Social value of work. Human values ​​in social psychology

In the context of this study, it is necessary to clarify the term “professional position”. The issues of identifying the mechanisms of formation of a professional position and the role of value orientations in this process remain difficult to research, since science has not developed any stable understanding of the content and structure of a professional position, or the functions of its constituent elements. Currently, there is a well-known contradiction between understanding the determining role of position in a person’s professional activity and behavior and inattention to its formation at the stage of a person’s professional socialization.

Professional position, as a phenomenon, is considered and studied more in line with pedagogy than psychology itself. In one of the most complete works on this topic, the professional position of a teacher is stated as follows: “The professional position of a teacher as a system of his value-semantic relations to the sociocultural environment, himself and his activities determines his professional existence in educational interaction with the child, his place in spaces modern education". The professional position distinguishes non-educational, normative, technological, systemic and conceptual levels, determined by the ability to consciously choose effective guidelines for activity in a particular situation.

Leading factors in the development of the professional position of a teacher-educator according to N.M. Borytko - reflection as comprehension of one’s professional activity, self-esteem as the formulation of professional meanings into values ​​and self-awareness as the ability to be arbitrary in professional activity and behavior. The criterion for the dynamics of the formation of the position of a teacher-educator is his professional self-development, the indicators are his professional freedom and dignity.

The formation of the professional position of a teacher-educator as the goal of his lifelong education determines the need to implement a system of three principles: reflexivity (which involves understanding the teacher’s own experience, discovering professional and personal meanings), interactivity (correlating one’s own meanings, awareness, formation of value guidelines) and projectivity (development of professional self-awareness, affirmation of one’s professional position in activities), which reflect three levels of a teacher’s professional existence (semantic, semantic and existential).

These principles are implemented in the logic of three phases of mastering the content, applying methods and forms of the educational process of the teacher-educator:

the goal of the reflective phase, characterized by systemic analysis, is to address the meaning of one’s activities, understand one’s self as a professional and pedagogical position, and achieve internal agreement;

the value phase is devoted to the formulation of the meanings of activity in the process of system modeling into individual values ​​and the use of a position as a tool for understanding the world, a different self;

in the projective phase, the educational position of the teacher as a system of value and semantic orientations becomes the conceptual basis for the humanitarization of his professional activities and behavior.

The three stages of the continuing education of a teacher-educator are three “turning points” in his professional career, his three “transitional ages”: from choosing a profession and romantic dreams about it to professional training; from artificially imitative conditions of activity at a university to complex pedagogical reality; from reactive pedagogical activity, from self-affirmation in the profession to professional pedagogical creativity.

The first stage - choosing a profession, is divided into the stages of pre-professional education (mastering the motivational, psychological and procedural components of pedagogical activity, identifying the social role of the teacher with a certain subject area of ​​science, culture) and the stage of initial professional training (understanding pedagogical activity as educational, i.e. aimed at the qualitative transformation of the child, at the “becoming human in a person”). The result is a person’s orientation in the world of professions, the choice of teaching activity as a professional one.

The second stage - self-determination in the profession, is divided into stages of mastering the essential mechanisms of pedagogical activity, readiness to transform sociocultural experience, search (in the process of student research) and approval (in postgraduate education) of one’s pedagogical style, awareness of education as a transformative interaction. The result of this stage is the conceptual position of the teacher-educator, the definition of a system of principles of his professional pedagogical activity.

The third stage - professional self-development, is divided into stages of mainly course preparation and individual and group counseling of the teacher in the process of his professional and pedagogical creativity. The professional subject-author position of the teacher-educator as a value-semantic education is implemented in the system of pedagogical activity, becoming not only the basis, but also the source of the teacher’s self-development, his professional freedom and assertion of his own dignity.

N.M. Borytko concludes that the system of meanings as a vision of the result represents the basis of the position as an invariant of activity. Based on research by A.A. Bodaleva, D.N. Zavalishina, V.S. Ilyina, I.A. Kolesnikova, Ya.A. Kolominsky, V.A. Kutyreva, B.F. Lomova, L.M. Luzina, N.N. Obozova, I.E. Piskareva, V.N. Sagatovsky, N.N. Sergeeva, P. Sorokina, I.D. Frumina, N.E. Shchurkova and others, he comes to the conclusion about three types of professional pedagogical position: cognitivist (when the leading pedagogical result is seen as students’ mastery of knowledge), behaviorist (experience of behavior and activity, skills and abilities) and existentialist (emotional-value relationships, life position).

In the psychological scientific literature there is practically no conceptually substantiated and holistic opinion about the phenomenon of professional position. Practicing psychologists recognize its significance at the level of mention, for example Yu.M. Zhukov: “Understanding by a practicing psychologist his own position when interacting with other participants in certain actions is one of the most important tasks, and it must certainly be solved in the process of organizing his own activity. Uncertainty and vagueness of the decision will create a lot of problems, diverting attention and resources from doing direct work with clients and customers.”

When determining the professional position of Yu.M. Zhukov means clarifying what place the psychologist’s activity occupies in the system of processes unfolding in real life, and what the purpose of this activity is. It is necessary to decide in what relation the goals and objectives of the psychologist are with the goals and objectives of other participants in the events, how to qualify the type of activity in which he is engaged.

The professional position of a practicing psychologist is understood by Yu.M. Zhukov in the context of concluding a “psychological contract”, a certain agreement on the essence, methods, results of work, as well as who will pay for it. In essence, contracting fixes the distribution of responsibilities in the work process. It is focused on certain professional standards known to all participants in the situation of psychological assistance. Performance assessment here is also based on professional standards.

Considering the problem of professional position through the prism of concluding a contract, Yu.M. Zhukov pays more attention to the role aspect of implementing the position of a practicing psychologist. Lists the range of roles in which a psychologist appears in the course of psychological assistance. This approach to the professional position is more adequate and productive when solving the issue of marketing psychological services, but from the point of view of studying the formation of the professional position of a practicing psychologist, as we understand it, it is somewhat one-sided.

Normally, a practicing psychologist, before starting to provide assistance, must form a clear idea of ​​who he actually is here, and what he is going to do, what he wants to get out of it in current conditions. Consequently, his personal values, beliefs, expectations from work, and personal goals of his life at this stage of his life become the focus of his attention. The extent to which the psychologist is aware of all this will determine the adequacy of his inclusion in psychological contact and will reduce possible trauma for both the client and himself. The elaboration of one’s personal regulators of activity can significantly facilitate the psychologist’s mastery of those listed by Yu.M. Zhukov in the roles of Expert, Teacher, Consultant.

The problem of professional position can also be considered in the context of studying the professionally significant personality traits of a practicing psychologist. For example, M.V. Isaeva notes that addressing the issue of professionally significant personal qualities of a practicing psychologist is associated with the arrival of new humanistic trends in psychological and pedagogical science, with a new understanding of the content of the psychology of professionalism in connection with the dramatically changed and constantly changing situation in psychology , education, economy and the country as a whole. She emphasizes that society brings to the fore the requirements of high professional training of specialists, which cannot be complete without shaping the personality of the future psychologist, without developing his professionally significant personal qualities.

Already in the 1930-1940s, in foreign psychology there was an understanding that the study of individual personality traits in professional activities was not enough. This entailed a transition to a multifaceted, so-called characterological description, which allows us to give a holistic personal assessment of a professional. M.V. Isaeva notes that in foreign psychology this problem is considered in line with such directions as psychoanalytic psychology (S. Freud, H. Thome, H. Kechele, K. Horney, C.-G. Jung); behavioral psychology (Skinner B.F., Bandura A.), humanistic psychology (K. Rogers, A. Maslow, I. Yalom).

The personal approach is not just taking into account the individual characteristics of a person in professional activity, but, first of all, studying the ways of developing the personality of a professional.

In addition, there are tendencies to consider the professionally significant personal qualities of a psychologist based on his main activities - psychotherapist (H. Tome, H. Kechele), consulting psychologist (R. May, Kociunas R.), scientist (Adrewson B.T., Hunter M.). At the same time, the development of professionally significant personality traits of a psychologist is mentioned mainly only in materials on supervision. Supervision is one of the methods of training and advanced training in the field of psychotherapy; a form of counseling of a psychotherapist during his work by a more experienced, specially trained colleague, allowing the psychotherapist to systematically see, recognize, understand and analyze his professional actions and his professional behavior. But these works are difficult to access even for a more mature circle of psychologists, not to mention students and beginners.

Attempts have been made to consider the problem of professional position through the formation of an image of a professional - E.M. Ivanova writes that one of the means that accelerates the process of professionalization of young specialists may be the formation of an image of professional activity already at the final stages of their training. Moreover, this image should not just be a reflection of a specific reality. This must be a synthesis of reflection, experience, knowledge, awareness and mental transformation by a person of the objective reality that surrounds him, which he feels, understands, accepts or rejects, evaluates, “tryes on” and reconstructs, that is, the generation of images of a specific reality occurs. Then the images can be considered as models of the objective situation, goals and means of achieving it generated by the subject in the conditions of “subjective human activity.” The components of this activity include value experience, operational experience, communicative experience, reflective experience, and habitual activation experience (individually special “internal” means of activating one’s own efforts, Osnitsky A.K., 1997). Thanks to the formation of these components, a person gains the opportunity to purposefully, skillfully, in accordance with the interests of others, consciously and actively solve the problems that arise before him. In addition, the image is characterized as a subjective model of reality, as a “system of regulators of human behavior”, which includes three components: the image of an object, the image of a subject and the image of subject-object and object-subject relations (Klimov E.A., 1999). In the studies of E.M. Ivanova’s (1992) image of a professional included the construction of a hypothetical operational model of educational and professional activities, an analytical professionogram and a descriptive characteristic of the image of a future professional, containing a motivational-need orientation, awareness of the value and comprehension of the process, organization and execution of work, assessment of one’s readiness, one’s capabilities and awareness of individual ways to overcome both objective and subjective difficulties.

Fetiskin N.P., Taradanova I.V., Mironov T.I. studied the perceptual professional-role positions of modern psychologists, ideas about the professional-role positions of modern psychologists among students of psychological departments and their influence on the process of university training. Based on survey research materials, a perceptual-metaphorical typology of modern psychologists was created. All psychologists were differentiated into two groups: “theorists” and “practitioners”. Each group was divided into two subgroups. Thus, the group of “theorists”, according to future psychologists, included two directions - “genuinely scientific” and “compilation”. The first direction was personified by “research psychologists” (generators of new ideas and approaches, creators of methods, techniques and technologies), “educators” (methodologists and teachers of psychological disciplines) and “experts”. According to 78% of subjects, the negative type of psychologist is a “theoretician-compiler” who “makes a career” using “ready-made” ideas and concepts and “does not bring anything new to science.” However, the shortage of psychological literature and the need of psychology for synthesizers of psychological ideas makes us question the acceptability and correctness of such an evaluative-attributive approach.

Practicing psychologists were differentiated into “group workers” and “consultants”. Among the “group workers,” the following negative types were identified: “diploma psychologists,” characterized by a lack of ability to work with groups and practical psychology in general; “quasi-psychologist” - in his work he manifests his own complexes and allows transfer to his own problems, or by the means used leads the client to a dead end. “Psychiatrist” - without proper foundation and education, unnecessarily immerses the client in his problem and thereby aggravates his situation. The “trainer” - without taking into account the client’s barriers, tries to form in him those characteristics that he considers the most important for himself. “Quasifriend” - easily crosses the “psychologist-client” distance, strives to become the client’s friend, then descending to the level of gossip.

Among the roles of a consulting psychologist, more positive types have been identified than negative ones. These future psychologists included: “executor” - carries out the client’s orders efficiently, acting within the framework of one of the psychocorrectional programs. “Trainer” - together with the client, forms new behavioral strategies; “innovator” - able to change the structure of a well-functioning program in an adequate direction; “friend” - characterized by developed empathy, can work beyond the norm in order to achieve the desired result.

The team of authors notes that the identified perceptual types of practical psychologists reflect not only the level of development of practical psychology and the readiness of future psychologists to fulfill professional role positions, but also the state of university training as a whole.

Basically, the definitions of the phenomenon of professional position are dominated by descriptive studies.

Based on a theoretical analysis of scientific literature, we have proposed the following point of view on the professional position of a psychologist. The professional position of a practicing psychologist is a set of mental regulators (attitudes, value orientations) of activities and interactions with clients, and value orientations in its composition act as system-forming components. This is a set (system) of values, norms, attitudes, role implementations and prescriptions, prohibitions on certain activities or on their special nature. All this is carried out in professional activity and guides it. The professional position, especially of a practicing psychologist, is quite difficult to separate from the personal one, since the range of professional responsibilities of a consultant psychologist is determined by the range of different situations in which the client finds himself - we mean interpersonal relationships, conflicts, problems of social communication. It is obvious that it is impossible to be a professional in living life in an optimal way, most likely this is least achievable in the case when a person goes into psychology as a field of activity in order to indirectly understand his problems and failures. The professional position of a practicing psychologist is enshrined in legal documents, the Code of Professional Ethics and legislative acts relating to psychological and psychotherapeutic assistance.

But these norms of professional activity become regulators of behavior only if they themselves are internally accepted as necessary components of a system of value orientations. The professional position of a practicing psychologist, in our opinion, is specific to the radical attitude towards the person who seeks help. In this case, a person is a unique Personality, an equal subject of dialogue, and equal in human value to the psychologist himself. It cannot act as a means of realizing ambitions, solving one’s own, psychological, personal problems of a psychologist. A necessary component of the formed professional position is the psychologist’s awareness of the extent of his responsibility for the result of the advisory contact, measures of intervention in the life of others, sometimes a complete stranger, or his relatives.

This issue is often hushed up in the literature devoted to various aspects of counseling; it is believed that a professional psychologist will not even think about it, since it is assumed that in the process of undergoing training and professional self-improvement, ethical issues become exclusively issues of distribution of responsibilities in a counseling (or any other) social contact. It is assumed that the level of personal integration and the degree of awareness of behavioral processes is high enough to not think about it anymore.

We view advisory work as assistance in the formation of a culturally productive personality capable of adequately satisfying emerging needs within the existing society. In the process of counseling, the client’s social attitudes are adjusted and changed towards greater adequacy of the regulation of a person’s social life. Psychological counseling is especially effective if it is aimed at basic social attitudes and at the system of value orientations of the individual that regulate human behavior and activity in the most significant situations of social activity.

In the process of changing the client’s social attitudes, the personality of the consultant plays a special role. His social attitudes, ideas about the goals of counseling, motives, and the personal meaning of his work are realized in the “psychologist-client” contact and determine it, thereby influencing the entire sequence of counseling work. The professional and personal self-preservation of the psychologist, in turn, depends on the constructiveness of these factors. Professional and personal deformations, psychosomatic diseases, despondency, depressive states among psychologists can be described as the result of a destructive attitude towards basic life values, inadequate, “narrowed” understanding of one’s life and work in general.

It should be noted that we do not touch here on the ethical aspects of the psychologist’s activities, especially those that are declared. Ethical requirements are in many ways external limiting factors in behavior and activity, while values ​​themselves are internal regulators, but they become them only in the case of personal significance for this particular person.

Professional position is a set of regulators of social behavior in the field of professional activity of a specialist. The main component of a professional position is, from our point of view, personally significant values. They are determined on the basis of personal meanings invested and realized in work not only by an individual, but also by those who previously worked in this field of activity, as well as by the social, economic, spiritual, political and other contexts of the existence of the activity. The question of the relationship between personal values ​​and values, as it were, “invested” in professional activity, is quite relevant when considering the professional position of a practicing psychologist. It is quite difficult, or almost impossible, to draw a clear boundary between them; track their influence and the process of their integration into the internal picture of professional assistance. At the same time, it is the process of the specialist’s awareness of his own values, personal meanings of work, and his own motivation to help another person that is very important.

Regulators of a specialist’s social behavior also include legislatively established norms of professional activity, work scenario instructions, prohibitions, the internal concept of psychological norms and non-norms for the client and for the psychologist himself, situations of choosing one or another way of influencing the personality of the interlocutor, a measure of awareness of one’s own responsibility. in contact with. The influence of these factors is quite interesting, but the scope of this work does not include studying them.

The specificity of the activity of a practicing psychologist, in addition to the “person-to-person” orientation, is that, due to the subject of the activity, it can be psychotraumatic for the specialist himself and carry a strong stress charge. Contact with someone else's psychological reality, often disharmonious, entry into it, acceptance, the need to act in it can greatly affect the practicing psychologist, his well-being, perception of the world and himself in it.

What are the leading values ​​for the professional position of a practicing psychologist? First of all, we can talk about values ​​that contribute to success in professional activity, about those that help a specialist maintain himself in a variety of advisory contacts, and those that can have a destructive effect not only on practical activities, but also on the personality of the psychologist himself. Changes in personality and behavior that occur under the influence of values ​​only become clearly visible over time; An analogy can be drawn with the gradual accumulation and increase of savings in a bank. A lot depends on what areas the psychologist “invests” himself in: in the development and knowledge of himself, his inner world, in love for others, the desire to help, in improving his activities in order to have a more tangible material income and etc.

So, for example, a preponderance towards values ​​that have a so-called “decentred” character - “creativity”, “life wisdom”, “happiness of others”, “development”, “freedom”, can, under certain conditions, indicate that that their bearer is able to be guided when providing psychological assistance by slightly different priorities than when dominating “high financial status”, “self-confidence”, “social recognition”, etc.

So far we have talked about the fact that values ​​themselves can have a constructive or destructive effect on the personality of a psychologist; It also makes sense to say that values ​​are organized into various structures and their configuration also affects the activity and self-preservation of the psychologist.

The professional position also contains a cognitive component, knowledge of what a psychologist should be. A specific person can relate to this internal standard differently, accepting it either as a positive standard and striving to implement it in his own practice, or using it as a negative example of activity. The formation of this standard depends on factors such as the experience of observing the actions of more professional colleagues in a situation of educational counseling or psychological training, the experience of one’s own practical activities, helping friends and family members, working to understand one’s own intrapersonal conflicts, and working with one’s own problems.

V.N. Karandashev points out that in many countries a long period of study of psychology is required, which exceeds the duration of academic study itself. He lists the ethical principles and rules in the professional activities of a psychologist:

The principle of professional competence.

The principle of non-harm to humans.

The principle of objectivity.

The principle of respect for the client.

Maintaining professional confidentiality.

Further V.N. Karandashev points out that personal qualities form an important foundation for the professional success of a psychologist. These are, first of all, the communicative properties of a person, the ability to understand people, psychological intuition, goodwill, respectful attitude towards people, tactfulness, the ability to empathize, the ability to maintain distance, the absence of excessive self-confidence and faith in the infallibility of one’s psychological conclusions. A professional psychologist needs to have adequate self-esteem, understand the individual characteristics of his personality, his abilities, strengths and weaknesses of character. At the same time, it is useful to know ways to compensate for your own shortcomings. A psychologist cannot be equally successful in everything, so he needs to form an individual style of professional activity, taking into account individual characteristics. The significant qualities of a psychologist, according to Karandashev, are independence of judgment, sensitivity, insight, emotional stability, patience, resistance to aggression, the ability to reflect on one’s experiences and professional skills.

A strange paradox emerges: on the one hand, it really makes no sense to write about the influence of values ​​on a professional position, in the sense that the only effective means of their formation and correction was, is and will always remain only psychological training itself, and in-depth, but based on what -that is, the original, a priori system of guidelines and standards for the moral development of the behavior of psychologists, and, consequently, the criteria for their personal growth, stemming from a supra-psychological value system, old and quite “tested”. Such value-oriented psychological counseling should “attract” only the appropriate type of coach for its implementation, for whom the moral side of his activity is important not only as a subject of abstract speculation, but encourages him to study and change his own life, its goals and meanings. A psychoanalyst would answer us that in this specialist the Super-Ego predominates disharmoniously, performing a suppressive function and not allowing the opportunity to gain “true personal freedom.” On the other hand, any (we emphasize!) advisory situation is a situation of choosing an action under stressful conditions: conditions of insufficient information and with a high level of risk, and the choice of strategy for these actions sometimes directly depends on what the specialist himself considers acceptable and feasible.

The question of the professional position of a psychologist is quite complex in itself. It has only recently begun to be considered in works on acmeology and professional psychological counseling. To a certain extent, this may serve as evidence that practical psychology in its development has moved from the stage of recruiting, “collecting practices,” the “technical” stage to the stage of comprehension, the question “Why?” and is already able to offer some meaningful answers. This topic is developed in the works of G.S. Abramova, A.A. Derkach, T.A. Florenskoy, S.A. Belorusova, B.S. Bratusya and others.

This is how psychologist M.V. writes about the position. Rozin: “Now let’s clarify the psychologist’s position. He helps (influences, understands) not only as someone who knows, but also as a person who involves us in new forms of life (provided that we ourselves are active and going somewhere); solves his professional problems by creating both knowledge and symbolic descriptions. On the one hand, the psychologist cognizes, on the other hand, he infects us with a certain being, a certain life and not only describes our individuality in knowledge, but also contributes to its growth (or - this should not be forgotten - deterioration), a certain way of its existence and existence."

“... along with the activities of psychologists that are truly useful for the patient or client (as an example, here we can point out psychological assistance based on changing the value and semantic contents of the client’s consciousness), no less common are cases of activities and efforts of psychologists that lead to the destruction of the patient’s psyche or client, to frustration, although the results of such activities are realized in exactly the opposite way, in a completely optimistic way.”

Different concepts and types of psychological assistance pursue different goals and impose different ways of existence (mental health) on the patient. Despite the fact that, as a rule, the patient is not informed about this or is not able to understand the result of his making this or that decision, that is, he cannot understand the consequences arising from his acceptance of a certain concept of psychological assistance.

It should be noted that the possible destructiveness of some types of value orientations and the constructiveness of others, as well as the potential influence of their configurations, are in principle not provable, since they require too long and too close observation and study of the life of a particular person. A laboratory, longitudinal study of the influence of structures of value orientations on the life of a person, in particular a psychologist, with the establishment of clear patterns is also not feasible because deliberately exposing a person to a deliberately destructive (or supposedly destructive) influence contradicts the principle of “Do no harm.” Although almost every day before our eyes and in human history such a picture is fully presented, and some of it is also in our own lives...

Human life is carried out in connection with all manifestations of the life of society, including the spiritual. As a spiritual being, a person should not be considered in a position of isolation, solitude, he is always in a certain context and must be thought of in connection with society, culture, and history. E. Spranger noted that “...values ​​that arose in historical life, which in their meaning and significance go beyond the boundaries of individual life, we call spirit, spiritual life or objective culture.” A consulting psychologist, when determining the goals of changing the basic social attitudes and value orientations of not only the client’s personality, but also his own, must take into account the spiritual context in which he and the client find themselves. The constructiveness of a psychologist’s professional position depends on the breadth and depth of understanding of activity in not only the social, but also in the spiritual context, and is determined by these factors. Despite the obviousness, this problem has not been studied enough. Finding answers to the question about the influence of the system of value orientations on the personal and professional self-preservation of a practicing psychologist will help solve a block of problems in the professional training of psychologists-consultants, their compliance with mental hygiene and psychoprophylaxis in the counseling process.

Personal and professional values ​​cannot be the same for men and women due to the fact that different factors acquire different personal significance for them. Events in personal life, gender stereotypes, and social demands undoubtedly have different effects on the structures of value orientations and life strategies associated with them. Psychotherapist M. Erickson constantly emphasizes that such an important factor as the onset of sexual activity, sexual experience is of unequal importance for men and women. “For a woman to have a complete sexual experience, this means in biological terms: conception, a nine-month gestation period, childbirth, constant care until six to nine months, and then raising a child until 16-18 years of age. When a woman begins to have an active sex life, her entire endocrine system undergoes a restructuring. ... Because, from a biological point of view, a woman’s whole body is involved in sexual life.” If these changes become noticeable in the physical sphere, then changes occur in the woman’s worldview and her values. The spiritual sphere is also changing. It also matters how and in what personally significant context these events took place.

Touching upon the topic of forming a professional position, it is necessary to dwell on the specifics of practical psychological assistance as a type of activity from the point of view of the influence of value orientations on various aspects of this process.

Introduction

Value orientations- criteria (ethical, aesthetic, political, religious, etc.) on which a person or community’s assessment of the surrounding reality, a differentiated, selective approach to it and the method of orientation are based and which explain.

Value orientations are formed, develop, develop and change as a person accumulates life experience in a changing world, and find their expression in goals, social choices, ideas, ideals, interests of an individual or group in real interaction.

Value orientations are quite rigidly tied to both the intellectual-volitional and emotional spheres of the subject’s social activity and largely, and often decisively, determine the content of both individual and group activity and communication.

In the social psychology of groups, value orientations are directly related to the problems of group cohesion, expressed, first of all, in the degree of manifestation of such a socio-psychological phenomenon of interpersonal relations as value-orientation unity.

It is quite understandable that an individual (in any case, a mentally normal one and not acting under duress) in almost each of his membership groups strives to ensure the realization of one or another of his life goals, determined by value orientations. It is no less obvious that an individual who adequately assesses his own needs and environmental conditions will correlate the specifics of a particular membership group with specific needs and, depending on this, build his interaction with partners both in the subject-activity and in the value spheres. However, according to some foreign social psychologists, there are universal value orientations of the individual associated with social interaction that determine the dominant behavioral strategy of the individual in almost any contact community.

It is quite clear that the question of value orientations of both the individual and the group cannot be considered in isolation from the concept of values ​​themselves.

The problem of human values ​​in psychology. Hierarchy of human values.

The system of value orientations determines the content side of a person’s orientation and forms the basis of his attitude to the world around him, to other people, to himself, the basis of his worldview and the core of motivation for life activity, the basis of his life concept and “philosophy of life.”

Values ​​in psychology are considered as key life guidelines that determine the method and nature of activity.

Value represents the objective significance of phenomena as guidelines for human activity.

Axiology (axios - value) deals with the study of human values.

Values ​​were developed by humanity by generalizing typical situations that occurred and were “formulated” in the form of significant principles that orient human life. There is a certain axiological field common to all people, which contains these semantic universals, and a person does not invent anything new, but only “selects” from the existing ones those that correspond to his individuality.

There are universal human values ​​that combine the values ​​of social and individual life. They represent a certain system of the most important material and spiritual values. The main elements of this system are:

• natural and social world;
• moral principles, aesthetic and legal ideals;
• philosophical and religious ideas and other spiritual values

On a personal level, value can be defined as such an attitude towards objects and phenomena of reality that shows a person his true good, reveals to him the possibility of a life that can bring the greatest happiness.

There are two well-known classes of values ​​that M. Rokeach identified:

1. terminal - beliefs that some ultimate goal of individual existence is worth striving for;
2. instrumental - beliefs that some course of action or personality trait is preferable in any situation.

This division corresponds to the traditional division into values-goals and values-means.

Terminal values:

• active active life (fullness and emotional richness of life)
• life wisdom (maturity of judgment and common sense achieved through life experience)
• health (physical and mental)
• interesting job
• the beauty of nature and art (experience of beauty)
• love (spiritual and physical intimacy with a loved one)
• financially secure life
• having good and loyal friends
• public recognition, etc.

Instrumental values:

• cheerfulness (sense of humor)
• self-control (restraint, self-discipline)
• education (breadth of knowledge, high general culture)
• open-mindedness (the ability to understand another point of view)
• efficiency in business (hard work, productivity at work), etc.

Domestic psychologist V.N. Myasishchev considered values ​​from the point of view of the psychology of relationships. As is known from his theory, personality is characterized by several types of relationships, or, in other words, personality subsystems are distinguished, such as intra-individual, inter-individual and meta-individual. All values ​​or axiological “I” of a person are directly related to these subsystems.

1. Intrapsychic relationships - “Man - I myself”. There are three types of relationships here:

• attitude towards the body (corresponds to the value of health)
• to mental abilities (cognitive processes, intellectual abilities, knowledge, skills)
• spiritual attitude towards oneself.

The second point can be attributed to instrumental values, thanks to the improvement of which a person can achieve his goals. The latter characterizes the values ​​of self-development, spiritual growth, and the individual’s desire to discover and realize the meaning of his life.

2. Interpsychic relationships - “Man - another”

• microsocial relationships correspond to values ​​such as love, family, friendship
• mesosocial - work, career, recognition, etc.
• macrosocial relations correspond to universal human values ​​that affect political and legal ideals, ethical and aesthetic norms.

3. Transpsychic relationships “Man - the world of objects”

• relationships with things (material wealth and financial well-being)
• attitudes towards ideas (ethical, aesthetic, religious, philosophical values).

Since there cannot be values ​​outside the spheres of personal interaction, it seems legitimate to consider them from the point of view of their appeal to one or another type of human relationship. The system of value orientations is, to one degree or another, “tied” to these three relationships. Values ​​of certain types may be dominant in some people and undeveloped in others. The value orientation of an individual is a complex network of interactions of various values, where some dominate and are leading for a given person, others serve to achieve them, and others may not be activated at all, but are potentially present in the axiological “I” of the individual.

Lecture, abstract. Values ​​and value orientations of a practical psychologist as the basis of his personal and professional self-development - concept and types. Classification, essence and features.

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• Professional values- work related. These are money, wealth, comfort, professional growth, helping other people, etc.
• Intelligent- this is knowledge, education, erudition, curiosity, creative thinking, etc.
• Physical- sports, beauty and body hygiene, health.
• Spiritual
• Emotional
• Ethical- honesty, decency, justice, generosity, the ability to enjoy what you have, correctness.
• Aesthetic- style, fashion, external attractiveness of people, things, aesthetic taste, cleanliness, order in the house, etc.
• Material- money, wealth, property, valuable items, etc. etc.
• Cultural- art in all its manifestations.

• Patriotic -

Target:

Description:

Imagine that in a few hours unknown forces will send you to a desert island where you will spend the rest of your life. There is a sufficient amount of simple food and water (you will not die of hunger and thirst), a minimum of clothing and bedding (you will not freeze), and the necessary medicines. Unfortunately, there is no mobile connection there. You are allowed to take only seven objects with you, which may include both things and people. The condition is only those things or people that you can actually bring to the airport within a few hours (you won’t be able to bring your apartment or your beloved dog)

2). The second stage of the exercise is as follows: “Everything flows, everything changes, and they decided to settle a comrade on your island. He also has seven objects. In total, together with yours, there are 14. But only seven can remain.” Work is organized in pairs. Their task is to make one from their two lists, including seven points.

why is this needed(for example, a book - for personal development, a receiver - for obtaining information about the world and other people).

Issues discussed:

Target:

Description

- Buy a newspaper, lady?



She made cocoa and toast with jam. Then she returned to the kitchen and took up the interrupted task - sorting out the bills.


Lady, are you rich?
- Am I rich? No! - She looked at her tattered rug.


Then they left.
Plain blue cups and saucers... But they fit together. She peeled the potatoes and prepared the mushroom sauce. Potatoes and mushroom sauce, a roof over her head, her reliable husband with a good job, children - all these things also fit together.

Issues discussed:

What is this parable about?

Presenter's resume: Sometimes, in the pursuit of accumulating material wealth, a person forgets about what is truly valuable. Material things are transitory. True values ​​are associated with a person’s spiritual orientation.

Target:
Necessary materials:

• If a person steals a donkey, a sheep or a slave, he is a thief and must be punished
• If a son hits his father, his hand should be cut off

Presenter's resume: Some values ​​are changeable, but universal human values ​​- goodness, justice, beauty, truth - have always been and will always be.

Methodology “My personal coat of arms”.

Content:

Exercise “Values”

Target:

Necessary materials:

Description:

family traditions

life with parents

erudition

vocational training

hobbies

entertainment

trips

personal items

personal property

financial savings

love of god

harmony of soul and psyche

internal development

victories and defeats of the spirit

ups and downs

health

sport beauty and body hygiene

Friendship, communication

social activity

status respect

confession

Presenter's resume:

Lesson reflection

View document contents
"Psychological lesson "Life values""

Psychological lesson “Life values”

Target: prevention of risky behavior through the formation of a system of spiritual and moral guidelines.

Tasks:

formation of ideas about universal human values;

creating conditions for addressing one’s own value-semantic sphere;

formation of the priority of spiritual values ​​over material ones.

Progress of the lesson

Now we will play a game that is primarily of a meaningful nature; it will help you and me to reveal the topic of our lesson.

Exercise “Change places those who appreciate...” - 4-5 min

Target: introduction to the topic, creating a working atmosphere.

Description: The leader's chair is removed outside the circle. The presenter, standing in the center of the circle, says the phrase: “Change places, those who value ... (friendship, money, freedom, power). Those who believe that this statement applies to them should get up from their seats and run to another, vacant seat. The driver’s task is to take any free seat. The one left without a chair becomes the new driver.

Discussion:- What did you like about the exercise?

What did this exercise show or reveal?

Can you guess the topic of our lesson? (Values)

I would really like, before starting the next exercise, as well as revealing the topic of the lesson, to read you one poem, which, in my opinion, is also very suitable for the topic of our lesson:

Throwing away the time of everyday life,

In the healing wilderness of the night

I'm sorting through the jewels

Stored at the bottom of the soul.

I don't have many of them

But I don’t need any more.

When summing up

They don't go down in price!

Guys, what are values? How do you understand this word?

Values– these are a person’s ideas about the most important things in life; this is what sets the vector for its existence.

What values ​​do you know? How can they be classified?

Types of valuables:

Professional values- work related. These are money, wealth, comfort, professional growth, helping other people, etc.

Intelligent– this is knowledge, education, erudition, curiosity, creative thinking, etc.

Physical– sports, beauty and hygiene of the body, health.

Spiritual- faith in God, spiritual harmony, personal development and self-improvement.

Emotional- openness in communication, accepting people as they are.

Ethical– honesty, decency, fairness, generosity, the ability to enjoy what you have, correctness.

Aesthetic– style, fashion, external attractiveness of people, things, aesthetic taste, cleanliness, order in the house, etc.

Material– money, wealth, property, valuable items, etc. etc.

Cultural– art in all its manifestations.

Patriotic – love for the homeland, country, traditions, etc.

Exercise “Desert Island”

Target: creating conditions for understanding that behind any action there are values ​​professed by a person, orientation in the spectrum of possible values.

Description: The exercise is carried out in several stages.

1). At the first stage, group members work individually. The game situation is set: “ Imagine that in a few hours unknown forces will send you to a desert island where you will spend the rest of your life. There is a sufficient amount of simple food and water (you will not die of hunger and thirst), a minimum of clothing and bedding (you will not freeze), and the necessary medicines. Unfortunately, there is no mobile connection there. You are allowed to take only seven objects with you, which may include both things and people. The condition is only those things or people that you can actually bring to the airport within a few hours (you won’t be able to bring your apartment or your beloved dog)" The selected objects are written down on a piece of paper.

2). The second stage of the exercise is as follows: “Everything flows, everything changes, and they decided to settle a comrade on your island. He also has seven objects. In total, together with yours, there are 14. But only seven can remain.” Work is organized in pairs. Their task is to make one from their two lists, including seven points.

3). At the third stage, similar work is carried out in small groups of 5-6 people.

Then the groups present their lists in a circle. The presenter interprets what he hears from the perspective of values: why is this needed(for example, a book - for personal development, a receiver - for obtaining information about the world and other people).

Issues discussed:

What feelings arose during the exercise?

How did the discussion go in your group?

What was the most valuable thing for our group?

What was surprising and what was predictable?

Discussion - discussion of the story “Wealth”

Target: creating conditions for the separation of material and spiritual values, awareness of the priority of the spiritual over the material

Description: a parable is offered to the group’s attention:
Two children stood outside the door, both wearing torn coats that they had long since outgrown.
- Buy a newspaper, lady?
She was busy and was about to say no, but she accidentally looked down and saw their sandals. Small sandals, wet from the rain.
- Come on in, I'll make you some hot cocoa.
They both followed her without saying a word. Their wet sandals left marks on the floor.
She made cocoa and toast with jam. Then she returned to the kitchen and took up the interrupted task - sorting out the bills.
She was struck by the silence in the next room. She looked there.
The girl held an empty cup in her hands and looked at it. The boy asked confusedly:
Lady, are you rich?
- Am I rich? No! – She looked at her tattered rug.
The girl very carefully put the cup on the saucer and said:
“Your cups match your saucers,” and there were notes of hunger in her voice, but not the kind that makes your stomach hurt, but something else.
Then they left.
Plain blue cups and saucers... But they fit together. She peeled the potatoes and prepared the mushroom sauce. Potatoes and mushroom sauce, a roof over her head, her reliable husband with a good job, children - all these things also fit together.
She cleaned the living room, but the dirty little sandal prints remained in her heart. She wanted to leave them there in case she ever forgot how rich she really was.

Issues discussed:

What is this parable about?

What types of values ​​can be named based on what you heard? (material, spiritual)

What do you find more valuable? Why?

Presenter's resume: Sometimes, in the pursuit of accumulating material wealth, a person forgets about what is truly valuable. Material things are transitory. True values ​​are associated with a person’s spiritual orientation.

Discussion “Values ​​of different eras”

Target: awareness of the universal human nature of basic value orientations
Necessary materials: information for work in small groups (photocopies of the above texts)

Laws of Hammurabi (2nd century BC, Common Mesopotamian kingdom)

If a person steals a donkey, a sheep or a slave, he is a thief and must be punished

If a son hits his father, his hand should be cut off

If a person does not strengthen the embankment on his land, and the water breaks through it, flooding the fields of his neighbors, let the culprit compensate them for the losses. If he has nothing to pay, he should sell all his property and himself, and let the neighbors divide the resulting silver among themselves.

If a person is in debt, his wife, son or daughter must be in slavery for three years, then they must be set free.

Universal Declaration of Human Rights (Europe, 1946)

All people are born free and equal in dignity and rights. They are endowed with reason and conscience and must deal with each other in a spirit of brotherhood

Every person has the right to life, liberty and security of person

No one should be held in slavery or servitude

No one should be subjected to torture or inhuman punishment that degrades his honor and dignity

All people are equal before the law and have the right without any distinction, to equal protection of the laws.

Presenter's resume: Some values ​​are changeable, but universal human values ​​- goodness, justice, beauty, truth - have always been and will always be.

Methodology “My personal coat of arms”.

Target: develop skills of self-knowledge, self-expression, self-presentation, creativity, harmonization of the inner world. Optimize self-esteem.

Content: Pleasant music continues to play. Students are given forms with blank coats of arms or they draw their own version. The children are invited to draw their personal coat of arms and try to depict your important life values ​​on it(internal content of life spheres). Children who do not want to draw for some reason are invited to use old magazines, glue and scissors to create a coat of arms using the collage technique on a ready-made template. You can offer students ready-made outlines of coats of arms, consisting of a shield and a ribbon, or you can come up with the shape of a shield yourself.

At the end of the exercise, you can invite the children to take turns talking about their coat of arms and answer the questions: what did he depict on his coat of arms and why exactly these values ​​are important to him.

Exercise “Values”

Target: awareness of life values.

Necessary materials: background music.

Description: Participants are given six pieces of paper and asked to write on each of them what is most valuable to them in life. Then, the leaves are ranked so that the highest value is on the very last leaf. The coach suggests imagining that a terrible event happened, and the value that was written on the first piece of paper disappeared from life. The presenter suggests crumpling and putting the piece of paper aside and thinking about how life is now without it. This happens with each value in order. Each time it is suggested to pay attention to the internal state after the loss of value. Then the coach announces that a miracle has happened, and it is possible to return any of the valuables; you can choose one of the crumpled pieces of paper. So six times. Return their papers to the participants. Then it is proposed to realize what happened, maybe add some value, and see if the previous ranking order remains the same. The exercise is performed to the accompaniment of calm music, the intonation and voice of the trainer are of great importance, the spoken text should be simple and clear.

Presenter's resume: The presenter emphasizes how important it is to build your own hierarchy of values.

Lesson reflection. Purpose: to receive feedback from students, to summarize the lesson. Forms, everyone says in turn or at will: what they liked and what they didn’t.

For the past few years I have been watching children grow up. It is very exciting. While enjoying parenthood, solving problems, and analyzing my parenting abilities, I noticed that young children do not doubt themselves. Daughters still do not know restrictions, feelings of guilt and shame, or excessive introspection. At what point does it usually end? When will children begin to judge themselves and begin to view their actions as valuable and not valuable? When they start asking themselves: “Is this what I’m doing?” or “Will others understand this?”

I remember the day my eldest daughter was born. I became a father for the first time, and the responsibility for human life fell on me. I clearly understood that I loved the child not for his actions or compliance with my expectations, but with pure unconditional love.

It seems to us: we are what we do. Value is determined by our actions

But at some point, expectations do interfere with the relationship between parent and child. “Get dressed quickly, we’re late!”, “Don’t talk to your mom in that tone!”, “Don’t hit your sister.” I still love my daughter, but I have developed expectations about her behavior. Of course she feels it. He must be thinking, “Mom and Dad get so angry when I’m slow to put on my socks. What's the big deal?

“Do this to get recognition”, “Don’t do this so as not to harm others”, “Don’t say that, otherwise everyone will turn away from you”, “Others will not approve if I do this”... Everyone has similar thoughts and doubts . The problem is that we equate ourselves with actions. We think we are what we do. Value is determined by our actions.

Many fight a silent internal battle. It might look like this:

"I'm not like others."

"I'm worse than the rest."

"I don't measure up."

"I am a loser".

“No one would want to be in my place.”

“I’m special, that’s why I can behave like this.”

"People don't understand my problems."

“I always get what I want. I deserve it."

“I am better than others because I have more abilities.”

These thinking patterns are wrong. All people are equally valuable. Without realizing this fact, it is impossible to develop a healthy sense of self-worth. We deserve love and recognition no more and no less than any other person.

Think about the messages society conveyed as you grew up. “Get good grades, win competitions, show off your talents and prove that you are special.” When we don't receive recognition, don't excel at sports, or don't meet the accepted standard of beauty, we feel inferior. It seems like we're missing something. But this is an illusion. Healthy self-esteem involves recognizing that we are all unique, but no one is special. No one is better than the rest. No one reached the final destination first.

Comparison, arrogance and self-deprecation have never helped anyone

Avoid being a victim and feeling privileged. No one can give us a sense of self-worth, only we can do it ourselves. If we expect praise for our work and hope that the next achievement will help increase our self-esteem, we are left with nothing. No matter how successful we are in life, it does not make us more important or valuable than others.

Comparison, arrogance and self-deprecation have never helped anyone. We always feel like we are not successful enough and don’t have enough. This ultimately leads to sobering questions. Why don't what I do and what others think of me make me happy? Why am I trying to please everyone?

Finding answers is a difficult path, but it is worth going through. Perhaps we will eventually find the child within us who appreciates himself for who he is. This is a part of our personality that has gone dormant and is waiting to be found and recognized again. We are all unique and important. This value is given to us by birthright. Believe it.

about the author

John Harrison- psychologist and coach.