Lesson 25

PSYCHOLOGICAL BALANCE

Subject: OBJ.

Date: "____" _____________ 20___

Compiled by: OBJ teacher

Target:consider the concept of "psychological balance"; to get acquainted with what qualities it is necessary to cultivate in oneself in order to increase psychological balance.

Course of lessons

I.Class organization.

Greetings. Checking the list of the class.

II.Message about the topic and purpose of the lesson.

III.Knowledge update.

1. Define an epizootic and describe its main features.

2. What are epiphytoties and how do they manifest themselves?

3. What control measures are used against epizootics and epiphytoties?

IV.Checking homework.

Listening to the responses of several students to homework(at the choice of the teacher).

v.Working on new material.

Teacher. IN Everyday life each person experiences different feelings: interest, joy, loneliness, love, sadness, shame, surprise, anger, anxiety, boredom, contempt, longing, disgust, irritation, excitement, fear, guilt, hostility, etc. These experiences that arise in a person influenced general condition body and meet its needs emotions.

The totality of all human emotions forms his emotional life and determines his individual quality - emotionality. Emotionality - it is the ability of a person to experience and respond to different life circumstances in different ways.

A person's behavior in various life situations largely depends on his emotionality. People experience and express their emotions in different ways. Two people in the same situation can behave in completely different ways. Some of these differences are due to the hereditary characteristics of a person, and some are acquired by him in the process of life. Therefore, training plays an important role in the formation of psychological balance in each person.

Psychological balance - This is the ability of a person to control his actions and behavior under the influence of emotions of different strength and quality, to adequately (appropriately) respond to various life circumstances, to be able to find friends and like-minded people, to live in harmony with himself and others.

In the previous sections of the textbook, you got acquainted with dangerous and emergency situations of a natural nature, with measures taken in the country to protect the population from the consequences emergencies, with recommendations from experts on the rules of safe behavior in various situations.

Note that, in addition to knowing these rules, each person must have certain spiritual and physical qualities to ensure personal safety: constantly improve their style of behavior in everyday life and in various extreme situations, ensuring their health and well-being, and form their own system of a healthy lifestyle .

One of the important directions in this work is education of psychological balance.

It is very important to start educating it at your age, when self-consciousness, the ability to analyze surrounding phenomena are intensively formed, and interest in abstract problems is growing. At the same time, in the mental sphere, signs of emotional (psychological) instability are often revealed: mood swings for no apparent reason, a combination of increased sensitivity, vulnerability, and emphasized swagger and self-confidence. Tendencies to fantasizing, fictions are found; increased interest in their appearance.

There is a desire to free oneself from the guardianship of adults, a craving to do one's own way in any situation. It is not uncommon for you to commit desperate or recklessly bold acts in front of others in order to prove "willpower and courage." The results of such actions often end tragically.

The main feature of your age is the contradiction between spiritual and physical health, the desire to become "more mature", not in accordance with your physiological and physical capabilities.

That is why it is so important for you to get acquainted with the main directions of developing psychological balance.

Let's dwell on some general directions for ensuring psychological balance at your age.

One of them is to overcome shyness and build confidence. Confidence - this is a type of behavior when a person can clearly and intelligibly express his feelings and desires, when he knows what he wants, has his own opinion. However, the concept of "confidence" should not be confused with the concept of "self-confidence". Self-confidence is an unreasonably high assessment of one's capabilities, which has no real basis.

Confidence is brought up taking into account the real capabilities of a person and their correct assessment. This is achieved by knowing the surrounding world, determining one's position in it, one's attitude to a particular person, thing, field of knowledge, the ability to live in harmony with oneself, with relatives, peers and other people.

Confidence is brought up in the process of everyday life and is achieved by the ability to overcome various difficulties. To do this, you need to mobilize yourself daily to fulfill your main responsibility - training. Do your homework and study well educational material at school, then you will have confidence in your abilities and capabilities. If you play sports and achieve some success, self-confidence grows. If you help your parents at home, you gain experience in doing certain works- in a summer cottage, when repairing an apartment or during everyday household chores, this also increases a sense of self-confidence, a sense of being in demand.

When in the eyes of others you are considered a good student, a good athlete, good helper, it increases your importance in your own eyes and adds self-confidence. The authority of a person and self-confidence at any age should be affirmed on the basis of useful activity for oneself and others.

The problem of developing self-confidence arises in every person and requires constant training from him. Uncertainty appears in the event that a person lives at odds with himself.

font-size:14.0pt"> The individuality of each person is made up of many components: age, gender, nationality, religious beliefs, abilities, hobbies and relationships with others. All these factors determine the integrity of the personality. If you are displeased with some features of your personality, you need to convince yourself that you are what you are, and you need to learn to feel comfortable in this quality.Respect your qualities that cannot be changed.

To create conditions for psychological balance, it is also necessary to constantly work on self-improvement, development of their mental abilities, the acquisition of knowledge and skills for useful activities. It is necessary to improve physically, to increase one's physical abilities. It is necessary to build your life in such a way that there is no “empty” place in it when you don’t know what to do. To do this, you need to set feasible goals for yourself every day and strive to achieve them.

Here is an example of a possible self-improvement programs for a day.

I will only deal with the things that I have determined for myself for today, I will not try to solve all my problems at once. I will do what I have planned to the end, so that I do not return to these problems again.

Today I will definitely do two things that I do not want to do. And so every day I will force myself to do at least two necessary things that I don’t want to do. I will make them for an exercise of willpower.

For every day I will make a program of behavior and I will strive for it. complete to the end.

During its implementation, I will fight with haste and indecision, learn to win over myself and, on this basis, develop respect for myself, for my opinion.

Having formed a sense of confidence in a real assessment of one's abilities and actions, it is easier to find ways to cultivate psychological balance.

For gaining psychological stability at your age, it is important and the ability to make friends. When you were little, making friends wasn't a big deal. Many friends live in the neighborhood, with them you were united by common games. Now it has become more difficult to maintain friendship, friendship requires devotion, trust, common interests and values.

If you don't have friends, take a closer look at yourself. What's good about you? If nothing, then there is serious work on yourself before others find this good in you.

In order to have friends, you must first of all learn to be a friend yourself, learn to speak not only about your own interests, but also about the interests of others, to be a good listener.

For the education of psychological balance is of no small importance the ability to build relationships not only with peers, but also with parents, elders and in general with the people around you. To do this, you need to learn to analyze your actions, to determine how others relate to your behavior.

When building relationships with people around you, you must begin with an assessment of their positive aspects, ceasing to think about your own achievements and desires, emphasizing their significance. In dealing with people, you should always strive to give them what you would like to receive from them. Let us recall the Gospel of Matthew: “And so in everything, as you want people to do to you, so do you to them.”

Finally, another component of psychological balance is the ability to overcome stress. This will be discussed in more detail in the following sections of this chapter.

VI.Work on the studied material.

Questions and tasks:

1. What should be understood by the term "psychological balance"?

2. What qualities need to be cultivated in oneself in order to increase psychological balance?

3. What qualities do you need to cultivate in yourself in order to make friends?

VII.Summary of the lesson.

Teacher. Draw conclusions from the lesson.

Learners. Psychological balance is the ability of a person to control his actions and behavior under the influence of emotions of different strength and quality, adequately (appropriately) respond to various life circumstances, be able to find friends and like-minded people, live in harmony with himself and others.

To ensure psychological balance, it is necessary, first of all, to overcome shyness in oneself and cultivate confidence. To create conditions for psychological balance, it is also necessary to constantly work on self-improvement, the development of one's mental abilities, knowledge and skills for useful activities, and physical improvement. Also of no small importance in the education of psychological stability are the ability to make friends and the ability to build relationships with others.

VIII.End of lesson.

1. Homework. Write down in your security diary a psychological test offered to young readers by the Bulgarian magazine Pogled and determine how balanced you are, that is, to what extent you have psychological balance. Calculate your scores.

No. p / p	Questions	Answer and score
Yes	No	Number of points
	Do you respect friendship?
	Are you attracted to everything new?
	Do you prefer old clothes to new ones?
	Do you pretend to be happy for no reason?
	Did you change your choice more than three times as a child? future profession?
	Do you lose confidence in yourself when you have to solve a difficult task?
	Do you collect anything?
	Do you often change your plans at the last moment?

If you scored more than 6 points, you are a balanced person.

From 3 to 6 points: you have a changeable mood and character.

Less than 3 points: you do not believe in yourself, you need to make friends among peers.

If your level of psychological balance is low, draw up a plan of your behavior for every day in order to cultivate the necessary qualities within the limits of the possible.

2. Giving and commenting on ratings.

IV Zaborskaya /psychologist-consultant/ notes * that despite the great interest in the problem of mental stability in science, we cannot talk about its theoretical development. Even in dictionaries (psychological, philosophical, medical, etc.), the definition of this concept is either not given, or is considered too limited and one-sided. Only in some private studies can one find attempts to clarify the content of the concept of mental stability. In the works of leading psychologists (L.S. Vygotsky, L.G. Dikaya, B.F. Lomov, V.A. Ponomarenko, V.E. Chudnovsky and others), the stability, maturity of the personality is associated with the ability of a person to focus on certain goals , with the nature of the time perspective, the organization of their activities. In the psychological sense, mental stability is behavioral reactions that, changing, accompany the life and activities of a person in his relationship with objects of labor, people, etc. / V.A. Chudnovsky /

Yu.E. Sosnovikova proved that mental stability is a relatively stable concrete manifestation of all components of the psyche that have a certain direction, expressing the degree of balancing a person with the external environment over a given period of time. Mental stability depends on the reflected objective situation and is determined by the mental makeup of a person: this is our psychological core, strength of spirit, inflexibility. Researchers use various terms: “stress resistance” (B.V. Kulagin, 1984), “mental readiness” (1974, M.N. Rudny), “mental stability” (M.A. Matova, 1972), "psychological stability"(1984, I.N. Gryzlova, E.N. Evstafiev, V.K. Kalin) - total number more than 20. In the works of most authors, there is no justification for the use of these terms and their content is practically not considered.

But everyone pays attention to the fact that we are talking about the ability of the subject to successfully withstand conditions that can adversely affect his performance.

In our work, we accept the consideration of the concept of psychological stability as a more complete consideration of it in the presentation of G.S. Nikiforov (St. Petersburg).

A person constantly overcomes any difficulties, but far from all of them have a devastating effect on the psyche. Not every personal problem, intrapersonal or interpersonal conflict, feeling of crisis lead to stress. Maintaining an even mood and inner harmony allows the psychological stability of the individual. Without maintaining psychological stability, the realization of physical and spiritual potentialities is impossible. Consequently, satisfaction from the process of self-realization is also impossible, a sense of mental and social well-being is impossible.

The issues of psychological stability of the individual are of great importance. practical value, since stability protects the personality from the disintegration of personality disorders, creates the basis for inner harmony, full-fledged mental health, and high performance. The disintegration of the personality is understood as the loss of the organizing role of the highest level of the psyche in the regulation of behavior and activity, the collapse of the hierarchy of life meanings, values, motives, goals. . The psychological stability of an individual directly determines his viability, mental and somatic health..

The concept of "psychological stability"

The word "steady" in many languages ​​​​of the world means "stable, resistant, firm, strong, strong." The "Dictionary of Synonyms of the Russian Language" gives two synonyms for this word: "stability, balance."

The term stability is translated as: 1) stability, stability, a state of equilibrium; 2) constancy, firmness; and mental stability - mental stability (stability).

In A Reber's dictionary, "steady" is understood as a characteristic of an individual whose behavior is relatively reliable and consistent. Its antonym is the term "unstable", which has several meanings in psychology. The two main ones are:

an individual exhibiting erratic and unpredictable patterns of behavior and mood;

an individual who tends to demonstrate neurotic and psychotic or simply dangerous behavior patterns for others.

"Stable" in this dictionary is explained as a trait (in personality theories) characterized by the absence of excessive emotional changes.

In English, German, French and Spanish, the word "sustainability" is synonymous with the word "stability".

There are various approaches to the interpretation of psychological stability.

It can be understood as the proportionality of the constancy and variability of personality. We are talking about the constancy of the main life principles and goals, dominant motives, ways of behaving, responding in typical situations. Variability is manifested in the dynamics of motives, the emergence of new ways of behavior, the search for new ways of activity, the development of new forms of response to situations.

On the foundation of constancy, the life path of the individual is built; without it, it is impossible to achieve the goals of life. It supports and strengthens self-esteem, promotes acceptance of oneself as a person and individuality. The dynamism and adaptability of the personality are closely connected with the very development and existence of the personality. Development is impossible without change. In psychological stability, such an aspect as the proportionality of pleasant and unpleasant feelings, between feelings of well-being and experiencing joy, happiness, on the one hand, and feelings of dissatisfaction with life and one's affairs, on the other, is also important.

For the psychological stability of a person, the ability to self-development, the formation of one's own individuality is necessary.

Stability should not be understood as the fixity of mental qualities, the rigidity of mental mechanisms. This is a set of adaptation processes, the integration of the personality in the sense of maintaining the consistency of the main functions of the personality, the stability of their implementation. Execution stability does not necessarily mean that the function structure is stable, but rather that it is sufficiently flexible.

The psychological stability of a person can be considered as a complex quality of a person, a synthesis of individual qualities and abilities.. The components of psychological stability include:

ability for personal growth with timely and adequate resolution of intrapersonal conflicts

relative (not absolute) stability of emotional tone and favorable mood

developed volitional regulation.

So, psychological stability appears as a complex personality trait, which combines:

Poise (balance), proportionality;

firmness, stability (permanence);

resistance (resistance).

Balance is the ability to maintain the level of stress without going beyond the acceptable (without causing destructive stress). Resilience refers to the ability to withstand difficulties, maintain faith in situations of frustration, and stability refers to constant mood level. Resistance is the ability to maintain freedom of behavior and lifestyle choices, it is self-sufficiency as freedom of dependence (chemical, interactional or behavioral, understood as complete absorption in some kind of activity.

This set of components represents all levels of human organization, levels of his being: biological, psychological and social.

Regulation of tension, balance (consistency) of the intensity of motivation and organismal resources, keeping tension within the boundaries of the optimum, or at least acceptability, is one of the most important aspects of human biological existence.

Persistence in overcoming difficulties, maintaining faith in oneself, self-confidence, one's abilities, a constant, fairly high level of mood is an integral part of mental life. The ability to maintain a constant level of mood without recourse to psychoactive substances and being responsive, sensitive to different aspects of life, having diverse interests, avoiding a single motivational dominant is also an important component of psychological stability.

Finally, it is impossible not to note the constant interpersonal interaction, involvement in many social connections, openness to influence, on the one hand, and on the other hand, resistance to excessively strong interaction. The latter can violate the necessary personal autonomy, independence in choosing the form of behavior, goals and style of activity, lifestyle, it will prevent you from hearing your Self, following your directions, building your life path.

In other words, psychological stability includes the ability to find a balance between conformity and autonomy and maintain this balance.

Thus, psychological stability is a quality of a person, separate aspects of which are balance, stability, resistance. It allows you to withstand life's difficulties, adverse pressure of circumstances, maintain health and performance in various trials.

Psychological stability is supported by internal (personal) resources and external (interpersonal, social support). This is a fairly large list of factors related to personal characteristics and social environment.

Social environment factors:

supporting self-esteem

conducive to self-realization

supporting adaptive potentials and energy resources of the body

psychological support of the social environment (emotional support of relatives, friends, employees, their specific assistance in business, etc.)

Personality

personality consciousness:

faith in its various forms and manifestations (faith in the achievability of goals, religious faith, faith in common goals)

understanding, a sense of the meaning of life, the meaningfulness of activities and behavior

a fairly certain awareness of social belonging to a particular group.

Relationships of a person (including to oneself)

optimistic, active attitude to the life situation in general

philosophical (sometimes ironic) attitude towards difficult situations

consistency of I-perceived and I-desired

fairly high self-esteem

confidence, independence in relationships with other people, lack of hostility, trust in others

Cognitive sphere:

understanding of the life situation and the ability to predict it

rational judgments in the interpretation of a life situation (absence of irrational judgments)

adequate assessment of the load and its resources

structured experience of overcoming difficult situations

Emotional sphere:

dominance of wall positive emotions

experience of successful self-realization

desired emotional saturation from interpersonal interaction, experiencing a sense of cohesion, unity

Behavioral (and activity) sphere:

behavioral activity

effective volitional regulation

usage effective ways overcoming difficulties

Communication area:

open communication, acceptance of others as they are (tolerance)

stable, individual-satisfying interpersonal roles

Satisfying status in the group and society

a pronounced sense of community (in the Adlerian sense)

this list enumerates the positive poles of qualities and factors. With the favorable influence of factors (positive poles of qualities), the dominant mental state is resistant, and the dominant mood is harmonious (sustainable, elevated, optimistic). Under adverse influence, the dominant state is the state of disadaptation, stressful or depressive (apathy, despondency or high tension, anxiety, etc.) and disharmonious mood (unstable, depressed, anxious).

For example, if the factors of the social environment support self-esteem, adaptive potentials and energy resources of the body, contribute to self-realization, receiving psychological support, then all this generally contributes to the emergence of a harmonious mood and maintaining a state of adaptation. If environmental factors reduce self-esteem, adaptive potentials and energy resources of the body, limit self-realization, deprive a person of emotional support, then all this contributes to the emergence of a disharmonious mood and the emergence of a state of disadaptation.

We believe that it is unproductive to consider mood as one of the types of state. Mood is a relatively stable component of mental states, the main link in the relationship between personality structures and various components of mental states (feelings and emotions, experiences of events occurring in the spiritual, social and physical life of the individual, the mental and physical tone of the individual).

The main components of the psychological stability of a person listed above do not cover the entire basis of psychological stability. In one way or another, all spheres of the personality are involved in its maintenance. At the level of temperament, a feature that predisposes to the emergence of instability is increased emotionality.

IN emotional sphere important, in addition to those listed, anxiety, a tendency to aggression, anger, hypothymia. The expression has a significant effect volitional qualities: perseverance, energy, ability to manage oneself.

An important component of psychological stability is a positive image of the Self, in which, in turn, a positive group identity of the individual plays a significant role. In a period of sharp socio-economic changes, the importance of the pillars of psychological stability increases, in particular, this is manifested in the fact that the need for group belonging is aggravated. Groups with varying degrees of success perform value-oriented and protective functions for most people.

Intergenerational communities - the family and the ethnos - are the most capable of satisfying this need.

The family plays a special role in the life of every person. Family relationships are of great importance for the development of the individual, the achievement of social maturity. Family upbringing largely determines the lifestyle of children throughout their life. future life, the style of relationships in their own families. It lays an attentive or neglectful attitude to the issues of mental self-regulation, healthy lifestyle skills, and the ability to establish constructive, favorable interpersonal relationships. The family can have a healing effect on each of its members, provide emotional support that is irreplaceable by anything. But the atmosphere of the family can also negative impact on the mental balance of the individual, reduce emotional comfort, aggravate intrapersonal conflicts, generate disharmony of the individual, weaken its psychological stability.

We can distinguish individual characteristics that predispose to a decrease in stability:

increased anxiety

anger, hostility (especially repressed ones), self-directed aggression

emotional excitability, instability

pessimistic attitude towards life

closeness, closeness

Anxiety plays an important role in the totality of phenomena of overcoming. The adaptive meaning of anxiety lies in the fact that it signals an unknown danger, prompting its search and concretization. Because distraction affects performance, the actively motivating function of anxiety may underlie "erratic behavior" or the disruptive effect of anxiety on activity. (Vilyunas, Astapov, 1983) Anxiety as an experience of emotional discomfort, a premonition of imminent danger is an expression of the dissatisfaction of significant human needs that are relevant in situational anxiety and steadily dominant in a hypertrophied type with increased anxiety. Anxiety is a stable personality formation that persists over a fairly long period of time. It has its own motivating force and constant forms of implementation in behavior with a predominance in the last compensatory and protective manifestations. Like any complex psychological education, anxiety is characterized by a complex structure, including cognitive, emotional and operational aspects with the dominance of the emotional.

The emergence and consolidation of anxiety are associated with the dissatisfaction of the leading age-related needs of the child, which become hypertrophied. sustainable personal education anxiety becomes in adolescence, mediated by the features of the "I-concept", attitude towards oneself. Prior to that, it is a derivative of a wide range of family disorders. Consolidation and intensification of anxiety occurs according to the mechanism of a “vicious psychological circle”, leading to the accumulation and deepening of negative emotional experience, which, in turn, giving rise to negative prognostic assessments and determining in many respects the modality of actual experiences, contributes to an increase and persistence of anxiety.

Anxiety has a pronounced age specificity, which is found in its sources, content, forms of manifestation of compensation and protection. For each age period, there are certain areas, objects of reality that cause increased anxiety for most children, regardless of the presence of a real threat or anxiety as a stable education. These "age peaks of anxiety" are the result of the most significant sociogenic needs.

Anxiety and anxiety reveal a connection with the historical period of society, which is reflected in the content of fears, the nature of the "age peaks" of anxiety, the frequency, prevalence and intensity of anxiety, a significant increase in the number of anxious children and adolescents in our country in the last decade.

Anxiety as a condition has a mainly negative impact on the performance of children in preschool, primary school and adolescence, in the older adolescence - early adolescence, it can also be of a mobilizing nature.

Anxiety as a personal formation can perform a motivating function in the behavior and development of the personality of children and adolescents, replacing actions based on other motives and needs. The influence of anxiety on the development of personality, behavior and activities of a child and adolescent can be both negative and, to some extent, positive, however, in the latter case, it has severe limitations due to the pronounced adaptive nature of this formation.

Psychological stability is also reduced by difficulties in self-realization, the perception of oneself as a loser; intrapersonal conflicts; bodily disorders. A significant factor in reducing resistance is type A. (p.19 in doc. "29C.")

Since the social environment (macroenvironment and microenvironment) is the main environment for the existence of a person, psychological stability in interpersonal interaction is fundamentally important. In terms of interpersonal interaction, confidence (assertiveness), the ability for confident (self-affirming) behavior comes to the fore. Confidence is manifested in the ability to express one's thoughts and feelings in a socially acceptable way, i.e. without degrading the dignity of others; willingness to take responsibility for their actions; constructive approach to problem solving; in an effort not to infringe on the interests of others. The goal of confident behavior is self-actualization. A confident person can express his wishes or requests to another person to change something, he is able to talk about it directly and listen to disagreement or objections without getting lost.

Lack of confidence is manifested in aggressiveness or insecure behavior. Aggressive behavior is characterized by a tendency to express one's thoughts, feelings and desires in the form of demands and orders, accusations and insults; the desire to shift responsibility for their actions to others, to suppress other opinions and to assert their point of view as decisive in solving problems, to make choices for others. The purpose of aggressive behavior is coercion and punishment. Insecure behavior is most often realized in the form of passive-aggressive behavior, which is characterized by:

inability or unwillingness to directly express their thoughts and feelings

non-acceptance of responsibility for one's actions by avoiding choice, granting this right to others

sacrificing one's own interests in solving problems

fear of hurting other people's interests because of an internal, often unconscious conviction in the hostility of the world around.

In addition, the goal of insecure behavior in many cases is manipulation, i.e. attempts to covertly control the thoughts and feelings of others and subordinate their interests to their interests. Uncertainty and aggressiveness are not opposite qualities - they are two different forms of manifestation of a lack of self-confidence. Empirical research has shown that passivity and inappropriate aggressiveness are associated with anxiety and a hostile attitude toward others. Both of these behavioral patterns negatively affect the mental and physical health of the individual, the well-being and health of his family and other close environment. A psychologically stable person is able to maintain a balance between the strength of his own influence and sensitivity to outside influence. Belief in magical powers means a complete rejection of responsibility for oneself, the expectation of magical transformations and the help of magical powers in solving life's problems.

Dominants of activity in the aspect of psychological stability of a person can be all types of activity: cognitive, activity, communicative. Each dominant exists simultaneously and as a certain direction of consciousness. Can be distinguished the following types directions:

1. focus on knowledge and self-knowledge. It manifests itself in a willingness to improve one's psychological competence, find means for self-improvement, and learn self-regulation techniques.

2. focus on activities: labor, social, sports, preoccupation with one's hobby. Achievements in various activities are convincing evidence of the success of self-realization, they increase self-esteem and self-esteem. The state of inspiration produces a sanogenic effect on many areas of the psyche.

3. Interactional orientation is a focus on interpersonal interaction or strengthening of social ties, social influence. It has two subspecies: prosocial (love, altruism, sacrifice, service to other people); asocial (selfishness, dependency, manipulation of other(s), domination without responsibility for the fate of others) fate, for their own individuality, uniqueness, uniqueness.

All these dominants cease to be the basis of stability if the emphasis on them becomes too strong. Belief in oneself becomes self-confidence, fences off a person from others and inevitably gives rise to an intrapersonal conflict. Fanatic religious faith translates all activity into the mainstream of the struggle for the purity of faith, pushes into intolerance, hatred of non-believers, aggressive behavior. Self-development becomes a supervalue, a person begins to ignore other aspects of self-realization, forgets that developed personal qualities should be used for something, should serve to achieve significant goals. Enthusiasm for activity develops into workaholism. An altruistic interactional attitude leads to dissolution in another person and the loss of one's Self, a manipulative interactional attitude turns into a pathological craving for power and also has a destructive effect on the personality. The sharpening of the magical orientation of consciousness causes fear of the other world, paralyzes the will, blocks any manifestation of independence.

A decrease in psychological stability increases the risk of addiction. Nikiforov G.S. identifies three main groups of psychological addictions: chemical, accentuated activity, interactional addiction.

Dependence arises when emotional events go beyond the boundaries of the optimum - their deficit or satiety. It is clear that positive emotions are especially significant in terms of their desirability and necessity. Than already this person the boundaries of the optimum (as an individual characteristic), the less psychological stability. A psychoactive drug (alcohol, drug, toxicant) stuns and thereby reduces the significance of events when they are oversaturated. Switching to euphoric experiences, distracting from real events, the individual subjectively distances them from himself, reducing the number of significant events. For example, alcohol intoxication makes it easier to commit acts that are under the yoke of self-control. Alcohol produces a relaxation effect. Lowering the level of excitation in the cerebral cortex, it weakens anxiety, reduces fear, dissatisfaction with oneself, removes feelings of guilt, envy, shame, resentment, and reduces emotional discomfort.

TO interactive dependencies predispose to a decrease in self-sufficiency, authenticity with a lack of self-identification, a weakening of the sense of social belonging to a certain, quite clearly defined group. The frustrated need for acceptance by others, lack of authority in a significant circle, reduced respect and self-esteem push the individual to a deeper immersion in interaction.

Psychological balance

In everyday life, each person experiences various feelings: interest, joy, loneliness, love, sadness, shame, surprise, anger, anxiety, boredom, contempt, longing, disgust, irritation, excitement, fear, guilt, hostility, etc. These experiences, arising in a person under the influence of the general state of the body and the satisfaction of its needs, are called emotions.

The totality of all human emotions forms his emotional life and determines his individual quality - emotionality. Emotionality It is the ability of a person to experience different life circumstances in different ways and respond to them.

A person's behavior in various life situations largely depends on his emotionality. People experience and express their emotions in different ways. Two people in the same situation can behave in completely different ways. Some of these differences are due to the hereditary characteristics of a person, and some are acquired by him in the process of life. Therefore, training plays an important role in the formation of psychological balance in each person.

Psychological balance- this is the ability of a person to control his actions and behavior under the influence of emotions of different strength and quality, adequately (appropriately) respond to various life circumstances, be able to find friends and like-minded people, live in harmony with himself and others.

In the previous sections of the textbook, you got acquainted with dangerous and emergency situations of a natural nature, with the measures taken in the country to protect the population from the consequences of emergency situations, with the recommendations of specialists on the rules of safe behavior in various situations.

Note that, in addition to knowing these rules, each person must have certain spiritual and physical qualities to ensure personal safety: constantly improve their style of behavior in everyday life and in various extreme situations, ensuring their health and well-being, and form their own system of a healthy lifestyle .

One of the important directions in this work is education of psychological balance.

It is very important to start educating it at your age, when self-consciousness, the ability to analyze surrounding phenomena are intensively formed, and interest in abstract problems is growing. At the same time, in the mental sphere, signs of emotional (psychological) instability are often revealed: mood swings for no apparent reason, a combination of increased sensitivity, vulnerability, and emphasized swagger and self-confidence. Tendencies to fantasizing, fictions are found; increased interest in their appearance.

There is a desire to free oneself from the guardianship of adults, a craving to do one's own way in any situation. It is not uncommon for you to commit desperate or recklessly bold acts in front of others in order to prove "willpower and courage." Such actions often end tragically.

The main feature of your age is the contradiction between spiritual and physical health, the desire to become "more mature", not in accordance with your physiological and physical capabilities.

That is why it is so important for you to get acquainted with the main directions of developing psychological balance.

Let's dwell on some general directions for ensuring psychological balance at your age.

One of them is the ability to overcome shyness and build confidence. Confidence- this is a type of behavior when a person can clearly and intelligibly express his feelings and desires, when he knows what he wants, has his own opinion. However, the concept of "confidence" should not be confused with the concept of "self-confidence". Self-confidence is an unreasonably high assessment of one's capabilities, which has no real basis.

In cities, an unnatural rhythm pulsates, which does not allow us to calm down and comprehend what is happening. We are always running somewhere, we want something, we are late, we are planning. This is one of the reasons pharmacies thrive. Read and watch a video about the importance of the psychological balance of character for health nervous system.

How to become mentally stable?

Psychological stability means that a person lives in accordance with his destiny. Otherwise, everything will constantly annoy him. He will be angry, feel inner fatigue, resentment, tension, and so on.

Psychological balance and its importance for health

The presence of psychological imbalance also means that a person does not live in accordance with the laws of the universe, that is, the laws of God.

I understand that most psychologists would answer this question more "down to earth" and would talk about "stress resistance", about "emotion control" techniques, etc.

But this is precisely the problem of modern psychology, that it thinks in such simplified categories. Initially, in Greece, psychology was designated as the science of the soul. "Psyche" means "soul", "logos" - "knowledge". However, take all the books on modern psychology.

Do you find references to the soul or God anywhere in them? There is no such thing. But after fifteen years of professional psychological practice I can confidently say that everything psychological problems fundamentally resolved only at the level of the soul. Why? Because they are the result of the unrealized soul.

If a person does not realize his spiritual nature, then all lower emotions begin to attack him: anger, fear, resentment, envy, greed, uncertainty.

How to achieve balance of the nervous system in psychology

It's like if your immune system is weakened, then you become prone to disease.

And therefore, just as in the case of diseases of the body, it is necessary not only to fight a separate disease, but in general to set the task of strengthening immunity, in this case spiritual immunity. If you solve it, you will overcome all diseases at once.

From an interview with Oleg Gadetsky for the Komsomolskaya Pravda newspaper

There is nothing more gratifying and comforting than to see a person always calm, peaceful, joyful even in the midst of many and difficult worries. Such a person shines brightly amid the darkness of life, acts better than any sermon, can encourage and support a desponding brother and give him strength to continue the difficult path.

GBOU secondary school No. 692

Abstract on the topic:

Psychological balance in conflict situations

The work of a student of grade 9A

Iorkina Nikita

"St. Petersburg 2014"

Man is not an isolated and self-contained being that would live and develop from itself. He is connected with the outside world and needs it. Its very existence as an organism presupposes an exchange of substances between it and nature. Of course, every person, regardless of the society in which he lives, has desires, feelings, likes and dislikes, memory, will, thinking, imagination, in a word, everything that is called human life. It is necessary to understand two elementary and obvious things: a) Each person constantly plays social and psychological roles throughout life; b) Each person is always and in all life circumstances in a certain psychological state. The psychological position makes a person act in a strictly defined way. People act to maintain or change these positions. They act in such a way as to impose certain positions on other people, and try to avoid being forced or forced into those psychological positions that are unfavorable to them. However, the range of these activities is quite wide. But in a situation of conflict, it is extremely narrowed. Generated by the types of interaction between people, it develops according to its own laws, purely psychological laws, but according to the "iron logic", forcing people drawn into it to act one way and not another. In the actions of young people, this logic is seen surprisingly clearly and distinctly. And she is relentless. The conflict can be compared to a locomotive rushing at full speed along pre-laid rails. And regardless of the speed and the amount of coal in the furnace, this locomotive will not be able to turn off the rails, no matter how much the driver and passengers would like it. Can't turn, but can stop. And the purpose of our work will be to answer the questions: What are conflicts and various conflict situations among high school students based on and what their development depends on. We must identify the relationship of conflict behavior of a high school student with the motivational sphere, needs, character, level of anxiety. Our task will be to derive a hypothesis of the dependence of the degree of severity of the reaction to a difficult situation and to find out ways to resolve conflict situations in senior school age. The object of our work is ways to resolve a conflict situation in senior school age. And the subject is the motivational sphere and the personality of the senior student. Main part Senior school age, ie. from about 15-16 to 18-19 years old, refers to early adolescence. There are many theories of youth. Biological theory considers youth, first of all, as a certain stage in the evolution of the organism, believing that it is the biological processes of growth that determine all the others. Psychological theories fix attention on the laws of mental evolution, the characteristic features of the external world and self-consciousness. Psychoanalytic theories single out a certain stage of psycho-sexual development in adolescence. These theories consider youth, first of all, from the point of view of the internal process of development of a person as an individual or as a personality. The sociological theory of youth considers it, first of all, as a certain stage of socialization, as a transition from dependent childhood to independent, responsible activity of an adult. In youth, a worldview is formed as a system of views on nature and society, as a philosophical understanding of life. As L.I. Bazhovich, at this age, schoolchildren already have a system of their own task of requirements as a kind of moral model that becomes the motivator of behavior and the organizer of all needs and aspirations. With the beginning of independent social and labor activity, a person's own status is built, successively connected with the status of the family from which he came. With the formation of a certain worldview, with the growth of self-awareness, the acquisition of social experience, the personality of a high school student develops. L.I. Bazhovich defines the concept of personality as follows: "Personality is a holistic psychological structure that arises in the course of a person's life and performs a certain function in his relationship with environment ". Expanding the definition, the author emphasizes the integrity of the personality structure, its "unity as a subject and an object", i.e. activity is an attribute of the personality, and activity is its main boundary and the most complete objectification. So, we examined the concept of personality and specifically in adolescence "After all, the type of response of a young man in a difficult (conflict) situation depends on the type of his personality and its constituent components. We found out that senior school age is the age of the formation of one's own views and attitudes, the search for one's self-determination. It is in this that the independence of high school students is now expressed. In this age, an important area of ​​independence is one's own views, assessments, opinions and the desire to defend them.Of course, to have all this is the need of a high school student.Need is, therefore, the highest human need for something lying outside it, it manifests a person's connection with the outside world and its dependence on it.There are extremely many classifications of needs underlying the motives of human behavior. One of the most famous belongs to A. Maslow. This scientist singled out 2 main groups of human needs, higher and lower: "Lower needs (needs)": 1. Physiological needs: hunger, thirst, sexual needs, etc. to the extent that they are necessary to maintain normal life; 2. The need for security: protection from pain, fear, etc.; "Higher needs (growth needs)": 3. The need for social contacts: love, tenderness, a sense of identification (identification with someone), a sense of social belonging; 4. The need for self-esteem, self-respect, recognition, approval; 5. The need for self-actualization: in the realization of one's own capabilities and abilities, in understanding and comprehension. The main law of the hierarchy of needs is that "higher needs" arise only if the "lower needs" are sufficiently saturated, and this saturation should be sufficiently long and intense. This means that the formation of the needs of both an individual and a social group and even a whole society occurs consistently and naturally. A persistent need of a higher order arises only on the basis of a steadily saturated need of the previous stage. Needs are the internal cause of personality activity, they are more often and more pronounced than other mental phenomena are motives for actions and activities and are more often experienced as emotions and feelings, but they can also be only cognizable judgments. One of the most important needs in adolescence is the need to communicate with peers. High school students prefer to spend their leisure time with them, they are initiated into their favorite activities, they share their thoughts with them. No one will dispute that the non-fulfillment of this need leads to conflict. The social need for self-actualization in defending one's views and ideas can also lead to a conflict situation in the group. Since, in any team there may be differences in views and ideas. Experienced or perceived human dependence on what he needs or what he is interested in, which is a need, interest for him, gives rise to a focus on the appropriate subject. The problem of orientation is, first of all, the question of the dynamic tendencies that determine human activity as motives, which in turn are determined by its goals and objectives. Orientation includes 2 closely related moments: a) substantive content, since orientation is always a focus on something, on some more or less specific subject; b) the directions that arise in this case. It must be remembered that we cannot determine the orientation of a high school student only by his attitude to the environment. In general, for a person and specifically for a young man, the attitude towards many people, things, facts, thoughts can be random in the sense that it does not express his individual characteristics. Why, for example, even after a class trip to the architectural museum, some high school students say that they are not interested in sculpture. But there is nothing characterizing a person in this statement. It does not reveal the direction of character. Orientation means the content of guiding goals and motives, includes significant relationships that really affect human behavior. For example, in high school we can very often meet a socially oriented young man; he is guided in his activities by the motives of public order. The basis of the orientation is the worldview as a set of views on nature and society. A worldview becomes a conviction because it becomes an internal property of the individual, deeply influencing his activity. The self-determination of a person is closely related to the worldview as the content of the orientation, i.e. the goals that a person sets for himself, i.e. means that he prefers in the struggle to achieve the goal. So, it depends on the worldview of a high school student whether a conflict situation arises or not. Well, of course, the ways of resolving the conflict depend on the type of orientation of the student. The dependence that has arisen is explained by the fact that the needs and interests of a person, which set off one or another mental side of the orientation, induce the person to activity, become internal motives for his activity. If the needs determine the content of human activity, their essence, then the motivational sphere (the 2nd parameter of the personality) is a manifestation of this essence. The term "motivation" is a broader concept than the term "motive". The word "motivation" is used in modern psychology in a double sense: as denoting a system of factors that determine behavior (this includes the previously discussed needs, motives, goals, intentions, aspirations, and much more), and as a characteristic of a process that stimulates and maintains behavioral activity on certain level . We will use the concept of "motivation" mainly in the first meaning, although in some cases, when necessary (and stipulated), we will refer to its second meaning. Motivation, therefore, can be defined as a set of psychological causes that explain human behavior, its beginnings, direction (see above), and activity. A motivational explanation is required by the following aspects of the command: its occurrence, duration and stability, direction and termination after reaching the set goal and pre-tuning for future events, increasing efficiency, reasonableness or semantic integrity of a single behavioral act. In addition, at the level of cognitive processes, their selectivity and emotionally specific coloration are subject to motivational explanation. The concept of motivation arises when trying to explain rather than describe behavior. This is a search for answers to questions like: "Why?", "Why?", "For what purpose?", "For what?", "What's the point?". The discovery and description of the causes of stable changes in behavior is the answer to the question of the motivation of the actions containing it. Any form of behavior can be explained by both internal and external causes. In the first case, the psychological properties of the subject of behavior act as the starting and ending point of the explanation, and in the second, the external conditions and circumstances of his activity. In the first case, they talk about motives, needs, goals, desires, interests, etc., and in the second, about incentives emanating from the current situation. So, to change the situation, or rather, its perception by the subject. His attention in this case becomes selective, the subject himself biasedly perceives and evaluates the situation, based on current interests and needs. Practically any human action should, therefore, be considered as doubly determined: dispositionally and situationally. The behavior of the individual in situations that seem the same appear to be quite diverse, and this diversity is difficult to explain by referring only to the situation. It has been established, for example, that even to the same questions a person answers differently depending on where and how these questions are asked to him. In that connection, it makes sense to define the situation not physically, but psychologically, since it is presented to the subject in his perception and experiences, i.e. how a person understands and appreciates it. The famous German psychologist K. Levin showed that each person perceives and evaluates the same situation in a characteristic way for him, and these assessments do not coincide for different people. In addition, the same person, depending on what state he is in, can perceive the same situation differently (for example, in our practical part we will consider the level of anxiety among high school students). This is especially characteristic of the intellectual development of people who have extensive life experience and are able to extract a lot of useful things from any situation, see it from different angles and act in it in different ways. Situational, actual behavior of a person should be considered not as a reaction to certain internal or external stimuli, but as a result of the continuous interaction of his disposition with the situation. This suggests considering motivation as a cyclical process of continuous mutual influence and transformation, in which the subject of action and the situation mutually influence each other, and the result of this is really observable behavior. Motivation in this case is conceived as a process of continuous choice and decision-making based on the weighing of behavioral alternatives. Motivation explains the purposefulness of the action, the organization and sustainability of a holistic activity aimed at achieving a specific goal. A motive, in contrast to motivation, is something that belongs to the subject of behavior itself, is its stable personal property, which induces certain actions from within. A motive can also be defined as a concept that, in a generalized form, represents a set of dispositions. The most important disposition is the notion of need discussed earlier. Second after need in terms of its motivational meaning is the concept of goal. The goal is that directly conscious result, which is currently directed by the action associated with the activity that satisfies the actualized need. If the entire sphere of a person’s perceived behavior in the complex motivational dynamics of his behavior is in the form of a kind of arena in which a colorful and multifaceted spectacle of his life unfolds, and we assume that at the moment it illuminates the place that should attract the most attention of the viewer ( the subject itself), then this will be the goal. Psychologically, the goal is that motivational and motivating content of consciousness, which is perceived by a person as an immediate and immediate expected result of activity. The considered motivational formations: dispositions (motives), needs and goals are the main components of the motivational sphere of a person. Motivation of human behavior can be conscious and unconscious. This means that some needs and goals that control a person's behavior are recognized by him, while others are not. Many psychological problems get their solution as soon as we abandon the idea that people are always aware of the motives of their actions, actions, thoughts and feelings. In fact, their true motives are not necessarily what they appear to be. There is a lot of research on motivations related to an attempt to understand how a person is motivated in activities aimed at achieving success, and how he copes with failures that befall him. Evidence from psychology suggests that the motivation to achieve success and avoid failure are important and relatively independent human activities. The fate and position of a person in society largely depend on them. It has been noticed that people with a strong desire to achieve success achieve much more in life than those who have such motivation is weak or absent. But how much does it affect the degree of development in a particular situation? We will conduct a study and answer this question in our practical part. So, there are 2 functionally interrelated sides in human behavior: incentive and regulatory. We have already dealt with the first in the main, and now we will turn to the second. Inducement provides the activation and direction of behavior, and regulation is responsible for how it develops from beginning to end. Basically, the regulation of behavior is provided by mental processes and states: sensation, perception, memory, imagination, attention, thinking, abilities, temperament, character and emotions. Watching other people, how they learn, communicate, experience joys and sorrows, we undoubtedly pay attention to the differences in their behavior. Some are fast, impulsive, agile, prone to violent emotional reactions, others are slow, calm, imperturbable, with imperceptibly expressed feelings, etc. The reason for such differences lies in the temperament of a person inherent in him from birth. The founder of the doctrine of temperament is the ancient Roman physician Hippocrates (5th century BC), who believed that there are 4 main fluids in the human body: blood, mucus, bile, and black bile. The name of the temperaments, given by the name of the liquids, has survived to this day: choleric comes from the word bile, sanguine, from the word blood, phlegmatic mucus, and melancholic black bile. The predominance of one or another liquid Hippocrates explains the severity of a certain type of temperament in a particular person. The word "temperament" means "proper displacement of features." In modern psychology, the term refers to the dynamic features of the human psyche, i.e. only tempo, rhythm, intensity, the flow of mental processes, but not their content. That is why temperament, unlike, for example, the character of a person, cannot be defined by the word "good" or "bad". Temperament is the biological foundation of our personality, i.e. is based on the properties of the first human system and is associated with the structure of the human body (constitution), metabolism in the body. Temperament traits are hereditary, so they are extremely difficult to change. The main efforts of a person in the analysis of temperamental traits should not be aimed at changing them, but at identifying and understanding the characteristics of their temperament in order to know which types and methods of activity are more consistent with their natural predisposition. The fact is that temperament determines the style of human behavior, the ways that a person uses for his activities. I.P. Pavlov believed that temperament, as a type of higher nervous activity, is expressed in the natural characteristics of the activity of not only the cortex, but also the subcortex, which were always considered by Pavlov and his students to be the material basis of instincts and that emotional fund, which, according to Pavlov, gives impetus to activity. Therefore, in an effort to describe the “temperament” that “shines through” through numerous complex connections developed in life experience not masked by this experience, psychology highlights emotional excitability based on the state of the cortex and subcortex, and the pace of mental processes, since temperament depends on strength, balance of the processes of excitation and inhibition, and thus to some extent associated with emotional excitability. The concept of emotional excitability has 2 interconnected meanings. Emotionally excitable can be called a person who is distinguished by the speed and, in a certain sense, by the strength of excitation of emotions. This trait is sometimes possessed by a person who does not differ in general emotionality, but in those rare situations when emotions arise in him, he expresses them quickly and sharply. So, a calm, balanced person can, when discussing any important issue at a meeting, emotionally react with great speed and force. The emotional excitability of such a person is selective. Emotionally excitable can also be called a person who is often subject to emotions, very impressionable, reacting emotionally to everything, although such emotionality can be superficial, unstable. Emotional excitability of the first type is more common in choleric than in sanguine, but it can also be inherent in melancholic. The second type of excitability is characteristic of sanguine people, although some melancholics also belong to it. Phlegmatic people rarely show emotional excitability. In foreign psychological literature, character traits are often referred to as temperament. So, Guilford considers the traits or properties of temperament to be authoritative, modesty, sociability, isolation, social intensity, passivity, friendliness and hostility. This confusion of character with temperament in Guilford finds an explanation in the fact that this psychologist defines the properties of temperament as expressing the way a person acts. By temperament, we will understand that side based on the properties of higher nervous activity, which is most directly expressed in emotional excitability (the speed of occurrence, stability, and brightness of emotions) and in the dynamics of mental processes and human behavior associated with the state of the processes of excitation and inhibition. It is a mistake to assert any unambiguous connection between the temperament and the orientation of the personality, in particular between the temperament and the interests and ideals of a person. It is known that among people devoted to their work, their profession, there are people of different temperaments with a unity of direction. However, there is an emotional directionality style in which temperament plays a significant role. Temperament to bring passion into the interests and ideals of a person, or to give direction to a more calm form. In temperament, the orientation of a person finds an emotional form corresponding to a given personality and, other things being equal, affects the dynamics of mental activity. But the type of the nervous system is in no way a character, and moreover, it (the type) does not even predetermine the character. However, all those features that are acquired during life experience and which, according to I.P. Pavlov, constitute mainly character, are not formed from scratch, but are associated with a certain innate type, with some "data" of strength, balance and mobility of the nervous system. Education is of the greatest importance for character, and hence not the inherited type, but the plasticity of the nervous organization. No physiological foundations can explain the content side of the character, for example, the social orientation of a person, courage, fidelity to duty. It should be considered that the differences relating to the content side of mental life are not directly related to the properties of the nervous system. The properties of the nervous system do not represent strictly defined forms of behavior, but form the basis on which some forms of behavior are easier to form and others more difficult. So, character (Greek chasing, imprint) is a set of stable individual characteristics of a person that develops and manifests itself in activity and communication, which determines her typical ways of behavior. Those personality traits that relate to character are called character traits. Character traits are not random manifestations of personality, but stable features that have become properties of the personality itself. For example, how a person's life in a team will develop to a greater extent depends on the character of a person. If a person is honest, hardworking, sociable, sensitive, then there is a lot of data for him to live well and work in a team. On the contrary, people who are lazy, selfish, arrogant usually do not get along well in a team with whom they come into conflict. There is an expression "The characters did not agree." This means that the characters of these people are such that they give different directions and actions and therefore usually turn out to be incompatible. The core of the formed character is the moral and volitional qualities of the individual. Man with strong will characterized by certainty of intentions and actions, greater independence. He is determined and persistent in achieving his goals. The lack of will of a person is usually identified with weakness of character. Even with a wealth of knowledge and a variety of abilities, a weak-willed person will not be able to realize all his abilities. The French philosopher La Rochefoucauld wrote in his famous Maxims: "There is nothing more colorless than the character of a spineless person." What do we mean when we talk about spinelessness? "Strong" to them "weak" characters usually determine the level of development of a person's volitional qualities. A character is called "heavy" if there is stubbornness, reaching negativity, inertia of behavior, inertia, irritability, incontinence, rancor, great conceit in it. "Light" is considered to be plastic, friendly, responsive, sociable character. However, this is an oversimplified representation. In fact, any character trait, when overdeveloped, can make a person's character deformed, unbalanced, or, as experts say, accentuated. Accentuated characters are very diverse, but their owners are always "striking": they are characterized by a readiness for the special, i.e. both socially positive and socially negative development (K. Leonard). These traits leave a very definite imprint on the personality. With a very strong expression of these traits, a person hardly adapts to the conditions of life. However, they also determine the originality of the individual, what allows her to stand out against the general background. It was in this sense that La Rochefoucauld spoke of the colorlessness of a spineless person (although the word "characterless" is also used in another sense: as a weak character, weak-willed). The talented Russian psychiatrist P.B. Gannushkin generally considered the phrase "normal character" to be nonsense. "After all, if you had a person under observation with an ideally normal psyche, if, of course, there was one, then it would hardly be possible to talk about the presence of one or another "character" in him. Such a person would, of course, be "characterless" in the sense that he would always act without prejudice and the internal impulses of his activity would be constantly regulated by external factors ... ". G. Sheldon described the "spineless" patient as follows: "There is no passion and mental strength in him. He gives the impression of an absolute absence of mental and emotional performance. It seems that all his goals do not go beyond simple existence and comfort. He easily obeys strong-willed people. When shaking hands, his hand is cold and sluggish, like a piece of fatty pork. "So, the influence of temperament and character on the type of reaction in a difficult situation is indisputable. One can imagine, for example, 4 people with pronounced different temperaments late to the theater. Choleric, most likely, will arguing, scandalous, proving that he arrived on time, and the performance began earlier in time. The sanguine person will quickly realize that it is useless to argue, it is no longer possible to get into the stalls, and will try to get at least to the upper tier, there the controller will be more persistent - and probably will achieve The phlegmatic will see that they are no longer allowed into the hall, will stay in the buffet to wait out and get to the second act. And the melancholic will sigh, scratch his head: "Again, I'm out of luck!" - will go home. This is a typical reaction to the situation of people with different temperaments, provided that these temperaments are pronounced.But in real people, as VM Pivoev rightly noted, one temperament in its pure form is rarely found, more often it is a combination of temperaments that manifest themselves in different situations. Temperament is the natural basis of the mental qualities of a person. However, with any temperament, it is possible to form in a person qualities that are unusual for this temperament. In this case, the social conditions of a person’s life, his upbringing and the ability to engage in self-education are of great importance. Examples can be given when people of choleric temperament are restrained in a critical situation, and melancholic people accept it without panic and find a way out of the current situation. Of course, restraint is more difficult for a choleric than for a phlegmatic, it is easier for a sanguine to take risks than a melancholic. Of course, the type of character plays an important role here. K. Leonard identifies the following main types of character: demonstrative, pedantic, stuck, excitable. The most noticeable, striking is the demonstrative type, which got its name because of the ability of people of this type to express their emotions very strongly, from the point of view of others, more strongly than they are experiencing at the moment. All people have more or less developed abilities to force out some traumatic ideas from consciousness, this is one of the protective mechanisms of the human psyche. However, in a demonstrative personality, this becomes the main form of behavior: she can lie without realizing that she is lying, while the lie of a demonstrative personality differs from the conscious lie of a pretending person. A demonstrative person deeply gets used to the image required by the situation, she is characterized by high artistry in expressing any feeling: grief, admiration, etc. The leading motive for demonstrative behavior is self-affirmation, as well as concern for prestige in the eyes of others. The excellent adaptability of this character often leads to good relations with superiors, while relations with colleagues are uneven, uneven: a demonstrative personality is very inclined to create factions within the team to fight with another part of the team in the name of justice, "the interests of the cause", etc. The opposite of demonstrative is pedantic. In people with this character, the ability to repress is low, so all sorts of negative images linger in their minds for a long time. If the demonstrative person makes decisions quickly, the process of deliberation is reduced to a minimum, then the pedantic person hesitates for a long time even after careful deliberation. Negative traits of this nature can be indecisiveness, fear of an accident or mistake, which makes it necessary to constantly check and recheck one's actions, and these are not isolated cases, but stable behavior. But, as you know, our virtues are a continuation of our shortcomings, and a pedantic character can be expressed in such excellent qualities as: punctuality, accuracy, responsibility, foresight, avoidance of excesses in a word, the whole complex, which a demonstrative personality clearly lacks. The next type of character is called stuck. People of this type are characterized by a very long delay in strong feelings (affects): rage, anger, fear, especially when they were not expressed in real life due to some external circumstances. A stuck person also experiences his successes long enough and vividly; in general, this character is almost always endowed with great ambition, which can be realized as a positive feature (if success is achieved by diligence), and as a negative one (if ambition is satisfied by belittling others or using it in one's own interests). Unlike a demonstrative character, who is confident in his exclusivity and recognition of others, a stuck character needs real respect and recognition, which he will seek in any way, up to litigation. The most common "ideas" of getting stuck are: jealousy, persecution, revenge from enemies, social (legal, administrative or other) injustice, unrecognized ideas or inventions. Leonard points out that when this type of "accomplishment" develops favorably, stuck personalities tend to be above average. In excitable personalities, as well as in demonstrative and stuck ones, a very uneven course of life is often stated, however, not because they constantly avoid difficulties, but because they often express dissatisfaction, show irritability and a tendency to impulsive actions, without bothering to weigh the consequences. Especially clearly their excitability is manifested with deep affects. Unpleasant events, upset feelings can lead these people to extremely rash acts, but rash excitability with outbursts of rage is especially characteristic of them. Failure to manage oneself leads to conflicts. So, any person with any temperament and character can get into a situation of conflict, and this is not always bad, even useful, because without them the team (if the conflict, for example, occurred there) would stop in its development, would lose its creative search. Conflicts are, in essence, an impetus, a stimulus for development. It is impossible to avoid them, and it does not always make sense to strive for this. The task is to prevent the conflict situation from developing into eternal conflicts that divide the collective and any other social community in which the individual is located into irreconcilable groupings. And of course, the development of the conflict depends largely on the characteristics of the people involved in it, their level of culture, social education. Consciousness is expressed in human behavior in that he understands the principles and rules of behavior, i.e. how to behave, and he really behaves according to these principles and rules, while showing a lot of strength of character: perseverance, endurance, etc. Facts showing that the same person exhibits different and sometimes opposite traits of character (for example, at work and in the family) often find their explanation in different conditions of awareness, comprehension by a person of moral requirements for himself in different areas of life. Thought processes and other manifestations of intelligence affect the activity and character traits of a person. For the character, its orientation and strong-willed traits, clarity of purpose is very important. But one cannot set a goal in any clear way, understanding this goal, without singling it out among many others as the object of one's aspirations. What in everyday language is called spinelessness often turns out first of all to be thoughtless, unfounded, a kind of accidental aspirations that are not controlled by the mind. Intelligence is a property of a person, expressed in the ability to deeply reflect in the mind the objects and phenomena of objective reality in their essential connections and patterns, as well as in the creative transformation of experience. Intelligence manifests itself in all processes, but primarily in thinking and creative imagination. It is most clearly revealed in the independent solution of new problems. However, the relationship between the mental and volitional sides of the personality is complex. Indeed, people with a strong character often turn out to be mentally developed people, and, conversely, extremely weak-willed or "simply" people usually do not have high mental development. But, besides these extremely positive and negative cases, there are cases of discrepancy or incomplete correspondence between intellect and will, explained by non-governments, most often by one-sided education. In unity with intellect, giftedness, character gains strength. The cases of discrepancy between them find their explanation not in the fact that this is a kind of law of nature, but primarily in the conditions of character formation. With proper education, character develops in unity with the intellect. Summing up the consideration of the role of intelligence in the formation of character and, as a result, the type of response in a conflict situation, it should be noted that there is cognitive, professional, and also social intelligence. Conscious intelligence, the ability to solve problems of interpersonal relationships, to find a rational way out of the situation. In our case, the development of a conflict situation depends on the social intelligence of a high school student. We finally come to the very subject of our study of the conflict. In order to resolve a conflict situation, it is necessary to know not only the personal characteristics of a person (considered earlier), but also, of course, to know the concept of conflict, but the signs and causes of occurrence. And then, putting our knowledge together, we will be able to: 1. correctly, psychologically competently and accurately analyze any group conflict; 2. find and implement the most effective ways to resolve; 3. maintain a normal psychological climate in the team. But before we discuss conflict resolution techniques, we need to understand what conflict is. In our minds, the word "conflict" is associated with such unpleasant things as "quarrel", "scandal", "argument", "confrontation", "showdown", etc. Quarrels and scandals are undoubtedly connected with conflicts. These are the forms and types of manifestation of conflict relations. This is what conflict relations between people sometimes (but by no means always) manifest themselves through. There is no quarrel or scandal without conflict, they are a kind of indicators that there is a conflict. But conflicts without quarrels and scandals easily. For example, in those cases when a person wants to do something, but this desire comes into conflict with the fear of punishment, there is a conflict, there is no quarrel or scandal. And this conflict, as well as any other, sooner or later must somehow be resolved. A person either renounces his desire, or acts according to the principle “If it’s impossible, but you really want to, then you can,” or acts without thinking about the consequences (desire wins). Here we can draw a parallel with the motivational sphere of a high school student discussed earlier. Modern psychology defines conflict as "an acute clash of opposing positions in the process of human interaction." This is the most general definition available. Absolutely any conflict "falls" under this definition. The lack of agreement is due to the presence of a variety of opinions, views, ideas, interests, points of view. And as we found out, the need to express one's opinions and ideas is especially relevant at the senior school age. The opportunity to have and express different opinions, to identify more alternatives when making decisions, is the positive meaning of the conflict. This, of course, does not mean that conflict is always positive. It's just that some conflicts can contribute to the development of relationships and the adoption of informed decisions, also called functional conflicts. Conflicts that prevent effective interaction and decision-making are called dysfunctional. So, it is necessary not once and for all to destroy all the conditions for the emergence of conflicts, but to learn how to manage them correctly. To do this, you need to understand their causes, be able to analyze them. Personal adaptation to activity is a state of dynamic unstable balance. In the process of activity, this balance is constantly disturbed. If at the same time a state of more or less prolonged disintegration of the personality arises, which is expressed in the aggravation of previously existing or in the emergence of new contradictions between various aspects, properties, relationships and actions of the personality, then such a psychological state is designated as a psychological conflict. In a psychological conflict, the violation of the personality's adaptation to activity acquires a long and acute character. Not every violation of the adaptation of a person to activity is associated with a psychological conflict. Psychological conflict arises only under certain specific conditions. These conditions are both external and internal. The external conditions of the conflict basically boil down to the fact that the satisfaction of some deep and active motives and attitudes of the individual either becomes completely impossible, or becomes threatened. The external conditions of conflict in the life of any person, in any society arise with inevitable necessity. First, by virtue of the struggle with nature, inevitable difficulties and obstacles arise for the satisfaction of the motives and attitudes of the individual. Secondly, the satisfaction of some motives inevitably gives rise to the emergence of new, not yet satisfied motives. This eternal growth and development of unsatisfied motives is a necessary condition for social development. And, finally, one of the most important external sources of conflict is that social life necessarily requires the suppression or restriction of various motives, sometimes very deep and active, such as the desire to preserve life. Therefore, although the content and nature of the external conditions of the conflict are very different depending on the general historical and biographical conditions, their occurrence is inevitable and necessary. However, taken by themselves, all of the listed external conditions that impede the satisfaction of the motives and attitudes of the individual are not sufficient for the emergence of a psychological conflict. Even mortal danger may not be a source of psychological conflict. Psychological conflict arises only when these external conditions give rise to certain internal conditions. The internal conditions of psychological conflict are reduced to a contradiction between various motives and relationships of the individual, for example, duty and personal interests, or to a contradiction between the capabilities and aspirations of the individual. In the same way, difficulties and obstacles in the satisfaction of motives cause conflict only if these difficulties give rise to any new opposing motives. In the same way, social prohibitions cause psychological conflict only when they are recognized as due, just, necessary. So, we have identified the conditions for the emergence of conflicts, but did not pay attention to the signs of conflict. But only knowing these signs, we will be able to determine whether there is a conflict in our team, family or soul or not. The first sign of a conflict is the presence, the existence of opposing positions (a position is what makes a person act: views, point of view, goals, aspirations, desire, motives, beliefs, etc. ). It is clear that different members of the team have different aspirations and interests, and, consequently, different positions. They may partially or completely coincide. This is normal, and the fact that there are different positions in the team on some issues is not in itself a sign of conflict. But when the positions are not just different, but opposite, mutually exclusive, then the matter takes a different turn. In order for us to be able to say with certainty that there is a conflict, it is not enough to fix the existence of opposing positions. There needs to be a clash between these positions. Of course, in what form this collision will take place, it is only important whether it exists or not. The second essential feature of any conflict is precisely the clash of opposing positions. In order to master the conflict, we perform certain actions. They may or may not be effective. Our actions to master the conflict will be effective under one mandatory condition, namely, if as a result of our actions: a) the clash of opposing positions stops or stops; b) the positions cease to be opposite. If we, in the course of our actions, are able to obtain this result, then this will mean that we have managed to stop the unfavorable development of the situation and that we have mastered the conflict. However, there are situations when the same actions to master the conflict, in one case, we get the result and the conflict stops, and in the other case, these actions remain ineffective, or even "add fuel to the fire", worsening the already tense situation. What's the matter? First of all, the fact that there are no identical conflicts, which means that there is no universal way to resolve them. And only a complete analysis of the conflict will allow us to actively influence the situation and change it. After all, no matter how different from each other, for example, 2 birch leaves in color, size or shape, they remain birch leaves, and not alder or oak. They differ from the foliage of alder or oak in their own, only their inherent features. If we know these characteristic distinguishing features, then, after a short training, we can easily distinguish a birch leaf from an oak or alder leaf. Similarly, conflicts. The fact is that there are several types of conflict, and each type has its own stable signs and features that are characteristic only for this type. There are 4 main types of conflicts: intrapersonal, interpersonal, between an individual and a group, and intergroup. intrapersonal conflict. This type of conflict does not fully correspond to our definition. Here, the participants in the conflict are not people, but various psychological factors, the inner world of the individual, often seeming or being incompatible: needs, motives, values, feelings, etc. "Two souls live in my chest..." wrote Goethe. And this conflict can be functional or dysfunctional, depending on how and what decision a person makes and whether he makes it at all. Buridan's donkey, for example, could not decide which bag to eat from, the one on the left or the one on the right. Sometimes in life, not knowing how to resolve internal conflicts, we become like Buridan's donkey. Interpersonal conflict. This is the most common type of conflict. Often there are people who, due to differences in characters: views, demeanor, are simply not able to get along with each other. However, a deeper analysis shows that such conflicts are based on objective reasons. Most often, this is a struggle for limited resources: material assets, production space, equipment usage time, labor force, etc. Everyone believes that it is he who especially needs the resources, and not the other. Conflicts arise between the leader and subordinates, for example, when the subordinate is convinced that the leader makes exorbitant demands on him, and the leader believes that the subordinate is a loafer who does not have or does not want to work. Conflict between the individual and the group. Informal groups (organizations) establish their own rules of behavior and communication. Each member of such a group must comply with them. Deviation from the accepted norms is regarded by the group as negative, a conflict arises between the individual and the group. Another common conflict of this type is the conflict between the group and the leader. The most difficult such conflicts occur with an authoritarian leadership style. Intergroup conflict. The organization consists of many formal and informal groups, between which conflicts can arise. For example, between the leader and performers, between informal groups within departments, between the administration and the trade union. All the actions of the participants in the conflict, even at first glance seem incomprehensible, illogical or random, in fact, quite understandable, logical, and far from random if they are considered not by themselves, but within the framework of the internal logic of the conflict itself, as concrete manifestations of its general mechanism. From the point of view of the anatomy of the conflict, the clash of opposite positions can take 2 forms: a) a hidden, implicit clash; and b) an open explicit clash of opposing positions. Practically any conflict, both intrapersonal and interpersonal and group, begins with a hidden clash of opposing positions. In that case, it will not be possible to extinguish it, after a while the hidden collision passes, develops into an open collision. Each stage has its own name. The first stage of a hidden collision is called a conflict situation, the second stage of an open collision is called an incident. In the course of a conflict, an incident cannot occur without a conflict situation preceding it. Moreover, the incident cannot begin until the conflict situation has passed all the necessary stages of its own development and until all the necessary prerequisites for the start of the incident have matured within the conflict situation. And, of course, it is necessary to mention that the conflict is manageable only as long as it is at the stage of a conflict situation. At the incident stage, the conflict is almost completely unmanageable. And if we want to master it, then our first task is to learn how to detect a conflict situation before the conflict has passed to the level of an incident. And for this it is necessary to know where the conflict situation begins and how it develops. There are 3 different stages, the stages that determine the development of relations in a conflict situation: 1. Definition, awareness by the participants of the situation as a conflict. It is often enough that awareness is completely one of the participants in the interaction. Understanding that a conflict situation is ripe requires the mobilization of available forces in order to either achieve the desired goal, if we are talking about a person acting as an active principle, or provide the maximum possible protection, if we are talking about a passive participant in the interaction. It should be emphasized that the participant's definition of a situation as a conflict one in itself becomes a mechanism that cuts off all behavioral strategies that do not correspond to this state of the system and "switching on" those alternatives that can properly structure interaction in a given state. 2. The choice of a strategy that structures the course of interaction in a conflict situation. In this phase of interaction, each of the participants outlines a certain line of behavior, which is later formalized as a general strategy. It is at this stage that one of the participants can decide to leave the system of relations, and thus, the conflict situation will be eliminated due to the collapse of the system. It is also possible to simply refuse some conditions, their "reduction" in order to avoid aggravation, or vice versa, a strategy is chosen aimed at obtaining the maximum desired. 3. Choice of actions within the overall strategy of interaction. The strategy is chosen, there are unspoken rules that guide interaction in one direction or another, at this phase the clash of strategies and tactics of individual behavior begins. The perception of the situation as a conflict is accompanied by a number of emotional experiences: increased anxiety, turning into fear, a desire to resist, hostile feelings, prejudice, etc. These experiences inevitably affect a person's behavior, which does not go unnoticed by the other participant in the interaction, and he also begins to perceive the situation as a conflict. There is a mutual choice of behavior in the team. The cause of the conflict can only be those events (actions, decisions, circumstances) that affect the interests of the team members. And the interests of the members of the collective (group) are expressed in the psychological positions occupied by the members of the group. So, any event can become a subject of conflict, i.e. give rise to a conflict situation if, as a result of this event, some members of the group will be faced with the need to change their psychological positions to a less favorable one, i.e. if they suffer, their interests will be directly or indirectly infringed. Interests are very diverse, but they can be represented in the form of 4 types. 1. Industrial interests (associated with specific human activities); 2. Social interests (related to the fact that each member of the group occupies a certain informal position in it); 3. Personal interests (associated with people's ideas about life, about good, evil, life values); 4. Financial interests (associated with the possibility of material support). The cause of the conflict is the actions or circumstances that led to a change in interests. One of the causes of conflict is the interdependence of tasks, since the possibility of conflict exists wherever one person depends on another person (or group) for a task. The reasons are also differences in goals and differences in views and ideas. Conflicts are often associated with poor communication (poor communication hinders conflict management). And another important reason for conflicts is differences in psychological characteristics (temperament, character, needs, motives, etc.). So, knowing the signs, causes and conditions of the conflict, we can proceed to the village to analyze and resolve the conflict situation. There are 5 main styles of conflict resolution, or strategies of behavior in a conflict situation. Evasion. A person who adheres to this strategy seeks to get away from the conflict. This strategy may be appropriate if the subject of disagreement is of no greater value to a person, if the situation can resolve itself, if there are no conditions for effective conflict resolution now, but after a while they will appear. Smoothing. This style is based on the thesis: "Let's live together." The "slicker" tries not to let out the signs of conflict, confrontation, calling for solidarity. Negative emotions do not appear, but they accumulate. Sooner or later, the problem left unattended, the accumulated emotions will lead to an explosion, the consequences of which will be dysfunctional. Compulsion. This style is associated with aggressive behavior, using coercive power and traditional power to influence other people. Compromise. This style is characterized by taking the other side's point of view, but only to a certain extent. The ability to compromise in managerial situations is highly valued, as it reduces ill will and allows you to quickly destroy the conflict. But after some time, the dysfunctional consequences of a compromise solution may also appear, for example, dissatisfaction with "halfway" solutions. In addition, a conflict in a slightly modified form may arise again, because. the problem that gave rise to it remained unresolved. Problem solving (collaboration). This style is based on the participants' belief that differences of opinion are the inevitable result of smart people having different ideas about what is right and wrong. With this strategy, the participants recognize each other's right to their own opinion and are ready to understand it, which gives them the opportunity to analyze the causes of disagreements and find a way out acceptable to everyone. So, who relies on cooperation, does not try to achieve his goal at the expense of others, but seeks a solution to the problem. In conclusion, I would like to recall that: conflicts are generated by a certain type of relationship between people, they are a variant of the development of these relations under certain conditions. Knowing the laws of these relations, we can easily discover: a) the real causes of the conflict, in contrast to the imaginary ones that lie on the surface; b) predict the behavior of high school students during the conflict, regardless of what they themselves think about it and how they explain their actions; c) predict the consequences of the conflict both for its participants and for oneself personally. And if we draw a parallel between the development of a conflict and the motivational sphere of a high school student, which significantly affects the type of response in a difficult situation, we: d) choose the most appropriate option for mastering the situation; e) and, finally, we will act in such a way that there are as few negative consequences as possible. Practical part In our practical part, we tried to identify the connection between character, temperament, achievement motivation, the student's emotional state, his intellect and the degree of response in a conflict situation. The material obtained during the study, of course, cannot give an idea of ​​this connection, however, with the help of our methods, we can quite clearly get an idea of ​​the types of motivation and other personal characteristics of schoolchildren of senior school age. Research model. As a research method, we use various tests that allow us to most fully trace the psychological characteristics of a high school student. In our study, we used 6 tests: 1. Test-Opronik G. Eysenck, which allows to identify extraversion and introversion, as well as types of temperament of the personality of a high school student. This test consists of 57 questions, each question had to be quickly answered with "yes" or "no". To process the results, we used the "key" to the questionnaire, which contains 3 indicators: an indicator of extraversion, an indicator of neuroticism, an indicator of sincerity of answers. For each indicator, the sum of the scores is read (if the answer matches the one indicated in the "key", it is assigned "1"). With a score of more than 5 in terms of the sincerity of the answers, the processing of the results was not carried out. Then, on a blank sheet, 2 axes intersecting in the center, each 24 cm in size, are drawn. The indicators of extraversion are plotted horizontally, and neuroticism indicators are plotted vertically (each score is equal to one centimeter). The intersection of lines drawn from the marked points on the axis of extraversion and the axis of neuroticism indicates a certain temperament of the individual. Completion of the processing of materials is made in the form of the so-called "circle of Eysenck". (unstable) easily upset, anxious, rigid, pessimistic, reserved, unsociable, quiet melancholic (introverted) 0 24 sensitive, excitable, restless, changeable, aggressive, impulsive, optimistic, active, choleric (extroverted) 24 phlegmatic passive, prudent, reasonable , benevolent, peaceful, manageable, reliable, even, calm, stable. 12 sanguine person is sociable, contact, talkative, sympathetic, laid-back, cheerful, not prone to anxiety, prone to leadership. 0 (stable) 2. Test questionnaire by K. Leonard G. Shmishek. It is designed to diagnose the type of personality accentuation. This questionnaire measures the fusion of basic personality traits: temperament and character. The test consists of 88 questions that must be answered quickly with "yes" or "no". To process the results, each of the 10 scales that evaluate personality types: demonstrative, pedantic, rigid, excitable, hyperthymic, dysthymic, sensitive, cyclothymic, affective-exalted, emotive, includes "their" questions. It is necessary to compare the student's answers on each scale with the answers. Each match is worth 1 point. Then we consider how many points we have scored on each of the 10 scales. This figure must be multiplied by the correction factor. A sign of accentuation (bright expression) of a feature is a value of more than 12 points. 3. Achievement motivation test questionnaire by A. Mekhrabin (Adapted by M.Sh. Magomedeminov). The questionnaire serves to measure the resulting tendency of achievement motivation, i.e. the difference between the severity of the motives for striving for success and avoiding failure. The questionnaire has 2 forms: for men (form A 32 questions) and for women (form B 30 questions). The test consists of a series of statements concerning certain aspects of character, as well as opinions and feelings about certain life situations. To assess the degree of agreement or disagreement with each of the statements, the following scale should be used: +3 strongly agree, +2 agree, +1 rather agree than disagree, 0 neutral, -1 rather disagree than agree, -2 disagree , -3 totally disagree. To process the data, we use the "key" and correlations of the data in the questionnaire. And on the basis of the total score, we determine which motivational tendency dominates. 4. Spielberg-Khanin test to assess the emotional state. With the help of this questionnaire, we assess the level of anxiety at the time of filling out the questionnaire (RT of reactive anxiety), which reflects the reaction to a short-term momentary situation, and the level of anxiety, which reflects the state (LT) that is habitual (long-term) for the personality of a high school student. The questionnaire consists of 2 parts of 20 questions. Indicators of reactive and personal anxiety are calculated according to the formulas given in the questionnaire and are evaluated on the following scale: 0-30 points low anxiety; 31-45 points moderate anxiety; above 45 high anxiety. 5. Stuhr test to determine the level of intelligence in a schoolchild of senior school age. There are several forms of this test, but we focused on form A. The test consists of subtests: 1. "Awareness 1" contains 20 tasks, the execution time is 8 minutes. 2. "Awareness 2" 20 tasks for 4 minutes. 3. "Analogy" 25 tasks for 10 minutes. 4. "Classification" 20 tasks for 7 minutes. 5. "Generalization" 19 tasks for 8 minutes. 6. "Number series" 15 tasks for 7 minutes. To process the results, we used the "key" with the correct answers. Individual performance indicators of the test as a whole are the sum of the points obtained by adding up all sets of tasks and the percentage characteristic. 6. The Thomas test aimed at determining the leading strategy of high school student behavior in the face of contradictions. The test offers 30 pairs of statements describing one or another way out of an abstract conflict situation. The task of the student is to choose from each pair the option of behavior that is most acceptable to him. It is necessary to fix the pair number, the cipher corresponding to the behavior option that he chose. And to process the results, we calculated which numbers are greater: 1...,2...,3...,4...,5... 1 denotes a strategy of behavior rivalry; 2 cooperation; 3 compromise; 4 avoidance; 5 compliance. These tests were offered to 7 schoolchildren of the 10th and 11th grades. We have entered the results in a table. № Name Accentuation of personality Temperament achievement motivation emotional state intellect strategy of behavior in conflict 1. Alena hyperthymic, exalted choleric desire for success moderate anxiety 63% quality 2. Vitya excitable, exalted choleric failure avoidance high anxiety 57% average compromise 3. Oleg demonstrative sanguine desire for success low anxiety 61% closer to success cooperation 4. Dima hyperthymic, demonstrative choleric avoidance of failure moderate anxiety 60 % average cooperation 5. Tanya affective, exalted choleric failure avoidance high anxiety 60% average compliance 6. Alina hyperthymic, emotive choleric desire for success moderate anxiety 60% average compromise 7. Ira demonstrative sanguine desire for success moderate anxiety 65% ​​most successful cooperation Analysis of the results obtained. At senior school age, hyperthymic, demonstrative, and affective-exalted personality types prevail. As for temperament, the vast majority refers to the choleric temperament, you can also meet a not pronounced sanguine person. Achievement motivation among schoolchildren of senior school age is mainly characterized as the desire for success. Considering the emotional state, here you can observe all types of anxiety, but moderate anxiety prevails. We studied students who did well in school, but were not excellent students, with the exception of one girl who achieved the greatest success in passing the Stuhr test for intelligence. Other results: 2 results are close to success, the rest are average in terms of success. The most varied picture can be observed in the study of behavior in conflict. Conducting this study, we noticed the following features: The behavior strategy of high school students with a demonstrative personality type, which is characterized by the desire to stand out, to be in the spotlight, has the ability to win the favor of others. All these students are extroverted with moderate or even low anxiety, mostly they have average IQs, however, the achievement motivation in 2x is the desire for success, and in one of the avoidance of failure, i.e. he shows self-doubt, does not feel satisfaction in activities, is afraid of criticism. Analyzing our research further, we noticed that 2 schoolchildren have a strategy of behavior in a compromise conflict. Common in the personality types of these students is their increased excitability, optimism, rapid mood swings; by temperament, both of these students are pronounced choleric. The girl has moderate anxiety, and the boy has a very high level of personal and situational anxiety, and as a result, we can observe the motive for avoiding failures in him, since the fear of failure is a characteristic feature of highly anxious people and, in addition, they work worse in conditions of lack of time allotted for solving the problem. And if we look at our table, we see that this young man has the lowest percentage of tasks completed. We can trace the same facts in a girl named Tanya. She also has a very high level of anxiety and a motive for avoiding failure, which is the best justification for her strategy of behavior in conflict - compliance. While conducting our research, we encountered another type of behavior in conflict. This type of behavior in a very bright girl with a hyperthymic personality type, which is characterized by high activity and enterprise, sociability, optimism. She is a bright choleric with a steady motive for striving for success. She has a fairly high level of intelligence and, due to her assertiveness and aggressiveness, she forces her to accept her point of view. So, conducting our research, we found out that the type of behavior in conflict is directly related to the accentuation of the personality, its temperament. Very clearly, using examples, we have seen that the emotional state of the student depends on his motives for achieving and his work in a stressful situation. Summing up our practical part, it should be noted that the degree of severity of the situation depends on the type of motivation, emotional state, temperament and character of the individual. Conclusion In our work, we considered the personality of a schoolchild of senior school age and the social situation of its development. We found out all the innovations and changes in personal characteristics at this age. In the second part, we studied the influence of the motivational-need sphere of an older student on the emergence of a conflict and found out that the degree of severity of a reaction to a situation depends on the personal characteristics of an older student (character, temperament, intelligence), emotional state and type of motivation. Here we examined the conflict, its types, causes, signs and mechanism of its development. In the course of Chapter 2, we found out that in order to resolve the conflict with the least negative consequences, it is necessary to know the mental characteristics of the individual; it is necessary to be able to analyze the conflict and distinguish the conflict situation from the incident. You also need to be mindful of interpersonal conflict resolution styles. In our practical part, we proved by examples the connection between the motivational-need sphere of an older student and the degree of his response in a difficult situation. The model of our study was testing, which allows you to most deeply explore the personality of an older student. The problem of interpersonal or group conflict is always relevant. After all, every person, being a social being, faces conflict. There is a lot of literature on this issue, but we cannot even find a single definition of conflict. It is possible to explore the conflict and its connections ad infinitum. In our work, there was an attempt to deeply and thoroughly consider the conflict and its connection with the motivational-need sphere.