Let's see what happens to this boy who has errors in the prototype when he approaches his maturity, say at the age of seventeen or eighteen. Before him is his whole life, which is not so easy to navigate, because he knows nothing about it. But entering life, he will inevitably face what we call “three main questions”: the question of life in society, the question of activity and the question of love and marriage. They arise as questions of our relationships with others, but are inextricably linked to our very existence. The issue of living in society includes our behavior towards other people, our attitude towards humanity and its future.

The preservation and salvation of man depends on the answer to it, for human life is so limited that we can only walk along it by sticking together.

As for the type of activity, we can think about this issue using the example we just looked at. It is safe to say that, guided in choosing an occupation by only one goal - to achieve superiority over others - this young man will encounter great difficulties. It's hard to find a job where you don't have to obey or cooperate. And since this boy is only concerned about his own welfare, he will never feel good in a subordinate position. Moreover, such a person may not be a very reliable business partner, since it will not be easy for him to subordinate his personal interests to the interests of the company.

In general, we can say that success in activity depends entirely on social adaptation. The ability to understand the needs of partners and the needs of consumers, to see through their eyes, hear through their ears and feel what they feel is a huge advantage in business. People who have this ability quickly rise to the occasion, but our boy, as we discovered, does not have it: he is always concerned only with his own interests and is able to succeed only in what is connected with them. So in his activities he will often suffer defeats.

Moreover, you will find that in most cases, such people never complete their endeavors or are late in choosing an occupation.

It happens that at the age of thirty they still do not know what they intend to do in life. They often change their field of study and place of work, which is a sign of inability to adapt.

Sometimes you can meet a young man of seventeen or eighteen years old, full of strength and aspirations, but not knowing what to do. It is very important to try to understand such a person and give him advice regarding his future occupation.

It is quite possible to interest him in something and train him accordingly.

On the other hand, the fact that at this age a young man still does not know what he wants to do in later life should be cause for concern.

Quite often, it is only a confirmation that the young man is not very eager to do anything at all. And efforts must be made both at home and at school to interest a boy of this type in a future profession before he reaches adolescence. At school, this can be done by proposing an essay on the topic “Who do I want to be in later life.” When thinking about the topic of an essay, children will definitely encounter problems that it’s time to start thinking about at a young age, without waiting for the moment when they are seriously posed by life.

The last question that will definitely arise before our young man is the question of love and marriage. Since people are divided into two genders, this issue is important. Sexual differences force us to learn how to behave towards the opposite sex. We will discuss the problem of love and marriage in the next chapter: now it is necessary to emphasize its connection with the problem of social adaptation. The same lack of social interest that is responsible for social and business maladjustment also affects the ability to interact with the opposite sex. It is clear that a self-centered, self-absorbed person lacks the preparation necessary for a "menage a deux." And it is quite possible that one of the main goals of the sexual instinct is to lure a person out of his closed shell and prepare him for life in society. However, it can perform this function accordingly in a person who is able to forget his own “I” and become part of something larger - which must be educated with the help of psychology.

So, regarding the boy whose case we studied, we can come to the following conclusions. We observed that facing three vital problems caused him confusion and fear of failure. We also saw that in striving for the goal of superiority, he tried to avoid the complexity of real life for as long as possible. What will he do? He will not fit into public life, as he is antagonistic to others, suspicious and withdrawn.

Since he does not care about the opinions of others and how he appears in their eyes, he will not pay attention to his appearance and will often walk around dirty and sloppy - manifestations characteristic of an unhealthy person. He will be disgusted by the language, which for us is a social necessity. He may not speak at all: a trait often seen in schizophrenia.

Having fenced himself off with a wall from all questions of life, this person moves along a path that leads straight to a hospital for the mentally ill. His goal of superiority has contributed to a hermetic isolation from others and this has transformed his sexual drives, so that in this sense he is no longer a normal person. We may find him believing that he is the Emperor of China or Jesus Christ, which is a way of realizing the goal of superiority.

Three vital problems

Let's see what happens to this boy who has errors in the prototype when he approaches his maturity, say at the age of seventeen or eighteen. Before him is his whole life, which is not so easy to navigate, because he knows nothing about it. But entering life, he will inevitably face what we call “three main questions”: the question of life in society, the question of activity and the question of love and marriage. They arise as questions of our relationships with others, but are inextricably linked to our very existence. The issue of living in society includes our behavior towards other people, our attitude towards humanity and its future.

The preservation and salvation of man depends on the answer to it, for human life is so limited that we can only walk along it by sticking together.

As for the type of activity, we can think about this issue using the example we just looked at. It is safe to say that, guided in choosing an occupation by only one goal - to achieve superiority over others - this young man will encounter great difficulties. It's hard to find a job where you don't have to obey or cooperate. And since this boy is only concerned about his own welfare, he will never feel good in a subordinate position. Moreover, such a person may not be a very reliable business partner, since it will not be easy for him to subordinate his personal interests to the interests of the company.

In general, we can say that success in activity depends entirely on social adaptation. The ability to understand the needs of partners and the needs of consumers, to see through their eyes, hear through their ears and feel what they feel is a huge advantage in business. People who have this ability quickly rise to the occasion, but our boy, as we discovered, does not have it: he is always concerned only with his own interests and is able to succeed only in what is connected with them. So in his activities he will often suffer defeats.

Moreover, you will find that in most cases, such people never complete their endeavors or are late in choosing an occupation.

It happens that at the age of thirty they still do not know what they intend to do in life. They often change their field of study and place of work, which is a sign of inability to adapt.

Sometimes you can meet a young man of seventeen or eighteen years old, full of strength and aspirations, but not knowing what to do. It is very important to try to understand such a person and give him advice regarding his future occupation.

It is quite possible to interest him in something and train him accordingly.

On the other hand, the fact that at this age a young man still does not know what he wants to do in later life should be cause for concern.

Quite often, it is only a confirmation that the young man is not very eager to do anything at all. And efforts must be made both at home and at school to interest a boy of this type in a future profession before he reaches adolescence. At school, this can be done by proposing an essay on the topic “Who do I want to be in later life.” When thinking about the topic of an essay, children will definitely encounter problems that it’s time to start thinking about at a young age, without waiting for the moment when they are seriously posed by life.

The last question that will definitely arise before our young man is the question of love and marriage. Since people are divided into two genders, this issue is important. Sexual differences force us to learn how to behave towards the opposite sex. We will discuss the problem of love and marriage in the next chapter: now it is necessary to emphasize its connection with the problem of social adaptation. The same lack of social interest that is responsible for social and business maladjustment also affects the ability to interact with the opposite sex. It is clear that a self-centered, self-absorbed person lacks the training necessary for a “menage a deux.” And it is quite possible that one of the main goals of the sexual instinct is to lure a person out of his closed shell and prepare him for life in society. However, it can perform this function accordingly in a person who is able to forget his own “I” and become part of something larger - which must be educated with the help of psychology.

So, regarding the boy whose case we studied, we can come to the following conclusions. We observed that facing three vital problems caused him confusion and fear of failure. We also saw that in striving for the goal of superiority, he tried to avoid the complexity of real life for as long as possible. What will he do? He will not fit into public life, as he is antagonistic to others, suspicious and withdrawn.

Since he does not care about the opinions of others and how he appears in their eyes, he will not pay attention to his appearance and will often walk around dirty and sloppy - manifestations characteristic of an unhealthy person. He will be disgusted by the language, which for us is a social necessity. He may not speak at all: a trait often seen in schizophrenia.

Having fenced himself off with a wall from all questions of life, this person moves along a path that leads straight to a hospital for the mentally ill. His goal of superiority has contributed to a hermetic isolation from others and this has transformed his sexual drives, so that in this sense he is no longer a normal person. We may find him believing that he is the Emperor of China or Jesus Christ, which is a way of realizing the goal of superiority.

There are 21 truthful answers from the book. How to change your attitude towards life author Kurpatov Andrey Vladimirovich

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Imagine how this boy comes into life. If he goes to kindergarten, it is not difficult to predict what his behavior will be there, just as in the case of a concert. He controls those around him who are weaker than him, and in more difficult situations he fights to fulfill all his whims.

Therefore, if the teacher is strict with him, most likely his stay in kindergarten will not be long. He will have to resort to constant tricks and live in tension, which will lead to headaches and similar worries. The appearance of these symptoms can be regarded as the first manifestations of neurosis.

On the other hand, if the environment is soft and supportive, the boy may feel like the center of attention and even become the leader of his group.

Since kindergarten is a social institution, and, therefore, the first social problems appear here, the child must be prepared to meet them and to comply with the laws of community life. He must be able to make himself useful to this small community, and this is possible only when the interests of others become more important to him than his own.

At school the situation repeats itself, and again it is not difficult for us to imagine what will happen to a boy of this type. In a private school, where a small number of students receive more attention, he will feel better.

Perhaps in such a situation no one will notice his problems. On the contrary, perhaps even teachers will say: “This is our best student!” It is also possible that by becoming the leader of the class, he will become satisfied with his superiority in one area, and his behavior at home will change.

If a child's behavior improves after he starts school, you can be sure that the classroom environment is positive and he feels superior. However, the opposite usually happens. Children who were very loved and obedient at home often become the worst students at school.

In the previous chapter we talked about school as an organization standing between home and society. And if at school the boy we are talking about can sometimes find favorable situations for himself, then in later life after school he will not encounter them. Many wonder why children who behaved well at home and at school can change so much for the worse in later life? Why do they turn into adults with many psychological problems, neurosis, which can later develop into illness? Such situations are difficult to understand, since the prototype was not manifested in the favorable environment in which the child was located before leaving school.

Therefore, it is necessary to learn to distinguish prototype errors in a situation favorable to the child, or at least to admit that they may be present, recognizing the difficulties of recognizing them in such circumstances. There are several signs that help identify prototype errors. Often a child who wants to attract attention and is not sufficiently adapted socially is quite sloppy, since with his sloppiness he forces others to take care of themselves, to devote time and attention. In the evenings it is difficult to get him to sleep, and at night he often cries and wets the bed.

He may also pretend to be anxious, noting that anxiety is a suitable weapon to force others to be obedient. All these signs appear in a favorable situation, and having discovered them, one can come to the right conclusion regarding a given child.

Three vital problems

Let's see what happens to this boy who has errors in the prototype when he approaches his maturity, say at the age of seventeen or eighteen. Before him is his whole life, which is not so easy to navigate, because he knows nothing about it. But entering life, he will inevitably face what we call “three main questions”: the question of life in society, the question of activity and the question of love and marriage. They arise as questions of our relationships with others, but are inextricably linked to our very existence. The issue of living in society includes our behavior towards other people, our attitude towards humanity and its future.

The preservation and salvation of man depends on the answer to it, for human life is so limited that we can only walk along it by sticking together.

As for the type of activity, we can think about this issue using the example we just looked at. It is safe to say that, guided in choosing an occupation by only one goal - to achieve superiority over others - this young man will encounter great difficulties. It's hard to find a job where you don't have to obey or cooperate. And since this boy is only concerned about his own welfare, he will never feel good in a subordinate position. Moreover, such a person may not be a very reliable business partner, since it will not be easy for him to subordinate his personal interests to the interests of the company.

In general, we can say that success in activity depends entirely on social adaptation. The ability to understand the needs of partners and the needs of consumers, to see through their eyes, hear through their ears and feel what they feel is a huge advantage in business. People who have this ability quickly rise to the occasion, but our boy, as we discovered, does not have it: he is always concerned only with his own interests and is able to succeed only in what is connected with them. So in his activities he will often suffer defeats.

Moreover, you will find that in most cases, such people never complete their endeavors or are late in choosing an occupation.

It happens that at the age of thirty they still do not know what they intend to do in life. They often change their field of study and place of work, which is a sign of inability to adapt.

Sometimes you can meet a young man of seventeen or eighteen years old, full of strength and aspirations, but not knowing what to do. It is very important to try to understand such a person and give him advice regarding his future occupation.

It is quite possible to interest him in something and train him accordingly.

On the other hand, the fact that at this age a young man still does not know what he wants to do in later life should be cause for concern.

Quite often, it is only a confirmation that the young man is not very eager to do anything at all. And efforts must be made both at home and at school to interest a boy of this type in a future profession before he reaches adolescence. At school, this can be done by proposing an essay on the topic “Who do I want to be in later life.” When thinking about the topic of an essay, children will definitely encounter problems that it’s time to start thinking about at a young age, without waiting for the moment when they are seriously posed by life.

The last question that will definitely arise before our young man is the question of love and marriage. Since people are divided into two genders, this issue is important. Sexual differences force us to learn how to behave towards the opposite sex. We will discuss the problem of love and marriage in the next chapter: now it is necessary to emphasize its connection with the problem of social adaptation. The same lack of social interest that is responsible for social and business maladjustment also affects the ability to interact with the opposite sex. It is clear that a self-centered, self-absorbed person lacks the training necessary for a “menage a deux.” And it is quite possible that one of the main goals of the sexual instinct is to lure a person out of his closed shell and prepare him for life in society. However, it can perform this function accordingly in a person who is able to forget his own “I” and become part of something larger - which must be educated with the help of psychology.

1

The article provides an overview of studies that examine the vital problems of high school students. The results of an experimental study conducted by the authors to identify vital problems of high school students are reflected. The task has been set to provide psychological support to high school students in developing the ability to make vital decisions. The author's definitions of the following concepts are given: vital problems, making vital decisions, vital decisions. The ability to make decisions is considered as a complex skill, which is a complex of intellectual and volitional actions mastered by the subject, which determine the successful resolution of emerging problems and the most satisfying result for the subject. The structure of the ability to make vital decisions is presented, including the following private skills: to recognize (identify) a problem situation, categorize a problem situation, formulate a request, put forward alternatives, analyze alternatives and choose the most acceptable one. Indicators of the effectiveness of decisions made are proposed. The possibility of developing these skills in high school students during an elective course has been declared.

vital problems

vital decisions

decision making

decision making skills

problematic situation

1. Adler A. The Science of Living // [Electronic resource]. - Access mode: http://www.gumer.info/bibliotek_Buks/Psihol/Adler/_Nauka_index.php (access date 03/30/2012).

2. Global problems: Philosophical encyclopedic dictionary. - M.: Soviet Encyclopedia. Ch. editor: L. F. Ilyichev, P. N. Fedoseev, S. M. Kovalev, V. G. Panov. 1983.- 840 p.

3. Global problems: Philosophy: Encyclopedic Dictionary / Ed. A. A. Ivina. - M.: Gardariki, 2004. - 1072 p.

4. Zagryadskaya N. N. Psychological support for high school students when they solve existential problems: abstract. dis. Ph.D. psychol. Sciences: 19.00.07. - Rostov n/d, 1999. - 22 p.

5. Zeer E. F. Psychology of professions [Electronic resource]. - Access mode: http://bookw.narod.ru/part4.htm (access date 03/30/2012).

6. Cole L., Hall J. Psychology of youth. - St. Petersburg: Peter, 2000. - 547 p.

7. Maslow A. Motivation and personality [Electronic resource]. - Access mode: http://www.psylib.ukrweb.net/books/masla01/txt02.htm (access date 03/30/2012).

8. Meshcheryakova I. A. Studying the life problems of high school students - methodology and research results [Electronic resource]. - Access mode: http://www.fpo.ru/staff/index/1/55.html (access date 03/30/2012).

9. Mukhina V. S. Developmental psychology: phenomenology of development, childhood, adolescence: Textbook for students. universities. - M.: Publishing center "Academy", 1999. - 456 p.

10. Ponaradova T.V. Life problems and ways to solve them by young men - representatives of different ethnic groups: dis. ...cand. psychol. Sciences: 19.00.13. St. Petersburg, 2001. - 160 p.

11. Practical psychology of education / Ed. I. V. Dubrovina. - St. Petersburg: Peter, 2004. - 592 p.

12. Regush L. A. Problems of mental development and their prevention. - St. Petersburg: Rech, 2006. - 320 p.

Improving the education system is increasingly associated with the targeted development in students of vital skills, competencies, qualities and personality traits that allow them to actively engage in a constantly changing reality, be ready to independently solve emerging problems and develop themselves in the direction that will ensure the greatest success and self-realization. One of these skills is the ability to independently solve vital problems, the formation of which can be ensured within the framework of the activities of the psychological service of an educational institution, including in the process of teaching psychological disciplines. In this regard, we will consider what vital problems are, what features they are characterized by and what are the possible ways to resolve them.

The phrase " vital problems” is found quite widely in a wide variety of studies and in a variety of contexts. First of all, it is presented in the context of the concept of “global problems”, which is defined as “a set of vitally important problems affecting humanity as a whole and insoluble within individual states and even geographical regions”; “a set of vitally important problems of humanity, on the solution of which further social progress in modern era".

In psychology, A. Adler was one of the first to talk about vital human problems. In his book "The Science of Living" he called three vital problems problems that a young person faces during adolescence: the question of life in society, the question of activity and the question of love and marriage. Adler notes that solving one of these problems helps us get closer to solving the others. They represent different aspects of the same situation and the same problem - the need of living beings to preserve life and continue to live in the environment that they have. By solving these problems, each person inevitably reveals his deep sense of the essence of life.

A. Maslow in his book “Motivation and Personality”, characterizing the state of science, wrote: “The inevitable desire of science for elegance, completeness and technicality of argumentation often leads to the fact that vital problems, problems of enormous significance remain outside its field of vision, and creativity - unclaimed."

That “vitally important problems arise before an individual throughout his life,” writes E. Zeer, referring to them as “the ability to find personal meaning in professional work, independently design, create one’s professional life, and make responsible decisions about choosing a profession , specialties and places of work."

In our work, attention is paid to the vital problems of high school students, which, on the one hand, are caused by significant changes in their self-awareness and a new understanding of themselves and other people, and on the other hand, by the upcoming transition to independent life, the nature of which will largely depend on the quality of the decisions they make.

Various studies present classifications of problems experienced by high school students. In particular, V.S. Mukhina notes that if younger children deal mainly with the present, with what exists “here and now,” then the teenager’s ideas extend to the sphere of the possible future. The teenager gradually begins to take on the positions of an adult. The object of his most important reflections are future opportunities related to him personally: the choice of profession, orientation towards marriage, the desire to be able to interact with social groups that are much less concrete and defined than family or friends, such as the state, country, city, professional and others groups, religious associations, etc.

The life problems of young men of various ethnic groups are studied by T. V. Ponaryadova, according to which life problems are associated with various aspects of a person’s mental organization. On emotional level These are problems that arise when there is a negative attitude towards significant phenomena. On volitional level These are problems associated with determining ways, means, means, as well as motives for achieving goals. At the cognitive level - problems associated with cognition and comprehension of phenomena. On psychosocial level- problems as a result of a mismatch between the requirements imposed by society and the needs of the individual, when the requirements for various reasons are not accepted by the individual.

N.N. Zagryadskaya names the following existential problems of high school students: problems of life and death, freedom and responsibility, choice, loneliness and love, the meaning of life, opportunities for self-improvement, ways of self-realization. She also notes that readiness to independently solve existential problems (making life choices, awareness of the possibilities of self-realization, accepting responsibility, a positive attitude towards the internal and external worlds, etc.) affects the ability to maintain a person’s mental health and integrity. At the same time, one of the important formations in the semantic sphere of the individual for updating internal reserves in difficult life situations in the process of self-determination should be the formation of the position of the subject of his own life, when a person acts as an organizer of life and can influence its course. It is noted that the way of resolving the contradictions of life characterizes the psychological and social maturity of a person.

N.N. Tolstykh distinguishes between the problems of students in grades 10 and 11. 10th grade students are characterized by: the problem of socio-psychological adaptation to a new team (how to ensure a high status in the new class?); setting to extend the childhood moratorium (how to spend your free time interestingly/carefree without overburdening yourself with studies). The following problems are typical for 11th grade students: choosing a future profession and building further educational plans (where to go to study?, what to become?); the problem of passing final exams (USE); preparing and passing entrance exams (how to prepare: on your own, in preparatory courses or with a tutor?, how to pass?).

L. Cole and J. Hall identified the following problems that youth must solve: 1) general emotional maturity; 2) awakening heterosexual interest; 3) general social maturity; 4) emancipation from the parental home; 5) intellectual maturity; 6) choice of profession; 7) skills for managing free time; 8) building a psychology of life based on behavior based on conscience and consciousness of duty; 9) identification of “I” (perception of “I”). Achieving adulthood is the ultimate goal of adolescence.

In the course of a comparative study conducted by I. A. Meshcheryakova, it was found that problems related to the future (profession, family, etc.) are of greatest importance for eighth-graders, and for the eleventh grade - worries related to relationships with parents, about their abilities and their spiritual self. In second place for eighth-graders are the problems of building their self-concept or ego-identity, and for eleventh-graders - relationships with teachers. And only third place in both groups belongs to educational problems.

One of the most systematized classifications of problems of adolescence is proposed by L. A. Regush, pointing to the following mental development problems inherent to this age: professional self-determination; management, regulation of emotions and feelings (cannot cope with feelings, passion, expression of emotions); identity and role confusion (gender-role, ethnic, etc.); mastering new social roles; relationships in the family (crisis of authority); loneliness; revaluation of values; experimentation and risk.

We also conducted an experimental study in which high school students were asked the following questions:

  1. What life problems are you currently facing?
  2. Are you satisfied with the decisions made and their results?

A total of 103 people took part in the study - students in grades 10-11 at school No. 30 in Sterlitamak. Of these, 43 were boys and 63 girls. The free-form responses received were subjected to content analysis. As a result, all answers were combined into several groups, for each of which the corresponding percentage was calculated in relation to the total number of respondents. Since the questionnaires, as a rule, had several answers, the total percentage exceeds 100%. The results of the analysis of answers to the question are presented in Table 1.

Table 1

Results of answers to the question: “What life problems are you currently solving?”

Problems of high school students

Where to go to study after graduation?

How to successfully pass the Unified State Exam?

Which profession should I choose?

How to finish school well?

How to improve relationships with parents?

How to improve relationships with friends?

How to improve relationships with the opposite sex?

How to make a lot of money?

How to avoid being influenced by bad company?

What to do in your free time?

How to get married successfully?

How to give birth to healthy, beautiful children?

Will there be children?

How to keep your husband from cheating?

When to have children?

How many children should you have in a family?

How to make your family happy?

Will there be love?

How to find your love?

How to overcome laziness?

How to achieve your life's goal?

The health of high school students themselves and their parents

How to meet a girl?

How to cheer up?

How to go abroad for life?

How to achieve success in your chosen activity?

As follows from the results presented in Table 2, the problem most often mentioned in the responses of high school students is where to go to study after graduating from school (65.5% of boys and 74.6% of girls). A significant part of the answers concerned the problems of successfully passing the Unified State Exam (34.9% of boys and 48.27% of girls), choosing a profession (34.9% of boys and 46.2% of girls), successfully graduating from school (31.5% of boys and 34.2% of girls). 4% girls). Relationships with parents (3.44% of boys and 17.9% of girls), friends (3.44% of boys and 11.97% of girls), people of the opposite sex (6.89% of boys and 14.92%) are identified as significant problems. % girls). Let us note that girls are more concerned about these problems than boys. It is noteworthy that in the responses of high school students the following problems were also highlighted: how to earn a lot of money (13.79% of boys and 2.98% of girls), how not to fall under the influence of bad company (3.44% of boys and 6.88% of girls), what to do in free time (13.79% and 2.98% of girls). A number of answers noted problems that concern only girls (how to get married successfully, will there be children, how to keep your husband from cheating, how to give birth to healthy, beautiful children, how many children should you have in a family, how to make your family happy, will there be love, how to find love) or only young men (how to overcome laziness, how to achieve the goal of your life, how to meet a girl, how to cheer up, how to go abroad for life, how to achieve success in your chosen activity, the health of the young men themselves and their parents ).

The results of the answer to the second question: “Are you satisfied with your previously made decisions and their results?” are presented in Table 2.

Table 2

Results of the answer to the question: “Are you satisfied with your previously made decisions and their results?”

As follows from those presented in table. 2 results, only 33.3% of boys and 44% of girls are satisfied with the decisions they made, while a significant part of boys (66.7%) and girls (56%) are to varying degrees dissatisfied with the decisions they made, which means they need help with solving problems that arise in their lives.

As we see, the vital problems of high school students are characterized by significant diversity. At the same time, in solving their problems, high school students are not always satisfied with their decisions; it is also known that many of them do not have the opportunity and desire to turn to others for help and strive to make vital decisions on their own. At the same time, high school students do not have sufficient life experience to make a decision tested in practice, they know a limited set of techniques and methods of decision-making and, as a result, cannot justify their choice, and either become dependent on the opinions of others (most often peers), or make insufficiently thought-out impulsive decisions.

In this regard, psychological support for high school students in developing the ability to make vital decisions becomes relevant. The implementation of this support presupposes an understanding of the essence of phenomena: vital problems, making vital decisions, etc. Let us present them in our understanding.

Vital Issues- the subject’s conscious experience of the need to resolve difficulties and contradictions that arise in a real life situation, which have significant consequences for him, significantly affecting his future life.

Making vital decisions- the intellectual-volitional process of choosing one or more options for action aimed at resolving a vital problem.

Vital decisions- the result of choosing a specific course of action in a situation of experiencing a vital problem.

Skilldecision making(including vital ones) is a complex skill, which is a complex of intellectual-volitional actions mastered by the subject, which determine the successful resolution of emerging problems and the most satisfying result for the subject.

The structure of decision-making skills includes the following private skills:

  • the ability to realize (identify) a problem situation is the subject’s understanding of the contradiction that has arisen and the need to resolve it;
  • the ability to categorize a problem situation - the subject’s ability to attribute a problem situation (problem) to a certain class of similar and already known ones;
  • the ability to formulate a request - the subject’s ability to pose, based on an analysis of a problem situation, a question that requires resolution;
  • the ability to put forward alternatives - the ability to generate various options for action, ways of behavior in the current situation;
  • the ability to analyze alternatives and choose the most acceptable one - the ability to compare available alternatives based on certain criteria, predict the consequences of choosing each of them and choose the most optimal one, ensuring a successful resolution of the problem.

Indicators of the effectiveness of decisions made can be the following: compliance of the decision with moral values, rules and laws adopted in society; justification (reparability) of costs/losses (intellectual, moral, physical, material, temporary) for the implementation of the decision made; environmental friendliness - compliance of the consequences of a decision with the expected results.

Each of the above skills can be developed during special exercises and tasks, the implementation of which was carried out by us during an elective course for high school students.

Reviewers:

  • Madzhuga Anatoly Gennadievich, Doctor of Pedagogical Sciences, Associate Professor, Head of the Department of Psychology, Sterlitamak State Pedagogical Academy named after. Zainab Biisheva, Sterlitamak.
  • Verbitsky Andrey Aleksandrovich, Doctor of Pedagogical Sciences, Candidate of Psychological Sciences, Professor, Head of the Department of Social and Educational Psychology at Moscow State Humanitarian University named after M. A. Sholokhov, Moscow.

Bibliographic link

Uvarova S.Ya., Dubovitskaya T.D. VITAL PROBLEMS OF HIGH SCHOOL STUDENTS AND WAYS TO SOLVING THEM // Modern problems of science and education. – 2012. – No. 3.;
URL: http://science-education.ru/ru/article/view?id=6117 (date of access: 06.26.2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Vital Issues

It is extremely important to understand that if a counselor focuses on one PROBLEM of the client and puts aside all his other problems, this can lead to failure. This is especially true for those in our care who are experiencing difficulties in vital areas. It is this problem that the Apostle James has in mind when he speaks of a doubting person who is not steadfast in all his ways (James 1:8). He cannot be trusted in anything, in any area of ​​life. His problem is not solely one of doubt. It affects every area of ​​his life (see also James 2:10; 3:2, 5, 16; 4:8; 5:14-16).

In a sense, one problem affects all areas of a person's life, since he is a whole person. Likewise, all aspects of his life influence the problem he faces. But this is especially important when we are dealing with problems that affect (and are themselves affected by) every area of ​​life. Paul writes about this in 1 Cor. 5:11; 6:9, 10 and John in Rev. 22:15. If a person (as a person) is a drunkard, a fornicator, etc., then there is no doubt that he is experiencing difficulties in a vital area. The Bible gives him a definition (drunkard, liar, hypocrite, etc.), that is, a person enslaved by a certain problem, which predetermines his essence. These are people who have vital problems.

Since the whole life of such a person passes under the influence (and itself influences the problem) of this problem, he is confident in the need for the supervision of a counselor. All areas of his life need control. The sinful habits of a drunkard shape his irresponsible attitude toward his family, work, church, neighbors, and so on. In addition, they affect his health. Therefore, a complete restructuring is necessary. Drunkenness leads to unsatisfactory relationships in the family, but, on the other hand, problems in the family can cause a person to start looking for oblivion in a bottle. Consequently, vital problems have a vicious circle.

As soon as the ward's problem grows to the size of a large, serious sin, such as fornication, he mistakenly begins to think that this problem is the only one he needs to solve. He may even become impatient when the counselor tries to penetrate other areas of his life. “Why don’t you touch my problem? Why do you need to know about my relationships in the family, at work, about my health?” - he can say. But in such cases, the problem cannot but affect all other areas of life. Its impact is undoubtedly felt in social and family life, in work, in physical and financial well-being. As soon as the opportunity is given, a person tries to fulfill his prodigal passions. After he satisfies them, he is overcome with guilt, which in turn affects his work. A particular problem feeds into general problems. But a godly life is a life that conforms to God's commandments. Love requires order in all areas of a person's life. Both wards and counselors should not rest on their laurels. Their goal is to create a personality that meets the requirements of God

This diagram identifies the main problem in life and points to God's solution.

Church, Bible, prayer, testimony

Work, school

Physical

In health,

exercises

Public