Classification of technologies of practical psychology of education.
The past century has been a period of intensive development of the humanities; the formation of the anthropological approach led to an increase in scientific interest in all aspects of personal life, the formation various directions psychological research. The expansion of the scope of psychological research has resulted in the emergence of new psychological technologies.
Modern psychological technologies: approaches to definition
Psychotechnology in modern scientific literature often used as a synonym for applied psychology. To this day, in the literature there is no single approach to the interpretation of the term; in the works of various authors, the content of the term depends on the personal understanding of the author.
The term can be used to nominate training forms of education, to designate neurolinguistic programming, transactional analysis, methods of consciousness control, etc.
Definition 1
One of the most complete interpretations is presented in the works of V.V. Kozlov, who by modern psychological technologies understands a system of categories, models and principles that describe a human being, a social group, mental reality itself as a developing integrity focused on practical work with the psyche of an individual, certain social groups, which includes specific skills, abilities, techniques and methods for the purposeful transformation of an individual or group.
Psychotechnologies: areas of application
In recent decades, psychotechnologies, which are developed at the intersection of psychology and other areas of science and practice, have become increasingly widespread ( mass communications, neurocybernetics, linguistics, Information Systems, psychotronics, etc.).
Applied aspects of such research are reflected in various spheres of human life, including politics, business, management and organizational consulting. New psychotechnologies are successfully used in election and advertising campaigns, they are taken into account by defense departments and intelligence services, with their help serious crimes are committed and numerous destructive cults are formed.
In other words, modern psychotechnologies have a huge impact on the psyche of the individual, on mass consciousness.
Main characteristics of modern psychological technologies
The enormous impact of modern psychological technologies is due to their high technological effectiveness, based on the timely identification, understanding, knowledge and effectiveness of using sequences, patterns of mental processes, personality behavior in various life situations And different conditions, as well as a high level of performance.
These characteristics allow modern psychological technologies to influence others, penetrate their consciousness and the sphere of the subconscious.
Approaches to the classification of modern psychological technologies
Definition 2
In essence, modern psychological technologies are a subtype of social technologies, a set of methods, techniques, and means that are used to achieve set goals; a consistent set of mental processes and personal actions; the science of patterns, identification and practical implementation of the most efficient processes personal psyche.
Based on the criterion of intensity and power of influence on the consciousness of individuals and social groups, the following types of modern psychological technologies are distinguished:
- integrative psychotechnologies that have an integral, complex effect;
- target technologies that implement certain tasks and form certain, specified qualities;
- metapsychotechnologies – technologies for teaching the use of integrative and targeted psychological practices.
Note 1
Thus, at the present stage of development of psychology, within the framework of the scientific field, new tools for studying, interpreting empirical data on various aspects of the life of the individual and society, technologies for influencing the psyche are constantly being developed, which can be used in various spheres of socio-political life.
Strategies for influencing mass consciousness are focused on the use of manipulation benefits, the choice of which is carried out in accordance with the tasks and goals of the manipulator. A competent selection of psychotechnologies allows the manipulator to achieve planned results by forming in the mass consciousness the most acceptable social algorithms for himself.
Psychotechnologies are a sequential set of techniques and methods of conducting psychosomatic influences aimed at solving a problem.
Psychotechnics as a scientific field has a long history. Its roots go back to the 20s, the history of labor psychology. As for the psychotechnics of influence, it is based on particular theories related to the development of advertising. use of media, psychotherapy, etc. Developments in the field of “behavior modification,” aimed at manipulating mass behavior and shaping public opinion, installations.
Empirical observations and individual studies in the field of psychology of persuasion and social influence have been recorded for centuries, but it was by the middle of the twentieth century, in the era of mass upheavals and social revolutions, that the need arose for scientifically based and practically verified technologies for influencing mass consciousness. The rapid development of psychology by this time allowed scientists to create reliable tools for social psychological impact. Separate elements of empirical and theoretical knowledge steel will be combined into highly effective psychotechnologies.
The number of scientific concepts of psychological influence (general and special) developed in the traditions of various psychological schools today amounts to several dozen. The most powerful stimulus for the development of psychotechnologies of manipulation were the years of the Cold War and the ideological confrontation of political systems.
With the development of psychotechnologies, persuasive communication based on facts and arguments began to increasingly transform into suggestive communication. The main attention of researchers was transferred to the development of means and methods of external (subthreshold) influences on the sphere of the unconscious, with the aim of purposefully modifying mental processes, states and human behavior, that is, bypassing the control of consciousness over external stimulation.
Wide practical interest in the phenomenon and possibilities of subliminal (or sublimal) influence on the psyche was caused by the work of W. Packard (1957) “Secret Influence”, where, based on the analysis of empirical data, it was proved that all people are constantly under the influence of a certain kind of symbolic stimulation, which may not be detected by the five basic senses of a person and that its amount is up to 60% of all information received by the brain. One of the main pieces of evidence was the results of an experiment conducted in 1957 by J. Vicari, a specialist in the field of commercial advertising, in a movie theater in Fort Lee, New Jersey.
While watching the movie "Picnic" every 5 seconds. Two types of advertising messages were played on the screen in front of the audience: “Drink Coca-Cola” and “Eat popcorn,” but the entire exposure time of which was below the threshold level of human visual perception (1/3000 sec.). Subsequent analysis of observations of spectator behavior showed that the sale of Coca Cola in the cinema lobby increased by 57.7% and the sale of popcorn by 18.1%. This phenomenon is called the “25th frame” phenomenon.
Subliminal films were very popular until the UN banned this method of advertising, considering it immoral. Since then, publications in the open press about such experiments have ceased.
A special group of social concepts of psychological influence, which began with the works of G. Tarde, G. Lebon, F. Allport, V. M. Bekhterev and others, includes theoretical and experimental studies of group pressure, as well as the phenomena of conformity (M. Sherif 1935; S. Ash 1948, etc.), group polarization (S. Moscovici, M. Zavalloni 1969), image creation (V. M. Shepel), etc.
IN last years developments from the field of psycholinguistics, suggestive linguistics, neurolinguistic programming, Ericksonian hypnosis, and psychology of perception have become widespread for the needs of influencing mass consciousness. All of them are highly effective and are designed mainly for subconscious perception.
I would like to dwell on some elements of these systems used to manipulate mass consciousness in more detail.
There is a fairly extensive set of influence techniques based on the psychology of human perception.
The fragmentation method consists of presenting information in a single stream, so that it is quite difficult to catch any trend, and almost impossible for the mass consumer. The maximum expression of the fragmentation method is the “White Noise” technique reducing the perception of facts by presenting such a quantity of news when it becomes impossible to sort them. “Noise” can be created by an abundance of contradictory comments, an abundance of contradictory opinions without any fact or analysis. “Noise” can be created by equipping facts with complex theoretical calculations and abstruse speeches by narrow specialists.
The "limited agreement" method means that points of view, entirely supported by public opinion, are not attacked by propaganda, even if they do not suit the managers; the work is carried out gradually. Already existing points of view are taken as a basis and are gradually “converted” to those acceptable to the manipulator,
Distraction method or Smoked herring (red herring). To throw a dog off the scent, it is enough to drag a smoked herring through the trail - hence the term invented by propagandists. It is used to divert the audience’s attention from important but objectionable information to managers with the help of other information presented in the most sensational form. A distracting emotional dominant is created.
Method of creating facts You can create facts in a less labor-intensive way: you just need to convey real plausible, real implausible and fictitious plausible facts in a selection of news doubts directed at the second category are debunked quite easily, and facts of the third category penetrate into consciousness automatically. The objective approach method is also close to creating facts.
The method of an objective approach consists in selecting facts and skillfully commenting on them; by excluding some little-known facts or adding them, you can “identify” a non-existent trend. (And thereby actually “launch” it! This effect, called the Oedipus effect, has been known for quite a long time: “... but here we can refer to universal history: there you can find many events that, if they were not predicted, would never and were not fulfilled")
The method of historical analogies is good, firstly, because of its intellectuality (the propagandist flatters the audience’s erudition: you remember...), and secondly, because almost any necessary example can be found in history. The method of historical analogies, moreover, helps to a large extent in constructing metaphors that program the object of influence.
The method of appealing to social needs, on the contrary, is good by appealing to emotions, bypassing the intellect (which brings to mind the words of B. Disraeli: “What we call public opinion is, in essence, a public emotion”25). Don't forget that one of the most powerful emotions is fear. At the moment, the method of appealing to public needs is well used in the media.
The method of “throwing mud” most clearly shapes the attitude towards the topic chosen by the propagandist. It is used mainly in counter-propaganda and consists of selecting such epithets and terminology that give the subject of conversation a clear ethical assessment. (“The main thing is to constantly take into account in our ideological work those ideas, perceptions, assessments, factual information, sentiments, rumors that the enemy is spreading or may spread.”) This method is considered, perhaps, among the crudest propaganda techniques, but nevertheless not more often used by current political opponents.
The mud-slinging method is especially effective when using semantic manipulation techniques.
Semantic manipulation. Its essence is that for a propaganda message, words are carefully selected that evoke either positive or negative associations and, thus, influence the perception of information.
A technique used by “propagandists” of all times and peoples. Associated with the magical idea of a name. What we call a person influences our understanding of him. So our man is a scout, theirs is a spy. We are liberators, they are occupiers. We are fighters for independence, they are militants. We have troops, they have illegal armed gangs. And it’s not worth talking about the fascists. Accurate definition this word has not yet been given. However, in October 1993, near the White House and the Moscow City Council, people chanted one slogan: “Fascism will not pass!”
Semantic manipulation techniques are extremely popular in today's media. To be convinced of this, just read any issue of Moskovsky Komsomolets. For example, here is a note under the classic headline for this newspaper: “The communists have let everyone go” (the note is not about the executions, but about the losses of the city economy after the communist rally held on February 23). Words: lethal force, damage to the organizers of the procession, those who went on a spree about Maslenitsa, damage, red-brown, communist festivities, frighten dissidents with your strength, undermine the financial condition of the city. Where can one not draw a conclusion about subversive forces who went on a spree for some reason and wanted to wreak havoc and frighten dissent. Together with a picture in which skeletons trail behind demonstrators with a flag and the inscription “We will restore order.”
Note in the newspaper “Zavtra” (No. 8, February) “We will not take a bribe from bloody hands!” (about Boris Yeltsin’s speech in Sverdlovsk, who announced his decision to participate in the elections). Words: Satarov's scribble, otherwise it will be worse, handouts prepared by the servants, drunk to the point of darkness, drunk and blindly chose to torment him, rob him, bring him out of the world, fooled people, to the last thread, teeth on the shelf, kill, blow up palaces, corrupted the people, biting pack, atrocities, bribery, oath-breaking, stealing, auctioning off Moscow, leaf comedy, corrupt courtiers, poisonous toad, etc. On a note, a cartoon: Yeltsin, petrified in the form of a statue of Cheops, in the weeds, with mafiosi and prostrate people.
In both cases, there is a clear attempt to create an image of an enemy who brings threat and destruction. Based on the frequency of use of semantic manipulation in certain media, one can accurately determine both the political point of view of the media and the social “customer” of a particular interpretation of reality.
Skillful use of semantics alone can significantly influence the decision-making process of an individual, a social group, or society. Semantic manipulation techniques include the use of quotation marks.
“The most important way to free yourself from boring truths is to stop paying the usual tribute of respect and reverence, and begin to treat them simply, even with a tinge of familiarity and contempt. Put, as Dostoevsky did, in quotation marks such words as goodness, progress, self-sacrifice, idea etc. With this alone you will achieve more than with a series of the most brilliant and scientific evidence,” wrote Lev Shestov (“The Apotheosis of Groundlessness”)
The quotation mark pattern has long been used to discredit any concept or group. It is enough to put them in quotation marks and they begin to express the derogatory nature of a word or concept. "Good" uncle or Good uncle. So in our political press, democrats turn into “democrats” and philanthropists into “philanthropists”.
The practice of using quotation marks was and is so popular that readers have developed a certain pattern of perception that works very effectively. So if in an article about the disagreements between the Roerich communities and the Orthodox Church we give both points of view, but put quotation marks in one of the opinions, then the effect is clear. In the article "Hierarchy of Light or Terrible Eclecticism?" (“Trud” October 13, 1994) it is used in this way: “The dispute about whether the followers of the “Roerich communities” are spiritual” Orthodox Church does not know... Their “spirituality” is known to us.” The unquoted quotation of an expression like “so-called,” a certain citizen, a certain organization, also belongs to this pattern.
Use of rumors. Rumors information transmitted in interpersonal communication regarding current phenomena and events in public life and reflecting people’s desire to figure out an unclear situation. Rumors are often based on false information and are usually the result of a lack of information. Rumors perform a dual function: explaining the situation and relieving the emotional stress experienced by the individual.
Many people attach more importance to news communicated in a whisper than to news announced openly. A person who has received such news, even from the media, but presented with a conspiratorial air, believes that he has become the owner of unique news and this very fact contributes to his self-affirmation. In general, this leads to the consolidation of this message in memory. The media, reporting “news in a whisper,” achieves efficiency in presenting information on the one hand, and at the same time relieves itself of responsibility for the reliability of the information. The news itself is presented in the form: “Rumors that such a person statesman“The thief was not confirmed to us.” contributes to the fact that something to the contrary is deposited in the mass consciousness. According to the principle: if there are rumors, it means for a reason.
Trust in rumors in Russia is high, because for too long, official information, to put it mildly, did not always correspond to reality or did not report some events at all. Rumors, as well as information leaks from official bodies, perfectly serve to probe public opinion, to create a negative image of certain political figures and their actions.
There are two decisive conditions, the combination of which constitutes the main cause of the emergence and spread of rumors and the severity of which mainly determines the intensity of circulation:
1. Audience interest in a certain topic.
2. Lack of reliable information.
The lack of reliable information does not mean the objective reliability of available information, but a subjective assessment of the degree of one’s own awareness.
Thus, the most accurate information obtained from a source that is not trusted by the audience maintains an information deficit, while false information from a source prestigious for a given audience eliminates the deficit and blocks the spread of rumors.
Use of misinformation. Spreading false information. Quite rough, but effective technique manipulation. Its strength lies in the fact that disinformation is usually used at the moment of making any important decision and when the truth is known - the goal of disinformation will already be achieved. Disinformation contains lies by the very nature of the object, by one or another of its qualities. The American expert in the field of advertising and propaganda, Arthur Meyerhof, in his book “The Strategy of Suggestion” writes: “Propaganda as such does not necessarily have to distort the truth. It would be better to say that it can be based on various combinations of selected truths, half-truths and deliberate lies.”( Meyerhoff A. The Strategy of Persuasion p.105.)
A fundamental aspect of disinformation: the recipient's point of view. For him, this message must be received as true information otherwise the maneuver fails. Consequently, the addressee must be a priori positive towards the source of false information. There are two components to disinformation: a story that feeds on a certain amount of attention, and a false story that responds to that attention. The entire art of disinformation consists of the following components:
a lie must look true and correspond to possible reality (as F. Engels noted, for the “profession of liars” the obligatory rule is that “one must lie plausibly, that is, a lie needs at least a particle of truth, otherwise it will not take root)” (Marx K. Engels F. Soch. vol. 19 p. 326);
it is necessary to know the addressee and the sources he trusts;
sending a message through recognized sources;
time limit for the one who transmits it, so that there is no opportunity to check;
the chain of intermediaries must be long enough so that it is not possible to identify the main source of disinformation.
As a rule, the refutation of misinformation goes unnoticed in most cases and no longer affects the social and psychological attitude formed by the lie.
As practice has shown, third-party journalists (not “our own”) from well-known influential publications are used to present “misinformation.” They are given important exclusive information for some time (“fed”). And when a journalist completely trusts a source, he is used on occasion as a channel for “misinformation.”
Disinformation is too “strong” a technique to be used often for manipulation. However, the need for it remains. The well-known propaganda theorist Michael Chukas, in his book “Propaganda Comes Mature,” formulated the need for disinformation as follows: “... truth is not suitable as a weapon to fight for the interests of a nation state... Even if the truth is used, it must serve some propaganda purpose. Otherwise, it will not be an effective weapon because...truth always trails behind lies."
Using rumors and disinformation, manipulators often use so-called information leaks aimed at one or another psychological effect. The effect of misinformation can be quite dangerous. Suffice it to recall how, in the events in Pervomaisky, disinformation about the allegedly destroyed hostages and elders, federal troops used against the militants and the hostages they detained mass destruction"Grad".
Leaks of classified information. Leaks received through the media from “anonymous sources”. As a rule, this “secret” information concerns the alleged political actions of the authorities or persons claiming power.
They are most often organized by the authorities themselves in order to probe public opinion on a particular political issue. In the event of a negative reaction, public opinion is subjected to additional processing in order to prepare it for a specific political action. And if the reaction is extremely negative, then the authorities always have the opportunity to “refute” the sensational information, declaring it “the idle fabrications of journalists.”
Leaks are also used by representatives of any opposition within the power structure or outside in order to publish any unpopular opinions or measures of those in power.
The technique of information leakage was used very effectively to probe business circles and the public in February 1996, when the Interfax news agency distributed the text of a closed note by Russian Interior Minister Anatoly Kulikov with proposals for the nationalization of banks. The note was sent to the Security Council and the government. The economic statements of the Minister of the Interior were “leaked” by government officials. As a result, there was a flurry of protests from the business elite, and the organizers of the leak realized that it was not worth using the nationalization of banks as an election step.
When creating a propaganda text, it is also necessary to take into account the peculiarities of perception.
Law of sequence. A pattern is used according to which the most significant events are read on radio or television first, placed on the front page of a newspaper, featured on the cover of a magazine, etc. Messages read at the end of news reports, printed on the last pages of a newspaper, even regardless of their interpretation, lose their social significance in advance. In Russia, the last page can also be considered important for posting materials; it was from here that the Soviet reader learned to read newspapers. But we must take into account that the materials published there before inevitably bore a tinge of entertainment and were not considered serious by the reader.
The law of the dormant effect. Any information is absorbed by the audience better if this information contains elements designed to provoke psychological protest. Two important principles follow from this law: the principle of alertness (information about a threat is quickly and firmly assimilated, while the rest of the information contained in the text is not perceived and is blocked) and the principle of resonance (information that directly concerns a given individual is quickly and firmly assimilated).
The law of the dormant effect is implemented in methods of creating sensations and emotional dominance.
Acceptance of emotional dominance. The technique of creating an emotional dominant is associated with the experiments of Spiesman (1964). The experiment consisted of the following: four groups of subjects were shown a film about how one of the Australian tribes performs circumcision on teenagers during an initiation ceremony. The first group watched a documentary without sound; the second group listened to a commentary spoken in a pathetic tone, emphasizing the cruelty and trauma of such practices; the third group was offered a commentary in which, on the contrary, the emphasis was placed on the ordinary nature of the scene and the insignificance of the injury used; The demonstration of the fourth group was accompanied by a neutral commentary, which described the details of the various phases of this practice as objectively as possible.
After analyzing the recordings of the heart rate and psychogalvanic response of the subjects, the researchers noted that the least emotional reaction was observed in the last two groups. On the contrary, the emotional reaction was relatively strong in the group that received only visual information, and the strongest was in the subjects who listened to the emotionally charged commentary.
Sensation. Sensation is news presented with the expectation of surprise, of acute emotional perception. Arthur McEwen, one of Hearst’s employees, defined the essence of the sensation this way: “News is everything that makes the reader exclaim: “Wow!”
Sensation is the most proven method of emotionalizing propaganda. A method designed to ensure that the information or ideological thesis hidden in this information will be perceived uncritically by the audience, due to the fact that emotions will suppress the desire to critically comprehend what is being communicated.
Sensation is one of the ways to create emotional dominance. Intensifying emotions allows you to compensate for the lack of evidence and arguments, which are so necessary in the process of persuasion and are not necessary in the process of suggestion. Sensational presentation of material provides the opportunity to present the material not in a strict logical sequence, not in context with other events, but to snatch from the event only what most intensely affects emotions and, naturally, what best suits the interests of the “creators” of the sensation. A sensation perceived emotionally and not rationally allows one to effectively form the socio-psychological attitudes necessary for the manipulator.
Manipulators care not just about sensations, but about sensations that have a certain effect. This is how planned sensations arise.
Researcher D. Boorstin in his book “Image: A Catalog of Pseudo-Events in America” introduced the concept of “pseudo-event” into political use: “It does not happen by itself, but because someone planned, set up or provoked it... Its connection with the surrounding reality is doubtful."
A planned sensation, as a rule, has a very specific purpose. It can attract public opinion to certain events or distract it from processes that it is important for the manipulator to keep in the “shadow”. A powerful propaganda effect is ensured by a certain “chain” of planned sensations, when each subsequent sensation “reinforces” the previous one, forming the socio-psychological attitudes necessary for the manipulator.
Law of precedence. Any information is assimilated by the audience in the first interpretation; in the future, any attempt to change the interpretation is perceived either as fundamentally new information, or as a lie (or a desire to evade the truth). This is why primacy in the presentation of information and especially comments is so important. The law of precedence is the basis for such a manipulation technique as the inoculation effect.
Innoculatory (from Lat. grafting) effect. Its essence is that if a person initially forms a negative attitude toward a message or rejects a poorly reasoned message, then he is, as it were, “immunized” against accepting and all subsequent information of similar content from this source, even if the further message is prepared well and convincingly. The inoculation effect is used if it is known that unwanted information will soon spread. When the content of such information is known, it is possible to preempt it with another message, which initially forms in the recipient an attitude towards subsequent negative perception of unwanted information. By the time she comes out, the recipient will already be “vaccinated” accordingly.
Law of consistency. In a situation where two communicators defend points of view that are alternative to each other, the time sequence of presentation of messages begins to take on greater importance. Thus, the message of the first communicator will become more influential for the audience if the time interval between the first message and the second speech is small, but, however, this interval should be large between the last speech of the opponent and the decision of the audience as an arbiter. This effect is called the “primacy effect.” The second tactic, known as the “recency effect,” works in favor of the speech of the last communicator. In this case, it is necessary that the time interval between both speeches be as large as possible, and the gap between the second message and the final decision of the audience should be as short as possible. [Bodalev A.A. Sukhov A.N. Fundamentals of social psychological theory M. 1995.p.361362.]
The paradox of repetition. If the information is of the same type, then the process of dullness is directly proportional to the number of unmotivated repetitions. A consequence of the law and salvation from dullness is the principle of protection: information that an individual (audience) considers unnecessary, which does not “catch” him (her) is forgotten first of all.
Wagon with an orchestra (bandwagon). Using the recipient’s desire to act “like everyone else.” “Everyone has already bought this product! What are you waiting for?” this question is directly or indirectly present in almost every advertisement. The technique is widely used in political advertising to create an image for political leaders. This technique is most actively used to manipulate mass consciousness when popularizing the results of public opinion polls. The calculation is based on the fact that people will want to “be with the majority” and that the psychological mechanisms of imitation and imitation will work.
Reception of symbolization. Intentional accentuation and recording of scenes containing symbolic information. Such information becomes symbolic after providing it with appropriate commentary or context. Thus, unable, due to censorship reasons, to express its attitude to the Vilnius events of 1991, the nightly Television News Service (TSN) after its release launched a story with a rough sea, accompanied by disturbing music. An emotional effect was thereby achieved.
The symbolization technique was used in the selection of the screensaver for "Russian News". Initially, it depicted a galloping three horses in a harness. Then the horses were “unharnessed”, as if demonstrating freedom of presentation of information.
Associative linking. Association connection between individual events, facts or phenomena reflected in the mind and fixed in a person’s memory. There are three types of associations: associations by contiguity, which are based on spatial and temporal relationships between objects and phenomena (that is, what is remembered as adjacent, as neighboring), associations by similarity, when new item similar (or seems similar) to a previously known object and associations by contrast, when sharply different opposite facts and phenomena are associated.
When mounting a propaganda message, manipulators calculate exactly what associations it should evoke. At the same time, the message itself, as a rule, looks extremely neutral and objective. But in it you can always find disguised stimuli that direct a person’s consciousness to certain associative connections. These pre-planned associative connections significantly expand the possibilities of influence on the recipient, enhance the emotional impact on him, providing scope for his imagination and, accordingly, memorization.
The associative binding manipulation is applied not only by using "built-in" hidden stimuli integrated into the message, but also by carefully selecting the order of these messages. Here, the psychological regularity of human thinking is used, which is characterized by a certain inertia and the impression received from the previous message is, to some extent, superimposed on the subsequent one. An artificially associative connection arises, coloring the message in certain tones.
With the help of associative linking, a certain phenomenon is endowed with additional features. Seemingly insignificant details introduced into an article, a TV show or a movie, evoking certain associations can direct the audience’s imagination in a given direction.
Associations that form an image can be evoked at the level of the unconscious by the most seemingly insignificant means. It is enough to place a light ornate font in an advertisement to create an image of lightness and grace for the advertised product. or, conversely, a heavy, simple font in advertising industrial equipment creates an image of strength and reliability of this equipment. During the years of the “Third Reich,” the Nazis printed the slogan “Germany above all” in an old Gothic font to create an image of the traditionality of this time-honored slogan. Some magazines in the West are specially printed on yellowish, “old” paper, giving the publication the same image of a time-tested publication.
In modern Russia, the technique of associative linking was not forgotten. It is enough just to remember the photographs and cartoons of Khasbulatov with a pipe in his hands - a hint at the “coming” Stalin. Or Barkashov’s swastika against the background of the besieged White House in 1993. Or a photograph of Defense Minister Pavel Grachev in a prison uniform (Moskovsky Komsomolets, 01/10/95).
In the 1995 election campaign, the authors of the NDR video made good use of associative linking, where they first showed a brochure with a swastika on the deputy’s table, then they “rolled” towards Zhirinovsky speaking on the podium - more than transparent associations. Chernomyrdin was demonstrated, either after first-graders going to school, or among metallurgists in a metal smelting workshop. This was how the image of a leader working in the “thickness of the people” was created.
Associative linking was skillfully used to create a negative image of the former chairman of the State Committee of the Russian Federation for the Press, who admitted in August 1994 his sympathies for nationalists. "Obshchaya Gazeta" (N 35 2 8.09.94) in the material "Boris Mironov: "I am a fascist..." gave a photo block on which a photograph of Boris Mironov (from a Black Shirt perspective) was combined with a photograph of a young man painting on the wall a swastika. A certificate was embedded in the block: “Fascism terrorist dictatorship of the most reactionary forces” from the “Big Encyclopedic Dictionary.”
The technique of associative linking works in the methods of personal witnessing and the witnessing of “mere mortals”
Personal testimony (testimonial). In one colony of monkeys, an attempt was made to tame them to sweets. We started with young individuals at the lower levels of the “monkey hierarchy.” The taste for candy spread extremely slowly: after a year and a half, only 51% of the inhabitants of the colony consumed candy, and there was not a single leader among them. In another troop of monkeys they tried to accustom the monkeys to wheat, but this time they started with the leader. Eating wheat, which had been completely unknown to the monkeys until then, spread to the entire troop within 4 hours.
In a monkey troop, the authority of the leader is determined by a clear criterion of strength. For us, the criteria of authority may be different, but one of the most significant is the “external sign” of authority - title, rank, etc., denoting the value of an individual through his social role. It is enough to say that before us is a “professor”, “general”, “director”, and certain attitudes of perception, previously formed assessments and expectations come into force. The opinion of the title holder acquires a completely different power of influence than if he were incognito.
American psychologist Robert Cialdini, in his book “Influence: Science and Practice,” cites data from many studies that reveal, in particular, the nature of the influence of authority on behavior. So, according to the conditions of one of the studies, the psychologist cited five different classes college of the same person, introducing him as a guest from Cambridge University. Moreover, in the first class he called him a student, in the next an assistant, in the third a teacher, in the fourth a senior teacher, and finally in the fifth a professor. After the guest left the room, students were asked to roughly estimate his height. The height of the “professor” turned out to be significantly higher than the height of the “student”. With each increase in title, the guest "gained" in height.
An authoritative person or celebrity confirms the dignity of a particular product, or person, or phenomenon. There is a psychological mechanism of “transfer” at work here, in which the merits of the “witnessing” are transferred to the product, to another person, to phenomena.
In advertising practice, singers and actors are often used to advertise a product. But we must take into account that “personal testimony” is also used to create an image for ideas, including political ones. Not out of simple love, Central Television often showed us Rostropovich with a machine gun in his hands, defending the White House in August 1991. It is not at all by chance that the NDR movement attracted Nikita Mikhalkov to the election campaign, using his image in its advertising. However, other blocs also recruited cosmonauts and military personnel.
When used skillfully, citing authority can be a powerful tool of influence. For it to work, it is necessary to “calculate”, using the method of sociological surveys, individuals who are significant for the group that is supposed to be influenced, whose opinions are perceived uncritically. After this, it is important to get them to speak in the required manner, or to refer to some statements of authorities that form the necessary reaction in the social group.
Evidence from "mere mortals". The effectiveness of this advertising is no less than celebrity testimonials, but for its success it involves some compensating mechanisms, namely the use of attractive characters, the use of humor, layering of testimonies, etc. Cumulative effect layers many pieces of evidence into one advertisement.
An example of the successful use of the testimony of “mere mortals” was a series of propaganda videos by Boris Yeltsin’s team in the 1996 presidential election campaign. Representatives of various social types (teachers, workers, collective farmers) talked about their simple lives and voiced the main propaganda theses of the Yeltsin team: “Reforms should be completed by the one who started them,” “Don’t change horses in midstream,” “Yeltsin is stability, Zyuganov national catastrophe."
The communicator effect. People's opinions are more strongly influenced by communicators who appear to be experts in their field and inspire trust.
The impression of the communicator's sincerity and credibility (and therefore the effectiveness of influence) can be increased if he clearly and concisely argues a position that is trustworthy in that it clearly does not affect his pragmatic interests and does not bring him any benefit (and is best contrary to the interests of the communicator) and if he, moreover, does not clearly try to “head-on” influence people’s opinions.
However, if the communicator has very high authority in front of a given audience, then he will still influence it, even if the audience knows about his pragmatic goals and intentions from the sole desire to identify with authoritative person, take her as an example.
The most “persuasive” effect is obtained by the communicator’s appeal to the emotions (both positive and negative) of the audience in combination with logical argumentation and specific instructions for performing actions within the framework of the assigned tasks.
The effect of "presence". Television has practically unlimited possibilities for manipulating mass consciousness due to the psychological peculiarity of influencing the viewer by forming a stable illusion of “objectivity” and “reliability” of what is depicted on the screen.
With the help of numerous tests, scientists have proven that the “illusion” of the viewer’s complicity in the action shown on the television screen is only so deep that the version of this action is considered as the only reliable one.
Montage plan angle are just some of the means of forming the image of a particular event on the screen. English writer James Aldridge wrote about this: “the television camera, highlighting a part of a whole event and conveying this part with literal accuracy, replaced the phenomenon with a detail.” A detail carefully selected by the reporter and news director.
In Russia, where newspaper circulation has fallen significantly and television has become almost the only news provider, this “presence effect” is widely used. Most of the technologies noted in this work are used on television: plan, angle, editing, milton and meta-modeled text, anchors, reframing, gradation of messages in order, non-verbal marking of the text: gestures, facial expressions of the presenter, etc., rhythmization of the text. To these technologies one can add the reception of emotional dominance and symbolization, as well as various strategies for presenting information.
Features of the psychophysiology of perception make their own demands on visual solutions reproduced on the screen: movement from left to right is perceived easier and more favorably than movement on the contrary. Diagonal movement from the lower left corner of the screen to the upper right is usually associated with overcoming the achievement of something significant; the reverse movement is perceived as the loss of certain positions. Moving diagonally from the lower right corner of the screen to the upper left and vice versa can cause vague negative sensations. A sharp and frequent change of frames (especially from a medium shot to a close-up) is associated with an invasion of the viewer’s personal space and can arouse negative emotions.
That is why experts criticized the DDA election video, where Yegor Gaidar walks along the railway tracks diagonally from the upper right corner to the lower left, which viewers clearly associated with the loss of certain positions.
Among the entire arsenal of television expressive means, the first place in terms of the power of emotional impact is: music, then the expressive manifestation of human behavior and finally color and shape. [Zazikin V.G. Psychology in advertising p.42.]
Contamination of verbal and iconic messages. The requirements of persuasive communication require the use of verbal and iconic (figurative) messages. Combining written text and illustration, words and images, helps build trust in the message.
Methods of neurolinguistic programming. Neurolinguistic programming technology was developed in the USA between 1975 and 1979. The creators of NLP, John Grinder and Richard Bandler, using the expert system and ecological approach to thinking of Gregory Bateson, studied the work system of the outstanding “supercommunicators” Virginia Satir in psychotherapy and Milton Erickson in hypnosis and then synthesized their communication techniques into the sociocultural technology of NLP. Simply put, NLP can be defined as a system of tools for understanding and changing human behavior and thinking.
The effectiveness of NLP models was quickly assessed and they were transferred from the field of psychotherapy to business and education.
In 1987, one of the most popular works by D. Grinder and R. Bandler, “From Frogs to Princes,” was translated into Russian, and from that moment NLP received intensive development in Russia. Now in our country there are up to 200 specialists in this new direction in psychology. NLP is widely used in both advertising and political campaigns. According to the director of the Moscow NLP Center Andrei Pligin, during the 1993 State Duma elections, about 12% of deputies were consulted by specialists in this area, and in 1995 there were already about 40%. It is known that for the 1996 presidential elections, NLP specialists also prepared special programs for candidates. (The presentation of neurolinguistic programming technologies is not the scope of this work.)
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Psychotechnologies
1. Psychotechnology of personality development as a branch of psychology
By psychotechnologies we mean practical tools that are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of their activity in the learning process. The use of psychotechnologies in the educational process allows the creative basis of the personality of master's students to manifest itself, as it activates its internal mechanisms, focuses on mobilizing the cognitive forces and aspirations of students, awakening independent interest in knowledge, establishing their own methods of activity, and developing the ability to concentrate on the creative process. We consider training to be psychotechnologies.
In the last decade, the word “technology” has been increasingly used by specialists in the field of pedagogy and psychology. In the psychological literature, the content of this concept is either not considered at all, or the term has an ambiguous meaning. An analysis of the literature showed that technology is understood as art, skill, skill, a set of processing methods, and changes in state.
Thus, the term “pedagogical technology” is quite widely used in the pedagogical literature. There are a variety of definitions of this concept. B.T. Likhachev defines pedagogical technology as a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit of the pedagogical process. A number of authors (V.M. Monakhov, V.P. Bespalko, T.P. Salnikova) understand the term “pedagogical technology” as a model of joint pedagogical activity thought out in all details in the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.
Let us turn once again to the understanding of technology in other areas of human activity. Here two levels of technology are distinguished: as a science or a set of information necessary for a practitioner to implement a particular production process; as a very real process.
The basis of any technology is a clear definition of the final goal. In technology, purpose is seen as a central component. Let us characterize the areas of activity and, accordingly, the goals that it covers.
The cognitive area includes goals from memorizing and reproducing material to problem solving, during which it is necessary to rethink existing knowledge, build new combinations with previously studied ideas, methods, methods of action, including the creation of new ones.
The affective (emotional - personal) area includes the goals of forming an emotional - personal attitude towards the phenomena of the surrounding world, ranging from simple perception, interest, readiness to react to the assimilation of value orientations and relationships, their active manifestation. This area includes goals such as the formation of interests and inclinations, the experience of certain feelings, the formation of attitudes, their awareness and manifestation in activities.
Based on their orientation towards personal structures, technologies are divided into information, operational, self-development, heuristic, and applied. In information technology, knowledge, skills and abilities are formed. Operating rooms provide the formation of methods of mental action as their main task.
Based on the approach to the subject, technologies are divided into authoritarian, cooperative, free education, personality-oriented, humane-personal. Authoritarian technologies use suppression of initiative and independence, and coercion. Technologies of cooperation are distinguished by democracy, equality, partnership in subject-subject relations. Technologies of free education provide the subject with freedom of choice and independence in various spheres of his life. Personality-oriented ones place the subject’s personality at the center, providing comfortable, conflict-free and safe conditions for its development, and the realization of natural potentials.
Humane-personal ones are distinguished by their psychotherapeutic focus on supporting the individual and helping her.
The task of technology as a science is to identify patterns in order to determine and use in practice the most efficient and economical production processes.
The term “psychological technologies” implies an aspect associated with the formation and development of the subject’s personal qualities.
Consequently, by the term “psychological technologies” we mean a set of methods and techniques aimed at the formation of an effectively practical sphere of personality and the realization of natural potentials
1. Psychological technologies are a set of methods and techniques aimed at the formation of an effectively practical sphere of personality and the realization of natural potentials.
2. Psychological technologies of professional guidance are a set of methods and techniques aimed at effective management the process of choosing a profession and designing a professional path, taking into account the personal qualities of the subject.
3. Psychological technologies of vocational guidance in the early stages of ontogenesis are aimed at the formation of a holistic human personality that has a need for work and a choice of profession, realizing a person’s individual purpose, as well as having the ability to realize one’s attitudes in work and professional interests.
4. Psychological technologies of vocational guidance in the early stages of ontogenesis include methods and techniques aimed at creating positive motivation in relation to the object of work, the formation of personal meaning of work, the emergence of professionally oriented interests and inclinations in children, which are realized through gaming, educational activities, and novelty , identification with parents.
2. The concept of psychotechnology,content analysis
In the last decade, the word “technology” has been increasingly used by specialists in the field of pedagogy and psychology. In the psychological literature, the content of this concept is either not considered at all, or the term has an ambiguous meaning. An analysis of the literature has shown that technology is understood as art, skill, skill, a set of processing methods, and changes in state.
Thus, the term “pedagogical technology” is quite widely used in the pedagogical literature. There are a variety of definitions of this concept. B.T.Likhachev gives a definition of pedagogical technology as a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit of the pedagogical process. A number of authors (V.M. Monakhov, V.P. Bespalko, T.P. Salnikova) understand the term “pedagogical technology” as a model of joint pedagogical activity thought out in all details in the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.
According to UNESCO definition, educational technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education.
Thus, after analyzing various definitions of the concept, we can conclude that the content of the term boils down to the following: technology is a set of methods of processing, manufacturing, changing the state, composition, form of raw materials, materials or semi-finished products carried out in the production process.
Let us turn once again to the understanding of technology in other areas of human activity. Here There are two levels of technology: as a science or a set of information necessary for a practitioner to implement a particular production process; as a very real process.
The basis of any technology is a clear definition of the final goal . In technology, purpose is seen as a central component. Let us characterize the areas of activity and, accordingly, the goals that it covers.
Cognitive domain includes goals from memorizing and reproducing material to solving problems, during which it is necessary to rethink existing knowledge, build new combinations of them with previously studied ideas, methods, methods of action, including the creation of new ones.
Affective (emotional - personal) area includes the goals of forming an emotional and personal attitude towards the phenomena of the surrounding world, ranging from simple perception, interest, readiness to react to the assimilation of value orientations and relationships, their active manifestation. This area includes goals such as the formation of interests and inclinations, the experience of certain feelings, the formation of attitudes, their awareness and manifestation in activities.
By orientation to personal structures of technology are divided into informational, operational, self-development, heuristic, and applied. In information technology, knowledge, skills and abilities are formed. Operating rooms provide the formation of methods of mental action as their main task.
Self-development technologies are aimed at the formation of self-governing mechanisms of the individual. Heuristic - for the development of the subject’s creative abilities. Applied ones are designed to ensure the formation of an effectively practical sphere of personality.
Based on the approach to the subject, technologies are divided into to authoritarian, cooperation, free education, personality-oriented, humane-personal. Authoritarian technologies use suppression of initiative and independence, and coercion. Technologies of cooperation are distinguished by democracy, equality, partnership in subject-subject relations. Technologies of free education provide the subject with freedom of choice and independence in various spheres of his life.
Technology Challenge as a science is to identify patterns in order to determine and use in practice the most efficient and economical production processes.
The term "psychological technologies" implies an aspect associated with the formation and development of the subject’s personal qualities.
Consequently, by the term “psychological technologies” we mean a set of methods and techniques aimed at the formation of an effectively practical sphere of personality and the realization of natural potentials.
The group process in the training covers three main aspects of personality - cognitive, emotional and behavioral (Parygin B.D., ed., 1997).
The cognitive aspect is realized through receiving new information, through setting research tasks aimed at increasing the level of awareness about oneself, about the analysis of situations, about the psychology of a particular phenomenon. Experiencing the personal significance of the information received, feeling it deeply
Emotional living and evaluation of new knowledge about oneself and others, one’s resources and deficits, a decrease or increase in one’s own self-esteem are expressed in the emotional aspect.
In the behavioral aspect, the expansion of the behavioral repertoire is demonstrated through the awareness of the ineffectiveness of some habitual methods of behavior.
3. Personallyexist as a psychological phenomenon
Personality- a complex, multifaceted phenomenon of social life, a product of socio-historical development, on the one hand, and a figure social development(subject) - on the other
Analysis of ideas about the nature of personality, the socio-psychological impossibility of a person to live and develop outside society requires updating the basic mechanisms and driving forces of the objective connection that operates between people. First of all, such a relationship is accumulated in communication and interaction and through them is realized, according to the plan, by the reality of social existence. We are talking, therefore, about the socio-psychological nature of the personality, its communicative potential, about the understanding of human communication (communication in this case means communication in a broad interpretation of this definition: this is the whole range of connections and interactions that involve direct or indirect contacts, implementation social relations, regulation of the social process, value relations to it, exchange of information, empathy, mutual understanding, perception, reproduction, influence of one person on another). Consequently, in the general psychological structure of a personality, socio-psychological components reflect its actual communicative nature and are system-creating components. Recent theoretical and experimental studies confirm precisely this assumption. their generalizations show that in whole system personality traits, communicative properties and the ability to communicate are the most significant, because it is the personal life and personal development of a person that are revealed and presented as comprehensive communication (in all its manifestations). Such communication has an internal source of self-development - the transcommunicative factor. Not noticing this means denying the personal development of a person, the transcommunicative unfolding of her life world, which, ultimately, can lead to the emergence of acquired personality deficit syndrome.
The set of problems concerns the understanding of the relationship between communication and personality development, its formation in society, its assimilation with the help of socio-psychological properties and factors of social experience. It is precisely the clarification of the connections between communication and the personality, communication and the individual’s reproduction of social reality that makes it possible to present the general basis of the socio-psychological life of the individual. Thus, the communicative approach to the development of the individual in society comes from considering the communicative life of the individual as a person’s communication with himself, other people and, in general, with the world, where the communicative potential of the individual is manifested through agreement (disagreement), understanding (misunderstanding), reflection, empathy, trust, love, attractions, etc. Socialization of personality without communication, without cooperation and dialogue, without interaction and people’s perception of each other is impossible. A person communicates when he calls, communicates with friends, takes part in business negotiations, tries to resolve a conflict problem, or simply analyzes his own actions and actions. And in any of these situations, its success is determined by the quality of the communication process, the individual’s ability to listen and convey information, and his ability to understand the internal state of the interlocutor. We are talking about a wide range of communicative knowledge, skills and abilities, in general, about sociability and communicative competence, which an individual should be endowed with and which are a necessary component of his communicative potential.
Without denying the significant groundwork of psychological science regarding the formation and development of personality in the social environment, we support those scientists who consider personality as a hierarchy of various external and internal communications, dynamically forming a new quality - the communicative core, the communicative world of man. A person’s readiness for full interpersonal communication is a complex multicomponent process that involves the simultaneous development of the individual’s psyche in several interrelated directions. The main thing in it is the formation of a communicative core of personality that is humanistic in nature, which involves achieving such a level of reflection of any person, attitude towards it and behavior when it is perceived as the greatest value (according to A. Bodalov). Consequently, providing interaction participants with a wide range of communicative knowledge, the formation of their communicative skills is a necessary component of the development and formation of a person, his life and functioning in micro- and macrosystems. The phenomenon of communication is a meaning-creating process of life of any form and level, since in living systems (unlike technical ones) information that has life meaning, is not just transmitted, but transformed and created, being embodied in a variety of codes - from genetic to cultural. Incarnation is always an energetic process.
Thus, energy exchange, energy potential in unity with information are two components of any living communication, two universal dimensions - information content (selectivity) and energy exchange (reciprocity) of communication at any level (from genetic to spiritual. Based on this, communication skills are interpreted as integral characteristic of an individual, as his property, which he needs to ensure self-realization, self-development, in general for life. It has a much greater depth and range of action than is commonly believed: it may include the genetic experience of past generations. With this consideration, a person becomes a complex constellation heterogeneous communicative worlds (genetic, individual, subjective, social, cultural, etc.), the combination of which forms the central problem and paradox of real unity, the integrity of the individual.The main way to develop this complex integration human life is transcommunicative processes, states and relationships, which are understood as transitions that tend to turn around, and new synthesis between different types, forms, levels and worlds of human communication based on their universal information and energy nature. If communication is communication with persistent characteristics of style, distance, ritual, terminology, positions, roles, then transcommunication most often manifests itself in humor, jokes, puns, analogies, metaphor, that is, in everything that takes a person beyond the ordinary into the new , unknown.
Without communication in a social environment, without interaction with other people, without socio-psychological reflection and the involvement of personal mechanisms for regulating social phenomena in this process, there cannot be genuine development of personality in society. Regarding interpersonal communications, the dialogic type of relationship here can be considered universal, a necessary condition for the effectiveness of mutual contacts, a form of revealing the potential capabilities of the participants in the interaction. Dialogical relationships are universal, they pass through human thinking, through all human relationships, and more specifically, through the entire life of a person in all its manifestations. Only in communication, in the interaction of person with person, the person in person is revealed, both for others and for herself. Dialogue acquires ontological status, since to exist means to communicate dialogically. Dialogue, therefore, is not only a means of personality formation, it is the very existence of a person, his uniqueness. The individual acquires his full and universal expression precisely in the process of dialogue. Moreover, each of the participants in the dialogue is a representative of semantic positions that do not coincide with each other. Consequently, the condition for dialogue is both the presence of judgments regarding the other and an evaluative personal attitude towards him. In the scientific literature, other psychological criteria of effectiveness are identified: satisfaction from belonging to a group and from the communication process itself, the authority of the interlocutor, self-esteem of social relations, etc., which determine the level of formation of the socio-psychological basis of the individual.
In a broad sense, the socio-psychological nature of personality can be characterized by a certain degree of unity of communication and personal properties of the individual. Of course, the measure of manifestation of this relationship is a measure of the formation of an individual’s communicative capabilities. This position is concretized in the individual’s ability to solve problems of life and activity through communication, in the transfer of one’s knowledge and experience to participants in interaction, in the ways of organizing a certain system of relationships at various levels, in the social psychology system of ensuring the self-development of the individual, etc. This interpretation of the communicative nature of personality leads to the psychological and social basis its development, on the relationship between internal and external, objective and subjective, individual and social in it. So, communication is understood as a social and psychological property, as an attributive quality of a person. The socio-psychological nature of personality involves taking into account such patterns that occur both from the social and biological conditioning of human behavior and human relationships - interpersonal, intergroup, internally personal, which collectively characterize people’s attitudes to work, to the accumulation and use of their intellectual, moral, professional and other potential.
Revealing the communicative nature of the individual, one should take into account general scientific constants regarding the problem of communication and its role in the life of the individual. The study and analysis of socio-psychological literature allows us to highlight the following characteristics of communication: communication as a means of transmitting information is at the same time an integrated component of the personality, which ensures, to one degree or another, the manifestation of all its socio-psychological properties; communication is considered from the standpoint of social and dialogical interaction, one that is carried out primarily not by an individual, but by all participants in the process in relation to the activity that unites them; partners in the process of exchanging information, interacting and perceiving each other are understood as its participants. From the standpoint of the socio-psychological approach, communication is aimed at ensuring orderliness and consistency in the actions of participants communication process, optimization of all forms of their interaction in order to solve socially significant problems. It should also guarantee the individual respect and self-disclosure of personal abilities in the course of communication.
The psychoanalytic theory of S. Freud (1856-1939) is an example of a psychodynamic approach to the study of human behavior, in which it is believed that behavior is controlled by unconscious psychological conflicts.
Individual psychology of A. Adler (1870-1937) describes a person as unified, self-consistent and integral.
Analytical psychology of K. Jung (1875-1961). Another example of a revision of the psychodynamic theory of S. Freud is the analytical psychology of K.G. Cabin boy. The main difference between these scientists concerns the nature of libido. Freud saw the latter primarily as sexual energy, while Jung saw libido as a creative life energy that can contribute to a person's ongoing personal development
Ego theory of personality by E. Erikson (1902-1993). American psychologist E. Erikson argued that the Ego goes through several universal stages in its development.
4. Development, forformation, personality formation
FORMATION OF PERSONALITY - the process of development and formation of personality under the influence of external influences of upbringing, training, social. environment; purposeful personal development or k.-l. its sides, qualities under the influence of upbringing and training; the process of becoming a person as a subject and object of social relations.
Personality, like everything specifically human in the psyche, is formed and revealed in the course of active interaction with the external and objective environment, through the assimilation or appropriation by the individual of socially developed experience. In this experience, directly related to the individual are systems of ideas about the norms and values of life - about the general orientation of a person, relationships to others, to oneself, to society, etc. In different times and different cultures, these systems are different, but their meaning does not change. and can be expressed through the concepts of “objective pre-existence” or “ social plans(programs)” personality. The Society organizes special activities aimed at implementing these plans. But every individual is also active, and the activity of society meets its activity; the processes that play out at the same time constitute the most important, sometimes dramatic events in the course of the formation and life of an individual.
Personality formation is the process of mastering a special sphere of social experience, but it is completely special, different from the mastery of knowledge, skills, etc. Indeed, as a result of this mastery, new motives and needs are formed, their transformation and subordination. It is impossible to achieve this by simple assimilation - these would be motives that are known, but not really effective. New needs and motives, their subordination, arise not through assimilation, but through experience or living: this process occurs only in real life, it is always emotionally intense, and often subjectively creative.
The most important and major stages of personality formation are as follows. According to A.N. Leontiev, in line with the theory of activity, the personality is “born” twice. Its first “birth” is at preschool age, when a hierarchy of motives is established, the first correlation of immediate impulses with social criteria arises—the opportunity arises to act contrary to immediate impulses, in accordance with social motives. It is marked by the establishment of the first hierarchical relationships of motives, the first subordination of immediate impulses to social norms. So, here arises what is reflected in the first criterion of personality.
Her second “birth” is in adolescence and is associated with awareness of the motives of her behavior and the possibility of self-education. It is expressed in the emergence of the desire and ability to realize one’s motives and carry out active work to subordinate and resubordinate them. This capacity for self-awareness, self-leadership and self-education is reflected in the second criterion of personality. Its mandatory nature is also fixed in the legal concept of criminal liability.
The question of the mechanisms of personality formation, which is extremely important for the theory of personality and for the practice of education, has not been sufficiently developed.
The spontaneous mechanisms of personality formation include a fairly general mechanism of shifting the motive to a goal, as well as more special identification mechanisms and a mechanism for accepting and mastering social roles (- motif shift mechanism; mechanism for mastering the role). These are spontaneous mechanisms, because the subject, exposed to their action, is not fully aware of them, and in any case does not consciously control them. They dominate until adolescence, but even after that they continue to participate in the development of personality along with conscious forms of self-construction. The named mechanisms, to the extent they relate to the development of personality, act in line with the general, general process of objectifying the need for communication (- need: objectification; need for communication). This need is being given increasing importance in psychology. In terms of fundamentality, it is equal to organic needs: it is just as vital, for its dissatisfaction leads to a deterioration in the physical condition of infants and cubs of higher animals, and even to their death. It turns out to be the main driving force behind the formation and development of personality.
The mechanism of motive shift operates at all stages of personality development, only with age those main motives of communication that direct this shift to mastered actions change and become more complex - because as you grow, the circle of social contacts and connections becomes wider and wider.
The identification mechanism begins to operate from an early age: children imitate their parents in everything - in manners, speech, clothing, activities. All this is reproduced purely externally, but at the same time the internal traits of the parents are also acquired. This is very clearly manifested in role-playing games, especially when playing family games. A characteristic feature of identification is that it occurs, especially at first, regardless of the child’s consciousness, and is not completely controlled by the parents. This places a special responsibility on educators for the quality of their own personality. At later age stages, the circle of persons from whom the sample-object of identification is selected expands enormously. These may include not only real people, familiar or unfamiliar, but also literary heroes. But usually there comes a time when the “model” loses its attractiveness and subjective significance, and this is natural: the person has received something important and necessary from the model, but she has her own path. De-actualization of a model marks the completion of a certain stage in the development of a personality, its rise to a new level: it turns out that new relationships have developed, new motives have appeared, and this forces one to set new goals and look for new ideals.
The mechanism of accepting and mastering social roles also operates from an early, preschool age: an older preschooler dreams of becoming a schoolchild, etc. This mechanism is in many ways similar to the identification mechanism, but is much more generalized; There is often no personalization of the mastered standard-social role or social position. Many moments of the process of entering a role, mastering it and fulfilling it are “hot spots” in life. People often dream about roles; in such dreams, ideas about how an individual will look in a new, desired role play a significant role. These experiences reflect the desire to appear before others in a new form, according to a new role. At a more advanced phase, the individual often merges with the role, it becomes part of his personality, and the loss of the usual role is experienced as the loss of part of the personality. Similar to this are situations of temporary “role removal” - in cases of serious illnesses, natural disasters etc.
Mastering social roles is directly related to the formation and life of the individual, because in the course of it:
1) new motives appear;
2) there is a subordination of motives;
3) systems of views, values, ethical standards and relationships are modified.
All of the named mechanisms of personality formation can also take conscious forms, but awareness is not necessary for their action, and is often impossible. As a rule, all these mechanisms act together, intertwining and mutually reinforcing, and only mental abstraction allows us to consider them separately.
5. Classification of psychotechnology
In modern scientific and theoretical literature and the practical activities of outstanding domestic teachers, three main types of technologies are distinguished: technical, economic and humanitarian. Humanitarian technologies are divided into management-humanitarian (human science), pedagogical and psychological.
Humanitarian technologies are technologies for self-expression of people, self-realization of their intellectual qualities.
The effectiveness of technical and economic technologies is determined, for example, by how advanced businessmen and managers are in the use of humanitarian technologies. According to some sociological studies, business managers realize their knowledge and abilities by 30%, from strength to 70%. The lower their managerial and humanitarian training, the poorer their personal and business potential is. Improving this training ensures an increase in labor productivity at industrial enterprises by 25-30%, and in some cases by 40-60%.
Along with technological and economic technologies, our lives are persistently invaded social technologies . They have long been recognized abroad. Our interest in them arose in connection with the appearance of two large works in Bulgaria in the 70s and 80s. This " Social Sciences and social technology” by N. Stefanov and “Technology and efficiency of social management” by M. Markov. Thanks to sociology and social psychology, which gained the right to exist in the 60s, research on the management of social processes became possible. In turn, this required turning to social engineering, and then to social technologies. However, such a belated connection to this scientific and applied field has led to discrepancies in their understanding; social technologies are often associated with human science technologies.
Social technologies help solve an important class of problems in human life, but not all problems. They focus on such an object as a social phenomenon. The person himself often does not appear in them either as an object or as target. They have their own object and, accordingly, their own goals. This shows the specialization of this type of technology.
Humanitarian technologies include: futurological, situational And everyday.
Futurological humanitarian technologies reproduce a synoptic map representing an economic, social, cultural, moral, psychological and demographic “forecast” of possible future options. With the help of these technologies, a specific model of the state of society, a region, or a workforce is predicted, which is very important for managers interested in being prepared to solve new problems in their activities.
Situational humanitarian technologies are developed and applied due to certain circumstances. For example, managing people's behavior in extreme situations. Special trainings are conducted on these technologies - professional training for relevant employees. Most often it is carried out in the form of a “situation - conflict” analysis or a business game.
Are universal everyday humanitarian technologies. For example, technology vocational training, technologies for searching for gifted people.
It is known that not all humanitarian knowledge is technological. Firstly, humanitarian knowledge is characterized by a cognitive orientation. Secondly, they are characterized by abstractness and the possibility of arbitrary interpretation. Thirdly, they are rich artistic language, symbolic diversity, subtext.
Attempts to give humanitarian information symbolic designations have so far been of little effectiveness. The results obtained are very conditional. All this confirms that humanitarian information is labor-intensive for technological processing, both in content and form.
Speaking about the essence and content of humanitarian technologies, it should be emphasized that humanitarian technologies are a system of scientific and humanitarian knowledge, the use of which makes it possible to realize a specific human science plan using certain conditions, means and methods.
An object And idea determine everything else in technology: what scientific and humanitarian knowledge is needed, conditions, means, methods of the process of implementing the plan. As object Humanitarian technologies include the life and work of an individual, various social communities, and the interaction of man and nature. These are the most high technology. The development of each technology requires a huge amount of information, its special selection, and the use of the results of the latest scientific research. Errors at the theoretical level must be reduced to a minimum so as not to cause damage to the health or personal dignity of people; in practice, this is difficult to achieve. To do this, when developing them, it is necessary to undergo repeated logical comprehension according to the scheme “concept - hypothesis - version - option”. Humanitarian technologies -- difficult to algorithmize. The principle of operation, characteristic of many technologies, is used in them in a very limited way. The process of implementing a plan often cannot be divided into a sequential series of operations or algorithms. It is no coincidence that the generally recognized masters in the field of pedagogy A. S. Makarenko and V. A. Sukhomlinsky, who consistently achieved positive final results in implementing educational plans, called their pedagogical theory and practice not technology, but methodology.
Humanitarian technologies have low coefficient of guarantee of achieving the plan. The insecurity of the “final” result of humanitarian technologies is due to the inconsistency and uniqueness of their object. The object with which they work is exposed to so many internal and external determinants that it is often not possible to clearly define them.
Humanitarian technologies -- special kind professional activity. Mastering them is available to people who have outstanding personal and business qualities, have life experience, and have undergone special training. Turning to humanitarian technologies is legitimate for those who feel the need to communicate with people, have developed intuition, communication skills and empathy.
Educational technologies humanitarian by nature. An important feature of humanitarian technology is dialogical. The conditions for dialogue in humanitarian technology are ensured through the deliberate construction of subject-subject relationships that determine the nature of individual personal changes in the teacher and students. The result of such interaction will be “states” in which participants in the pedagogical process will be able to hear, understand each other’s meanings, and develop an accessible language of communication.
Humanitarian technology is characterized openness goals working with a person, lack of manipulation in the activities of a teacher. Openness can be ensured through clarification of the meaning of joint actions, collegiality in the formation and selection goals, presentation goals for examination to all interested parties, the possibility of their corrections, originally included in the technology algorithm. Humanitarian technology is based on the internal logic of development predicted quality, and not external formal adherence to speculatively planned stages of work or the laws of the hypothetical construction of a particular educational model.
psychotechnology personality training
6. ConditionNew implementations of psychotechnologies
We can consider psychotechnologies at the following levels:
Work with the body (shamanic psychotechniques focused on the body; body-oriented psychotechniques aimed at expanding awareness of the body and physicality; focused work with the body in the following styles: massage (Chinese, Japanese, European techniques); Reichian techniques; Rolfing; various static poses; dynamic movements; qi gong; tai chiquan; bodily meditative practices; synthetic massage; segmental massage; Boadella bioenergy; Sufi energy balancing techniques; trance dancing; ritual practices; holistic palsing; reiki system; vipassana; pranayama, etc.).
Individual psychological level (rebirthing; vibration; holotropic breathing; free breathing; transactional analysis; psychosynthesis; Jungian analysis; suggestive techniques; auto-training; relaxation training; reformulation techniques; game techniques; age regression; reincarnation therapy; various immersion breathing techniques; directed visualization; biographical method; meditation; working with dreams; mandalotechnics; art therapy (body art, meditative painting, etc.).
Socio-psychological level (communication training; sensitivity training; meeting training; psychodramatic acting; role-playing games; loving relationship training; gestalt; various work formats: “eye to eye” processes; Sufi ritual gaming techniques; rituals; group chants; group ritual interactions; group dynamics).
Psychospiritual aspect (Buddhist and Taoist techniques of self-exploration; transcendental meditation; Dzogchen; Zen psychotechniques; in-depth experience of various sessions of psychedelic immersions and immersions in an expanded state of consciousness; prayer practices; ascetic practices; deprivation practices; directed visualizations and identifications; various initiations).
Intensive integrative psychotechnologies, as a rule, use various levels of altered states of consciousness and for this there is a colossal toolkit for changing states of consciousness.
Of course, it would be inappropriate to talk about integrative psychotechnologies as a frequently used method social work with clients. Naturally, these techniques are completely inappropriate when a person needs to provide financial assistance or provide minor legal advice on a particular issue. But when it comes to problems in the family, at work, personal problems (obsessive fears, physical discomfort, prolonged stress), here you can already use the entire arsenal of new techniques to alleviate the client’s situation.
When working with clients, we primarily encounter the following points:
Firstly - the client himself, who is he? Child, adult, man, woman - socio-demographic status, age, education, etc.;
Secondly - the problem field, what is the client's problem? Domestic psychological factors, mental health disorders, social maladjustment in the form of conflict in the family, at work, various phobias, etc.
Thirdly, the problem of choosing psychotechnology, how can the system of the human psyche, which is in imbalance, be brought into a state of harmony, and integrate the problem?
The first and second moments are usually determined by the social work situation. The third point is the most problematic and requires greater knowledge and experience. social worker.
In order to effectively choose a strategy for interacting with a client and methods of influencing him, initial stage it is necessary to conduct an in-depth interview, if necessary, using psychodiagnostic techniques. That is, the first stage of interaction with the client to choose the right strategy consists of deeper penetration into the client’s personality, expanding ideas about the client’s problem field.
In order for the resolution of personal problems to be effective, the following conditions must be met:
Attuned to the client’s condition;
Empathy;
Positive orientation;
Not getting stuck on the client's problem field.
When working with a client, there is one very significant difficulty that hinders the resolution of the problem. This difficulty is due to the fact that the client already lives normally with his problem, he has read a lot of literature about it, some even enjoy the consciousness of their own inferiority, and if their uncomfortable situation is abruptly resolved, they will begin to look for a new “sore” in themselves in order to focus all your attention on it. Therefore, here a lot depends on the social worker’s ability to create an attractive way of life without this problem, to make the client want to lose this problem and forget it. When working, it is especially important to accurately identify the problem field and take the time to delve into the client’s problem, since the person’s mental and social “recovery” depends on this.
At the same time, as experience shows, an individual’s adaptive capabilities for transforming the ego, changing value orientations, direction, and motivational-need structures are often limited. The ability of the social niche in which the client lives to perceive and adapt his transformation is also limited. Old communication stereotypes and role expectations are broken, which often leads to partial and sometimes complete maladaptation of the individual. A person leaves his job, separates from his family, etc.
All this puts forward requirements for the quality of interaction between a specialist and a client.
The strategy for this interaction should be systematic and take into account:
1. Personality characteristics of the client;
2. The structure and content of the material that is integrated by the individual;
3. Possibilities and limitations of psychotechniques used in the interaction process;
4. Providing feedback;
5. Possibilities of a support and tracking system in society.
The first point puts forward the following requirements:
Mandatory individual interview for group work;
Compliance with the “law of eight” (one specialist should not have more than eight clients);
A specialist’s possession of professional psychological knowledge and skills for personality research.
The second point is extremely important in the interaction strategy. If a specialist does not represent the complex internal architectonics of the material being integrated by the individual, then this, as a rule, leads to methodological errors, loss of effectiveness of transformation work, and sometimes to destructive changes in the client’s personality.
7. RequirementsI'm talking about the personality of the leading psychologist
The complexity and multifaceted nature of a psychologist’s work in the education system makes his work significant and intense, and places high and varied demands on the personality of the specialist himself. Psychologists carry out their activities in preschool institutions and secondary schools, in boarding schools and special schools, lyceums, gymnasiums and colleges, in orphanages and rehabilitation centers. City and district psychological, medical and social centers and psychological consultations are being created at Children's Art Centers and institutions additional education, centers of medical-psychological-pedagogical assistance and other psychological services. The arrival of a psychologist in the education system is associated with certain social expectations. Psychology “came” to the educational system to make it more humane, promoting the personal growth of every child, teacher and leader.
The requirements for the personality of a psychologist highlight the following main characteristics:
1. A psychologist has high mental abilities, insight, prudence, breadth of interests and independence of views.
2. The psychologist is sociable, sociable, he is distinguished by his readiness for contacts and the ability to maintain them, he is tactful and diplomatic in communication, and knows how to emotionally attract people to himself.
3. A psychologist knows how to organize a group, subordinate the interests of the individual to group interests, quickly solves practical issues, and has the ability to foresee the results and consequences of his actions.
4. The psychologist has a sense of duty and an increased sense of responsibility for his actions and words, and is aware of the boundaries of his professional competence.
5. The psychologist is emotionally stable, self-possessed, calm, able to maintain composure in different situations, really weighs the situation, resistant to stress.
For a psychologist - a subject of psychological education service - it is important to know his personal characteristics, abilities, capabilities, strengths and weaknesses, and ways to compensate for shortcomings. He must be able to regulate his emotional states, mobilize his psychological functions (memory, attention, thinking), search for and analyze the necessary scientific, social, educational and professional information, and train professionally important qualities. Finally, as a subject of activity, a psychologist must have and constantly develop professionally important qualities: intellectuality, curiosity, logical and practical mind, reflexivity, sociability, empathy, sociability. The combination of the need for achievement, the strength of the “I” and self-criticism, emotional stability and optimism is very important.
A psychologist often has to deal with people of different ages and social status, each of whom is individual and unique. The brighter the personality of a psychologist, the higher his professional skills. The professional and personal qualities of a psychologist determine how and what changes occur in people (children, schoolchildren, adults), in the system of their interpersonal interaction, in the situation of training and education. In this regard, many problems arise regarding the criteria for assessing the effectiveness of a psychologist’s work and the level of his qualifications.
There are ten main criteria that characterize a qualified psychologist:
1. Determining the goal of psychological assistance - the psychologist orients the client in his goals, gives the person the opportunity to find the maximum possible number of behavior options, considers the goals of his client and his own as potential productivity of the individual, as new human capabilities.
2. Reactions of a psychologist in a situation of professional activity - a psychologist, reacting to a client’s situation, avoids value judgments about the client’s actions and can find many reactions (verbal and non-verbal) to a wide range of situations.
3. Worldview of a practical psychologist - a psychologist understands the complexity of the subject of his research and the impact on a person’s individuality, understands the impossibility of this process within the framework of one concept and therefore strives to understand and use different approaches in his work.
4. Cultural productivity of a practical psychologist - a psychologist is capable of developing many models of behavior and has cultural empathy, which allows him to join the client’s world and walk with him along the path to solving a problem.
5. Confidentiality in the work of a qualified psychologist - he clearly distinguishes between the customer, the client and the user of psychological information and understands the level of responsibility.
6. Limitations in activity - the psychologist constantly reflects on the content of his professional activity and realistically assesses his capabilities and limitations.
7. Interpersonal influence - the psychologist understands that his reaction affects the client and vice versa, he is aware of this influence and specifically highlights it in various ways.
8. Human dignity work of a qualified psychologist.
9. A generalized theory in the work of a psychologist is the basis for creating your own concept of psychological assistance.
10. The model of professional activity of a qualified psychologist is determined by his reflection on the generalized theory, attitude to the profession and reflection on the content of the “I-concept”.
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In modern scientific and theoretical literature and the practical activities of outstanding domestic teachers, three main types of technologies are distinguished: technical, economic and humanitarian. Humanitarian technologies are divided into management-humanitarian (human science), pedagogical and psychological.
Humanitarian technologies are technologies for self-expression of people, self-realization of their intellectual qualities.
The effectiveness of technical and economic technologies is determined, for example, by how advanced businessmen and managers are in the use of humanitarian technologies. According to some sociological studies, business managers realize their knowledge and abilities by 30%, from strength to 70%. The lower their managerial and humanitarian training, the poorer their personal and business potential is. Improving this training ensures an increase in labor productivity at industrial enterprises by 25-30%, and in some cases by 40-60%.
Along with technological and economic technologies, our lives are persistently invaded social technologies. They have long been recognized abroad. Our interest in them arose in connection with the appearance of two large works in Bulgaria in the 70s and 80s. These are “Social Sciences and Social Technology” by N. Stefanov and “Technology and Efficiency of Social Management” by M. Markov. Thanks to sociology and social psychology, which gained the right to exist in the 60s, research on the management of social processes became possible. In turn, this required turning to social engineering, and then to social technologies. However, such a belated connection to this scientific and applied field has led to discrepancies in their understanding; social technologies are often associated with human science technologies.
Social technologies help solve an important class of problems in human life, but not all problems. They focus on such an object as a social phenomenon. The person himself often does not appear in them either as an object or as target. They have their own object and, accordingly, their own goals. This shows the specialization of this type of technology.
Humanitarian technologies include: futurological, situational And everyday.
Futurological humanitarian technologies reproduce a synoptic map representing an economic, social, cultural, moral, psychological and demographic “forecast” of possible future options. With the help of these technologies, a specific model of the state of society, a region, or a workforce is predicted, which is very important for managers interested in being prepared to solve new problems in their activities.
Situational humanitarian technologies are developed and applied due to certain circumstances. For example, managing people's behavior in extreme situations. Special trainings are conducted on these technologies - professional training for relevant employees. Most often it is carried out in the form of a “situation - conflict” analysis or a business game.
Are universal everyday humanitarian technologies. For example, technologies for vocational training, technologies for searching for gifted people.
It is known that not all humanitarian knowledge is technological. Firstly, humanitarian knowledge is characterized by a cognitive orientation. Secondly, they are characterized by abstractness and the possibility of arbitrary interpretation. Thirdly, they are characterized by a richness of artistic language, symbolic diversity, and subtext.
Attempts to give humanitarian information symbolic designations have so far been of little effectiveness. The results obtained are very conditional. All this confirms that humanitarian information is labor-intensive for technological processing, both in content and form.
Speaking about the essence and content of humanitarian technologies, it should be emphasized that humanitarian technologies are a system of scientific and humanitarian knowledge, the use of which makes it possible to realize a specific human science plan using certain conditions, means and methods.
An object And idea determine everything else in technology: what scientific and humanitarian knowledge is needed, conditions, means, methods of the process of implementing the plan. As object Humanitarian technologies include the life and work of an individual, various social communities, and the interaction of man and nature. These are the most high technology. The development of each technology requires a huge amount of information, its special selection, and the use of the results of the latest scientific research. Errors at the theoretical level must be reduced to a minimum so as not to cause damage to the health or personal dignity of people; in practice, this is difficult to achieve. To do this, when developing them, it is necessary to undergo repeated logical comprehension according to the scheme “concept - hypothesis - version - option”. Humanitarian technologies -- difficult to algorithmize. The principle of operation, characteristic of many technologies, is used in them in a very limited way. The process of implementing a plan often cannot be divided into a sequential series of operations or algorithms. It is no coincidence that the generally recognized masters in the field of pedagogy A. S. Makarenko and V. A. Sukhomlinsky, who consistently achieved positive final results in implementing educational plans, called their pedagogical theory and practice not technology, but methodology.
Humanitarian technologies have low coefficient of guarantee of achieving the plan. The insecurity of the “final” result of humanitarian technologies is due to the inconsistency and uniqueness of their object. The object with which they work is exposed to so many internal and external determinants that it is often not possible to clearly define them.
Humanitarian technologies -- special type of professional activity. Mastering them is available to people who have outstanding personal and business qualities, have life experience, and have undergone special training. Turning to humanitarian technologies is legitimate for those who feel the need to communicate with people, have developed intuition, communication skills and empathy.
Educational technologies humanitarian by nature. An important feature of humanitarian technology is dialogical. The conditions for dialogue in humanitarian technology are ensured through the deliberate construction of subject-subject relationships that determine the nature of individual personal changes in the teacher and students. The result of such interaction will be “states” in which participants in the pedagogical process will be able to hear, understand each other’s meanings, and develop an accessible language of communication.
Humanitarian technology is characterized openness goals working with a person, lack of manipulation in the activities of a teacher. Openness can be ensured through clarification of the meaning of joint actions, collegiality in the formation and selection goals, presentation goals for examination to all interested parties, the possibility of their corrections, originally included in the technology algorithm. Humanitarian technology is based on the internal logic of development predicted quality, and not external formal adherence to speculatively planned stages of work or the laws of the hypothetical construction of a particular educational model.
psychotechnology personality training
| Basis of classification | Types of technologies |
| 1. Applications | Universal Regional Local |
| 2. Objects | Group Community Individual |
| 3. Nature of the tasks to be solved | Organizational Educational (informational) Innovative (search) Modeling, design Forecasting |
| 4. Area of borrowing methods | Social-psychological Social-pedagogical Psychological-pedagogical Social-medical |
| 5. Directions of psychological work | Psychotechnologies themselves: Psychodiagnostic (psychological examination) Developmental Psychoprophylactic Psychological information Psychological counseling Socio-psychological adaptation Psychocorrectional Psychotherapeutic Psychological rehabilitation Psychological support |
Social-psychological technologies – These are diagnostic and corrective procedures, the object of which is socio-psychological phenomena that influence the behavior of people included in various social groups.
Socio-pedagogical technologies – This is a set of pedagogical techniques and methods that purposefully influence the consciousness, behavior and activity of a person as a member of society in the process of his socialization, adaptation to new social conditions and in socially oriented activities.
Psychological and pedagogical technologies – this is a certain system of content, means and methods of training and education aimed at solving psychological problems (an example is the technology of developmental education).
Social and medical technologies – is a set of interrelated social and medical techniques and methods of influence aimed at preserving human health and creating healthy image life.
Psychotechnologies – These are diagnostic, correctional, developmental and psychotherapeutic procedures, the object of which is the mental reality of a particular person, and the subject is changes in certain facets of this mental reality that influence human behavior.
The names of the areas of psychological work and the corresponding technologies coincide, which causes certain difficulties in characterizing the latter. They can be overcome if we define the direction as a possible field of activity, its content, and the corresponding technology as a real purposeful process in the general space of activity with certain content, forms and methods of work corresponding to the tasks of a particular case.
Psychological diagnostics as a technology, it is a specially organized process of cognition in which, using appropriate methods, information about an individual or group is collected for the purpose of making a psychological diagnosis.
Technology development is aimed at the formation of mental processes, properties and qualities of the individual in accordance with the age requirements and individual capabilities of the child. It involves taking into account not only the zone of the child’s current development, but also his future capabilities (zone of proximal development).
Psychoprophylaxis technology is a system of psychological and pedagogical measures aimed at creating an optimal social situation for the child’s development and psychohygiene of the teaching environment. Prevention is preventive measures related to the elimination of external causes, factors and conditions that cause certain deficiencies in the development of children. It may involve solving problems that have not yet arisen. For example, many parents and teachers strive to develop the child’s activity, provide him with freedom of choice, encourage initiative and independence, thereby preventing social infantilism and passivity. Other preventive measures are taken just before problems arise. Thus, if a child has gaps in knowledge, skills and abilities of an educational and socio-ethical nature, individual work is carried out with him to prevent his socio-pedagogical neglect.
Preventive measures taken in relation to an existing problem prevent the emergence of new ones. For example, a psychologist works with individual behavioral deficiencies of a child, stopping the development of negative personality traits. The first two approaches can be classified as general prevention, and the third – as special. We can call special prevention a system of measures aimed at solving a specific problem: prevention deviant behavior, failure, etc.
In recent years, much attention has been paid to the early prevention of deviations in the development of a child’s personality. This is due to the fact that childhood is the period in which the foundation of personality, moral and ethical standards are laid, and rule-based behavior and normative activities are formed. The child’s nervous system is extremely plastic and capable of change; in this period, he has increased suggestibility, imitation, is dependent on an adult, and parents and teachers are his main authorities.
Psychological information technology is essentially pedagogical and educational. Another thing is that the means that a psychologist uses when applying it can be pedagogical (story, conversation, diction, analysis problem situations, business game), and psychological (diagnostic and advisory conversation, “helpline”, etc.).
Technology of psychological counseling – This is a purposeful procedure, determined by the client’s problem and situation, of creating psychological conditions for emotional response, clarifying the meaning, rationalizing this problem and finding options for solving it.
Technology of socio-psychological adaptation of children and adolescents – This is a purposeful interconnected activity of all subjects of the holistic pedagogical process (parents, teachers, social educator, psychologist) and the child, which contributes to the mastery of socio-ethical knowledge and norms, the accumulation of positive social experience, promoting the successful socialization and individualization of the child in the microsocium.
Technology of psychological correction and psychotherapy – This is a system of psychological or psychotherapeutic means aimed at eliminating and smoothing out deficiencies or their psychological and pedagogical causes. The result of its use is changes in the child’s psyche that positively affect his condition, activity, communication and behavior in general.
Technology of socio-psychological rehabilitation of children and adolescents – a systemic, purposeful process of their return, inclusion, reintegration into society (family, school, class, peer group), facilitating full functioning as a social subject.
Rehabilitation in the psychological and pedagogical aspect can be considered as the process of restoring the mental manifestations and abilities of a child after any violation. As a result, a certain balance is created in the child’s psyche and behavior, which meets the norm adequate to his age and environmental requirements. This is possible only when the child is restored as a subject of activity (play, learning) and communication in the conditions of training and education. In this regard, rehabilitation is often called re-education.
Social and pedagogical rehabilitation in educational institutions is to overcome school and family repression against children and adolescents; overcoming obstruction towards them from peers; correction of their communication and behavior; resolving conflict situations.
Psychological support technology – This is a set of interrelated and interdependent measures, represented by different technologies, which are carried out by all subjects of the holistic pedagogical process in order to ensure optimal socio-psychological conditions for preserving mental health and the full development of the child’s personality.
The considered technologies are based on an appropriate combination certain methods. Whenever a psychologist is faced with the need to provide instrumental support for professional activity programs, he has to analyze the fund of known methods and select the most adequate ones.
In psychological practice method is a set of methods and techniques for solving a practical psychological problem. The classification of the main methods of practical psychology is based on two parameters: the area of borrowing (pedagogical, socio-pedagogical, psychological itself) and the type or direction of professional activity (psychological examination, psychocorrection, etc.). Among the actual psychological methods, psychodiagnostic and psychocorrectional methods can be distinguished. methods of counseling and psychotherapy. In some cases, a psychologist, implementing a particular technology, uses methods borrowed from other areas. For example, in psychological information he can use lectures, conversations, business games and workshops on psychological topics.
