Psychological health of the individual: a variety of approaches. Psychology of schoolchildren's health: work technology

1.2. The concept of health psychology, mental and psychological health

The World Health Organization chooses the school as the most promising site for influencing the development of the child and adolescent in the field of health.

Health psychology is the science of the psychological causes of health, the methods and means of its preservation, strengthening and development. The goal of health psychology, according to V.A. Ananiev, cannot be finally determined, since it goes beyond the framework of just maintaining health. Health itself can be considered as a condition for the successful achievement of a person's intended life goals. Thus, “the main principle of health development is not only to have good health, but to realize one’s mission with the help of health” ( V.A. Ananiev).

If the main task of health psychology is “the improvement of an already quite healthy person”, then the “side task” is the preservation, strengthening and holistic development of the spiritual, mental, social and somatic components of health.

Among the tasks of health psychology, there is also an increase in the level of psychological and communication culture; determination of ways and conditions for self-realization, disclosure of one's creative and spiritual potential.

Health psychologists consider the issues of changing a person's motivation in relation to a healthy lifestyle, based on theories devoted to mental and psychological health.

Most often, scientists define mental health as “a balance of various mental properties and processes”. 2

O.V. Khukhlaeva formulates the definition of psychological health as “a dynamic set of mental properties of a person that ensures harmony between the needs of the individual and society and is a prerequisite for the orientation of the individual to fulfill his life task, self-actualization.” 3

According to the definition of V.E. Pakhalyan, psychological health is “a dynamic state of internal well-being (consistency) that allows a person to actualize his individual and age-psychological capabilities at any stage.” four

Let us dwell on the definition of I.V. Dubrovina, according to which psychological health is “ psychological aspects mental health, that is, a set of personal characteristics that are prerequisites for stress resistance, social adaptation, and successful self-realization. 5

The lack of competence in matters of psychological health naturally leads a person to social maladjustment, no matter how benevolent the surrounding society is. It is known that one of the effective means of preventing behavioral maladjustment is the psychological culture of the individual.

Specialists in the field of drug addiction prevention note the success in the formation of certain components of a psychological culture in adolescents, for example: skills for solving problem situations, the ability to seek help, self-regulation, the ability to recognize and resist manipulative actions, as well as the ability to set goals and determine the means to achieve them.

Thus, the formation of schoolchildren's need for a healthy lifestyle and the forms of behavior that ensure it can be successfully carried out with the help of psychological methods and means of strengthening and developing health.

In our opinion, everything that a psychologist does at school raises the level of psychological culture of all participants in the educational process (children, parents and teachers). And the tasks of health psychology: the preservation and strengthening of health, the improvement of its communicative culture, the determination of ways and conditions for self-realization, the disclosure of one's creative potential - correspond to the tasks of a school psychologist.

The main goal of generalizing the experience of our work is to once again draw the attention of schools, the public, officials, parents, teachers, students of pedagogical and psychological universities to the problem of children's psychological health. The methods of work described by us, specific techniques and techniques can be transferred to pedagogical practice, especially since they have been tested in the course of our many years of classes with students of the gymnasium of arts.

Of course, in our materials, we mainly present ideas that are gleaned from various sources, but are refracted through our thoughts and reflected in our practice. We fill them with our own content and, by repeatedly checking them in the work, we are convinced that they “work”. I would like to believe that the described experience will help improve the quality of educational work at school and will become an incentive for those teachers who are interested in the topic of psychological health.

1.2. Classification of mental health disorders.

Olga Khukhlaeva made a classification of schoolchildren's psychological health disorders. 6

We will consider it in a short version, since we are based on it in our work.

1. Protective aggressiveness.

We call defensive aggression the main cause of which is a developmental disorder in infancy, fixed by the current family situation. The main function of aggression in this case is protection from the outside world, which seems unsafe to the child. Therefore, such children in one form or another have a fear of death, which they usually deny.

Let's bring behavioral manifestations of the protective aggressiveness of the child:

Defensive aggressiveness should be distinguished from aggressiveness caused by hyperactivity. In the latter case, the child also has impaired attention, he is constantly distracted.

2. Destructive aggressiveness.

Aggressive actions of the child are a message about their needs, a statement about themselves, establishing their place in the world. However, the difficulty lies in the fact that the first aggressive actions are directed at the mother and loved ones, who often, out of the best of intentions, do not allow their manifestation. And if the child is faced with disapproval of the manifestations of his anger, he will do everything to avoid the manifestation of anger openly. In this case, the unexpressed emotion, as V. Oklender writes, remains inside the child, interfering with healthy growth. The child gets used to living by systematically suppressing his emotions. At the same time, his own “I” may become so weak and diffuse that he will need constant confirmation of his own existence.

However, children with an active style of behavior find ways to show aggression - indirectly - in order to nevertheless declare their strength and individuality. These may be mocking others, inciting others to aggressive actions, theft or sudden outbursts of rage against the background of a general good behavior. The main function of aggression here is the desire to express one's desires and needs, to get out of the care of the social environment. And the main form is destruction, which allows us to call such aggressiveness destructive.

Behavioral signs of children with destructive aggressiveness:

• feel the desire to use the words of anal problems (“toilet”);
• there is a desire to break (tear, cut);
• prone to indirect aggression (for example, sneaking around or acting on the sly);
• show joy when something is destroyed (for example, at the sight of breaking dishes);
• in the conventional sense, almost non-aggressive (rarely fight);
• in situations of knowledge testing they show uncertainty, overcontrol.

3. Demonstrative aggressiveness.

Children with an active response style can use various ways getting negative attention. Sometimes for this they resort to aggressive actions. But their goal, unlike the options we have already described, is not protection from the outside world and not harming someone, but drawing attention to themselves. Therefore, such aggressiveness can be called demonstrative.

Sometimes children attract attention to themselves without being aggressive. This may be the desire to dress smartly, be the first to answer at the board, or even engage in socially frowned upon activities such as stealing and lying.

Behavioral signs of children with demonstrative aggressiveness:

• try to attract attention to themselves in socially unapproved ways;
• show predominantly verbal aggression;
• may resort to lying or stealing;
• show great attention to their clothes, appearance (girls).

4. Fears.

The masking function of children's fears is described in detail by R. May. He believes that the irrational and unpredictable nature of children's fears can be explained by assuming that many of the so-called fears are hidden anxiety.

It becomes clear why the removal of one fear can lead to the appearance of another: the elimination of the object does not lead to the elimination of the cause of anxiety.

The situation is aggravated by the fact that the parents themselves have an increased level of anxiety and fears. Children who are in a symbiotic relationship with them (in complete emotional unity) are most susceptible to the influence of parental fears. In this case, the child plays the role of an “emotional crutch of the mother”, that is, helps her to compensate for her own internal conflicts. Symbiotic relationships are usually quite stable and can be maintained as the child grows.

Let's bring characteristics of children with fears:

5. Social fears.

Children with a passive style of behavior in conflict do not have the opportunity to express feelings of anger. To protect themselves from it, they deny even having this feeling. But, in this way, they seem to deny a part of themselves. Children become timid, cautious, pleasing others in order to hear words of encouragement. Moreover, babies lose the ability to distinguish the true motives of their behavior. In some cases, the very possibility of wanting something, of acting on one's own will, disappears.

Behavioral signs of children with social fears:

• strive to comply with established norms, patterns of behavior, are ready to sacrifice their interests;
• very eager for rewards;
• when performing educational tasks, they often ask questions like “Is it possible to do this?”, “How should it be?”, “Is this right?”;
• creative or unfamiliar tasks perform worse than tasks according to the model or familiar ones;
• there is a fear of error (in particular, they are very worried on the control);
• incapable of aggressive action;
• speech disorders (stammering) may occur; have developed sense debt, responsibility;
• have high emotional sensitivity;
• all emotions are experienced within;
• react sharply to failure;
• have a tendency to psychosomatic response (get sick in emotionally stressful situations);
• in lessons in significant situations, they can act chaotically, experience difficulties in planning their actions (poor orientation in a real situation).

6. Closure.

In the same situation, children with a passive style of behavior in conflict act in the opposite way. They withdraw into themselves, refuse to talk with adults about their problems.

If you carefully observe them, you can notice significant changes in their behavior. Parents turn to a psychologist for help only if the child already has certain neurotic or psychosomatic manifestations or school performance is deteriorating.

Behavioral signs of closed children:

• in classes or lessons they dream about something, often do not hear the questions of adults;
• reduced attention;
• in behavior there is no spontaneity, liveliness;
• a small number of contacts with peers.

1.3. Typical mental health disorders in gymnasium students

Mental health disorders are manifested in the presence of an internal conflict in a child, which can manifest itself in a passive or active style of the child's response to this conflict.

If there is an active position, the world seems unsafe for the younger student, and then defensive aggressiveness is fixed in his behavior. If the child is dominated by a passive form of response to internal conflict, then he demonstrates various social fears (darkness, loneliness).

Students with social fears can be easily noticed - they are timid, shy, wanting to please everyone, always wanting words of encouragement.

Destructive, obvious aggressiveness is rare - there are only a few people, but it can be seen in an indirect version: in the form of ridicule, name-calling, caustic phrases, inciting others to take action, and even theft.

AT adolescence Compensatory aggressiveness is also at the basis of psychological health disorders. In the presence of an active position, a teenager resists any influences, puts on a protective mask “I'm fine”. In the passive version, he develops a fear of self-expression: the student withdraws into himself, refuses to talk about his problems. Such children avoid eye contact, are constrained in movement, with a monotonous voice.

Violation of psychological health in the upper grades of the gymnasium manifests itself mainly in a passive form. With external observance of the norms and rules of general gymnasium life, there is a rejection of the future in the form of fear of self-determination, unwillingness to think about choosing a family and professional role, and fear of making an independent decision.

It is undeniable that the origins of mental health disorders lie in early childhood (infancy, early age, preschool childhood). If the child had a sense of insecurity and lacked the ability to make independent choices, assessments, then at school age we see demonstrative aggressiveness in the active version, and social fears in the passive not to conform to patterns of behavior, generally accepted norms.

Considering the above considerations, it is important to prioritize the work of a psychologist in a gymnasium and to create special conditions conducive to the prevention of mental health disorders in gymnasium students.

2.1.Optimization of the social environment to create conditions for improving psychological health

Primary school age is an important stage in the socialization of the child. At this stage, it is possible to correct the negative consequences of gaps in preschool education, to develop important social qualities for the child. This becomes possible due to the fact that children gradually move away from an egocentric position, begin to take into account the opinions and interests of others, and actively interact with them. Through interaction, self-regulation develops in interpersonal relationships, it also has a significant impact on the formation of self-esteem, the ability to establish long-term friendships. Therefore, the quality of social communication for junior schoolchildren very important. It follows from this the first task of a psychologist– optimization of the social environment to improve the level of psychological health: parents, teachers, peers.

The second task is to prevent mental health disorders and increase its level.

The organization of correctional work with children with significant mental health disorders can be considered as third task the work of a psychologist.

Means of implementing the first task - optimizing the social environment to create conditions for maintaining and improving the psychological health of students.

It is important to determine what kind of social environment is needed to maintain mental health gains and which should:

1. to provide the child with a feeling of love and acceptance by others in order to contribute to his positive sense of self;
2. encourage the child to understand himself, other people, the causes and consequences of his behavior;
3. to encourage the student to self-development, self-improvement in activities that are significant for him;
4. match the age and individual characteristics of students so that they can successfully adapt to the environment.

The social environment, considered within the framework of the gymnasium of arts, is determined by the complex interaction of teachers of general education and special schools, parents and peers.

students

An important form of work with children is the lessons of the psychological alphabet (see the program in the appendix). To provide the child with a sense of acceptance by their peers, activities are included in the lessons that allow them to see each other's interesting, strengths, encourage them to say what they see as valuable in each other, and give everyone the opportunity to hear the class' opinion about them.

The lessons have one of the tasks - the development of reflection in students. From the first grade there is an acquaintance with feelings. They learn to name, understand their feelings and the feelings of others. In the second grade and beyond, children learn personal qualities (responsiveness, resourcefulness, etc.).

In addition to lessons for optimizing relationships in the children's environment, regular psychological sessions are held, within which communicative games and relaxation exercises are held. For younger students, tasks that create trusting relationships in the class and allow them to share their problems with each other are useful. Of particular importance are body-oriented exercises. For example, the exercise “I am learning to convey joy by touch”.

If there is a problem of “rejected” children in the class, then the lesson is held in small groups, stimulating their ability to negotiate.

The main attention of the psychologist is given to first-graders who are in the process of adapting to school. A complex of adaptation measures is carried out with them, starting from the first days of their stay in the gymnasium. Work is also carried out with newcomers: it can be difficult for them to find their place in the class, to fit into already established relationships. In this case, in the classroom, you need to help the children see the good qualities of the newcomer, learn something interesting about him. In general, in the course of communication with peers, the child forms an idea of ​​how the social environment treats him (“I am real”), how he would like to be treated (“I am ideal”), how to behave to reach the desired position.

teachers

There is no doubt that teachers and educators play an important role in providing an optimal social environment for the development of the student. This is especially true for elementary school, when the teacher is very important for the child.

In this regard, the psychologist raises the question for elementary school teachers that they need to make children feel that they are accepted at school. This issue is acute in the first grade, so it is important to find out how children perceive teachers (drawings “Me and my teacher”, “What am I afraid of at school”, “Forest school”, etc.) and delicately inform the teacher about children's problems .

If social fears are expressed in the class, the psychologist recommends that the teacher establish as many informal contacts with children as possible. In addition, consultations and seminars are held to optimize psychological interaction with students.

Parents

The issue of optimizing the interaction of parents with a child in the framework of gymnasium education today is not possible to solve as we would like. Many children live in a boarding school, parents rarely visit their children. In addition, the level of psychological literacy of parents in matters of education is low. Existing problems in parent-child relationships can lead to the following consequences:

1. a decrease in the self-esteem of the child, for whom the assessment of the results of his studies acts as a criterion for assessing his personality as a whole. This is a consequence of the inability of parents to demonstrate their unconditional love to the child. Often the need for academic achievement is not formed when the child is learning focusing only on promotion.
2. Lagging behind in the development of independence and responsibility. Most often this happens with hyper-custody on the part of parents, which leads to the formation of fear of independent actions.

These and other problems cannot be solved without interaction with parents. Therefore, there is an acute issue of conducting interesting forms of work with parents in addition to traditional parent-teacher meetings. This form of work is the “Parents Club” (the curriculum is attached).

2.1. Prevention of mental health disorders

Means for the implementation of the second task - the prevention of violations of the psychological health of students.

Group classes are used to organize the prevention of mental health disorders. Classes are based on the following principles:

• the principle of relying on the internal resources of children;
• the principle of non-directiveness of the formation of psychological health;
• principle of life optimism.

At the lessons of the psychological alphabet, adaptation sessions, classes, as well as in the process of individual work, various techniques are used, most of which are author's modifications of the methods of well-known authors: I.V. Vachkov, O.V. Khukhlaeva, I.V. Dubrovina and others.

1. Role-playing games.

They involve the child taking on roles that are different in content and status; playing roles. Most often, they are based on the adoption by children of the roles of animals, fairy-tale characters, social and family roles (director, educator or mother, grandmother). Example: The game "Who is extra?". Introduce animals with the help of gestures, facial expressions and unravel several images, one of which is “superfluous”.

2. Psychogymnastics.

Psycho-gymnastic games in our program are aimed at forming students' acceptance of: their name, their character traits, their gender, their rights and obligations.

3. Projective methods. Directed drawing - drawing on specific topics. Often we use drawing when listening to fairy tales.

Mental drawing - drawing in the imagination of pictures or images that music evokes in them.

Projective techniques facilitate the process of self-disclosure of children, teach children to search for internal resources. For example, the drawing “I am in the future”. Children are given the instruction: “Close your eyes, try to see yourself as an adult. Consider how you look, how you are dressed, what kind of people you are around. Let's assume that these people treat you well. Maybe you are responsive, sincere, honest? What qualities will you be respected for? Open your eyes and draw what you will be when you grow up?

4. Relaxation classes.

2.2 Organization of care for children with mental health disorders

Analysis of the solution of the third task - the organization of assistance to children with significant mental health disorders.

The psychological health of younger students is directly related to success or failure in educational activities. Prolonged stay of a child in a situation of failure, a subjective feeling that the result is not under control can lead to the expectation of failures (the "loser" scenario); contribute to the formation of increased anxiety, lower self-esteem.

Unstable self-esteem in case of failure in studies can negatively affect learning motivation and the quality of work to the point of complete disorganization of activities. Outwardly, this is expressed in the form of excessive slowness, inhibition, refusal of difficult tasks.

In every class there are children with a weak type of nervous system. They tend to respond inappropriately to learning difficulties. Negative assessment does not increase, but greatly reduces the quality of academic work.

In addition, high emotionality, the desire for creativity of gifted children require an interesting, emotionally colored learning process. In lessons where this is not the case, distractibility, a tendency to self-entertainment, can be observed.

Individual correctional work should be carried out with these students with mental health disorders. Together with class teacher the psychologist develops methods of psychological assistance, maintains contact with parents. To solve this problem, we propose a program of work on the psychological and pedagogical support of children with mental health disorders, in which we present specific technologies for working with students who have or demonstrate:

• school anxiety;
• unformed learning skills, unformed communication skills;
• inadequate self-esteem;
• inadequate level of claims;
• reactive behavior;
• a state of “learned helplessness” [cf. Appendix III].

1. Methods psychological work with elementary school students

(grades 5–9) on the preservation and promotion of psychological health

3.1. Art therapy methods

In our practice, we often encountered the problem of choosing methods of working with children. Studying at various courses, seminars, we got acquainted with such approaches as psychoanalysis, neurolinguistic programming, gestalt therapy and others.

But trying to apply them at school, we were faced with the fact that these methods do not work.

The reasons for this are different. In particular, some techniques are described by foreign authors and were created in other cultures that differ from ours in many respects. It is also possible that before entering the gymnasium most of the children had no experience of individual work with a psychologist. An invitation to a psychologist is perceived as a punishment, pupil believes that “it means that something is wrong with him” and is afraid of the judgment of his peers.

From the experience of our work, we conclude that the most “working” for a psychologist can be called art therapy methods. Their use is almost universal, especially since they are based on the natural desire of a person to draw, to create.

We offer several art therapy exercises from our practice.

All of the suggested activities can be done in the classroom, in small groups or even with individual children. At the same time, children must be sure that they will not be evaluated, that they will be able to express their thoughts and feelings, their desires and dreams in the drawing as they want. In drawing, children express themselves more deeply than in a regular lesson, they learn to think metaphorically, they try to express important aspects of their personality. During the task, it is desirable to turn on relaxing music.

“Garden and plants in it”

Each student draws himself as a plant (5-10 minutes) on A4 paper with colored pencils. Then the children show the drawings and discuss (5 minutes). Then they cut out and glue their plants on one sheet of whatman paper to make a common garden.

Discuss what plants need to grow well, what they want for their own development.

"Story of my life"

Students depict their lives in the form of metaphorical images: it is possible in the form of a line on which important events, can be in the form of separate pictures, following one after another (15–20 minutes). At the end, the children discuss the drawings.

“Suitcase with stress”

Discuss with the children the wide range of causes of stress in modern life. Offer a “first aid” technique for self-help, which is designed to calm and prevent negative emotions from falling into the grip. Give this instruction: “Imagine that in your room there is a large suitcase that is locked with a key. This is a magical suitcase in which you will put everything that causes you stress. What worries, worries or annoys you will be stored in a suitcase. Nothing can escape from there on its own. But you can take out your own problem, do something with it, and put it back whenever you want. Draw your magic suitcase and the keys to it. Then draw all the problems that cause you stress: it can be inside the suitcase or near it.” After 15-20 minutes, the children show their drawings and discuss them:

• what worries me, worries?
• what do i do when i'm nervous?
• Who can I talk to about my stresses?
• When do I get stressed at school?
• How do I manage stress?

3.2. Metaimpact as new method work

A completely new method of individual work with a teenager can be called the “Meta-impact” method (method of metaphor), proposed by O. Khukhlaeva. In her opinion, the use of a metaphor allows you to quickly convey to the teenager the meaning of the difficulties that he experiences, it allows the teenager to find ways out of the current situation on his own. This may be due to the fact that at the age of 12-15 figurative thinking has already been formed, and adolescents are good at associating, analyzing, and comparing. The most important advantage of the metaphor method is its safety. It can be difficult for a teenager to directly state his problems, and a psychologist helps him to figuratively formulate his difficulties. It is important to note that the metaphor allows you to inspire a teenager and find ways to solve problems together. The forms of metaphor can be very different, but most often it is created by the child himself in the course of joint work with him.

Here is an example of a metaphor "My mask", which helped a 8th grade student to discover new qualities in herself, to respond to her feelings.

The girl chose in her behavior the tactics of “not noticing problems”, she kept repeating that she “doesn't care”, “it doesn't matter”, etc. In the classroom, he communicates little, and reacts aggressively to the comments of teachers and educators.

When meeting with a psychologist, the student agreed that she really was not like that, but almost always puts on a mask - “a mask of indifference”. This metaphor was used to expand the boundaries of behavior and acquire new social roles. The girl agreed that there are still many masks in life, and if you use only one constantly, then such a person becomes boring and uninteresting to others. The psychologist offered to name and write down what other masks in her behavior may exist, for example: “I am the sun”, “I am not like everyone else”, “Dreamer”, etc. All proposed masks were discussed, drawn, played. Questions were asked: What does this mask give you? When does it help? When does it interfere and even harm? What would you like to take from her? Etc.

When discussing different ways of behaving in different situations, it was important to consider a wide range of life situations and ways to solve specific problems. In this case, the “mask” metaphor helped the girl to discover new qualities in herself, and most importantly, to respond to her feelings. The experience of working with metaphor allows us to hope that we are at the origins of a new direction in psychological work, which will become widespread in the future.

3.3. Psychological games and exercises

In this type of psychological work, we pay special attention to interactive exercises that can develop optimism in children, self-confidence, and a sense of community with others. In our practice, we use games at any age (from grades 1 to 11) and we are convinced that participation in them requires courage, creativity, imagination, activity from children - that is, exactly those qualities that are necessary for the formation optimistic attitude to life. From our point of view, it is very important to teach children to feel the joy of life, to feel happy. And in this sense, the game is very important, by which we mean any activity of the student with spontaneous discoveries and transformations. The child's play reflects his problems, interests, experience. On the one hand, the game serves diagnostic purposes, on the other hand, it helps the child to deal with problems, and the psychologist can direct the game so that it has an impact on his emotional sphere.

In our opinion, the psychological game has unconditional advantages over other methods of work. It always has an element of imperfection, spontaneity, and it activates the creative potential of students, their ability to find solutions, make the right choice.

Psychological games are diverse in their goals and content. M.R. Bityanova notes that the game is called “ psychological reception, with the help of which in 1.5-2 minutes you can set up children to work in a group, structured action according to the rules (for example, “sorcerers” or “ringlet”), a large and complex role-playing action, and much more. In accordance with its definition, "a psychological game is an integral completed action, completely independent, having its own internal system of goals and rules, and sufficiently long in time."

The game has certain attributes. Game intent appears in the name of the game and can be expressed as a problem to be solved. Rules help determine the behavior of participants during the game and the order of game actions that allow participants to express themselves. Cognitive content is the acquisition of certain knowledge and skills in the process of solving the problem posed by the game. The equipment includes the means necessary for playing the game, as well as for enhancing the emotional impact: felt-tip pens, paper, a video recorder, etc. The end of the game is its result in the form of solutions to the problem. eight

It is important that we almost always have a discussion of the game, during which the guys give each other feedback: What was important? What character traits are shown in the game? What resonated with you? Etc. Recognition of the group allows you to see the benefits of cooperation, mutual assistance, and recognition of your own success increases self-esteem.

We offer just a few psychological games that represent experience in this area, but they all have one common feature - they are developing.

"My future"

The group is divided into threes or fours, in which each student talks about his life goals according to an approximate plan:

• what would i like to learn?
• where would i like to live?
• what profession would you like to get?
• what will my family be like?
• Who would I like to be friends with?
• How can I be useful to other people?

Participants can briefly comment on each other's goals.

The next stage is a written description of your life in 10 (or 20) years. The description needs to be made lively and colorful, it is possible to illustrate your notes with drawings.

Optionally, the texts are read out.

Discussion:

• What did you like about the game?
• Whose text particularly excited me?
• Are these my own goals?
• Why is it important to set goals?
• What do you need to do to become an optimist? Etc.

“Portrait of a classmate”

The children are given pens and sheets of paper. Tables (or chairs) should be placed so that all children can see each other.

Each student describes the appearance of one of his classmates, creates a portrait of another person on paper. You cannot write a name in the text and you need to do it in such a way that the person being described does not notice this.

Essays are collected, shuffled and read out one by one. The class must guess who is represented in this portrait.

Discussion:

• Did I enjoy the exercise?
• Why did I choose this person?
• How do I feel about the description of me?
• Which portrait do you like the most?

“Bag of surprises”

Students are divided into 3-4 teams, each of 5-6 people, and receive a bag of objects. The bag (package) contains items: keys, matches, a candle, a paper handkerchief, a jar of cream, a hat, etc.

Each team prepares a short skit in 10 minutes in which all items from the bag will be used. The teams then take turns presenting their scenes.

Discussion:

• Was it difficult to prepare?
• How did I feel?
• Could I play the part?

4. Organization of the work of a psychologist in high school (grades 10–11)

The organization of psychological work in grades 10–11 has significant differences from the organization of work in primary and teenage grades.

The task of the activity is to create conditions for completing the formation of various aspects of readiness for self-determination: personal, cognitive, communicative.

Personal readiness:

• psychological perspective as the ability to mentally see yourself in the future;
• the need for self-determination;
• goal-setting as the ability to mobilize one's resources.

Cognitive readiness:

• availability of knowledge and skills, determined by the requirements of training programs;
• knowledge of ways to improve the efficiency of intellectual activity.

Communicative readiness:

• ability to cooperate, work in a team;
• ability to resolve conflicts.

The emphasis in the work of a psychologist is shifting towards intimacy, more individualized communication.

To stimulate communicative development, it is necessary to have partnership interaction between the psychologist and the student. In an individual consultation, we use methods: persuasion, argumentation, stories about similar cases, etc.

Consultations are most often aimed at supporting students and helping them find resources in learning, mastering the ability to analyze their emotional state, and cope with a stressful situation.

Important aspects are the stimulation of students' independence, the formation of the ability to plan their activities, etc.

Questions that high school students came to the psychologist with (in the first half of the 2010/11 academic year):

• how to reduce anxiety;
• What to do if your roommate is annoying?
• how to be able to negotiate with a teacher if he is biased?
• How to prioritize your studies?
• What do you do if your parents don't understand you?
• what to do in a situation of falling in love with a classmate? Etc.

4.1 Classification of psychological problems of high school students.

Mental health disorders in high school can be classified according to individual psychological problems:

1. Problems of the personal plan:

• fears of a different plan;
• situational anxiety;
• personal anxiety;
• feelings about physical attractiveness;
• search or loss of the meaning of life.

2. Relationship problems with peers:

• experiencing difficult relationships with peers;
• problems of choosing a reference group;
• experiencing violations of relations with a friend (girlfriend);
• the experience of not meeting the expectations of the group.

3. Relationship problems with parents:

• experience of conflict relations with parents or between parents;
• anxiety about financial difficulties in the family;
• anxiety about not being able to meet family expectations;
• dealing with parental divorce.

4. Problems of love relationships:

• experience of unrequited love;
• feelings of jealousy or infidelity;
• experience of difficulties in the emergence of love feelings;
• experience about psychological incompatibility with a loved one;
• feelings about the first sexual experience.

5. Learning challenges:

• experiencing difficulties in the educational process;
• dissatisfaction with the level of teaching;
• dissatisfaction with the human qualities of the teacher;
• experience of inability to cope with the academic load;
• experience difficulties in choosing a profession.

6. Problems of social adaptation:

• experience in connection with entering the gymnasium, moving to the city, etc.;
• anxiety about social tension;
• experiencing violations of social norms.

7. Suicidal problems:

• the presence of suicidal thoughts;
• condition after a suicide attempt;
• suicide of a person from a close environment.

4.2. The nature of assistance, stages, types of approaches, typical mistakes of a psychologist.

The nature of assistance can be of various types:

1. general emotional support;
2. analysis and discussion of this life situation;
3. information on the problem, expanding information on it;
4. support decision;
5. motivation for family counseling;
6. motivation to seek psychotherapeutic help;
7. expansion of consciousness and increase of psychological literacy;
8. increasing stress and crisis tolerance.

Individual work is carried out with a primary focus on a person's own reserves. It is always important to remember that no two situations and students are the same.

Different theoretical approaches can be used to designate each problem, but there is no one universal and stable one.

Considering the content side of the consultative process, several stages can be distinguished in it:

1. Establishing emotional contact. Orientation in the problem: questioning techniques, tips. The psychologist helps students overcome their fears, mistrust, demonstrates acceptance, encouragement. A sense of security and trust allows the student to overcome the barrier of closeness.
2. Formulation of the problem, understanding of attitudes, conclusion of the contract. Here mastery is manifested in empathy, the choice of a method that will help the student to see a new perspective.
3. Analysis of the problem, formulation of a hypothesis, its verification in a conversation. At this stage, it is important to be able to show contradictions or distortions in statements; to promote the emergence of a person's responsibility for their own destiny; keep pauses, be able to be spontaneous and free.

From the practice of counseling, we came to the conclusion that typical mistakes psychologist may be:

• mechanical use of the counseling model, strict adherence to the stages;
• the illusion of one's own power, infallibility, wisdom;
• issuance of instructions, advice;
• verbosity;
• categorical, peremptory statements;
• imposing their values ​​and life rules;
• insincerity and lack of spontaneity.

It is also important for a psychologist to decide on an approach.

Professional help may have:

1. Problem-Based Approach
, aimed at analyzing the essence and external causes of the problem, finding ways to resolve it.
2. Person-Centered Approach
aimed at analyzing the individual causes of the problem, the genesis of destructive personal stereotypes.
3. Solution-oriented approach,
identifying resources to solve problems.

4.3. Methods of work: psychological techniques, exercises, techniques.

One of the areas of work is to reduce the level of negative emotional response to the difficulties encountered, emphasizing the importance of the problems encountered.

Reception “5 questions”

We use it in our work when analyzing negative emotions:

1. Why am I so angry, offended, scared?
2. What do I want to change?
3. What do I need to do to not experience this feeling?
4. Ultimately, whose problem is it (how “mine” is it?).
5. What is the inner meaning of this situation for me?

To work with emerging conflict situation in a group or class, we offer the following algorithm for solving it:

1. The psychologist addresses the children who are affected by this conflict with a proposal to discuss it and find a way out of it together.
2. Ask eyewitnesses to give their description of the event, to give everyone the opportunity to “let off steam”. It is important when describing events by different eyewitnesses to remain neutral and, if possible, not to interrupt the stories.
3. The psychologist invites the participants in the conflict to outline several possible ways problem solving. In case of difficulties, he suggests some way out.
4. Children should be encouraged to consider the physical and emotional consequences of every decision.
5. Choose one of the solutions on which you can come to a common agreement, and develop a joint common action plan for its implementation.

The psychologist should always be ready to discuss conflict situations. In addition, it must be emphasized that any problem is fundamentally solvable.

When working with high school students, you need to be ready to discuss with them their future plans, dreams about the future. Here we put into practice a psychological exercise "My Goals"(done in writing).

1. What are your top 3 goals for this year?
2. What can you do to achieve them?
3. What are you already doing to achieve these goals?
4. What do you think your life will be like after you achieve these goals?
5. How will you feel then?
6. Who will be by your side after the goals are achieved?

Psychological exercise “Working with a Purpose”

Write what you dream about, what you want to become, what you want to become, what to have, etc. Drop the limits, let your imagination run wild.

Follow the rules:

• formulate dreams in positive terms;
• formulate those goals, the achievement of which depends on you;
• be extremely specific;
• think about the "environmental cleanliness" of the goals: they should not harm other people.

1. Choose from all the things you wrote about the 4 most important goals for this year. Write down these 4 goals and write why you are sure that this is so important to you (“why” is much more important than “how”).
2. Refine these key goals again and refine them through the lens of the rules (see above). Make corrections if necessary.
3. Make a list of the resources you already have to achieve your goals. Describe what you already have: supportive friends, certain personality traits, time, your energy, etc.
4. Write down 3-4 situations in your life when you were successful (not necessarily that it should be very important). What were you doing then; what resources did you use?
5. Describe the kind of person you would need to be in order to achieve your goals. Maybe more collected and disciplined, or vice versa, more spontaneous and relaxed…. Make notes about your self-esteem, about your personality.
6. Formulate theses about what prevents you from having your goals right now. What limits you, what specifically hinders you? If we are aware of our “favorite strategies” that lead to failure and our ways of setting limits on ourselves, we can get rid of them.
7. Make a step-by-step plan for each of the four chosen goals that includes today. Start with the final result, and then plan the whole path step by step. It is possible to start with the question “What is the very first thing I need to do in order to achieve the goal”. If you are not sure, go back to the restrictions: what you can work on right now to change the situation.

We must remember that every success is the result of hard work. And here everyone is free to choose. It is useful to regularly review your life goals and change them if something in life, in you yourself has changed: is this what I, today, really strive for?

What determines the choice of methodology for working with a student? We think it largely depends on his motivation: whether he wants to explore himself, whether he is ready for the not always pleasant experience of self-change. M.R. Bityanova writes about the same, proposing the stages of the formation of a new personal quality. We often use this technique in our work.

The formation of a stable positive quality goes through a number of stages, each of which has its own methodological steps.

1. Stage of motivation: the student should have a need to form a new ability, new qualities. Until we make the child our ally, put him in a situation in which he himself feels the need for change, the external will not turn into the internal, education as such will not take place. The methodical moves of this stage are the creation of problem situations, reflection of successes and failures.
2. Stage of acquaintance with quality: the student gets acquainted with the quality, what it is like from the inside (“taste and color”), how it manifests itself in the behavior of others. Knowledge is the beginning of education; from it begins the ascent to personal action. The child has a “picture” of the behavior model that we want to form in him. Methods of work - conversations, exercises, awareness, appeal to film and video material.
3. The stage of training in the manifestation of this skill, ability. This is organized in specially created situations of communication and activity of children. An important component of the stage is the reflection of the new experience of behavior and communication, the methods used, and one's emotions. Playing and training methods are suitable here.
4. Application of new quality in real activity. Here there is a positive assessment of the changes that occur in activity, communication, internal state due to the acquisition of a new quality.
5. Individual qualities, appropriation of new experience. A new model of behavior is mastered by a person from the inside, colored by his individual traits, his “highlights”. Methods of dialogue and reflection are appropriate here, however, this is already an intimate process that takes place in the depths of a person’s soul.

Positive Approach Method

We use this method in problem solving-oriented counseling. We propose the following algorithm for using the technology:

1. Clarifying the problem. The purpose of this step is to identify general view intractable situation. The task of a psychologist is to lead a person to a discussion of the resources of the situation itself.
2. Psychological interview. The psychologist formulates questions in such a way as to help the person find situations in his life that can help solve this problem.
3. Study of the characteristics of the client himself, his social environment. The task is to obtain information about the resource capabilities of a person.
4. Joint modeling of human behavior aimed at solving his problems.

In order for a person to change his attitude to the situation, it is possible to use a psychological exercise “It could have been worse.”

Method “Turning a Problem into a Goal”

• What do I really want to do, have, achieve?
• Where, in what areas of life would I like to improve my abilities?
• What has been bothering and irritating me lately?
• What gives me the most worries?
• What makes me feel anxious or tense?
• What makes you feel comfortable?
• What is most frustrating?
• What would I like to change in my attitude towards myself?
• What is very difficult for me to do?
• Why do I get tired quickly?
• How could I manage my time better?

1. Now describe the problem you would like to solve first: present it more objectively.
2. Formulate a goal that could be achieved. What should be done so that the problem is not acute?

Of course, the lessons we conduct on the topic “Psychological Culture of the Personality” in grades 10 and 11 are also conditions that contribute to the prevention of psychological health disorders in gymnasium students (see Appendix).

5. About safety in the work of a psychologist

Consideration of this issue will always be timely and necessary, since the main "tool", "tool" of the psychologist's influence on others can be himself, his personality, his feelings, consciousness, speech, actions. Fifteen years of work experience and observation of fellow psychologists allow us to conclude that there is a tendency for the professional state of the psychologists themselves to be unfavorable. In addition, educational institutions have accumulated a rather large list of complaints about psychological practice: low level of professionalism; incorrect interference in the work of the teaching staff; insufficient approbation of diagnostic tools; excessive anxiety of psychologists themselves, etc.

Let's try to consider why this happens, and what "dangers" are present in the activities of the school psychologist and where, in what matters, he needs to be careful.

1. Incorrect, illiterate use of diagnostic methods, techniques. This problem is often discussed by theorists. M.M. Semago and his colleagues remind us of the inadmissibility of a light attitude to the concept of “psychological norm”: the danger of psychodiagnostics lies not only in the fact that erroneous conclusions can be made on its basis, but also in side, completely undesirable effects (causing harm self-consciousness, self-assessment of the diagnosed person). Each psychologist “sinned” by trying to create his own tests, questionnaires, questionnaires, forgetting that he could push the child’s thought in an undesirable direction: inadvertently touch what lies latent, in the subconscious and “pull out” it, harm the child . You need to think not only about your professional goals, but also about how not to do evil. Each child has his own pace, his own ceiling.
2. Especially important is the “safety precautions” in counseling, although its rules are spelled out very clearly and they came from psychotherapists. There is a danger of "binding the client to yourself or being drawn into the conflict yourself." Care should be taken when interpreting the reasons for the manifestation of the child's behavior, since it can affect the perception of it by other people (teachers, classmates). In any case, one should always remember that it is more productive for a psychologist not to delve into explanations, but to take an understanding position: in order to allow a person to change, a person must feel that he is accepted as he is; we must recognize his right to be what he is now.
3. In the work of a school psychologist, there is also such a tendency as fuzziness, uncertainty of the theoretical foundations of their activities, the choice of its methodological foundations. M. Bityanova at the First All-Russian Week of Psychology said that “practical psychology has not yet created its own methodology, theorists do not come down to us“ from above ”, then practitioners must“ go up to theory. If we want to develop, then we cannot sit on empiricism.” The psychologist must understand on the basis of what methodology he works. It is very dangerous to be captured by some dubious ideology, and even more so to be guided by astrology. M.Sartan in the "School Psychologist" a few years ago in the introductory word of the editor wrote that he met a characterization of a child in kindergarten: "Lev. Aggressive, proud, can protect himself. In any case, one should not borrow theoretical foundations from related sciences (medicine, philosophy, natural science) without deep analysis. At the same time, one can go to the other extreme: to abandon all theories, but then we will reduce practical psychology to the level of handicraft production. Unsystematic, accidental use of widely advertised psychotechnics is fraught with unpredictable consequences. With the human soul, trial and error are unacceptable. Knowledge of the laws of development, constant reliance on them in work - this is where the guarantee of the implementation of the “do no harm” principle lies.
4. The next problem in the discussion of this topic does not lie on the surface, but is very important and underlies the discussions of the luminaries. psychological science on the relationship between psychology and ethics. Many authors (T.I. Chirkova, B.G. Yudin) discuss the danger of harming the uniqueness of a person with the help of methods for the formation of pre-programmed properties and qualities of his personality. On the one hand, formation, correctional work, and on the other hand, moral responsibility for intervening in mental development, in the unique uniqueness of a person. No formative experiment should be taken lightly: there must always be a moral boundary. Closely connected with this question is the question of the moral position, self-consciousness of the personality of the psychologist himself. I. V. Dubrovina wrote a lot about this.
5. Another danger is the complex system of interconnection between psychological and pedagogical practices and lies in the very word "teacher-psychologist" - this is the lack of awareness by psychologists of their attitude to their pedagogical experience. For several decades, the discussion has not ceased, in which the relationship between pedagogical and various branches of psychology is clarified. In practice, any psychologist who has retrained but already has teaching experience experiences these experiences, especially if he returned to his native school. This merger rolled into one has some costs. For example, “sliding” into the performance of the functions of teachers: it is often more interesting for psychologists to teach someone to work with children's problems than to learn how to do it yourself; uncertainty in delimiting their functions with methodologists, difficulties in coordinating some issues with the administration. Thus, it is very important for a psychologist to be aware of his position in relation to teachers and build interaction according to the “accompaniment” model (according to M. Bityanova), in which the positions of a teacher and psychologist are built on the principle of cooperation and a clear delineation of functional duties. M. Bityanova offers several models of interaction between a psychologist and an educational institution. She considers the most attractive one in which the “psychologist-employee”, along with everyone else, works to order and serves another area (“psychologist-applied” model) of education. “A psychologist should know what is going on in education, but not spread, not spread in a wide range of professional opportunities” [M. Bityanova].

“Safety” in the activities of a school psychologist is not limited to what we have mentioned and requires a lot of scientific discussion. But in any case, its observance is necessary, since experiencing a feeling of increased anxiety, dissatisfaction with the results of one's activity leads to the fact that confidence is lost, and the effectiveness of activity decreases. Moreover, the profession of a psychologist belongs to the type of professions that are fraught with dangers, both for the psychologist himself and for those who interact with him.

6. Significance of the topic of experience, prospects for work on the topic

The famous Confucius wrote the wonderful words: “The most beautiful sight in the world is the sight of a child walking confidently along the path of life after you have shown him the way.” These words can be a motto in the work on the preservation and promotion of psychological health in the school.

It is necessary to teach children at school a healthy lifestyle, to form a conscious attitude to psychological health in the same way as they teach any subject. In our country, unfortunately, there is no such special subject yet. Therefore, it is the psychologist who can become both the carrier, and the conductor, and the organizer, and the coordinator of the work to preserve, strengthen and prevent the psychological health of the individual. It is indisputable that for the successful implementation of the tasks of psychological health, an integrated approach is needed, including a variety of psychological and pedagogical methods and means.

We shared our thoughts, conclusions, experiences, which should not be considered as something unchanged, described once and for all. Being at the stage of comprehension and analysis of work on this topic, we see the prospect in creating the project “Formation of students' conscious attitude to psychological health”.

The effectiveness of our work can be evidenced by the feedback from fellow psychologists, parents (see Appendix), an increase in the number of children who applied for help and have a pronounced need for psychological self-education, a decrease in the number of suicidal thoughts and a decrease in general anxiety.

At the same time, we understand that there are still shortcomings and shortcomings in our activities. For example, there is a need to develop the topic of mental health teachers gymnasiums: its importance is confirmed by both our observations and numerous reviews of teachers and educators.

Of course, certain social conditions are necessary for the emergence and development of advanced pedagogical experience. In our gymnasium, they exist: a positive attitude towards this on the part of the head, general support from the administration, the presence of a system of work to manage the process of forming experience and a calm, friendly, creative atmosphere.

I would like to wish a positive perception from getting to know our experience gained as a result of 15 years of work. We hope that it will be of interest to teachers, educators, psychologists, students educational institutions this profile and will give them a sense of the importance and significance of working with children to preserve and strengthen the psychological health of the individual.

Literature

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PSYCHOLOGICAL HEALTH OF THE PERSON: A VARIETY OF APPROACHES

Zelentsova Tatyana Viktorovna

Senior Lecturer, Master of Psychology InEU,

Pavlodar, Republic of Kazakhstan

Historically, the psychology of health claims to be a conditional novelty, in contrast to the psychology of diseases, which took shape as one of the areas of psychological science - clinical psychology. Only within the framework of humanistic psychology (E. Fromm, G. Allport, A. Maslow, K. Rogers, V. Frankl) was the problem of a healthy personality revealed. “It seems to me that the problem of psychological health is so relevant now that any assumptions, any hypotheses, any data, even the most controversial, can have heuristic value,” wrote A. Maslow.

In the late 1970s of the last century, in the general set of psychological disciplines, the psychology of health (Health Psychology) stood out. It began to establish itself as an independent area of ​​psychological research. The humanitarian paradigm allows for the existence of different points of view on the criteria for a healthy personality, models of which have significantly enriched the rational view of the problem of mental health. A. Maslow pointed out: “I suppose that in the near future we will receive a kind of theory of psychological health, a generalized, general-species theory that can be applied to all human beings, regardless of what culture raised them, in what era they live."

Theoretical models of psychological health are options for the development and concretization of more general ideas about human reality. Their comparison helps to illuminate the original philosophical system of coordinates. In the history of philosophy, the main lines of revealing the essence of the human self are clearly visible. The first direction (XVIII-XIX centuries) is associated with the ideas of prominent representatives of German classical philosophy - I. Kant, I. Fichte, F. Schelling, G. Hegel, L. Feuerbach, who considered the problem of man from the point of view of the correlation (dialectics) of generic and individual essence. At the same time, they recognized the individual essence as secondary in relation to the generic one, and they considered the aspiration to the generic essence to be the highest destiny of a person: with the appropriation generic beginning the individual realizes the possibility of becoming and being a man. The extreme form of this expression was the works of K. Marx and F. Engels on the priority of the public over the individual, the absorption of human individuality by the collective, the development of a totalitarian way of life, in which the impersonal social dominates the personal.

The sociocentric paradigm is opposed by the direction of the philosophy of individualism, the authors of which were M. Stirnen, A. Schopenhauer, F. Nietzsche, N.A. Berdyaev, J. Ortega - and Gasset, S. Kierkegaard, K. Jaspers, N. Abbagnano, who asserted the priority of a person's identity, his improvement as a person, the desire to "be himself". But, closed on itself, personocentrism in real life appears in the form of self-adoration, a feeling of loneliness, loss, despair, manifests itself in the denial of all morality, greed and permissiveness.

The psychological health of a person integrates aspects of the inner world and ways of external manifestations of the personality into a single whole. Psychological health is an important component of a person's social well-being, on the one hand, and his vitality, on the other. However, many of the problems that people face are not indicative of mental illness and can be solved by others medically(improvement of memory, attention, thinking; the formation of the necessary level of communication; self-presentations; the desire to realize one's capabilities; the solution of intrapersonal and interpersonal conflicts; relief from anxiety, stress, frustration, various kinds of mental addictions, etc.).

In the history of psychology, in line with the theory of psychological health, two orientations are successively considered. The first is sociocentric (E. Fromm, V. Frankl, B. Bratus), based on which scientists refer to the fact that a person, unlike an animal, is not equipped with a set of instincts and innate skills that would allow him to automatically realize the generic nature. You have to become a man. Therefore, psychological health is characterized as the process of a person's ascent to the heights of human essence. The second - personacentric (G. Allport, K. Rogers, A. Maslow), proceeds from the fact that human nature is inherent in positive forces(self-actualization needs) leading to health and growth. Psychological health is the result of an individual finding himself and is manifested in a sense of the authenticity of being. Different ways of thinking lead scientists to similar ideas about what qualities a psychologically healthy person should have. Sociocentric and personacentric attitudes are peculiarly intertwined and pass into each other in the attempts made by psychologists to describe the spiritual integrity that contributes to the formation of psychological health.

New ideas about mental health have emerged. So, according to M. Dzhehod, the structure includes such components as a positive attitude towards oneself; optimal development, growth and self-actualization of the personality; mental integration (authenticity, congruence); personal autonomy; realistic perception of others; the ability to adequately influence other people, etc.

The concept of "mental health of the individual" is widely used in the humanistic direction of psychologists, within which a new concept of "positive mental health" was proposed. In the works of K. Goldstein, A. Maslow, K. Rogers, V. Frankl, and others, it is based on truly human life fulfillment. So, a prominent representative of this trend A. Maslow, agreeing with K. Goldstein in his recent works"The Psychology of Being" and "Far Limits of the Human Psyche" notes that " pathological disorders mental health - neuroses and psychoses, is a consequence of an erroneous, incorrect development of the personality. Mentally healthy individuals are mature people with a high degree of self-actualization, who have real life achievements and have developed their personal capabilities. In his opinion, the indicators of mental health are the completeness, richness of the development of the personality, its potentialities and the desire for humanistic values ​​- the presence and development of such qualities as acceptance of others, autonomy, spontaneity, intentionality, altruism, creativity, etc. Similar ideas are developed in "metapsychology" (D. Andreeva), logotherapy (V. Frankl), social logotherapy (S.I. Grigoriev and others)

In Soviet psychology (A.N. Leontiev) he develops the position that personal meanings are those forms and methods that occupy a central place in the formation of human relations. They are the core of life, filled with value content and determine the lines of development of the semantic sphere, create a "semantic field" for the formation and manifestation of subjectivity. Thus, in the inner world of a person, needs are reflected in the form of desires and aspirations, and personal values ​​- in the form of ideals, interests, meanings. Personal values, due to the fact that they are limited to a specific situation, are experienced as group values, forming a system of personality relations.

Developing this position, E.R. Kaliteevskaya and V.I. Ilyichev write that mental health is a measure of a person's ability to transcend his social and biological determinism, to act as an active and autonomous subject of his own life in a changing world.

Religious, philosophical, psychological doctrine of the three-component essence of a person - bodily, mental, spiritual - is the basis for constructing images of subjective reality, representing a person as an individual, subject, personality, individuality, universality. The images of subjective reality make up the ontogenetic stages of its formation and development: revival, animation, personalization, individualization, universalization. The principle of development is the dynamic transformation of systems of connections and relations in the process of socialization (identification of a person with others) and individualization (separation of a person from society). In the anthropological approach, a person is presented holistically and the basis of his psychological health is the normal development of subjective reality in ontogenesis (approximate age norms mental health). The individual norm, according to G.A. Zuckerman and V.I. Slobodchikov, there is the best that is possible at a particular age for a particular person under appropriate developmental conditions.

With a meaningful disclosure of the category of psychological health, you can use the definition of "humanity" given by A. Maslow. “Mental health is traditionally interpreted as the individual's own vitality, as a vital force, ensured by the full development and functioning of the mental apparatus, as the ability to survive, adapt and grow in changing conditions that are not always favorable for the majority, and are a prerequisite for psychological health. Psychological health, in turn, characterizes the individual as a subject of life, the manager of his own strengths and abilities.

Accordingly, psychological health is a state that characterizes the process and result of the normal development of subjective reality within an individual life; the maxim of psychological health is an integral (i.e. unity, completeness and wholeness) of vitality and the human individual.

On the basis of self-development, improvement of self-existence, the humanity of the individual arises - an essential characteristic of psychological health. It is expressed in resilience based on love for life and the will to perfect it in all areas. “Life and spirit,” wrote K. Jung, “represent two forces or necessity between which a person is located. The Spirit endows his life with meaning and the possibility of the greatest flourishing. Life is necessary for the spirit, for the truth, if it is not viable, means nothing. Subjectivity, as one of the qualities of mental health, determines the path of normal development as a development that leads a person to acquiring a generic human essence - an attitude towards another person as a value, a need for positive freedom, meaningfulness of life, an active position in the world.

Bibliography:

1. Vasilyeva O.S., Filatov F.R. Psychology of human health; standards, representations, installations. M.: Academy, 2001. 352 p.

2.Leontiev D.A. What is existential psychology // Psychology with a human face: a humanistic perspective in post-Soviet psychology / Ed. YES. Leontiev. M.: Meaning, 1997. S. 40‑55

3.Maslow A. Far limits of the human psyche. St. Petersburg: Eurasia, 1997. 322 p.

4. Tsukerman G., Slobodchikov V. We, adults and other people // Family and school. 1990. No. 2. S. 33‑36.

5. Shuvalov A.V. Humanitarian and anthropological foundations of the theory of psychological health // Questions of psychology.2004. No. 6. P. 18‑33

6. Jung K.G. Problems of the soul of our time. M.: Progress, 1993. 352 p.

Ananiev V.A.:

Features of the modern understanding of health

evolutionist

socially oriented

Humanistic

Theological

Lecture 2. Sociocultural standards of health.

p The concept of psychological health in domestic and foreign health psychology

p Antique standard

p Adaptation reference

p Anthropocentric standard

Two directions in the study of sociocultural standards:

p Appeal to the deep layers of the human psyche and culture, highlighting archetypes as universals of individual and cultural experience of maintaining health , which determine the original ideas of a person about his own well-being, integrity and perfection. The task is to comprehend the universal “mythology of health and disease”.

Example: monograph by the Jungian analyst A. Guggenbühl-Craig “The Power of the Archetype in Psychotherapy and Medicine”

Archetype "healer-sick"

p Clearing general cultural context, analysis discursive practices, structures of dominant representations and conceptual schemes

Components in the structure of the socio-cultural standard of health:

p the most general idea of ​​the phenomenon of health (as a rule, succinctly expressed in the definition);

p reference image of a healthy personality , assuming a set of stable personal characteristics;

p established ideas about the basic conditions and principles of a healthy existence;

p information about ways or means of improving the personality , reflecting the cultural and historical experience of various communities,

p defined type of interpretation of the disease.

Anthropocentric standard: health as a comprehensive self-realization, or the disclosure of the creative and spiritual potential of the individual

Opposed to theories of social determinism and normocentrism

The idea of ​​the highest (spiritual) destiny of man

Striving for authenticity, for an ideal or higher goal

In psychology: phenomenology, existentialism, humanistic approach

Humanistic model of a healthy personality

K. Rogers about a fully functioning person:

Increasing openness to experience

Increasing desire to live in the present

Increasing confidence in your body

The process of fuller functioning

New Perspective the relationship of freedom and necessity

Creativity as an element of a good life

Fundamental trust in human nature

A more fulfilling life

Characteristics of a healthy personality according to the humanistic model

p Self-actualization

p Full development, dynamism and personal growth

p Openness to experience and initial trust in the process of life

p Capacity for authentic dialogue

p Freedom in experience, self-expression and self-determination

p Meaningfulness of existence

p Integrity -highest goal personal development and the ever-evolving trend towards integration. Healthy man always potentially holistic, i.e. directed in its formation to gaining wholeness and unity.

o The anthropocentric standard is based on the notion of a dynamic, freely developing, open to experience and focused on highest values personality.

o Basic principles and criteria for a healthy existence - free creative expression, development (personal growth), integration of experience and spiritual self-determination.

Mental Health - psychological well-being

Positive psychology:

Humanistic psychology as a basis. Allport, Maslow, Rogers

1998 - Martin Seligman (speech at the election of the President of the APA). Ed Diener, Mihaly Csikszentmihalyi

Close in spirit:

Albert Bandura, self-efficacy theory

Edward Deci and Richard Ryan, self-determination theory

Salvatore Maddi

Hardiness is a personality characteristic, the "key" to stress resistance,

comprises:

n resilient, i.e. transformational coping;

n a resilient attitude towards other people;

n sustainable installations:

q commitment

q control (cotrol)

q risk acceptance (challenge)

n Involvement (commitment) - the confidence that in any situation it is better to stay involved: to be aware of events, in contact with people around you, devote maximum of your efforts, time, attention to what is happening, participate in what is happening. The opposite of involvement is alienation.

n Control (control) - the conviction that it is always possible and always more effective to try to influence the outcome of events. If the situation does not lend itself to any influence, then accept the situation as it is, that is, change your attitude towards it. The opposite of control is helplessness.

n Risk acceptance (challenge) - the belief that stress and change are a natural part of life, that any situation is a valuable experience that will help you develop yourself and deepen your understanding of life. The opposite is a sense of threat.

Transformational coping includes:

n seeing change as a problem waiting to be solved;

n taking the necessary cognitive and behavioral steps to effectively solve the problem (broadening the perspective when considering the problem and deepening the understanding of the essence of the problem);

n learning from problem solving experience maximum benefit: observations, findings, wisdom to grow and develop as a person.

Lecture 8. Psychosomatics

n The list approved by the World Health Organization (WHO) included 7 diseases: gastric and duodenal ulcers, ulcerative colitis, hypertension, bronchial asthma, thyrotoxicosis ( Basedow's disease), neurodermatitis, rheumatoid arthritis.

n Now added: irritable bowel syndrome, lazy bowel syndrome, certain types of allergies, anorexia and bulimia, overweight and underweight, migraine, vascular dystonia, panic attacks, transport sickness, phobias, chronic fatigue syndrome.

Eric Byrne:

“There cannot be psychic medicine dealing only with the psyche, somatic medicine dealing only with the body, and psychosomatic medicine dealing in some cases with both. There is only one kind of medicine, and it is all psychosomatic.”

Symptoms, depending on their origin (A.M. Vein, 1989):

n organic

n Psychogenic

In each case, it is possible functional disorders

3 main forms of manifestation of psychogenic diseases:

n neurotic disorders;

n psychosomatic disorders;

n psychophysiological syndromes ( burnout syndrome, depression, chronic fatigue syndrome).

Patients with neuroses rarely develop psychosomatic illnesses.

psychophysiological syndrome may be initial stage development of a psychosomatic disorder.

The accumulation of fatigue can cause(except illness):

n Sleep disturbance

n Improper nutrition

n Physical inactivity

n Monotony of life

Conventional division of symptoms into organic and psychogenic:

n 60% of patients with hysterical disorders subsequently develop an organic pathology of the nervous system (Bootzin & Acocella, 1988).

n At the same time, an increased susceptibility to injury as a result of a desire for self-harm or an inadequate attitude towards the body.

Coping reaction - an adaptive form of behavior that maintains psychological balance in a problem situation .

Psychological protection - personality stabilization system aimed at protecting consciousness from traumatic experiences

The dynamics of a person's retreat to illness and death:

stages of development of disadaptation (Ananiev V.A.):

1. "Basic skills (health)". Increased loads that violate the primary genetic model of health lead to the functioning of the system at the limit of the adaptation norm; there is a process of adaptation.

When the appropriate conditions of the health model return, the person readapts.

2. "Premorbid state." With the chronicization of psychotraumatic situations, a compensatory process begins, which is associated with the inclusion of a wider repertoire of psychological defense mechanisms, as well as coping mechanisms (mechanisms for overcoming), which leads to a decrease in the load on a significant system of the personality (there is a redistribution of energy).

3. "Disease (violation of the norm of adaptation)." With repeated repetition, a further increase in the pressure of psycho-traumatic conditions on a significant system of personality, a person exhausts his adaptive potential and becomes maladaptive (neurological or psychosomatic deviations are formed).

4. "Basic skills (remission)". The recompensated personality begins to carry out its functions again within the limits of the adaptive norm.

Lecture 1. Health psychology as a science

p Introduction to Health Psychology

p Subject and tasks of health psychology

“Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”

Preamble to the Constitution of the World Health Organization adopted by the International Health Conference, New York, 19-22 June 1946; signed on July 22, 1946 by representatives of 61 countries (Official Records of the World Health Organization, no. 2, p. 100) and entered into force on April 7, 1948.

This definition has not changed since 1948

Health psychology is the science of the psychological and behavioral processes of health, disease and healthcare (Johnston M., 1994).

Examines how psychological, behavioral, and cultural factors influence physical health or illness.

Health is not only a product biological processes, but also processes:

psychological (for example, thoughts and beliefs),

behavioral (e.g. habits)

social (for example, socioeconomic status and ethnicity)

Ogden J. Health Psychology:A Textbook (5th ed.), 2012

Ananiev V.A.:

The task of health psychology is to study the mechanisms of growth, enrichment of the individual and the person as a whole. Health itself in health psychology is considered as the optimal prerequisite for a person to fulfill "outrageous" life goals and tasks related to the search for truth and the meaning of life.

Vasilyeva O.S., Filatov F.R. Psychology of human health: standards, ideas, attitudes. 2001.

The psychology of the 20th century was focused on the anomalies of human nature and paid due respect to the pathos of suffering, intrapersonal conflict and crisis; at the same time, the mental health of the individual has rarely been the subject of thorough research. Only in the second half of the last century, mainly within the framework of humanistic and transpersonal psychology, the efforts of the largest scientists (G. Allport, A. Maslow, K. Rogers, S. Grof, etc.) were consolidated to study the foundations of the full functioning of the psyche, and began systematized development of psychological concepts of health. Then, in the general set of psychological disciplines, the so-called Health psychology (psychology of health) stood out - a scientific and practical direction designed to investigate the socio-cultural and socio-psychological problems of health and healthcare.

Features of the modern understanding of health

p Interdisciplinary status of the problem (a complex multidimensional phenomenon with a heterogeneous structure, combining qualitatively different components and reflecting fundamental aspects human existence)

p Integrity (system quality that characterizes human existence in its integrity)

p Recognition of the global nature of the problem (attempts to explore health in space social evolution, in relation to the community as a subject of historical action. Health as a complex and global socio-cultural phenomenon)

p Focusing on the socio-cultural aspect of the problem (comprehensive analysis of the socio-cultural context, taking into account the discourse: medical or spiritual-ecological)

Vasilyeva O.S., Filatov F.R.:

To explain his condition, the individual uses interpretations that are common in his environment, which become his own explanatory schemes. "Unwell" for a modern Western person can mean, for example, a viral infection and the need to take antibiotics; for an archaic person, this is an invasion of hostile spirits that the shaman has to deal with; for a person of the Christian faith, illness is a consequence of sin and a severe test that requires him to observe fasting and asceticism.

Alternative approaches to the study of the phenomenon of health:

evolutionist

socially oriented

Humanistic

n1.doc

N.B. Dmitrieva

Psychology of personal health

Study guide for students

INTRODUCTION

Today is chronic stress.

We all cook in the same pot, but they say

that there are no cold places in a boiling cauldron.

This means that each of us experiences

all the hardships of life in a rapidly changing country

V.A. Ananiev
Education of a university student is a special stage of his professional development. State documents note that the future of Russia is determined by the competence, professionalism, mobility of young professionals, the ability to work effectively at the level of world standards, modern thinking, the ability to successfully self-realize in the professional field and organize their own healthy lifestyle life.

The FEDERAL STATE EDUCATIONAL STANDARD FOR HIGHER PROFESSIONAL EDUCATION in the area of ​​training "Pedagogical education" presents the requirements in the form of competencies to the results of mastering educational programs students: "The graduate must have the following general cultural competencies (OC): ready to use the methods of physical education and self-education to increase the adaptive reserves of the body and improve health."

This manual will help the student to master the knowledge, skills and abilities to preserve and promote health, primarily mental.

Target course :

Tasks educational course :

• 
  teaching students the basics of maintaining, restoring and improving mental health, the formation of a responsible attitude to their own health and the health of those around them;
• 
  introducing students to diversity psychological methods self-regulation of mental health and comprehensive improvement of a person, aimed at preserving, strengthening and holistic development of the spiritual, mental, social and somatic components of health;
• 
  assistance in determining the vector of movement in the process of becoming a person as a person;
• 
  the formation of a “real ideal” of a person among students and the promotion of its achievement.

Requirements for knowledge and skills

• 
  current state and problems of this scientific direction;
• 
  levels of mental health self-regulation;
• 
  technologies to improve your well-being;
• 
  features of self-management by mental health in various states.

• 
  identify negative mental states personality;
• 
  own methods of performing relaxation, concentrating and anti-stress exercises;

• 
  apply psychotechnologies for developing emotional stability:

Technologies for entering trance states;

Technologies of positive thinking;

Technologies for finding peace of mind.

Chapter I. Health psychology: a new scientific concept

Topic 1.1. Purpose, goals and objectives of the psychology of personal health

“Health is given to us along with life, as a normal function or belonging - like breathing, digestion, circulation, excretion, etc. Maybe that's why no one thinks about health until they lose it. Health is subject to the general laws that reign in the Universe, without knowledge and observance of which life is impossible. Therefore, each of us is obliged to learn at least what is known to the science of man and his health” [Maya Gogulan].

Since human life is the highest value of society, the totality of properties, qualities, states of a person is the value of not only the person himself, but also society. This is what turns the health of the individual into social wealth.

The comprehensive fullness of human life as an enduring value is determined by health, and the enjoyment of life presupposes the presence of health. The value of human life is absolute, since life is the only condition and criterion for the existence of any other value.

AT last years, both in our country and abroad, a scientific direction is being formed - HEALTH PSYCHOLOGY. This branch of knowledge is a synthesis of psychology and valueology and is an interdisciplinary science, involving psychologists, doctors, teachers, social workers, sociologists, etc. to solve its problems.

« Health psychology is the science of the psychological causes of health, the methods and means of its preservation, strengthening and development.

Health psychology as a new scientific direction is associated with the emergence of preventive medicine.

V.A. Ananiev believes that "the main product of health psychology should be the improvement of the individual, through this - the strengthening of health and through all taken together - an increase in the quality of life."

V.N. Pankratov, in his book “Self-Regulation of Mental Health”, indicates that the psychological component is the basis of personal health: “... if a person learns to be aware and control his behavior, emotions, thoughts, then he can learn to maintain optimal weight , harmonize family and sexual relations, get rid of habits that prevent you from living a full life. Thus, by understanding and improving the psychological component of health, we can not only prevent the occurrence of diseases, improve health, but also improve both the person and his health.

Based on the above, one can determine main goal health psychology, as "all-round improvement of a person" (personality).

To achieve this goal, theoretical and practical tasks are set, aimed not only at preventing the development of mental and somatic pathology but also on the general improvement of the individual.

V.A. Ananiev in the book “Psychology of Health” points out that “health psychology is called upon to formulate the human way of being, to determine the channel, the vector of movement, the space of the endless process of becoming a person, to form the “real ideal” of a person and contribute to its achievement” .

He also notes: “The object of health psychology is, with a certain degree of conventionality, a “healthy” and not a “sick” person, from which it follows that health psychology sees as its task how to make non-sick people healthy.

One of the main tasks is to develop ways to motivate a person to maintain, strengthen, and develop their health.

"A passing task of health psychology is the preservation, strengthening and holistic development of the spiritual, mental, social and somatic components of health" .

« Main principle development of health is not only to have good health, but to realize our mission with the help of this health.

N. M. Amosov wrote: “Health for the sake of health is not necessary, it is valuable because it is an indispensable condition for effective activity through which happiness is achieved.”

V.A. Ananiev believes that “Health psychology absorbs everything valuable that helps a person to rise. Techniques can be borrowed from Eastern traditions, and methods of spiritual maturation of a person can be borrowed from Christianity.

Topic 1.2. "Flower of potentials" of personality

Health psychology emphasizes the importance of the harmonious development of all components of a person in order to achieve complete well-being.

V.A. Ananiev offers a human development curriculum "Flower of Potentials", which reflects the main tasks of health psychology. This program is a system of theoretical and practical ideas, interconnected common sense, ideological goals and technologies.

Harmonious disclosure of potentials that form in a certain sense the structure of the personality can be diagnosed as the presence of "holistic health", while the disclosure of individual potentials indicates the presence of "fragmentary health".

The program is symbolically represented in the form of a flower, each petal reflects various aspects of the mental, physical and social health of the individual. Each potential is important in itself and influences all the others. The purpose of practical work is the maximum disclosure of each of these potentials (personal competencies).

1. Potentialreason(intellectual aspect of health)

This competence contains the basic attitudes, values, beliefs, metaphors of life, thoughts of the individual. The development of this competence refers to the ability to use the intellect. The main task is not to suffer from your own knowledge, but to learn to adapt this tool for your own improvement.

2. Potentialwill(personal aspect of health)

The development of volitional competence includes the formation of decision-making skills, the ability to say “no”, stand up for yourself, determine and take responsibility for yourself, your actions, your choice. It is also important to develop the skills of setting tactical and strategic goals in life, connecting the goals of life with the meaning of one's existence. It is important to learn not to let circumstances control you, but to control yourself in any circumstances. Will is the source of human activity, it helps to reveal any potential.

3.Potentialfeelings(emotional aspect of health)

Increasing the level of "emotional" intelligence is the development of the ability to "cultivate" one's own feelings, which means not holding back, emotional manifestations, but their civilized expression.

This potential includes the ability to realize, understand, manage emotions.

Teaching ways to realize feelings is an important educational task that contributes to the formation of a permanent emotional background in general - the mood of a person. Anger, guilt, anxiety, worry, sadness are all normal human experiences. These feelings have a negative meaning when a person realizes them outside or inside, destroying others or himself.

The development of this potential includes the ability to recognize and recognize emotions, regulate them, manage them.

4. Potentialbody(physical aspect of health)

The potential of the body characterizes the personality of a person at a more “gross” behavioral level, and at the level of interoceptive sensations. Body intelligence is a subtle reflection, differentiation in your body of various modalities (visual, auditory, tactile, olfactory, taste sensations) and the use of this ability to increase the level of food culture, sports, the level of pleasure in sexual relations.

Goals for increasing bodily competence: knowing your body, learning body language - “early warning systems”, developing the ability to eliminate and control muscle clamps, be stable, flexible, spontaneous; mastering the methods of psychosomatic self-regulation; getting pleasure through sports, dancing, sex.

Sexual competence is self-improvement in the field of sexual knowledge and skills. Increasing the level of sexual culture includes: a culture of understanding, a culture of interpersonal relationships, a culture of interaction. Being sexually healthy means:

• 
  be capable of enjoying and controlling sexual and childbearing behavior in accordance with the norms of social and personal ethics;
• 
  be free from fear, shame and guilt, misconceptions that inhibit sexual response and disrupt sexual relationships;
• 
  not have organic disorders, diseases that interfere with the implementation of sexual and reproductive functions.

5. Publicpotential(social aspect of health)

The inability to resolve interpersonal and intergroup conflicts can serve as a provoking factor in antisocial and antisocial behavior. Each person should develop the ability to establish contact, the ability to trust someone with their problems, to listen to another. Human happiness mainly consists in deepening and expanding relationships with oneself, with others, and with the world at large. "Healthy" Communication between people can be if the partners are honest, informal in communication, reveal their inner world favorably mutually exchange resources (time, money, information, feelings).

6. creativepotential(creative aspect of health)

Creative competence is, first of all, knowledge and creation of oneself through various means, including through art, the development of creative flexibility in adapting to the world. All three levels of human organization are integrated into the "field of creativity": cognitive, emotional, behavioral. The disclosure of this potential is the ability to express oneself with an original mind, feelings, emotions, sensations, behavior.

Creativity is a powerful factor in the development of personality, which determines its readiness to change and overcome stereotypes. For creative life necessary conditions of freedom and freedom from the opinions of others. It is important to develop trust in the creative part of the personality, to give it freedom in this activity, to learn to generate original ideas to give a finished look to the products of your thinking.

7. Spiritualpotential(spiritual aspect of health)

Spirituality resembles a sprout, which for many is littered with "trash of social wisdom." In order for it to germinate, it is necessary to create conditions in which a person can experience the states of goodness, love, and justice.

Spiritual potential can be unlocked by creating an atmosphere of acceptance for everyone, in which access to states of love, faith, and hope is opened. To give experience of experiencing the highest states of love for oneself, one's neighbor, for the world as a whole.

Spiritual potential is the core on which grows Flower of Potentials - Personality Harmony. The roots of the "flower" are immersed in the traditions of the times, consisting of the wisdom of the entire civilization.

Lecture 2. Sociocultural standards of health.

p The concept of psychological health in domestic and foreign health psychology

p Antique standard

p Adaptation reference

p Anthropocentric standard

Two directions in the study of sociocultural standards:

p Appeal to the deep layers of the human psyche and culture, highlighting archetypes as universals of individual and cultural experience of maintaining health , which determine the original ideas of a person about his own well-being, integrity and perfection. The task is to comprehend the universal “mythology of health and disease”.

Example: monograph by the Jungian analyst A. Guggenbühl-Craig “The Power of the Archetype in Psychotherapy and Medicine”

Archetype "healer-sick"

p Clearing general cultural context, analysis discursive practices, structures of dominant representations and conceptual schemes

Components in the structure of the socio-cultural standard of health:

p the most general idea of ​​the phenomenon of health (as a rule, succinctly expressed in the definition);

p reference image of a healthy personality , assuming a set of stable personal characteristics;

p established ideas about the basic conditions and principles of a healthy existence;

p information about ways or means of improving the personality , reflecting the cultural and historical experience of various communities,

p defined type of interpretation of the disease.

Anthropocentric standard: health as a comprehensive self-realization, or the disclosure of the creative and spiritual potential of the individual

Opposed to theories of social determinism and normocentrism

The idea of ​​the highest (spiritual) destiny of man

Striving for authenticity, for an ideal or higher goal

In psychology: phenomenology, existentialism, humanistic approach

Humanistic model of a healthy personality

K. Rogers about a fully functioning person:

Increasing openness to experience

Increasing desire to live in the present

Increasing confidence in your body

The process of fuller functioning

A New Perspective on the Relationship of Freedom and Necessity

Creativity as an element of a good life

Fundamental trust in human nature

A more fulfilling life

Characteristics of a healthy personality according to the humanistic model

p Self-actualization

p Full development, dynamism and personal growth

p Openness to experience and initial trust in the process of life

p Capacity for authentic dialogue

p Freedom in experience, self-expression and self-determination

p Meaningfulness of existence

p Integrity is the highest goal of personal development and a constantly emerging tendency towards integration. A healthy person is always potentially holistic, that is, in his development he is directed towards acquiring wholeness and unity.

o The anthropocentric standard is based on the idea of ​​a dynamic, freely developing, open to experience and focused on the highest values ​​personality.

o The main principles and criteria of a healthy existence are free creative self-expression, development (personal growth), integration of experience and spiritual self-determination.

Mental health - psychological well-being

Positive psychology:

Humanistic psychology as a basis. Allport, Maslow, Rogers

1998 - Martin Seligman (speech at the election of the President of the APA). Ed Diener, Mihaly Csikszentmihalyi

Close in spirit:

Albert Bandura, self-efficacy theory

Edward Deci and Richard Ryan, self-determination theory

Salvatore Maddi

Hardiness is a personality characteristic, the "key" to stress resistance,

comprises:

n resilient, i.e. transformational coping;

n a resilient attitude towards other people;

n sustainable installations:

q commitment

q control (cotrol)

q risk acceptance (challenge)

n Involvement (commitment) - the confidence that in any situation it is better to stay involved: to be aware of events, in contact with people around you, devote maximum of your efforts, time, attention to what is happening, participate in what is happening. The opposite of involvement is alienation.

n Control (control) - the conviction that it is always possible and always more effective to try to influence the outcome of events. If the situation does not lend itself to any influence, then accept the situation as it is, that is, change your attitude towards it. The opposite of control is helplessness.

n Risk acceptance (challenge) - the belief that stress and change are a natural part of life, that any situation is a valuable experience that will help you develop yourself and deepen your understanding of life. The opposite is a sense of threat.

Transformational coping includes:

n seeing change as a problem waiting to be solved;

n taking the necessary cognitive and behavioral steps to effectively solve the problem (broadening the perspective when considering the problem and deepening the understanding of the essence of the problem);

n extracting the maximum benefit from the experience of solving the problem: observations, findings, wisdom in order to grow and develop as individuals.

Lecture 8. Psychosomatics

n The list approved by the World Health Organization (WHO) included 7 diseases: stomach and duodenal ulcers, ulcerative colitis, hypertension, bronchial asthma, thyrotoxicosis (Basedow's disease), neurodermatitis, rheumatoid arthritis.

n Now added: irritable bowel syndrome, lazy bowel syndrome, certain types of allergies, anorexia and bulimia, overweight and underweight, migraine, dystonia, panic attacks, traffic sickness, phobias, chronic fatigue syndrome.

Eric Byrne:

“There cannot be psychic medicine dealing only with the psyche, somatic medicine dealing only with the body, and psychosomatic medicine dealing in some cases with both. There is only one kind of medicine, and it is all psychosomatic.”

Symptoms, depending on their origin (A.M. Vein, 1989):

n organic

n Psychogenic

In each case, functional impairments are possible.

3 main forms of manifestation of psychogenic diseases:

n neurotic disorders;

n psychosomatic disorders;

n psychophysiological syndromes ( burnout syndrome, depression, chronic fatigue syndrome).

Patients with neuroses rarely develop psychosomatic illnesses.

The psychophysiological syndrome may be the initial stage in the development of a psychosomatic disorder.

The accumulation of fatigue can cause(except illness):

n Sleep disturbance

n Improper nutrition

n Physical inactivity

n Monotony of life

Conventional division of symptoms into organic and psychogenic:

n 60% of patients with hysterical disorders subsequently develop an organic pathology of the nervous system (Bootzin & Acocella, 1988).

n At the same time, an increased susceptibility to injury as a result of a desire for self-harm or an inadequate attitude towards the body.

Coping reaction - an adaptive form of behavior that maintains psychological balance in a problem situation .

Psychological protection - personality stabilization system aimed at protecting consciousness from traumatic experiences

The dynamics of a person's retreat to illness and death:

stages of development of disadaptation (Ananiev V.A.):

1. "Basic skills (health)". Increased loads that violate the primary genetic model of health lead to the functioning of the system at the limit of the adaptation norm; there is a process of adaptation.

When the appropriate conditions of the health model return, the person readapts.

2. "Premorbid state." With the chronicization of psychotraumatic situations, a compensatory process begins, which is associated with the inclusion of a wider repertoire of psychological defense mechanisms, as well as coping mechanisms (mechanisms for overcoming), which leads to a decrease in the load on the significant system of the personality (there is a redistribution of energy).

3. "Disease (violation of the norm of adaptation)." With repeated repetition, a further increase in the pressure of psycho-traumatic conditions on a significant system of personality, a person exhausts his adaptive potential and becomes maladaptive (neurological or psychosomatic deviations are formed).

4. "Basic skills (remission)". The recompensated personality begins to carry out its functions again within the limits of the adaptive norm.

Lecture 1. Health psychology as a science

p Introduction to Health Psychology

p Subject and tasks of health psychology

p Features of the modern understanding of health

“Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”

Preamble to the Constitution of the World Health Organization adopted by the International Health Conference, New York, 19-22 June 1946; signed on July 22, 1946 by representatives of 61 countries (Official Records of the World Health Organization, no. 2, p. 100) and entered into force on April 7, 1948.

This definition has not changed since 1948

Health psychology is the science of the psychological and behavioral processes of health, disease and healthcare (Johnston M., 1994).

Examines how psychological, behavioral, and cultural factors influence physical health or illness.

Health is a product not only of biological processes, but also of processes:

psychological (for example, thoughts and beliefs),

behavioral (e.g. habits)

social (for example, socioeconomic status and ethnicity)

Ogden J. Health Psychology:A Textbook (5th ed.), 2012

Ananiev V.A.:

The task of health psychology is to study the mechanisms of growth, enrichment of the individual and the person as a whole. Health itself in health psychology is considered as the optimal prerequisite for a person to fulfill "outrageous" life goals and tasks related to the search for truth and the meaning of life.

Vasilyeva O.S., Filatov F.R. Psychology of human health: standards, ideas, attitudes. 2001.

The psychology of the 20th century was focused on the anomalies of human nature and paid due respect to the pathos of suffering, intrapersonal conflict and crisis; at the same time, the mental health of the individual has rarely been the subject of thorough research. Only in the second half of the last century, mainly within the framework of humanistic and transpersonal psychology, the efforts of the largest scientists (G. Allport, A. Maslow, K. Rogers, S. Grof, etc.) were consolidated to study the foundations of the full functioning of the psyche, and began systematized development of psychological concepts of health. Then, in the general set of psychological disciplines, the so-called Health psychology (psychology of health) stood out - a scientific and practical direction designed to investigate the socio-cultural and socio-psychological problems of health and healthcare.

Features of the modern understanding of health

p Interdisciplinary status of the problem (a complex multidimensional phenomenon with a heterogeneous structure, combining qualitatively different components and reflecting the fundamental aspects of human existence)

p Integrity (system quality that characterizes human existence in its integrity)

p Recognition of the global nature of the problem (attempts to explore health in the space of social evolution, in relation to the community as a subject of historical action. Health as a complex and global socio-cultural phenomenon)

p Focusing on the socio-cultural aspect of the problem (comprehensive analysis of the socio-cultural context, taking into account the discourse: medical or spiritual-ecological)

Vasilyeva O.S., Filatov F.R.:

To explain his condition, the individual uses interpretations that are common in his environment, which become his own explanatory schemes. "Unwell" for a modern Western person can mean, for example, a viral infection and the need to take antibiotics; for an archaic person, this is an invasion of hostile spirits that the shaman has to deal with; for a person of the Christian faith, illness is a consequence of sin and a severe test that requires him to observe fasting and asceticism.

Alternative approaches to the study of the phenomenon of health:

evolutionist

socially oriented

Humanistic