Features of the Value-Semantic Sphere in Experiencing a Difficult Life Situation in Maturity

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Abstract

We present the results of the study, aimed at revealing some features of the value-semantic sphere of adults who came across a difficult life situation and turned to specialists for help. The following inventories were used: J. Crumbaugh and L. Maholick’s Purpose in Life Test (adapted by D. Leont`ev), the Längle-Orgler Existence Scale, P. Stark’s Meaning in Suffering Test and the Allport-Ross Religious Orientation Scale. The sample consisted of 36 people aged 35—55 with neurotic reactions (n=18) and with codependency (n=18), who sought help from psychologists, psychiatrists and public organizations, and 31 people aged 35—55 in a subjectively prosperous situation (control group). The results show that in a difficult life situation a number of dimensions pertaining to the meaningfulness of life are reduced, the suffering accompanying this situation is insufficiently meaningful, and the extrinsic religious orientation is more expressed in comparison to the intrinsic one. There were no significant differences between groups of people with neurotic reactions and with codependency in any of the studied aspects of the value-semantic sphere. It is assumed that the intensity of experiences in a difficult situation and orientation to help from others are limiting reflexive analysis of life and the current moment, correlation of likely outcomes and subjectively significant values, and independent development of an adequate behavior strategy.

General Information

Keywords: difficult life situation, neurotic reactions, codependency, suffering, meaningfulness of life, religious orientation

Journal rubric: Empirical Researches

Article type: scientific article

DOI: https://doi.org/10.17759/cpp.2019270205

For citation: Bartsalkina V.V., Volkova L.V., Kulagina I.Y. Features of the Value-Semantic Sphere in Experiencing a Difficult Life Situation in Maturity. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2019. Vol. 27, no. 2, pp. 69–81. DOI: 10.17759/cpp.2019270205. (In Russ., аbstr. in Engl.)

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Information About the Authors

Victoria V. Bartsalkina, PhD in Psychology, Assistant Professor, Academic title Senior Researcher, Distant Learning, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8752-8259, e-mail: bartsalkina50@mail.ru

Liubov V. Volkova, Master Student, L. Obukhova Chair of Developmental, Moscow State University of Psychology & Education (MSUPE), Moscow, Russia, e-mail: vlv24@mail.ru

Irina Y. Kulagina, PhD in Psychology, Professor, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3095-4329, e-mail: kulaginaiu@mgppu.ru

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