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• Introduction
• Chapter 1. Theoretical analysis of the problem of psychological defense mechanisms
• 1.1 general characteristics the concept of "psychological defense mechanism"
• 1.2 Types of psychological defense mechanisms
• Chapter 2
• 2.1 Organization of the study
• 2.2 Analysis of the results of the study of psychological defense mechanisms
• Conclusion
• Bibliographic list

Appendix

Introduction

Psychological defense mechanisms are the least studied area and the most pragmatic in terms of the practice of medical psychology and psychotherapy. This area is especially interesting during adolescence, when the personality is being formed, the search for one's place in life is taking place, one's own self is being formed, and the impact of stressful situations is felt most strongly. During that period, ways of adapting to reality are developed.

The relevance of this study is associated with insufficient knowledge of the mechanisms of psychological defense. The study of the mechanisms of psychological defense of adolescents is important for the study of ideas about the mechanisms of formation of adequate and deviant behavior, about intrapersonal conflicts of adolescents, about psychosocial disorders. The study can expand the understanding of the possibility of developing correctional and rehabilitation programs for adolescents in order to prevent the formation and development of psychosocial disorders, which is typical for adolescence.

This circumstance determined the purpose of the study - to study the mechanisms of psychological defense in adolescence.

This problem is new and little studied. In the past, little time has been devoted to the problem of intrapersonal conflicts.

This study was conducted using the methodology of psychological diagnostics of the life style index (LIFE STILE INDEX). This technique made it possible to obtain data on the mechanisms of psychological defense inherent in adolescence. The technique (LIFE STILE INDEX) (LSI), described in 1979 on the basis of the psychoevolutionary theory of R. Plutchik and the structural theory of personality H. Kellerman, should be recognized as the most successful diagnostic tool that allows diagnosing the entire system of MPD (psychological defense mechanisms), identifying how leading, basic arrangements, and assess the degree of tension of each.

During the literature review, the following hypothesis was put forward: the dominant mechanism of psychological defense in adolescence is denial.

The purpose of our study is to identify the dominant mechanism of psychological defense in adolescence.

The task was to investigate the mechanisms of psychological defense of adolescence.

The object of research is the mechanisms of psychological defense.

The subject of the research is teenagers.

Adolescence is defined as the period from to. For the study, students of the tenth grade were selected. whose average age is sixteen. This period is the middle of adolescence, which is optimal for our study and allows us to draw conclusions about the presence of a dominant psychological defense mechanism.

Chapter 1. Theoretical analysis of the problem of psychological defense mechanisms

1.1 General characteristics of the concept of "psychological defense mechanism"

In modern psychological literature, there may be various terms related to the phenomena of protection. In the broadest sense, protection is a concept that refers to any reaction of the body in order to preserve itself and its integrity. In medicine, for example, various phenomena of protective reactions of resistance to disease (resistance of the body) are well known. Or protective reflexes of the body, such as reflex blinking of the eye in response to an approaching object. In psychology, the most common terms are related to the phenomena of mental defense - defense mechanisms, defense reactions, defense strategies, etc. Currently, psychological defense is considered to be any reaction that a person resorts to unconsciously in order to protect their internal structures, their consciousness from feelings of anxiety, shame, guilt, anger, as well as from conflict, frustration and other situations experienced as dangerous.

The distinguishing features of protective mechanisms are the following features:

A) defense mechanisms are unconscious in nature;

B) the result of the work of the protective mechanism is that they unconsciously distort, replace or falsify the reality that the subject is dealing with. On the other hand, the role of defense mechanisms in human adaptation to reality is also positive side, because in a number of cases they are a means of adapting a person to the excessive demands of reality or to the excessive internal demands of a person on himself. In cases of various post-traumatic conditions of a person, for example, after a serious loss ( loved one, parts of your body, social role, significant relationships, etc.) defense mechanisms often play a role that saves for a certain period of time.

Each of the defense mechanisms is a separate way in which the unconscious of a person protects him from internal and external stresses. With the help of this or that protective mechanism, a person unconsciously avoids reality (suppression), excludes reality (denial), turns reality into its opposite (reactive formation), separates reality into its own and its opposite (reactive formation), leaves reality (regression), distorts the topography of reality, placing the inside into the outside (projection). However, in any case, to maintain the work of a certain mechanism, a constant expenditure of the subject's psychic energy is required: sometimes these costs are very significant, as, for example, when using denial or suppression. In addition, the energy spent on maintaining protection can no longer be used for more positive and constructive forms of behavior. This weakens his personal potential and leads to limited mobility and strength of consciousness. Defenses, as it were, "bind" psychic energy, and when they become too strong and begin to dominate behavior, this reduces the ability of a person to adapt to the changing conditions of reality. Otherwise, when the defense fails, a crisis also ensues.

The reasons for choosing one or another mechanism are still unclear. It is possible that each defense mechanism is formed to master specific instinctive urges and is thus associated with a specific phase of child development.

All methods of defense serve the only purpose - to help consciousness in the fight against instinctive life. A simple struggle is already enough to trigger defense mechanisms. However, consciousness is protected not only from displeasure emanating from the nutria. In the same early period when the consciousness becomes acquainted with dangerous internal instinctive stimuli, it also experiences displeasure, the source of which is in the external world. Consciousness is in close contact with this world, which gives it objects of love and those impressions that fixes its perception and assimilates its intellect. The greater the significance of the external world as a source of pleasure and interest, the higher the possibility of experiencing the displeasure emanating from it.

Psychiatrists and clinical psychologists are coming to understand the role of defense mechanisms in personality development. The predominance, dominance of any protective mechanism can lead to the development of a certain personality trait. Or, conversely, a person with strong personality characteristics tends to trust certain defense mechanisms as a way of coping with certain stresses: for example, a person with high self-control tends to use intellectualization as the main defense mechanism. On the other hand, it has been found that in people with severe personality disorders and impairments, a certain defense mechanism may predominate as a means of distorting reality. For example, a personality disorder such as paranoia (fear of persecution) is associated with projection, and psychopathy is predominantly associated with regression as a protective mechanism of personality.

Of all the periods of human life in which instinctive processes assume gradual importance, the period of puberty has always attracted the most attention. Mental phenomena that testified to the onset of puberty, long time were the subject of psychological research. One can find many works describing the changes that take place in the character during these years, the disturbances of mental balance, and, above all, the incomprehensible and irreconcilable contradictions that appear in mental life. This is a period of increased sexual and aggressive tendencies. During puberty, psychotic disorders may occur in order to escape from difficulties, mood swings and stress can lead to psychotic episodes in behavior.

1.2 Types of psychological defense mechanisms

Defense mechanisms come into play when achieving a goal in a normal way is impossible or when a person believes that it is not possible. It is important to note that these are not ways to achieve the goal, but ways to organize peace of mind. It is used to gather strength for the real overcoming of the difficulties that have arisen. People react differently to their inner difficulties. Some deny their existence and repress inclinations that cause them discomfort, reject some of their desires as unreal and impossible. In this case, a person adapts to reality by changing perception. But excessive denial can cause the individual to forget the painful cues and act as if they didn't exist at all. Other people find a way out in self-justification and indulgence to their urges. It would be especially difficult and sometimes impossible for individuals with a rigid system of principles of behavior to act in a diverse and changeable environment if the protective mechanisms did not protect their psyche.

Psychological defense mechanisms usually include denial, projection, substitution, repression, regression, compensation, rationalization, hypercompensation (reactive formation).

Denial comes down to the fact that information that disturbs and can lead to conflict is not perceived. A conflict may arise if motives appear that contradict the basic attitudes of the individual, or information that threatens self-preservation, prestige, self-esteem. This method of protection comes into play in conflicts of any kind, does not require prior training. It is characterized by a noticeable distortion of perception. Denial is formed in childhood and often does not allow a person to adequately assess what is happening around. A person with a predominant mechanism of denial tries to attract attention by any means and means. Any attention is perceived as positive, and criticism and rejection are ignored. Such a person is proud and a priori confident in his own merits. Optimistic and consciously does not want to see problems and difficulties in his life.

Projection - the unconscious transfer of one's own feelings, desires and inclinations to another person, if the person considers all this socially unacceptable or does not want to admit to himself that he has them. Perhaps this mechanism was the first in time of origin. It is found in infants as a way of bringing the unpleasant outside. Also in mental disorders, for example, when one's own aggression is not recognized by a person, but is projected outward onto other people (delusions of persecution), as well as in normal, everyday thinking in the form of superstitions and prejudices.

In psychology, projection refers to various processes:

1) the subject perceives the world and reacts to it in accordance with his interests, abilities, expectations, etc. The projection phenomenon underlies projective psychological tests, which make it possible to determine certain character traits of a person, the organization of his behavior, emotional life, etc .;

2) the subject shows by his unconscious attitude that he likens one person to another. For example, he may project an image of his father onto his boss, or an image of his teacher at school onto a professor at a university;

3) the subject identifies himself with other people, i.e. projects his qualities onto others (for example, onto a beloved animal) or, conversely, identify other objects, objects, animals with himself;

4) the subject ascribes qualities to other people, qualities that he does not notice in himself (for example, such a person can claim that all people are liars).

Substitution is the transfer of an action aimed at an inaccessible object to an action with an accessible object. Substitution discharges the tension created by an inaccessible need, but does not lead to the desired goal. When a person fails to perform the action necessary to achieve the goal set for him, he sometimes makes the first movement that comes across, giving some kind of discharge to internal tension. Such a substitution is often seen in life, when a person vents his irritation, anger, annoyance caused by one person, on another person or on the first object that comes across.

Repression is the very first of the psychological defense mechanisms described. This is a universal way to avoid internal conflict by actively turning off an unacceptable motive or unpleasant information from consciousness. Repression is an unconscious psychological act in which unacceptable information or motive is censored at the threshold of consciousness. Injured pride, hurt pride and resentment can continue to declare false motives for their actions in order to hide the true ones not only from others, but also from themselves. True but not pleasant motives are repressed to be replaced by others. acceptable from the point of view of the social environment and therefore not causing shame and remorse. A false motive can be dangerous because it allows socially acceptable arguments to cover up personal selfish aspirations.

The repressed motive, not finding resolution in behavior, retains its emotional and vegetative components. Despite the fact that the content side of the traumatic situation is not realized and a person can actively forget the very fact of what he has done, nevertheless, the conflict persists and the emotional-vegetative tension caused by it can be subjectively perceived as a state of indefinite anxiety.

Regression. If we imagine the mental process as movement or development, then regression is a return from an already reached point to one of the previous ones. To regress means to go back, to go back. This means a return to previous, more infantile forms of relationships with significant objects of desire and forms of behavior (thinking, feeling, acting). In general, regression is a transition to less complex, less structurally ordered and less disjointed ways of responding that were characteristic in childhood. Regression is a more primitive way of dealing with anxiety, because by reducing tension, it does not deal with its sources. Even healthy, well-adjusted people allow themselves to regress from time to time to reduce anxiety or, as the saying goes, "blow off steam." They smoke, get drunk, overeat, pick their nose, break the law, babble like a child, ruin things, chew gum, dress like children, Drive fast and risky, and a thousand other "childish" things. They enjoy unreasonable stubbornness, regressing to the level of a child of three to seven years. do not tolerate the expectation of what is desired, in this case they are capricious, irritable, restless. They strive to involve loved ones, people around them in solving their problems, they want to shift the responsibility for this to them, as to older ones. They lose heart in case of any discrepancy between reality and their requirements. Many of these regressions are so commonplace that they are mistaken for signs of maturity.

In the case of such a mechanism, sexual, aggressive and other socially condemned manifestations are hidden by a declaration of the exact opposite. This mechanism, as well as many others, has side effects in the water of deformation of social relations with others, since its differences are often rigidity, extravagance of the demonstrated behavior, its exaggerated forms. In addition, the denied need must be masked again and again, for which a significant part of psychic energy is expended. In fact, in every Jet Formation, an attraction is manifested, from which the subject tries to defend himself. On the one hand, the impulse suddenly invades the activity of the subject at different moments and in different areas. On the other hand, extreme forms of virtuous behavior to some extent satisfy the opposite drive.

Jet formation masks parts of the personality and limits a person's ability to respond flexibly to events. Nevertheless, this mechanism is considered an example of successful protection, since it sets up psychic barriers - disgust, shame, morality.

Rationalization is a pseudo-reasonable explanation by a person of his desires, actions, in fact caused by reasons, the recognition of which would threaten the loss of self-respect. In particular, it is associated with an attempt to reduce the value of the inaccessible. Rationalization is used by a person in those special cases when, fearing to realize the situation, he tries to hide from himself the fact that his actions are prompted by motives that are in conflict with his own moral standards.

Chapter 2

2.1 Organization of the study

Brief description of the educational institution

In the period from 05/05/2008 to 05/10/2008, experimental studies were carried out at the Municipal Educational Institution of the Novokizhinginsk Secondary General Education School (MOU Novokozhinginsk secondary school). This educational institution does not have specialized classes and students in it receive a general secondary education. The number of students for the period from 2007 to 2008 is 240 people.

The study involved tenth grade students. in the amount of 28 people. Of these, girls - 15, boys - 13. Average age students is 16 years old. Among the students of two classes there are no excellent students, 2 people study for 4 and 5. The remaining 25 people in most subjects have an assessment of satisfactory. The study was conducted in school classrooms.

Research stages

To study the mechanisms of psychological defense in adolescents, a study was conducted.

At the first stage of the experiment, the topic of the work was chosen, a list of literature on the research problem was compiled. This list includes such publications: "Psychology of Personality" edited by Raigorodsky V. K., "Psychology of the Self and Defense Mechanisms" by A. Freud, "Mechanisms of Psychological Defense" by Romanova E. S. and Grebenshchikova L. R., "The Concept of Psychological defense in the concepts of Z. Freud and K. Rogers ”Zhurbin V.I. and many other scientific publications and periodicals. We carried out a theoretical review of the literature on the problem under study, determined the methodological basis of the study. In the process of studying special literature, we came to the conclusion that psychological defense is defined as a normal mechanism aimed at preventing behavioral disorders within the framework of conflicts between the unconscious and consciousness and between different emotional attitudes.

At the next stage, an acquaintance was made with the students, who were subsequently subjected to research.

In a study to study the mechanisms of psychological defense in adolescents, the following methodology was used: psychological diagnosis of the life style index (LIFE STILE INDEX) (see Appendix 2).

The purpose of the technique: to diagnose the system of psychological defense mechanisms.

psychological defense mechanism teenager

2.2 Analysis of the results of the study of psychological defense mechanisms

The study involved 28 adolescents, whose average age is 16 years.

At the first stage of the study, using the Plutchik-Kellerman-Comte questionnaire, the levels of tension of 8 main psychological defenses were investigated. At the second stage, we studied the hierarchy of the psychological defense system and assessed the intensity of all measured defenses. At the third stage, we processed the results of the Plutchik-Kellerman-Comte psychological defense mechanisms questionnaire (LIFE STILE INDEX). At the fourth stage, we calculated the scores separately for each of the 8 psychological defense mechanisms and determined the level of its intensity, for this we used the key (see Appendix 2) and used the formula: n / N x 100%, where n is the number of positive answers for scale of this protection, N - the number of all statements related to the scale. As a result, we received data on the intensity of each of the defenses.

As a result of an empirical study, it was found that in adolescence, the dominant mechanism of psychological defense is denial. It is predominant in 53.57% of the subjects. Jet formation prevails in 10.75% of the studied adolescents. Rationalization - in 7.14% of the subjects. Repression - in 14.29% of the subjects. Regression and substitution prevail in only 3.57% of the subjects each. Projection - in 7.14% of the studied adolescents.

From the above, we can conclude that the predominant mechanism of psychological defense of adolescence is denial.

Conclusion

In situations where the intensity of the need for self-expression increases, and the conditions for its satisfaction are absent, behavior is regulated using psychological defense mechanisms. Of all the periods of human life, puberty attracts the most attention. In adolescence, there is an increase in sexual and aggressive tendencies, and mental disorders may occur in order to avoid difficulties. And the mechanisms of psychological defense allow you to maintain peace of mind for some time.

This study is devoted to the study of the mechanisms of psychological defense in adolescence. It was adolescence that was chosen, since it seems to us the most interesting, and the personality changes that take place during this period are little studied. We conducted a study using the Plutchik-Kellerman-Comte methodology "Life Style Index" (LIFE STILE INDEX). Investigated the level of tension of 8 basic psychological defenses, to study the hierarchy of the psychological defense system. In the course of the study, we completed the tasks set, investigated the mechanisms of psychological defense in adolescence. As a result of the study, we found that the predominant mechanism of psychological defense of adolescence is denial, which confirmed our hypothesis and achieved the goal of our study.

From the study, it can be concluded that the predominant mechanism of psychological defense of adolescence is denial. Denial is formed in childhood and therefore does not require prior training. Often, denial leads to the fact that a person cannot adequately assess what is happening around him, and this causes difficulties in behavior.

Bibliographic list

1. Blum G. Psychoanalytic theory of personality. - M., 1996

2. Freud A. Psychology I and protective mechanisms. - M., "Pedagogy press" 1993

3. Bassin F. V. On the strength of the “I” and on psychological protection Questions of Philosophy, 1969 No. 2

4. Bassin F. V., Burlakova M. K., Volkov V. N. The problem of psychological protection. Psychological journal. 1988 №3

5. Zhurbin V. I. The concept of psychological protection in the concepts of Z. Freud and K. Rogers Questions of Psychology 1990 No. 4

6. Romanova E. S., Grebennikova L. R. Psychological defense mechanisms.

7. Genesis. Functioning. Diagnostics. - Mytishchi, 1992

8. Romanova E. S. Psychodiagnostics - "Peter" 2005

9. Psychology of personality. Volume 1. Reader. Under the editorship of Raigorodsky V.-K. Rostov-on-Don, "BAHRAKH-M", 2001.

10. D. Ziegler. Theories of personality. - St. Petersburg, "Peter", 2002

11. Psychology. Edited by Krylova N. R. - M., "Academy", 2003

12. Self-consciousness and protective mechanisms of personality. Reader.-Samara "BAHRAKH-M" 2000

13. Psychological diagnostics of the life style index (a manual for doctors and psychologists). Edited by Vasserman L. I. - St. Petersburg, PNI, 1999.

14. L. D. Stolyarenko. Psychology. Textbook for high schools. - St. Petersburg, Leader, 2004

15. Khjell L., Ziegler D. Theories of personality. - St. Petersburg, 1997

Appendix 1

	Name of scales	Claim numbers
	crowding out	6, 11, 31, 34, 36, 41, 55, 73, 77, 92
	Regression	2, 5, 9, 13, 27, 32, 35, 40, 50, 54, 62, 64, 68, 70, 72, 75, 84
	substitution	8, 10, 19, 21, 25, 37, 49, 58, 76, 89
	Negation	1, 20, 23, 26, 39, 42, 44, 46, 47, 63, 90
	Projection	12, 22, 28, 29, 45, 59, 67, 71, 78, 79, 82, 88
	Compensation	3, 15, 16, 18, 24, 33, 52, 57, 83, 85
	Hyper compensation	17, 53, 61, 65, 66, 69, 74, 80, 81, 86
	Rationalization	4, 7, 14, 30, 38, 43, 48, 51, 56, 60, 87, 91

Appendix 2

Questionnaire of psychological defense mechanisms (LIFE STILE INDEX).

Instruction: Carefully read the statements below that describe the feelings, behaviors and reactions of people in certain life situations, and if they apply to you, then mark the corresponding numbers with a “+” sign.

1. I am very easy to get along with.

2. I sleep more than most people I know.

3. There has always been a person in my life that I wanted to be like.

4. If I am being treated, then I try to find out what the purpose of each action is.

5. If I want something, I can't wait until my wish comes true.

6. I blush easily.

7. One of my greatest virtues is my ability to control myself.

8. Sometimes I have a persistent desire to break through the wall with my fist.

9. I lose my temper easily.

10. If someone pushes me in the crowd, then I am ready to kill him.

11. I rarely remember my dreams.

12. I am annoyed by people who command others.

13. I am often out of my element.

14. I consider myself an exceptionally fair person.

15. The more things I get, the happier I become.

16. In my dreams, I am always in the center of attention of others.

17. Even the thought that my household members can walk around the house without clothes upsets me.

18. They tell me that I am a braggart.

19. If someone rejects me, then I may have thoughts of suicide.

20. Almost everyone admires me.

21. It happens that in anger I break or beat something.

22. I am very annoyed by people who gossip.

23. I always pay attention to the better side of life.

24. I put a lot of effort and effort into changing my appearance.

25. Sometimes I wish the atomic bomb would destroy the world.

26. I am a person who has no prejudices.

27. They tell me that I am overly impulsive.

28. I am annoyed by people who act like manners in front of others.

29. I really dislike unfriendly people.

30. I always try not to offend anyone by accident.

31. I am one of those who rarely cry.

32. Perhaps I smoke a lot.

33. It is very difficult for me to part with what belongs to me.

34. I don't remember faces very well.

35. I sometimes masturbate.

36. I hardly remember new names.

37. If someone interferes with me, then I do not inform him, but complain about him to another.

38. Even if I know that I am right, I am ready to listen to other people's opinions.

39. People never bother me.

40. I can hardly sit still even for a short time.

41. I can't remember much from my childhood.

42. I do not notice the negative traits of other people for a long time.

43. I think that you should not be angry in vain, but rather think things over calmly.

44. Others consider me too trusting.

45. People who achieve their goals by scandal make me feel uncomfortable.

46. ​​I try to put the bad things out of my head.

47. I never lose optimism.

48. When leaving to travel, I try to plan everything to the smallest detail.

49. Sometimes I know that I am angry with another beyond measure.

50. When things don't go my way, I get gloomy.

51. When I argue, it gives me pleasure to point out to another the errors in his reasoning.

52. I easily accept the challenge thrown to others.

53. Obscene films throw me off balance.

54. I get upset when no one pays attention to me.

55. Others think that I am an indifferent person.

56. Having decided something, I often, however, doubt the decision.

57. If someone doubts my abilities, then out of the spirit of contradiction I will show my capabilities.

58. When I drive a car, I often have a desire to crash someone else's car.

59. Many people piss me off with their selfishness.

60. When I go on vacation, I often take some work with me.

61. Some foods make me sick.

62. I bite my nails.

63. Others say that I avoid problems.

64. I like to drink.

65. Obscene jokes confuse me.

66. I sometimes see dreams with unpleasant events and things.

67. I don't like careerists.

68. I tell a lot of lies.

69. Pornography disgusts me.

70. Troubles in my life are often due to my bad temper.

71. Most of all I dislike hypocritical insincere people.

72. When I am disappointed, I often become discouraged.

73. News of tragic events does not cause me anxiety.

74. Touching something sticky and slippery, I feel disgust.

75. When I'm in a good mood, I can behave like a child.

76. I think that I often argue with people in vain over trifles.

77. The dead don't "touch" me.

78. I don't like people who always try to be the center of attention.

79. Many people annoy me.

80. Washing in a bath that is not my own is a big torture for me.

81. I hardly pronounce obscene words.

82. I get irritated if you can't trust others.

83. I want to be considered sexually attractive.

84. I have the impression that I never finish what I started.

85. I always try to dress well to look more attractive.

86. My moral rules are better than those of most of my acquaintances.

87. In a dispute, I have a better command of logic than my interlocutors.

88. People devoid of morality repel me.

89. I get angry if someone hurts me.

90. I often fall in love.

91. Others think that I am too objective.

92. I remain calm when I see a bloody person.

Appendix3

Table 1

crowding out

Regression

substitution

Negation

Projection

Compensation

Hypercompensation (reactive formation)

Rationalization

table 2

Number of points for each student

Name of the psychological defense mechanism

crowding out

Regression

substitution

Negation

Projection

Compensation

Hyper compensation (reactive education)

Rationalization

Appendix4

Table 3. Levels of tension of psychological defense mechanisms

Name of the psychological defense mechanism
crowding out
Regression
substitution
Negation
Projection
Compensation
Hypercompensation (reactive formation)
Rationalization

Table 4. Levels of tension of psychological defense mechanisms

	The level of tension of each psychological defense mechanism in the subjects (%)
Name of the psychological defense mechanism
crowding out
Regression
substitution
Negation
Projection
Compensation
Hypercompensation (reactive formation)
Rationalization

Table 5. Levels of tension of psychological defense mechanisms

	The level of tension of each psychological defense mechanism in the subjects (%)
Name of the psychological defense mechanism
crowding out
Regression
substitution
Negation
Projection
Compensation
Hypercompensation (reactive formation)
Rationalization

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INTRODUCTION

Personal protective mechanisms, psychological protection - an unconscious mental mechanism aimed at minimizing the negative experiences of a person, regulating a person's behavior, increasing his adaptability and balancing the psyche. On the other hand, it often acts as an obstacle to personal development.

Most defense mechanisms are formed in early childhood, allowing the child to close, hide from external difficulties and dangers. fundamental determinant mental development child are relationships in the family, the violation of which often leads to disharmony of the emotional development of the personality, pathopsychology, hypertrophy of psychological defenses in the child. It is indisputable that the family conditions of upbringing, the social status of the family, the occupation of its members, material support and the level of education of parents largely determine the level of mental health of the child.

The relevance and significance of the study of the problem of the formation of psychological defenses and coping mechanisms is also associated with the current socio-economic, cultural, political changes in society that affect the process of personality development and its socialization. This influence is especially important in the transitional period of development. Social changes in the state and the family lead to an increase in emotional discomfort, internal tension in adolescents who experience both their own difficulties and, reflected, the difficulties of close adults. In connection with this, there is an increasing interest in studying the formation of psychological defense mechanisms that contribute to maintaining stability and emotional acceptance by adolescents of themselves and their environment.

Psychological defenses and coping mechanisms (coping behavior) are considered as the most important forms of adaptive processes of individuals' response to stressful situations. The weakening of mental discomfort is carried out within the framework of the unconscious activity of the psyche with the help of the mechanism of psychological defenses. Coping behavior is used as a strategy of personality actions aimed at eliminating the situation of psychological threat.

When difficult situations arise in our lives, problems, we ask ourselves the questions “how to be?” and “what to do?”, and then we try to somehow resolve the existing difficulties, and if it doesn’t work out, then we resort to the help of others. Problems are external, but there are also internal problems, it is more difficult to deal with them (often you don’t want to admit them even to yourself, it hurts, it’s unpleasant). People react differently to their inner difficulties: they suppress their inclinations, denying their existence, “forget” about the traumatic event, seek a way out in self-justification and condescension to their “weaknesses”, try to distort reality and engage in self-deception. And all this is sincere, thus, people protect their psyche from painful stresses, help them in this.

What are defense mechanisms?For the first time this term appeared in 1894 in the work of Z. Freud "Protective neuropsychoses". The psychological defense mechanism is aimed at depriving the significance and thereby neutralizing psychologically traumatic moments (for example, the Fox from famous fable"The Fox and the Grapes"). To date, more than 20 types of defense mechanisms are known, all of them are divided into primitive defenses and secondary (higher order) defense mechanisms.

Adolescence is a special, critical period. It is at this age that an active process of personality formation takes place, its complication, a change in the hierarchy of needs. This period is important for solving the problems of self-determination and choosing a life path. The solution of such complex issues is significantly complicated in the absence of an adequate perception of information, which may be due to the active inclusion of psychological defense as a reaction to anxiety, tension and uncertainty.

Starting from early childhood, and throughout life, mechanisms arise and develop in the human psyche, traditionally called "psychological defenses, protective mechanisms of the psyche, protective mechanisms of the personality. These mechanisms, as it were, protect the awareness of the personality of various kinds of negative emotional experiences and perceptions, psychological homeostasis, stability, resolution of intrapersonal conflicts and proceed at the unconscious and subconscious psychological levels.

1. Types of protective mechanisms of personality, their role and functions.

So, let's look at some types of defense mechanisms. The first group includes:

1) Primitive isolation - psychological withdrawal into another state - is an automatic reaction that can be observed in the tiniest human beings. An adult version of the same phenomenon can be observed in people who isolate themselves from social or interpersonal situations and replace the tension that comes from interactions with others with the stimulation that comes from the fantasies of their inner world. The propensity to use chemicals to change can also be seen as a form of isolation. Constitutionally sensitive people often develop a rich inner fantasy life and experience the outside world as problematic or emotionally poor.

The obvious disadvantage of isolation protection is that it excludes a person from active participation in solving interpersonal problems, individuals constantly hiding in their own world experience the patience of those who love them, resisting communication on an emotional level.

The main advantage of isolation as a defensive strategy is that, while allowing psychological escape from reality, it requires almost no distortion of it. A person who relies on isolation finds comfort not in not understanding the world, but in moving away from it.

2) Denial is an attempt not to accept undesirable events as reality, another early way to cope with troubles is to refuse to accept their existence. Remarkable is the ability in such cases to "skip" in their memories of unpleasant experienced events, replacing them with fiction. As a defense mechanism, denial consists in diverting attention from painful ideas and feelings, but does not make them completely inaccessible to consciousness.

So, many people are afraid of serious diseases. And they would rather deny the presence of even the very first obvious symptoms than go to the doctor. The same protective mechanism is triggered when one of the couple "does not see", denies the existing problems in married life. And such behavior often leads to a break in relations.

A person who has resorted to denial simply ignores painful realities and acts as if they do not exist. Being confident in his own merits, he tries to attract the attention of others by all means and means. And at the same time he sees only a positive attitude towards his person. Criticism and rejection are simply ignored. New people are seen as potential fans. And in general, he considers himself a person without problems, because he denies the existence of difficulties / difficulties in his life. Has high self-esteem.

3) Omnipotent control - the feeling that you are able to influence the world, have power, is undoubtedly a necessary condition for self-respect, originating in infantile and unrealistic, but at a certain stage of development, normal fantasies of omnipotence. The first to arouse interest in the "stages of development of a sense of reality" was S. Ferenczi (1913). He pointed out that in the infantile stage of primary omnipotence, or grandiosity, the fantasy of having control of the world is normal. As the child matures, it naturally transforms at a subsequent stage into the idea of ​​a secondary "dependent" or "derivative" omnipotence, where one of those who initially cares for the child is perceived as omnipotent.

As they grow older, the child comes to terms with the unpleasant fact that no one person has unlimited possibilities. Some healthy remnant of this infantile sense of omnipotence remains in all of us and maintains a sense of competence and vitality.

4) Primitive idealization (and devaluation) - Ferenczi's thesis about the gradual replacement of primitive fantasies of one's own omnipotence by primitive fantasies about the omnipotence of the caring person is still important. We all tend to idealize. We carry the remnants of the need to ascribe special dignity and power to people on whom we are emotionally dependent. Normal idealization is an essential component of mature love. And the developmental tendency to de-idealize or devalue those to whom we have childhood affection seems to be a normal and important part of the process of separation - individualization. Primitive devaluation is the inevitable downside of the need for idealization. Since nothing is perfect in human life, archaic ways of idealization inevitably lead to disappointment. The more an object is idealized, the more radically the devaluation awaits it; the more illusions, the more difficult the experience of their collapse.

The second group of defense mechanisms are secondary (higher order) defenses:

1. Repression is the most universal means of avoiding internal conflict. This is a conscious effort of a person to consign frustrating impressions to oblivion by transferring attention to other forms of activity, non-frustration phenomena, etc. In other words, repression is arbitrary suppression, which leads to a true forgetting of the corresponding mental contents.

One of the clearest examples of displacement can be considered anorexia - refusal to eat. This is a constantly and successfully carried out repression of the need to eat. As a rule, "anorexic" repression is a consequence of the fear of gaining weight and, therefore, looking bad. In the clinic of neurosis, sometimes there is a syndrome of anorexia nervosa, which girls aged 14-18 are more likely to suffer from. In puberty, changes in appearance and body are clearly expressed. The emerging breasts and the appearance of roundness in the hips of a girl are often perceived as a symptom of beginning fullness. And, as a rule, they begin to fight hard against this “fullness”. Some teenagers cannot openly refuse food offered to them by their parents. And according to this, as soon as the meal is over, they immediately go to the toilet room, where they manually cause a gag reflex. On the one hand, this frees you from food that threatens to replenish, on the other hand, it brings psychological relief. Over time, there comes a moment when the gag reflex is automatically triggered by eating. And the disease is formed. The original cause of the disease has been successfully repressed. The consequences remain. Note that such anorexia nervosa is one of the most difficult to treat diseases.

2. Regression is a relatively simple defense mechanism. Social and emotional development never follows a strictly straight path; in the process of personality growth, fluctuations are observed, which become less dramatic with age, but never completely disappear. The sub-phase of reunification in the process of separation - individuation, becomes one of the tendencies inherent in every person. It is a return to a familiar way of doing things after a new level of competence has been achieved.

3. Intellectualization is a variant of a higher level of isolation of affect from intellect. The teenager using isolation usually says that he does not have feelings, while the person using intellectualization talks about feelings, but in such a way that the listener is left with the impression of lack of emotions.

However, if the teenager is unable to leave the defensive cognitive unemotional position, then others tend to intuitively consider emotionally insincere.

4. Rationalization is finding acceptable reasons and explanations for acceptable thoughts and actions. Rational explanation as a defense mechanism is not aimed at resolving the contradiction as the basis of the conflict, but at relieving tension when experiencing discomfort with the help of quasi-logical explanations. Naturally, these "justificatory" explanations of thoughts and actions are more ethical and noble than true motives. Thus, rationalization is aimed at maintaining the status quo of the life situation and works to hide the true motivation. Protective motives are manifested in people with a very strong Super-Ego, which, on the one hand, does not seem to allow real motives to come to consciousness, but, on the other hand, allows these motives to be realized, but under a beautiful, socially approved facade.

by the most simple example rationalization can be justified explanations of a student who received a deuce. After all, it’s so insulting to admit to everyone (and to yourself in particular) that it’s your own fault - you didn’t learn the material! Not everyone is capable of such a blow to self-esteem. And criticism from other people who are significant to you is painful. So the schoolboy justifies himself, comes up with “sincere” explanations: “It was the teacher who was in a bad mood, so he gave everyone a deuce for nothing,” or “I’m not a favorite, like Ivanov, so he gives me deuces and puts me for the slightest flaws in answer." He explains so beautifully, convinces everyone that he himself believes in all this.

5. Moralization is a close relative of rationalization. When someone rationalizes, he unconsciously looks for acceptable, from a reasonable point of view, justifications for the chosen decision. When he moralizes, this means: he is obliged to follow in this direction. Rationalization shifts what a person wants into the language of reason, moralization directs these desires into the realm of justifications or moral circumstances.

6. The term "displacement" refers to the redirection of emotion, preoccupation, or attention from an original or natural object to another, because its original direction is for some reason disturbingly obscured.

Passion can also be displaced. Sexual fetishes can apparently be explained as a reorientation of interest from a person's genitals to an unconsciously connected area - legs or even shoes.

The anxiety itself is often displaced. When a person uses the displacement of anxiety from one area to a very specific object that symbolizes frightening phenomena (fear of spiders, fear of knives), then he suffers from a phobia.

Some unfortunate cultural tendencies—like racism, sexism, heterosexism, the loud denunciation of societal problems by disenfranchised groups with too little power to stand up for their rights—have a significant element of bias in them.

7. At one time, the concept of sublimation was widely understood among the educated public and was a way of looking at various human inclinations. Sublimation is now less considered in the psychoanalytic literature and is becoming less and less popular as a concept. Initially, sublimation was considered to be a good defense, thanks to which one can find creative, healthy, socially acceptable or constructive solutions to internal conflicts between primitive aspirations and forbidding forces.

Sublimation was Freud's original designation for the socially acceptable expression of biologically based impulses (which include desires to suck, bite, eat, fight, copulate, look at others and show off oneself, punish, hurt, protect offspring, etc.) . According to Freud, instinctive desires acquire the power of influence due to the circumstances of the individual's childhood; some drives or conflicts take on a special meaning and can be channeled into useful constructive activity.

This defense is regarded as a healthy means of resolving psychological difficulties for two reasons: firstly, it favors constructive behavior that is beneficial to the group, and secondly, it discharges the impulse instead of wasting huge emotional energy on transforming it into something else (for example, , as in reactive formation) or to counteract it with an oppositely directed force (denial, repression). This discharge of energy is considered positive in nature.

With the development of society, methods of psychoprotective regulation also develop. The development of mental neoplasms is endless and the development of forms of psychological defense, because protective mechanisms are characteristic of normal and abnormal forms of behavior between healthy and pathological regulation, psychoprotective occupies the middle zone, the gray zone.

It can be concluded that mental regulation by means of protective mechanisms, as a rule, proceeds at an unconscious level. Therefore, bypassing consciousness, they penetrate into the personality, undermine its position, weaken its creative potential as a subject of life. The psychoprotective resolution of the situation is given to the deceived consciousness as a real solution to the problem, as the only possible way out of a difficult situation. "Protection". The meaning of this word speaks for itself. Protection involves the presence of at least two factors. First, if you are defending yourself, then there is a danger of attack; secondly, protection means that measures have been taken to repel an attack. On the one hand, it is good when a person is ready for all kinds of surprises, and has in his arsenal tools that will help maintain his integrity, both external and internal, both physical and mental.

2. Adaptive reactions of personality in the works of psychoanalysts. Defense mechanisms come from childhood.

Psychoanalyst Wilheim Reich, on whose ideas a variety of bodily psychotherapies are now built, believed that the entire structure of a person's character is a single defense mechanism.

One of the brightest representatives of ego psychology, H. Hartmann, suggested that the defense mechanisms of the ego can simultaneously serve both to control drives and to adapt to the outside world.

In domestic psychology, one of the approaches to psychological defenses is presented by F.V. Bassin. Here, psychological defense is considered as the most important form of response of the individual's consciousness to mental trauma.

Another approach is contained in the works of B.D. Karvasarsky. He considers psychological defense as a system of adaptive reactions of the individual, aimed at a protective change in the significance of maladaptive components of relationships - cognitive, emotional, behavioral - in order to reduce their psycho-traumatic impact on the self-concept. This process occurs, as a rule, within the framework of the unconscious activity of the psyche with the help of a number of psychological defense mechanisms, some of which operate at the level of perception (for example, repression), others at the level of transformation (distortion) of information (for example, rationalization). Stability, frequent use, rigidity, close connection with maladaptive stereotypes of thinking, feelings and behavior, the inclusion in the system of forces to counter the goals of self-development make such protective mechanisms harmful to personality development. Their common feature is the refusal of the individual from activities intended for the productive resolution of a situation or problem.

It should also be noted that people rarely use any single defense mechanism - they usually use various defense mechanisms.

Where do different types of protection come from? The answer is paradoxical and simple: from childhood. A child comes into the world without psychological defense mechanisms, all of them are acquired by him at that tender age, when he is poorly aware of what he is doing, he is simply trying to survive, preserving his soul.

One of the ingenious discoveries of psychodynamic theory was the discovery of the crucial role of early childhood traumas. The earlier the child receives a mental trauma, the deeper layers of the personality are "deformed" in an adult. The social situation and the system of relations can give rise to experiences in the soul of a small child that will leave an indelible mark on a lifetime, and sometimes devalue it.

The task of the earliest stage of growing up, described by Freud, is to establish normal relations with the first "object" in the child's life - the mother's breast, and through it - with the whole world. If the child is not abandoned, if the mother is driven not by an idea, but by a subtle feeling and intuition, the child will be understood. If such an understanding does not occur - one of the most severe personal pathologies is laid - the basic trust in the world is not formed. The feeling arises and strengthens that the world is fragile, will not be able to hold me if I fall. This attitude to the world accompanies an adult throughout his life. Unconstructively solved tasks of this early age lead to the fact that a person perceives the world distortedly. Fear fills him. A person cannot soberly perceive the world, trust himself and people, he often lives with a doubt that he himself exists at all. Protection from fear in such individuals occurs with the help of powerful, so-called primitive, protective mechanisms.

At the age of one and a half to three years, the child solves no less important life tasks. For example, the time comes and parents begin to teach him to use the toilet, to control himself, his body, behavior and feelings. Do not describe yourself, do not knock over the pot - a difficult task for a child. When parents are contradictory, the child is lost: either he is praised when he defecates in a pot, then he is loudly shamed when he proudly brings this full pot into the room to show to the guests sitting at the table. Confusion and, most importantly, shame, a feeling that describes not the results of his activities, but himself, is what appears at this age. Parents who are too fixed on the formal requirements of cleanliness, presenting a bar of “arbitrariness” that is not feasible for this age to the child, simply pedantic personalities, achieve that the child begins to fear his own spontaneity and spontaneity. What will win: shame and overcontrol, which will help to avoid shame? Or all the same, spontaneity and self-confidence? Adults whose whole life is scheduled, everything is under control, people who cannot imagine life without a list and systematization and at the same time cannot cope with a situation of emergency and any surprises - these are those who, as it were, are led by their own little "I", two years old, shamed and ashamed.

A child of three to six years old is faced with the fact that not all of his desires can be satisfied, which means that he must accept the idea of ​​\u200b\u200blimitations. A daughter, for example, loves her father, but cannot marry him, he is already married to her mother. Another important task is to learn how to resolve conflicts between "I want" and "I can't". The initiative of the child struggles with guilt - a negative attitude towards what has already been done. When initiative wins, the child develops normally; if guilt, then, most likely, he will never learn to trust himself and appreciate his efforts in solving the problem. The constant devaluation of the results of the child's work according to the "You could do better" type as a style of parenting also leads to the formation of a willingness to discredit one's own efforts and the results of one's work. A fear of failure is formed, which sounds like this: "I won't even try, it still won't work." Against this background, a strong personal dependence on the critic is formed. The main question of this age is: how much can I do? If a satisfactory answer to it is not found at the age of five, for the rest of his life a person will unconsciously answer it, falling for the bait "Are you weak?".

The development of a personality is determined by the individual fate of its drives. In other words, attraction can have a different fate, different ways of realization.

Firstly, part of the drives can and should be directly satisfied, sexual drives are satisfied on sexual objects, preferably on sexual objects of the opposite sex, aggressive impulses responded to destruction.

Secondly, another part of the drives finds its satisfaction in substitute objects, but at the same time the quality of the energy that provides the act of satisfaction is preserved. Libido remains libido, thanatos remains thanatos, but the objects of satisfaction are substituted for them. For example, a person can get sexual satisfaction by looking at the thing of a loved one, or a student can furiously tear a textbook on the subject taught by a teacher he hates.

Further, the third fate of instincts is sublimation. Sublimation is a change in the quality of energy, its direction, a change of objects, it is the socialization of infantile libido and thanatos. Thanks to sublimation, the formation of a person as a social and spiritual being takes place, and not just his maturation as some kind of natural corporality. The society (and the Spirit) associate the energies of libido and thanatos not with the direct objects of the corresponding drives, but with objects that have primarily social, cultural and spiritual significance. Sublimation is a personally creative act, it is necessary for the individual and useful for society. Sexual intercourse is also creative and essentially social, but it is not sublimation, because neither the quality of the energy nor the objects of its attraction change here.

And, finally, the last fate of drives is repression.

Attraction, It, as a natural, natural process, strives for its satisfaction, attraction functions on the principle of pleasure, and not social reality or social evaluation. Pleasure is "deaf" to a sense of security. It is blind and can go to the death of its carrier for the sake of its satisfaction.

The task of the social environment of the child is to channel the energies of the drive to life and death and to develop an appropriate attitude towards them in each specific situation, to evaluate and decide on the fate of the drives: is it good or bad, to satisfy or not to satisfy, how to satisfy or what measures to take, not to satisfy. For the implementation of these processes, these two instances, the Super-I and the I, are responsible, which develop in the process of socialization of a person, in the process of his formation as a cultural being.

The instance of the Super-I develops from the unconscious It already in the first weeks after the birth. At first, it develops unconsciously.

The child learns the norms of behavior through the reaction of approval or condemnation of the first adults who surround him - his father and mother. Later, already realized values ​​and moral representations of the environment significant for the child (family, school, friends, society) are concentrated in the Superego.

The third instance of the I (Ich) is formed in order to transform the energies of the Id into socially acceptable behavior, i.e. the behavior dictated by the Superego and Reality. This instance includes the emotional-thinking process between the claims of the instinct and its behavioral realization. The ego instance is in the most difficult position. She needs to make and implement a decision (taking into account the claims of attraction, its strength), the categorical imperatives of the Super-I, the conditions and requirements of reality.

The actions of the I are energetically provided by the instance of the It, controlled by the prohibitions and permissions of the Super-I, and are blocked or released by reality.

A strong, creative I is able to create harmony between these three instances, able to resolve internal conflicts.

The weak ego cannot cope with the "mad" attraction of the id, the indisputable prohibitions of the superego and the demands and threats of the real situation.

In Outline of a Scientific Psychology, Freud poses the problem of defense in two ways: 1) looking for stories of the so-called "primary defense" in the "experience of suffering" in the same way that the "experience of satisfaction" was the prototype of desires and the self as a restraining force; 2) strive to distinguish the pathological form of protection from the normal one.

Protective mechanisms, having helped the ego in the difficult years of its development, do not remove their barriers. The strengthened adult self continues to defend itself against dangers that no longer exist in reality, it even feels obliged to look for situations in reality that could at least approximately replace the original danger in order to justify the usual ways of reactions. So, it is not difficult to understand how defense mechanisms, becoming more and more alienated from the external world and weakening the ego for a long time, prepare an outbreak of neurosis, favoring it.

Starting with Z. Freud and in subsequent works by specialists studying the mechanisms of psychological defense, it has been repeatedly noted that the protection habitual for a person under normal conditions, in extreme, critical, stressful life conditions, has the ability to consolidate, acquiring the form of fixed psychological defenses. This can "drive into the depths" of an intrapersonal conflict, turning it into an unconscious source of dissatisfaction with oneself and others, and also contribute to the emergence of special mechanisms called resistance by Z. Freud.

The displacement of reality is manifested in the forgetting of names, faces, situations, events of the past, which were accompanied by experiences of negative emotions. And the image of an unpleasant person is not necessarily forced out. This person can only be repressed because he was an unwitting witness to an unpleasant situation for me. I can constantly forget someone's name, not necessarily because the person with that name is unpleasant to me, but simply phonetically this name is similar to the name of a person with whom I had a difficult relationship.

Freud said that "without some kind of amnesia there is no neurotic history of the disease", in other words: at the basis of the neurotic development of the personality are repressions of various levels. And if we continue to quote Freud, then we can say that "the task of treatment is to eliminate amnesia." But how to do that?

3. The main, preventive strategy for working with psychological protection

The main, preventive strategy of working with psychological defense is "clarification of all the mysterious affects of mental life", demystification of "mysterious" mental phenomena, and this implies an increase in the level of one's scientific and psychological awareness.

The acquired psychological knowledge and the acquired psychological language become a tool for discovering, recognizing and designating what influenced the state and development of the personality, but what the personality did not know, did not know, what she did not suspect.

Prevention is also a conversation with another person (possibly a psychologist), to whom you can tell about your unfulfilled desires, about past and present fears and anxieties. Constant verbalization (pronunciation) does not allow these desires and fears to "slide" into the unconscious, from where it is difficult to pull them out.

In communicating with another person, you can learn endurance, the courage to learn about yourself from others (it would be nice to double-check what you heard). It is advisable to report how this information about yourself was perceived, what was felt, felt.

You can keep a diary. It is necessary to enter in the diary everything that comes to mind, without trying to beautifully arrange your thoughts and experiences.

Repression sometimes makes itself felt in various kinds of slips of the tongue, slips of the tongue, dreams, "stupid" and "delusional" thoughts, in unmotivated actions, unexpected forgetting, memory lapses regarding the most elementary things. And the next work is precisely to collect such material, to reveal the meaning of these unconscious messages in an attempt to get an answer: what message does the repressed carry in these breakthroughs to awareness.

All the three types of repression described (repression of drives, repression of reality, repression of the requirements of the Superego) are spontaneous, "natural" and, as a rule, unconsciously proceeding methods of psychoprotective resolution of difficult situations.

Very often the "natural" work of repression turns out to be ineffective: either the energy of attraction is extremely high, or the information from the outside is too significant and difficult to eliminate, or remorse is more imperative, or it all works together.

And then the person begins to use additional artificial means for a more "effective" work of repression. In this case, we are talking about such drugs that have a strong effect on the psyche, such as alcohol, drugs, pharmacological substances (psychotropic, analgesics), with the help of which a person begins to build additional artificial filters and barriers to the desires of the id, the conscience of the superego and disturbing aversive information of reality.

When stunned, no matter what means is used, only a change in mental states occurs, and the problem is not solved. Moreover, there are new problems associated with the use of these drugs: there is a physiological dependence, psychological dependence.

With regular use of stunning, personality degradation begins.

Suppression - more conscious than during repression, avoidance of disturbing information, diversion of attention from perceived affective impulses and conflicts. This is a mental operation aimed at eliminating from consciousness the unpleasant or inappropriate content of an idea, affect, etc.

The specificity of the operation of the mechanism of suppression lies in the fact that, unlike repression, when the repressing instance (I), its actions and results, turn out to be unconscious, it, on the contrary, acts as a mechanism for the work of consciousness at the level of "second censorship" (located according to Freud, between consciousness and subconsciousness), ensuring the exclusion of some mental content from the field of consciousness, and not about transferring from one system to another.

For example, the reasoning of a boy: "I should protect my friend - a boy who is cruelly teased. But if I start to do this, then teenagers will get to me. They will say that I am also a stupid little kid, and I want them to think, that I'm an adult like them. I'd rather not say anything."

Thus, suppression occurs consciously, but its causes may or may not be recognized. The products of repression are in the preconscious, and do not go into the unconscious, as can be seen in the process of repression. Suppression is a complex defense mechanism. One of the options for its development is asceticism.

Asceticism as a psychological defense mechanism was described in A. Freud's work "Psychology of the Self and Defense Mechanisms" and defined as the denial and suppression of all instinctive impulses. She pointed out that this mechanism is more characteristic of adolescents, an example of which is dissatisfaction with their appearance and the desire to change it. This phenomenon is associated with several features of adolescence: the rapid hormonal changes that occur in the body of young people and girls can cause fullness and other shortcomings in appearance, which actually makes a teenager not very pretty. Negative experiences in this regard can be "removed" with the help of a protective mechanism - asceticism. This psychological defense mechanism is found not only in adolescents, but also in adults, where high moral principles, instinctive needs and desires most often “collide”, which, according to A. Freud, underlies asceticism. She also pointed to the possibility of spreading asceticism to many areas of human life. So, for example, teenagers begin not only to suppress sexual desires in themselves, but also stop sleeping, communicating with peers, etc.

A. Freud distinguished asceticism from the mechanism of repression on two grounds:

Repression is associated with a specific instinctive attitude and concerns the nature and quality of instinct. Asceticism, on the other hand, affects the quantitative aspect of instinct, when all instinctive impulses are considered as dangerous;

In repression, some form of substitution takes place, while asceticism can only be replaced by a switch to the expression of instinct.

Nihilism is the denial of values. The approach to nihilism as one of the mechanisms of psychological defense is based on the conceptual provisions of E. Fromm. He believed that the central problem of man is the internal contradiction inherent in human existence between being "thrown into the world against his will" and the fact that he goes beyond nature due to the ability to be aware of himself, others, past and present. He justified the idea that the development of a person, his personality occurs within the framework of the formation of two main trends: the desire for freedom and the desire for alienation. According to E. Fromm, human development follows the path of increasing "freedom", which not every person can adequately use, causing a number of negative mental experiences and states, which leads him to alienation.

As a result, a person loses his self. There is a protective mechanism "escape from freedom", which is characterized by: masochistic and sadistic tendencies; destructivism, the desire of a person to destroy the world, so that he does not destroy himself, nihilism; automatic conformity.

The concept of "nihilism" is also analyzed in the work of A. Reich. He wrote that bodily characteristics (stiffness and tension) and such features as a constant smile, arrogant, ironic and defiant behavior are all remnants of very strong defense mechanisms in the past that have become detached from their original situations and turned into permanent character traits. , "armor of character", manifested as "neurosis of character", one of the causes of which is the action of the protective mechanism - nihilism. "Character neurosis" is a type of neurosis in which a defensive conflict is expressed in certain character traits, modes of behavior, i.e. in the pathological organization of the personality as a whole.

Isolation - this peculiar mechanism in psychoanalytic works is described as follows; a person reproduces in consciousness, recalls any traumatic impressions and thoughts, however, the emotional components separate them, isolate them from the cognitive ones and suppress them. As a result, the emotional components of the impressions are not perceived in any clear way. The idea (thought, impression) is perceived as if it is relatively neutral and does not pose a danger to the individual.

The mechanism of isolation has various manifestations. Not only the emotional and cognitive components of the impression are isolated from each other. This form of protection is combined with the isolation of memories from the chain of other events, associative links are destroyed, which, apparently, is motivated by the desire to make it as difficult as possible to reproduce traumatic impressions.

The action of this mechanism is observed when people resolve role conflicts, primarily inter-role conflicts. Such a conflict, as we know, arises when, in the same social situation, a person is forced to play two incompatible roles. As a result of this necessity, the situation becomes problematic and even frustrating for him. To resolve this conflict at the mental level (i.e. without eliminating the objective conflict of roles), the strategy of their mental isolation is often used. In this strategy, therefore, the isolation mechanism is central.

Cancellation of an action

This is such a mental mechanism that is designed to prevent or weaken any unacceptable thought or feeling, to magically destroy the consequences of another action or thought that are unacceptable to the individual. These are usually repetitive and ritualistic activities. This mechanism is associated with magical thinking, with belief in the supernatural.

When a person asks for forgiveness and accepts punishment, then the bad deed is, as it were, canceled and he can continue to act with a clear conscience. Recognition and punishment prevent more serious punishments. Under the influence of all this, the child may form the idea that certain actions have the ability to make amends or atone for the bad.

Transfer. In the very first approximation, transference can be defined as a protective mechanism that ensures the satisfaction of desire while maintaining, as a rule, the quality of energy (thanatos or libido) on substitute objects.

The simplest and most common type of transfer is displacement - the substitution of objects for pouring out the accumulated energy of thanatos in the form of aggression, resentment.

It is a defense mechanism that directs negative emotional reaction not on a traumatic situation, but on an object that has nothing to do with it. This mechanism creates, as it were, a "vicious circle" of mutual influence of people on each other.

Sometimes our Self is looking for objects on which to take out its resentment, its aggression. The main property of these objects should be their silence, their resignation, their impossibility to besiege me. They should be as silent and obedient as I silently and obediently listened to reproaches and humiliating characteristics from my boss, teacher, father, mother, and in general anyone who is stronger than me. My unreacted anger to the true culprit is transferred to someone who is even weaker than me, even lower on the ladder of the social hierarchy, to a subordinate, who, in turn, transfers it further down, etc. The chains of displacements can be endless. Its links can be both living beings and inanimate things (broken dishes in family scandals, broken windows of electric train cars, etc.). Vandalism is a widespread phenomenon, and by no means only among teenagers. Vandalism in relation to a silent thing is often only a consequence of vandalization in relation to a person.

This is, so to speak, a sadistic version of displacement: aggression on the other. Displacement can also have a masochistic variant - aggression on oneself. If it is impossible to react outside (too strong an opponent or an overly strict Superego), the energy of thanatos turns on itself. This can manifest outwardly in physical actions. A person tears his hair out of annoyance, out of anger, bites his lips, clenches his fists to blood, etc. Psychologically, this is manifested by remorse, self-torture, low self-esteem, derogatory self-characterization, disbelief in one's abilities.

Persons who engage in self-displacement provoke the environment to aggression towards them. They are "substituted", become "whipping boys". These whipping boys get used to asymmetrical relationships, and when the social situation changes that allows them to be at the top, these faces easily turn into boys who mercilessly beat others, as they once were beaten.

Another type of transfer is substitution. In this case, we are talking about the replacement of objects of desire, which are provided mainly by the energy of libido.

The wider the palette of objects, objects of need, the wider the need itself, the more polyphonic value orientations, the deeper the inner world of the individual.

Substitution manifests itself when there is some fixation of need on a very narrow and almost unchanged class of objects; the classic of substitution - fixing on one object. When substituting, the archaic libido is preserved, there is no ascent to more complex and socially valuable objects.

The substitution situation has a prehistory, there are always negative prerequisites.

Often substitution is accompanied, reinforced by displacement. Those who love only animals are often indifferent to human misfortunes. Monogamy can be accompanied by a total rejection of everything else. This situation of loneliness together can have terrible outcomes. The most terrible is the death of a beloved object. The death of the one through whom I was connected to this world. The meaning of my existence collapsed, the core on which my activity rested. The situation is extreme, she also has a palliative option - to live in memory of the object of her love.

The other outcome is also tragic. The force of action is equal to the force of reaction. The greater the dependence on an object, the greater and more unconscious is the desire to get rid of this one-object dependence. From love to hate is one step, monogamous people are often the brightest destroyers of the object of their love. Having fallen out of love, a monogamous person must psychologically destroy the object of his former love. In order to get rid of the object of binding his libido energy, such a person turns it into the energy of thanatos, into an object of displacement.

Also, the mechanism of substitution can be directed at oneself, when not the other, but I myself am the object of my own libido, when I am autoerotic in the broadest sense of the word. This is the position of an egoistic, egocentric personality. The narcissist is a symbol of autoerotic substitution.

The next type of transference is withdrawal (avoidance, flight, self-restraint). The person leaves the activity that gives her discomfort, troubles, both real and predictable.

Anna Freud, in her book Self and Defense Mechanisms, gives a classic example of withdrawal.

At the reception she had a boy, whom she offered to color "magic pictures". A. Freud saw that coloring gives the child great pleasure. She herself joins in the same activity, apparently in order to create an atmosphere of complete trust to start a conversation with the boy. But after the boy saw the drawings painted by A. Freud, he completely abandoned his favorite pastime. The researcher explains the boy's refusal by the fear of experiencing a comparison that is not in her favor. The boy, of course, saw the difference in the quality of coloring the drawings by him and A. Freud.

Leaving is leaving something. Care has a source, a beginning. But he, in addition, almost always has a continuation, there is a finality, a direction. Leaving is leaving for something, somewhere. The energy taken from the activity that I left must be connected to another object, in another activity. As you can see, care is again the replacement of objects. I make up for leaving one activity by entering another.

In this sense, care has a lot in common with creative sublimation. And the boundaries between them are difficult to draw. However, departure, apparently, differs from sublimation in that engaging in new activity is of a compensatory, protective nature, and new activity has negative prerequisites: it was the result of flight, the result of avoiding unpleasant experiences, the actual experience of failures, fears, some kind of incompetence, failure. Here, unfreedom was not reworked, was not experienced, it was palliatively replaced by other activities.

The sphere of mental activity presents a lot of opportunities for substitutions in the form of care.

The perception of one's own incompetence, the actual impossibility of solving this or that problem is blunted, supplanted by the fact that a person goes into that part of the problem that he can solve. Because of this, he maintains a sense of control over reality.

Care in scientific activity is also the constant refinement of the scope of concepts, classification criteria, maniacal intolerance to any contradiction. All these forms of escape represent a horizontal flight from the real problem into that mental space, into that part of the problem that does not need to be solved, or that will be solved on its own, or that the individual is able to solve.

Another form of escape is vertical flight, otherwise intellectualization, which consists in the fact that thinking and thus the solution of a problem is transferred from a concrete and contradictory, difficult-to-control reality to the sphere of purely mental operations, but mental models of getting rid of concrete reality can be so far abstracted from reality itself. In fact, the solution of the problem on a substitute object, on the model, has little in common with the solution in reality. But the feeling of control, if not over reality, then at least over the model, remains. However, going into modeling, into theory, into the realm of the spirit in general, can go so far that the way back to the world of reality, on the contrary, is forgotten.

An indicator by which a departure from the fullness of being into a narrow spectrum of life is recognized is a state of anxiety, fear, anxiety.

The most common type of care is fantasy. A blocked desire, a trauma that has actually been experienced, an incompleteness of the situation - this is the complex of reasons that initiate a fantasy.

Freud believed that "instinctive desires ... can be grouped in two directions. These are either ambitious desires that serve to elevate the personality, or erotic ones."

In ambitious fantasies, the object of desire is the fantasizer himself. He wants to be desired by others as an object.

And in erotically colored desires, the object becomes someone else from a close or distant social environment, someone who in reality cannot be the object of my desire.

Interesting is such a fantasy as the "fantasy of deliverance", which combines both desires at the same time, both ambitious and erotic. Man presents himself as a savior, a deliverer.

Freud's patients were often men who, in their fantasies, acted out the desire to save the woman with whom they had an intimate relationship from social decline. Freud, together with his patients, analyzed the origins of these fantasies up to the onset of the manifestation of the Oedipus complex. The beginning of the fantasies of deliverance was the unconscious desire of the boy to take away the beloved woman, the boy's mother, from his father, to become a father himself and give the mother a child. The fantasy of deliverance is an expression of tender feelings for one's mother. Then, with the disappearance of the Oedipus complex and the acceptance of cultural norms, these childhood desires are repressed and then, already in adulthood, they manifest themselves in the imagination of themselves as a deliverer for fallen women.

The early appearance of the fantasy of deliverance may be triggered by a difficult situation in the family. The father is an alcoholic, arranges drunken brawls in the family, beats his mother. And then in the child's head the pictures of the deliverance of the native mother from the despotic father come to life, up to the presentation of the ideas of the murder of the father. It is interesting that such “deliverer” boys choose women as their wives, who, by their subdominance, remind them of their unfortunate mother. The purely fantastic deliverance from the father does not prevent the child from identifying with the dominant position of the tyrant father. For the new woman in his life, he will usually act like a tyrannical husband.

Conventionally, the following type of transference can be called "second-hand experience.

“Second-hand experience” is possible if an individual, for a number of reasons, both objective and subjective, does not have the opportunity to apply his strengths and interests in the current life situation “now and here”. And then this experience of desire is realized on substitute objects that are nearby and which are connected with the real object of desire: books, films. Fulfillment of desire on substitute objects, on second-hand objects, does not give full satisfaction. This desire is maintained, maintained, but one can get stuck in this substitutive situation, since "second-hand experience" is more reliable, safer.

Transference can occur due to the fact that the fulfillment of desire in the waking state is impossible. And then the desire is realized in dreams. When the strict censorship of consciousness sleeps. In the waking state, the work of repressing a desire may be more or less successful. Since the content of a dream can be remembered and thus revealed to consciousness, the images of a dream can be some kind of substitution, ciphers, symbols of real desires.

Dreams perform a certain psychotherapeutic function to relieve the acuteness of experiencing a lack of something or someone.

Also, "second-hand experience" is possible due to sensory deprivation (insufficient influx of information into the central nervous system).

The sensory influx of human information into the central nervous system consists of different types sensations coming from the corresponding sense organs (visual, auditory, gustatory, skin sensations). But there are two types of sensations, kinesthetic and a sense of balance, which, as a rule, are not subject to awareness, but nevertheless make their contribution to the general sensory flow. These sensations come from receptors that innervate (permeate) muscle tissue. Kinesthetic sensations occur when muscles contract or stretch.

The state of boredom is ensured by a sharp decrease in information from outside. Information can objectively exist, but it is not perceived because it is not interesting. What does a bored child do to ensure the flow of information to the central nervous system? He begins to fantasize, and if he does not know how, cannot fantasize, then he begins to move with his whole body, spin, spin. Thus, it provides an influx of kinesthetic sensations into the central nervous system. Orders and persuasion to sit still and threats of punishment do little to help. The child needs to provide an influx of information. If he cannot move his body, then he continues to dangle his legs. If this cannot be done, then he slowly, almost imperceptibly, swings his body. This is how the influx of stimuli that are missing for the consciousness of a certain experience of emotional comfort is ensured.

Transfer. This kind of transference occurs as a result of a mistaken generalization of the similarity of the two situations. In the primary situation that happened earlier, some emotional experiences, behavioral skills, relationships with people have been developed. And in a secondary, new situation, which in some respects may be similar to the primary one, these emotional relationships, behavioral skills, relationships with people are reproduced again; at the same time, since the situations are still dissimilar to each other, to the extent that the repetitive behavior turns out to be inadequate to the new situation, it may even prevent the individual from correctly assessing and thereby adequately resolving the new situation. At the heart of the transfer (transfer) is a tendency to repeat behavior that has been entrenched before.

The reason for the transfer is in affective pinchedness, undeveloped past relationships.

Many psychologists call transference neurotic transference. Once in new areas, new groups and interacting with new people, the "neurotic" brings old relationships, old norms of relationships into new groups. He, as it were, expects a certain behavior from the new environment, a certain attitude towards himself, and, of course, behaves in accordance with his expectations. The corresponding reactions are thereby evoked in the new environment. A person who is treated unfriendly may be perplexed about this, but most likely will respond in kind. How does he know that hostility towards him is just a transference error. The transfer was successful, realized, if its subject transferred the old experience to the new situation. But it succeeded twice if the old experience of the transference subject is imposed on the social environment, on another person. This is what scares the transfer, that it includes more and more new people in its orbit.

But there is a situation where the transfer is simply necessary in order to get rid of it. This is the situation of psychoanalysis. The therapeutic effect of psychoanalysis lies precisely in the conscious use of transference.

The psychoanalyst is a very powerful transference object for his patient. All those dramas that play out in the patient's soul are, as it were, transferred to the figure of the psychoanalyst, to the relationship that arises between the psychoanalyst and the patient, and the psychoanalytic relationship turns into a neuralgic point in the patient's life. Must turn; if this does not happen, then psychoanalysis fails. And on this basis of this artificial neurosis, all the neurotic phenomena that exist in the patient are reproduced. On the basis of this same artificial neurosis, they must become obsolete in the relationships of this dyad.

The transfer has many forms and manifestations, but in essence the basis of any transfer is the "meeting" of unconscious desires with inauthentic objects, with their substitutes. Hence the impossibility of an authentic and sincere experience on a substitute object. In addition, fixation on a very narrow class of objects is often observed. New situations and new objects are rejected or old forms of behavior and old attitudes are reproduced in them. Behavior becomes stereotypical, rigid, even tough.

Countertransference - a set of unconscious reactions of the analyst to the personality of the analysand, and especially to his transfer.

Transfer work. The main direction of work with defense mechanisms is the constant awareness of their presence in oneself.

An indicator of displacement is that the objects of venting my aggression and resentment, as a rule, are persons on whom anger and resentment is not dangerous for the bearer of the transference. There is no need to rush to return the resentment or aggression that has arisen against the culprit who has turned up. At first, it is better to ask the question: "What is so offended in me?"

With other types of transference, it requires awareness of what I avoid in the real world, how diverse my interests are, the objects of my affections.

Rationalization and defensive argumentation. In psychology, the concept of "rationalization" was introduced by the psychoanalyst E. Jones in 1908, and in subsequent years it took hold and began to be constantly used in the works of not only psychoanalysts, but also representatives of other schools of psychology.

Rationalization as a defensive process consists in the fact that a person invents verbalized and at first glance logical judgments and conclusions for a false explanation, justification of his frustrations, expressed in the form of failures, helplessness, privation or deprivation. The choice of arguments for rationalization is predominantly a subconscious process. To a much greater extent, the motivation for the process of rationalization is subconscious. The real motives of the process of self-justification or defensive argumentation remain unconscious, and instead of them, the individual performing mental defense invents motivations, acceptable arguments designed to justify his actions, mental states, frustrations. Defensive argumentation differs from conscious deceit by the involuntary nature of its motivation and the conviction of the subject that he is telling the truth. Various "ideals" and "principles", lofty, socially valuable motives and goals are used as self-justifying arguments. Rationalizations are a means of maintaining a person's self-respect in a situation in which this important component of his self-concept is in danger of being reduced. Although a person can begin the process of self-justification even before the onset of a frustrating situation, i.e. in the form of anticipatory psychic protection, however, there are more cases of rationalization after the onset of frustrating events, which may be the actions of the subject himself. Indeed, consciousness often does not control behavior, but follows behavioral acts that have a subconscious and, therefore, consciously unregulated motivation. However, after realizing one's own actions, rationalization processes can unfold, with the goal of comprehending these actions, giving them an interpretation that is consistent with a person's idea of ​​himself, his life principles, his ideal self-image.

The Polish researcher K. Obukhovsky cites a classic illustration of hiding true motives under the guise of defending good goals - a fable about a wolf and a lamb: "The predatory wolf" cared about the law "and, seeing a lamb near a stream, began to look for a justification for the sentence that he would like to carry out. The lamb was actively defending himself, negating the wolf's arguments, and the wolf seemed to be about to leave with nothing when he suddenly came to the conclusion that the lamb was undoubtedly to blame for the fact that he, the wolf, felt hungry. the appetite is really manifested at the sight of food. The wolf could now safely eat the lamb. Its action is justified and legalized. "

Protective motives are manifested in people with a very strong Superego, which, on the one hand, does not seem to allow real motives to be realized, but, on the other hand, gives these motives freedom of action, allows them to be realized, but under a beautiful, socially approved facade; or part of the energy of a real asocial motive is spent on socially acceptable goals, at least, so it seems to the deceived consciousness.

It is possible to interpret this kind of rationalization in another way. The Unconscious It realizes its desires by presenting them before the Self and the strict censorship of the Super-Self, in robes of decency and social attractiveness.

Rationalization for oneself and for others. As a defensive process, rationalization is traditionally (starting from the above-mentioned article by E. Jones) defined as a process of self-justification, psychological self-defense of the individual. In most cases, we actually observe just such defensive arguments, which can be called rationalizations for ourselves.

By reducing the value of the object to which he unsuccessfully strives, a person rationalizes for himself in the sense that he strives to preserve self-respect, his own positive idea of ​​himself, and also to preserve the positive idea that, in his opinion, others have about their personality. Through defensive argumentation, he seeks to save his “face” in front of himself and significant people. The prototype of such a situation is the fable "The Fox and the Grapes". Not being able to get the much desired grapes, the fox eventually realizes the futility of his attempts and begins to verbally "talk" his unfulfilled need: the grapes are green and generally harmful, and do I want it ?!

However, a person is capable of identification both with individuals and with reference groups. In cases of positive identification, a person can use the mechanism of rationalization in favor of persons or groups with whom he is identified to some extent, if the latter find themselves in a frustrating situation.

The defensive justification of objects of identification is called rationalization for others. Rationalizations given by the parent in favor of the child, through internalization, turn into internal rationalizations for themselves. Thus, rationalization for others genetically precedes rationalization for oneself, although from the very beginning of the period of mastering speech, being in frustrating situations, the child can invent rationalizations in his favor. The mechanism of rationalization for others is based on the adaptive mechanism of identification, and the latter, in turn, is usually closely related to or based on the mechanism of introjection.

Direct rationalization consists in the fact that a frustrated person, carrying out defensive arguments, speaks about the frustrator and about himself, justifies himself, overestimates the power of the frustrator. This is a rationalization in which a person generally remains in the circle of real things and relations.

Indirect rationalization. A frustrated person uses the mechanism of rationalization, but objects and questions that are not directly related to his frustrators become the objects of his thoughts. It is assumed that as a result of subconscious mental processes these objects and tasks take on a symbolic meaning. It is easier for an individual to operate with them, they are neutral and do not directly affect the conflicts and frustrations of the personality. Direct rationalization in such a case would be painful, giving rise to new frustrations. Therefore, the true content of frustrations and conflicts is subconsciously repressed and their place in the sphere of consciousness is occupied by neutral contents of the psyche.

Consequently, in the transition from direct (or "rational") defensive argumentation to indirect (or indirect, "irrational") rationalization, the mechanism of suppression or repression plays an important role.

4. Features of psychological protection in adolescence.

Now let's move on to considering the features of psychological protection in adolescence using examples.

Examples of youthful regression are their tendency to idealize celebrities; ambivalence of behavior, its fluctuations from one extreme to another.

Transfer. One type of transference is withdrawal, the most common variant of which is fantasy. Protective fantasy symbolically satisfies the blocked desire: “It can be said that the happy never fantasizes, only the unsatisfied do it. Unsatisfied desires are the driving forces of fantasies, each fantasy is a manifestation of desire, a proofreading of reality that somehow does not satisfy the individual.

In a teenager who was offended, as it seems to him, undeservedly, the offense reinterprets the situation where he was, as it were, offended by others. And then in his "day dreams" he imagines how he dies, they bury him and mourn. With his death, everyone understands who they offended. Thus, in fantasy, an act of self-affirmation takes place and the desired relationship is built, where the object is the adolescent himself.

The next type of transfer can be conditionally called “second-hand experience”: if a person, due to objective and subjective reasons, does not have the opportunity to realize his desires and interests “here and now”.

A teenager dreams of the sea, wants to become a sailor, a sea captain. But there are no opportunities for the fulfillment of a dream: the sea is far away, there is no money, one is young, one has to study a lot, but one does not want to. Then this desire is realized on substitute objects: books about the sea, films about adventures at sea. Although there is no complete satisfaction, it persists, maybe even for a long time, because. the situation thus controlled and safer.

Transference can also be carried out in a dream, if it is impossible in the waking state. A teenager dreams of erotic scenes, often they end with involuntary ejaculation.

The transfer that occurs as a result of an erroneous generalization of similar situations is called transfer. It is based on a tendency to repeat previously entrenched behavior in situations of inequality of positions.

The student transfers to the new, in no way guilty teacher, hostile relations with previous teachers. The new teacher gets from the student, he pays for the sins of his colleagues. Hostile attitudes are transferred by students due to the accumulated general negative attitude towards the school - and this is the fallacy of generalization in transference - all teachers.

Rationalization is manifested in reflection on the questions "Why live if sooner or later you die?". Then they come up with and bring meaning to life, and some, on the contrary, refuse to think about this issue.

The next type of psychological defense is irony. A teenager, as a result of his dual position: not a child, but not yet an adult, ironically treats both childhood and adults. The teenager is ironic about the roles that adults impose on him, and to themselves with their old-fashioned ideas about life. Thus, he overcomes the imperialism of adults.

If we take the protection used in school lessons, then R. Plutchik, G. Kellerman, H.R. Conte believe that these mechanisms have their own characteristics and verbal expression. They cited as an example the characteristics of defense mechanisms in a situation where a teenager insulted the teacher for an unfulfilled task (the work of defense comes with the emotion of anger). In our work, we present only a few defense mechanisms.

Substitution - "attack anything that represents it". Reaction: "Our teacher has an extremely nasty daughter."

Projection - "blame it." Reaction: "My teacher just hates me", "We are all not happy with our teacher."

Rationalization - "justify yourself." Reaction: "He's so angry because he's in a bad mood."

There is no doubt that defense mechanisms usually develop in a person "feeling insecure in life." A self-sufficient person is most successfully freed from the negative influence of psychological defenses and is less "sensitive" to their occurrence. The most important way of liberation from the pathological action of protective mechanisms is the integral development of the personality, its self-awareness, as well as the formation of a life perspective adequate to the possibilities. And so we have described about 20 types of psychological defense mechanisms.

5. Psychological and pedagogical means of forming protective

mechanisms of personality in adolescents.

Taking into account that the adolescence period in most scientific sources is considered as the most stressful and conflict period in the ontogenetic development of a person, certain criteria have been identified that can contribute to the emergence of difficult situations and which need to be paid special attention when building work on the psychological and pedagogical support of coping behavior: anatomical and physiological features; mental states of adolescents; features of the emotional-volitional sphere; motives of activity and behavior; a sense of adulthood (the need for independence, self-affirmation); character formation of a teenager (deviations); temperamental features; personal reflection. The main indicators of age are also taken into account (the social situation of development; the leading type of activity; the main mental neoplasms.

Based on the fact that the modern humanistic concept of a person involves considering him as an existential (independent, independent, free) being and the main characteristic of the existential dimension is freedom, the main goal of building a special activity for psychological and pedagogical support is seen in the gradual transfer of a teenager from a passive position " victims" and "consumer" into an active one - a subject of activity to resolve problems, to an autonomous existence, independent, creative construction of one's destiny and relations with the world. This is the semantic and activity dynamics of psychological and pedagogical support.

Psychological and pedagogical support is a special education technology that differs from traditional methods of education and upbringing in that it is carried out precisely in the process of dialogue and interaction between a child and an adult and involves the child’s self-determination in a situation of choice, followed by an independent, creative solution to his problem. The psychological and pedagogical significance of coping is to help a teenager more effectively adapt to the requirements of the situation, allowing him to master it, extinguish the stressful effect of the situation, creatively process and become an active creator of his own life story.

Thus, psychological and pedagogical support, being one of the main resources of the educational environment, makes it possible to realize the need of society to build such an education in which students can master and master the mechanisms of self-creation of themselves. That is, the educational psychologist is called upon to support adolescents in their desire to become creative authors of their own lives, using the situation and the resources in which they are at every moment of their existence. Under certain conditions, in psychological and pedagogical activity, this talent is certainly revealed. Moreover, this talent can contribute to self-creation of oneself and one's life.

The development of constructive coping strategies is possible only on the basis of the developing resources of the educational environment. One of them is psychological and pedagogical support, designed to carry out the task on the basis of developing, shaping and educating strategies.

The developmental strategy of psychological and pedagogical support is designed to create conditions that stimulate the development of constructive coping of adolescents with difficult life situations. The formative strategy of psychological and pedagogical support should assist in the formation of constructive social skills in adolescents to overcome the difficulties of life. An upbringing strategy is a directed influence on the part of educational psychologists with the aim of educating readiness for life-creation.

All the work of a teacher-psychologist involves interaction with adults (teachers, educators, parents) through education, counseling, training activities and the joint development of programs aimed at developing adolescents' abilities to constructively cope with life's difficulties. All the work of a teacher-psychologist with adults and adolescents involves the development of motivational-personal and cognitive-behavioral components, the core of which is the mechanism of creativity (talent). All components of the "built-in" mechanism of creativity (talent, according to V.V. Klimenko) of a teenager: (energy potential, emotional-volitional sphere, cognitive, behavioral components) are consistent with these components. We can say that the mechanism of creativity, talent (mechanism of ingenuity I) is an internal trigger mechanism of the personality). Only the "mechanism of talent" in its conventional designation can contribute to the "talented" overcoming of difficulties, the "talented" alignment of one's life, the "talented" interaction with one's wards.

Only such an orientation of pedagogical support activities can contribute to the life creativity of adolescents.

With psychological and pedagogical support of coping behavior of adolescents, the main groups of tasks are implemented:

Educational. They include conversations on existential-semantic issues and conversations on the motivational-cognitive development of adolescents.

Developing, shaping. Aimed at the development of reflection, the actualization of the mechanism of creativity, the development of life-creating strategies for overcoming difficulties.

Nurturing. Aimed at optimizing interpersonal interaction due to the actualization of the strengths of the personality of adolescents. Education of perseverance and perseverance and activity in achieving goals.

When organizing psychological work with adolescents, it is necessary to pay attention to teaching them strategies for coping behavior.

All adolescents, regardless of family well-being, should be taught how to use productive cognitive and behavioral coping strategies.

When teaching effective coping behavior to adolescents, emphasis should be placed on developing their ability to seek social support, as well as effective problem solving and emotional self-regulation techniques.

Thus, in the course of work on psychological and pedagogical support of coping behavior of adolescents, conditions were identified that ensure the effectiveness of psychological and pedagogical support:

a) organizational and pedagogical (enrichment of the developing resources of the educational environment);

b) psychological and pedagogical (formation of the desire for life creativity on the basis of the development of socially significant personal qualities). It can be concluded that pedagogical support should ensure the development of constructive strategies for adolescents to overcome difficult school situations. The overcoming behavior of adolescents is considered as a conscious, rational behavior aimed at transforming a difficult situation with its subsequent positive resolution. The psychological and pedagogical significance of overcoming is to help the teenager adapt more effectively to the requirements of the situation, allowing him to master it, try to transform, subdue it, and thus extinguish the stressful impact of the situation. The main task of constructive coping is to ensure and maintain the adolescent's well-being, physical and mental health and satisfaction with social relationships.

Brief description of the educational institution

In the period from 05/05/2008 to 05/10/2008, experimental studies were carried out at the Municipal Educational Institution of the Novokizhinginsk Secondary General Education School (MOU Novokozhinginsk secondary school). This educational institution does not have specialized classes and students in it receive a general secondary education. The number of students for the period from 2007 to 2008 is 240 people.

The study involved tenth grade students. in the amount of 28 people. Of these, girls - 15, boys - 13. The average age of students is 16 years old. Among the students of two classes there are no excellent students, 2 people study for 4 and 5. The remaining 25 people in most subjects have an assessment of satisfactory. The study was conducted in school classrooms.

Research stages

To study the mechanisms of psychological defense in adolescents, a study was conducted.

At the first stage of the experiment, the topic of the work was chosen, a list of literature on the research problem was compiled. This list includes such publications: "Psychology of Personality" edited by Raigorodsky V. K., "Psychology of the Self and Defense Mechanisms" by A. Freud, "Mechanisms of Psychological Defense" by Romanova E. S. and Grebenshchikova L. R., "The Concept of Psychological defense in the concepts of Z. Freud and K. Rogers ”Zhurbin V.I. and many other scientific publications and periodicals. We carried out a theoretical review of the literature on the problem under study, determined the methodological basis of the study. In the process of studying special literature, we came to the conclusion that psychological defense is defined as a normal mechanism aimed at preventing behavioral disorders within the framework of conflicts between the unconscious and consciousness and between different emotional attitudes.

At the next stage, an acquaintance was made with the students, who were subsequently subjected to research.

In a study to study the mechanisms of psychological defense in adolescents, the following methodology was used: psychological diagnosis of the life style index (LIFE STILE INDEX) (see Appendix 2).

The purpose of the technique: to diagnose the system of psychological defense mechanisms.

psychological defense mechanism teenager

Introduction 3

Psychological protection in adolescents 4

Defense mechanisms 5

Psychological defense mechanisms 8

Conclusion 11

References 12

Introduction

Adolescence is a special, critical period. It is at this age that an active process of personality formation takes place, its complication, a change in the hierarchy of needs. This period is important for solving the problems of self-determination and choosing a life path. The solution of such complex issues is significantly complicated in the absence of an adequate perception of information, which may be due to the active inclusion of psychological defense as a reaction to anxiety, tension and uncertainty. The study and understanding of the mechanisms of unconscious self-regulation in modern adolescents is an important condition for facilitating the solution of the problem of self-determination at this age.

Psychological protection in adolescents

Defense mechanisms begin to operate when the achievement of the goal is impossible in a normal way. Experiences that are inconsistent with a person's self-image tend to be kept out of consciousness. There can be either a distortion of the perceived, or its denial, or forgetting. Considering the attitude of the individual to the group, it is important for the team to take into account the influence of psychological protection on behavior. Protection is a kind of filter that turns on when there is a significant discrepancy between the assessments of one's act or the actions of loved ones.

When a person has received unpleasant information, he can react to it in various ways: reduce their significance, deny facts that seem obvious to others, forget "inconvenient" information. According to L.I. Antsyferova, psychological defense is intensified when, in an attempt to transform a traumatic situation, all resources and reserves turn out to be almost exhaustive. Then protective self-regulation occupies a central place in human behavior, and he refuses constructive activity.

With the deterioration of the material and social situation of the majority of citizens of our country, the problem of psychological protection becomes more and more urgent. The stressful situation causes a significant decrease in the sense of security of a person on the part of society. The deterioration of living conditions leads to the fact that adolescents suffer from a lack of communication with adults and hostility from the people around them. The difficulties that arise practically leave parents neither time nor energy to find out and understand the problems of their child. The emerging alienation is painful for both parents and their children. Activation of psychological defense reduces the accumulated tension, transforming incoming information to maintain internal balance.

The operation of psychological defense mechanisms in cases of disagreement can lead to the inclusion of a teenager in various groups. Such protection, contributing to the adaptation of a person to his inner world and mental state, can cause social maladaptation.

"Psychological defense is a special regulative system for stabilizing the personality, aimed at eliminating or minimizing the feeling of anxiety associated with the awareness of the conflict." The function of psychological protection is the "protection" of the sphere of consciousness from negative experiences that traumatize the personality. As long as the information coming from outside does not diverge from the person's idea of ​​the world around him, about himself, he does not feel discomfort. But as soon as any mismatch is outlined, a person faces a problem: either change the ideal idea of ​​himself, or somehow process the information received. It is when choosing the latter strategy that psychological defense mechanisms begin to operate. According to R.M. Granovskaya, with the accumulation of life experience, a special system of protective psychological barriers is formed in a person, which protects him from information that violates his internal balance.

A common feature of all types of psychological defense is that it can be judged only by indirect manifestations. The subject is aware of only some of the stimuli affecting him, which have passed through the so-called significance filter, and the behavior is also reflected in what was perceived in an unconscious way.

Information that poses a danger to a person of various kinds, that is, to a different extent threatening his idea of ​​himself, is not equally censored. The most dangerous one is already rejected at the level of perception, the less dangerous one is perceived and then partially transformed. The less the incoming information threatens to disrupt the picture of the human world, the deeper it moves from the sensory input to the motor output, and the less it changes along the way. There are many classifications of psychological protection. There is no single classification of psychological defense mechanisms (MPM), although there are many attempts to group them on various grounds.

Throughout life, each person, faced with difficulties, uses one or another set of mechanisms for resolving them. The methods of overcoming problems available in the arsenal can change significantly throughout a person’s life path and largely depend on the attitude that has been formed in the process of his life. Setting (from French attitude) in traditional personality psychology is considered as a kind of internal affective orientation (presetting), which depends primarily on past experience. Setting, simplifying our orientation in the world, making it easy to evaluate what is happening, contributes to the self-expression of the individual, maintaining self-esteem at the proper level, manifesting itself in specific opinions and behavior.

Having a certain attitude already fixed in past experience, which has made a positive contribution and has become beneficial for the individual, a person again and again strives to actualize it. These functions are consistent with a psychological phenomenon referred to as a psychological defense mechanism. The main difference between the concept of a mindset and a defense mechanism is in the order of occurrence: a mindset is only a willingness to express any intentions, a “presetting”. Psychological protection is already directly expressed intentions, a kind of built-up "shield" that can save the individual from "pricks" from the outside.

The attitude, based on stable social norms, stereotypes or social roles, is close in meaning to the concept of mentality. Mentality is a way of thinking, a set of mental skills and spiritual attitudes inherent in an individual or a group of people. Based on this, it can be assumed that the attitude of the victim is directly included, for example, in the mentality of the long-suffering Belarusian, Ukrainian and Russian peoples who survived not so long ago (on a historical scale) the Second World War and “only yesterday” the Chernobyl tragedy, the collapse of the Soviet Union, numerous tragedies of today.

The consequence of all this is a traumatic effect, "future shock", as I.S. Cohn (2001). The situation is further complicated by social entropy - the uncertainty of the further development of events, the uncertainty in building one's own destiny. Recent studies by N.P. Fetiskina (2007) in this area show that social entropy leads to passivity, dominance of individualism, hedonistic orientations, depression, a state of helplessness, etc. . This situation is especially dangerous for teenagers. The attitude of the victim in them is formed faster and leads to a shift in moral criteria in their minds.

Therefore, in order to build professional practical work with adolescents with a focus on the behavior of the victim, it is necessary to theoretical analysis concepts of "overcoming" and "mechanism of protection", the study of the correlation of these concepts, their possible comparative analysis and differentiation, which is the main objective of this article.

In psychology, there is no single point of view on the mechanisms of the course and the choice of strategies for overcoming difficult life situations by a person. These questions remain understudied. It also seems contradictory to compare the concepts of defense mechanisms with coping mechanisms. Some researchers bring these concepts together, while others, on the contrary, see fundamental differences in them. We believe that such contradictions can be partially removed by a more detailed consideration of the mechanisms of functioning of the processes of coping and psychological defenses and their conditionality by certain attitudes of the individual, in this case, the attitude of the victim.

Problem co-owning, or coping- , behavior began to be developed in the scientific literature as early as the 1940s and 1950s. The term "coping" comes from English word"to cope" - to cope, cope, overcome. More precisely, coping is defined as "the continuously changing cognitive and behavioral attempts to cope with specific external or internal demands that are judged to be excessive or in excess of human resources" .

The concept of coping was first associated with a response to extreme situations, when the usual adaptation to the current situation was not enough and additional energy costs were required on the part of the subject. Then the phenomenon of coping extended to the description of human behavior at turning points in life. Finally, this concept began to be used when describing behavior in everyday reality, for example, in conditions of chronic troubles and in everyday stressful situations (R. Lazarus).

Despite some mosaic and blurring in research, the meaning of coping remains the same: coping is what a person does to cope with stress: he mobilizes all his cognitive, emotional and behavioral strategies.

The main task of coping is to keep a person in a state of mental balance if he finds himself in a critical situation or a situation of social entropy (uncertainty). Coping behavior is implemented through the use of various coping strategies based on the resources of the individual and the environment.

Most studies highlight external factors that influence the subject's coping behavior: the situation itself, the quality of stressors, and the support of others. Social support, according to many researchers, is one of the important resources of the environment, and the choice of social support by the subjects as a coping strategy is seen as constructive coping.

The availability of instrumental, moral and emotional help from the social environment really facilitates the adaptation of a person, but it can also do him a disservice, since excessive care and attention from the outside, an active search for support by the subject in the external environment does not always contribute to the formation of constructive coping strategies, creating fertile ground for activating the victim's attitude and even deeper immersion in the "case" of psychological defenses. Adolescents are more receptive to this role, quickly get used to such a comfortable position, becoming infantile, passive, dependent on outside help.

From our point of view, for adolescents to effectively overcome the state of the victim, it is necessary to pay attention to the internal resources of the individual. AT recent times A number of studies have appeared in the scientific literature on the resource approach to coping strategies. Resource theories assume that there is some set of key resources.

B.G. also drew attention to this. Ananiev. He and his followers distinguish the concept of viability. It should be noted that vitality in itself cannot be coping, primarily because coping strategies are techniques, algorithms of action that are familiar and traditional for a person, while vitality is a personality trait, a setting for survival. In addition, coping strategies can take both productive and unproductive forms, and resilience is a personality trait that allows you to cope with distress effectively and always in the direction of personal growth.

Personal resources, according to many researchers, include an adequate self-concept, positive self-esteem, low neuroticism, internal locus of control, an optimistic worldview, empathic potential, the ability to interpersonal relationships, relationships, and others. To the position "others" in the last scientific research include and creativity(Kolienko N.S., 2008). Modern research N.S. Kolienko, N.E. Rubtsova (2008) prove that creativity can rightly be considered an additional resource for coping behavior of adolescents, contributing to the search for effective solutions to problems and more productive and flexible overcoming of difficulties. The practical work of the author of this article confirms that the mechanism of creativity can be not just an additional, but a leading, key resource in overcoming difficult life situations by adolescents, especially adolescents with a victim attitude.

Let's pass to the analysis of even more debatable and ambiguous concept "psychological protection". In a large psychological dictionary psychological protection(defense mechanism) is interpreted as a system of regulatory mechanisms in the psyche, which are aimed at eliminating or minimizing negative, traumatic experiences associated with internal or external conflicts, states of anxiety and discomfort. Actualization of psychological defenses can be triggered by many factors, including: prolonged stay in a hostile social environment; experiencing states of frustration or conflict (both external and internal); unmet needs; psychological illiteracy; lack of culture and morality in dealing with people; prolonged exposure to the so-called "invisible stress", negative life experience and many others.

Of course, the action of psychological defense can be caused by external critical situations, but, in our opinion, personal factors are much more important, as a result of which typical forms of defense can be formed. After all, as experience shows, a person in different life situations uses similar behavioral constructs developed on the basis of attitudes typical for this individual. For example, a person can play the role of a helpless victim not only when experiencing a catastrophe, but also in any critical and everyday situation, since in the past it gave a certain positive experience (support, patronage, attention, care). Considering that such psychological defense strengthened the forces of the “I”, made it possible to feel personal freedom from negative experiences, brought certain benefits, it is fixed in the arsenal and becomes typical for this subject.

Studies show that the organization of protection, and its ability to withstand external harmful influences, is not the same for different people. The built-in system of defenses does not protect some from negative influence, while others are so firmly protected that a kind of “case” is formed that prevents personal development. Of course, psychological protection reduces tension, improves well-being, but sometimes it takes a lot of strength and energy to keep this barrier. All this eventually leads to chronic fatigue or an increase in general anxiety, to isolation from the outside world (hyperreflexia). This situation is especially dangerous for a weak “I”, which is a teenager! a victim, because such a subject already has a strong psychological defense that increases the inadequacy of perception of the environment (deception of oneself), a powerful barrier is formed and maintained, and, as a result, it is updated appropriate destructive behavior.

As you can see, the problem of psychological defense in psychology is controversial. On the one hand, this is the desire to maintain mental harmony, and on the other hand, the expenditure of a colossal amount of energy to keep oneself in such a state.

There are also positive aspects of psychological defense mechanisms. So, any protection, including psychological, is designed to ensure safety. “Security is very often considered as the ability of an object, phenomenon, process to retain its essence and main characteristic under the conditions of purposeful, destructive influence from the outside…” .

The constructive effect of the action of protective mechanisms is manifested in the following forms: compensation (A. Adler), replacement of the goal and means of achieving it (A.V. Petrovsky, S.L. Rubinshtein), reassessment of the situation (N. Pezeshkian). A number of techniques are aimed at achieving such constructive effects of psychological defense mechanisms. practical psychology(“positive analysis of the problem”, “unblocking of fixed ideas” and many others), which any practicing psychologist has in his arsenal and which, as experience shows, are very effective when working with adolescents with a victim mindset.

When properly functioning, psychological protection prevents the disorganization of mental activity and behavior. The presence of protection allows, on the one hand, to avoid the state of "victim" - experiencing feelings of powerlessness, helplessness and doom. And on the other hand, it supports this attitude in order to manipulate others, since it is “profitable” to be helpless and doomed, while receiving help and patronage from outside. To the general functions of psychological defense: the destruction of fear, the preservation of high self-esteem, in our opinion, one should add the receipt of "benefit". The main thing is not to allow the teenager to “hang” in this state, to push him to the next step in time: from protection to coping. This is the main task of a psychologist working with adolescents with the attitude of the victim.

Thus, the concept of psychological defense is based on the following provision. First, psychological defense is a real mental phenomenon described in the practice of psychoanalysis. Secondly, psychological defense is a set of techniques aimed at reducing or eliminating any change that has arisen as a result of psychological trauma, a stressful situation in order to maintain psychological homeostasis, integrity, and emotional stability of the individual. Thirdly, psychological protection is built into the structure of the personality. It is personal characteristics that largely determine the typical model of the subject's response in difficult situations. Fourthly, psychological protection is realized through the private or complex use of protective mechanisms (processes of intrapsychic adaptation of the personality due to the subconscious processing of incoming information). Fifthly, the emergence of psychological protection is facilitated by a situation that is a kind of test for a person. Sixth, psychological defense is largely determined by the system of attitudes, which are the internal affective orientation (pre-setting) of the individual.

Let's move on to a comparative characteristic of the features protective mechanisms and coping- strategies adolescents with an attitude towards the behavior of the victim.

When studying the psychology of victim behavior in science, attempts are made to compare the mechanisms of psychological defense and coping behavior. So, according to some authors, the mechanisms of psychological defense are not adapted to the situation and are rigid. But the attitude towards the behavior of the victim that we are considering allows a person to adapt quite plastically, flexibly, and easily to the requirements of the situation. The statement that when the defense mechanism is turned on, a person seeks to “reduce emotional stress” can also be questioned, since the position of the victim always involves imaginary suffering (and this is a certain emotional stress) in order to arouse pity, sympathy and compassion. It is also impossible to agree with the statement regarding the "myopia" of psychological defenses, since the installation of the victim not only creates the possibility of a one-time reduction in tension according to the "here and now" principle. We can meet many people with a lifelong attitude of the victim, they live like that, skillfully manipulating their environment, getting used to the role so much that they no longer know where the boundaries of the “I” and their role are. From the presented approach for attributing the victim’s attitude to the “presetting” of the defense mechanism, only the last statement is suitable for us: “they lead to a distortion of the perception of reality and oneself, while coping processes are associated with realistic perception and the ability to have an objective attitude towards oneself” .

Based on the approach described above, one could conclude that the setting on the behavior of the victim includes or is a "pre-setting" of coping behavior. But, according to the similar functions of attitude and psychological defense identified in psychology: benefit, benefit, simplification of a person's orientation in the world, self-expression through the game - it can be argued that the victim's attitude is associated with a mechanism of psychological defense against injections, injuries from outside, contributing to passivity, inertia, lack of initiative and the desire for profit. Although hypothetically, movement in both directions (for example, from coping to protection and vice versa) is possible, but this may be due, first of all, to the depletion of a person’s energy resources, the inadequacy of the chosen form of behavior and the accumulation of errors. This analysis leads us to a very ambiguous conclusion. The attitude towards the behavior of the victim is an education that is quite beneficial for the individual, it is a certain pattern of behavior and activity embedded in the mentality of the individual, and even, according to some assumptions (Tesser, 1993), this is an indirect consequence of the genetic make-up, therefore, attempts to change such an attitude are far from always are successful. When such an attitude gives impetus to the formation of psychological defense, the individual falls into a trap, skillfully built by himself, and then coping may be impossible. This creates certain difficulties in building psychological and pedagogical work with adolescents.

As we can see, the definitions of coping and psychological defense highlighted in the scientific literature are excessively vague, resulting in not only terminological, but also semantic confusion.

For further analysis, we turn to the primary sources. V. Dahl interprets the great Russian word “overcoming”, “overcome”, in this way: “overcome, overpower, overcome, conquer, overcome, subdue, overthrow and subjugate”. In this sense, this term is broader than the concept of coping and the concept of psychological protection, it can include both phenomena. The subject can overcome the consequences of trauma using both a defense mechanism and various coping strategies. Moreover, one can turn into another, since the concept of “overcoming” is very dynamic, active, it has a lot of energy. It is aimed at a victorious resolution: “they overcome the enemy in battle, their passions in the fight against them, their laziness, disgust from something, and so on,” writes V. Dahl. He continues, giving an explanation: “having overcome yourself (your self-ness), you will overcome your first enemy.”

Regarding the generalized analysis of coping and psychological defense mechanisms, there is also no consensus in the scientific literature. To correct the situation, we turn to the proposed B.G. Ananyev's concept of energy potential, which allows a person to simultaneously develop, enrich himself and cope with the stresses encountered on his way. B.G. Ananiev singles out the power of the energy potential as the optimal level of resolving difficult and extreme situations. Denoting the essence of the named energy potential, B.G. Ananiev introduced the concept of "vitality" into scientific circulation, which, in his opinion, includes the activity of the intellect, the level of volitional effort, emotional endurance, and the stability of the setting for the realization of a specific goal.

It has been experimentally revealed that it is the energy potential of the individual that is the basis of open and energetic opposition to stressful events. Unstable people demonstrate a lack of energy, impotence, nihilism, low self-esteem, and therefore are unable to constructively cope with crisis situations, often resorting to updating the victim's attitude. Personal potential includes cognitive, emotional, volitional, and, as noted in recent studies, creative components aimed at shaping a certain type of behavior.

Thus, we obtain the following comparative characteristics, which, for the convenience of analysis, will be presented in the form of a table (Table 1).

Tab. 1. Comparison of psychological defense mechanisms and coping behavior

	overcoming
	Psychological defense mechanisms and coping behavior
	Goals	1. Coping with trauma
		2. Maintaining the integrity of consciousness
	General	Consciousness - unawareness
		Flexibility - rigidity
		Situational - extra-situational
		Automatism - thoughtfulness
		Individual style specificity
	Differences	Energy potential
		Psychological defense mechanisms	coping behavior
	Activity	A low level of activity aimed at overcoming a traumatic situation, but a high level of activity aimed at maintaining protection from "pricks" from the outside and searching for resources in the outside world.	A high level of activity aimed at coping with a traumatic situation. Finding resources within yourself.
	cognitive component	Processing of information in order to create a block that prevents injury, "defensiveness".	Processing information to break the block and find effective ways to overcome the trauma.
	Emotional Component	Displacement of the problem from consciousness, removal from it, leaving in the form of various defenses to ensure spiritual comfort.	Solving a problem or, if a solution is impossible, changing attitudes towards it.
	Volitional component	The desire to merge with the environment and turn into an "adaptant" in order to obtain a comfortable state without involving volitional efforts. Avoidance of responsibility.	Design adaptation for benefit and experience
	creative component	Distortion of the meaning of the situation in various ways acceptable to the individual, the creation of "one's own world".	A real look at the situation, bricolage (bricoleurs) - a special ingenuity, the creation of the "impossible possible".
	Behavioral Component	Spontaneous, automatic response. Asking for help from the outside world.	Conscious planning out of a traumatic situation. Seek help for yourself first.

Let's sum up some results.

1. Overcoming, being an individual, dynamic way of interacting with a traumatic situation, including coping and psychological defense mechanisms, is aimed at solving two common interrelated goals: a) eliminating the consequences of trauma; b) maintaining the integrity of consciousness.
2. Each person has their own specific style of overcoming, developed in the process of life, based on certain attitudes and experience, one of these styles is the behavior of the victim, which is especially convenient for adolescents.
3. The style of overcoming depends on the energy potential. A low level of activity aimed at overcoming a traumatic situation, but a high level of activity aimed at maintaining protection from "pricks" from the outside, and the search for resources in the outside world characterizes the behavior of adolescents with a victim attitude. A high level of activity aimed at coping with a traumatic situation, the search for resources in oneself characterizes the opposite behavior. The energy potential affects the characteristics and functioning of the cognitive, emotional, volitional, creative and behavioral components.
4. Overcoming can be both conscious and unconscious, it can turn on automatically, and sometimes the situation is carefully thought out. Overcoming is characterized by situationality, it can be both flexible and rigid, depending on the personal characteristics of the subject and on his attitudes.

Setting on the victim's behavior, being some indirect consequence of the individual's mentality, "switches on" the mechanism of psychological protection against trauma from the outside. Such an attitude contributes to passivity, inertia, lack of initiative and the desire to obtain benefits. Adolescents are especially resourceful in attracting outside help.

Inflicting imaginary suffering on themselves, they sometimes get used to the role so much that they lose themselves in the space of the role-victim, but receive support, attention, patronage and even love. The search for a “crutch” that you can rely on at any time when experiencing a difficult situation does not have to be dealt with for a long time, there will always be a “kind soul” who seeks to help. Using such a "cunning" mechanism, deceiving himself and the environment, the adolescent victim still overcomes a difficult situation.

The question arises: how effective? When studying the criteria developed in psychology for the effectiveness of overcoming a difficult life situation, it turns out that it is very effective.

For example, according to the situational criterion, which means that the process of overcoming can be considered completed when the situation loses its negative significance for the subject, overcoming with the help of the victim's attitude can be considered successful. According to the personal criterion, which means a noticeable decrease in depression, anxiety, irritability, such overcoming is also effective. There is also an adaptive efficiency criterion, which is considered the most reliable. With behavior that includes the installation of the victim, the level of vulnerability really decreases and the adaptive resources of the individual increase.

As you can see, the victim attitude is a very specific form of social attitude that refutes traditional views on it in psychology, is chronic, complicates and delays overcoming a difficult situation. This is a socially adaptive phenomenon, distinguished by its unique characteristics, which require more detailed study. This is a great manipulation, in which the teenager is distinguished by its diversity, extreme plasticity, thanks to which he achieves his goal. Therefore, psychological work must be thought out in a special way, so as not to fall into the trap of the “great manipulator-victim”.

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