Good day! In this topic, we will analyze what the formation of a person’s personality is, what stages there are, and how the formation of personality in society occurs. Personality implies the definition of an adult who is capable of adequate behavior in society, responsible for his actions, with a healthy desire to be useful to society. Personality is formed from the birth of an individual and continues to form throughout life. The main period of formation is considered to be the period called childhood or adolescence; it is during this time that there are a large number of factors influencing a person’s worldview and attitude to the world around him.
Infancy
This period is distinguished by Erikson and Freud (“Oral stage”). At this stage, the foundations of personality and attitude towards the world around us are laid - trust or distrust, confidence or lack thereof.
Of course, an important role in a child’s life is played by his mother, who represents the whole world for the baby. He needs maternal care, which allows him to feel consistency and recognition in his experiences. Further development of personality largely depends on the first days of life.
If there is trust, the child perceives the world in a positive way, as reliable, predictable, and calmly endures difficulties, even the temporary absence of the mother nearby. In the absence of adequate maternal care, feelings of mistrust, fear and suspicion arise. Thus, the basis of the first period is the relationship: “trust-distrust”.
Upbringing
The basis for the formation of the entire personality is education in childhood. Later, a person begins to engage in self-education and self-development, but it all begins from childhood. Parents and other older relatives are involved in upbringing. Comrades, especially older ones, complete the picture of education. Kindergarten teachers, school teachers, and instructors in sections and clubs make their contribution.
Personality is a puzzle made up of various pieces. Even the most detailed psychoanalysis will not be able to determine in the future what circumstance influenced this or that character trait of an adult member of society. Education in childhood provides a pattern of behavior, an impetus for further self-development (or degradation, depending on the environment and other factors). The way parents influence the formation of personality largely determines future character, aspirations, psychological trauma, and other circumstances.
Children who strive to be like their elders in everything can copy from adults to form their “I”:
- manner of behavior;
- gender roles;
- type of thinking;
- different qualities of parents.
This copying in the future turns into installations. The positive ones are worth keeping. Negative ones can be dealt with independently or with the participation of a psychologist.
Early childhood
The period from 1 to 3 years, corresponds to the “Anal stage” according to Freud, the child masters the ability to control his excretory functions. In addition, the baby becomes physically stronger and can perform more complex actions - walking, climbing, washing.
Very often there are calls for independence “I myself”; an important point is the help of parents in independent actions. It is necessary to provide an opportunity for the development of personality and the development of autonomy of the child. If he is constantly looked after and everything is done for him, then this is detrimental to development, along with unreasonable demands.
Such things cause further insecurity and weakness of will. With positive development, will and self-control develop.
Stages of personality formation
The process of personality development takes place in several stages, both good and bad.
In simple and short terms, they look like this:
- Adaptation. A person’s ability to psychologically adapt to social groups and their activities.
- Personalization. The need to stand out in a group, demonstrating one’s own independence.
- Integration. Uniting with people, their activities, strengthening connections with others, in order to obtain the desired result in the future.
- Disintegration. Characterized by self-isolation or rejection by society, attempts are made to minimize communication with others, which stops the formation of personality.
- Degradation. It is a reverse development in which a person regresses, his performance decreases, his activity decreases and adequate behavior disappears.
Preschool age
Preschool age, 3-6 years, is also called the “Age of Play”; according to Freud, the “Phallic Stage”, the period of awareness of gender differences. This period is characterized by an increase in social interactions - games, communication with peers and adults, interest in work matters.
Self-development is manifested in the ability to take responsibility for those who are smaller or weaker, caring for animals. The main slogan: “I am what I will be. The Super Ego is now being formed as a result of understanding social restrictions. It is possible to educate and raise a child; there are all the prerequisites for this.
Children experience the joy of independent actions, begin to associate themselves with special, important people, and begin to set goals for themselves. In addition, they show imagination in choosing games and creating their own entertainment. It is worth encouraging the child’s independent actions, which will be the basis for the development of initiative, independence and help in the development of creative abilities.
School age
School age (6-12 years), if we turn to Freud’s theory of personality development - “Latent period”. There is a calm in the psyche; mastering and studying the outside world and creating contacts are now in first place. The basis of everything is the desire to master new knowledge, everything that is important within the society where the child grows up. The main motto: “I am what I can learn.” Children are taught discipline and participation in solving various problems. There is a desire to express creativity. Children need adult support for personal development. In negative development, doubts about oneself and one’s own competence can be observed. Youth
Youth (12-19 years old), personal identity and self-determination. An important period for the formation and development of personality. Stage of search and self-determination. The teenager tries to determine his place in this life and choose a role that is suitable for him. There is a rethinking of life and values. At this stage, mistakes from past periods that were made earlier in upbringing often come to light. As a result, negative self-identification may arise—belonging to informal groups and, moreover, drug addiction, alcoholism, and breaking the law. There is also a tendency to create idols and strive to be like them. With a positive development of events, self-development of such qualities as loyalty and the ability to make independent decisions and determine the path of life is observed.
Concept by L. I. Bozhovich
From the point of view of the outstanding Soviet psychologist, student of Lev Vygotsky - L. I. Bozhovich, it is possible to identify two key criteria for a formed personality.
According to the first criterion, a person can be considered a person only if his motives are characterized by a certain hierarchy, that is, the person’s volitional efforts are sufficient to overcome some motives, giving preference to others. If a person has this quality, he is capable of indirect behavior. However, it is necessary to take into account that in case of indirect behavior, the motives with the help of which certain aspirations are given preference must be socially significant and justified, the very origin of these motives is socially conditioned, they are brought up in a person by society.
As the second necessary criterion for the formation of a personality, one must consider a person’s ability to consciously control his own behavior and manage it. This management is possible based on conscious motives-goals, beliefs and aspirations of the individual.
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The difference between the criteria is that the second presupposes a conscious subordination of motives. Only indirect behavior (without controlling motives; the first criterion) can be built on a spontaneously formed hierarchy of motives, that is, a person will not be aware of what exactly made him act in a certain way, but at the same time consider his behavior justified. So, although the second criterion also refers to mediated behavior, it is conscious mediation that is emphasized. It presupposes the presence of self-awareness as a special instance of personality.
Youth
Youth (20-25 years), beginning of adulthood. This is the period of the emergence of love, affection, creation of a family and independent life. During this period, there is a need for intimate intimacy, and comprehensively, not only on the physical level.
It is important to have mutual feelings and respect in a relationship, to learn to merge with your loved one without losing your identity. A person learns to build interpersonal relationships. If you fail to find this balance in relationships with the opposite sex, then a feeling of loneliness appears.
In this period, a feeling is of great importance to a person - love, which is considered as trust in a partner, fidelity under any circumstances, care for one's neighbor. All stages of personality development must be completed on time - “Blessed is he who was young from a young age...” (A.S. Pushkin), although it happens that development occurs late, and this is quite normal.
Maturity
Maturity (26-64 years old), personal development is manifested in caring for the younger generation. Moreover, even in the absence of children, under normal circumstances, they concentrate more on the outside world and helping others. Otherwise, a “midlife crisis” arises and a feeling of the meaninglessness of life appears.
As a rule, by this time a person has already achieved certain results in life and has a need to pass on knowledge and skills to others, to help his children and grandchildren. It is observed to a sufficient extent.
Parental role in shaping the child’s personality
The most important role in the formation of personality is assigned to the father and mother. It is in the family that the foundation of behavior, understanding of the outside world, kindness and evil, good and bad, is laid. First of all, the child is guided by the image of his parents when choosing his social circle in the future. Despite the educational process, parents will be perceived differently over time, but the fundamental basis will still be taken from them.
If the images of the father and mother are positive, then the child’s psyche will be healthy, his behavior will be adequate, and he will be able to cope with all the difficulties in life. Observing negative images of parents, where total control and submission reigns, can undermine the psyche of a child, and not only a child, but even an adult, which will negatively affect the quality of his life.
Old age
Old age (from 65 years), the last stage of personality development. Another rethinking of life occurs, a person increasingly remembers the past years and realizes the correctness or error of his actions and decisions. They often say: old age is wisdom. For those who have come a long way in life and have analyzed their lives, this is so.
This stage of personality development comes when you have already managed to go through a lot in life and conquer the highest peaks. And it is very important to be satisfied, to find joyful moments in your life. Then old age will be calm and confident, and the approach of death will no longer be scary, because life continues in the descendants and creations of man.
If a person cannot find peace, then only sadness over missed opportunities and torment of conscience await him. Therefore, throughout your life you need to try to live in such a way that, years later, you can enjoy your achievements and accomplishments, write memoirs and tell your grandchildren about your life.
So we analyzed the development of personality throughout life. However, this is ideal, wisdom comes with old age, and in childhood we live by impulses and desires. It all depends on the person and his desire to develop, as well as the experience he has experienced and understanding the lessons of life and mistakes along the way.
In adulthood, there are also stages of personality development, which are based on the level of development of the mind and spiritual filling of the human essence. Of course, we can consciously influence these processes using self-development.
Formation of individuality
The formation of individuality becomes possible thanks to the following acquisitions of the child:
· independent action in the world gives the experience of colliding with others, opposing oneself to their desires, their will, their intentions, which presents the child with the presence of his own desires and intentions;
· interactive confirmation of identity provides the necessary (cultural) means for describing one’s own actions (operations, movements), and, most importantly in this context, for comparing one’s actions with the actions of other people, identifying similarities and differences;
· the bodily component of the self-image provides material for comparing oneself with others, the ability to find individual differences, and associate the differences found with people’s names.
Thus, individuality is an integral construct of ordinary and individual consciousness, which combines a description of the appearance and actions of a person who has a socially assigned (recognized) name, indicating the characteristics that make it possible to distinguish him from other people, and, if possible, clearly assign responsibility to him for his behavior
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It is this “unambiguous assignment of responsibility” that represents the most important social function of individuality. Therefore, the key characteristic of individuality is most often recognized not so much by appearance and behavior, but by the intentions and desires of a person (!), his will.
It is precisely in this regard that A.G.’s instruction turns out to be meaningful. Asmolov, that “...individuality is defended.” Many parents are surprised that children often behave as if they are deliberately doing everything contrary to their (parents’) wishes (“as if out of spite”). This phenomenon manifests itself not only in disobedience, stubbornness or demands. Often parents note, for example, that the child asks to poop (or it already “happens”) precisely at the moment when they sit down to eat. Another example relates to the parents’ attempts to retire (the child is already able to play independently, does without parental care), devote themselves to each other, perhaps play erotically - and it is at this moment (!) that the child appears in front of the parents with his “trifling” (“stupid”) ") requests and conversations. There are also frequent complaints that “you ask him not to do something” (knocking, shouting, clicking, turning on/off, jumping...), but he will stop only for a moment, and then again starts the same thing with renewed energy.
One gets the impression that children derive special satisfaction from contrasting themselves with everyone else. Driven by a force unknown to them, they provoke those around them to fight with themselves. Probably this force is the accumulated volume of contradictory demands in the power of which he himself lives. By a strange coincidence, he seems to be going through the same stages that humanity went through, developing civilized means of reconciling the conflicting aspirations of different people. And he often begins this passage from a non-constructive position (so that it is exactly as I wanted!), and using non-constructive means. But still, it should be recognized that the child “invented” (rather, appropriated) an important human achievement: one can simply declare oneself, simply set it as a fact, as a phenomenon. This arbitrariness (true arbitrariness) is characteristic of all human communities that arbitrarily declare themselves to be “different from others.” Any convenient or acceptable mythology is used to justify one’s own individuality; any, sometimes random (and in the natural sense, obviously insignificant) signs are taken as distinctive features; any actions that allow solving current or strategic life problems are declared to be key characteristics.
The discovery that one can simply declare oneself, that the basis of individuality is arbitrariness (conventionality, chance, subjectivity), inspires the child, fills him with energy comparable in power to the numinous (sacred and irresistible) power of the archetype. C. Jung would probably emphasize that we are talking about a powerful manifestation in early childhood of the Self archetype.
