In the structure of behavior, they distinguish. Isolation in ontogeny

The kidneys of a newborn have signs of morphological and functional immaturity. The diameter of the glomeruli is small, the convoluted tubules are small, and the loops of Henle are underdeveloped. The number of glomeruli per unit surface in a newborn is 5-7 times greater than in an adult. This allows the child's kidneys to maintain water-salt-left homeostasis, but only under conditions of rest of the body and with balanced nutrition and water consumption. In extreme situations, for example, in certain diseases, children's kidneys are less reliable than adults, which can lead to shifts in homeostasis. At the age of 1 to 3 years, the excretory function develops in proportion to the increase in body size. The work of the kidneys becomes more efficient, but the excretion system in terms of development still lags behind the excretion system of an adult.

33. Behavior, its components, structure. Forms of behavior. The role of the genotype and environment in the organization of the child's behavior.

34. Reflex theory of behavior. Characteristics of unconditioned and conditioned reflexes. Inhibition of conditioned reflexes, types, formation in the process of ontogenesis.

Higher nervous activity stands out among other physiological

logical functions in that it is associated with the phenomena of mental

human life. While the lower nervous activity is carried out

reflex regulation of the internal state and functional

nirovaniya various parts organism, higher nervous activity

ensures the expediency of behavior in changing conditions

life: learning and the formation of consciousness. Higher nervous activity

capacity developed on the basis of physiological mechanism form-

temporary connections.

Reflex reactions that can ensure existence

organism only with a relatively constant environment,

called unconditioned reflexes. And since the conditions exist

organisms are very complex and variable, then adaptation

it to the environment should be provided with the help of another type of react-

ions that would allow the body to adequately respond to all

environmental changes. Such reactions are conditional

nye reflexes. The conditioned reflex is individually

acquired systemic human reactions arising on the basis of

ve education in the central nervous system of the temporary connection of the me-

waiting with a conditioned stimulus and an unconditioned reflex act.

13.1. Types of conditioned reflexes

For the formation of conditioned reflexes, it is necessary that:

the appearance of the conditioned stimulus coincided in time with the action of the

stimulus that causes an unconditioned reflex; conditioned stimulus

the body was physiologically weaker than the unconditioned; action

the conditioned stimulus preceded the action of the unconditioned stimulus. Conditions

ny reflex can be carried out only in a normal state

cerebral cortex and in the absence of extraneous stimuli.

The conditioned reflex is characterized the following signs: he

is adaptive and makes behavior especially

plastic, adapted to specific conditions; formed with the participation of the cerebral cortex; is acquired

and is individual; has a signal character, i.e. always

precedes the emergence of an unconditioned reflex.

The following groups of conditioned reflexes are distinguished:

by reinforcement: positive (reinforced) and negative

nye (brake, unreinforced, which not only do not cause

corresponding reaction, but also inhibit it);

according to biological significance: vital (food, defensive

sleep regulation), zoosocial (sexual, parental, territorial

torial), self-development reflexes (research, play,

imitation);

according to the features of reinforcement: first-order reflex, reflex

second order, etc.;

according to the quality of the conditioned signal: exteroceptive distant (visual

body, auditory), exteroceptive contact (tactile, taste-

vye), interoceptive (mechanical, temperature, osmotic;

are formed more slowly than exteroceptive ones, and the response

more diffuse)

according to the nature of the conditioned irritation: natural (formed on

natural signs of unconditioned irritation - the smell of food)

and artificial (for any other conditional signals; they develop-

are slower and are destroyed more easily than natural ones);

according to the structure of the conditioned signal: a conditioned reflex for a simple time

stimulus (call, light), conditioned reflex to sequential

a complex of stimuli, a conditioned reflex to a chain of stimuli;

according to the ratio in time of the conditioned and unconditioned stimulus.

coinciding, set aside, lagging.

13.2. Conditioned reflex closing mechanism

The structure of the conditioned reflex is a temporary connection,

closed within the cortex between the center of the conditioned stimulus

body and cells of the cortical representation of the unconditioned reflex.



It is believed that the closure of the temporary connection is carried out by

primary neurons of the cortex, but its mechanism has not been elucidated enough.

The morphological explanation suggests that during the formation

conditioned reflex, the processes of nerve cells grow,

establishing new intercellular connections. Functional object

clarification suggests increased conductivity of existing

synapses. The leading factor in the emergence of a temporary connection of the conditioned reflex is considered to be a change in protein synthesis in the cell. Co-

joint excitation of many neurons is reflected in the structure of RNA,

in which signal stimulation is encoded. This is confirmed-

It is the presence of "chemical memory". It is also assumed that

the trace of memory is fixed on DNA molecules, which preserves it

longer than rapidly synthesized RNA.

13.3. Conditioned reflex activity

in ontogeny

It is impossible to develop a conditioned reflex in the fetus. Even the unborn

children, a conditioned reflex is observed only at the age of 1.5-2 months

syatsev. By the end of the 1st week of life, a newborn child develops

there is the first conditioned reflex to the time of feeding. 30 minutes before feeding

leukocytosis and increased gas exchange are detected in the child,

then the baby wakes up. By the end of the 2nd week, a conditional

sucking reflex to "feeding position". Then image-

conditioned reflexes to olfactory and gustatory stimuli,

later - on skin-tactile and visual stimuli. Conditions

reflexes in newborns are unstable, significant

much more difficult than in older children. In the first half

life, conditioned reflexes are developed faster than during the period

newborn™, and become more durable. Conditionally-reflex-

tor activity at the age of one to three years is characterized by

only by the development of individual conditioned reflexes, but also by the formation

dynamic stereotypes, and often in a shorter time,

than in adults. A 2-year-old child produces a huge amount

conditioned reflexes on the ratio of size, severity, remoteness,

object coloring. This type of conditioned reflex is the basis

concepts, - Systems conditional connections developed at this time differ

are particularly durable. Most of them retain their value in those

the whole life of a person. At the age of 3-5 years, the condition improves

but-reflex activity, the number of dynamic

stereotypes. The age group of 7-11 years is characterized by rapid

strengthening of conditioned reflexes, their resistance to external influences

actions. At this time, during the formation of reflections on the complex after-

logically acting stimuli conditioned reaction

is applied immediately to the entire complex. Significantly changes at 12-18 years of age

conditioned reflex activity of adolescents. At the age of 13-15, the rate of formation of conditioned reflexes to direct (visual)

physical, auditory and tactile) stimuli increases, while

as a process of formation of conditioned reflexes to verbal signals

difficult. At the age of 17-18, higher nervous activity normalizes,

the body is considered mature.

35. communicative behaviour. Non-verbal and verbal communicative behavior. Neurophysiological bases of speech activity. The development of speech in children.

36. Sensation, perception: neurophysiological mechanisms, age-related features.

37. Neurophysiological mechanisms of attention. Age features of the attention of children and adolescents.

38. Motivation, emotions, their role in shaping the child's behavior. External manifestation of emotions in children of different ages. The role of positive and negative emotions in the process of upbringing and education of the child.

39. Memory, types, neurophysiological mechanisms. Age features of memory development in children.

40. Individual-typological features of the child. Characteristics of the main types of higher education nervous activity. Features of higher nervous activity of children and adolescents.

41. Complex diagnostics of the level of functional development of the child. Child's readiness for school.

Structure and organization of behavior can be understood from the standpoint of neurophysiology, psychophysiology, reflexology, biochemistry, however, only the systemic principle gives a complete picture of the organization of behavior.

In particular, M. McGuire(1977) believes that the determination of behavior, both abnormal and normal, is due to a series of mechanisms based on a genetic predisposition to the implementation of behavior, while he points out that I.P. Pavlov believed that the basis for the formation of individual acquired behavior congenital unconditioned reflex complexes lie.

First elementary instinctive act structure, according to Y. Kregg (1918), - an impulse that requires satisfaction (drive), search behavior (appetitive behavior) and final motor activity (consummatory behavior) - very approximately corresponds to reality due to the fuzzy definition of motivation (motivation). In practice, motivation is always hypothetical, while external manifestations can be described quite accurately.

search behavior, which contains all the elements of motor activity described by Russian physiologists within the framework of the orienting reflex, and motor activity itself, as a topical movement directed towards the source, is organized in a person into a very complex mechanism. One of the first to try to classify it was S. L. Rubinshtein (1973).

In accordance with his theory, search behavior is characterized by the following features: 1) posture, which is organized by the coordination of muscle movements, 2) locomotion - walking motility, 3) expressive movements of the face and body - facial expressions and pantomime, 4) semantic movements, motor manifestations that are understandable within the context, for example , handshakes, applause, 5) speech, which is also a motor function, taking into account the accent, strength and intonation of the voice, 6) working movements during labor operations.

In this approach, the structure of behavior is reduced only to typological levels that are difficult to separate and define. For example, facial expressions can just as well be attributed to expressive movements as to semantic ones, and the non-verbal component of speech can be organically woven into semantically significant or expressive movements.

Highlight expressive movements only on the basis of their close connection with the emotional sphere (D. Ramishvili, 1976) is generally difficult, since their features are difficult to distinguish from other motor acts, moreover, almost all manifestations of behavior are somehow connected with emotions.

Most Successfully general parameters of behavior were defined in the functional system of P. K. Anokhin (1967). A specific feature of the hypothesis of P. K. Anokhin is the assumption of architectonics and hierarchical organization of behavior. The act of behavior according to the theory of functional systems includes: the synthesis of affectation, decision-making, the apparatus for predicting the results of the upcoming action, the program of action, information about the results of the action on the path of reverse afferentation, the comparison of the results “modeled” in the brain at the end of the afferentation synthesis stage with the actual one. result in the action acceptor prediction apparatus.

At the highest abstraction level P. K. Anokhin identifies two main mechanisms for organizing behavior: a) the “useful end effect” of behavioral acts, b) a system of receptors designed for successful action (acceptor of action). The circle between orienting behavior and afferentation in the CNS is closed through back afferentation. It is possible to tactically evaluate all the parameters of behavior both in the clinic and in the analysis of experimental behavior using a functional system if we analyze the chain of actions (decisions), then we can assume that some structures and chains of actions are hypothetically associated with an action program or an action acceptor.

The human factor plays a significant and sometimes decisive role in the success of an enterprise. According to many managers, people are the least manageable component. One of the main problems of such a discipline as organizational behavior is the problem of execution.

Individual properties determine the ability of an employee to perform a task, efforts are associated with the desire to perform, and organizational support ensures the possibility of performance. What properties of people, and in what situations, should the leader take into account, and what properties can be neglected, since this will not affect the performance results?

Of the many well-known approaches to the study of personality, the concept of K.K. Platonov allows you to most consistently reveal the problems of managing individual behavior in an organization. It identifies a biologically determined subsystem of personality, which includes: gender, age, properties nervous system etc., individual forms of reflection of objective reality, including mental processes (memory, attention, thinking, etc.), a subsystem of experience (knowledge, skills) and a socially conditioned subsystem (orientation, relationships, etc.). ). This theoretical scheme greatly facilitates the systematization of ideas about the personality in the organization. On fig. Figure 5 shows the personality structure based on the concept of K.K. Platonov. Let us consider in more detail the personal components that determine the behavior of a person in an organization.

Figure 5 - Personality structure

The biologically conditioned personality subsystem includes age characteristics, differences based on gender, race, temperament properties (properties of the nervous system), and physical characteristics.

V management activities it is necessary to take into account the psychological characteristics of the age stages life path. V scientific literature You can find different age periods. The periodization of the life path developed by D. B. Bromley is widely known. Let us give descriptions of two periods, singled out by this author, corresponding to the age of people active in organizations.

Adulthood: early adulthood - 21-25 years old,

Average adulthood - 25 - 40 years old (peak of intellectual achievements), late adulthood - 40 - 55 years old (decline in physical and mental strength), pre-retirement age - 55 - 65 years old (peak for the most general social achievements).

Aging: retirement - 65 - 70 years (removal from business, susceptibility to violation of stereotypes), old age - 70 - 75 years, decrepitude - after 75 years.

Each age period involves some features of behavior in the organization, which the leader must take into account. With age, the need-motivational sphere of a person changes, experience is accumulated, skills and abilities are formed, and at the same time stereotypes, the speed of mastering new knowledge and skills may decrease. In adulthood (middle adulthood), a higher level of verbal-cogitative activity is achieved (E. Harke) and indicators of figurative thinking are reduced (B. Bromley). The preservation of a person's intellectual performance with age largely depends on the tasks of what level of complexity he has to solve in an organization, and to what extent he is included in the process of continuous learning (self-learning, learning by doing, etc.).

Temperament as a component of behavior determines dynamics mental activity a person (the rate of occurrence and stability of mental processes, mental pace and rhythm, the intensity of mental processes, the direction of mental activity). The properties of temperament include:

  1. sensitivity- sensitivity to environmental influences.
  2. Reactivity, which characterizes the features of involuntary reactions, activity, which determines arbitrary actions and their balance.
  3. Plasticity of behavior(adaptability) - rigidity (inflexibility of behavior, reduced adaptability, difficulties in changing behavior when the external environment changes).
  4. Extraversion - introversion. Extraversion-introversion is often interpreted as sociability and non-sociability. However, these are broader concepts. Extraversion - a person's orientation to the outside world, to a variety of objects and people, expressed in behavior, the need for external stimulation. Introversion implies a focus on internal stimuli, a focus on own feelings, memories, inner life. These properties are manifested in the behavior of a person in an organization. Extroverts prefer work characterized by novelty, variety, and unpredictability. If their work is too quiet, extroverts look for additional stimuli. Sometimes they satisfy their need for external stimulation through interpersonal and intergroup conflicts. Introverts prefer predictability, order, and stability at work.
  5. Neuroticism. A. Eysenck interpreted neuroticism as emotional stability. High level neuroticism causes:
  • - low resistance to uncertainty. Workers with a high level of neuroticism prefer clear and precise instructions, clear rules, well-structured tasks;
  • - need for support from others;
  • - instability of self-esteem associated with work. A high level of neuroticism suggests a particular sensitivity to success and failure;
  • - Threat sensitivity.

The physiological basis of temperament is the basic properties of the nervous system: strength - weakness, balance - imbalance, mobility - inertia.

Feeling is the simplest component of behavior. Sensations reflect individual properties of objects and phenomena of the surrounding world and the internal states of a person, which directly affect the senses.

Perception involves the reflection in the human mind of integral objects and phenomena. Based on the specific features of the receptors, the following are distinguished: visual, auditory, gustatory, tactile, temperature, olfactory, vibrational, pain sensations and sensations of balance and acceleration.

For organizational behavior, the concept of a threshold is important. If the stimulus does not have sufficient strength (the lower threshold is not exceeded), then sensations do not arise.

The smallest change in the strength of the stimulus, which gives a barely noticeable difference in sensations, is called the discrimination threshold (differential threshold). The sensation of differences in weight gives an increase of at least 1/30 of the initial weight. The threshold of discrimination in relation to light is 1/100, to sound - 1/10, etc.

The selectivity of perception can play both a positive role, when it is necessary to identify and evaluate the most significant signals, and a negative one, leading to the loss of necessary information. Apperception - the dependence of perception on the general content of a person's mental life, on his experience, interests, orientation.

The specificity of the perception of a person by a person belongs to the personal components of behavior. Underneath it in organizational behavior, a person's awareness of how he is perceived by a communication partner is understood. At the end of the last century, J. Holmes, describing the situation of communication between certain John and Henry, argued that in reality at least six people are given in this situation: John, what he really is, John, how he sees himself, John, how Henry sees him. Accordingly, three "positions" from Henry.

T. Newcomb and C. Cooley complicated the situation to eight persons, adding another: John, as he sees his image in the mind of Henry, and, accordingly, the same for Henry. Each of the participants in communication, evaluating the other, seeks to interpret his behavior, to establish the causes of what is happening. In everyday life, people often do not have a good idea of ​​the real reasons for the behavior of a person. And then, in conditions of lack of information, they begin to attribute to each other both the causes of behavior and other characteristics. The analysis of these processes is carried out within the framework of the study of causal attribution. According to F. Haider, people tend to reason in this way: “a bad person has bad traits», « good man has good features”, etc. The idea of ​​contrast representations is that when negative traits are attributed to a “bad” person, the perceiving person himself, by contrast, evaluates himself as a carrier of positive traits.

The operational level of this idea (G. Kelly) is reflected in fig. 6.

Figure 6 - Cause Attribution Scheme

Attraction is the attraction of one of them for another that arises when a person is perceived by a person. Attractiveness is associated with specific emotional relationships - from hostility to sympathy and love.

Thinking is a mediated and generalized reflection of essential, regular connections and relationships. Let us note the individual features of mental activity that are essential for managerial practice. Subordinates can differ from each other in criticality, breadth, independence, logic (consistency of reasoning) and flexibility of thinking.

Some of them are inquisitive, others do not show this quality. All of the listed features of the thinking of subordinates, and especially speed characteristics, should be taken into account when setting tasks, delegating functions, predicting the results of mental activity.

Complex, new creative tasks require not only additional efforts to solve them, but also involve the use of thinking activation techniques, such as:

  • 1 Reformulation of the problem, graphical expression of conditions.
  • 2 Use of involuntary associations. Leading questions from a manager or colleague can help solve problems.
  • 3 Creating optimal motivation. Stable and sufficiently strong motivation contributes to problem solving.
  • 4 Decrease in criticality in relation to own decisions.

At the first stage of the decision creative tasks The most common are two types of errors. Either the task is realized in an excessively generalized way, without taking into account its peculiar features, or a condition is assumed that is not contained in the given task. Sometimes intuition helps in finding best solutions. The manifestation of intuition is facilitated by the previous intense emotional and intellectual search, the implementation of less familiar actions.

Attention - the focus of the psyche on a specific object that has a stable or situational value. Types of attention: involuntary, voluntary. Sometimes the organization solves the problem of attracting the involuntary attention of customers, customers. For example, drawing attention to a new product or service. Some patterns are known that contribute to the solution of this problem. Involuntary attention is defined by:

  • - features of the stimulus (intensity, contrast, novelty);
  • - matching external stimulus internal state, human needs, etc.;
  • - feelings (interest, entertainment);
  • - previous experience;
  • - the general orientation of the personality.

Arbitrary attention is determined by the goals and objectives of the activity, the efforts of the waves.

Memory - the processes of organizing and preserving past experience, making it possible to reuse it in activities or return to the sphere of consciousness. Memory processes: memorization, preservation, reproduction, forgetting.

According to the duration of the preservation of the material, short-term and long-term memory are distinguished. Arbitrary (purposeful) and involuntary memorization, preservation, reproduction are possible.

Here are some patterns of memory that will allow the manager to increase the efficiency of his own activities.

Rules of involuntary memorization :

  • 1 It is better to remember the material that is related to the content of the main goal of the activity than that included in the conditions or methods for solving problems.
  • 2 The material that requires active mental work is remembered better.
  • 3 Great interest - the best memorization.

Arbitrary memorization techniques :

  • - First you need to make a plan of the material to be memorized.
  • - Comparison, classification and systematization of the material contribute to its memorization.
  • - Repetition is very important.
  • - Reproduction during repetition should be conscious and meaningful.
  • - should be paid Special attention on the patterns of reproduction (recognition, actual reproduction, recall, recollection).

Recall depends on:

  • - awareness and precise formulation of the task;
  • - use of recall techniques (plan, active evoking of images in oneself, mediating associations);
  • - motivation;
  • - Confidence in the possibility of recall.

Forgetting and retaining material depends on previous and subsequent activities. They can slow down or speed up forgetting. Memory overload contributes to forgetting. The phenomenon of reminiscence is well known; reproduction delayed for a certain period can be more complete. A strong desire to remember slows down reproduction. The duration of preservation is facilitated by interest and good consolidation of the material.

Will is the regulation by a person of his behavior, expressed in the ability to overcome external and internal difficulties in the performance of purposeful actions. For the organization, the most valuable are such volitional qualities and states of employees as determination, purposefulness, perseverance, independence, and initiative. However, when certain conditions It is these qualities of people that provoke conflicts. Managers with an authoritarian management style interact more effectively with employees who do not have pronounced strong-willed qualities, and seek to suppress their manifestation in subordinates.

Indecisiveness of the staff can become a significant problem for the organization. The state of indecision can be caused by: lack of information, struggle of motives, features of a person’s temperament, fear of punishment, etc.

Emotions - reflect the subjective meaning for a person of objects or phenomena in specific conditions. The classification of emotions involves the allocation of: emotional reactions, which include emotional response, emotional outburst and affect (superstrong, relatively short emotional reaction); emotional states: mood, ecstatic state, stress, as well as higher feelings (sense of duty, patriotism, etc.)

Consider the mechanism of the emergence of resentment and envy. Three components of the experience of resentment can be distinguished:

  • 1 Expectations of one person regarding the behavior of another person, based on individual experience of communication.
  • 2 The behavior of another, deviating from the expected in an unfavorable direction.
  • 3 An emotional reaction caused by a mismatch between expectation and behavior.

The experience of envy or vanity is also characterized by three components:

  • 1 The assumption that the other person is the same as me.
  • 2 Concentration of attention on this person or his individual qualities and comparing these qualities with his own.
  • 3 Experience of this or that emotion depending on the results of the comparison.

Envy: "He's just like me, but better." Vanity: "He's just like me, but I'm better." Schadenfreude: "He's just like me, but worse."

Before proceeding to characterize the main types of deviant behavior, consider aggression and aggressive behavior, since this phenomenon underlies many behavioral deviations.

Problem aggression is one of the most serious problems of mankind (jealousy, crime, violence, wars, genocide). Various authors have proposed many definitions of aggression (A. Base, 1961; L. Bender, X. Delgado, 1963; F. Allan, 1964), the concepts of "aggression" as a form of behavior and "aggressiveness" as a person are also divorced. The term "aggressiveness" refers to a situational or personal tendency to be destructive.

Leonard Berkowitz (2001) defines aggression as a form of behavior aimed at causing physical or mental harm to someone. Albert Nalchadzhyan (2007) believes that aggressive actions can be directed not only at a person, but also at animals and objects (vandalism), and gives his definition of aggression as behavior directed at other objects in order to cause harm.

The purpose of aggression can be:
- coercion;
- strengthening of power and dominance;
- impression management;
- earnings;
- affective discharge, resolution of internal conflict;
- revenge for suffering;
- causing the victim, getting pleasure from her suffering.

As a positive goal, one can consider the protection of one's own life, pseudo-aggression (fencing, wrestling), competition.

The form of aggression is divided into:
- physical (beating, wounding, rape);
- verbal (insult, slander, threat);
- straight;
- indirect (gossip, malicious jokes);
- instrumental (actions of the killer);
- emotional (affective).

In addition, aggression can be consciously controlled and impulsive, directed at external objects or at oneself. I.A. Furmanov (2004) distinguishes arbitrary and involuntary types of aggression in accordance with the way of expression. Arbitrary aggression arises from a desire, an intention to hinder, harm someone, treat someone unfairly, offend someone. Involuntary aggression is an untargeted and quickly ending outburst of anger or rage, during which the subject is out of control.

An aggressive personality (according to L. Berkowitz) is divided into two types: emotionally reactive and instrumental (hooligans and psychopaths).

Aggressive behavior of a particular person can be differentiated:
1. According to the degree of personal involvement:
- situational aggressive reactions (short-term reaction);
- aggressive state (against the background, age crisis,);
- persistent aggressive behavior of the individual.
2. According to the degree of activity:
- passive aggressive behavior (inaction or refusal);
- active aggressive behavior (destruction, violence).
3. By efficiency:
- constructive aggressive behavior (contributing to success and coping with stressful situations);
- destructive aggressive behavior (damaging the person himself or others).
4. According to the severity of the psychopathological component:
- normal aggressive behavior;
- aggressive behavior within the framework of pathological reactions;
- aggressive behavior within behavioral disorders (dependent behavior);
- aggressive behavior within the framework of personality disorders (narcissistic or borderline personality disorder);
- aggressive behavior within the framework of mental illness and psychopathological syndromes (psycho-organic, paranoid, etc.).

In structure aggressive behavior There are several interconnected levels:
- behavioral (aggressive gestures, statements, actions);
- affective (negative) emotional states and feelings - anger, anger, rage);
- cognitive (inadequate ideas, negative expectations and attitudes);
- motivational (conscious goals or unconscious aggressive aspirations;

Aggression This phenomenon is not only individual, but also group. In the case of impulsive aggression, it is necessary that all members of the group or part of it be frustrated, experience intense stress or other unpleasant conditions. With instrumental aggression, group members must have the same goal. In aggressive groups, one can note such processes as identification, imitation, suggestion, cohesion, a weakened sense of individual responsibility, a tendency to attribute blame to another, conformity of group members.

May also be worn different level aggressiveness. One of the manifestations of aggressiveness is the hunt for "lost souls" and their forced conversion to faith, the performance of sacrificial rites. Sectarianism is one of the causes of intra-ethnic conflicts.

Normally, aggression is defensive in nature and serves survival, it also acts as a source of the individual, him and the desire for achievement. A person can and should be able to recognize various manifestations of aggression, sublimate it in various forms - business, study, sports, leadership, creativity, etc.

Behavior is a set of actions and deeds of a person occurring under the influence of internal and external causes. Behavior is based on the following three constituent elements, realized by each subject of behavior: abilities, norms and needs.

Capabilities- These are the individual characteristics of a person that a person shows in his activity. higher forms abilities are talent and genius. All individuals have inborn, due to the peculiarities of the structure of the neuro-brain apparatus, the makings for the development of certain abilities. Without ability, a person would not be able to successfully engage in any particular business. Abilities are related to skills. On the one hand, natural abilities increase and are realized when an individual acquires skills. On the other hand, skill forms and develops abilities.

Norms(lat. norma- rule, pattern) - these are certain rules that guide each person in their actions. Rules are internal and external.

Internal regulations- this is information that has been formed in the mind of a person as a result of his interaction with environment. Some of them are unshakable principles for the individual, the other part can change to comply with external norms.

External norms- norms that reflect the order, the rules of life of the world that surrounds a person.

Norms determine actions. deed is a unit of behavior. This is an action performed with a conscious attitude of a person to external norms.

Needs- this is the need for something that is objectively necessary for the maintenance of life and the development of the body and personality. Needs are the initial motivation for activity. On the initial stage, the need is perceived as attraction. As soon as the object of attraction is realized, there is wish. In turn, desire gives rise to an impulse to act - to satisfy the need.

Needs, norms and abilities govern behavior. Both behavior and its three regulating elements are private and public.

public needs determine the quality of life of society as a whole and each of its members individually. They are based on the possibilities of material production and are regulated social policy states.

Social norms- these are socio-cultural rules that guide each member of society in their lives. Preserving the most valuable traditions, culture, mentality, these rules are formed on the basis of various forms of social consciousness: science, politics, law, morality, art.

Public faculties are the ways in which society operates. They reflect the level of civilization: the higher the civilization, the more diverse social abilities.


The state of needs is an intermediate result of managing them, which is formed in the mind through the interaction of all three structural elements: needs, norms and abilities.

The process immediately preceding the behavior of the individual is called self-determination. self-determination - this is a combination of three components of behavior in the mind of an individual in order to eliminate internal contradictions. Self-determination occurs in two stages, each of which includes three stages. As a result, there are six consecutive stages of self-determination:

I. Goal setting: 1) definition of own needs; 2) determination of their compliance with the state of internal norms (elimination of contradictions); 3) determination of their compliance with the state of their own abilities (elimination of contradictions);

II. Awareness of the real situation: 4) correlation of own needs with public ones (elimination of contradictions); 5) correlation of own norms with public ones (elimination of contradictions); 6) correlation of one's own abilities with social ones (elimination of contradictions).

Key concepts:

Passive adaptation;

Active adaptation;

Forms of knowledge;

Consistency;

interdisciplinarity;

Behavior;

Capabilities;

Needs;

deed;

Self-determination.

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