The starting points that determine the content of a safe-type personality are the possibilities and abilities of a person to satisfy the needs for self-realization, self-determination, self-affirmation, independence and self-esteem, which is the core of the personality. According to the qualities inherent in personality, people are divided into those who have these opportunities and abilities, and those who have them to some extent limited. Therefore, in order to identify limitations in human behavior, it is proposed to consider the personality in two aspects: psychophysiological and social.
The psychophysiological aspect, or side, of a safe-type personality is the activity of the human psyche and brain, the ratio of social and biological in the psyche of the individual. Faced in the process of life with various circumstances, which can be everyday situations and situations of an extreme nature (temporary, requiring great effort of all human willpower), an unprepared person will have great difficulties, his behavior is difficult to predict, which can lead to dangerous actions in relation to themselves, people, nature and being. Thus, a safe-type personality should be distinguished by a certain level of psychological stability and psychological readiness for action in various life situations.
The psychological stability of a person of a safe type is determined by persistent community-collectivist motives in behavior; knowledge of the surrounding world; awareness of possible threats and dangers in relation to oneself. The psychological readiness of a person of a safe type is explained by the foresight of dangers, the awareness of the possibilities to evade dangers; the ability to overcome danger.
The social characteristic of a safe-type personality is expressed in the activity of a person in society, in the use of dangerous and safe ways of self-realization in the conditions of interaction with nature, the infrastructure of the city, social and legal relations in society, communication with other people, one's personal physical development and performance of other actions, and namely: service in the army, relations with state, administrative and law enforcement agencies, etc. victim person safe
Based on the requirements imposed on a person by habitats (nature, society, man-made environment), the main features of a safe type of personality can be called:
- ? social-collectivist motives of citizen's behavior;
- ? respect for the environment;
- ? literacy in all areas of ensuring safe life;
- ? the presence of skills to protect against threats of nature, people emanating from external sources and from oneself.
These components are:
- ? foresight of danger;
- ? avoidance of danger;
- ? overcoming danger.
Foresight of danger involves:
¦ correct assessment of the situation (type of hazard, the nature of the development of the hazard, the consequences of the hazard, legal and regulatory and practical preparedness);
¦ foreseeing danger from the environment (natural, man-made, social), military operations;
¦ anticipation of danger from one's own "I" (threatening oneself, the environment, other people).
Realizing the opportunity to avoid danger, a person should:
- >know the nature of the occurrence and the nature of the development of dangerous situations;
- >know your strengths and capabilities to overcome danger;
- > be able to correctly assess the situation;
In addition, it is necessary to form a person's confidence that, having failed to avoid danger, he is still able to overcome its consequences.
A person must be able to behave adequately to the complexity of a dangerous situation (on the water, in the forest, in case of fire, in the mountains, etc.):
- > know the methods of protection and master the skills of their application (shelter from danger or during danger and the application of methods to deal with the consequences of dangers);
- > master the skills of self-help and mutual assistance (in case of injury, burns, electric shock, poisonous snake bites, autonomous survival in nature, etc.). (E.A. Arustamova, 2009).
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
Safe Behavior Personality
The starting points that determine the content of a safe-type personality are the possibilities and abilities of a person to satisfy the needs for self-realization, self-determination, self-affirmation, independence and self-esteem, which is the core of the personality. According to the qualities inherent in the personality, people are divided into those who have opportunities and abilities, and those who have them to some extent limited.
What is included in the concept of "personality of a safe type of behavior"? Its content is determined by the capabilities and abilities of a person to satisfy the needs for self-realization, self-determination, self-affirmation, independence and self-esteem, which is the core of the personality. To this formulation, we would add - a person who is safe for others.
Different people to varying degrees possess the qualities inherent in the LBTP. To a large extent, this depends on their innate abilities, but the conditions for the existence of a person in society, as well as upbringing and education, also play a role. In this chapter, LBTP is considered in two aspects - psychophysiological and social, the components of the content of such behavior and the psychological and pedagogical conditions for its formation are determined.
Man in society
Man, by virtue of his nature, enjoys the implementation of innate programs and genetically inherent abilities. The meaning of its existence is in self-realization. Therefore, the highest value of a civilized society is the freedom of the individual, not restricting the freedom of others.
The human community as a biosocial system can function stably in two modes: constructive and destructive.
A constructive regime involves achieving a stable balance of biological (innate behavioral programs) and social regulators (rules of law). It is the result of the development of consciousness and the improvement of cultural norms. A civilized society is characterized by consciously developed values and norms of social behavior:
* recognition of the value of intelligence and natural talent;
* recognition of the value of professionalism and education;
* recognition of the value of the individual and her rights;
* recognition of the inviolability of private property;
* law-abiding;
* respect for other people's interests and the ability to compromise;
* honesty and commitment;
* prudence and thrift.
The destructive regime is characterized by the weakening of the influence of social regulators and the active dominance of biological ones.
Society today has reached a stage of development at which communication between people plays a decisive role in the realization of personal interests. One of the types of social danger is the so-called destructive behavior that harms a person and society as a whole. The following types of such behavior are distinguished:
* additive - this is the desire to escape from reality by changing the psychological state with the help of intoxicating substances;
* antisocial - illegal, not corresponding to the ethics and moral standards of modern society;
* suicidal - a tendency to commit suicide, which is caused by a number of factors: isolation from society, helplessness (physical, legal, intellectual), disbelief in the future, loss of one's own independence;
* conformist - adherence to official points of view, opportunism;
* narcissistic - narcissism, hypersensitivity to other people's assessments, on this basis, lack of sympathy for them, for everything around them;
* fanatical - blind adherence to any idea;
* autistic - difficulty in social, public contacts, isolation from reality;
* deviant - not corresponding to social and moral norms.
Reasons for disruptive behavior include:
* a feeling of discomfort in society (difficulties in relationships with relatives, petty quarrels, various kinds of failures, etc.);
* an increase in the number of events that are of great importance for a particular person and affect his safety;
* changes in the environmental situation, an increase in the flow of conflicting and ambiguous information;
* the need to make vital decisions at an early age (at school age).
Numerous socio-psychological studies have shown that at present, people with personality traits of a dangerous type of behavior are most common. They are characterized by a conscious or unconscious manifestation of aggression. This aggression primarily harms their health and creates dangerous situations for humans, but ultimately harms the entire society and the natural environment, disrupts the ecological balance and energy balance. The predominance of such individuals in society leads to an unprecedented increase in various kinds of threats to all mankind. This is due to the "snowball" of aggressive actions mutually generated by people. Interpersonal confrontation in society contributes to the growth of psychological tension in all spheres of life and an increase in the incidence of the population.
In addition, there are two planetary processes associated with irrational nature management and the type of population reproduction. These are ecological and demographic crises. Right now the time has come to embody the age-old idea of synthesis of universal knowledge and experience, which allows, by combining the inner wealth of national cultures, religions, types of self-consciousness, to develop a qualitatively new view of what is happening.
W. Ostwald (idealist philosopher, Nobel Prize winner in chemistry in 1909) considered the "energy imperative" as a criterion of social progress: "Do not waste energy, use it." The essence of this postulate is the adaptation of the process of transformation of energy existing in nature to human goals. For the harmonious development of society and man, it is fundamentally important to realize the idea of F. Engels that the free development of each individual is a condition for the free development of all. This idea is one of the key ones in the human dimension of security. In this regard, it should be noted that the free development of a person is possible only if he realizes the need for spiritual and physical self-improvement, and the human community as a certain system - with the free development of each of its elements (various social groups, organizations, states).
Typological personality traits of a safe type of behavior
The typological features of the LBTP include behavioral motives, goals and methods of activity.
Motives: community-collectivist, encouraging a person-citizen to live in the traditions of mutual assistance, excluding getting self-interest from the difficulties, weaknesses of the people around and not allowing a predatory attitude towards nature.
Goals: constant production of the potential for the safety of the existence of a person (including himself), nature and society.
Methods of activity: minimization of internal threats produced (consciously or unconsciously) to oneself, and prevention (limitation) of activity that poses a danger to people and the environment.
Based on the requirements imposed on a person by the environment (nature, society, technogen), we can distinguish main features of LBTP:
* altruistic, social-collectivist motives of behavior;
* literacy in all areas of ensuring safe life;
* anticipation of dangers affecting a person;
* organizational skills in personal and collective safe life;
* the presence of legal and physical skills to protect nature, people, oneself from threats coming from external sources and from oneself personally.
The following conditions (criteria) for the formation of LBTP are distinguished:
* awareness of the unity of nature and man in terms of energy and understanding by everyone of their role in ensuring a safe life on the planet, in the country, team, family;
* mastering the practical skills of behavior in situations of interaction with people and nature;
* the ability to use one's own resources for a safe existence in everyday life and in extreme situations.
Thus, the concept of "personality of a safe type" means the ability of a person to safe self-realization in the world around him. This ability is based on certain motivational attitudes, volitional qualities of the individual and affects its emotional and intellectual sphere. In addition, the condition for safe behavior is competence in matters of ensuring the political, legal, social, moral, physical and other security of a person.
personality behavior value society
Psychophysiological characteristics of a person with a safe type of behavior
The main psychophysiological characteristic of LBTP is adequate, safe for others, activity of the human brain. The psyche of any individual is one of the forms of reflective activity of the brain. Mental activity is the highest level of brain functioning, its specific feature is the reflection of reality in the form of images, concepts, emotional experiences and volitional urges to activity. Any cognitive and emotional activity, i.e., volitional regulation of a person's behavior, is based on a neurophysiological basis and presupposes corresponding processes in the human nervous system.
The qualities of LBTP, which characterize the state of people in crisis or extreme situations, in the process of interacting with the environment, communicating with other people, etc., are due to the corresponding neurophysiological processes and properties of the human nervous system that ensure safe life. In this regard, IP Pavlov's teaching on the physiology of higher nervous activity is of particular importance. This knowledge helps to understand the exclusivity of a person, to identify the causes of failures in human activities, to predict dangers in relation to oneself, the world around and other people, to help a person understand a situation or task in time, and most importantly, not to be a source of dangerous actions.
Most often, when meeting with various kinds of dangers, difficulties, failures, a person falls into a state of passion or stress. For the first time, the term "stress" was introduced into medicine by G. Selye in 1936 to refer to the state of the body when exposed to some irritating factor. If adverse conditions are created, the body tries to restore the lost balance - an adaptation syndrome occurs. Along with classical stress, the causes of which may be trauma, burns, etc., there are emotional stress, which is a consequence of the impact on the psyche. The difference between them is rather conditional: under classical stress, the adaptation syndrome occurs at the moment of meeting with the stimulus, while adaptation to emotional (psychological) stress can occur in advance. So, for example, by influencing the human psyche with special methods and means, it is possible to control such an emotion as fear on a conscious level. The answer to the question of how to achieve this is sought by all researchers of the human psyche. What does a person need to know and be able to do in order to reduce the feeling of fear, confusion, gain confidence, and remain calm in an unfavorable situation? How to deal with anxiety, stiffness, fear, fussiness, panic - companions of fear?
The influence of fear or danger on a person is determined by the action of three psychophysiological mechanisms.
1. The unconditional reflex mechanism manifests itself in the fact that some stimuli (darkness, the appearance of a feeling of fear of another person, not knowing how to act in a situation, etc.) serve as unconditional signals to which the psyche reacts with a state of fear or panic of varying degrees . As we adapt to such influences, unconditioned reflexes weaken, emotions of fear are inhibited, and then completely disappear.
2. The conditioned reflex mechanism operates when a person has received some negative experience and he has developed a conditioned reflex to those elements of the situation that are safe in themselves, but previously accompanied the action of a real danger. If fear was previously associated with one or another element of real danger, then it can be caused by almost any factor.
3. The action of the intellectual mechanism is manifested in the fact that the feeling of fear can be the result of mentally recreating danger, imagining a dangerous situation, remembering a threat experienced, etc. The suddenness of the situation, lack of information, fatigue, overwork - all these factors aggravate unsafe behavior person.
The inability to act in a difficult situation and the emergence of fear force a person to do wrong. A person who has been taught to act correctly in situations that can cause fear is able to adapt, overcome it. He often emerges victorious from an extreme situation and at the same time is able to help others.
Faced with various circumstances in the process of life, which can be both ordinary and extreme situations (temporary, requiring a lot of willpower), an unprepared person can find himself in a difficult situation, his behavior is difficult to predict, he can commit dangerous actions in relation to himself, people, nature and society.
Thus, the distinctive features of a person with a safe type of behavior are psychological stability that guarantees life safety and psychological readiness for action in various life situations.
Psychological stability involves:
* the presence of persistent altruistic community-collectivist motives of behavior;
* knowledge of the features of the surrounding world;
* painless awareness of possible threats and dangers in relation to oneself;
* knowledge of the physical basis of the surrounding hazards;
* knowledge of the characteristics of one's psyche and somatics (from gr. soma - body);
* the ability to see the features of the psyche and somatics of another person.
In order for a person to be psychologically ready to adequately behave in emergency situations, he must, in addition to specific personal qualities (discipline, quick response, etc.), have the necessary knowledge and skills.
Social characteristics of a person of a safe type of behavior
The social side of the LBTP is characterized by:
* rational and humanistic activity of a person in society;
* the ability to apply safe methods of self-realization in the process of interaction with nature, information and infrastructure of the city and the team, entering into social and legal relations;
* the ability to communicate harmoniously with other people;
* a constant increase in the level of their intellectual, emotional and physical development.
In particular, this finds expression in the performance of duty to protect the Motherland, in the ability to build relationships with state, administrative and law enforcement agencies, in healthy interfaith, interethnic relations, in the development of the family and the state, in strengthening the humanistic worldview, in real life practice, etc.
The following basic psychological and pedagogical conditions contribute to the formation of such qualities of LBTP:
* awareness of the unity of nature, society, man in all existing spheres of life;
* understanding of their capabilities in ensuring the safety of nature, society and personal safety;
* knowledge of the dangers affecting man in society and nature;
* mastering the ways of rational and humanistic interaction with nature, technology, people;
* acquisition of the ability to create for themselves the necessary resources for a safe existence;
* the ability to organize a safe life for themselves and other people.
Safe behavior has four main components:
* anticipation of danger;
* avoiding the influence of danger;
* overcoming danger;
* Creation of security resources.
Foresight of danger involves:
* knowledge of the dangers surrounding a person;
* knowledge of the physical properties of hazards affecting humans;
* anticipation of danger from the environment (natural, technogenic, social, in cases of a military situation);
* anticipation of danger from one's own "I" (oneself, the environment, other people);
* systematic training and preparation of a person for safe life.
To avoid the influence of danger, a person must understand the nature of the occurrence, the nature of the development of dangerous situations, be aware of the real possibilities for overcoming the danger, be able to correctly assess the situation and rationally distribute their forces.
It is very important to form a person's confidence that, even if it is impossible to avoid the influence of danger, he is able to overcome its impact if he behaves adequately to the complexity of the dangerous situation (in society, on water, in the forest, in case of fire, in the mountains, etc.). d.), know and apply methods of protection (methods of advance shelter from danger, methods of protection during exposure to danger, as well as dealing with the consequences of dangers); master the skills of self-help and mutual assistance (in case of injury, in conditions of autonomous survival in nature, with burns, with electric shock, with insect bites, etc.). To do this, it is necessary to mobilize motivational attitudes, emotions, will, intellect, personal and activity orientation of the individual.
Educational work on the formation of safe behavior is carried out in two directions:
* assisting students in the fight against external difficulties (failures in life, illness, misfortune, natural disaster, accident, etc.);
* the formation of such personal qualities as nobility, honesty, kindness, generosity, etc.
The overall goal of the formation of the LBTP is the development of certain skills and abilities that allow one to build one's behavior in such a way that the level of dangers emanating from the individual decreases, as well as their prevention in the world around a person.
Sources of danger, as a rule, are of a combined nature. Therefore, in modern conditions it is necessary to ensure the functioning of a comprehensive mechanism of readiness for safe life. This mechanism includes:
* acquisition and transfer of knowledge and skills of personality development in various life situations;
* formation of ecological outlook;
* training in actions in conditions of natural disasters;
* development of the ability to adequately respond and behave in conditions of acute social conflicts in society;
* the formation of readiness to defend the interests of the Fatherland.
The main components of the personality model of a safe type of behavior are:
* social-collectivist motives of citizen's behavior;
* respect for the environment;
* literacy in all areas of life safety;
* the presence of legal skills to protect against threats to nature, people, to oneself, coming from external sources and from oneself.
Safe behavior involves:
* anticipation of danger;
* avoidance of danger;
* overcoming danger;
* Giving help.
The main link of the LBTP model is the prediction of danger both from the environment (natural, man-made, social, etc.) and from one's own "I" (caused to oneself, the environment, other people). It includes:
* a correct assessment of the situation (type of danger, the nature of the development of the danger and its consequences, the legal orientation of behavior);
* organization and planning of actions to prevent the impact of a particular hazard;
* Creation of a material and spiritual base for rendering assistance to the victims.
Bibliography
1. Belov S.V. Life safety. 7th ed., ster. M.: Higher school, 2007. 616 p.
2. Neverov V. N. Formation of the personality of a safe type of behavior when teaching life safety: psychological and pedagogical aspect [Text] / V. N. Neverov, A. M. Derkach // Young scientist. 2014. No. 5.1. pp. 50-53.
3. Zhuravlev V.I. Pedagogy in the system of human sciences. M., 1990.
4. Nemov R.S. Psychology: a textbook for students of higher ped. educational institutions. M., 2005.
5. Shestakov V.A. Some aspects of the formation of a safe type personality // Scientific Bulletin of the UAGS. 2010. No. 2(11). pp. 8-13.
6. Krupnik E.P. Psychological stability of personality as a methodological category // Nauchnye trudy MPGU. M.: MPGU, 2004. S. 100-103.
Hosted on Allbest.ru
...Similar Documents
The concept of social norms, their content, stages and factors of formation. Personality in the structure of society, its social essence and status-role concept. Social norms as a guideline of behavior in a socio-psychological problem, the nature of contradictions.
term paper, added 04/08/2011
The concept, varieties, structure and elements of the social behavior of the individual in modern society. External and internal factors of behavior regulation, dialectics and mechanisms of this process. Self-regulation of the social behavior of the individual, its methods.
term paper, added 01/25/2011
Consideration of the concept of "youth". Determination of the essence of "relation to money" in the structure of the social behavior of young people. Disclosure of the place of financial values in the structure of the economic behavior of young people. Impact on the financial behavior of young people.
thesis, added 08/20/2017
The concept and essence of social behavior. Comparative characteristics of asocial and illegal behavior. The main causes and forms of deviant or deviant behavior. Means, types, methods and principles of social control over deviation.
abstract, added 11/14/2010
Characteristics and distinctive features of the sociological approach to culture. Subcultures and countercultures are the cultures of individual groups and strata that have formed their own system and hierarchy of values, norms of behavior and lifestyle. Ethnocentrism and cultural relativism.
abstract, added 10/17/2011
The concept of the sociology of personality, the study of typical features of social behavior. The problem of personality in sociology. The mechanism of regulation of behavior and socialization of the individual. Intra-individual and interpersonal approaches to the study of personality according to I.S. Kon.
abstract, added 07/27/2010
Definition of social norms. Deviation from the usual norms of behavior in society. The main groups of deviant behavior. Types, types and functions of social norms. Maintenance of social order and stability, reproduction of the social model.
term paper, added 12/24/2012
Definition of deviant behavior and various forms of its manifestation. Causes of deviation from social norms in some members of a social society. Forms and classification of deviant behavior: crime, alcoholism, drug addiction, suicide.
test, added 10/28/2015
The social structure of personality and the concept of its understanding. Characteristics of the typology of this sociological category. Features of socialization as a process of personality formation, gradual assimilation of the requirements of society, as a level of consciousness and behavior.
presentation, added 09/12/2013
Personality as a social projection of a person. Formation of personality in conditions of different structure of society. Variants of human behavior. The most important forms of socialization. Historical personality types in the context of different eras. Ways of human existence.
The starting points that determine the content of a safe-type personality are the possibilities and abilities of a person to satisfy the needs for self-realization, self-determination, self-affirmation, independence and self-esteem, which is the core of the personality. According to the qualities inherent in the personality, people are divided into those who have these opportunities and abilities, and those who have them to some extent limited. Therefore, in order to identify limitations in human behavior, it is proposed to consider the personality in two aspects: psychophysiological and social.
Psychophysiological aspect, or side, of a safe-type personality is the activity of the human psyche and brain, the ratio of social and biological in the psyche of the individual. Faced in the process of life with various circumstances, which can be everyday situations and situations of an extreme nature (temporary, requiring great effort of all human willpower), an unprepared person will have great difficulties, his behavior is difficult to predict, which can lead to dangerous actions in relation to themselves, people, nature and society. Thus, a safe-type personality should be distinguished by a certain level of psychological stability and psychological readiness for action in various life situations.
The psychological stability of a person of a safe type is determined by persistent community-collectivist motives in behavior; knowledge of the surrounding world; awareness of possible threats and dangers in relation to oneself. The psychological readiness of a person of a safe type is explained by the foresight of dangers, the awareness of the possibilities to evade dangers; the ability to overcome danger.
Social characteristic a safe type of personality is expressed in the activity of a person in society, in the use of dangerous and safe methods of self-realization in the conditions of interaction with nature, the infrastructure of the city, social and legal relations in society, communication with other people, one's personal physical development and performance of other actions, namely service in the army, relations with state, administrative and law enforcement agencies, etc.
Based on the requirements for a person by the environment (nature, society, man-made environment), The main features of a safe personality type can be called:
social-collectivist motives of citizen's behavior;
respect for the environment;
literacy in all areas of ensuring safe life;
the presence of skills to protect against threats of nature, people emanating from external sources and from oneself.
foresight of danger;
avoidance of danger;
overcoming danger.
Foresight of danger involves:
correct assessment of the situation (type of hazard, the nature of the development of the hazard, the consequences of the hazard, legal and regulatory and practical preparedness);
anticipation of danger from the environment (natural, man-made, social), military operations;
anticipation of danger from one's own "I" (threatening oneself, the environment, other people).
Realizing the opportunity dodge danger, a person must know the nature of the occurrence and the nature of the development of dangerous situations, know his strength and ability to overcome the danger, be able to correctly assess the situation. In addition, it is necessary to form a person’s confidence that, having failed to evade danger, he nevertheless able to overcome its consequences. A person must be able to behave adequately to the complexity of a dangerous situation (on the water, in the forest, in case of fire, in the mountains, etc.), know the methods of protection and possess the skills to use them (shelter from danger or during danger and apply methods to deal with the consequences hazards), master the skills of self-help and mutual assistance (in case of injury, burns, electric shock, poisonous snake bites, autonomous survival in nature, etc.).
The overall goal of forming a safe type of personality should be reduced to developing skills and abilities that allow you to properly build your behavior and thus reduce the level of threats emanating from yourself, as well as to prevent the dangers surrounding a person in the modern world.
Control questions
1. What is a safe type personality?
2. What is the content of the levels of psychological stability of a person of a safe type?
3. Determine the content of destructive behavior.
4. What is victim behavior"
5. Name the conditions for increasing the vulnerability of the individual.
The social side of the LBTP characterized by:
Rational and humanistic activity of a person in society;
The ability to apply safe methods of self-realization in the process of interaction with nature, information and infrastructure of the city and the team, entering into social and legal relations;
Ability to communicate harmoniously with other people;
A constant increase in the level of their intellectual, emotional and physical development.
In particular, this finds expression in the performance of duty to protect the Motherland, in the ability to build relationships with state, administrative and law enforcement agencies, in healthy interfaith, interethnic relations, in the development of the family and the state, in strengthening the humanistic worldview, in real life practice, etc.
The following main factors contribute to the formation of such qualities of the LBTP: psychological and pedagogical conditions:
Awareness of the unity of nature, society, man in all existing spheres of life;
Understanding your capabilities in ensuring the safety of nature, society and personal safety;
Knowledge of the dangers affecting man in society and nature;
Mastering the ways of rational and humanistic interaction with nature, technology, people;
Acquisition of the ability to create for oneself the necessary resources for a secure existence;
Ability to organize a safe life activity for oneself and other people.
Safe Behavior involves four main components:
Foresight of danger;
Avoiding the influence of danger;
Overcoming danger;
Creation of security resources.
Foresight of danger suggests:
Knowledge of the dangers surrounding a person;
Knowledge of the physical properties of hazards affecting humans;
Foresight of danger from the environment (natural, man-made, social, in cases of a military situation);
Anticipation of danger from one's own "I" (oneself, the environment, other people);
Systematic training and preparation of a person for safe life.
To avoid the danger, a person must understand the nature of the occurrence, the nature of the development of dangerous situations, be aware of the real possibilities for overcoming the danger, be able to correctly assess the situation and rationally distribute their forces.
The BZ teacher is obliged to form the student's confidence that he, even if it is impossible to avoid the influence of danger, is able to overcome its impact, if it behaves adequately to the complexity of a dangerous situation (in society, on water, in a forest, in case of fire, in the mountains, etc.), know and apply methods of protection (ways of early shelter from danger, methods of protection during exposure hazards, as well as dealing with the consequences of hazards); master the skills of self-help and mutual assistance (in case of injury, in conditions of autonomous survival in nature, with burns, with electric shock, with insect bites, etc.). To do this, it is necessary to mobilize motivational attitudes, emotions, will, intellect, personal and activity orientation of students.
Educational work on the formation of safe behavior is carried out in two directions:
Providing assistance to students in the fight against external difficulties (failures in life, illness, misfortune, natural disaster, accident, etc.);
The formation of such personal qualities as nobility, honesty, kindness, generosity, etc.
General the purpose of the formation of the LBTP is the development of certain skills and abilities that allow one to build one's behavior in such a way that the level of dangers emanating from the individual decreases, as well as their prevention in the world around a person.
Sources of danger, as a rule, are of a combined nature. Therefore, in modern conditions it is necessary to ensure the functioning of an integrated mechanism of readiness for safe life activity. This mechanism includes:
Acquisition and transfer of knowledge and skills of personality development in various life situations;
Formation of ecological outlook;
Training in actions in the conditions of natural disasters;
Development of the ability to adequately respond and behave in conditions of acute social conflicts in society;
Formation of readiness to defend the interests of the Fatherland.
The main components of the personality model of a safe type of behavior are:
Social-collectivist motives of citizen's behavior;
Respect for the environment;
Literacy in all areas of life safety;
The presence of legal skills to protect against threats to nature, people, to oneself, coming from external sources and from oneself.
Safe behavior involves:
Foresight of danger;
Avoidance of danger;
Overcoming danger;
Giving help.
The main link of the LBTP model is the prediction of danger both from the environment (natural, technogenic, social, etc.) and from one's own “I” (caused to oneself, the environment, other people). It includes:
Correct assessment of the situation (type of danger, the nature of the development of the danger and its consequences, the legal orientation of behavior);
Organization and planning of actions to prevent the impact of a particular hazard;
Creation of a material and spiritual base to provide assistance to the victims.
9. Characteristics of extreme mental states:
Panic- this is a spontaneously arising state and behavior of a large population of people who are in conditions of behavioral uncertainty in increased emotional arousal from an uncontrolled feeling of fear. It is known that panic does not arise in every crowd of people; The decisive factor is the combination of many conditions, the action of various factors, the most important of which are the following:
1. The general psychological atmosphere of anxiety and uncertainty of a large group of people in cases of danger or as a result of a long period of experiencing negative emotions and feelings (for example, life under regular bombings). Such an atmosphere is pre-panic, i.e., preceding and conducive to the emergence of panic.
2. One of the decisive factors is the presence of rumors that excite and stimulate panic, for example, fueling the impending danger or the degree of its negative consequences (this was often the case in radioactively contaminated territories after the Chernobyl disaster).
3. The personal qualities of people and the presence of those predisposed to panic, the so-called alarmists, turn out to be fundamental. A very important condition for the occurrence of panic is the proportion of such people in a large group. It is known that sometimes even 1% of those who panic are enough to panic the entire large group of people.
4. Panic arises at the confluence of not only general, but also various particular and specific conditions of life of a large group in each specific period of time. Such coincidences are the most difficult to foresee because of the many characteristics of the physical and social environment.
The occurrence of panic states turned out to be associated with a number of characteristics of people, among which socio-demographic characteristics are especially important. A high level of education, awareness of cosmic phenomena hampered the development of panic states. The opposite characteristics, i.e. the low level of education and awareness, contributed to people's panic moods. Property status turned out to be another important feature: people from poorly provided families, with a low level of material well-being, panicked more often. At the same time, it was not the status itself that influenced, but the general feelings of anxiety and insecurity that make up the psychological readiness of this class of people for a panicky perception of events. Gender and age characteristics were also important: women and children experienced more intense fear and panicked much more easily. Along with socio-demographic characteristics, a significant role is played by the psychological properties of the individual, especially such as uncritical thinking, pronounced personal anxiety and increased suggestibility - qualities that predispose to the occurrence of panic states.
Safe personality type
Attitude to dangers as a structural component
Summary
In the course of his life and activity, a person constantly faces various threats to his existence. There are three large groups of dangers, these are threats to life, health; psychological and social well-being. In the course of socio-historical and individual development, various forms and types of defenses, including those of a psychological nature, are developed and consolidated.
Successful security of a developing personality is associated with the solution of six groups of problems: 1) “the impact of threats on a personality”; 2) "personality is a source of danger to others"; 3) “personality is a source of danger for oneself”; 4) "environment - a source of danger to the individual"; 5) "the problem of the defenses that the personality uses"; 6) "organization of security activities". The resolution of these problems is associated with certain difficulties, namely, the fact that threats are probabilistic in nature, have an ambiguous effect on a person, some events are difficult to identify as threats, and it is even more difficult to assess the development and life path of a person from a security standpoint.
Currently, there is a certain system for ensuring the safety of a developing personality. It includes: creating a psychologically safe environment; training in the rules of behavior in dangerous situations; implementation of psycho-prophylactic and psycho-corrective work; formation of specific personal qualities. Depending on the accents placed in the continuum “fencing - independence, there are two paradigms for ensuring security; “enclosing-helping” and “initiative-creative”. In the first case, the emphasis is on protecting a person from dangers or helping him in a difficult situation. In the second - on the education of the personality of such traits and characteristics of character that would help her independently overcome difficulties, resist threats.
Chapter 2
“Safe personality type” or, in other words, “safe personality type” is a concept that has recently entered the everyday life of modern science. One of the first to draw attention to him was L.I. Shershnev. According to his definition, “a person of a safe type is a person who is aware of himself, the high meaning of his activity, his destiny, striving to live in harmony with himself, the surrounding nature, harmoniously combining an active creative principle with opposition to evil, with the preservation and development life on Earth and in the Universe, ready for the most decisive actions up to self-sacrifice in the name of the high ideals of defending the Fatherland. He respects the history and traditions of his Motherland, the established system of values, laws, and shows concern for the life, health, and safety of people.” .
The introduction of this concept into scientific use is due to many factors. We will name only some of them.
Firstly, the objective increase in threats to man, society, nature, states, and many others, which is activated in connection with this in science and practice by interest in creating such security systems in various spheres of life that would reliably protect a person and the world around hazards, or at least minimized them.
Secondly, the development of only problems of national, military, economic, environmental, industrial, information-psychological and many other types of security does not give a significant effect if a person is not involved in these processes, who, by and large, is the source of many threats. The question arises how and in what way it is possible to form such a person who, on the one hand, could withstand threats, and on the other hand, not be a source of danger to other people and the world around him as a whole. And this issue directly affects the sphere of psychological and pedagogical science.
Thirdly, the introduction of this concept completed those integrative processes in understanding the problems of ensuring the security of the individual, which were gradually carried out within the framework of the “protective-helping” paradigm. At the same time, it served as an impetus for a new stage in the study of a person as a subject of his life and self-development, which is resistant to the effects of adverse factors and is able to minimize its own negative impact on the surrounding reality.
Let us turn to some prerequisites for posing the problem of the formation of a safe type of personality from the standpoint of psychological and pedagogical science.
First of all, it should be noted that in relation to the younger generation, this problem was initially considered in two planes.
First, as a problem of increasing the reliability of a person in extreme situations. It was resolved through the development of numerous technologies for teaching the rules of behavior in emergency and dangerous situations. Schools and other educational institutions introduce special courses, in particular, the course "Fundamentals of Life Safety". In addition to this course, local programs for teaching safety rules in various situations began to be widely introduced in educational institutions, special events were held, and work was carried out to prevent alcoholism, drug addiction, and many others.
Secondly, as a problem of studying adverse environmental factors on a developing personality, which subsequently began to be addressed within the framework of projects to ensure physical and psychological health. This period is characterized by a large number of works, which state various kinds of violations of the physical and psychological well-being of preschoolers, schoolchildren, university students, arising, for example, under the influence of an unfavorable social environment, inadequate relationships, high loads and many other factors. The features of school anxiety, stress, negative emotional states, manifestations and causes of child aggressiveness are studied. Specific data are given for certain regions, schools, and other educational institutions. The main purpose of these studies was to draw public attention to these problems, to stimulate activities to create a favorable environment for the development of the individual, which is a condition for ensuring its security. Good specific programs are being developed, for example, to overcome anxiety, aggressiveness, conflict, etc. However, there were very few significant scientific and practical developments related to the creation of security systems at this stage.
Gradually it becomes clear that the study of only individual factors of violation of physical and psychological health and the development of partial programs does not give the desired effect. As a result, the idea of creating integral systems for ensuring the security of a developing personality in the “environment-personality” continuum arises. Intensive research is being carried out here to identify such parameters of the environment that would be most favorable for the development of the individual. Let us recall the works of I.A. Baeva and colleagues, to which we have already referred. Along with the developments concerning the creation of a safe environment, the authors also pay great attention to the problems of the formation of the psychological security of an individual. In particular, an original training course on the psychological safety of younger adolescents, a seminar-training "Planning a life path and career", was developed and tested. As well as recommendations for ensuring the psychological safety of adolescents who find themselves in a difficult life situation, for overcoming crisis situations in the educational environment, etc.
At about the same time, research is also being carried out, where the main concepts are such as "safe personality" And "personal safety culture". Here I would like to point out two directions. The first one is being developed by a team of scientists led by N.A. Lyz. The second - under the leadership of V.N. Moshkin.
N.A. Lyz builds his own approach to the definition of a safe type of personality based on an analysis of the systemic stability of a person and approaches to ensuring the security of a person that have developed to date.
By systemic stability the author understands the ability of a person to maintain integrity and maintain the direction of development in the face of external and internal disturbing influences. N.A. Lyz singles out the following as security approaches.
First involves removing hazards or moving a person to a safe environment. This is a protecting approach, since the person himself acts as an object of security, for which the necessary conditions are created.
Second approach - educational - proceeds from the recognition of human activity, considering him as a subject of his own security. Within the framework of this approach, it is proposed to teach him to foresee and recognize dangers, how to behave in dangerous situations (avoiding dangers and overcoming them), and to form readiness to ensure safety.
Third- a personality-developing approach to ensuring security involves the formation of personal formations that allow a person to be resistant to negative, primarily informational and psychological influences. From these positions, ensuring human security includes support for the formation of his personal integrity and subjectivity. Here, a person is considered not only as a subject of security, but also as a subject of life. His safety is ensured by the fact that he, as a holistic self-determined personality, is resistant to negative information and psychological influences, as a subject of life he is able to turn dangers into a factor in his own development, as an internally consistent personality with experience in resolving life's contradictions, minimizes the number of dangers.
Fourth- a creative approach to ensuring security proceeds from the fact that the main cause of emerging dangers is the person himself - the subject of his own development, a factor in the progress of mankind and the evolution of the world. This approach assumes the upbringing of a moral person who realizes himself in the context of unity with nature and humanity.
The integration of the concept of “systemic stability of a person” and various approaches to ensuring personal security makes it possible for N.A. Lyz to define a safe person as follows “... as a subject building his life in the context of unity with his own “essential principle”, society, nature, realizing his potential, their ideals and aspirations with the help of a formed system of semantic regulation of life, as well as having a readiness to ensure security and able to maintain their systemic stability by transforming external dangers into a factor of their own development” .
Based on this understanding of a safe personality type, N.A. Lyz builds his own original structure of a safe personality, which includes four substructures (Fig. 2).
Rice. 2. Model of a safe personality (according to N.A. Lyz)
The basis of this structure is the readiness to ensure security, which is considered in two aspects - subject and semantic. From here, the first two substructures of readiness stand out: cognitive-instrumental– knowledge of hazards, the ability to recognize them, knowledge of methods of action to ensure safety; intentional (semantic) substructure - these are the needs and values of the subject, which express the subjective significance of ensuring security, the intention to implement it, the presence of motives for ensuring security.
At the same time, the author rightly asserts that individual motives are closely related to the content of the semantic sphere of the personality, which, in turn, is determined by the “image of the world” that an individual has, the fundamental values that he adheres to. Hence, the third substructure is a semantic regulation of activity that ensures the personal-psychological level of systemic stability, i.e. its integrity and subjectivity. And the fourth substructure is an individual image of the world with its "nodes" - personal values, providing a spiritual and moral level of systemic stability.
In the same studies, an attempt is made to develop a model for the formation of a safe personality (in this case, on the example of the formation of a safe personality of a student), which is based on the need to solve four major tasks:
Realization of personality-developing opportunities of all academic disciplines in terms of supporting the formation of the qualities of the subject of educational activity, the subject of security and life in general;
Expansion of ideas about human security in social, natural and technical systems, formation of readiness to ensure security in them;
Prevention of the negative impact of the technized educational environment on the personal development of students - using the potential of the humanities in order to expand the interests of students in the field of creative self-expression, interpersonal communication, self-knowledge and knowledge of other people;
Ensuring the socio-psychological safety of the educational environment, including through the development of the potential of the subjects' socio-psychological safety.
As N.A. Lyz notes, in line with these tasks, four corresponding directions for implementing the process of developing a safe personality and its two main forms can be distinguished: first, within the framework of academic disciplines, in the process of educational activities; secondly, in non-specific personality-developing activities carried out by the curator and / or the psychological service of the university. In the further description, the author characterizes in sufficient detail the technology of work in these areas.
The understanding of a safe person described here, proposed by N.A. Lyz, leads to a serious conclusion: it is not enough and impossible to simply teach a person how to behave in dangerous situations. Having formed even situational motives, it is important to update the value-semantic sphere as a whole, his ability to self-development, the ability to fully live, overcoming obstacles and dangers, and not be a source of danger to other people, the world around him as a whole.
Let us turn to the second direction - the research of V.N. Moshkin. The author also talks about a safe personality type, however, he chooses the culture of personal safety as the subject of his research and practical work. At the same time, just like N.A. Lyz, he is trying to designate a broader coordinate system within which the problems of forming a safe type of personality, a culture of personal safety take their place. Let us reproduce the scheme proposed by him and the course of the author's reasoning (Fig. 3).
Rice. 3. The structure of the formation of a safe personality type
(according to V.N. Moshkin)
The logic of constructing the above scheme is quite simple and understandable. It can be built in the direction from the general to the particular or, conversely, from the particular to the general. The broadest concept is the process of personality formation as a whole. The concept of "formation of a person of a safe type" captures the social aspect of the formation of a person's readiness to prevent and overcome dangerous situations. The education of a safety culture and, as a particular aspect, “the education of a culture of personal safety” are used by the author in a pedagogical manner to describe and explain the process of preparing pupils to prevent and overcome harmful and dangerous life factors. The concept of "learning the basics of life safety" is used to refer to even more specific phenomena, the education of a safety culture in a purposeful educational process, for example, in the course of teaching schoolchildren the subject "Fundamentals of Life Safety" (OBZh). As for the phrase “preparation for safe behavior”, and then the concept of “preparation for survival”, they relate to specific aspects of human interaction with the surrounding reality in certain dangerous situations.
Under safety culture VN Moshkin understands the integration of value orientations and experience of a person's activity in extreme situations. At the same time, it is emphasized that the upbringing of a safety culture is carried out through the formation of the experience of a person's safe behavior. (This includes the development of appropriate motivation, the formation of competencies, the ability to creatively solve security problems, self-control skills). And also through the actualization of the psychological resources of the individual himself, the education of the corresponding value orientations, views and beliefs of a person.
Describing the process of education culture of personal safety, V.N. Moshkin notes that it is an integral part of the process of educating a safety culture in general and represents the formation of pupils' readiness to prevent and overcome harmful and dangerous factors of life. The author analyzes in sufficient detail in his research the goals, content, methods and specific technologies of educating a culture of personal security.
In determining the target guidelines for educating a culture of personal security, he proceeds from a broader context of understanding the goals of education in general. V.N. Moshkin refers to such goals: the upbringing of a highly moral personality; education of a healthy person; fostering a culture of safety; education readiness for success; creation of pedagogical conditions conducive to the formation of a happy personality; education of readiness for life according to the laws of beauty. In his opinion, the specific goals of educating personal security can only be set in relation to the indicated more general goals. As for the specifics, here the author builds the following chain of goals: education of a safety culture, education of a culture of personal safety, teaching the basics of safe life, preparing for safe behavior, preparing for survival.
Without touching further on the content analysis of the concepts of N.A. Lyz and V.N. Moshkin, we will try to highlight some common points in these approaches that are important for understanding the psychological and social essence of a safe-type person.
And what is common is the fact that in both concepts there is clearly a shift in emphasis from the “protective-helping” paradigm of ensuring the security of the individual to the “initiative-creative” paradigm. In other words, it is not enough just to equip a person with knowledge about actions in dangerous, including emergency situations, to form the appropriate skills and personal qualities, it is important to include this work in the broader context of personality formation as a whole, where the value-semantic aspect occupies a leading place. It is impossible to form in a person the ability and experience of confronting dangers and threats, the attitude of not causing harm to other people, nature, the miraculous world, if values and attitudes are not formed that fundamentally distinguish a person from animals and are associated with the actualization of the creative tendencies of the individual and society, as opposed to the destructive ones. .
A comparative analysis of the concepts of N.A. Lyz and V.N. Moshkin makes it possible to establish the relationship between the concepts of “safe type personality” and “personal safety culture. Undoubtedly, the concept of a safe personality type is basic. A safety culture is its qualitative characteristic. Without the possession of such a culture, a person can hardly be fully attributed to a safe personality type. Therefore, these two approaches complement each other. A safe personality type is a person who has developed elements of a safety culture
So, in the most general form safe personality type or safe personality type is a person who is able to organize his life and activities in such a way so as not to harm himself, other people, the world around him, and at the same time is able to withstand threats, carry out specific activities to ensure security, in other words, this is a person who has mastered the basics of a safety culture.
It is clear that such a definition is of a general nature, and affects only the essential characteristics of the concept under consideration. In terms of content, it is much richer and requires serious research.
Then the question arises, if there is a safe type of personality, then there must be others, either opposite to it in meaning, or revealing the nuances of a person's interaction with the world and other people from the standpoint of danger - security. And indeed it is. In modern science, a dangerous type of personality is distinguished, a victim type of personality, and we would add here another careless personality type. Let's give them a brief description.
Dangerous personality type- this is a person whose activities, behavior and actions cause harm or damage to nature, a person, a group of people, society, a living being, a mechanism, any system. These include: terrorists, criminals (murderers, robbers, rapists, thieves, etc.), hooligans, antisocial types, aggressive and hostile people, some mentally ill. And also - people with different accentuations of character, conflict, unable to properly build relationships with society, striving for power. In any case, a dangerous personality type is a person who violates or does not adhere to the legal and moral norms of relationships with nature, society, and other people. The behavior of such people can be both intentional and unintentional. The last category includes individuals whose thoughtless behavior or random actions harm others.
In modern science, much attention is paid to the study of the personality of a criminal as a variety of a dangerous type of personality. In particular, a study of persons guilty of murders, robberies, thefts and other crimes showed that they are characterized by such features as poor adaptation, alienation, impulsiveness, aggressiveness. In general, they take into account past experience worse, they are poorly able or not able to predict the future at all. In the spiritual world of the criminal, such features are found that form the motives of crimes and lead to their implementation.
There are various classifications of the identity of the offender. For example, according to the degree of social danger of a person and his criminogenic activity, such types of criminals as “especially dangerous”, “desocialized dangerous”, “unstable” and “situational” type are distinguished.
A person becomes a source of danger to others not only if he causes direct harm and damage to the environment, but also in those situations when he himself is a suffering person who has been exposed to danger. It is known that illness, negative experiences, loss of social status, conflict, stress, etc. of one person negatively affects other (especially close) people. This fact is well captured by the everyday attitude: “I feel safe when my loved ones are not in danger.
A special category includes people who pose a danger to themselves. Man is an active being, he himself builds his life path, is the subject of his own life activity. From this it is clear that on how he does it, in what direction he builds his destiny, his physical, mental, and social well-being, security, direction of development, and the success of socialization will depend. There are individuals who are irresponsible about their health, set fictitious life goals, and take a self-deprecating position.
Victim personality type- from English. victim - "victim" - a person at risk of becoming a victim of danger due to short-sightedness, inability to foresee, avoid danger and, if necessary, act. This type of personality is studied in the framework of victimology. This is a science that studies various categories of people - victims of adverse conditions of socialization, as well as people who find themselves in difficult life situations and require special assistance. The victim type of personality is characterized by such physical, psychological and social traits and signs that contribute to turning it into a victim (crime, accident, destructive cult, etc.). Therefore, often a victim person perceives the world as hostile, full of unpredictable and uncontrollable dangers, she considers herself as a real and potential victim of these dangers, which incessantly cause damage, threaten life and, ultimately, lead to inevitable death. A victim person allows rash acts, making mistakes or committing provocative actions that really lead to accidents, illnesses, injuries, etc.
Victimization depends on personal characteristics, the social status of the person, the degree of conflict in the situation, the place and time of the development of the situation.
Finally, carefree personality type- here we include people who may not have intentions to harm someone or something, but they build their lives in such a way that they always get into some kind of trouble, because of their inability to foresee the future, irresponsibility, " carelessness”, etc.
In etymological dictionaries, the concept of "carelessness" means a person without an oven (pecha - care, chores), that is, carefree, living without trouble. According to another version, this is a person without sadness, that is, in a state of high spirits, not paying attention to annoying misunderstandings and possible obstacles and threats. Carelessness is synonymous with carelessness, negligence, irresponsibility, carelessness, carelessness, frivolity, short-sightedness, thoughtlessness and more.
Thus, carelessness- this is a manifestation of indiscretion, irresponsibility, ease of perception of life and possible dangers, unreasonable optimism. In psychology, the concept of "irresponsibility" is used as a scientific term that reflects the essence of carelessness. At the same time, we believe that it is the term “carelessness” that more subtly reflects the meaning of the problem discussed here, since it includes not only the lack of the ability to be responsible for one’s actions and deeds, but also characterizes a certain way of life, a way of being a person in the world. .
