“The meaning of personal statuses in the concept of Psychotherapeutic Kinesiology.”

The essence of psychological problems

The essence of difficulties is that they are felt, but not realized. Internal conflicts result in unwanted emotional reactions and behavior that upsets the person himself. He is not happy with himself and does not understand why he reacts to some life situations the way he does.

In some cases, a person seems to understand the reason. However, the work of the subconscious is so complex that it often turns out that in fact the problem lies in something completely different. For example, defiant behavior in adolescents actually reflects an unmet need for attention.

Another example. A woman thinks that her overeating is the result of stress, an irregular work schedule, and weak willpower. In fact, the unmet need for love is to blame; the woman experiences emotional hunger. And it happens that a person eats right and plays sports, but fails to lose weight. The reason is an unmet need for security (weight protects). However, this already has something to do with psychosomatics.

Personal problem

Hello, dear psychologist. My name is Lisa. I am 19 years old. I have one big personal problem that has been haunting me for 2 years. I really want to get your help and your advice.

2 years ago I entered college. At first I didn’t pay attention to anyone, I was busy with my studies and my own problems, but then somehow it happened that I liked one guy, although I had never liked anyone in my life, and I had never fallen in love. Here is how it was. We had a concert at the university dedicated to some holiday (this was 2 years ago)... I was a little late for it and therefore sat in the last row alone. All my classmates were already sitting in the middle of the hall. I looked around, the assembly hall was guarded by young student boys studying to become customs officers. And one guy immediately caught my eye. He was so beautiful, he stood out from everyone else that I was stunned. He had tanned skin, blue eyes, and was short. Overall, I really liked it. He also looked at me and smiled. Then, deciding to take a break, he sat across the seat next to me and watched. I pretended not to pay attention to him (in the following days I really regretted it). Then he stood up, leaned on one of the seats and continued to look at me. I looked at him with a grin and continued watching the concert. When the concert ended, all the guards opened the doors, and this guy started looking for me with his eyes, because... there were a lot of people. He saw and looked at me for a long time. I left. Then I came home and couldn’t forget him. Time passed, I didn’t see him. Then I saw him once when he went to a rehearsal in the assembly hall and that was it. Then I started looking for him on social networks and found him. I was in 10th heaven! I wrote “hello”. He replied a week later: “hello)))” And that’s it. He went somewhere on vacation and didn’t go online until almost the end of the summer…. My message got lost somewhere. Already in September I saw him again on the line. He looked in my direction and smiled sweetly, and I turned away with pathos, not understanding what I was doing. Then I somehow found out his number. It was very difficult to do. Through friends. And she asked her friend to meet him, because... I was afraid myself. She called, saying she had the wrong number, then met him over the phone. He made contact. They met. We talked and walked. Later, she called me back and told me everything about him. He turned out to be a good guy. He said that he doesn't have much luck with girls. Then he got a girlfriend. It's getting closer to November. She was a freshman. He walked with her hand. I accompanied her to the bus stop. I started to get very jealous. Time passed, they dated, but then she found someone else and they broke up. Less than 5 days passed before he started dating someone else. And judging by the comments, he fell in love with her... I called a friend and asked her to go out with him in a friendly way (what a fool I am!). She started calling him often. They communicated. One day she called me and said: “He sent me hard!” He told her: “I told you not to call me once, I told you twice, I told you three times. I have a girlfriend. Back off." And he sent it with 3 letters. She sent him too, after which she turned off the phone, and when she turned it on, she saw that he called her 7 times. But the worst thing is that he saw her as one of my friends and could have suspected our plan... And I also forgot to say that when she called him one of the times, even before he didn’t have a girlfriend, his friend answered the phone. And my friend said: “Give the phone to Misha. I want to meet him, talk, and take my girlfriend with me.” His friend said: “Wait…” Then he called back and asked (the friend): “Does the friend you want to take by any chance have the same last name?” And he said MY LAST NAME. She replied no. Then I felt uneasy... I thought that he had known for a long time and thought that I had set up this whole plan with my friend so that she would introduce me to him... But even after 4 months, when he had a girlfriend, she called him, he had difficulty remembering her, We talked, she then called often and then he sent her. I was a complete fool! She apologized very much to her friend when he sent her. But I couldn’t get him out of my heart.....((((((

Days passed, I saw him at the university and looked at him very badly, because... I knew that he sent my friend. But I continued to like him. I couldn't do anything about it..

One day I deliberately dropped a flash drive near him when I walked past. He picked it up and looked so intently and warmly. I thanked him and ran away. When I see him, I can’t take my eyes off him, and now he pretends not to notice me... We switched roles. I really regret that earlier, when he wanted to get to know me, I behaved like that.....

I signed up for one of the clubs at the university for vocals. And he dances there in a group. Before I signed up for him, I saw him come to rehearsals. And now, as luck would have it, when I signed up, he never showed up.....

I recently looked at his page. He unfriended his girlfriend. I really want to add him as a friend, but I can’t.... It seems to me that he knows everything about me... That I arranged their meeting with a friend, that I asked him to call him, communicate, find out what’s new with him. And my girlfriend is also one of my friends. He definitely saw it with me. Because She stands out to me as one of my school friends...

This guy can’t get out of my head, I dream about him, I think about him for hours... I’m scared to meet him. because he’s not stupid, and he understands that I’m pining for him…. I can't switch to anyone else. He also loves to flirt and look at other girls. My friend said that when she was walking with him, that he doesn’t like it when a girl swears, smokes, drinks. And he loves modest girls. AND I AM EXACTLY LIKE THIS. What a pity that he doesn’t know that I’m like this.

I really need your advice and your help... I beg you, help me understand my problem, help me with advice on how to behave. I beg you very, very much. For grammatical errors, please forgive me...

I have personal problems (4 answers)

Psychosomatics

Psychosomatics is a branch of medical psychology that studies the relationship between illness and stress. According to this theory, any internal conflict, suppressed emotions and needs result in bodily diseases. You can suspect a connection between the psychological and the somatic by analyzing a person’s speech:

• “Doesn’t let you breathe peacefully” – ac – gastrointestinal diseases;
• “I can’t digest it” – bowel disorder;
• “My backbone will soon break” - fatigue due to the abundance of responsibilities, hyper-responsibility.

At first glance, it seems that the psyche and physiology are in no way connected, but this is not so. Illness is the last desperate attempt of the subconscious to point out the problem. For example, sick leave allows you to take a break from work. And the disease allows a person to stop caring about others and get at least a little attention himself. Childhood illnesses can also be an attempt to reconcile parents.

The principle of the development of psychosomatics is this: internal conflict turns into chronic stress, which leads to hormonal disruption and depletion of the body’s main systems. The general immunity weakens, various diseases arise. And it happens that there are no physical disorders, but the symptoms are felt - this is also psychosomatics.

Types of psychological problems

There are dozens of types of neuroses, syndromes, and disorders. It is not possible to list them all. Let us draw attention to the main socio-psychological problems of the individual, the relevance of which is noted by modern experts (current requests in the psychologist’s office):

• complexes;
• low self-esteem;
• diffidence;
• phobias;
• indecision;
• impulsiveness and unpredictability;
• tired of life;
• increased anxiety;
• loneliness;
• betrayal and conflicts in the family;
• dependence on other people's opinions;
• pathological attachment, falling in love;
• addictions;
• depression;
• crises;
• destruction (self-destructive behavior);
• dysmorphophobia (non-acceptance of one's appearance).

In a broad sense, the following groups of conflicts can be distinguished:

• difficulties in the field of communications;
• family troubles and family crises;
• age-related crises, for example, during the teenage crisis, the risk of behavioral disorders increases;
• failures in the labor sphere;
• difficulties in interacting with the opposite sex;
• complexities of personality development and formation.

In psychology, there is no generally accepted classification of types of psychological problems. Let's look at some of them. What are the psychological problems and difficulties:

1. By level of manifestation: cognitive, emotional, behavioral.
2. By their nature: primary (the cause of other disorders) and secondary (the consequence of other difficulties).
3. By time of manifestation: old, new and chronic.

By nature, difficulties can be obvious or unobvious. The subject guesses about the presence of the former. If we are talking about hidden conflicts, then a person, as a rule, does not notice them. For example, few people understand that they are programmed for self-destruction. In this case, there seems to be no conflict, because the person himself is not aware of it, but in fact there is a contradiction.

A specific type is contrived difficulties. This is similar to hypochondria: a person invents symptoms for himself, makes diagnoses and believes in it.

Interesting! In 2019-2020, the phenomenon of making up diagnoses became especially popular. In youth circles, it is considered fashionable and cool to have psychological disorders; every second person has panic attacks, depression, bipolar, or the like. Of course, this is not true in reality, but some people sincerely believe it. Self-hypnosis can provoke the development of a real disease.

How to write a term paper on speech therapy

07.09.2010 179900

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Structure of psychological problems

There are socio-psychological problems of different structures. Psychologist N.D. Linde identified the following problem structures:

1. A person’s feelings are aimed at achieving a goal, but something interferes with this. In this case, the goal and obstacle can be both real and fictitious.
2. The feeling is aimed at getting rid of the obstacle. In this case, the obstacle can be real or imagined, internal or external.
3. There are no obvious obstacles on the way to the goal, but the person himself cannot decide whether he needs it or not, he experiences conflicting feelings (he cannot decide).
4. A person experiences two equally strong feelings in relation to two contradictory and incompatible objects (cannot choose).
5. The feeling is aimed at getting rid of the obstacle, but for this you will have to interact with another unwanted object (subject, conditions). A person has to choose the lesser of two evils; he cannot avoid the choice.

Types of social problems

Since a social problem is deviations in the “subject-object” and “subject-subject” relationships, then the authors note their fairly wide variety. they can be objective (related to the external world) and subjective (related to the internal world). These two types of social problems can depend on the internal understanding and worldview of the individual, which very often has a strong influence not only in understanding the problem, but also in ways to find its solution. The solution can be found by working independently on your mistakes, or by involving external factors (economic, political, social or spiritual).

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Social problems can be global. They arise at a special level, which characterizes the system of “man-nature” relations. This includes cosmology, ecology, attitude towards available resources and the ability to manage them wisely. In addition, global problems concern the education system, medicine and healthcare, culture and traditions.

Depending on the level of social life, the following social problems are distinguished: between individuals (interpersonal conflicts, misunderstandings), between social groups (social problems of an intergroup nature, for example, between representatives of different faiths or ages), between classes (interclass social problems), as well as social problems between vast social systems.

Depending on the nature of the relationship, social problems can be:

• political (at the level of the political system, between political parties),
• economic (social problems between representatives of different social classes that differ in income and professional training),
• national (social problems between representatives of different nationalities and ethnic groups),
• labor (social problems arising at the level of the organization and corporation, as well as in labor relations in a team or between an employee and a manager),
• confessional (between representatives of different religions and denominations), family (the most common type of social problems that can arise between different families, between representatives of the same family, as well as intergenerational conflict).

According to the duration of their existence, social problems can be long-term (lasting for several years) and short-term (a social problem arises suddenly and is also unexpectedly resolved within a short time).

According to the method of resolution, social problems can be peaceful (without the use of punitive measures) and violent (that is, using punitive measures, and if the conflict is long-term and global in nature, then methods of conduct in the form of military actions can be used).

Causes of difficulties

Difficulties have psychological, social and physiological prerequisites.

Psychological reasons include:

• unmet needs;
• living against one's nature;
• systematic suppression of feelings, emotions, desires.

In simple words, a person either worries that he is missing something, or suffers from the fact that he cannot get rid of something. One way or another, we are talking about self-suppression. This is what makes the individual unhappy.

Interesting! For most people, the habit of suppressing emotions, feelings and desires appears in childhood, when parents keep repeating: “Don’t scream”, “Don’t cry”, “You’ll get by”, “This is impossible”, “I don’t want a lot of things either, but necessary".

The second group of psychological prerequisites is strong emotional shocks or many minor experiences. For example, the death of someone close is a strong shock. An example of frequent minor shocks is systematic humiliation, insults, and beatings.

Social and psychological reasons include:

• poverty or unstable income, delays in payments, dim prospects;
• unemployment;
• unstable situation in society;
• drastic changes in life (divorce, move, job change, dismissal, wedding, retirement).

In addition, physiological causes of psychological problems can be identified. Prolonged or severe illness, head injuries, tumors, intoxication, hormonal imbalance can also cause disturbances. Abnormal functioning of neurotransmitters leads to depression, anxiety disorders, apathy, irritability and other problems.

Symptoms

You can suspect the presence of psychological problems by the mental and somatic reactions of the body:

• headache and dizziness;
• nausea;
• loss of appetite (overeating or refusal to eat);
• dyspepsia;
• numbness and icing of the limbs;
• periodic tingling or pain in different parts of the body;
• gastrointestinal disorder;
• sleep problems (insomnia, frequent awakenings, trouble falling asleep);
• apathy and lethargy, especially in the morning;
• chronic fatigue;
• frequent colds;
• exacerbation of chronic diseases;
• chills and tremors;
• sexual dysfunction (decreased desire, impotence, inability to get pleasure, etc.).

Diagnosis of mental state

The best diagnostic method is consultation with a psychologist. During the conversation, observing the client’s reactions and analyzing his answers, the specialist identifies the true reason. Ancillary tests are used to confirm the diagnosis. By the way, testing can also be done at home. However, it is important to remember that a diagnosis is never made based on the results of one test.

Important! In some cases, the problem is hidden so deep in the subconscious that it can only be identified through hypnosis.

Like diagnostic methods, technology for solving psychological problems is selected on an individual basis. In general, to solve the problem, the psychologist builds interaction with the client according to the following algorithm:

1. Establishing contact, building trust.
2. Client's confession. A detailed story about what worries him, a description of problems and feelings.
3. Clarifying dialogue. The psychologist asks questions, clarifies what the client said, gives hints, guides him to solve the problem and helps the person understand himself.
4. Solution to the problem. The client himself realizes and finds a way out of the current situation.

Thus, during psychotherapy the client receives the following:

• awareness of true problems, cause-and-effect relationships;
• release of emotions;
• searching for and making an adequate decision;
• accepting what cannot be changed and adapting to it;
• personal growth and the ability to better understand oneself and others.

The specific rehabilitation plan depends on the nature of the situation and the individual characteristics of the client. A psychologist has hundreds of different methods in his arsenal.

Personal problems!

"It's your problem!" - a phrase that fragments the dialogue into small fragments, destroying it at the root, causing a storm of emotions, leading not everyone, but many, to a conversation with themselves. Personal problems can overtake us anywhere and whenever they want, without prior notice or even a hint of an early meeting with them. Therefore, such meetings often make a person confused and incompetent. The question begins to swirl in my head: “Why didn’t they teach me at school how to deal with this situation?” The answer is simple and paradoxical: “Who, besides yourself, can say what needs to be done here and why this happened?”

Personal problems of a person are a complex and capacious phenomenon that reflects the inconsistency and dysfunctionality of the psyche. A person is designed in such a way that he tends to strive for internal balance, harmony, physical and mental health. However, putting this desire into practice, a person often finds himself in difficult situations, face to face with problems that he cannot cope with on his own:

Anxiety

Anxiety occupies one of the most important places in both normal psychodynamics and pathology. Anxiety warns us of danger, threat. Unlike fear, anxiety is a reaction to an imaginary, unknown threat. Anxiety tends to stretch out over time, be constantly repeated or become continuous. It causes physiological changes that prepare the body for fight - retreat or resistance. Anxiety manifests itself both at the mental (unconscious fears) and at the somatic level: these can be skin irritations, reactions of the cardiovascular system (increased heart rate, increased blood pressure), reactions of the digestive tract (dry mouth, unpleasant taste, diarrhea, constipation , anorexia, etc.), reactions of the respiratory system (rapid breathing, shortness of breath, hyperventilation), urogenital reactions (frequent urination, menstruation disorders, pelvic pain, frigidity, impotence), sweating, redness, headaches. Prolonged anxiety causes psychosomatic disorders, and the state of anxiety itself is often “masked” by somatic complaints. Such people, as a rule, first go not to a psychologist or psychotherapist, but to a general practitioner.

Each of us experiences anxiety, especially in stressful situations. However, for most people this is a temporary condition that they overcome. If anxiety is a painful, persistent condition, accompanied by unpleasant physical sensations, you should consult a specialist. A person may feel that something wrong is happening to him, but cannot specify his ailment. He is not able to overcome the tension either through the efforts of his own will or with the help of loved ones. Sometimes this condition goes away on its own, but more often it worsens and becomes increasingly difficult to bear. Uncertain anxiety is especially depressing under unfavorable life circumstances.

Sometimes anxiety is masked by certain actions. The whole range of compulsive behaviors—from tapping fingers on the table, fiddling with buttons, scratching, to overeating, drinking, smoking, and compulsive buying—can indicate anxiety.

Also, anxiety is often hidden behind other emotions. Irritability, aggressiveness, hostility, and verbosity can act as a reaction to situations that cause anxiety. Sometimes reactions can be exactly the opposite: coldness, stiffness, taciturnity. Fear

Fear is very close to anxiety. It is always associated with some environmental object (person, object, event). Fear protects us from many dangers. Without it we would be easily vulnerable.

There are two types of fear: normal (natural reaction) and pathological (phobia). Most often, clients come to us about specific fears: fear of an exam, fear of surgery, etc. A certain amount of normal fear can be healing in this case.

Pathological fear is based on deeply hidden anxiety. Unlike anxiety, fear is controllable and therefore is a more acceptable experience. A common way to avoid anxiety and fear is to self-medicate. Such clients buy medical books, rummage through special magazines, strive to try all possible treatment methods, but avoid addressing their own internal problems and conflicts.

Aggression

Anger is not something pathological or unusual. Everyone gets angry occasionally, or is capable of getting angry. There is no situation in life in which a feeling of anger, an evil thought or action could not arise. Some things done in life are also, at least to a small extent, motivated by anger. Hostility has its own meaning - it is a means of defense, and much more effective than fear. In other words, anger is not only a signal warning of danger, but also a feeling that determines self-defense. It breeds aggression.

The reasons for each person’s embitterment are hidden in his life circumstances. Anger is “historical”, i.e. has its own past, each person is unique. Throughout life, especially in childhood, an individual “style of hostility” is formed, i.e. what makes us angry, how anger accumulates and is released. Some people get angry when people talk to them in an imperative tone, others when they ask a lot of personal questions and it seems like curiosity to them, and still others when they don’t clearly and precisely indicate what needs to be done. These differences are due to the uniqueness of life experience.

The reasons for a person's dissatisfaction can be simple. We must remember that they, as a rule, exist. Sometimes anger hides anxiety.

Guilt

Almost all people are familiar with the feeling of guilt. This is the same natural human experience as anxiety, loneliness and freedom. Guilt helps us understand the difference between who we are and who we should be. Guilt arises when a person violates significant moral norms. At the same time, it is a feeling of unfulfilled duty. The experience of guilt occurs in situations in which a person refuses necessary personal responsibility. To be guilty means to be “responsible for.”

There are true, neurotic and existential guilt.

True guilt arises in the case of committed wrongdoings. In this case, possible retribution is possible and necessary.

Neurotic guilt arises from imagined wrongdoing or violation of prohibitions. Neurotic feelings of guilt are characterized by exaggeration and insincerity. This helps a person, as it were, justify himself to himself and others, but he does not try to get rid of this feeling. Sometimes a kind of demonstrativeness appears in the experience of guilt. One of the reasons for the emergence of neurotic guilt is the fear of condemnation. Therefore, guilt may be a way of psychological defense against fear. Behind the façade of guilt, the feeling of security increases, and those around him are provoked to assure him of his innocence. In addition, the feeling of guilt gives reason to consider oneself moral and conscientious. The tendency to self-blame also protects against the need to change. Feeling guilty reduces the threat of blame from others: sometimes it is safer to take the blame on yourself in advance.

Existential guilt cannot be avoided, so it is important to recognize it. It helps to cultivate humanity and sensitivity in relationships with others, and encourages people to creatively realize their potential. R. May identified three sources of existential guilt:

• Guilt due to insufficient self-realization. We are never able to realize all our possibilities, if only because, choosing some opportunities, we are obliged to reject others - they remain unrealized.
• Guilt due to limited connections with loved ones. We never fully understand our loved ones and their needs, and due to inevitable individualism, we are “doomed” to see others through the prism of our own personality.
• Guilt due to loss of connection with the Absolute. We are part of the divine plan and will never be able to understand it.

Sometimes “sinfulness” helps to realize personal responsibility for one’s actions and change behavior in a positive direction. And sometimes, on the contrary, it interferes with the successful solution of life’s problems.

Guilt can automatically turn into shame.

Shame

Shame is a social emotion. It arises when society appears - i.e. third person. Shame is always associated with other people. This formulation of the word “impossible” - everything that is prohibited stops and can cause shame. Shame is associated with existence, and guilt is associated with action.

Psychological culture is taking care of your mental health, the ability to get out of psychological crises yourself and help loved ones. There are three main components in psychological culture:

1. Self-knowledge and self-esteem.

2. Knowing other people.

3. The ability to manage your behavior, emotions, communication.

Mastering psychological culture in itself carries a great psychotherapeutic charge. A person can solve many problems on his own, using the recommendations of specialists - psychologists. Each person can be his own intuitive psychologist, assess his own mental states, behavioral characteristics and manifestations of emotions. However, there are situations when a person cannot independently cope with complex problems that arise on his life path and needs psychological help.

The term "correction" literally means "correction."

Psychocorrection is a system of measures aimed at correcting shortcomings in psychology or human behavior using special means of psychological influence.

Methods of psychological correction

They are diverse, they can be conditionally classified based on their specificity of the main approaches:

1. Behavioral (deviations are interpreted as the principles of behaviorism: both psychotherapy and psychological correction are associated with the need to create optimal behavioral skills in the patient; various types of mental disorders are determined by non-adaptive behavior).

Methods that can be roughly classified into three groups are used here:

• counterconditioning (breaking a negative, strengthened connection between a reaction and a stimulus and (or) replacing it with a new one (in practice, such psychological techniques are used as combining a pleasant effect with an unpleasant situation for the patient, or vice versa);
• operant methods (use of a reward system for actions that are desirable, in the therapist’s opinion);
• methods based on the views of sociobehaviorists (the doctor presenting a model of the most acceptable behavior).

2. Activity-based (correction through the organization of a special learning process, the result of which is management and control of external and internal activity).

3. Cognitive (based on theories that characterize personality as an organization of certain cognitive structures; the use of “personal constructors” that allow one to put forward appropriate hypotheses about the world).

4. Psychoanalytic (helping the patient identify unconscious causes of serious experiences and painful manifestations through their elaboration).

5. Existential-humanistic (based on the philosophy of existentialism).

6. Gestalt therapy (restoring the continuity of human consciousness).

7. Psychodrama (modeling in theatrical form by group members of a situation proposed by one of the patients and based on real events from his life or stories from his dreams).

8. Body-oriented (based on the system of “vegetative therapy” by W. Reich: “unfolding of muscle shells,” which subsequently helps a person release energy, and therefore alleviate his mental suffering).

9. Psychosynthesis (an important role is given to subpersonalities - separate personalities within each person, with whom during therapy the patient becomes acquainted and learns to separate them from his real “I”).

10. Transpersonal (helping the patient meet his own unconscious and live the corresponding experience through the use of the “holotropic breathing” method).

The psychologist should strive to create an atmosphere that allows the client to be optimistic about solving his problems. This special attitude is a factor characteristic of all forms of influence.

Personal problems, correction of personal psychological problems!

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Prevention of the development of psychological problems

To prevent the development of psychological problems, you need to increase your awareness, learn to understand your true needs and satisfy them, learn to understand and express your feelings and emotions, and adapt to those circumstances that cannot be changed.