Personality development concepts are specific ways of understanding and explaining human personality development. Today, there are various alternative concepts of development that describe the individual's personality as a unifying whole and explain the differences between subjects.
The concept of personal development is much broader than the simple development of capabilities and abilities. Knowledge of the psychology of personality development allows us to understand the very essence of human nature and his individuality. However, modern science currently cannot offer a unified concept for the development of an individual’s personality. The forces that promote and push development are the internal contradictions inherent in the development process. Contradictions consist of opposite conflicting principles.
Theories of personality development according to Milton Erickson
Milton Erickson is considered one of the most outstanding and talented psychotherapists of the 20th century. He is known throughout the world for his practice of medical hypnosis. He also created the theory of dividing the human life cycle into eight main stages. Some researchers believe that Erikson's gradation is one of the largest contributions to psychoanalysis in the entire history of this branch of psychology.
How did Milton Erickson's theory differ from Freud's? Erikson believed that although character formation begins in childhood, it is not immutable. Over the course of a lifetime, human character can undergo significant metamorphoses, Erickson was convinced.
His concept of the “identity crisis” inherent in adolescence is known far beyond professional psychological circles. Today, especially in the United States, many basic theories of education and development are based on the views of Milton Erickson.
Stages of personality development:
- The first lasts from birth to one year. For the child, a question is being resolved that determines his further development: can he trust the world? The outcome of this stage is the formed trust or distrust in the world;
- From a year to two. The child determines his level of independence. Favorable completion - the emergence of will;
- From 4 to 5 years old, the child is exploring the boundaries of his own capabilities. Here the main result is the developed ability to set a goal and achieve it;
- From 6 to 11 years . The child explores his skills. The main points are knowledge of the world and an inferiority complex. Freud calls this phrase “latent”, since in it the son’s love for his mother and jealousy for his father (the opposite happens in girls) are in a latent state. The child's interest is focused on how the world works. A good metaphorical character for this stage is the image of Robinson Crusoe. The little person is increasingly interested in various types of work - children love to cook, build huts, and make crafts from a wide variety of materials.
- The next stage lasts from 12 to 18 years , and Milton Erickson calls it adolescence, or youth. At this stage, the relevant questions are: who am I? What are my beliefs and views on the world? The same “crisis of self-identification” is occurring. The positive outcome of this stage is understanding oneself and one’s identity.
- The sixth stage is early maturity. Lasts from 20 to 25 years . The young adult answers the question “Can I trust another completely?” The positive result is the building of close relationships.
- 26-64 years – age of middle maturity . During this time, a person devotes his life to caring for others. The conflicts of the previous stages have been mostly resolved, and now he can enter the stage of generativity - the realization of his potential.
- 64 years and until the end of life - stage of late maturity . It depends entirely on how life was lived. Either a process called “Ego integration” (satisfaction with the life lived) occurs, or the person falls into despair.
Now let’s try to draw conclusions and move from theory to practice:
Let's try to consider a kind of “socio-mathematical equation” with several variables:
Given:
A child with innate musical abilities, as well as several possible social and life options on the path of his formation and development as an individual:
A: The child was initially born into a socially prosperous family, in which both parents are directly related to the musical field and have reached certain heights in it.
B: The child was initially born into a prosperous family, in which both parents are quite successful, but their field of activity does not intersect with music at all.
Q: The child was originally born into a dysfunctional family (possibly incomplete), in which the parent(s) are musicians, but did not achieve success and were disappointed in this field of activity.
G: The child was originally born into a dysfunctional family that has nothing to do with the musical environment.
Question:
If the same child “with innate musical inclinations” subsequently achieves recognition and success in the musical field, in which of the above cases will personality development be better and personal growth greater?
Possible variations in the development of events in each case:
— In the first option (“A”) there are all the necessary conditions for the development of the child’s natural abilities/inclinations: genetics are favorable, the society is appropriate from early childhood, the parents have experience, connections, and love for the profession. Most likely, having noticed musical abilities in their child, they will take all possible measures for their further development and improvement. It would be quite logical to assume that this option is the most favorable for the formation of a gifted personality. But... The success of parents can also serve as a “discouraging factor”, because constant comparison and pressure can deprive them of self-confidence and motivation for development.
- Option “B” can also be quite favorable for the development of the child’s innate abilities, but only if the family in question generally notices his natural inclination and provides the necessary education, and does not impose another field of activity that seems more suitable to the parents.
— Option “B”, in principle, is capable of giving a child with pronounced musical abilities a certain “springboard” for receiving the necessary musical education. But only on the condition that he (and his personality) have enough strength to overcome the negative attitudes of parents who are disappointed in their field of activity. And his parents will have enough wisdom to let their child go his own way, in which they themselves did not succeed at all.
-Option “D” may seem the most “failure”, but we should not forget that society is not limited to one family and not only the closest people can help in the development of natural inclinations.
Conclusions:
Thus, situations “A” and “B” initially provide more factors for the successful formation of a personality, with minimal independent participation. And options “B” and “D”, respectively, even at a superficial glance, promise much more obstacles to achieving a certain success in the musical field. But not everything in life is so superficially flat and logical, and each option may have many “pitfalls”.
I hope that the answer to the question: “In which of the above cases, personal development will be of better quality and personal growth will be greater?” clear – this is option “G”.
And then - in descending order: “B”, “B” and “A”. For, the more favorable internal (hereditary-genetic) and external (socio-social) factors are for the disclosure of natural inclinations, the less effort is required for self-development and personal growth.
Subtotal:
Creating favorable conditions for the formation and development of a child’s personality, of course, requires certain attention and investments (moral, physical, time, financial, etc.) from his parents/social environment. This is important in order to notice his natural inclinations, influence the development of positive traits of his character and lay down certain initial motivations for the successful implementation of his abilities.
Which brings up the next possible question:
If I personally got options similar to situations: “B” or “D” and the factors for the formation of my personality turned out in the most unfavorable way. I have already grown up, my inclinations did not receive proper development in due time. Does this automatically mean that everything is lost and I will never become a Personality with a capital P?
Not at all, because the formation of personality also occurs continuously throughout our lives. At the same time, each person goes through his own individual “ladder” of personality formation and development, on which three main steps can be distinguished:
- absorption of the maximum possible amount of information about the world around (usually occurs in a family where the child learns the first basics of the rules and norms of communication and behavior);
- repetition of the behavior model, as well as the actions of one’s immediate environment (first also the family, then acquaintance with a larger environment - social: kindergarten, school, various clubs and sections, colleges and universities, communication with peers and teachers/mentors);
- accumulation of one’s personal experience (mastering new roles: specialist, professional, spouse, parent; this process continuously occurs throughout one’s life and it is never too late to analyze, change, increase it).
Of course, “it is easier to grow a good harvest on good soil,” but it is always worth remembering that “even trees grow on stones.” Therefore, regardless of hereditary and initial general social factors, each person still remains the “creator of his life” and is capable of either ruining even the most favorable biological and social “springboard” for the formation and development of his personality, or significantly increasing even that little which he received as a basis for further development. I wish you to learn to competently use and develop your individual capabilities, taking into account your personal and psychological characteristics, using both positive and negative life experiences, in order to become that Personality with a capital P!
Critical moments in the formation of personality according to Erikson
The transition from one stage to another is accompanied by a personal crisis. After all, new paths of development open up before a person. The outcome of the crisis is influenced by the choice of the person himself.
One of the most important stages in Erikson's theory is adolescence, which includes adolescence. In addition to the differences in Freud's views on this age (the emergence of psychosexual conflict), the scientist points out other problems inherent to this age. Teenagers develop their own views on the world.
They idealize what a family or religion should be like. These ideals are very far from imperfect, but really existing families, religions, and social institutions. The teenager is sure that realizing an ideal is no more difficult than dreaming about it.
Erikson believes that the main conflict of early adulthood is the possibility of building close relationships. But the scientist understands by them not only and not so much physical intimacy, although in marriage these factors are connected. By intimacy, the scientist understands the following: a person must learn frankness without fear of losing himself.
At the stage of middle maturity, the individual fluctuates between self-absorption and interest in other people and the destinies of generations. For most adults, children have already become teenagers by this time (at least, this is what Erikson believed at the time). People can devote themselves to their chosen work with complete dedication.
At the last stage, personality development factors from the previous stages play an important role. If a person feels satisfied with the life he has lived, looking back at the years he has lived, he will feel wholeness and peace. If the path traveled seems like a series of mistakes and lost opportunities, he will tragically realize that the lost life cannot be returned.
Dewey: who was he?
John Dewey is one of the most famous American philosophers and educators. He was born in the middle of the 19th century, in 1859. He died in the middle of the last century, in 1952. Dewey received his education at the University of Vermont.
He was mainly engaged in philosophy, but approached this discipline not so much as a theorist, but as a practitioner. The scientist paid special attention to social issues and problems of personality development and education.
The main merit of this American scientist is that he developed a methodology for applying pragmatist principles in the fields of logic and cognition. The pragmatic theory of education is also his brainchild. Dewey is one of the greatest philosophers and sociologists of the past century, not only for the United States, but for the rest of the world.
Alfred Adler's theory
Adler is a famous Austrian psychologist. He stands on the same level with such founders of psychoanalysis as Jung and Freud. Adler became the author of a direction in knowledge about man, which was called “individual psychology.” In the theory of personality that Adler proposes, the influence of sexual unconscious drives is completely denied.
The scientist was sure that fate is determined not by these faceless forces, but by a sense of community with humanity. Adler’s main goal is the possibility of preserving one’s own individuality, its awareness, and development.
According to Adler, people strive to compensate for feelings of inferiority received in childhood. The chosen lifestyle is a set of pseudo-goals, the achievement of which should lead a person to inner harmony. To compensate for the feeling of inferiority received in childhood, in adulthood goals are set that are proportional to the psychological trauma.
If such childhood trauma was too strong, then unrealistic goals are set. They lead to disharmony and neurosis. It was Alfred Adler who introduced the concept of “inferiority complex.” And, according to the scientist, all children are susceptible to this complex. After all, as a child, a person discovers for the first time that he is not the only one in the whole world. He observes other human beings who satisfy their needs more fully.
Since Adler was openly at odds with Freud, some of the concepts of his theory are in antagonism with Freud’s. These two theories of personality development in psychology cannot be called completely opposite. Adler considered sexual desires to be a manifestation of the thirst for power. The scientist attributed an important role to what kind of child a person was born into the family.
Who was Rousseau?
Jean Jacques Rousseau is an outstanding thinker, philosopher, and writer who lived during the Enlightenment. He is considered a French figure, although this man was born in Geneva. He was born in 1712. Rousseau died near Paris, in one of the capital's suburbs in 1778.
In addition to philosophy, pedagogy and social issues, he was interested in musicology and botany. Contemporaries considered Rousseau a good composer, although the thinker treated his own musical experiences with a grain of irony.
Among his heritage for pedagogy, the following works are of greatest value:
- "Eloise."
- "Emil or about education."
- "Confession".
Rousseau's ideas about the free education of the individual found a response in many outstanding minds, for example, Leo Tolstoy considered himself a follower of the French thinker.
Birth order in the family: life styles according to Adler
Adler was the first to notice that in the same family children can have completely different characters. The firstborn is a child who can only be envied. After all, parents usually give all their love to their first child. But this happens for the time being - until another child appears in the family.
When the second is born, the firstborn becomes “a monarch who was unjustly dethroned.” He begins to fight for the lost love of his parents. But all his efforts are doomed to failure. And over time, he realizes the futility of his attempts. His parents are always too busy and indifferent for him. In addition, they are now endowed with much more power than they once were: after all, they can appeal to the inappropriate immaturity of the older child. Their response to the firstborn's demand for love is punishment.
As a result, those who were born first in the family develop a special lifestyle. They accustom themselves to isolation, not needing affection or anyone's approval. In addition, Adler notes, the eldest is always inclined to lead.
What is the situation with the second child? For him, his older brother or sister is always his role model. The current situation pushes him or her to compete with him or her, trying to beat his records. If there are other children in the family, then the second child also fights with them for parental love. And this only increases his ambitions. The lifestyle of an adult who has grown from a second child is a continuous desire to prove his superiority. Unconsciously, he strives to show: I am better than my older brother or sister.
The last child occupies a special position. He is the one who will never experience the feeling of being “dethroned.” But if the family is poor, then he will constantly have to use the things and toys of his elders. The younger child will also develop feelings of inferiority. But he has one advantage: his motivation to surpass his elders is the highest.
Adler considers the position of the only child in the family unique. Since he has no one to compete with, such children’s rivalry with their father becomes especially strong. The lifestyle of an only child who has become an adult is egocentrism mixed with dependence.
Classic and modern concepts of education.
The concept of education is an idea or a series of ideas by an author or group of authors regarding educational problems.
To the classical concepts of education
concepts can be attributed to: A.S. Makarenko, Janusz Korczak, V.A. Sukhomlinsky, I.P. Ivanov.
A.S. Makarenko. Basic ideas of the educational team theory:
1) groups of different ages - each group has its own age, assistance to the younger ones;
2) councils of commanders are one of the self-government bodies, children decided everything themselves;
3) self-government;
4) pedagogy of parallel action - influence from Makarenko and commanders;
5) a system of perspective lines - the near - tomorrow's joy of the child, the middle, distant - the education of moral people;
6) creation of a relationship of responsible dependence, specific relationships are established between members of the team, reflecting the unity of goals of the activity (working unity).
Janusz Korczak. Main idea: “The teacher must love children”:
You cannot measure children by an adult's yardstick - you cannot compare a child with an adult, because... the soul of a child is very vulnerable, the teacher must love and understand children;
A child’s misdeed is valuable in its own way, because moral fortitude is developed in conflicts with conscience. Let the child sin (give the child the opportunity to correct himself, forgive the child, help the child solve problems);
Any communication with a child without love is communication without attention.
Activity approach: A. N. Leontiev
In the West, many theories of personality development had already taken shape by the beginning of the twentieth century. The situation with domestic psychology was different. For a long time - until the beginning of the 60s - this issue was not even discussed on the territory of the Soviet Union.
One of the original Russian theories of personality formation is rightfully considered to be the calculations made by the outstanding psychologist A.N. Leontyev. The complex of its concepts is not considered by modern scientists as claiming to be an independent theory of personality development in psychology. But Leontyev managed to build a coherent conceptual framework, which later became the basis for the work of his followers.
He believed that personality is a connection between certain types of activities:
- His first thesis is that a person develops in the process of biography. The scientist believes that personality is not a biological, not social, or determined by other factors mental formation that distinguishes a person from an animal. Personality is the specific actions that fill the lines of a biography.
- Leontiev’s next position concerns personality development. He argued that it occurs regardless of physiological and mental growth.
- Thirdly, the domestic researcher strictly separated the concept of the individual and personality. An individual is a biological being. Personality is a unity of non-biological nature that is constantly developing. Factors of personality development according to Leontiev are human activity, as well as his ability to connect internal and external conditions.
In the last years of his life, A. N. Leontiev was especially interested in the ideas of the relationship between existential psychology and the place of personality in numerous interhuman connections. One of the most laconic theses of Western existentialism is the formulation of J. P. Sartre: “Existence precedes essence.” An analogue of the existential theory of personality development in Russian psychology is Leontiev’s approach. It says that all mental and personal structures exist in order to be realized in relations with the world - the personality manifests itself through activity.
Basic principles of Gestalt psychology
According to this theory, in the consciousness of each person there are special integral structures - gestalts, which cannot be decomposed into elements and which are characterized by their own laws of flow and development.
Note 2
The mental process that determines the level of development of the psyche, from the point of view of Gestaltists, is perception. It is on the development of this process that human behavior and understanding of the surrounding situation depend.
The process of mental development is divided into two independent and parallel processes - maturation and learning. During perception, there is first a “grasping” of the integral image of an object, and then its differentiation. Learning leads to the formation of a new structure and, consequently, to a different perception and awareness of the situation. The moment phenomena enter another situation, they acquire a new function. This awareness of new combinations and new functions of objects is the formation of a new gestalt, the awareness of which is the essence of thinking.
Conclusion:
There are many more views on the processes of human development. Other theories of personality development are behaviorism, the existential direction, humanistic theories, and the already mentioned psychoanalysis. Each of these concepts occupies a special place in psychological knowledge.
When thinking about our own development, we do not demand precision and mathematical rigor from psychological theories. After all, life is like the bed of a river, and personality cannot be described using a single formula, just as it is impossible to give an exact definition to each wave in this river.
Topics: Psychology of women, Psychology of men, Personal growth
Meaning of speech
The most important feature according to Vygotsky is dialogicity. Through interaction with adults or other children, the child develops his consciousness. The mind is built by mastering signs (they are words). First, children learn to recognize and remember them, then they begin to compare the word with its meaning. The set of letters takes on meaning. HMF consists of thinking in signs. When all thoughts are passed through phrases, that is, people think in words.
At first, symbols help to understand and influence others, and later speech becomes the main component of thinking. Without speech, as well as without communication, a person cannot be a full-fledged person. After all, even internal dialogue is conducted using words. The word relates to consciousness as the lesser to the greater. For example, like an atom to a substance. In other words, the mind consists of words.
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"Three pillars of the human psyche"
Freud's personality theory has been modernized over time. In 1923, he proposed a structural model of the psyche based on the concepts of “Id,” “Ego,” and “Super-Ego.” These are not any specific areas of the brain or psyche, but rather hypothetical formations corresponding to important mental functions.
Thus, the “Id” is completely unconscious. It is formed by two opposing drives, Eros and Thanatos. The first of these instincts is the instinct of love. It helps a person survive by supporting basic life functions such as eating, breathing, sex. The energy created by Eros is called libido.
Thanatos is the death instinct. Freud's psychological theory views it as a collection of destructive forces inherent in all human beings. When this energy is directed outward toward other people, it takes the form of aggression and violence. Sigmund Freud believed that Eros is still stronger than Thanatos, and only thanks to this can a person survive, and not destroy himself.
The "ego" develops from the "id" during infancy. This structure of the psyche can be classified as conscious; it personifies the personality of a person. The “id” is sometimes compared to a capricious child with many conflicting desires. And this child is used to demanding their fulfillment. The goal of the ego is to satisfy all the needs of the id in a safe and socially acceptable way.
The superego also develops in childhood. It occurs when a child begins to identify with a parent of the same gender. The “superego” is sometimes called the conscience, since it is responsible for a person’s compliance with moral principles. It encourages us to engage in socially approved behavior. And, if this does not happen, the “Super-Ego” makes us feel guilty.
Thus, Freud's theory of personality states that the human psyche is controlled by the trinity described above: “Id”, “Ego” and “Super-Ego”.
