Abramova developmental psychology textbook. Abramova g

The textbook reveals basic concepts and categories, analyzes current issues of developmental psychology and scientific research related to them. Contains facts, patterns and theories of mental development of modern man. Prepared in accordance with the requirements of the state educational standard and covers all the main topics of the course “Developmental psychology” taught in universities. For students of higher educational institutions studying psychology as a special subject, specialists and readers dealing with issues of developmental psychology.

Step 1. Select books from the catalog and click the “Buy” button;

Step 2. Go to the “Cart” section;

Step 3. Specify the required quantity, fill in the data in the Recipient and Delivery blocks;

Step 4. Click the “Proceed to Payment” button.

At the moment, it is possible to purchase printed books, electronic access or books as a gift to the library on the ELS website only with 100% advance payment. After payment, you will be given access to the full text of the textbook within the Electronic Library or we will begin preparing an order for you at the printing house.

Attention! Please do not change your payment method for orders. If you have already chosen a payment method and failed to complete the payment, you must re-place your order and pay for it using another convenient method.

You can pay for your order using one of the following methods:

Cashless method:
- Bank card: you must fill out all fields of the form. Some banks ask you to confirm the payment - for this, an SMS code will be sent to your phone number.
- Online banking: banks cooperating with the payment service will offer their own form to fill out. Please enter the data correctly in all fields.
  For example, for " class="text-primary">Sberbank Online Mobile phone number and email are required. For " class="text-primary">Alfa Bank You will need a login to the Alfa-Click service and an email.
- Electronic wallet: if you have a Yandex wallet or Qiwi Wallet, you can pay for your order through them. To do this, select the appropriate payment method and fill out the fields provided, then the system will redirect you to a page to confirm the invoice.
§ 2. Model of professional activity of a practical psychologist
1. Goals of psychological assistance
2. Responses or reactions of a practical psychologist in a situation of professional activity
3. Worldview (concept) of a practical psychologist
4. Cultural productivity of a practical psychologist
6. Limitations in the activities of a practical psychologist
7. Interpersonal influence in the work of a practical psychologist
§ 3. The concept of social order for the work of a practical psychologist
Chapter III
§ 4. The concept of a psychological task and psychological assistance
Chapter III
Chapter III
§ 5. Methodological foundations for solving psychological problems
I. Determine which of these statements carries psychological information.
II. Determine what psychological knowledge is used in these statements.
III. Determine which statement addressed to the client belongs to a qualified and unqualified psychologist.
IV. Determine what task the client has set for himself in interacting with a practical psychologist.
V. Determine the content of the position of a practical psychologist, expressed in the characteristics of his capabilities for the client.
Chapter IV psychodiagnostics
§ 1. Methodological basis for obtaining psychodiagnostic data
Chapter IV
§ 3. Features of the use of psychodiagnostic1 data in the provision of psychological assistance
§ 4. Problems of applying psychodiagnostic data in pedagogical and social practice
§ 5. Criteria for the effectiveness of the practical work of a psychodiagnostician
I. Under what conditions can this psychological information become psychodiagnostic?
II. Determine by the client's statement. How does he perceive the situation of psychodiagnostics (based on materials from the use of the House - Tree - Person test):
III. What mistake does a psychodiagnostician make when providing psychological information that a child has a low IQ?
IV. Determine which, in your opinion, instructions to the client creates a situation of psychological assistance, and which creates a situation of examination:
V. According to Fig. 1 and fig. 2 - kinetic drawing of a family - make a psychological diagnosis, i.e., briefly formulate the main content of conflict relationships between members of each family.
VI. Give an expert assessment of the test subject's results.
VII. Based on the samples of tasks completed by Vitya X. (13 years old, reconstruct the possible instructions, goals and objectives of the creators of these methods.
§ 1. Methodological basis for organizing psychological correction____
§ 2. Features of obtaining psychological information for organizing psychological correction_______
§ 3. Features of the use of psychological information for organizing psychological correction_____________
Chapter V
§ 4. Problems of the effectiveness of psychological correction in the work of a practical psychologist
II. To solve what problems of psychological correction can the following catch words and proverbs be used:
III. For what tasks of psychological correction can the following games be used?
IV. When solving what psychocorrectional problems can the following psychological techniques be used2:
V. To solve what problems of psychological correction the following tasks can be used.”
VII. Which of the following tasks would you suggest as psychocorrectional for a child who has difficulty reproducing a graphic example:
IX. Analyze possible ways to help a child of primary school age who does not know how to construct a story based on a plot picture.
X. Analyze possible ways of psychological correction for a child of primary school age who cannot count in his head.
XI. Analyze the psychocorrectional capabilities of the following psychotechnical task."
§ 1. Methodological foundations of psychological counseling
§ 2. Interview as the main method of psychological counseling
Chapter VI
§ 3.Individual consultation
§ 1. Psychotherapy as a profession of psychodog
§ 2. Basic methods of psychotherapeutic influence
Topic 1 “Difficult conversation” (talk to a person who is unpleasant or the subject of the conversation is unpleasant),
§3. Features of interaction between a psychologist and a client during individual psychotherapy
§ 5. Problem of indicators of the effectiveness of psychotherapeutic and consulting work of a practical psychologist
Chapter VIII
§ 1. Teacher (teacher) and psychologist
§ 2. Psychologist and legal practice
Chapter 3. “...When Kesha told Katya this story. Katya decided to punish this thief... Finally they found this thief. It was... I don't want to say. We will come up with such a punishment for him!
Chapter 7. “And now he was left alone (another hero. -a. G.). Day 1, day 2, day 3 - I miss you. He called them (to his parents - A. G.) and said:
1. M. Tsvetaeva:
Chapter 1, which begins like this:
Chapter 2. Magic works like this...
Chapter 3. A gift for everyone or order
Chapter 4. About why fairy tales never grow old...
Chapter 1. Unwritten Letters
Chapter 2. “I told you so”
Chapter 3. “I can make this up”
Chapter 4. “It’s better to be...”
Chapter 5. “Being an adult...”
Content:

Textbook for high school

G.S. Abramova practical psychology

publishing house

"Academic Project"

UDC 159.9 BBK 88 A 16

Abramova G.S.

A 16 Practical psychology Textbook for university students - 6th edition, revised. and additional - M: Academic Project, 2001. - 480 p. - (“Gaudeamus”)

ISBN 5-8291-0124-6

The textbook covers issues of professional ethics and practical psychology, psychodiagnostics, psychological correction and psychotherapy. The author, using numerous examples, reveals the problems of psychological counseling, the interaction of a psychologist with representatives of related professions (teachers, doctors, lawyers, social workers)

The “Workshop on Psychological Counseling,” which complements the textbook, provides practical tasks for mastering the technique of psychological counseling

The publication is intended for students studying psychology, as well as for all professionals working with people

UDC 159.9 BBK 88

Chapter 1. About the “eternal” problems of work in science and practice

Look to the root

K Prutkov

Think first, then act

(From an instructive conversation)

§ 1.Psychological problems

methodological justification in psychology like science _____________

Perhaps the ideal of modern knowledge should be a new syncretism. Exactly new, that is, not only remembered, but also built anew

V P Zinchenko, B B Morgunov

I would like to strengthen my epigraph by repeating the word “perhaps”, placing a question mark after it as a rhetorical one. In other words, deliberately leaving it unanswered, because not only do I not know for sure, but also because what is happening today in domestic science is far from indifferent and requires clarification and designation of one’s own position on the topic stated in the title.

First of all, I would like to clarify that in psychology, as in any science, not only scientists work. B. Russell talked about it this way. “A man of science (I don’t mean everyone, since many people of science are not scientists - I’m talking about a man of science as he should be) is an attentive, careful, consistent person, he relies only on experience in his conclusions and is not ready for all-encompassing generalizations, he will not accept a theory just because it is elegant, symmetrical and has a synthetic character; he explores it in detail and in applications.”

B. Russell, describing the concept of “science,” naturally did not fail to mention that science is, first of all, knowledge of a special kind, which seeks to find general laws that connect many individual facts. Science has equal rights with art as a search for truth, and it also has a practical significance that art does not have. Because of this, a special form arises, I would say, of the defenselessness of scientific knowledge, since it is not science that decides how its fruits will be used. It in itself does not provide people with ethics, but only shows the way to achieve a goal or the impossibility of moving along some path, towards some goal. But the choice between the goals desired to be achieved is determined not only by scientific considerations - it is the path where science meets life in the form of ethics.

In my opinion, today this meeting for the majority of people working in psychology as a science occurred (or is happening) with the utmost certainty, with the demand for clarification and designation (once again in the history of psychology!) of its subject, methods, and basic principles of the structure of scientific research. knowledge, i.e. all those components of science that determine its existence, as a special activity that involves the search for truth (I would like to highlight this word).

It is always very difficult for a psychologist to indicate his attitude to this concept - truth - because the knowledge that he receives and proves to be true is not always strictly verifiable, measurable, commensurable for compliance with already known natural facts. And the very concept of “fact” for a psychologist remains a quantity that cannot be measured formally in a purely logical way, if only because the mental is a product of culture. Culture, as V.P. wrote. Zinchenko and B.B. Morgunov equals

like creativity, they are fundamentally syncretic, they are only civilizations of discrimination.

In my opinion, this leads to the fact that the psychologist - as a man of science - loses the sense of the reality of his subject, identifying it with the data of his measurement procedures and verifications in the form of scientific texts.

By achieving rigor and purity of evidence, a man of science carries out the methodological rigorism required of him. Thus, it seems to me, conditions are being created for moving along the path of constructing an artificial (phantom) subject of scientific research, since only those objects (facts) that are correlated with each other formally and logically are declared real, intimate, authentic.

In order not to go down this path, a man of science strives by all means available to him to retain the reality of his subject of research, that is, the subject of his science. For a psychologist this is especially difficult, since it requires resolving the question of the place of his subject of science among other sciences. Place, as we know, is a very relative concept and the possibility of its definition is always connected with the fact that large objects of the earth’s surface and “large objects” of thinking are basically motionless. If the immobility of large objects on the earth’s surface can be accepted as a happy circumstance without resistance, then the immobility of “large objects” of thinking requires not only evidence, but also efforts to accept it. For me, the “biggest object” of thinking of a man of science is his methodology, which allows him to determine his own “place” in science. Most often, this “object” and its magnitude make themselves felt in the assessment of other, already existing, already designated places - positions, theories, facts, hypotheses, it looks, for example, like this:

“From a philosophical and methodological point of view, Freudianism is a biologizing concept of personality, one of the varieties of biologizing reductionism, which considers innate instincts and drives as the main determinants of the psyche, recognizing the leading role of the unconscious in human behavior. Freudianism belittles the role of social, cultural and historical factors in the development of personal and

ty, in the determination of mental processes and behavior in general.”

Naturally, such a point of view has the right to exist; by formulating it, the author of the quote defines his attitude to the place in science occupied by classical psychoanalysis and psychodynamic theory; through the system of his own assessments, he now sees his own path to the truth, to the real object of study, much more accurately - mental. -I will continue to quote the same article:

“We can, therefore, talk about the “quality” of determinism, but the principle of determinism itself, i.e. the application to the psyche of philosophical laws about the universal conditioning of mental phenomena by the realities of the objective material world and the extension of cause-and-effect laws to the psyche, is the most important criterion of the natural science paradigm in psychology".

The concept of determinism as a way of thinking about the psychological has another form, a different place in the justification and understanding of the reality of the psyche. I use the quotation technique again. Characterizing the evolution of the views of S.L. Rubinstein, V.P. Zinchen-ko and B.B. Morgunov write: “Here the mental (for S.L. Rubinstein-AG.) acts not only as a process, but also as an act, energy, cause, substance. In this series, the only thing missing is the concept of ectelechy in the Aristotelian sense of the word, that is, as internal self-consciousness. In light of the above reflections, S.L. Rubinstein’s ideas about identity or the fundamentally general structure of external and internal activity lose their meaning.”

I am not going to evaluate the above judgments. They are important as material for arguing that in attempts to methodologically substantiate the ways of searching for truth, the psychologist deals with many variables that are united by their origin - they are of a psychological nature. And as real as the psychic itself. It is enough to compare at least the judgment about the state of methodological ideas in modern Russian psychology:

“...philosophical methodological problems of psychology are of less and less interest to the scientific community”;

In "branches" prshima" paradise in the valley » dart

I“In recent years, many bright and fruitful works by psychologists of different generations have appeared, and behind each direction one can find (albeit more often implicitly than explicitly) a support for the same or other ideas, an image, a model of a person.”

These are two judgments of people of science about itself, behind them, judgments - those experiences that are associated with a sense of one’s place in it, in the science of the psyche, about its reality. That reality that unites (or divides) people of science both in a specific social time and in historical time (you can, after all, disagree with a person who lived 1000 years ago).

Determining for oneself, a man of science, the reality of its subject is not an easy task for a psychologist. Analysis of the concept of “reality” as a way of thinking about the given, about what requires the effort of cognition, shows that when discussing the question of the content of the concept “reality”, we mean the procedure of attributing givenness to some, but not all, entities that make up the world.

This attribution procedure is carried out by the man of science himself, as B. Russell said, feeling rather than realizing all the circumstances of this attribution. And the circumstances, in his opinion, are as follows: “A thing is real if it continues to exist at a time when we do not perceive it; moreover, a thing is real when it relates to other things in the way we are inclined to expect according to our experience.” For the things themselves, their reality is not necessary for us and, in fact, there may be a whole world in which nothing will be real in the above sense, but this does not mean at all that they do not exist. And thus, the concept of reality necessarily begins to include the expectation of the connection of objects, which is based on experience, that is, the expectation of their normal behavior, connection with other objects and things. If this is not the case, then these connections are called “illusions.”

It is very important for me that in the concept of the reality of the psyche as a subject of science, this expectation of its normality, based on the experience of man and humanity, is potentially hidden. This begs the question of whether a person of science - psychology - has both

science - sufficient experience to be ready to meet all the properties of the psyche as real? Will he be able to see and explore what constitutes the subject of his science, if his (the subject's) reality is generated by himself? From the perspective of this question, I would not rush to evaluate Freudianism as a biologizing concept, and indeed to give out any assessments only because the reality presented by someone does not coincide with our (my) own.

In my opinion, I am trying to describe the need for a methodological pause for modern psychology, during which it makes sense to turn to ourselves - people of science - to clarify our own reality for ourselves. For what? I remember very well how topics of scientific research arose and disappeared under the influence of specific people who headed scientific institutions or visited our country. There was something pathetic in this rapid change of loyalties and revaluation of scientific values (it seems to me that there is only one truth - the truth). Today, the flow of psychological information is varied and very heterogeneous; it attracts with the power of psychotechnical techniques, techniques, the promise of success, fame, and the magic of power over another person through different ways of influencing him.

A “pause” is needed, in my opinion, to discover in science itself - in the thinking of its people - those transformed forms of thinking about reality, which becomes the reality of the subject of science. I think that this “pause” is already evident in the demand of practicing psychologists for philosophical knowledge; in the demand of modern medicine for psychological knowledge; in the awareness through social technologies of the role of the concept of life, which is carried by a person who implements these technologies, and in a variety of everyday facts and observations in which the existential searches of our contemporaries are concretized, first of all, the search for grounds for carrying out the process of identification.

It seems to me that this process of searching for identity for a person of science is the process of constructing a methodological justification, which, like identity, is a process and a result at each specific moment in time. Embodied in the experience

shashsh shShma" raina a "aim " ^ psh

In the knowledge of his belonging to the reality of the search for truth, a man of science feels the result of his search in the form of a new quality of his own knowledge, available to him at a specific moment in time. This quality, taking the form of a scientific instrument, methodology, text, becomes alienated, turning into the material qualities of the reality of science itself.

Scientific knowledge, alienated in various forms, changes the process of identification of the person of science who has received this knowledge. It begins to determine the very possibility of perceiving science as a reality that exists in other forms. In this sense, a psychological and ontological problem arises of comparing different types of alienated scientific knowledge. So, we know about 3. Freud from his texts or texts about him, but these are transformed forms of his real knowledge of the mental life of sick people. How did he perceive the reality of science, his life as a person? What is the real reality of his own life? It is unlikely that we can reconstruct this from his texts.

So it turns out that the question of the criterion of truth in psychology is connected with the existence in the psyche of every person of science of such transformed forms of his own consciousness, which may not be given in self-observation, but will act and determine consciousness, behavior and even personality traits. This problem is discussed in the works of many philosophers; I will only refer to M.K. Mamardashvili.

Today, the phenomenon of mental death is quite well described and, if it is present in the consciousness of a person of science, then... I would like to write “poor psychology,” but I will maintain the style and resort to a reference to S. Frank, which, in my opinion, describes even actions to construct psychic reality as a subject of science; there is no place for mental death:

“To experience”, to “feel” something means to know the object from the inside due to one’s unity with it in a common life; this means to be internally in that supra-individual unity of being that unites “me” with the “object”; to live out objective existence itself.

The concept of this living knowledge as knowledge of life, as trans-subjective, primordial-cognitive, supra-individual experience is just as important in epistemology as in psychology. In the light of this concept, the opinion about the exclusive subjectivity and isolation of mental life is revealed as a blind prejudice.”

I was very happy to read these words: “living knowledge”, “living life”... They seem to once again return to psychic reality its main quality, and, consequently, everything connected with it - pain, death, suffering, grief, delight, health, strength and much of what was crossed out immediately as soon as the conversation turned to the methodological foundations of science. The very thinking about a person requires both rules and freedom, verifiability and understatement at the same time. I really want this to be in the form of conscious identification of man, science with cultural ideals. I really want psychology - science - not to become a dumb instrument in the hands of manipulators of individual and social consciousness, because a colleague writes in a scientific journal, addressing us all: “Psychology has completely matured... The time has come to show personality, which means to choose and understand the general meanings and guidelines of the movement, understand and honestly (emphasized by me - A.G.) to recognize what image of a person we are going to serve, to correspond to our professional activities.” I would add what kind of Self in our own Self we are going to serve and are already serving.

About BBBiiMUJiitMHa» works i cabbage soup » tssht

Literature

1. Bratus B.S. To the problem of man in psychology // Questions of psychology. 1997. No. 5.

2. Ziyachenko V.P., Morgunov B.B. Developing Man" essays on Russian psychology. - M.: Trivola, 1994.

3. Mamardashvili M.K. How I understand philosophy. M., 1990.

4. Education and science at the turn of the 21st century: problems and prospects. - Mn., 1997.

5. Russell B. Dictionary of mind, matter, morality. - Kyiv: Port-Royal, 1996.

6. Frank S.L. Subject of knowledge. Soul of man. - St. Petersburg: Science, 1993

7 Frankl V. Man in search of meaning. - M.: Progress,

8. Khamskaya E.D. ABOUT methodological problems of modern psychology // Questions of psychology. - 1997. No. 3.

Galina Sergeevna Abramova

Developmental and age psychology

(corrected and revised edition)

Textbook for universities and colleges

I dedicate with love and gratitude to the blessed memory of my parents - Nina Mikhailovna Abramova and Sergei Vladimirovich Abramov

It so happened that the book I wrote for myself became a textbook. A lot of time has passed since the day I wrote its first pages. Today this time is measured in years. Everything has changed - the country in which I live, my marital status, my age and even the way in which I write these lines. The only thing that has remained unchanged for me is my love for people and the desire to share what I have seen and experienced. Developmental and age psychology are very living areas of knowledge; they are daily updated with new data about the lives of people in different cultures. Theories and hypotheses are born and die, but people’s thirst for knowledge of their own purpose, mechanisms and patterns of their own development remains. This thirst creates different types of knowledge, one of them is scientific. The reader will form his own opinion about it and based on my work, and I can only hope for the possibility of feedback.

Denmark: spring – summer 2008, spring – summer 2017

Preface

A person’s interest in himself is natural and justified. Interest in other people often has completely different reasons, and their diversity is as great as the diversity of human destinies. Science tries to analyze people's lives, organizing people's direct, lively interest in each other with the help of theories, categories, concepts and other means and ways of thinking that people of science possess. The results of their work make it possible to see in a single stream of human lives those unique facts, laws and patterns that reproduce the life of a person as a person, to see and understand that each person reproduces the human in his destiny and creates with his life his own, expanding, clarifying, complementary idea, knowledge about what a person is.

Life is structured in such a way that sooner or later any of us is faced with a life situation that forces us to discuss, pose, and formulate questions: “What is happening to me? Why is this happening to me? This is how a person encounters the need for new knowledge about himself. This is where science comes to the rescue, offering generalized knowledge in which one can (I think it is necessary) to find the answer to questions about what is happening to me.

The answers may be very different, but they will all be related to the period of life that a person is experiencing, and there are different periods: critical, sensitive, stable. Each period has its own origin and, in a certain sense, can be predicted even by the person himself, if he knows how (learned, wanted to learn) to analyze his life.

This opportunity to analyze one’s own and other people’s lives is provided by developmental psychology and age psychology, one of the most complex and interesting branches of modern psychology. Without knowledge about the periods of a person’s life, it is impossible to work as a teacher in a school, a teacher in a kindergarten, a doctor in a hospital, a lawyer in court, or a psychotherapist in a clinic. Without this knowledge, it is difficult to be a mother, father, grandfather, grandmother and... even a child (especially an adult child).

The listeners and students to whom I taught courses on developmental and developmental psychology, special courses on specific problems, always treated the factual material with interest and had great difficulty accepting the theory of psychology. However, years passed, and, meeting with matured students - now teachers, psychologists, mothers and fathers, I heard them say that “some general knowledge about life” is important.

Probably, I was once looking for similar knowledge myself. For me it became a kind of reading assignment. That's what I tried to do in this book.

I am eternally grateful to all the readers of my books who found the strength and time to talk with me about them.

Once again I express my endless love to my family for their help and support in my work.

Belarus, January 1999 Denmark, May 2017

What is developmental psychology and age psychology?

The scientist has ready-made concepts and will try to explain “facts” using these concepts, so he will approach with a bias, will look through certain glasses and, who knows, whether these glasses will explain or distort the picture?

The mother knows her child intimately, but for the most part this knowledge is for the moment. If psychology equips her with certain points of view that make the main features of development clear, she will be better able to monitor her child.

“There are a lot of psychologists, but they are of no use.”

(From a conversation).

Keywords: science, subject of science, pattern, “I” of the researcher, mental reality, age, picture of the world.

As a result of studying this chapter, students should:

know features of scientific knowledge;

be able to distinguish between everyday and scientific knowledge;

own the concept of psychic reality.

I could continue the epigraph with quotes from other authors, but let me cite only one - the one that is most often found in conversations with adults about children. This is a question - rhetorical, emotionally charged, more often alarming than optimistic - What will happen to him next?

Developmental psychology is a science. A serious, academic science, consisting of several sections - branches, each of which studies a certain age - from infancy to senility (child psychology, preschool psychology, gerontopsychology (this is about old people).

Like any science, it discusses the question of its subject, methods, techniques, criteria of truth, and argues about the presence of this truth in one theory or another. Like any science, it strives to describe its subject in special terms - scientific concepts, to separate it from the subjects of other sciences, even related ones, for example, from general psychology, psychophysiology, which also study age: those large biological clocks that begin their course from the moment of birth person. Everyone knows the direction of movement of this clock - from birth to death. Their course is inexorable, it is determined by nature itself, and, obviously, every person obeys this course. But this is more of a lyrical digression than a description of the subject of developmental psychology.

Developmental psychology tries to study the patterns of mental development of a person, a normal person. Thus, it raises the most important questions about the existence of the laws themselves, about the degree of their universality, that is, their obligatory nature for everyone. At the same time, the question arises (and a very specific one) about what mental development is and who can determine it. In addition, the eternal philosophical question arises about what kind of person is considered normally developing.

If you take these questions to yourself in this form, for example, you will feel how important they can be for your destiny:

– Am I a normal person?

– Am I a developed person?

– Does my development correspond to my age?

– What will change (and will it change at all) in my inner world with age?

– Will I be able to change myself?

These same questions can be asked of any person. The accuracy of the answer to them can significantly affect a person’s fate - on his own decisions and the decisions of other people, on whom his important personal events may depend.

Practical psychology. Abramova G.S.

6th ed., revised. and additional - M.: Academic Project, 2003 - 496 p.

The “Workshop on Psychological Counseling,” which complements the textbook, provides practical tasks for mastering the technique of psychological counseling.

The publication is intended for students studying psychology, as well as for all professionals working with people.

Format: pdf/zip (2003 , 6th ed., 496 pp.)

Size: 1.7 MB

/Download file

Format: doc/zip (2001, 6th ed., 480 pp. Bad formatting here; pdf is not ideal, but better.)

Size: 822 KB

/Download file

Content
Chapter 1 ABOUT “ETERNAL” PROBLEMS OF WORK IN SCIENCE AND PRACTICE
§ 1. Psychological problems of methodological justification in psychology as a science
§ 2. “Given” as a methodological concept in modern psychology
§ 3. The role of humanitarian knowledge in the picture of the world of modern man
Chapter II PRACTICAL ETHICS AND PRACTICAL PSYCHOLOGY AS A PROFESSIONAL ACTIVITY
Chapter III PRACTICAL PSYCHOLOGY AS A BRANCH OF PSYCHOLOGICAL SCIENCE
§ 1. The concept of psychological information and methods of obtaining it
§ 2. Model of professional activity of a practical psychologist
§ 3. The concept of social order for the work of a practical psychologist
§ 4. The concept of a psychological task and psychological assistance
§ 5. Methodological foundations for solving psychological problems
Chapter IV PSYCHODYAGNOSTICS
§ 1. Methodological basis for obtaining psychodiagnostic data
§ 2. Obtaining psychological information in the work of a psychodiagnostician
§ 3. Features of the use of psychodiagnostic data in the provision of psychological assistance

§ 5. Criteria for the effectiveness of the practical work of a psychodiagnostician
Chapter V PSYCHOLOGICAL CORRECTION
§ 1. Methodological basis for organizing psychological correction
§ 2. Features of obtaining psychological information for organizing psychological correction
§ 3. Features of the use of psychological information for organizing psychological correction
§ 4. Problems of the effectiveness of psychological correction in the work of a practical psychologist
Chapter VI PSYCHOLOGICAL COUNSELING
§ 1. Methodological foundations of psychological counseling
§ 2. Interview as the main method of psychological counseling
§ 3. Individual counseling
§ 4. Group counseling
Chapter VII PSYCHOTHERAPY
§ 1. Psychotherapy as a profession of psychodog
§ 2. Basic methods of psychotherapeutic influence
§ 3. Features of interaction between a psychologist and a client during individual psychotherapy
§ 4. Group psychotherapy
§ 5. The problem of performance indicators of psychotherapeutic and consulting work of a practical psychologist
Chapter VIII PROBLEMS OF INTERACTION OF A PSYCHOLOGIST WITH REPRESENTATIVES OF RELATED PROFESSIONS
§ 1. Teacher (educator) and psychologist
§ 2. Psychologist and legal practice
§ 3. Doctor and psychologist
§ 4. Social worker and psychologist
PSYCHOLOGY IN METAPHORS AND IMAGES
INDIVIDUAL PROGRAMS FOR IMPROVING INTERACTION OF A TEENAGER WITH ADULTS (WORK EXPERIENCE)
PRACTICUM ON PSYCHOLOGICAL COUNSELING

Abramova G. S.

A 16 Developmental psychology: Textbook. aid for students universities - 4th ed., stereotype. - M.: Publishing center "Academy", 1999.-672 p.

ISBN 5-7695-0303-3

The problems of developmental psychology discussed in the book are subordinated to the main theme - the formation of a person, the formation of a life position that ensures his full existence

in our difficult, changing, and sometimes dangerous world. The book is addressed to students of psychology, philosophers, sociologists and all those who are interested in the problems of modern psychology.

PREFACE

I have not done scientific work in the field of developmental psychology for many years;

the detachment of scientific knowledge from everyday facts of life was not so glaring for me;

my desire to help people, due to my professional duty, did not bring satisfaction;

the daily events of life did not call into question its value;

there was no worry about the future...

This book was written

because there are works in the world, it is impossible to list them all, in which they write about a person not only as a subject, but as an intrinsically valuable and significant person;

because the people with whom my professional activities brought me and bring me together asked and are asking for answers to questions about the fulfillment of life - their own or the lives of loved ones; because they wanted to be heard and understood;

because it was necessary to look for ways to communicate to a person information that he was heard and understood;

because this is, first of all, the way of constructing the text -

verbal text addressed to the listener; because

There is a world of fiction and science, which is this text, because, ultimately, the mystery of the realization of living life is impossible to express...

I didn’t write and at the same time wrote a textbook on developmental psychology. This is a text that I wanted to make the same as what I once, in my student years, looked for in university libraries.

What did you want to show the reader first of all? A person's understanding of a person depends on the position chosen. It is the position of a scientist, poet, researcher, observer, humanist, ideologist, subject and loved one that allows many things to fall into place. The concept of position is very important to me, I would even say biasedly important.

I wanted to show the use of different ways of understanding a person to describe the patterns of life, so the text contains statistics, curves of patterns, diagrams, poems, excerpts from fiction, and much more...

It was thought that the diversity of points of view and positions would help the reader orientate himself in his own picture of the world. I hoped that discussions about human existentiality would not scare off the reader with the word “death.”

I tried to make the presentation such that the person who read it would want to argue with me...

She believed that reticence is the main property of psychological knowledge. Otherwise, this is called openness, the openness of the paradigm of science, that is, its main starting position, which allows us to understand the subject of our study - man, his inner world. Science is open to anyone with a modicum of curiosity and the ability to ask themselves questions...

The relativity of the truth of scientific knowledge in psychology becomes especially acute depending on the personal and scientific fate of the person who received this knowledge. This makes the history of science not only the history of the search for truth, but also the history of fate...

What kind of people are they, my contemporaries living nearby? How to find out? Do you need to know for sure? Maybe it's better if

the secret of secrets remains the soul - one's own and someone else's. But suddenly the unsolved, unsolved mystery will disappear. Will disappear forever, like the day disappears,

which, as we know, cannot be returned, just as life cannot be returned... Perhaps one of the main secrets of life is that, as G.R. Thoreau wrote, “tomorrow is not such that it comes by itself, just over time. The light is blinding

us, seems to us darkness. Only that dawn rises to which we ourselves have awakened. The present day is still

ahead. Our sun is but the morning star."

In my work there are no specific biographies of people whom I have met closely over the years of professional practical work, but I remember everyone and am eternally grateful to them for their efforts.

presence in my life. And it was they who gave me the strength to bring the matter to the end, to redo many pages more than once.

The book is addressed to everyone who is interested in a person for the sake of helping others and themselves in this difficult matter - realizing their life. I am not attracted to the idea of psychic control by anyone, even by the person himself. I think that life is much more complex and interesting than any art of management.

knowing her, she is a mystery. If you refuse this, then simplicity will fill the world with phantoms of feelings, thoughts, desires and...

I hope that the reader will understand many things on his own, and will forgive me for the lack of (perhaps expected) instructions on how it should be and what should be...

Chapter 1 WHAT IS AGE PSYCHOLOGY?

The scientist has ready-made concepts and will try to explain "facts" using these concepts, so he will approach with a bias, will look through certain glasses and, who knows, whether these glasses will explain or distort the picture?

The mother knows her child intimately, but for the most part this knowledge is for the moment. If psychology

Arm her with certain points of view that will make the main features of development clear, she will be better able to monitor her child.

K. Koffka, Fundamentals of mental development

I could continue the epigraph with quotes from other authors, but let me cite only one - the one that is most often found in conversations with adults about children. This is a rhetorical, emotionally charged question, more often alarming than optimistic:

Developmental psychology is a science. Serious, academic science, consisting of several sections-branches, each of which studies a certain age - from infancy

to senile (child psychology, preschooler psychology, gerontopsychology - this is about old people). Like any science, it discusses the question of

its subject, methods, techniques, criteria of truth, argues about the presence of this truth in one or another

another theory. Like any science, it strives to describe its subject in special terms - scientific concepts, to separate it from the subjects of other sciences, even related ones, for example, from general psychology, psychophysiology, also studied

growing ages: those large biological clocks that begin their course from the moment a person is born. Everyone knows the direction of movement of this clock - from birth to

of death. Their course is inexorable, it is determined by nature itself, and it is obvious that every person obeys this course. But this is more of a lyrical digression than a description of the subject of developmental psychology.

Developmental psychology tries to study the patterns of mental development of a person, a normal person. Thus, it raises critical questions about the existence

knowledge of the patterns themselves, the degree of their universality, that is, binding for everyone. At the same time, the question arises (and a very specific one) about what mental development is and who can determine it. In addition, the eternal

a philosophical question is the question of what kind of person is considered normally developing.

If you take these questions to yourself in this form, for example, you will feel how important they can be for your destiny:

1. Am I a normal person?

2. Am I a developed person?

3. Is my development appropriate for my age?

4. What will change (if at all) in my inner world as I age?

5. Will I be able to change myself?

These same questions can be asked of any person. The accuracy of the answer to them can significantly affect a person's fate - his own decisions and decisions

other people on whom his important personal events may depend. Developmental psychology studies not only what is happening to a person today, it has data about what can happen in a person’s life in general, since it tries to study his entire life. Naturally, some ages are given more attention, and some less. Happening

This is partly because “the scientist who studies man is more susceptible than all other researchers to

influence of the social climate. This happens because not only he himself, his way of thinking, his interests and the questions he poses are determined by society (as

this happens in the natural sciences), but the subject of research itself is also determined by society - man. Every time a psychologist talks about a person, people from his immediate environment serve as a model for him - and above all, himself. In modern industrial society, people are guided by reason, their feelings are poor, emotions seem to them to be unnecessary ballast, and this is the case both for the psychologist himself and for the objects of his research,” wrote E. Fromm.”

It's hard to disagree with this. In this regard, I recall the words of D.B. Elkonin, spoken at one of the lectures on child psychology: “I became a real psychologist only when my grandson was born.”

The researcher’s self comes into contact with the researched self with those facets that each of them has. The miracle of developmental psychology is that it allows the researcher

Fromm E. Anatomy of human destructiveness. - M., 1994.-P.22. experience many events in your own life,

associated with a renewed understanding of the lives of other people. The development and renewal of vision can be observed in the texts of S. Freud and J. Piaget, L. S. Vygotsky and D. B. Elkonin, in the works of E. Erikson and E. Fromm. It's fascinating and

in my opinion, a little-researched page in the history of developmental psychology.

So, developmental psychology as a science begins from the moment when two people meet who have different goals: the first person is an adult who sets his

the task is to obtain true, accurate knowledge about the laws of mental development, and the second person can be a child, the same age as an adult, or someone older than him in age - a person whom the psychologist will call the subject, the person under study.

The very possible difference in physical age creates a problem of understanding. This problem becomes much more complicated when it comes to studying a child. How to do this to get accurate data?

I leaf through old and new books, sophisticated titles: experimental genetic method, clinical observation, longitudinal study, step-by-step method, participant observation, laboratory experiment, etc.

similar. Let's leave a detailed description of these procedures to special publications; in this book I will try to highlight the main thing in all methods (naturally, the main thing from my point of view):

they dismember and divide the continuous flow of a person’s life into separate situations that are natural from the point of view of the researcher, experimenter; strict recording of these situations in the materials of scientific protocols allows us to analyze precisely these situations, and not the vision of the scientist himself.

Although, if the protocol is not formalized (there is no standard form), then, naturally, the situation under study will be seen and understood differently by all its participants and persons who try to repeat it.

A researcher in developmental psychology deals with a protocol-recorded situation. For him it is a subject of analysis and explanation - interpretation.

There is one type of research that seems to overcome this fragmentation and situationality in human understanding: diaries. The diaries of the people themselves, written

first-person stories, and diaries that tell about someone's life - the famous diaries of a mother, for example, describing the development of a child. In these diaries, especially in the mother’s diaries, there is material that is not given by

investigator's eye. In these diaries there may be an attitude towards the child that comes from personal experience, in the light of which everything that happens to the child is important and valuable. This

what K. Koffka called naive observation, which, in his opinion (in my opinion too), psychology is in great need of. This naive observation has the most important property - it is devoid of selectivity.

investigative look, and therefore holistically, I would say warmly, because it does not evaluate the child, the subject, but is included in the life of the subject naturally, organically, like

emotional content of human relationships. I think that this is very strongly felt in modern psychology, when it is difficult to read many scientific texts because they are too overloaded with pseudo-psychological information.

In this regard, I recall an example from a student’s diary of observations during teaching practice: “It was dark. He went out, turned the corner and disappeared from view.” Where

Is this about psychic reality? The one that develops according to its own inherent laws? It is very difficult to determine. I think that the properties of this

reality, it is also difficult to find in a number of works people who call themselves

psychologists. It remains only with pain to join the opinion of V.P. Zinchenko, expressed several years ago (in my opinion, today the situation is even more complicated): “The fact that psychology has become separated from the philosophical, humanitarian

culture, turned into a servant of technocratic politics - that’s when she lost her soul. Many engineers, mathematicians, biologists, physicists came to our science

Zikov. This contributed not so much to the development of interdisciplinary connections, but to a decrease in professionalism. "" Since its inception, psychology as a science has found it DIFFICULT to identify and retain its subject of research.

One of the reasons for this is the decline in the professionalism of psychologists2 and the fact that each person has an illusory confidence that he will always be able to understand how

to follow, to control another person, because he himself is one. We will dwell on this phenomenon of projection, that is, the understanding of another (event, phenomenon, object) on the basis of similarity with oneself.

1Psychology without a soul // Soviet culture. - 02/11/86.

2Sm, for example Be careful, psychotherapy // Stern (German). - 1995 - No. 27 And now, at this moment of reasoning and developmental psychology, I would like to continue the quote from V.P. Zinchenko with a simple analogy from the field of musical hearing: we all hear music (naturally, with the corresponding sense organs intact), but Not everyone can reproduce it. This reproduction will work, but it may turn out to be very approximate. So it is with psi-

chemical reality - one way or another we are all present in it, but we can often understand it, feel it, and even more so reproduce it, having known its properties, very, very

approximately. I can’t help but use another quote from an old wise book that described the soul of a child almost 100 years ago. So, B. Preyer “The Soul of a Child” (St. Petersburg, 1891. - P. 198): “It is very difficult for a developed person to imagine

put yourself in the position of a child who does not yet have any experiences or only vague ones. Each experience, after the child manages to go through the first era of growth, remains

creates an organic change in the brain, like a scar. By-

this state of sensibility in a newborn is not yet

touched by individual impressions and marked only less

outstanding imprints of the experiences of past generations, it is not easy to imagine without resorting to assistance

I see fantasies (my italics - A. G.). The mental state of every person is to such an extent a product of everything he has experienced that he cannot imagine himself at all without his past.”

The imagination of a researcher, experimenter, scientist complements the system of life facts to a theory, to a generalization that allows it to be used in the future to understand other facts.

Science is structured in such a way that the personality of the scientist, his imagination, in the words of B. Preyer, determines what facts he will be able to see and how he will be able to generalize them, what and why

will be considered a criterion of value, and often the truth of the facts seen. Scientists use the following concepts to describe their experimental and theoretical work: practical and theoretical relevance, subject, tasks, methods and hypotheses of the study. These are very important moments in the organization of scientific work, since they make it possible to clarify the connection between their individual work and what they are doing in this

direction of colleagues - domestic and foreign. Let us briefly dwell on the characteristics of the concepts that define work in the field of developmental psychology.

Practical relevance is a description of those persons or areas of activity where the acquired knowledge can be used in practice. For example, when organizing training

analysis of people of a particular age or when determining the readiness of different individuals for a certain type of activity (choosing a profession, schooling, family life, etc.).

Theoretical relevance presupposes the formulation of a problem (or problems) from the point of view of science itself, the laws of its development as a special phenomenon in the life of society, as a special phenomenon in the life of the scientist himself.

At the moment of realizing the theoretical relevance of his work, the scientist necessarily turns to his feelings about the value and truth of what he receives.

knowledge that can strain his relationships with colleagues, even with the entire scientific community. Thus, dedicating his book “The Formation of the Personality of a 6-7 Year Old Child” to the bright pa-

In memory of Alexander Me, Ninel Nepomnyashchaya writes: “In a difficult time for me,

when the topic of research was closed, my works were not published and it seemed that everything

to which my life was given, Father Alexander not only consoled me, but also encouraged me to continue my work, urged me to stay awake, hope, and believe.

The book does not directly address a religious topic, but it examines those mechanisms of the psyche in which a person’s ability to universality, the creativity of love is revealed; already at the age of 6-7 years, although simple, but

already generalized, specific for a given person, stable (that is, preserving the main features in the future) psychological mechanisms.”

The concept of a problem and theoretical relevance allows a scientist to realize his philosophical position in understanding human life and concretize it in the form of his own theory that clarifies the laws of human life. Is-

The history of science and our time provide many examples of the personal scientific courage of scientists who were able to declare the existence of their own theoretical position in understanding man.

national tension associated with presenting one’s position to the scientific community, saying: “I think differently” or “I think so.” In this regard, it is sufficient to recall

This is a fact from the biography of S. Freud, when for eight years he was practically deprived of communication with the scientific community because he expressed his point of view.

To declare the existence of one’s theory means to declare one’s own Self, the right to the truth, justified by the Self-experiences, the Self-experience of a person. In a certain sense, this involves opposing oneself to Others, and therefore challenging

their resistance. For the development of human thought, this is a natural process, since a thought always appears in one person, but being presented by another, over time

time, it can be perceived as obvious knowledge that does not require proof, allowing one to retain and discuss various facts of life as problems.

In developmental psychology, problems can be considered several issues that are constantly present in the activities of a scientist researching

patterns of development of mental reality. Let us consider the problem to be the question

which there is no clear answer. Such questions can be divided into two (very conditional) categories: eternal questions (or problems) and transient ones, that is, situationally determined.

The eternal problems of the science of developmental psychology could, I think, be formulated as follows:

1. What is psychic reality?

2. How does it develop?

3. How can one predict its development and influence it?

Naturally, these eternal questions are connected with the question of what a person is, that is, with the eternal philosophical, or, as they say, methodological question.

The opportunity for scientists to work on these issues is often associated with solving transient problems, that is, determined by a specific historical time, or, as they say, a social order.

Thus, answering a specific social question about a child’s readiness for school, a psychologist widely works with the concept of mental development, since it is this concept, as a way of scientific thinking, that allows us to formulate hypotheses about

connections between specific facts of child behavior that the researcher obtains in the course of his work.

Hypotheses (or hypothesis) provide the basis for constructing a pattern, correlating it with others already known;

thus, hypotheses allow us to see not only the present time of a fact, but also its possible past

And future. A hypothesis deprives a fact of its static, limited

the essence of fleetingness. Through a hypothesis, fact(s) become material for constructing a system of thinking that organizes a person’s understanding of human life.

The scientist is aware of his hypothesis, understands its incompleteness and limitations. People in everyday life tend to attach universal significance to hypotheses, without even paying attention to the fact that the connection they establish between facts or their

properties can be random, temporary, situational in nature, for example, the connection between the fact of a child appropriating someone else’s thing and theft - a fact of the criminal life of adults.

For a scientist studying developmental psychology, a hypothesis about the connection between these facts