Рубрика
DOI
https://doi.org/10.31429/26190567-22-1-137-152Как цитировать
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Copyright (c) 2021 Людмила Ивановна Дементий, Александр Александрович Маленов
Аннотация
В статье в рамках процессуального и ресурсного подходов теоретически и эмпирически обосновывается модель самореализации личности в пространстве психологического образования. Выбор последнего обусловлен поиском сферы, релевантной для изучения реализации личности за пределами традиционных сфер деятельности — профессиональной и семейной. Самореализация понимается авторами как переход от потенциальных ресурсов личности к актуальным и актуализируемым, благодаря субъектной позиции личности. Доказано, что на каждом этапе самореализации (самоопределения, самовыражения, самоосуществления и самоактуализации) личность стремится к обнаружению и развитию разных ресурсов. Теоретическая модель подкрепляется результатами многочисленных эмпирических срезов, в том числе лонгитюдных, проведенных авторами на протяжении нескольких лет на студентах факультета психологии, а также на лицах, не имеющих и не получающих психологическое образование. Установлено, что психологическое образование оказывает положительное влияние на целый ряд личностных свойств, оправдывая персональные и социальные ожидания студентов. Благодаря этому повышается ощущение успешности и независимости, положительное самоотношение, чувство гордости, уверенность в себе, оптимизм, контроль настоящих и будущих событий, осмысленность и означенность жизни, самомотивация. Приобретаемые в процессе обучения компетенции, способствуют стабилизации и гармонизации семейных и дружеских отношений, улучшению коммуникации с коллегами по работе, расширению круга единомышленников, людей, способных поддержать в трудных жизненных ситуациях. Во многом это обусловлено усилением адаптационного потенциала и ресурсности самой личности, позитивной динамикой ее самосознания, способствующих достижению высшего уровня совладающей активности проактивного типа.
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