is distinguished by incontinence and impatience, insufficient controllability. Adolescents of this type are distinguished by impulsiveness, an extreme form of manifestation of both positive and negative emotions. Compromises in conflicts are not recognized. They do not like long, painstaking work, they are annoyed by the organization of activities. They prefer to spend their leisure time in gambling, drink alcohol, intoxicating substances. As a rule, these teenagers come from dysfunctional families. Their speech is disoriented, illogical. In times of great stress, they can lose their composure. They try as little as possible to enter into a dialogue, in an exchange of views.

Epileptoids they are fond of sports, monitor their physical development, they start puberty very early. Over-enthusiasm for something sometimes leads them to an angry, melancholy, depressed mood with extreme irritability (dysphoria). Irritability accumulates and can be realized in an affective explosion, if there is someone to vent evil on. An explosion can occur anywhere, differing not only in great force, but also in duration. A powerful regulator of the behavior of an epileptoid teenager is a super-idea, or rather, the impossibility of its implementation. In order to achieve his goal, a teenager becomes ruthless to a weak opponent, uncompromising and cruel. The enileptoid type always feels like a leader, setting rules of behavior that are beneficial to him.

Representatives of this warehouse of character have sophisticated vindictiveness and deceit. They enjoy watching the torment of the enemy, and fearfully wary of all strangers. Adolescents are distinguished by efficiency and accuracy, they do not tolerate control and interference in their affairs very badly. They take on a case that can bring some success, and are afraid of failures, mistakes, blunders in the work they do. It must be remembered that epileptoids are cheerful, mobile, active in a strange environment for themselves, and at the same time, once in a familiar environment, they become restrained and laconic.

hysterical the type pays special attention to its personality, strives to seem more significant than it really is. With all his behavior, he tries to draw attention to himself. However, he is uninteresting, his attachments are superficial and shallow, everything is calculated for the effect for which deceit, flattery, and the creation of a provocative situation are used. The hysteroid can stubbornly, persistently move towards the desired goal (for example, to the extravagant completion of some event). As soon as the desired result is achieved, interest in it disappears. A teenager is selective in communication. Reaches mostly to those who like it. He is interested in bright objects, unusual information.

The hysterical type is able to "delete" from memory events that are known to him, but unpleasant. Hysteroids often commit rash acts, are able to play a double game, reporting false information with an innocent expression. A teacher or a lawyer will not find traces of remorse, compassion or empathy, since a lie for a hysteroid at the moment of communication acquires the meaning of truth. There are signs of bragging. The thirst for revenge is sometimes superseded by a reasonable, logical approach in the analysis of the current situation. The hysteroid rushes at the offender if he feels that he is being treated unfairly, offended. Physical violence is excluded, but there is plenty of screaming, swearing, tantrums.

It should be emphasized that the feeling of pity is inherent in the hysteroid, especially when he can effectively play on this. The hysteroid quickly adapts to the current situation, even to an unexpectedly changed situation is calm. He always feels the slightest fluctuations in the mood of the interlocutor and predicts his likely behavior. Has a high self-hypnosis and a tendency to suicidal demonstrations. Suicidal attempts are furnished with as safe actions as possible, accompanied by farewell notes, "secret" confessions, etc.

Teachers and lawyers should remember that hysteroids are prone to delinquency: fraud, forgery, theft, deceit of persons in whom they have gained confidence.

Labile the type is characterized by instability of mood, which changes too often and too abruptly under the influence of insignificant or insignificant reasons. With others, the teenager is sociable, sincerely sensitive, very attached to people who are close to him in spirit. He prefers to be friends with those who are always ready to provide him with spiritual and material assistance, to protect him in case of real danger or injustice. In an unfavorable situation in the family, he tends to leave home, he is little affected by the craving for grouping with peers. It painfully relates to the loss of trust of relatives, relatives or complete separation from them. Reassurance receives in rapprochement with associates in a common cause, interests, with increased attention to his problems and concerns.

Schizoid (introverted) type is distinguished by isolation, immersion in a world far from real life thoughts, ideas, images, drives. A teenager of the schizoid type does not establish close contacts with his peers, because he is not able to guess the thoughts, desires and experiences of others, to understand someone else's misfortune. He reacts violently to all attempts to invade the inner world of his hobbies, interests, desires and aspirations.

Closure and isolation make contact difficult. Alcohol and narcotic drugs are sometimes used as "communicative dope" to facilitate contact with peers. Schizoid teenagers prefer to commit crimes alone.

Conformal the type is characterized by constant conciliation with what the immediate environment dictates. The environment has a special influence on adolescents of the conformal type. In a good environment, they are not bad guys, but in bad company they can be drawn into group offenses. Representatives of this type do not seek to change their way of life, "go with the flow", they are not characterized by initiative, courage, adherence to principles, etc. Conformist teens are not able to resist negative influences, they are easily incited to use alcohol, drugs, and crime.

As already mentioned, in its pure form, types of accentuations are practically not found, but often one of them dominates.

How to determine the accentuation traits of a teenager's character in order to competently build the process of communication with him? Particular attention is paid to observations, conversations, surveys, etc. Tests that have been successfully tested in a variety of children's groups can bring significant benefits. Identification of signs associated with character accentuation helps a lawyer work more effectively with a teenager, identify personality traits and anticipate likely behaviors. Particular importance is attached to the possible involvement of teenage accentuators in deviant behavior.

Family troubles and school failures force teenagers to seek compensation for emotional dissatisfaction in friendly groups. The group of minors plays a significant role in the criminalization of the personality of adolescents. As a result of such communication, they get closer, find each other's sympathy and mutual understanding. Adolescents get used to the leisure group and do not seek to leave it.

A deviant (criminogenic) group exerts a constant influence on its members. First, the group is the most important base for the formation of the views and attitudes of the adolescent. Secondly, it has a powerful psychological impact on the minor and makes him act in a certain way, including illegal. Thirdly, the group dulls, erases from the teenager the slightest desire to resist pressure and demonstrate self-esteem. Fourthly, the basis of the relationship between the deviant group and the adolescent is defense mechanisms that remove social control, its barrier and inhibitory effect. Fifthly, the group forms the emergence of such a psychological mechanism as imitation. Sixth, it reduces adolescents' fear of possible criminal punishment. Seventh, it forms and stimulates the motivation for antisocial behavior.

The source of a teenager's deviant behavior is social inequality, i.e. the contradiction between needs (values, aspirations) and the possibilities of their satisfaction. For example, an unmet need for self-assertion can lead to violent crime, alcohol or drug use.

Spontaneous street companies are subject to neutralization, separation or reorientation. It is well known that a teenager is not necessarily subject to external negative influences. He can actively resist, fight with them, strongly reject and not accept. It seems that the struggle with negative conditions contributes to the education of positive personality traits of a teenager.

Most crimes committed by minors are age specific. Perhaps the most difficult is the age of 14–16 years, when a teenager no longer belongs to the category of children, but has not yet become an adult. Psychologists and lawyers believe that this age is characterized by numerous behavioral reactions:

  • opposition reaction (escapes from home, flaunting aggressive behavior towards adults, intoxicated state, etc.);
  • imitation reaction (imitation of a certain person, exaltation of a "recidivist criminal");
  • compensation reaction - making up for individual failures with success in another type of activity (truancy at school is compensated by impudent behavior in the company of teenagers);
  • emancipation reaction - the desire to get rid of the guardianship of elders, self-affirmation;
  • grouping reaction - association of adolescents in groups, the desire of peers to commit joint actions, including offenses;
  • entrainment reaction - manifests itself in teenage hobbies: style in clothes, music, long conversations at the entrances, physical improvement, gambling, etc.

Behavioral reactions contribute to the commission of illegal actions.

Legal violations are committed on the basis of self-assertion, imitation crime bosses, mischief, the desire to get momentary benefits, false camaraderie, excess of desire over possibilities, etc.

The system of minor offenses, offenses, misdemeanors is defined as delinquent behavior. The cause is pedagogical neglect, psychological anomalies, dysfunctional family upbringing, unfavorable upbringing of the microenvironment, moral vices of a teenager, etc.

In adolescence, forms of criminal behavior can be eradicated in a timely manner. At the same time, among minors there are persons with a fairly persistent antisocial orientation.

The most important measure in the fight against juvenile delinquents is a professionally organized process of preventing criminal manifestations and the timely withdrawal of a teenager from a criminal group.

The work of human analyzers provides the physiological component of psychophysiological reliability, and its psychological component is determined by memory, thinking, attention, character, temperament, emotions, will, needs, abilities, etc. The psychological characteristics of a person are closely related to the activity of the higher nervous system, which provides adequate relationships organism with the environment. Any human behavior (even the most complex) is determined by the presence of unconditional (hereditary) and conditioned (acquired) reflexes, but the highest form of human adaptation to living conditions is its mental activity.
The safety of a person's life also depends on his mental state. And although the instinct of self-defense and self-preservation is inherent in a person from birth, she often becomes a victim of dangerous situations. The reasons for this state of affairs lie both in the environment and in the person himself - individual physiological and psychological characteristics, emotional disorders, lack of knowledge and experience.
The mental processes that occupy an important place in ensuring human security include memory, thinking and attention.
Memory is a complex set of mental processes that occur in the central nervous system and provide the accumulation, storage and reproduction of information. The process of mission is closely connected with memory, the essence of which is to capture the patterns of relationships between objects and natural phenomena and the ability to use them in new conditions. Without memory and mission, a person's life loses its meaning, and their immense abilities open the way for a person to self-improvement and disclosure of their abilities.
Human security is determined by the level of attention - the concentration of consciousness on individual objects. Human consciousness always embraces certain objects, however, it is important to concentrate it on a certain, given object in time by an effort of will. The amount of attention, its distribution and the speed of transfer from one object to another in different people is not the same and depends on age, their psychophysiological state and many other reasons.
Emotions- a manifestation of the subjective attitude of a person to the world around him and to himself. Emotions are one of the main mechanisms of internal regulation of mental activity and behavior. They make it possible to determine the physiological significance of external influences on the state of the body and to carry out its energy mobilization, causing changes in the activity of the respiratory, digestive, circulation, endocrine glands, skeletal and smooth muscles.
Among the emotional states of a person, in particular, the following are distinguished: mood, affect and stress.
Mood- a persistent emotional state due to weak and prolonged excitement and reflects a person's attitude to the world around him. A mentally healthy person is dominated by a cheerful, optimistic worldview.
Affect is an impulsive state that occurs in extreme conditions, when a person loses control over his actions due to clouding of consciousness. Occurs in response to a strong stimulus.
Stress- characterized by a set of protective physiological reactions that occur in the human body in response to the impact of adverse external factors.
Emotional reactions reflect the mental state of a person, and they have different colors (positive, negative): joy and grief, admiration and disappointment, regret and aggressiveness, etc. Emotional reactions of people to the same situation are different, there are subjective: different people are not the same express their emotions. This is due to at least two reasons: genetic inheritance and life experience. Consequently, emotionally prosperous and are born, and become throughout life.
Conditions for emotional well-being include:
developed sense of individuality;
ability to communicate;
the ability to establish friendly relations;
ability to be active.
their combination is a guarantee of success in achieving emotional well-being - emotional stability. Emotional stability is an integral property of the psyche, which manifests itself in the ability to successfully overcome the state of excessive emotional arousal. Emotional stability is one of the important factors of reliability and efficiency of life.
Temperament- an individual feature of the human psyche, which is manifested in the intensity, speed, tension, balance of the course of the individual's mental processes, in the brightness and stability of his emotional states. According to IP Pavlov (1849-1936), who developed the scientific foundations of the theory of temperament*, the human nervous system is characterized by three main properties - strength, balance and mobility of the excitatory and inhibitory nervous processes. Four of the possible combinations of these properties determine the four types of higher nervous activity and the corresponding human temperament:
strong, unbalanced, mobile (choleric);
strong, balanced, mobile (sanguine);
strong, balanced, inert (phlegmatic);
weak, unbalanced, inert (melancholic).
Cholerics have a strong nervous system, easily move from one job to another, but imbalance reduces their compatibility with other people. Cholerics are prone to sudden mood swings, impatient, subject to emotional breakdowns.
Sanguine people also have a strong nervous system, they easily move on to other work, to communicate with other people. Sanguine people often strive to change their impressions, easily and quickly respond to events, relatively easily survive losses.
Phlegmatic people have a strong, workable nervous system, however, overcoming difficulties, they begin another job and adapt to a new stop. They are characterized by a calm, equal mood, a weak manifestation of emotions.
Melancholics have a low level of mental activity, slow movements, they get tired quickly, but they have a high emotional sensitivity to everything that happens around them, they easily get along with other people.
Assuming that the strong and weak types of higher nervous activity, according to Pavlov, are very close to the extraverted and introverted personality types, and the nature of extra- and introversion is due to the properties of the central nervous system that ensure the balance of the processes of excitation and inhibition, the psychologist Eysenck determined the types of temperament on two scales: "intro- and extraversion" and "neutorism (emotional stability - instability)"
A pure type of temperament is rare, therefore, we can only talk about the predominant type of temperament. The farther from the center of the steep and its axes is the point, which is determined by the numerical values ​​of the scales "intro- and extraversion", "emotional stability - instability", the more clearly one or another type of temperament is manifested. The numerical values ​​for the steep Eysenck scales are determined by appropriate tests. Since each type of temperament is naturally conditioned, a person, having determined it, can effectively use its positive aspects.
Need It is a human need for something. Needs encourage a person to be active and find ways to satisfy them. They become internal activators of activity, its motive. Human needs have their own hierarchy. One of them, according to the psychologist Maslow, looks like a pyramid, which is based on physiological needs, and then there are security needs, social needs, recognition needs, and needs for self-realization and personal development.
The physiological needs include the needs for food, water, rest, procreation. These are basic needs, without their satisfaction other needs become meaningless.
Security needs are in the external protection of a person, maintaining health, stability of living conditions and secure old age.
Social needs are the desire to love and belong to someone, the desire to enjoy the favor of other people, to be the object of their attention and love.
Needs for recognition are manifested in the desire for recognition of the successes and achievements of the individual from other people.
The needs for self-realization and personal development consist in self-awareness of one's place in this world and provide for the maximum possibility of expressing one's creative abilities.
Do mentally and socially healthy people there is both the desire and the ability to satisfy any need. However, the pyramidal transition from simple physiological needs to high spiritual values ​​is not easy and first requires each person to realize the meaning of his life, his capabilities in order to fully realize them.
The emotional reactions of a person testify to the satisfaction or dissatisfaction of needs. If the need is satisfied, then the person shows positive emotions (joy, delight, love), and if he is dissatisfied, then negative ones (anger, fear, disgust) - Dissatisfaction with needs encourages a person to be active.
Personal activity is the ability to transform the material and spiritual environment in order to meet needs. In activity, from the point of view of the psychological characteristics of a person, they understand her active life position, which is expressed in the sequence of defending her views and bringing the work begun to the end (a combination of words and deeds). Activity in this sense has not only psychological, but also social shades, since the possibility of being active depends on the degree of public freedom, legal guarantees for initiative and amateur performance.
According to the social manifestation of activity, psychologists distinguish three types of human behavior: passive, active and aggressive. People with passive behavior profess the idea of ​​\u200b\u200b"maybe" and shift the solution of their problems to others. Basically, this approach to business is not successful and such people blame anyone but themselves for this.
Active people openly declare their needs and seek to satisfy them in all permitted ways. The active life position of such people leads to normal relations between people and they, as a rule, achieve their goals.
Sometimes active behavior turns into aggressive when people ignore the needs of others or try to solve them at someone else's expense in order to satisfy their needs. Naturally, such behavior is dangerous for society and it can lead to the isolation of a person.
To assess the psychophysiological characteristics of a person, various methods are used: general scientific (observation), psycho-diagnostic (testing), pedagogical (studying the results of labor activity). The most commonly used psychodiagnostic method. Modern psychodiagnostics uses the following tests:
intelligence tests are used to identify the mental potential of an individual;
achievement tests allow you to assess the degree of specific knowledge;
creativity tests are used to identify creative abilities;
projective tests designed for a holistic study of personality.
Psychodiagnostic tests are successfully used not only to determine, but also to form the appropriate mental and emotional-volitional qualities.
The psychophysiological reliability of a person is unstable and naturally changes with age, in particular, in children and the elderly, it is reduced compared to middle-aged people. This is explained by the fact that in children the corresponding analyzers and psychophysiological features have not yet been fully formed, and in the elderly they no longer fully perform their functions. There are other factors that also change the psycho-physiological reliability of a person and the level of his safety.
Interpersonal conflicts reduce the level of security (psychic trauma caused as a result of a conflict takes a person out of a normal psychophysiological state, which can lead to significant changes in the performance of professional functions and general functional state); fatigue, overwork, illness, smoking, drinking alcoholic beverages (alcohol negatively affects the central nervous system: mental and physical performance is impaired, fatigue is aggravated, the speed of motor reactions, stability and intensity of attention are reduced, thinking and memory processes are disrupted); drug addiction (drug use leads to chronic drug poisoning, which causes a breakdown in the functions of many organs and systems of the body, especially the central nervous system), etc. Physical Culture, rational nutrition, physiotherapy, massage, hardening, psychotherapy, professional selection and professional education.