This is a set of features, principles, features and abilities that determine the level of usefulness of the system and the success of its interaction in various fields.
They are part of a person's character, a certain subset of features that allow them to most effectively respond to certain influences, act and successfully achieve goals in a particular subject area. More details about the character and features are written in the method Definition of character and temperament.
The presence of certain personal qualities is the most important sign of success, and their development is the main way to improve it. Let us consider in more detail the main qualities of a successful person and the methods of their development.
Intelligence
This is a complex model of system behavior that uses consciousness, preconsciousness and subconsciousness to organize, manage, control and plan activities, store and use perceived and synthesized information in memory, personal development and realization of destiny, limited by conscience.
Allows you to identify actions and resources based on personal experience and generated ideas and combine them into a plan to achieve goals.
With a low level of intelligence development, a person is not able to engage in useful activities, cannot organize, control and manage it. He is also unable to consciously set goals, draw up a plan to achieve them, overcome obstacles and act in their direction.
With a high level of intellect development, a person completely controls his life, determines the optimal ways of development and achievement of goals, realizes himself, is engaged in creativity and continuously self-actualizes.
Increases success by identifying the best way to achieve goals and the best ways to overcome obstacles.
It develops through the accumulation of experience and the improvement of such abilities as self-awareness, goal setting, planning, imagination, etc.
This quality is discussed in more detail in the Generation of useful ideas and method.
self-discipline
It is the ability to start and complete the implementation of actions, to obtain the expected results and achieve the set goals, regardless of the obstacles that arise.
Obstacles can be problems, needs, harmful influences, laziness, fear, lack of motive or incentive, and so on. Moreover, the vast majority of them are internal.
It requires the presence of the will in order to start acting, perseverance to bring things to the end and determination to focus only on things that bring you closer to the goal.
Will
It is the ability to consciously initiate, manage, and organize actions to achieve goals.
It manifests itself at the beginning of the implementation of actions to overcome inertia and when obstacles arise.
It allows you to become independent of the opinions and manipulation of other people, and act only on the basis of personal decisions, i.e. get rid of reactivity in interaction and become more proactive.
The speed of making and implementing decisions depends on willpower, which is influenced by self-discipline, independence, determination, self-confidence and courage. The better these qualities are developed, the greater the willpower.
With a low level of development of the will, a person does not begin to act independently, but only reacts to external influences. Cannot overcome obstacles, but simply stops reaching the goal or switches to another goal.
With a high level of development of the will, a person acts only on the basis of personal experience and goals. He immediately begins to act when a decision is made to achieve a goal or when obstacles appear on the way to it.
Increases success by overcoming more and more difficult obstacles, doing more and more difficult tasks and achieving more and more useful goals.
It develops similarly to self-discipline - with the help of a progressive complication of the actions performed and the goals achieved.
perseverance
This is the ability to continue and complete the implementation of the initiated actions to achieve the goal, regardless of the obstacles that arise.
Often used in defeat, when you need to "get back on your feet" and continue to move towards the goal.
Perseverance, getting things done, and successfully achieving goals increases motivation and self-confidence.
With low perseverance, a person completes few things, and only those in which there were no obstacles. If at least something interferes, then the person will immediately refuse to perform it or switch to another matter.
With high perseverance, a person completes all things, receives the necessary results and overcomes with the help of the will any obstacles on the way to the goal.
Increases success by completing all planned tasks, obtaining expected results and achieving all set goals.
It also develops with the help of step-by-step complication of the actions performed and the goals achieved.
purposefulness
This is the ability to concentrate only on achieving the current goal, not being distracted by unimportant things, not succumbing to laziness and spontaneous desires.
With low purposefulness, a person is often distracted from the current business and goals, begins to do other things that are not related to the current goal. This significantly increases the time and cost to achieve the goal.
With a high sense of purpose, a person performs only those things that bring them closer to the goal, and spends personal resources only on such things.
Increases success by setting and successfully achieving increasingly complex goals, concentrating only on the most important ones, and minimizing the cost and time of activities that are not related to the goal - time wasters.
It develops with the help of conscious concentration on the planned business and a gradual increase in the duration of this concentration. For example, at first you can concentrate only on the current business for 10 minutes, then 15, 20, 25 ... And then an effective break is taken for 5-10 minutes for a quick recovery.
At the same time, it is important to find the optimal balance between concentration in action and rest in order to maintain maximum efficiency, not overwork and not burn out.
Intensity
This is the ability to concentrate on one goal for a certain period and make every effort to achieve it as soon as possible.
Allows you to speed up the process of achieving the goal, but requires more resources per unit of time, which is usually a justified measure for faster results.
Prevents activities in a relaxed, calm state, for the sake of enjoying the process, which significantly slows down the achievement of goals and increases costs.
At low intensity, a person can act very slowly, often take breaks, waste resources without benefit for current goals, which worsens the condition and significantly increases the time to achieve the goal.
At high intensity, a person performs actions at the maximum speed for himself and with the optimal expenditure of personal resources. Makes a minimum of breaks only for rest and recuperation, and is not distracted by other, useless things.
Increases success by achieving goals faster, albeit at a higher but recouped cost.
It develops with the help of a progressive increase in the period of concentration and the maximum application of efforts on one goal.
Confidence
This is the state of the system in which it has knowledge about its own response and the reaction of another system when a certain impact is exerted.
Appears during development and awareness as a result of obtaining true knowledge about oneself, one's actions and their consequences. Minimizes uncertainty, stress, fears and risks.
It is necessary to understand the results that will be obtained when performing certain actions and having an impact on oneself or the environment. Helps to take the first step towards the goal, reduces the risk of harmful effects and consequences that can worsen the condition.
Self-confidence is manifested in speech, appearance, clothing, gait, physical condition.
With low confidence, a person may spend a lot of time determining the safe and beneficial impact they can have on themselves or other systems in order to achieve a particular goal. At the same time, there is a high probability of harm, which can worsen the state and relations with other systems.
With high confidence, a person can quickly determine the necessary impact, which is guaranteed to lead to the desired consequences and give the expected results. At the same time, the risk of harm and deterioration of relations will be minimal.
Increases success by determining exactly which influences will be beneficial and which will be harmful, which helps the will to take the first step towards the goal, which is often the most difficult, because. you need to overcome your inertia and internal obstacles.
It develops with the help of awareness of oneself and the environment, one's abilities, a positive attitude towards oneself, the belief that if one performs the right actions, one will definitely achieve success.
organization
It is the ability to streamline personal activities and determine the importance of goals and activities to increase the likelihood of success and minimize costs.
It manifests itself when a large number of disorderly, chaotic tasks appear, the implementation of which may be inefficient due to the waste of resources on less important tasks. Such cases are described in detail, the connections between them are determined, their importance and usefulness for self-realization and achievement of the goal of life are determined.
The main means for the organization are planning and systematization of its activities. To do this, you can use various systems of lists, folders, categories, etc. You can also delegate the execution of important tasks to more competent specialists. More tools for organizing are described in the method Organization of personal goals and affairs. You can also start using a powerful, free online organizer right now.
With low organization, a person has many things to do, the usefulness and dependence of which is unknown to him. He makes decisions chaotically, usually depending on his mood and desire to do the most interesting, but not necessarily useful thing.
When a person is highly organized, all important goals and deeds are described in detail, structured and organized into a single system. With its help, he can quickly find the information he needs and make the right decisions depending on current conditions and available resources. But this system requires spending additional resources to create it and update the information in it.
Increases success by having a clear idea of what needs to be done to achieve the goal, and quickly obtaining the necessary information to make decisions and take actions.
It develops with the help of a progressive complication of the system of organizing activities for self-realization and continuous updating of information in it. This is facilitated by the development of purposefulness and self-discipline.
Courage
This is the ability to maintain the current state or improve it when danger or fear arises that impedes the implementation of actions and the achievement of the set goal.
Fear is a good helper for determining the correctness of the decision being made. The more a person is afraid to do something and it definitely will not bring harm, the more useful this thing is for his self-realization. Then you need to courageously take the first step, which is usually the most difficult, and then everything will go like clockwork.
With low courage, a person can completely stop acting when fear arises, even if its cause does not cause harm. At the same time, he can switch to other, less useful goals, abandoning those that cause fear, but can bring more benefit (organize a company, take a higher position, build a house, etc.)
With high courage, a person overcomes any fear, and when it arises, he begins and completes all things to achieve the goal. At the same time, the stronger the fear, the more energy it gives to perform actions.
Increases success by overcoming the increasingly strong fears that arise when achieving increasingly complex, great and rewarding goals.
It develops with the help of awareness of the sources of fear, determination of their harmfulness, ways to minimize it and a step-by-step increase in the complexity of the actions performed and the goals achieved that cause fear.
Problem solving
This is the ability to acquire the missing resources to perform certain actions and overcome obstacles to achieve goals.
Imagination
This is the ability to create mental images in the mind regardless of the environment, combine them with real objects, simulate their interaction and determine the possible consequences.
It is used to generate original ideas that can be implemented in the form of material (new house, car, tool...) or ideal (knowledge, theories, processes, methods...) objects.
It is used by the system in creative activity to create new, unique objects used by itself or the environment and improving the state of the system, environment or supersystem.
With a low imagination, a person uses only the information that he perceived from the outside: he saw, heard, tried. This allows you to use only what already exists in your activity.
With high imagination, a person continuously forms mental images of new and existing systems, connects them together, models their interaction and evaluates the usefulness of the consequences of this. If the image is evaluated as useful, then a person can implement it in the real world by creating something new, improving the existing one, or destroying the harmful one.
Increases success by identifying new possible states, original ways to achieve goals and overcome obstacles.
It develops with the help of the accumulation of knowledge about existing systems, the expansion of the paradigm and the progressive complication of the formed mental images of real and possible systems.
Generation of ideas
This is the ability to use the imagination to form new ideas based on personal experience and existing ideas.
With a low ability to generate ideas, a person uses only patterns and proven methods to achieve goals. Can use technologies that someone invented, but adapt them poorly to their activities, so they are of little use.
With a high ability to generate ideas, a person easily invents and implements new, unique objects, invents new tools and methods. He develops new and improves existing technologies and implements them in his activities, which allows him to achieve personal goals more successfully and more efficiently.
Increases success by identifying original paths to goals, using new technologies and creating unique objects that can give an advantage or be used as personal resources.
Develops through the accumulation of experience, the continuous search for more appropriate ways to perform actions and achieve goals, the development and implementation of more complex and useful technologies, tools and methods. This improves the imagination.
Creativity
This is a set of system abilities that allow generating fundamentally new, original ideas and using previously unused means to overcome obstacles and achieve goals.
Allows you to find original tools to perform certain actions that no one has tried to use yet.
It can lead to both a decrease and an increase in the cost of achieving the goal, but, as a rule, the speed of performing actions increases significantly when using the original tool.
It is the main means for creative activity, creating something new, unique and improving the environment.
With low creativity, a person can only perform actions based on known solutions, use only proven technologies, and never apply something new.
With high creativity, a person tries for each new business, new goal to find a more suitable path than the one that is known. He generates many ideas for determining the best ways to succeed. We are constantly looking for, creating and implementing new technologies in our activities.
Increases success by creating new, unique systems that can provide benefits, achieving goals in an original, unconventional way that can be less costly and faster than known ones.
It develops with the help of a constant search for new ways and means of performing actions and a progressive complication of goals achieved in an original way, rather than a template one. This is facilitated by an improvement in imagination and the ability to generate ideas.
self-awareness
This is the ability to analyze and evaluate your current state, thought processes in the mind and.
Allows you to compare the current state with the desired one, determine the difference and, using intelligence, determine the actions to move into it.
It also helps to identify internal motives that give energy to start and complete actions.
With low self-awareness, a person uses only external information to make a decision. He is very susceptible to the opinions of other people, does not take into account his thoughts and emotions.
With high self-awareness, a person makes decisions only on the basis of personal thoughts,. He clearly imagines what he wants, what goal to achieve and easily determines what he lacks for this.
Increases success by determining the difference between the current and target states, using internal motives, thoughts and emotions.
It develops with the help of periodic concentration on thoughts and emotions, determining their essence, causes and consequences, and progressive complication of the goals achieved, which are increasingly different from the current state.
These are the most significant qualities of a successful person, the development of which allows you to successfully achieve any goals.
And many of the qualities connected to each other and the development of some improves others. For example, will, perseverance, and determination improve self-discipline, while courage and confidence improve determination.
The development of these qualities and skills allows you to subconsciously, automatically interact, quickly and adequately respond to external influences and adjust your activities depending on new opportunities.
Let us consider in more detail how any of the qualities can be developed so that it influences life as much as possible and helps to achieve success.
Method of development of personal qualities
A sufficiently high level of development of personal qualities is necessary for successful self-realization. You can improve several qualities at the same time. It is better to choose those qualities that are most useful for achieving current goals, and concentrate just to improve them.
All these qualities are innate - every person has them. But initially they are passive state and practically do not affect the activity. In order for them to be more useful in achieving goals, they need to be continuously developed.
The main thing in the development of qualities is the understanding that they cannot improve instantly. They should be developed progressively and regularly depending on current goals. And when development stops, they will deteriorate, degrade.
The improvement of any quality is based on a gradual, step-by-step complication of the actions that are performed with its application. The following method can be used to develop qualities:
1. Need choose quality and discover about it, as much as possible, so that a clear understanding of it appears: its definition, how it manifests itself, what happens to the state, how you react to external influences, how you influence the environment, etc. To do this, you can use their description in this chapter and search for additional information on the Internet.
For example, intensity is the ability to concentrate on a specific goal and make every effort to achieve it as soon as possible. Allows you to speed up the process of achieving the goal, but it is more expensive, which is usually a justified measure for faster results. Prevents doing activities in a relaxed state, for the sake of enjoying the process, which significantly slows down the achievement of goals and increases costs.
2. Describe ideal level development of this quality by 10 points out of 10: what can this quality be for me personally, what will my behavior be like, in what situations can it be used ...
For example, apply when performing any business. Act as quickly as possible, do not be distracted by extraneous matters. Have a supportive environment. Take some time to analyze cases, find out if it will help achieve the goal. If there is an intention to fulfill it, then resolutely proceed to it. Set deadlines for doing things. Determine in advance the reward for its completion on time.
3. Determine current level development of this quality on a scale from 1 to 10. To do this, just ask yourself: “How satisfied am I with this quality in myself on a scale from 1 to 10” and listen to the emotions that arise, they will prompt a subjective, but the most accurate answer.
For example, 4
4. Describe a few simple steps, actions that can be performed to develop this quality by 1 point. Describe what exactly can be done, in what situations, what to use for this, etc., so that the quality improves a little. At the same time, it is enough to be based on personal experience and your idea of \u200b\u200bthis quality in an ideal form.
For example, before starting a task, determine its term and reward. Organize a supportive environment so that nothing gets in the way of doing it.
5. Then describe the steps to improve the quality by another 1 point, and another 1, and another ... And so to reach such steps that will improve the quality to 10 points out of 10, i.e. to the ideal level.
For example, perform actual actions at maximum speed (walk fast, type fast, talk fast, etc.). Spend some time analyzing the case, answering the question “Why do it?”. Immediately do the things that are necessary to achieve the goals and that you yourself want to do. Delegate things that you don't want to do. Act decisively so as not to miss opportunities.
6. Select the steps from which you can to begin quality development soon and start to follow these steps.
For example, setting deadlines and rewards, organizing a supportive environment, and not being distracted by extraneous matters.
7. Periodically repeat this method and update your answers.
This method should be done for each quality that is useful to develop in the near future for current purposes. You can make a list of qualities, draw a scale next to it and mark the current level of this quality on it. For example, like this:
Periodically, for example, once a week, you can update this list, note the current level of development and analyze the dynamics of changes. You can choose the quality that has become the highest priority and perform those actions that will help improve it.
This will help determine which qualities are currently lacking or which need to be improved to achieve current goals.
You can hang this list in several prominent places, regularly look through it, remember those steps that it was decided to take first to improve them and perform them under suitable conditions.
Dear Guest, This is the Most Valuable Part of the Method!!!
To read it TELL YOUR FRIENDS about this page.
Click on one of the social media buttons and add a post to your page.
For a hint on how to do this, hover over the question mark below the buttons.
Immediately after that, under these buttons will open AMAZING TEXT!
Psychology faculty
Department of General and Experimental Psychology
Course work
On the topic: "The formation of personal qualities (where and how do personal qualities appear in a person)"
Moscow 2010
Introduction
Chapter 1 A look at the nature of personal qualities in a psychodynamic direction
Chapter 2 Personal qualities in the dispositional direction of personality psychology
Chapter 3 Formation of Personal Qualities in Behaviorism
Chapter 4 The origin of personal qualities from the standpoint of the theory of personal constructs by J. Kelly
Chapter 5 Personal qualities in the humanistic direction of psychology
Chapter 6 The origin of personal qualities from the standpoint of the phenomenological approach of Carl Rogers
Conclusion
Bibliography
Introduction
At present, psychology cannot unequivocally answer the question: what is a person? Despite the fact that the concept of personality is fundamental for many well-known areas of psychology, a common understanding of it has not been developed to date. The theme of the course work is "Formation of personal qualities (where and how personal qualities appear in a person)". Understanding how personality traits are formed and where they come from will allow us to understand to some extent the very nature of personality. This problem is relevant for the entire world psychology, and as long as there is no consensus about what a person is and what determines it, psychological science will be fragmented. In this course work, we do not set the task of developing a unified approach to understanding the personality. The purpose of the work is to analyze and summarize the most well-known of the existing approaches to the issue of the origin of personal qualities, as well as a multilateral disclosure of the concept of personal qualities, based on various theories.
In everyday life, a person constantly turns to his personality, interacts with other people through his personality, and encounters various personal manifestations. Even the work of a practical psychologist, like any communication between people, affects the personalities of the subjects of communication to varying degrees. With all this, the concept of personality and personal qualities remains vague and uncertain, which creates a large field for scientific research. One of the main issues of world psychology is the question of understanding and defining personality. At the moment, according to various sources, there are more than a hundred different definitions of personality, and it cannot be said with complete certainty that all of them are erroneous. That is why it makes sense to generalize various approaches to reveal the concept of personality.
Chapter 1. A look at the nature of personal qualities in a psychodynamic direction
Referring to the book "Theories of Personality" by Hjell and Ziegler, within the framework of the psychodynamic direction, we will consider the theories of Sigmund Freud, Alfred Adler and Carl Gustav Jung. The founder of this trend is Z. Freud. To reveal the origin of personal qualities, let's turn to the personality structure proposed by Freud, in which three components of personality are distinguished: I, super-I and it (ego, super ego, id). "It" includes the primitive, instinctive and innate aspects of the personality that are completely unconscious. "I" is responsible for making decisions. "Super-I" is a system of values and moral norms. Analyzing the development of personality in this system of views, we can conclude that personal qualities are formed in a person under the age of five. In this age period, a person's personality goes through several stages of its development, after which, according to Freud, the basis of personality is no longer amenable to any changes. In psychoanalysis, it is said that the nature of the stage of development is determined by the way in which the vital energy "libido" finds an outlet. Those. at each psychosexual stage, the energy "libido" has its own mode of expression. At critical moments, vital energy seeks an outlet, in the way that is inherent in the corresponding stage of development, as a result of which any need arises in the child. The nature of the need depends on what psychosexual stage the child is at. Depending on how this need is satisfied, and whether it is satisfied at all, various personality changes can occur. We can say that it is at these moments that personal qualities are formed.
For example, let's take the first psychosexual stage - oral. The zone of concentration of "libido" at this stage is the mouth, as a result of which the child has needs associated with this zone, i.e. sucking, biting, chewing, etc. If these needs are not satisfied enough, then, according to Freud's theory, this will lead to fixation at the oral stage, which will be expressed in the future in human behavior, which will be determined by personal qualities. If, however, these needs are met excessively, then in this case, fixation will also occur at the oral stage, but of a different kind, which will also cause the formation of certain personality traits and certain behavior.
In the process of passing through all stages of development, by the age of five, the child will already have a formed system of personal qualities, which in the future will become more detailed.
Thus, it can be said that the personal qualities of a person are formed on the basis of the satisfaction or dissatisfaction of instincts that arise at various stages of psychosexual development, and are determined by the nature of the release of the vital energy "libido".
Comparing the concept of stages of psychosexual development with the theory of V.D. Shadrikov, one can point out a certain similarity, which lies in the fact that, according to V.D. Shadrikov, the satisfaction or non-satisfaction of the needs of the child calls for positive or negative emotions. According to the principle of the unity of needs, knowledge and experiences, certain motivations are fixed in a person as a result of satisfying or not satisfying needs. Fixed motivations determine in the future the personal qualities of a person.
Let us next turn to the individual psychology of Alfred Adler. The main position of this theory is the judgment that a person is a single, self-consistent organism. Adler says that not a single manifestation of vital activity can be considered in isolation, but only in relation to the personality as a whole. The main mechanism that determines the development of certain personal qualities is the subjective feeling of inferiority. Adler believed that at birth, in all people, the organs of the body are not developed to the same degree, and subsequently it is the organ that was initially weaker than the rest that suffers. This is what leads to feelings of inferiority. According to Adler, all human behavior in the future is aimed at overcoming this feeling of inferiority, since another principle of Adler's concept is the desire of the individual for perfection. Here we can draw an analogy with the theory of abilities of V.D. Shadrikov. According to this theory, from birth, all people have the same set of abilities, but developed to varying degrees, it can be assumed that those abilities that are less developed in a child will serve to form a sense of inferiority. In attempts to overcome the feeling of one's own inferiority, a person develops personal qualities, which are later reflected in the lifestyle. Like Freud, Adler believed that ways to overcome feelings of inferiority are fixed in a child under the age of five.
Adler's lifestyle includes a unique combination of traits, behaviors and habits, which, taken together, determine the unique picture of the individual's existence. That is, the lifestyle is an expression of ways to overcome feelings of inferiority or an expression of his personal qualities. Subsequently, Adler formulated several personality types, which are a generalization of the personal qualities of a person.
Thus, we can say that personal qualities, according to the theory of A. Adler, come from fixed ways of overcoming feelings of inferiority. It is also worth mentioning that, according to Adler, what ways to overcome feelings of inferiority are fixed also depend on the degree of guardianship on the part of parents.
The next approach we will consider is the analytical psychology of K.G. Cabin boy. Unlike the theories discussed earlier, in analytical psychology it is believed that personality develops throughout a person's life. Personal qualities in Jung's theory are determined by many characteristics, in particular, ego - orientation and leading psychological functions. Also, personal qualities, in this concept, are influenced by unconscious images, archetypes, conflicts and memories of a person. In the process of its development, a person accumulates experience, on the basis of which an ego-orientation is formed, and some psychological functions come to the fore. The combination of ego-orientation and the leading psychological functions, which according to Jung are four: thinking, feeling, feeling and intuition, determine the personal qualities that manifest in a person, examples of which Jung describes in his work “Psychological Types”. Thus, we can say that in Jung's approach, the personal qualities of a person are determined both by accumulated experience and by the content of the unconscious.
Summing up the analysis of the origin of personal qualities in the psychodynamic direction, we can formulate some general provisions. The source of energy that is necessary for the formation of personal qualities is the content of the unconscious. Depending on how this energy is realized, certain personal qualities are formed. A considerable influence on the formation of personal qualities is exerted by parents who satisfy the needs of the child in early childhood, as well as society later.
Chapter 2. Personal qualities in the dispositional direction of personality psychology
The dispositional theory of personality was proposed by Gordon Allport. Carrying out a synthesis of the definitions of personality that existed at that time, Allport comes to the conclusion that “a person is an objective reality”, and what lies behind specific actions within the individual himself is personality. According to Allport, a personality is a dynamic organization of psychophysical systems within an individual that determine his characteristic behavior and thinking. From the point of view of this approach, there are no two completely identical people, that is, each person is an individual.
In his concept, Allport develops the concept of a psychological trait. He defines a personality trait as a predisposition to behave in a similar way in a wide range of situations. We can say that a personality trait is “a psychological trait that transforms a lot of stimuli and causes a lot of equivalent responses. This understanding of a trait means that a variety of stimuli can elicit the same responses, just as many responses (feelings, sensations, interpretations, actions) can have the same functional significance. I think we can equate personality trait and personality quality in Allport's theory..
Allport identifies general and individual personality traits. Common personality traits are inherent in all people, but expressed to varying degrees. Individual traits are inherent only to a particular person. According to Allport, to adequately describe a person's personality, it is necessary to consider both general and individual personality traits. Subsequently, Allport called individual personality traits individual personality dispositions, since this version of terminology did not cause confusion between concepts. Individual dispositions, in turn, were divided by Allport into cardinal, central and secondary, depending on the degree of influence on human behavior. That is, from the degree of generalization and severity. It is worth noting that Allport did not consider personality as a set of individual dispositions, did not reduce it to a set of features. All human behavior and organization of the personality is subject to the influence of the central, structuring and determining law of the functioning of the personality, which Allport called the proprium.
In the development of personality, Allport identifies seven stages that must be considered in order to understand the origin of personal qualities.
At the first stage, the person becomes aware of his bodily sensations, that is, according to Allport, the bodily I is formed. Allport believed that the bodily I is the basis for a person’s self-awareness throughout his life.
At the second stage, according to Allport, the formation of self-identity takes place, which can be called the mental I. This formation can last throughout life.
With further development, a person develops a sense of self-respect. This stage is associated with the formation of independence. Depending on how the child's need for independence is satisfied, certain personality traits will be formed.
The next stage of development is the child's expansion of the boundaries of himself, which is expressed in the attribution to his I of objects and objects of the surrounding reality.
The fifth stage is characterized by the formation of the child's image of himself. This image is formed depending on what the environment expects from the child. The child begins to evaluate himself in relation to others, while forming his own personal dispositions.
At the next stage, the child develops rational self-management. Reflective thinking arises, despite the fact that the opinion of the environment remains dogmatic for the child, not subject to criticism.
The final stage is personal striving. It is characterized by autonomous behavior, full awareness and acceptance of oneself. There is a desire for self-improvement. Allport says that personal striving completes its formation only in maturity.
These stages are not only the stages of personality development, but also its forms that exist at the same time. The origin of personality traits can be characterized through these forms. That is, we can say that the basis for the formation of personal qualities are bodily sensations of a person. In the future, these feelings are supplemented by feelings of self-identity. After that, the formation of personal qualities begins to be influenced by the social environment, on which the satisfaction of the child's aspirations for independence depends. The social environment also lays down moral norms and principles with which the child begins to relate himself. It also influences the formation of personal qualities, how the child understands himself, and how he rationally tries to behave.
Allport believes that personality is a dynamic system and is in constant development. That is, in other words, according to Allport, personality is formed throughout a person's life.
It is worth noting that Allport singled out another form of functioning of the personality or proprium, which consists in the knowledge of the personality itself. In his opinion, self-knowledge is the subjective side of the Self, which is aware of the objective Self.
Thus, speaking about the theory of G. Allport, we can say that personal qualities originate in the innate characteristics of the individual, and are further formed under the influence of society and their own reflexive mechanisms, as well as rationalization mechanisms.
Another dispositional personality theory is Raymond Cattell's personality trait theory. According to Cattell, personality is what allows us to predict a person's behavior in a given situation. A specific response, according to Cattell, is some indefinite function of the stimulating situation at a particular moment in time and of the personality structure. Cattell built his theory in order to predict human behavior in a particular situation. For a correct prediction, it is necessary to take into account not only the personal characteristics of a person, but also his mood at a given moment in time and the social roles required by a particular situation. According to Cattell, personality traits are relatively constant tendencies to respond in a certain way in different situations and at different times. Here we see a similarity in Cattell's and Allport's understanding of personality traits. Personality traits in Cattell's theory are stable and predictable.
Cattell divided personality traits into superficial and initial ones. Baseline traits represent the deeper and more basic structures of the personality, while surface traits are more specific expressions of baseline traits. In his research, Cattell studied various personality traits, and as a result, after applying factor analysis, he was able to identify sixteen initial traits, better known as sixteen personality factors.
In the origin of personality traits, Cattell singled out two main points. A number of traits, called constitutional, develop from the physiological and biological data of the individual, that is, they are formed on the basis of innate characteristics. Or acquired physiological disorders. Cattell considered the remaining features to be formed under the influence of the environment, where he attributed both social and physical influences. Such traits reflect the characteristics and behaviors learned through the learning process and form the pattern imprinted on the individual by their environment.
The original traits, in turn, can be classified in terms of the modality through which they are expressed. Abilities as traits determine a person's skills and effectiveness in achieving a desired goal. Intelligence, musical ability, hand-eye coordination are some examples of ability. Temperament traits refer to other emotional and stylistic qualities of behavior. Cattell considers temperament traits as constitutional initial traits that determine a person's emotionality. Dynamic traits reflect the motivational elements of human behavior. These are traits that activate and direct the subject towards specific goals.
Just as Allport proposes the concept of individual personality dispositions, Cattell introduces the concept of unique personality traits. “A common feature is one that is present to varying degrees in all members of the same culture. For example, self-esteem, intelligence, and introversion are common traits. Conversely, unique traits are traits that only a few, or even one person, have. Cattell suggests that unique traits are most often manifested in areas of interest and attitudes.
Cattell makes an attempt to determine the relative contribution of heredity and environment to the development of personality traits. To this end, he proposes a statistical procedure, a multidisciplinary abstract variant analysis that assesses not only the presence or absence of genetic influence, but also the degree to which traits are determined by genetic or environmental influences. This procedure involves the collection of data on the various manifestations of similarity between monozygotic twins who grew up in the same family; between brothers and sisters who grew up in the same family; monozygotic twins raised in different families and siblings who grew up apart. The results of this technique, based on the use of personality tests to assess a particular personality trait, show that the significance of genetic and environmental influences varies significantly from trait to trait. For example, data indicate that about 65-70% of the variation in intelligence and self-confidence scores can be attributed to genetic factors, while genetic influences on traits such as self-awareness and neuroticism are likely to be half as much. . In general, according to Cattell, about two-thirds of personality characteristics are determined by environmental influences and one-third by heredity.
In addition to the influence of the environment and heredity, Cattell talks about what influences the formation of personal qualities of social groups in which personality development occurs. Like Allport, Cattell believes that personality develops throughout a person's life. Cattell believed that through personality traits one can describe not only the individuals themselves, but also the social groups of which they are members.
Thus, personal qualities in Cattell's theory are formed on the basis of the constitutional characteristics of the individual, under the influence of the environment and hereditary factors in the ratio of two to one, and depending on the social groups to which the person considers himself and in which he is.
Now consider the formation of personal qualities in the concept of Hans Eysenck. The essence of Eysenck's theory is that the elements of personality can be arranged hierarchically. Eysenck says that the whole variety of personality traits can be generalized. More specific personal qualities are generalized into personality traits, which, in turn, can be generalized to super features, and Eysenck calls the personality type the most general structure of personal qualities. It is worth noting that in Eysenck's concept, personality traits are presented as a kind of continuum, that is, for each personality trait there are two poles of extreme severity, and, in addition, between these two poles there is also a certain degree of severity of a personality trait. Eysenck reduces all personality traits to three super-features: extraversion, neuroticism and psychotism.
In his research, Eysenck attempts to "establish a neurophysiological basis for each of the three supertraits or personality types. Introversion-extroversion is closely related to levels of cortical activation, as shown by electroencephalographic studies. Eysenck uses the term "activation" to refer to the degree of excitation, which changes its value from the lower limit to the upper one. He believes that introverts are extremely excitable and, therefore, highly sensitive to incoming stimulation - for this reason they avoid situations that affect them excessively. Conversely, extroverts are not sufficiently excitable and therefore insensitive to incoming stimulation; accordingly, they are constantly on the lookout for situations that can excite them.”
“Eysenck suggests that individual differences in neuroticism reflect the strength of the response of the autonomic nervous system to stimuli. In particular, he associates this aspect with the limbic system, which influences motivation and emotional behavior. People with a high level of neuroticism tend to respond to painful, unusual, disturbing, and other stimuli faster than more stable personalities. Such individuals also show longer responses, which continue even after the stimulus disappears, than individuals with a high level of stability.
As a working hypothesis, Eysenck connects the basis of psychotism with a system that produces chemicals produced by the endocrine glands, which, when released into the blood, regulate the development and maintenance of male sexual characteristics.
The neurophysiological interpretation of aspects of personality behavior proposed by Eysenck is closely related to his theory of psychopathology. In particular, different types of symptoms or disorders can be attributed to the combined effect of personality traits and nervous system function. For example, a person with a high degree of introversion and neuroticism is at a very high risk of developing painful anxiety conditions such as obsessive-compulsive disorders as well as phobias. Conversely, a person with high levels of extraversion and neuroticism is at risk for psychopathic disorders. However, Eysenck is quick to add that mental disorders are not automatically the result of a genetic predisposition. Eysenck believes that a person's tendency to behave in a certain way in various situations is genetically inherited.
Thus, Eysenck notes that personal qualities come from hereditary factors, and are largely determined by the physiological characteristics of the organism, but he also speaks of the great role of the influence of the environment on the development of personal qualities. Here it is worth noting the similarity of the views of Eysenck and Cattell on the factors that determine the origin and development of personal qualities.
Chapter 3
In the behavioral direction, the concept of personality is practically not used. To a greater extent, behaviorists refer to the concept of behavior. At birth, a person has a certain set of unconditioned reflexes. On the basis of these reflexes, later the formation of conditioned reflexes occurs in the course of learning.
The main position of Skinner's behavioral psychology is that human behavior is a response to emerging stimuli. The criticism of this direction is that the same stimuli can cause different reactions in the same person, and also, different stimuli can cause the same reactions. Despite this, we can try to consider personality traits. How, formed in the process of learning, ways of responding, that is, as a conditioned reflex, or as a set of conditioned reflexes.
In this case, we can say that personal qualities come from conditioned reflexes developed in the course of human development. Here there is a similarity with the dispositional direction, which suggests that personal qualities or traits are the most similar ways of human behavior in various situations.
Thus, for a multilateral description of the origin of personality traits, it is worth noting that one of the formation factors may be learning by the mechanism of conditioned reflexes.
Chapter 4
George "Kelly attached great importance to how people recognize and interpret their life experiences. Personality construct theory focuses on the processes that enable people to understand the psychological realm of their lives. This brings us to Kelly's personality model based on the analogy of the human as an explorer. Namely, he makes the assumption that, like a scientist who studies a certain phenomenon, any person puts forward working hypotheses about reality, with the help of which he tries to predict and control the events of life. This does not mean that every person is literally a scientist who observes some phenomena of nature or social life and uses complex methods to collect and evaluate data. Kelly suggests that all people are scientists in the sense that they formulate hypotheses and monitor whether they are confirmed or not, involving in this activity the same mental processes as a scientist in the course of a scientific search. Thus, the theory of personality constructs is based on the premise that science is a squeeze of those ways and procedures by which each of us puts forward new ideas about the world. The goal of science is to predict, change and understand events, that is, the main goal of a scientist is to reduce uncertainty.” And all people, from Kelly's point of view, have such goals. We are all interested in foreseeing the future and building plans based on expected results.
This view of human personality leads Kelly to two consequences. The first consequence is that people are primarily oriented toward the future rather than the past or present events of their lives. Kelly argued that all behavior can be understood as warning in nature. He also noted that a person's point of view on life is transient, it is rarely the same today as it was yesterday or will be tomorrow. In an attempt to anticipate and control future events, a person constantly checks his attitude to reality. This is done with the aim that the future reality can be better imagined. It is the future that worries a person, not the past, according to Kelly.
The second implication is that people have the ability to actively form an idea of their environment rather than just passively react to it. Kelly describes life as a constant struggle to make sense of the real world of experience. It is this quality that allows people to create their own destiny. That is, human behavior is not controlled by present events, as Skinner believes, or past events, as Freud suggests, but rather controls events depending on the questions posed and the answers found.
Kelly says that scientists create theoretical constructs to explain and predict the phenomena of reality. Similarly, a person uses personal constructs to explain and predict the world around him and himself.
The key concept of Kelly's theory is the personality construct. By personal constructs, Kelly understands conceptual systems or models that a person creates and then tries to adapt to objective reality. When a person assumes that with the help of a particular construct it is possible to adequately predict and predict some event in his environment, he begins to test this assumption against events that have not yet occurred. If a construct helps to accurately predict events, a person saves it in order to use it further. If the forecast is not confirmed, then the construct on the basis of which it was made will be revised or may even be excluded altogether. Kelly describes personality constructs as bipolar and dichotomous.
According to Kelly, human behavior is completely reactive, that is, dependent on external and internal stimuli. Personality, as well as personal qualities, are understood in the theory of personality constructs as useless abstractions. What will we see if we consider a specific personal quality from the point of view of the theory of personality constructs? If we understand personal quality as a tendency to behave in a certain way in various situations, then applying the theory of personal constructs to this position, we get the following. The situation is a kind of stimulus, external or internal, which prompts a person to act. And the action of a person, in turn, will depend on whether the person can correctly predict the surrounding reality. To predict and determine the environment, a person uses a personal construct, after which he performs an action. In the event that the construct allowed a person to correctly predict the surrounding reality, the personal construct is preserved, and in the next situation the person will use it again, which may be expressed in a similar way of human behavior. This is what we will regard as a personal quality.
Thus, in Kelly's concept, personality quality is an abstract concept that describes similar ways of human behavior as a result of using the same personality constructs.
Chapter 5. Personal qualities in the humanistic direction of psychology
As a prominent representative of the humanistic direction, we will take the theory of Abraham Maslow. One of the most fundamental theses underlying Maslow's humanist position is that each person must be studied as a single, unique, organized whole. The body and personality, according to Maslow, is not reduced to a set of differentiated characteristics, but is a single whole, that is, it functions as a system that is not reducible to the totality of its elements.
The destructive forces, according to Maslow, in people are the result of frustration, or unsatisfied basic needs, and not some kind of birth defects. He believed that by nature every person has the potential for positive growth and improvement.
One can find some similarity between these provisions and the ideas of V.D. Shadrikov, according to which, by nature, all people from birth have the same abilities, which later depend on whether a person develops them or not. Personal qualities are formed on the basis of how the needs of a person were satisfied or not satisfied in the process of personality maturation, since this causes positive or negative emotions. Depending on how the needs were satisfied or not satisfied, a person fixes certain motivations that were formed on the basis of these needs.
A. Maslow also repels in his theory from the concept of motivation. He believed that people are motivated to seek personal goals, and this makes their life significant and meaningful.
All needs, according to Maslow, are innate, and ordered in a hierarchical structure. At the lower levels are physiological needs, or vital. As needs increase in the degree of spirituality, they are located higher in the hierarchy.
All actions and actions of a person are subject to this hierarchy. The motivation of human behavior is based on which of the needs are unsatisfied. It is worth noting that, according to Maslow, the needs of higher levels do not begin to be satisfied until the needs of lower levels are satisfied. But, at the same time, Maslow allowed that in special cases, more spiritual needs can begin to be satisfied, despite the dissatisfaction of the needs of levels located in the hierarchical structure below. The key point in Maslow's hierarchy of needs concept is that needs are never satisfied on an all-or-nothing basis. Needs partially coincide, and a person can be motivated at two or more levels of needs at the same time. Maslow suggested that the average person satisfies their needs in approximately the following degree: 85% physiological, 70% security and protection, 50% love and belonging, 40% self-respect, and 10% self-actualization. In addition, the needs that appear in the hierarchy arise gradually. People do not just satisfy one need after another, but at the same time partially satisfy and partially do not satisfy them. It should also be noted that no matter how far a person has advanced in the hierarchy of needs: if the needs of a lower level are no longer satisfied, the person will return to this level and remain there until these needs are sufficiently satisfied.
It can be assumed that personal qualities, according to Maslow's concept, are due to the peculiarities of the human needs themselves, and also to the peculiarities of the ways to satisfy these needs. Maslow also pays attention to the degree of a person's awareness of his needs and moral norms accepted in society, which influences the formation of certain motivations.
In addition to his theory of the hierarchical structure of needs, Maslow formulates two types of human motivations: scarce motives and growth motives. Scarce motives are aimed at changing conditions, in accordance with emerging needs and according to their hierarchy. Growth motives are aimed at distant goals associated with a person's desire to translate their capabilities into reality. The basis for growth motives, according to Maslow, are meta-needs, these are needs that should enrich and expand life experience, increase tension through new, exciting and diverse experiences. Maslow suggests that metaneeds are equally important and are not hierarchically arranged like scarce needs. He also hypothesizes that metaneeds have an instinctive and biological basis.
Thus, personal qualities, from Maslow's position, are the result of how a person realizes his needs, what role he assigns to their satisfaction and what personal significance he gives them.
Chapter 6
To reveal the issue of the origin of personal qualities in this direction, it is necessary to consider a view of the personality as a whole, from the position of K. Rogers. Rogers' position on human nature was formed on the basis of his personal experience of working with people with emotional disorders. As a result of his clinical observations, he came to the conclusion that the innermost essence of human nature is focused on moving forward towards certain goals, constructive, realistic and highly trustworthy. He believed that man is an active being, focused on distant goals and capable of leading himself to them, and not a creature torn apart by forces beyond his control.
The main point of this theory is the position that all people naturally develop towards the constructive implementation of their innate capabilities.
Personality and behavior, according to Rogers, are largely a function of a person's unique perception of the environment. The regulation of behavior occurs under the influence of the guiding motive in life, which Rogers called self-actualization. All other motives that arise in a person are only a specific expression of the dominant motive underlying existence. A person's desire for achievements is a way of embodying their inner capabilities. The tendency towards self-actualization is the process of a person's realization of his capabilities throughout his life in order to become a fully functioning personality. Trying to achieve this, a person lives a life filled with meaning, search and excitement.
According to Rogers, a person's subjective perception and experiences are the basis for all his actions. That is, from the standpoint of this theory, we can consider personal qualities as a way of realizing the dominant motive, based on a person's subjective perception of the world around him and on the experiences of this person. Rogers said that human behavior cannot be understood without referring to his subjective interpretation of events, from which it follows that each person is unique and has a unique inner world based on his feelings and subjective experience. In this case, one can point to the similarity of the views of K. Rogers and V.D. Shadrikov on the inner world of man. According to V.D. Shadrikov, the basis of the inner world is formed by human experiences and the subjective experience of satisfying one's needs, and the position is also put forward that each person is unique and interprets the world around him through his inner world.
The defining concept in the approach of K. Rogers is I - a concept that is a part of the field of perception of a person, aimed at himself and his own values. In other words, I - the concept is a person's idea of himself, including in relation to the roles that are present in human relations. One of the components of the I-concept is the I-ideal, that is, a person’s idea of what he would like to be ideally. I - the concept performs a regulatory function in human behavior, so we cannot but say about it, considering the issue of the origin of personal qualities.
Thus, personal qualities, from the standpoint of the phenomenological approach of K. Rogers, originate in the unique inner world of a person, and are ways of realizing the dominant motive, based on the subjective experience and experiences of a person, as well as concepts that depend on the Self.
Conclusion
Summing up the analysis of the origin of personal qualities, we can say the following. In most approaches, personal qualities are understood as stable ways of behaving that are characteristic of a person in various situations. Despite the fact that in most approaches the views on the origin of personal qualities differ, several general provisions can be distinguished. The source of personal qualities, according to most authors, are the needs that serve as the basis for motives. Personal qualities come from fixed ways of realizing these motives.
Many authors note the great role of environmental conditions in the formation of personal qualities. Education, external and internal conditions influence the development of personal qualities in a person. Internal conditions include a person's idea of himself, the characteristics of his needs, subjective perception and experiences. External conditions include the influence of parents, the social environment of a person, the roles that a person ascribes to himself, as well as belonging to a particular social group.
Depending on how the needs of a person are satisfied in the process of maturation of his personality, various personality traits are formed. If we take into account the uniqueness of the inner world of each person, his subjective picture of the world, experiences and life experience, then we can talk about an almost infinite variety of personality traits.
In the course of this work, we analyzed the most well-known approaches to understanding personality, considered various views on the origin of personal qualities. This theoretical basis can be used when conducting an experimental study of personal qualities and their origin. The problem of studying personal qualities has been relevant in psychology for quite a long time, and with this work we can contribute to the study and understanding of the mechanisms of formation of personality qualities.
Bibliography
1. Psychological Dictionary, edited by V.V. Davydova, V.P. Zinchenko and others - M .: Pedagogy-Press, 1996
2. Hall K.S., Lindsay G. Theories of personality. - M.: KSP+, 1997;
3. Khjell L., Ziegler D. Theories of personality. - St. Petersburg: Peter Press, 1997.
4. Shadrikov V.D. Metal development of man. – M.: Aspect Press, 2007.
5. Shadrikov V.D. The world of man's inner life. - M .: University book, Logos, 2006.
6. Shadrikov V.D. Origin of humanity. – M.: Logos, 1999.
7. Jung K.G. Psychological types. - M .: Progress - Univers, 1995.
Tutoring
Need help learning a topic?
Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.
"Formation of personal qualities of students in the process of mastering the program" Beaded colors "
Additional education of children increases the space in which students can develop their creative and cognitive activity, realize their personal qualities, and demonstrate those abilities that often remain unclaimed by basic education. In the additional education of children, the child himself chooses the content and form of classes, he may not be afraid of failures.
The creative association "Beadwork" implements the educational program of Shikunova Elena Vladimirovna "Beaded colors", designed for children aged 7-11 years (primary school age).
In a creative association, the socialization of younger schoolchildren takes place - this is the process of acquiring experience in social relations and mastering new social roles. The problem of familiarization with the social world has been and remains one of the leading ones in the process of shaping the child's personality. The purpose of socialization in the process of educational activity is to develop the ability to adequately navigate in the social environment available to him (children of different ages are engaged in groups), awareness of the inherent value of one's own personality and other people, the ability to express feelings and attitude towards the children's team, the teacher in accordance with the cultural traditions of society.
Specific for younger schoolchildren is that their inclusion in teaching and labor activity forms an awareness of their social duties, the fulfillment of the goal set by the teacher, high-quality preparation for the lesson, broadening their horizons through independent cognitive activity on the Internet, studying literature, forming interest and striving for participation in the life of the creative association.
Social activity expands the child's understanding of society, leads to the development of social competence and, as a result, the formation of personal qualities of students. Starting education, the child first encounters social activities, the results of which are evaluated by others with a socially significant assessment. His relationship with the people around him also begins to correlate with these requirements - the child develops certain ways and strategies of behavior in society. Strategies learned in childhood lay the foundation for social behavior and largely determine it later in life. A younger student needs targeted assistance in building effective behavioral strategies. Therefore, the development of social competence of younger students should become one of the most important areas of work.
Social competence - social skills (duties) that allow a person to adequately fulfill the norms and rules of life in society.
The basis of social competence is knowledge about society, the rules and ways of behavior in it. For a junior schoolchild, society is represented by a wide (world, country, city) and narrow (family, school, creative association) environment. His social competence is determined by how much he is aware of both. Here we are talking not only about information about the world, country, region, their features, social institutions represented in them, school, family, but also about the features of human interaction, traditions, norms and rules of behavior. The work of uniting the children's team, involving children in the development of rules for interaction, discussion with children of various situations of interaction and behavior is well woven into the outline of beadwork. To do this, work is organized in pairs, in microgroups, where each child is given the opportunity to express himself, to get to know each other better, to build constructive relationships. Annual visits to exhibition halls, excursions, visits to the museum, joint holidays "Christmas gatherings", "Holy Easter", "Mother's Day" contribute to the establishment of warm, friendly relations in my creative association. At the same time, such personal qualities as tolerance, empathy, friendliness are formed. Familiarization with the methods and rules of behavior is carried out in the process of specially organized observation, discussion, information, analysis of specific situations in the classroom, etc.
Social skill cannot take place without the formation of personal formations in the child that contribute to social adaptation.
First, the motivation for socially significant activity develops and crystallizes. It is necessary to make it clear to the child that the end result of his activity, the finished product, is important and necessary for society (gift, household items, accessories, toys), that is, what others can use. Moreover, it is located on one of two poles: the desire for success (achievement) and the fear of failure (avoidance). Initially, the junior student is focused on achieving success. However, if he often encounters failures in the course of his activity, then the motive of avoidance begins to predominate in his motivational sphere. Motivation for success is a positive basis for social adaptation. With such motivation, the child's actions are aimed at achieving constructive, positive results. This motivation determines personal activity. The motivation of fear of failure is negative in terms of achieving social competence. The expectation of negative consequences (reprimand, ridicule, unsuccessful work) becomes decisive in his behavior. Having done nothing yet, the child is afraid of failure and refuses to work. Therefore, from the standpoint of the development of social competence, the motivation for success is significant. For this purpose, tasks of different levels of complexity are used in the classroom. Children who complete the task faster than others are offered more complex schemes, while those who find it difficult during the lesson are given simple tasks. In this way, the desired result of each child is achieved.
Secondly, in the process of intensive development and qualitative transformation of the cognitive sphere, the child masters his mental processes and learns to manage them. This develops the ability to voluntary regulation of behavior and self-regulation.
Thirdly, the child acquires the ability to look at himself with his own eyes and the eyes of others, he develops a dialogical consciousness, criticality towards himself and others, he becomes capable of adequate self-esteem. Self-esteem refers to the central formations of the individual and largely determines the nature of the social adaptation of the individual, is the regulator of the behavior of the activity. It should be noted that due to the importance for the younger student of the need to meet the expectations of adults and focus on positivity, his adaptation is more facilitated by a high self-esteem than a low one. Self-satisfaction and sufficiently high self-esteem are important components of social competence.
Diagnostics of the educational process is carried out: questioning, surveys, testing, analysis of creative works. As a result of testing, it was revealed that 80% of children have a positive attitude towards classes, 17% experience anxiety (these are children with hyperactivity syndrome, increased emotional excitability, when working with them, it becomes necessary to first calm the children with the help of breathing exercises, psychological relaxing trainings), 3% are negative. These are afterschool students who don't like doing beadwork. Such guys are offered options for working from other materials: felt, paper, foamiran.
Fourthly, during the primary school age, the children develop a new type of relationship with the people around them. Children learn social norms, introduce categories of “bad-good” into interpersonal relationships, lose their unconditional orientation towards an adult and move closer to a group of peers. Learning to distinguish their own opinion from the opinions of other people, younger students learn the possibility of their influence on their own "I" in order to change it. The child begins to understand that the resolution of many life situations, including those difficult from the point of view of social interaction, depends on his behavior. He becomes ready to master the skills of constructive behavior in problem situations. In my classes, this is facilitated by psychophysical games: “Give warmth to a friend”, “Magic power of a smile”, “Unusual chest”.
Consequently, at primary school age, such personal qualities as achievement motivation, arbitrariness, positive attitude towards oneself, high self-esteem (the ability to determine the emotional states of other people), the ability to constructive behavior in difficult situations (the ability to constructively resolve conflict situations) are formed.
The formation of personal qualities always involves adaptation to society (adapting oneself to environmental conditions, circumstances) and self-determination in society (this is an active position, involving an assessment of what is happening around). The social experience of a child of primary school age is a multi-level unity of the cognitive, value, communicative and behavioral components of his life.
Younger students are not yet able to independently participate in the real life of society. The concepts of "learning experience" and "social experience" are different Learning experience is formed directly in learning activities, it is similar in children of the same class. Social experience reflects the development of the personal qualities of a particular child: the assignment of methods of activity and communication, the development of social roles, the adoption of normative values, the presence of ideas about oneself as a person. This experience influences the formation of his desires and interests, directs and restrains his activity. If a child does not have the experience of creative efforts in his life, he will not be able to open up in communication, cognition, and practical activity.
The process of upbringing in education is continuous, but the potential for additional education is very high. It is additional education, due to its essential and specific features, that has the necessary potential, competitive advantages, high results in organizing educational activities in the direction of personifying education, creating conditions for free individual choice, and developing motivation.
Modern children receive almost all information about life through a TV or computer, and not from events and real meetings. In such communication with life there is no choice, volitional effort, little appreciation and almost no empathy. Under these conditions, it is necessary to specially create situations that the child would perceive as a vivid memorable event. A conversation modest in form can become an event due to the experience of the uniqueness of the moment of unity with other people, with their creativity, with nature. The moral development of younger students is unique. Their moral consciousness is dominated mainly by imperative (imperative) elements, determined by the instructions, advice and demands of the teacher. Their moral conscience actually functions in the form of these demands, and in assessing behavior they proceed mainly from what should not be done. That is why they notice the slightest deviations from the established norms of behavior and immediately seek to report them to the teacher. To develop the moral consciousness of the children and enrich them with bright moral ideas on various issues of behavior, collective creative activities are used: the creation of joint panels “The Tree of Friendship”, “Who lives on the lawn?”, Which allows children to feel responsible for their friend, to provide or ask for help rejoice at the result of joint efforts.
Primary school age is a special stage in the life of a child, associated with the development of a new social position, the expansion of the sphere of interaction of the child with the outside world, the development of needs for communication, cognition, social recognition and self-expression. The level of social development of a schoolchild can be qualities that characterize the measure of his readiness for life in society: camaraderie, respect for elders, kindness, honesty, diligence, thrift. discipline, observance of order, curiosity, love of beauty. The potential of beading for such development is inexhaustible.
The joy experienced by a child who has learned to create beauty with his own hands contributes to the formation of the spiritual world and aesthetic taste. Beading classes help children open up, make their leisure time exciting, unite in one interesting thing and develop their individuality.
It is the effectiveness of Personality development that largely determines Everything that a person is able to achieve in his Life! Judge for yourself, if a person is constantly improving, if his strength of mind, spirit, will, feelings is constantly growing, then for him, sooner or later, absolutely any peak will be achievable. Because he, with his development, will someday correspond to it.
He cannot achieve what he does not correspond to in terms of his level: in terms of knowledge, in strength, in terms of his personal qualities, in terms of the scale of thinking, in terms of developed talents and skills, etc. for example, an ordinary salesperson who is only trained to count and serve customers well, will not immediately be able to manage the store, effectively organize the process, manage people, manage contracts, and much more. To do this, he needs to grow up, and grow up, first of all, as a person, as a leader! And growth is the growth of a person's personal qualities and talents, his knowledge and abilities. To manage a store (business management) you need organizational talents and qualities, skills to influence and manage people, the ability to keep in mind and manage many cases and processes at the same time. In a word, you need to know and be able to do much more than an ordinary seller, even the best seller, knows and can do.
In other words, an ordinary seller, in order to become a store owner, you need to become a different person, a different, stronger and more developed personality, with much more about a greater set of qualities and abilities, and a different outlook on life! And it will be a bird of a completely different flight (another level)!
If you want to achieve some very high goal (for example, to become a President or a Billionaire) - you need to grow up to the level of this goal! That is, this goal will be achieved by a person who is different in strength, who you will become in the process of your development!
How quickly can you achieve your cherished Goal? Depends on how fast you develop like! And on what, on what qualities does the speed of your development depend? There are primary qualities that determine the growth of a person, and, accordingly, his success in life! We will look at them in the article below, which was taken from open sources on the Internet.
ESOTERIC THINKING,
Or what do people believe?
Despite the fact that the latest achievements of science and technology are used to train athletes, they are still not able to show the results available to representatives of esoteric systems (for example, Sri Chinmoy lifts two tons with one hand). The fundamental differences in the preparation of the latter are: the purposeful formation of personal qualities, the use of energy techniques (self-suggestion, meditation) in close connection with philosophical preparation, that is, with the development of thinking, which is discussed in this article.
1. Habitual thinking
The basis of habitual thinking, characteristic of most people, is weakness (inability to do something) in its various manifestations and the lack of desire to get rid of this weakness. It rests, first of all, on three “pillars”: irresponsibility, inadequate self-esteem and closeness to knowledge, which are passed on to us first by parents, then by the street, school, etc. according to the stereotypes in society.
Let's try to study these "whales" in more detail
- corresponds to the inability or unwillingness of a person to answer, first of all, for his manifestations (emotions, states, abilities, etc.), fate and ongoing events. It is set by a passive attitude to life, which our society greatly contributes to by ignorance or misunderstanding of spiritual and social laws, techniques of self-change and, ultimately, blocks one of the main components of human consciousness - his will.
Inadequate self-esteem- most often it is set by the wrong upbringing or the attitude of others, which can either undermine a person’s faith in himself (type “Insignificance” - “I will not succeed”) or vice versa, put him above others (type “Pride” - “I am always right, I am perfect." In both cases, a person develops a distorted perception of himself and the reactions of the world around him, which corresponds to the blocking of the second main component of consciousness - spirituality.
Closeness to knowledge- corresponds to the inability or unwillingness of a person to think about what can change his inner world (ideas, qualities, etc.), even if these ideas and qualities make him suffer, degrade and deprive him of what he wants. This is most often based on dogmatism (it should be the only way) and a motivation system that accuses people and the world of “imperfection” (inconsistency with ideas), which blocks the last component of consciousness - intellect.
If a person lacks at least one of these qualities, then he has a chance to take the path of development. As a rule, this happens with the help of its impact on the unblocked part of consciousness: setting in a situation of survival (activation of the will, for example, P. Breg), entering a dead end of development (activation, reassessment of oneself and one's life), a collision with the unknown (turning on the intellect ). The simultaneous presence of all these qualities in a person almost completely deprives him of the possibility of development in this life.
2. Esoteric thinking
The first thing to do in order to be able to change yourself and your life is to recognize that the states of weakness, poverty and lack of happiness are not normal for a person, that he suffers where he is mistaken or does not have the appropriate strength to cope with this or that problem. . The next step is getting rid of habitual thinking, that is, the purposeful formation of qualities that determine the ability to develop.
- the first main characteristic of esoteric thinking, which extends to all spheres of a person's life and includes his will (internal source of energy of transformation and activity) in the maximum possible mode of work. Taking responsibility for one's manifestations and one's destiny is a turning point in a person's life, and this corresponds to the connection to him of the forces responsible for the realization of the goals set on Earth.
Dynamic Self-Assessment- such a perception of oneself that maximally activates a person's desire for development and at the same time makes him resistant to various assessments of others. The formation of this self-esteem can be reduced to the concept of the following universal formula: “I have many shortcomings and advantages, but the main thing that inspires confidence in me is the desire for excellence, constant work on myself, getting rid of all shortcomings and strengthening the advantages.”
Openness to knowledge- the ability of unbiased perception and understanding of information that transforms a person. This, first of all, refers to criticism (its reasonable use allows you to realize the already manifested shortcomings and get rid of them) and following the chosen path of development (in many cases, a person must go through trust in the Teacher, despite the fact that his words may contradict generally accepted representations).
It is most difficult to go through this first stage of restructuring thinking, since you have to overcome many internal obstacles, while the rest of the stages, with the right approach to learning, logically follow from each other, so it is already easier to switch to them. Stage two - the passage of the third level of development, involves the purposeful development of personal qualities through meditation and activity. At the next stages, a person becomes a skillful "programmer" with the help of his thoughts-programs that form an ideal consciousness.
3. Esoteric attitude to life
Life for a person who has embarked on the path of development ceases to be a duty and turns into an amazing opportunity to do a lot of interesting things. Firstly, this is self-development, the discovery of new abilities, secrets of the subconscious, etc., and secondly, the correction of one's karma (redemption of past sins and delusions), the formation of a future destiny (performing worthy deeds) and much more.
At the same time, a person learns how to be content with little and how to achieve the maximum in all its manifestations: learn to live, set and realize worthy goals, not being afraid to lose everything in an instant. One of the key differences of a person following this path is the dominance of spiritual values over material ones, when the concept of honor becomes not an empty phrase, but one of the cornerstones of his personality.
Honour- the internal requirement of a person to himself to comply with a certain code of honor adopted in a particular system. These codes can vary greatly, but most often they are based on two basic rules:
1. The need for one's own impeccable behavior, not hurting the honor and dignity of others, attentiveness to others.
2. The need to defend one's honor and one's loved ones, not to leave any of the insults or humiliations unpunished.
True, if for a warrior or an aristocrat the defense of honor can be expressed in the form of a duel, then for an esoteric person it often goes differently, since he has the opportunity to use knowledge about the invisible world. That is, the duel can take place, but in the astral world, where magic is at the disposal of a person, the protection of the forces of Light, etc., the main thing is for justice to triumph and evil not to go unpunished.
A person with a fully formed thinking is devoid of fear, he believes that if his behavior is impeccable, then he is under the protection of the Absolute, but if God sends him trials, then he is ready to accept them all. In addition, he believes and has the opportunity to practically test the immortality of his soul, enter the subtle world and communicate with long-gone people, study the laws of fate from the history of their incarnations, and much more.
4. Basic principles of energy development
Esotericism provides a person with huge opportunities that have not yet been studied by science, but it is quite difficult to figure out on your own the mass of various recommendations, including those for revealing energy abilities. Therefore, from all these recommendations, we will single out the main ones that determine the effectiveness of human development, the violation of which reduces almost all efforts to nothing. The same principles make it possible to evaluate the effectiveness of esoteric systems of development.
Principle 1. Energy development (discovery of extrasensory abilities, learning to control one's energies and systems, strengthening the body through self-hypnosis and meditation, etc.) is based on the accumulation of energy (increase in its volume, improvement in quality). The accumulation of energy is a long-term goal, one of the main ones in development, which is realized through a targeted collection of energy, the conservation of the latter and its rational use.
principle 2. The set of energy should be regular and complex (for all components of a person). At the same time, physical exercises charge mainly the physical body, meditation - mainly subtle bodies, self-hypnosis - mainly chakras (consciousness). A set of energy only for one of the components of a person at first can give certain results, but then, having exhausted its reserve, blocks further development.
Principle 3. Energy conservation should be constant throughout the day, which is achieved through the development of self-control and the ability to manage one's state (in classical yoga, this corresponds to Niyama, in religions - life with love in the heart). At the initial stages of development, a person practically does not perceive his states, while at subsequent stages it acquires great value (a negative state is a loss of energy, a positive state is its conservation and automatic set).
Principle 4. The rational use of energy implies the ability to invest it (in business, communication, etc.) in such a way that it brings the maximum return (achieving goals, developing relationships). This is achieved by a rational organization of life (rhythm, full use of one's potential, absence of overload) and the development of psychology (with whom and how to communicate, so that it brings joy, an influx of positive energies, and not vice versa - their outflow).
So, if you have awakened an interest in esoteric knowledge, and you want to practically realize it in yourself, then it is advisable to remember the following basic rules:
1. The path of development is far from always strewn with roses, only a few, the most striving, reach the heights, so never despair and do not lose heart - only in this case any goals will become available.
2. Before you start studying the esoteric theory, and even more so its practice, make sure that you are internally ready for this, that is, you have taken responsibility for your manifestations and your destiny, set a dynamic self-esteem and are open to knowledge, to changing yourself .
3. In most cases, developing in any system is more effective than moving forward on your own, therefore, from all available systems, choose the one that will give you the maximum opportunities or create your own.
What qualities of a person, besides positive and negative, are distinguished in psychology and where is this classification applied? Why is awareness of this issue needed and what benefits does it bring? What does the concept of "personal qualities" include? What are they like? The answer is below in this article.
Reason largely determines the qualities of a personWhat gives knowledge about the qualities of a person
Awareness and literacy in is a kind of weapon. The ability to use it helps to avoid trouble and fight your enemies - both internal and external.
Mastering knowledge in the field of personality traits allows:
- increase your own level of self-awareness;
- a deeper understanding of society;
- learn to prioritize correctly
and build relationships with them.
When applying for a job, when meeting a person of the opposite sex, when interacting with people on the streets of an evening city, the first task is always to find out who is in front of you, what kind of person he is. How to interact with it. And what will this or that tactic of behavior bring in the end. It is impossible to understand another without first understanding yourself. On the other hand, assessing the personal qualities of other people allows you to compare yourself with them.
How are personality traits classified?
Personal qualities are called a complex of complex components of both biological and socially conditioned components of the personality. A complete list can be found. In this article, we will consider the main qualities of a person. They demonstrate all the features of internal mental properties:
- individual passages of internal within a person
- a complex of states and properties of a single individual;
- character traits;
- temperament type;
- features of behavior;
- the nature of communication and;
- attitude towards oneself, etc.
Also, the personal qualities of a person include the ZUN system: knowledge, skills, skills.
Personal properties have different classifications:
- positive;
- negative;
- strong-willed;
- and moral qualities.
Before proceeding to the analysis of certain aspects of the personality, it must be remembered that any classifications in this matter and the assessment of personal qualities are very conditional. This is explained by the fact that everything in the world is relative, even the concept of good and evil. The division is based on generally accepted moral and moral norms. We will agree that we will attribute the word “conditionally” to each definition: conditionally positive, conditionally negative, etc. For example, aggressiveness is a conditionally negative characteristic. It will backfire in one situation, but in a situation where you need to stand up for yourself, it will be the only true one.
Negative qualities of a person
Negative personality traits are properties that are undesirable for the person himself and those around him and that require correction, which are undesirable and. There are very many of them. A complete list could make up a small pamphlet. Here are just a few of them:
- deceit;
- hypocrisy;
- coarseness;
- laziness;
- tendency to depression;
- aggressiveness;
- hatred;
- impatience;
- passivity;
- weak will;
- cowardice;
- touchiness;
- slovenliness.
These and similar personal qualities of a person determine their appropriate summing up: a sloppy person will look untidy and recreate an appropriate atmosphere around him. Irresponsible - work poorly and let yourself and the team down.
Positive qualities of a person
The positive qualities of a person are a category of a person’s inner good, which brings both him and those around him positive experiences and a sense of satisfaction. The full list of positive qualities will be no less impressive. We will also mention just a few:
- kindness;
- responsiveness;
- diligence;
- patience,
- responsibility;
- peacefulness;
- friendliness;
- loyalty;
- unselfishness;
- honesty;
- self-confidence.
There are no ideal people: the owners of only positive qualities exist only in fairy tales. However, there are a lot of those in whom the positive qualities of a person predominate. Often the presence of these properties is the personal qualities of a leader. Thanks to them, leaders are able to win over, gain trust and lead.
For those whose character is dominated by the negative qualities of a person, there is good news: shortcomings can play the role of a “kick” to a rapid leap forward and inner growth. It is available to everyone.
Volitional personality traits
Volitional qualities personally 
formulated goals. Let's touch on the main ones.
Purposefulness - the focus of a person on the chosen result of activity. This property is divided into a strategic variety and a tactical one. The first is, in general, the actions of a person from the presentation of their moral positions, values and ideals. The second is the movement of the individual “in steps”, from one micro-goal to another until the result is achieved.
Initiative - a person's focus on the manifestation of something. Usually precedes the beginning of a volitional act. This property is possessed by independent individuals. Initiative is associated with independence.
Independence is a voluntary and active installation of a person to make decisions according to his principles and beliefs.
Will - is not considered an innate quality, but is considered as a quality, the formation of which occurs on the basis of a person's personal choice.
Personal professional qualities
It is influenced by such qualities of a person that can be called: the personal qualities of a leader. There are several categories:
- verbal component - is responsible for the ability to understand the meaning of information transmitted by words;
- numerical - the ability to quickly solve arithmetic examples in the mind;
- trigonometric - the ability to mentally see in 2-3 dimensions;
- visual - attention to detail, equal to the children's game "find 10 differences";
- proofreading - the ability to quickly correct words, numbers;
- coordination - the ability to quickly coordinate fine and gross motor skills of the arms, legs, as well as good motor coordination;
- visual - the ability to coordinate the direction of gaze with the movement of the legs, arms;
- comparing - susceptibility to color and its shades, the ability to see and distinguish them;
- learning ability - the ability to grasp the meaning, the ability to reason, the ability to draw the right conclusions (general intelligence).
Special professional qualities
Each of these properties is considered in accordance with professional significance. For example, a person who is not able to distinguish colors (color blindness) is contraindicated in driving. A person with a low indicator of numerical ability will not be taken as a leading economist.
It is also necessary to list such personality traits, without which mastering professions, in principle, will be impossible:
- Properties of an individually typological nature (endurance, physical strength, lability of the nervous system) - in other words, stress resistance.
- Analytical properties that allow you to acquire unique abilities over time. Example: "technical hearing" - the ability without instruments, only based on experience to understand the cause of a mechanism malfunction.
- Mindfulness - directly depends on the interest and desire of a person to have up-to-date information about reality, to adequately assess it.
- Psychomotor - special properties and perception of a person, which he is guided by when choosing a course of action for implementation. It also includes the speed of analysis and the ability to quickly analyze the situation and make decisions. As practice shows, this skill trains well.
- mnemonic qualities. Associated with memory. Professional memory is also freely trained.
- Imaginative features - the ability to imagine and complex thought processes
- Volitional qualities - they are not mandatory for every profession, but they are always necessary to overcome difficulties in the process.
Moral qualities of a person
Morality is a set of rules of a person voluntarily accepted for himself, which is of decisive importance in the behavior of a person and him towards himself and others.
It is formed by the influence of many components:
- family values;
- individual experience;
- school influence;
- society.
Within the definition, there is a differentiation into such subspecies as:
- racial;
- religious;
- humanistic.
The role of moral positions is important for any social groups. There is an opinion that racists, fanatics and others lack moral principles and moral qualities. This judgment is erroneous and unscientific. Also, according to research, such social groups have genetic roots and cannot always be controlled by a person.
