Психологічний тренінг розвитку суб’єктності особистості в підлітковому віці

Abstract

The purpose of our research is to develop a comprehensive training program forthe development of the personality’s subjectivity at school age.Methods of the research. The following theoretical methods of theresearch were used to solve the tasks formulated in the article: the categoricalmethod, the structural and functional methods, the methods of the analysis,systematization, modeling, generalization.The results of the research. It is noted that the category of «a subject» asa qualitative characteristic of human activity determines the place and role ofthe person in the world, his / her abilities to provide the activity, which actualizethe processes of self-determination and personal development. In Psychology asubject is understood as a person who is the source of purposeful (and therefore –conscious) activity, subordinated to the «image of the desired future», that is thegoal of personal development.The concept of «the subject of mental activity» is considered to be thekey one for our research. It is stated that a person as a subject has a directregulatory effect on his / her own psyche and through the mediation of thepsyche he / she affects the surrounding world, and the mature subject is ableto become aware of his / her personality. A mature subject of mental activityis an individual who is aware of himself / herself as a creator of his / her ownpsyche, whose development, protection, restoration and correction (if it isnecessary) is consciously set for some purpose and have to be purposefullyexercised. Therefore, the mature subject of mental activity will reach the level ofthe subject of mental activity; that is conscious regulation, as well as reflectionbeing its constituent, which are the criterion that distinguish these two levelsof subjectivity. It is emphasized that the individual can be the subject of mentalactivity if the object is his / her own psyche in its functioning and development.It is proved that the subject appears in a case of awareness of the object. Itis emphasized that it is impossible to realize the object without reflection,therefore, there is no subject without reflection.There were developed exercises of training program for the developmentof the personality’s subjectivity at the adolescence.Conclusions. It was proved that for a purposeful influence on thedevelopment of a teenager, his / her cognitive activity, teachers would clearlypresent for themselves the image of subjectivity, which was reflected in certainaspects of the activity, such as: conditioned mental image of gained experience,needs, attitudes, emotions, goals and motives, having been determined by manageability and selectivity of pupils’ activity. To become a subject involves theemergence of processes of the development and prioritization of goals, problemsand choices regarding the solution and formulation of tasks and solutions. So,subjectivity is purely socio-cultural unit in nature, since the ultimate cause ofindividual’s actions is always characterized in time, space, meaning, and amongdirect and indirect participants in the activity.