The main age-related crises of child development. Crises of age periods

Phenomena of mental development.

In the theory of L.S. Vygotsky, this concept denotes a transition in age development to a new qualitatively specific stage. Age-related crises are caused primarily by the destruction of the usual social development situation and the emergence of another, which is more consistent with the new level of psychological development of the child. In external behavior, age-related crises are revealed as disobedience, stubbornness, and negativism. In time, they are localized at the boundaries of stable ages and manifest themselves as a newborn crisis (up to 1 month), a crisis of one year, 3 years, a crisis of 7 years, an adolescent crisis (11-12 years) and a youth crisis.

Psychological Dictionary. THEM. Kondakov. 2000.

Age crises

   AGE CRISES (With. 122) (from the Greek krisis - turning point, outcome) - a conventional name for the transition from one age stage to another. In child psychology, the unevenness of child development and the presence of special, complex moments in personality development have been empirically noted. At the same time, many researchers (S. Freud, A. Gesell, etc.) considered these moments as “developmental diseases”, a negative result of the collision of a developing personality with social reality. L.S. Vygotsky developed an original concept in which he considered age-related development as a dialectical process. Stages of gradual changes in this process alternate with age-related crises. Mental development is carried out through a change of so-called stable and critical ages (see: -). Within the framework of a stable age, mental new formations mature, which are actualized in the age crisis. Vygotsky described the following crises: the neonatal crisis - separates the embryonic period of development from infancy; crisis of 1 year - separates infancy from early childhood; crisis of 3 years - transition to preschool age; the 7-year-old crisis is the connecting link between preschool and school age; The crisis at age 13 coincides with the transition to adolescence.

At these stages, a radical change occurs in the entire “social developmental situation” of the child - the emergence of a new type of relationship with adults, the replacement of one type of leading activity by another. Age crises are natural and necessary stages of child development; Thus, the concept of “crisis” in this context does not have a negative connotation. However, crises are often accompanied by manifestations of negative behavioral traits (conflict in communication, etc.). The source of this phenomenon is the contradiction between the increased physical and spiritual capabilities of the child and previously established types of activities, forms of relationships with others, and methods of pedagogical influence. These contradictions often take on an acute form, giving rise to strong emotional experiences and violations of mutual understanding with adults. At school age, as part of age-related crises, children experience a decline in academic performance, weakening interest in schoolwork, and a general decrease in performance. The severity of crises is influenced by the individual characteristics of the child.

For example, the crisis of 3 years, when a previously obedient child can suddenly become uncontrollable, and the crisis of adolescence, which is dangerous due to unexpected forms of protest against real or imaginary pressure from adults, have a strong negative connotation.

Negative manifestations of age-related crises are not inevitable. A flexible change of educational influences, taking into account the changes occurring in the child will significantly soften the course of age-related crises.

Popular psychological encyclopedia. - M.: Eksmo. S.S. Stepanov. 2005.

See what “age crises” are in other dictionaries:

Age Crises- a theoretical concept denoting a transition in age development to a new qualitatively specific stage. According to L.S. Vygotsky, age-related crises are caused primarily by the destruction of the usual social situation of development and... ... Psychological Dictionary

AGE CRISES- AGE CRISES. The development of the human personality does not represent a uniformly progressing process, but in certain periods is interrupted by rapid shifts, each of which marks the beginning of a new phase of the life cycle; These shifts are usually called... Great Medical Encyclopedia

AGE CRISES- – ontological characteristics of human mental development. In the theory of L. S. Vygotsky, this concept denotes a transition in age development to a new qualitatively specific stage. V. k. are caused, first of all, by the destruction of the usual... ...

AGE CRISES- English age crises; German Lebensalterkrisen. Transitional stages from one age period to another, accompanied by sudden changes and negative phenomena in the behavior of an individual due to difficulties in adapting to new age roles.... ... Encyclopedia of Sociology

- (English age crises) the conventional name for the transitional stages of age development, occupying a place between stable (lytic) periods (see Age, Periodization of mental development). K.v. are considered in concepts, recognized... Great psychological encyclopedia

AGE CRISES- special, relatively short-term (up to a year) periods of ontogenesis, characterized by sharp psychological changes. Unlike crises of a neurotic or traumatic nature, age-related crises are normative... ... Dictionary of career guidance and psychological support

AGE CRISES- – special, relatively short-term (up to a year) periods characterized by sudden psychological changes. K.v. are a normal process necessary for the development of a young person’s personality. K.v. may arise during the transition from... Terminological juvenile dictionary

Age-related crises- (from the Greek crisis, turning point, outcome) a conventional name for the transition from one age stage to another. In child psychology, the unevenness of child development and the presence of special, complex moments of development have been empirically noted... ... Pedagogical terminological dictionary

AGE CRISES- (from the Greek krisis, turning point, outcome), a conventional name for the transition from one age stage to another. In children psychology empirically noted the unevenness of children. development, the presence of special, difficult moments in the formation of personality. At… … Russian Pedagogical Encyclopedia

age-related crises- special, relatively short-term periods of ontogenesis, characterized by sharp psychological changes. 8 psychosocial crises have been identified. Depending on the passage of crisis periods, a person’s attitude towards ... ... Encyclopedic Dictionary of Psychology and Pedagogy

Books

• Spiral of fate. Cycles, crises and overcoming them, Andre Nadezhda, Svetlana Nekrasova. Philosophers, sages, and scientists have repeatedly tried to describe the laws of human life and existence. They tried to describe human life in a variety of ways. Human life is studied by medicine, psychology,...

Crisis is something that many people have to face. Almost every person, to be more precise. The concept comes from the Greek word krisis, which means “turning point” or “decision.” Accordingly, a crisis is a period of life during which a person moves to a new level of age-related development, which is characterized by psychological changes. And this process is accompanied by the destruction of the usual social structure.

First stage

First, it is worth noting the neonatal crisis. A period in which there is no mental component, since it implies a transition from intrauterine life to real life. Birth is the first trauma that each of us experiences. And she is very strong. So much so that the entire life following birth passes under the sign of this trauma.

It is very important that the neonatal period proceeds under adult supervision. In principle, this is how it happens in a normal society - there are always parents next to the baby who provide him with a transition to a new type of functioning. The baby is helpless. He doesn't even have a pre-formed behavioral principle. Because all this is yet to arise. And most importantly, a child during the newborn period is not considered separately from an adult. Because it has no way of interacting with the environment.

When does the “exit” from the neonatal crisis occur? Scientists say that when a child begins to interact with his parents, they notice the development of his emotional sphere. As a rule, this is the second month of a baby’s life.

Crisis of three years

This is the next stage. The period during which the transition from early childhood to preschool occurs. At this moment, the existing personal mechanisms are radically restructured, and the child develops new personality traits and consciousness. Plus, he moves to a new level of interaction with the outside world and people. It is important to note that this period does not have clear time boundaries.

Symptoms

The Soviet psychologist Lev Semyonovich Vygotsky presents an interesting presentation of the crisis of three years. He identifies the seven most striking “symptoms” in a child’s behavior that indicate that he is going through the above-mentioned period.

The first is negativism. A child refuses to do something only because it was suggested to him by a specific adult. And he, as a rule, acts exactly the opposite.

The next symptom is stubbornness. A child insists on something only because he cannot refuse his decision out of principle. Even if circumstances have changed.

The third thing that is noted is obstinacy. That is, the tendency to do everything contrary. The fourth symptom is self-will. Or, in simple terms, the familiar, proactive “I myself!”, aimed at self-affirmation and stimulating self-esteem.

Another symptom is a riot-protest. Manifested in regular conflicts with adults. As a rule, due to the fact that the child does not feel respect for him and his wishes.

There is also depreciation. The child ceases to be interested in everything that was interesting to him before. But the last symptom is the most unpleasant. This is despotism. The child gets out of control and demands from adults the instant fulfillment of all his desires and demands. Looking at all this, the question arises: for whom is the three-year crisis more difficult - for the child or for the parents?

Third stage

After all of the above comes the crisis of seven years. We all went through it. The causes of the crisis lie in psychological changes in personality. The child develops an internal position, some kind of “core” and his own “I” begin to emerge. During the same period, he enters school, finding himself in a completely different environment. Until then he played. Now he will have to study. For many children, this is the first manifestation of labor.

There are other accompanying causes of the crisis. Some children, upon entering school, begin to be afraid of doing the work assigned to them, feeling responsible for the result for the first time. They now recognize themselves as a schoolchild, a comrade. It is important for them to become full-fledged members of the new society - and this is stressful. The period of crisis of seven years is important, because it is during this time that children form their attitude towards people, towards themselves and towards society. As a rule, the acquired core, the so-called “trunk,” remains for life. Yes, later, throughout life, it acquires “twigs” and “leaves,” but the foundation is laid in childhood.

Teenage crisis

This is the very period that most of us clearly remember. Since it occurs already at a fully conscious age. After 12-13 years, to be more precise. It is believed that this is the period during which a child transitions from childhood to adulthood. It can last a long time. At this moment, adolescents develop very dynamically - both physically and mentally. They develop needs that cannot be satisfied immediately, since they themselves have not yet reached social maturity.

The teenage crisis is a period accompanied by excessive care and control on the part of parents. And also prohibitions, quarrels arising from attempts to circumvent them, and much more. All this prevents a teenager from getting to know himself and identifying the characteristics that are unique to him - as an individual.

About the specifics and characteristics of adolescence

This stage is one of the most difficult in a person’s life. In addition to new needs, a teenager has special thoughts, reflections, important questions, and problems. And for most, as a rule, it is difficult to survive this period, since all of the above seems unimportant to parents. “What problems might a child have? He’s too young, he hasn’t lived yet!” - Most adults shrug it off. And in vain.

Then adults wonder why the relationship with their child deteriorated? But because they were indifferent. They didn’t take his opinion into account and continued to treat him like a child. And the consequences of the crisis, by the way, can be very dire. In this case, the notorious obstinacy may also appear. If parents forbade going to a party, what will a teenager do? He'll escape through the window! And it is unknown what the consequences of the party will be - maybe you will have to pay for them for the rest of your life. Therefore, it is very important to consider a teenager and build relationships with him as with an adult. And be able to make compromises. This is what normal adults do.

Youth

This period also needs to be noted with attention when talking about age-related crises. In psychology, adolescence is also considered as such. Why? Because this is the time when a person begins to make really important decisions. He must decide on his future profession, social position, worldview, and make life plans. Previously, it was believed that youth was 22-23 years old. But now it’s 17-18, or even earlier, since many parents believe that the sooner their child finishes school, the better.

But, nevertheless, in youth it is very important to make the right choice. And if we talk about which age-related crises in psychology are the most dynamic, then youth will be on the same level as adolescence. During this period, a lot happens, in addition to choosing a profession. Military service, for example, or even a first marriage, often accompanied by the spontaneous birth of a child. In their youth, many make mistakes due to social immaturity. And in our time, as practice shows, this period is not accompanied by what was previously considered a characteristic feature of youth. And this is a person’s overcoming dependence on adults (parents). In particular, financial.

The "middle" period

Now we can talk about the so-called “thirty-year” crisis. In psychology this is called the period of early adulthood. People understand that the peak of their youth is already behind them. Many sum up some results and begin to look soberly into the future. Most people begin to feel the need for peace and stability. There is a desire to find the meaning of life.

Some people feel like they have wasted their time. The realization comes - I have been living in this world for 30 years! And what have I achieved? Looking back, many understand - not so much. Comparing oneself with successful peers or even younger people gets the job done. It’s even worse if they are close or acquaintances. So it's not far from depression. And for many women, moreover, all of the above is accompanied by the realization that they are no longer so young, fresh and beautiful. Here it is - a typical thirty-year crisis. This is one of the most “sad” periods in psychology.

Middle age crisis

This is perhaps the period that everyone has heard about. It is a long-term emotional stage that is directly related to the revaluation of life experience. During this period, a person realizes that the onset of old age is just around the corner. She is close, and not like in her youth - “someday in the distant future.” The moment at which a person realizes that he will never be young is a midlife crisis.

The symptoms are numerous. The notorious depression, self-pity, a feeling of emptiness, a feeling that life is unfair. A person refuses to acknowledge the successes he has achieved, despite the fact that they are assessed positively by other people. He loses interest in many aspects of life - even those that were previously significant to him. The circle of reference persons is changing - the opinions of random people are valued more than what relatives/colleagues/friends say. There may even be a change in values. And behavior and style also become different. A person tries to create the appearance of transforming life by changing some external manifestations.

Consequences

So, the features of the manifestation of a midlife crisis are clear. Now - a few words about the consequences. In the case of this period, they can be severe. Because the severity of the mistakes made is directly proportional to the age of the person.

A deep “search for oneself” is possible, sudden dismissal from a good job in which a person has worked for many years, a desire to move somewhere or radically change his occupation. But the most serious consequence is a broken family. Some people leave their “soul mate,” with whom they have lived for decades, because of extinguished feelings. Others do not leave their family, but simply look for “entertainment” on the side, which is no better. Women look for lovers to make sure they are still attractive. Men find lovers for the same reason.

Final stage

The pension crisis is the last one in our lifetime. It usually occurs at 60-70 years of age. This is also not an easy period. Most retirees have worked all their lives, and when they retire, they simply don’t know what to do with themselves. My health did not improve with age; my friends were either far away or had left this world altogether. The children have grown up, left their native nest and have long lived their own lives. The man understands that his time is coming to an end. He feels unwanted and lost. And in this case, it is very important to find the strength to continue enjoying life, to find new meaning, passion and like-minded people. In the age of modern technology, this seems more than possible.

There is only one problem with age-related crises. And it lies in the fact that they accompany us throughout our lives. Only for some people these are just periods, but for others they are truly crises in the traditional sense that poison existence. Well, the most important thing is to accept that life is impossible without changes. This awareness will help not only to prepare for them, but also to learn benefits and lessons from them.

No! Don't want! I won't! I'm not giving it! Go away! You are bad (bad)! I do not love you! I don't need you (don't need you)! Have you already heard similar phrases from your children? Congratulations!!! Your child has reached an age crisis of 1, 3, 7, 14 or 18 years.

You may ask why congratulations? But because this means the correct and normal development of your child. According to psychologists, a child who has not gone through a real crisis in due time is not able to develop fully further.

However, many parents are afraid of these periods and often resort to drastic measures to pacify the little “revolutionary”. Sometimes the intensity of emotions reaches such a degree that adults can shout at him and even spank him. But such influences, at a minimum, will not bring any benefit, or at most will worsen the situation (this depends on the mental properties of the child himself and the internal microclimate in the family). And most of the parents will later regret and suffer because of their unexpected reaction, reproaching themselves for what bad teachers they are.

It is important to remember here that the irritation and anger that parents experience is a normal reaction in this case, since in fact these crises are not only children’s, but at the same time family crises, too. Both children and adults can experience negative emotions. This is fine! You just need to understand it, accept it and react correctly to the current situation.

Developmental crises accompany a person throughout his life: the crisis of the newborn, 14, 17, 30 years old, etc. A crisis is a temporary phenomenon. With a correct understanding of it, we can either completely rid ourselves of the manifestations of the crisis or reduce them to a minimum. However, if this period is not passed through by the child fully and profitably, then all unresolved problems that arose in the last critical period will manifest themselves with renewed vigor in the next age crisis and, coupled with new problems of the next age, will give an even greater emotional and psychological explosion than it did. could be.

Why does it happen that your beloved, sweet and obedient baby today suddenly turned into a capricious and nervous pest? Let's take a closer look at the main crises in children by year.

Newborn crisis

At birth, a child moves from an environment completely adapted for him to a world to which he must adapt himself. This becomes a lot of stress for the baby. At this time, his attitude and trust in the outside world are formed. To successfully pass this critical period, only a constant person should be with the child. Mom doesn’t have to be here, but someone should be there all the time. Feed, bathe, change clothes, approach when crying, pick up. If there is no such adult nearby and the need for contact and intimacy with him is not satisfied, then this may later affect the behavior of the child, and then the adult. For example, in the future, very rapid sensory and emotional overload and fatigue are possible.

During this period, there is a so-called symbiosis, when mother and child feel and understand each other at deep non-verbal levels. Accordingly, any feelings and emotions of the mother are projected onto the child. So, for example, if the mother is calm, then the child is calm, and if the mother is worried and nervous, then the child reacts to this with very restless behavior. The child at this time is very “comfortable” and understandable. Fed - he's full, rocked - he's asleep. Of course, mothers get used to the fact that the child is completely dependent on her and, out of habit, continue to think and do everything for the child. But as the child grows and matures, such a connection ceases to satisfy him, and when he finally learns to sit and then walk, a new crisis of 1 year begins.

Year 1 crisis

At this time, the child becomes aware, understands and perceives the world in a new way. If earlier he perceived himself and his mother as a single whole, now their emotional and psychological separation from each other begins. In many situations, the child encounters a different mother’s reaction to events than his. So his happiness from the amazing marks left by a felt-tip pen on the wallpaper or the joy from the exciting process of smearing porridge on his hands and the table may not always coincide with his mother’s emotions.

At approximately the age of 1 year, the baby begins to walk. He has more freedom and an urgent need for research arises. Parents were accustomed to the fact that the child urgently needed them and was in their arms all the time. Children protest against restrictions on freedom (don’t touch, sit down, don’t walk, etc.), and therefore cognitive activity.

During this period, such personal values ​​as self-esteem, self-respect, trust in oneself and one’s body, and practicing the accuracy of movement are established and practiced. The child must be given as much freedom of action as possible, while ensuring maximum safety for the baby in advance. Children of this period react sharply to prohibitions and restrictions, but are very easily distracted. Therefore, at this age, it would be better to distract the child with something bright and interesting than to limit his actions with a ban and end up with another whim and rebellion.

Read more about the 1-year-old crisis in a child.

Crisis of 3 years (occurs from 1.5 to 3 years)

Now your baby is beginning to separate himself and the world around him. This is the so-called “I myself” period, when the child searches and tries to understand his “I” and forms his internal positions. This is a period of realizing who I am to others. A child who previously felt like the center of the entire universe suddenly discovers that he is only one of many universes surrounding him.

During this period, such personal values ​​as a sense of internal order, the ability to make decisions in one’s life, self-confidence, and self-sufficiency are being developed. It is now very important for a little person to understand any independent action as his own choice without the use of adults’ persuasion, the carrot and stick method. The best solution is to give the child the opportunity to do what he sees fit, giving him a choice without choice. Those. we offer him a choice of 2-3 options for actions that are beneficial and correct for us in advance, but at the same time he feels his independence.

At this age, we definitely set boundaries for children’s behavior. If this is not done, then they will not know where to stop, and this is already fraught with big problems in adolescence. Such teenagers will have difficulty setting boundaries when communicating with other people and will become dependent on the opinions of more authoritative friends.

Read more about the crisis of a 3-year-old child.

Crisis of 7 years (occurs from 6 to 8 years)

At this time, the child receives a new social status - a schoolboy. And with this, new responsibilities and rights appear. The question arises of what to do with the new freedom and responsibility. Also, the child has his own opinion on everything. And here the parents’ respect for him is very important! Now the child really needs support in everything. Returning home, the student must be sure that here he can always find support in all the difficulties of life, new communication with peers and adults, and learning problems.

Your baby from yesterday has already grown up. And, despite the fact that sometimes he is still childishly impulsive and impatient, his reasoning and actions become more logical and acquire a semantic basis. He begins to distinguish and separate his own feelings and emotions, and learns self-control.

During this period, not only new academic and household responsibilities should appear, which only he and no one else can do. He can be offered a choice of washing the dishes, preparing everything for cleaning, caring for a pet, etc. At the same time, the child must decide for himself when and what he will do, but know that there are consequences for failure to fulfill his duties. These responsibilities are different for each child depending on their desires and preferences. Under no circumstances should you force him to do anything without his consent and desire. It is absolutely necessary to agree with him about this. The child becomes equal with us. Now he is one of the full members of the family, and not a subordinate.

Read more about the 7-year crisis

Puberty crisis (occurs from 11 to 15 years)

Problems at this age occur due to physiological changes. During this period we observe the so-called “growing pains”. The body grows and changes quickly. A teenager must get used to his new self, accept himself and learn to live with a changed body. Our adult child feels great overload of the nervous system. This is where psychological instability arises; it is easy to get angry. On the one hand, he is very stormy, restless, active, but at the same time he is subject to great physical fatigue and lethargy. A hormonal explosion occurs. The teenager experiences new feelings that he is not yet able to cope with. As a result, we see emotional instability and rapid mood changes. A teenager is overwhelmed by a storm of feelings and emotions. It seems to him that no one understands him, everyone demands something from him and is negatively disposed towards him. The child observes and feels the world in new, rich colors and manifestations, but he does not yet understand what to do with all this and how to behave correctly in this new world.

What should we do during this period? Since this is a “growing pain”, you don’t need to do anything about it. We calmly wait for our dear little one to “get over the disease.” We treat it during this period with care, caution, precision, and great attention.

This period is also associated for the child with the transition from childhood to adulthood. He is no longer a child, but not yet an adult. He rushes between these poles and cannot accept one of these roles completely. On the one hand, he is still a child, his interest in games and entertainment has not faded, and he does not want to part with the world of childhood. On the other hand, he already considers himself an adult, he is attracted by this apparent freedom of the adult world, but at the same time he understands that there are many responsibilities here that he does not yet want to take on.

What to do about it? Same thing - nothing. We are waiting for this period of uncertainty to end and our adult man to achieve full understanding and acceptance of his adulthood. We accept him as he is, give maximum support and participation if he asks for it.

Crisis of 17 years (occurs from 15 to 18 years)

This time is associated with the period of the beginning of social maturity, the period of stabilization of the processes of previous development. Our former child is finally reaching adulthood. The crisis of 17 years coincides with the time of graduation, when a boy (girl) faces the question of his future life path, choice of profession, subsequent education, work, and for boys - military service. All psychological problems during this period are associated with adapting to new living conditions and finding one’s place in it.

The support of family and people close to him can now provide a great role and help to a person. More than ever, your child now needs a sense of self-confidence, a sense of competence.

If your child does not receive the help and support he needs, then his fear and uncertainty can give rise to neurotic reactions, which in turn will lead to somatic problems, and then to illnesses on the physical level. Be attentive to your adult!

An age crisis is a period in which the amount of previously acquired knowledge and experience transforms into the quality of future life. And, if an adult is often left alone with his own problems of adolescence, then the child who is raising him can and should be helped to overcome this difficult period by his closest and dearest person.

There is no need to be afraid of such periods. A little patience and proper attention to the child, and you will pass this critical age point without much shock.

An age crisis is a transitional stage between a person’s ages, characterized by a change in leading activity and social situation of development. Crisis periods are an integral stage of growing up. Every person goes through several such stages in his life.

The crisis literally translates as “dividing the roads.” In Chinese, it is written in two characters, one meaning “danger” and the other meaning “opportunity”. In my opinion, this is the most concise and accurate interpretation. It is during crises, including age-related ones, that active or “breakdown” occurs when the outcome of the period is unsuccessful.

The term “age crisis” was introduced into use by the Russian psychologist L. S. Vygotsky. Each age has certain norms that psychologists focus on. They help monitor the normality of human development. These same norms of intellectual, emotional, psychophysical and personal development are called age-related development goals. The period of crisis is the period of fulfillment of these tasks, of intense psychophysiological changes.

Every person goes through age-related crises, but the form of expression, intensity and duration vary depending on the person’s socio-economic status, development conditions, and individual personal characteristics.

Despite this, there are still two points of view on the normativity/non-normativity of age-related crises:

• Some psychologists (Freud, Vygotsky, Erikson) consider such transitions to be an integral part of development.
• Other researchers (Rubinstein, Zaporozhets) consider them as a variant of individual ones.

Major crises

In psychology, it is customary to distinguish the following age-related crises:

• (from birth to one month);
• (11-12 years old);
• (45-55 years old);

The newborn, three-year-old and teenage crises are considered major crises. They account for the restructuring of the relationship between the child and society. The remaining crises are minor. They are less noticeable in appearance and are characterized by an increase in independence and skills. However, at the time of any crisis, children are characterized by negativism, disobedience, and stubbornness.

In adult life, as we see, there are 4 crises:

• The crisis of youth is accompanied by the formation and self-affirmation of a person in the main areas of life and relationships (work, family, love, friendship).
• At the stage of maturity crisis, a person analyzes his successes, the consistency of plans and achievements. Over the next ten years, he consolidates or changes the result.
• A midlife crisis is accompanied by an awareness of loss of strength, beauty, health, and an increase in distance from grown-up children. Often a person is overcome by depression, a feeling of fatigue from routine, sadness from the thought that nothing will be better.
• Late maturity is accompanied by stabilization of the previous state and a gradual withdrawal from social and work activities.
• At the stage of early old age, a person comprehends his life and either recognizes it as unique and inimitable, or understands that it was in vain.
• At the stage of old age, a person rethinks his professional “I”, comes to terms with the inevitable deterioration of health and aging of the body, and gets rid of self-concern. This is the stage of actively accepting the natural end of life.

It is worth noting that childhood crises (the first six) have been studied much more than the crises of adulthood, middle age and old age. The latter are more often considered in the nature of the individual course, although they are also largely due to age-related changes.

Phases of crisis

L. S. Vygotsky identified 3 phases of crisis: pre-critical, critical, post-critical.

1. The pre-critical phase is characterized by a contradiction that has arisen and is recognized by the person himself between the existing external conditions and his attitude towards these conditions. A person begins to see an image of a future that is more attractive to him, but does not yet see real ways to implement this scenario.
2. At the critical stage, the maximum tension in the contradiction arises and reaches its peak. First, a person tries to repeat the most general ideas about the ideal he saw. For example, teenagers easily pick up the habit of smoking or swearing, thinking that this makes them part of an adult, so desirable and new, the world that has opened up in perspective. Later, external and internal obstacles standing in the way of other components of the new world are realized. If it is more or less easy to get rid of external ones, then the awareness of the lack of internal resources pushes one to develop a new one (in the example of teenagers - choosing a profession, part-time work). In conclusion, the person compares how close he managed to get to the ideal he saw.
3. In the post-critical phase, the contradiction is resolved, the personality builds new harmonious relationships with the world. If the results of the previous reflection are satisfactory, then the person finally transforms the imaginary into the real, and the other into his own.

Features of overcoming the crisis

No one can save a person from going through a crisis. It is up to the individual to overcome all difficulties and find a new balance. But the crisis process can be controlled and directed. This is where outside help lies - to teach a person to manage his own crisis, to see and use opportunities, competently avoiding dangers (, and others).

A crisis is always a choice. A person understands exactly what task he faces, what exactly he cannot do with usual means, but he still has to choose new tools. Every crisis prompts a person to search for identity.

Of particular interest within the framework of personal development is E. Erikson’s theory of age-related crises, although the stages differ from those mentioned earlier. The author identified the following stages of age transitions and elections:

• First year of life. The child’s trust/distrust in the future in the whole world depends on how satisfied the child is.
• First experience of self-service. If parents help the child, are logical and consistent in their control, then the child develops autonomy. If parents show unstable or excessive control, then the child develops fears about control over his body and a feeling of shame.
• Self-affirmation of a child (3-6 years old). If a child’s independence is supported, then he grows up with initiative. Otherwise - submissive and with a pronounced feeling of guilt.
• School age. The child either develops a taste for activity (work), or loses interest in his own future, experiences a feeling of inferiority in relation to his own status and the means available to him.
• Adolescent identity. His future professional and personal life depends on the success of a teenager’s assimilation of roles and the choice of a reference group.
• The crisis of adulthood is accompanied by a search for intimacy with one person. If a person cannot successfully solve the problem of combining work and family, then he finds himself isolated and closed in on himself.
• The midlife crisis is based on the problem of procreation and its preservation. A special interest is awakening in the education of the entire new generation and their children. A person is productive and active in all areas of life, otherwise interpersonal relationships gradually deteriorate.
• The crisis of old age, the resolution of which depends on the assessment of the path traveled. If a person can bring all aspects of his life into one whole, then he will live his old age with dignity. If it is not possible to put together a whole picture, then the person experiences fear of death and the impossibility of starting over.

This is not the only concept and classification of age-related crises. There are many more, but all authors agree on one thing:

• the crisis makes movement and development difficult;
• at the same time, it creates opportunities and encourages the disclosure of the inner potential of the individual.

Each crisis ends with the formation of a specific neoplasm. Unsuccessful passage of a crisis is fraught with getting stuck at some stage, the development of a distorted neoplasm and (or) a compensatory mechanism.

In times of crisis, the destruction of the old way of life and the acquisition of a new one occurs only through revolution. This is why crises always turn upside down. Thus, at the time of crisis and after its passing, changes occur in human consciousness and activity, and in relationships with the world.

Help from a psychologist

When overcoming a crisis, the help of a psychologist is often needed. Psychological assistance is always individual in nature. That is, a specific case is analyzed, there cannot be general advice.

As a rule, psychocorrection is prescribed for children and consultations for adolescents and adults. In addition to conversations, art therapy and fairy tale therapy are used for children. Teenagers sometimes receive group psychotherapeutic help. Trainings are recommended for adults, group psychotherapy is recommended for older people. In some cases, family counseling is possible at every age.

People who endure the crisis more severely, and therefore need support more often, are:

• with and elements of infantilism in behavior;
• not independent in decision making;
• differing in external locus of control (blaming the environment for failures);
• with the perception of the crisis as a dead end that interrupts life, and not as an opportunity for growth.

It is important to perceive a crisis as a difficult but surmountable situation that requires great responsibility and ensures personal development if it is successfully completed. The goal of going through a crisis is to learn to accept the new yourself from a position of .