To begin with, it is worth defining the concept of psychology. Literally, it is the science of the soul. Psychology as an independent discipline established itself only in the last century, after receiving an experimental base and a natural scientific physiological basis.
What role does psychology play in modern life?
This science can be encountered not only as a scientific discipline, but also in fashion publications, radio and television programs in the form of psychological tests, recommendations of famous psychologists for couples, businessmen, etc.
Within modern society, the psychology of life has several meanings. This is:
- Practical role - assistance in solving real problems regarding production activities, life difficulties, the right choice of profession, adaptation in a team, family relationships; teaching the right approach to leaders, colleagues, subordinates, relatives.
- Developing role - applying the acquired psychological knowledge to oneself through self-observation, professional psychological tools (for example, tests).
- General cultural role - mastering the cultures of different peoples through the acquisitionpsychological knowledge (works of outstanding domestic and foreign scientists).
- Theoretical role is the study of fundamental problems.
Social psychology in modern society
Over the past few years, society has moved from a state of euphoria, anticipation, associated with favorable hopes for scientific and technological progress (STP), to a state of so-called frustration (a real vision of the negative consequences of the influence of STP).
The first consequence is the divergence of humanitarian and technical knowledge. This is especially noticeable in the activities of technical specialists. They were prepared only for the systematic development of technology and production. The intellect of such a specialist, as well as his skills, abilities, worldview and psychology, were concentrated only on solving technical problems. Technicism manifests itself in the process of absolutization of any modern professional activity, relevant knowledge and required approaches. The consequence of this is the displacement of individual needs by universal ones. A particular manifestation of the above process is the tragic development of the ecological and military situation in the modern world.
Among the various human-centered sciences, sociological and humanitarian sciences, in particular, social psychology, are of particular importance. It will facilitate the process of neutralization in the aforementioned technical approaches regarding worldview issues. Social knowledge will help you see the depth and complexity of real human relationships.
Professionalactivity, for example, of an engineer (transformative, research, cognitive, etc.) is not only direct contact with the analyzed object (equipment, technology, design), but also live human communication (in addition to setting goals, making decisions, there is also coordination of group ideas and goals, the ability to resolve intra-collective conflicts). All this is a manifestation of a special interpersonal communication that requires the engineer to have special socio-psychological knowledge and culture, which he must master in the course of training.
The psychology of life (as the science of the soul) should help modern society, along with the development of technology and technology, evolve in the socio-psychological and humanitarian aspects.
Fundamentals of human psychology
An individual is a specific person with exceptional features inherent in him (a representative of the human race).
Everyone knows the expression: "A person is born, but a person becomes". Thus, a newborn child is already an individual, but not yet a person. If favorable conditions are created around him, he will grow into it. But there is another outcome: children raised outside of society (not knowing the language and generally accepted social norms) often do not fall under the category of personality. Also, individuals leading a vegetative lifestyle are not defined as individuals; incapable of interaction (due to genetic defects or various kinds of injuries). Non-personalities also include serial killers, maniacs and other psycho- andsociopaths.
Personality is a lifetime education (systemic), reflecting the social essence of a real type of person as an active world transformer and a meaningful subject of knowledge.
Individuality is a personality in all its originality (a combination of personal and individual properties that distinguishes one person from another). It can manifest itself in the specifics of either feelings, or mind, or will, or all at the same time.
What is occupational psychology?
This is a new branch of applied psychology that studies the patterns of personality formation within the framework of professional orientation, the phenomenology of professionalization, the specifics of professional self-determination, as well as the psychological costs of this process.
Practically in the life of any person, professional activity plays an important role. With the birth of their child, parents are already beginning to think about his future, carefully observing the inclinations and interests.
Before school graduates, as a rule, there is a problem with regards to choosing a future profession. Unfortunately, quite often educational institutions are chosen randomly. After admission, for most young people, the above problem is not permanently resolved. Many are disappointed in their choice already in the 1st year of study, some at the beginning of their careers, and still others after several years of working in the profile. Professional psychology is a branch that studies patterns in the formation of intentions, choiceprofession, mastering it.
Its object is the interaction of the profession with the individual. The center of the research is the professional development of the individual, professional self-determination.
Specific methods for analyzing occupational psychology are based on the formation of:
- professional psychobiography;
- critical incidents;
- career-oriented graphology;
- expert assessment of professionalism;
- flashbacks of professional crises;
- reflections of professional deformation, etc.
Interpretation of the concept of "psychological correction"
This is a directed manipulation of certain psychological structures, carried out in order to ensure the full development of the individual, as well as his full functioning.
This term became widespread in the 70s (during the period when psychologists began to diligently engage in psychotherapy, usually group). At that time, they constantly discussed the topic of the possibility of psychologists to carry out therapeutic (psychotherapeutic) activities, for which, in fact, they were prepared in the best possible way due to the initial psychological education. This has been consistently proven in practice. However, psychotherapy is predominantly a healing practice. Only persons with higher medical education can engage in it. In this regard, an unspoken distinction was introduced: the doctor conducts psychotherapy, and the psychologist conducts psychological correction. All the questions in which psychotherapy and correction are related(psychological), open and currently.
It is customary to distinguish two points of view regarding this moment:
1. Full identity of the above concepts. But here it is not taken into account that correction (psychological) as a directed manipulation is implemented not only in medical practice (in three main areas of application: psychotherapy, rehabilitation and psychoprophylaxis), but also in other areas, for example, in pedagogy. Even in everyday communication, its echoes can be traced.
2. Correction (psychological) is designed to deal with the tasks of psychoprophylaxis (at all stages), and especially during secondary and subsequent prevention. But this rigid restriction on the scope of the procedure under consideration seems, so to speak, artificial: with regard to neurosis, it is not possible to clearly distinguish between such concepts as psychological correction, treatment, prevention, psychotherapy, because neurosis is a disease that occurs in dynamics (it is not always possible to track the stage of pre-illness from the disease itself, and the treatment process mostly consists of secondary prevention).
Today, as part of the system of rehabilitation treatment of diseases, an integrated approach is increasingly being used, which takes into account the presence of social, biological and psychological factors in the etiopathogenesis, each of which requires therapeutic or corrective manipulations that correspond to its nature. In a situation where the psychological factor in a certain disease is regarded as etiological, then its professionalcorrection mostly coincides with one of the components of such a healing process as psychotherapy.
It is most often impossible to establish a general scheme regarding the correlation of the above concepts outside of nosology. The role of the psychological factor in the etiopathogenesis of a certain disease determines the orientation of methods for solving psychotherapeutic problems, which makes it possible to identify methods of psychological correction with psychotherapy.
Comparison of psychological correction with psychological intervention
The result is an obvious resemblance. Correction (psychological), as well as psychological intervention, is regarded as a targeted psychological impact that is realized in various areas of human practice and carried out with the help of psychological means.
Both perform the same function. In foreign literature, the concept of "psychological intervention" is more common, and in domestic literature - "psychological correction".
Methods of psychological correction
They are diverse, conditionally they can be classified based on their specifics of the main approaches:
1. Behavioral (deviations are interpreted as the principles of behaviorism: both psychotherapy and psychological correction are associated with the need to create optimal behavioral skills for the patient; various types of mental disorders are determined by non-adaptive behavior).
Here, methods are applied that conditionallycan be classified into three groups:
- counterconditioning (breaking the negative strengthened connection between reactions and stimulus and (or) replacing it with a new one (in practice, such psychological techniques are used as a combination of a pleasant effect with an unpleasant situation for the patient or vice versa);
- operant methods (applying a system of rewards for desirable actions, according to the therapist);
- methods based on the views of sociobehaviorists (presentation by the doctor of the model of the most acceptable behavior).
2. Activity (correction through the organization of a special learning process, the result of which is the management and control of external and internal activity).
3. Cognitivist (based on theories that characterize a person as an organization of certain cognitive structures; the use of "personal constructors" that allow one to put forward appropriate hypotheses about the world).
4. Psychoanalytic (assistance to the patient in identifying the unconscious causes of serious experiences, painful manifestations by working through them).
5. Existential-humanistic (based on the philosophy of existentialism).
6. Gest alt therapy (restoring the continuity of human consciousness).
7. Psychodrama (modeling in theatrical form by group members of a situation proposed by one of the patients and based on real events from his life or stories from his dreams).
8. Body-oriented (based on the system of "vegetotherapy" by W. Reich: "opening of muscle shells", which subsequentlyhelps a person to release energy, and therefore, to alleviate his mental suffering).
9. Psychosynthesis (an important role is given to subpersonalities - separate personalities within each person, with whom the patient gets to know during therapy and learns to separate them from his real "I").
10. Transpersonal (helping the patient to meet their own unconscious and live the corresponding experience through the use of the "holotropic breathing" method).
Methods of psychodiagnostics
They look like this:
- Blank (offering the subject a series of questions and judgments).
- Survey methods of psychological diagnostics (asking verbal questions to the subject).
- Illustrative (using the drawings created by the subject or interpreting the finished images).
- Design (application of the above methods).
- Objective-manipulative methods of psychological diagnostics (representation in the form of various kinds of real objects of problems solved by the test subject).
Goals of child psychocorrection
Within the framework of domestic psychology, they are established by understanding the patterns of the child's psychological evolution as an actively developing activity process that is implemented in cooperation with an adult.
Goals of psychological correction are formed on the basis of:
- optimize the social situation of the observed development;
- formation of age-psychological new formations;
- development of different typesactivities of the observed child.
There are rules that should be followed when specifying the goals of the correction in question, namely:
- They must be stated in a positive way.
- The goals of psychological correction should be realistic enough.
- They necessarily include forecasts of the current and future development of the child's personality for the systematic refinement of the correctional program.
- It must be remembered that the psychological correction of children gives significant results only after a long period of time (during therapy, towards its completion, six months after it).
In the professional activity of the correctional and developmental orientation, the teacher-psychologist of a special institution uses subgroup, group and individual forms of work. Psychological correction and development of the child in one form or another is determined depending on his characteristics (severity of affective problems, age, rate of perception of the material, etc.).
Program for psychocorrection of behavior of adolescents with mental retardation
Education of socially appropriate behavior is the most important goal of correctional pedagogy. The program of psychological correction of the behavior of children with mental retardation has rather complex tasks due to the fact that there is a moment of weakened, deficient development, primarily of the psychophysiological base of the mechanisms of behavior (affective-volitional sphere of the personality).
The cause of mental disharmonyhomeostasis - acute cerebral insufficiency, inhibition of the development of the nervous system. In this regard, behavior correction is the most important direction in the process of working with adolescents with mental retardation. It should be focused on reducing aggression in children and on the formation of socially appropriate approved behavior in them.
She is engaged in specialized institutions, for example, the center for psychological correction "Speech Center of the Institute of the Family." The most important principle of its work is taking into account the severity and form of the child's mental development.
