Psychological Determinants of the Origin of Intrapersonal Contradictions of Students

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Abstract

The article is devoted to the study of intrapersonal contradictions which affect the formation and development of the personality of students and which also may interfere with their further professional development. The main aim of the article is to identify the general intrapersonal contradictions in prospective psychologists with the means of empirical research. The paper reveals the psychological essence of the intrapersonal contradictions of the subject from the position of foreign and domestic researchers, who singled out the multidimensional drives and needs of the individual as the main factor of the contradiction. The following determinants of the occurrence of intrapersonal contradictions are analyzed - dependence on parents, traumatic experience and object relationships. These determinants are unconscious and it causes destruction in the personal and professional development of subject. The basic provisions of the method of recognition of intrapersonal contradictions are considered, the stages of the process of research of contradictions, which are manifested in the destruction of personality behavior, are disclosed. The presence of intrapersonal problems that destruct the personal development of a future psychologist is empirically confirmed. The main contradictions, which are divided into life-affirming and destructive manifestations, are investigated.

General Information

Keywords: intrapersonal contradictions, psychological determinants, personality problem, psychodynamic theory, personal development, professional training, student psychologist, psychological prevention, emotional burnout

Journal rubric: Methods and Techniques

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2020090213

For citation: Katkova A.S., Vachkov I. Psychological Determinants of the Origin of Intrapersonal Contradictions of Students [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2020. Vol. 9, no. 2, pp. 246–265. DOI: 10.17759/cpse.2020090213. (In Russ., аbstr. in Engl.)

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Information About the Authors

Aleksandra S. Katkova, Lecturer, Department of Social-Pedagogical Technologies and Pedagogy of Deviant Behavior, FSAEI of Higher Education «Crimean Federal University Named After V.I. Vernadsky», Yalta, Russia, ORCID: https://orcid.org/0000-0002-1632-1189, e-mail: katkova.aleksasha@mail.ru

Igor Vachkov, Doctor of Psychology, Professor, Professor of the Department of General Psychology, Faculty of Psychology, Moscow Institute of Psychoanalysis, Moscow, Russia, ORCID: https://orcid.org/0000-0001-7784-7427, e-mail: vachkoviv@mgppu.ru

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