Psychology and sociology. Educational psychology.
Mechanisms and methods of psychological influence on
the personality in the process of its professional and personal development
The
candidate of pedagogical Sciences Sokolova I. Yu.,
Doctor of psychology Plugina
M.I.
Stavropol state
medical University
Abstract:
the article describes the main mechanisms of psychological influence
(infection, suggestion, imitation and persuasion) on the person; their
practical application in the activities of the teacher of higher education in
the process of professional and personal development of the future specialist.
Keywords:
psychological impact, psychological mechanisms of infection, suggestion,
imitation, persuasion.
Psychological impact, or influence, on a person is understood as a
change in the psychological state of a person, his / her behavior, his / her
personality-semantic formations (attitudes, opinions, goals, assessments, etc.)
by another person or group of people. It is possible to emphasize the applied
aspect of this problem, since the understanding of the mechanisms of
psychological impact on the person allows to organize correctly the educational
and developmental work of the teacher of higher school with students. The
greatest influence on the development of the concept of psychological impact
and its means had socio-psychological theories of cognitive direction, such as
the theory of causal attribution (F. Haider, S. Schechter), the theory of cognitive compliance (F. Haider, T. NEWCOM, C. Osgood, P. Tannenbaum),
cognitive dissonance (L. Festinger) [1] .
In psychological impact G. A. Kovalev
allocates subject and object of influence, mechanisms of influence, methods and
means of influence; all these components are connected among themselves. The
subject and the object of psychological impact can be both an individual and a
group. A person can act on another person or on a group (even groups) of
people. Similarly, a group (groups) of people can affect an individual or
another group (groups). In addition, the object of influence can be different
qualities and sides of the individual (her emotional, intellectual sphere,
character characteristics, skills and abilities, attitudes and attitudes of the
individual to the world, to other people, to himself, etc.). The main
socio-psychological mechanisms of psychological impact are infection, suggestion,
imitation and persuasion [2].
Infection is one of the oldest mechanisms of psychological impact and
represents an unrecognizable exposure to certain mental conditions. B. D. Parygin identifies the infection as empathy for people
overall mental state. Infection manifests itself in the transfer of emotions
from person to person and has the effect of repeated mutual strengthening of
emotions of people. The competent leader of the group can use the phenomenon of
infection to increase group cohesion.
Suggestion is a form of interpersonal influence, in which emotions,
thoughts and behaviors are transmitted, and a person accepts them uncritically,
in a ready form. The suggestion can be called unreasoned influence on the
individual. Suggestion, as well as infection, is primarily associated with the
influence on the emotional, unconscious sphere of the psyche, sometimes against
the will of the person — the object of influence. The connection of suggestion
with infection is clear in the possibility to determine one through another:
According to G. M. Andreeva, suggestion can be called
a unilateral infection, when the inspiring subject is not amenable to the
effect of General infection. The probability that the suggestion will be
successful increases if the person of the suggestion is characterized by a low
self-esteem, a sense of inferiority, a low level of self-control, shyness,
impressionability, anxiety, dreaminess, weakness of logical and critical
thinking. In addition, the increase in the visibility can contribute.
Imitation is a reproduction by an individual of traits and ways of
demonstrated behavior. According to B. D. Parygin,
imitation is aimed at creative reproduction of external signs and patterns of
behavior, actions, actions, which is accompanied by a certain emotional and
rational orientation. Imitation in childhood is the earliest form of education,
it serves to establish contacts with others and the gradual assimilation of the
meanings of human activity — from external forms to its internal content. An
adult imitation is preserved in situations where not applicable other means of
mastering unfamiliar actions. General socio-psychological patterns of imitation
described by J.The Dollard
are as follows.
The younger ones imitate the older ones.
• Usually people imitate those with higher intelligence.
* People imitate professionals, craftsmen in any field.
* People with low social status imitate people with higher social
status.
In the General psychological and pedagogical sense, beliefs are a system
of representations and views of a person. Belief as a process is a way of
organized influence (socio — psychological, ideological) on the psyche of the
individual from the outside. By J. A. Sherkovina,
Conviction — the rationale for any judgments with the aim to achieve agreement
with the Express point of view. Conviction serves to transform the reported
information into a system of attitudes and principles of the person who
perceives it, and aimed at overcoming the critical attitude of the interlocutor
to the proposed arguments and conclusions.
This method of influence on the personality appeals to logical thinking,
so it is necessary to present the argumentation, evidence system, logical
ordering of the facts. Belief implies that the person affected must consciously
accept the ideas transmitted and continue to act in accordance with them.
Psychological conditions of effectiveness of persuasion are associated
not only with its logic, but also with many other, at first glance, not so
rational factors, which include:
emotional acceptability to assure driven arguments and evidence (for
example, the authority referenced may cause resentment or distrust);
- the relevance of the justification used in this context, for the
audience (matching arguments age, sex, social and material position of the
persuaded);
- operation with specific facts, examples, familiar with the
information:
- the possibility to evoke an emotional response from the convinced
person (actualization of any feeling or emotional state-pride, self — esteem,
patriotism, compassion).
Due to the necessity of taking into account these psychological factors,
the ability to persuade is an art, and the "iron logic", the true
facts can be defeated by a minor, but "running" an emotional
argument. The ratio of these mechanisms of influence on the person between
themselves and their relationship with the affective and cognitive spheres of
the person shows that when moving from infection to persuasion, the role of
emotions decreases and the importance of thought processes in the perception
and assessment of extraneous influence by the person increases.
These mechanisms of influence on the person are actualized in turn
during its individual development (ontogenesis), while they do not displace
each other, but mutually Supplement and enrich. They can act as independent
methods of influence, and can be a part of more complex, specially organized
methods [3]. Psychological mechanisms of influence should be taken into account
and used by the teacher in specific interactive forms, methods and means of
teaching the future doctor. Professional and psychological methods include
methods of active social and psychological training (social and psychological
training, simulation games, group discussions, teleconferences, intellectual
duels, Socrates circle, "Aquarium" technique, case-technologies,
art-pedagogical technologies, etc.). Within each designated technology the
following interactive methods of training are applied, such as: methods of
creation of positive motivation (creation of system of professional prospects,
emotional stimulation, accounting of personal achievements); methods of
organizing interactive educational activities (discussion, problem solving,
analysis of situations, learning and professional studies); methods of
generating creative ideas (methods of synectics,
associations, inversion, empathy, imagination); reflexive-evaluative methods
(analysis of the results of monitoring and self-diagnosis of learning
difficulties, the assessment of the significance acquired by ZUN); methods of
educational development of personal learning environments (actualization of
personal experience of the student, practical orientation, an open plan
self-learning and self-development).
Thus, as a result of practical implementation of the considered
psychological mechanisms of influence on the personality and their account in
application of interactive forms and methods of training promote development of
individual abilities of students, their individual style of thinking is created
and improved; design and realization of individual educational trajectory of
professional and personal formation of the future doctor is carried out.
List of references:
1. Sokolova I. Yu., Plugin
M. I., Litvinova L. V. Socio-psychological practical
work: a course of lectures. -
2. Sokolova I. Yu., Plugin
M. I., Litvinova L. V. Socio-psychological workshop:
a teaching manual. -
3. Sokolova
I. Yu., Plugina M. I., Gorbunkov V. Ya. Formation
of social and personal competence of University students: psychotechnologies
as a means of development of social and personal competence of medical
University students: monograph. -