Bratchenko L. S. BRATCHENKO Leonid Sergeevich (b. 3.8.1923, Odessa), sov. artist. Nar. thin Ukrainian SSR (1976). Member CPSU since 1962. In 1951 he graduated from the Kharkov Art University. int. Since 1952 production designer, since 1966 artist T-ra named after. Lysenko. Author of the decor. design of the ballets: "Prisoner of the Caucasus" (1957), "La Bayadère" (1958); "Liley" by Dankevich (1958, 1968), "Spartacus" (1966), "Romeo and Juliet" (1967), etc.

A. M. Drak.

Ballet. Encyclopedia. - M.:. Chief Editor Yu.N.Grigorovich. 1981 .

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Bratchenko- Ukrainian surname. Famous speakers Bratchenko, Boris Fedorovich (1912 2004) Soviet statesman and party leader. Bratchenko, Sergey Leonidovich Candidate of Psychological Sciences, Associate Professor ... Wikipedia

Bratchenko B. F.- Bratchenko B.F. Boris Fedorovich Sov. state activist, organizer of the coal industry in the USSR, Hero of Socialism. Labor (1982). Member CPSU since 1940. Member. Central Committee of the CPSU since 1971. Dep. Top. Council of the USSR since 1962. After graduating from the Moscow State Institute (1935), he worked in the mines of Perm and... ... Geological encyclopedia

Bratchenko- Boris Fedorovich [b.26.9 (9.10).1912, Armavir], Soviet statesman and economic figure. Member of the CPSU since 1940. Born into the family of an employee. In 1935 he graduated from the Moscow Mining Institute. In 1935 42 in engineering, technical and management... ... Great Soviet Encyclopedia

Bratchenko Boris Fedorovich- [b.26.9 (9.10).1912, Armavir], Soviet statesman and economic figure. Member of the CPSU since 1940. Born into the family of an employee. In 1935 he graduated from the Moscow Mining Institute. In 1935 42 in engineering, technical and management work in... ... Great Soviet Encyclopedia

Bratchenko, Boris Fedorovich- Wikipedia has articles about other people with the same surname, see Bratchenko. Boris Fedorovich Bratchenko ... Wikipedia

Bratchenko, Ivan Grigorievich- (b. 3. 10. 1923) Born. in the village Golovkovka of Ekaterinoslav province. in a peasant family. Member of the Great Fatherland. war. Graduated from pht rus. Language and Literature of the Kyiv Pedagogical University. Institute (1949). Worked as a gas correspondent. "Youth of Ukraine" by... ... Large biographical encyclopedia

Coal industry- a branch of the fuel industry, including the extraction and processing (enrichment and briquetting) of fossil coals (See Fossil coals). In terms of coal production volumes, the USSR ranks first in the world (for coal production in the USSR, see Table 1). … … Great Soviet Encyclopedia

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CENTRAL COMMITTEE OF THE COMMUNIST PARTY OF THE SOVIET UNION - supreme body, leading the party between congresses; members of the Central Committee and candidates for members of the Central Committee are elected at congresses of the CPSU; in the event of the departure of members of the Central Committee, its composition is replenished from among candidates for members of the Central Committee. The Central Committee in its activities strictly... Soviet historical encyclopedia

Mining Sciences- (a. mining science; n. Bergbauwissenschaften; f. sciences minieres; i. ciencias mineras) a complex of sciences about the development of subsoil resources and the primary processing of extracted minerals. Object, purpose and connection with related sciences. G. n... Geological encyclopedia

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This is the first book not only in domestic, but also in world literature, dedicated to the presentation and analysis of one of the most profound and promising approaches in modern world psychology and psychotherapy - the existential-humanistic approach of James Bugental. The history of the emergence of this trend, its philosophical and theoretical foundations, as well as the psychological concept of deep communication, on the basis of which the practice of psychological counseling is built, are examined in detail.

To be or not to be, that is the question.

Is it worthy

Resign yourself to the blows of fate

Or should we show resistance?..

William Shakespeare

We do not cure diseases or correct violations, we free prisoners...

James Budgetal

Preface

This book did not appear suddenly or by accident. It has its own, already quite large, backstory. In the summer of 1992 on II International conference on humanistic psychology in Moscow spoke Deborah Rahilly(Deborah Rahilly) from the USA with a story about the concept of his teacher - JamesBudgetal(FOOTNOTE: The “name problem” should be stated right away: perhaps James Bugental has the most various shapes writing your last name in Russian (I have already counted more than five options!); Without entering into a discussion about what would be correct “in reality”, I prefer to use the transcription that I heard from J.B. (James Bugental), one of the leaders existential-humanistic approach(EGP). Her message aroused great interest. And then a group of Russian psychologists ( Elena Mazur, Dmitry Leontyev and the author of these lines, who by that time had long been seriously interested in the humanistic direction) agreed with Deborah to hold several introductory seminars after the conference, including in Moscow and St. Petersburg. These short but very intense meetings were successful, and in both cities groups of psychologists and psychotherapists were formed who were interested in a deeper development of this approach.

Methodology “Orientation of personality in communication” (S.L. Bratchenko). The “UFO” technique is intended to study the orientation of the individual in communication, understood by its author as a set of more or less conscious personal semantic attitudes and value orientations in the field of interpersonal communication, as an individual “communicative paradigm”, including ideas about the meaning of communication, its goals, means, desirable and acceptable methods of behavior in communication, etc. In other words, the technique allows you to study the value-semantic relationships of an individual in the sphere of his communication with other people. It is based on the method of unfinished sentences. There are two forms of the methodology: basic, which does not have professional specifications, and the second, focused on studying the orientation in professional communication. The technique allows us to identify the degree of expression of types of personality orientation (in%) in non-professional and professional communication, as well as the dominant type of orientation in communication and the ratio of the degree of expression of other types. The author of the methodology identified six types of orientation in communication: dialogical, authoritarian, manipulative, alterocentric, conformal and indifferent, the essence of which is described below. It seems that with the help of these types it is possible to more or less fully characterize the variety of individual options for the content of direction in communication, as well as reflect the complexity and versatility of this personal formation. The “UFO” method is projective; it is based on the method of unfinished sentences. Like any projective technique, when applied skillfully, it gives important information about the deep features of the psyche. Bratchenko S.L. six main types of UFO are identified: dialogical communicative orientation (D-UFO), authoritarian (AV-UFO); alterocentric (Al-UFO); manipulative orientation (M-UFO); conformal (K-UFO); indifferent (I–UFO). These types of communicative orientation are characterized by the following features, which simultaneously serve as the basis for assessing projective material:

1) D–UFO – orientation towards equal communication, which is based on

mutual respect and trust, orientation towards mutual understanding, mutual

openness and communicative cooperation, the desire for mutual self-expression, development, cooperation.

2) AV-UFO - orientation towards dominance in communication, the desire to suppress the personality of the interlocutor, to subjugate him to oneself, “communicative aggression”, cognitive egocentrism, “demand” to be understood or the requirement to agree with own position, reluctance to understand the interlocutor, disrespect for someone else’s point of view, orientation towards stereotypical “communication-functioning”, communicative rigidity.

3) M-UFO - orientation towards using the interlocutor and all communication for one’s own purposes, to obtain various kinds of benefits, treating the interlocutor as a means, an object of one’s manipulations. The desire to understand the interlocutor in order to obtain the necessary information, combined with one’s own secrecy and insincerity. Focus on development and cunning in communication, but one-sided - only for oneself at the expense of others.

4) Al-UFO - voluntary “centering” on the interlocutor, orientation towards his goals, needs, etc. and selfless sacrifice of one’s interests and goals. The desire to understand the needs of another in order to satisfy them as fully as possible, but indifference to understanding oneself on his part. The desire to contribute to the development of the interlocutor even at the expense of one’s own development and well-being.

5) K-UFO – refusal of equality in communication in favor of the interlocutor. Orientation towards submission to the power of authority, towards an “object” position for oneself. Focus on uncritical “agreement” (avoidance of opposition), lack of desire for real understanding and desire to be understood. Focus on imitation, reactive communication, willingness to “adapt” to the interlocutor.

6) And - UFO - such an attitude towards communication in which it itself is ignored with all its problems, the dominance of an orientation towards “purely business” issues, “withdrawal” from communication as such.

The value of the “UFO” methodology is due to the fact that the final assessment (“formula”) reflects the entire spectrum of the above types of orientation and allows us to determine the prevailing communicative tendency, due to which the integrity, complexity and versatility of the individual as a subject of communication are preserved. The “UFO” technique has undergone appropriate psychometric procedures and has shown sufficient test-retest reliability and construct validity.

Text of the “UFO” technique

1. The topic of our conversation...

2. So that the interlocutor understands me correctly...

3. I would like to communicate with a person for whom my experiences...

4. It is very important for me that the interlocutor in communicating with me proceeds from...

5. I expect from my interlocutor...

6. If I think the other person is wrong...

7. I consider it correct if, when communicating with me, the interlocutor sets as his goal...

8. The interlocutor’s trust in me...

9. If the interlocutor stops listening to me...

10. I like this kind of communication...

11. The interlocutor expects me to...

12. If the interlocutor thinks that I am wrong...

13. The efforts of communication partners should be aimed at...

14. So that I understand the interlocutor...

15. What the interlocutor is experiencing...

16. In communication, I try to proceed from...

17. If a conflict is brewing in communication...

18. I try to take a position in communication...

19. For me, the main goal of communication is...

20. Trust your interlocutor...

21. If the interlocutor does not understand me...

22. I usually start communication...

23. The interlocutor in communication should never...

24. For me, the most difficult thing in communication is...

25. If I don’t understand the other person...

26. I would like the interlocutor to take a position in communication...

27. If the interlocutor does not answer my question...

28. What I dislike most about communication is...

29. If the interlocutor interrupts me...

30. In communication, I should never...

31. At the end of the conversation...

Processing and interpretation of results To process projective material, the system of categories described above (types of communicative orientation) is used. Each “answer” (part of the stems - No. 1; 13; 22; 24; 28 - perform specific functions and cannot be processed in this context), based on comparison with the characteristics of UFO types, is assigned a certain category - “D” or “AB”, or “M”, etc., if it is impossible to unambiguously interpret this or that “answer,” it is allowed to assign two categories at once, and in more unclear options the category is not assigned. In addition to assessing the “answers” ​​by category (qualitative assessment), each of them is also assigned a point (from 0 to 5) - depending on the degree of completeness and clarity of expression in the “answer” of a given direction (quantitative assessment).

The most significant criterion for determining the type of UFO is the ratio

understanding the positions of the interlocutors from the point of view of their equality (inequality) and the symmetry of requirements and expectations. For a more accurate assessment of the projective material on this issue, an important criterion in the methodology, a special technique called “inverted stem” was used. Its essence lies in the fact that some stems have a “mirror” pair in the list – i.e. the same communicative situation is presented in one topic from the position of the respondent himself, and in the other (forming a pair with the first) - from the position of his imaginary interlocutor, and, in the list dictated to the respondent, the “paired” topics are not located side by side, but separated (for example, one of the pairs consists of stem No. 5 “I expect from my interlocutor ...” and stem No. 11 “The interlocutor expects from me ...”). “Answers” ​​to paired themes are evaluated as a whole by comparing both answers with each other, and to give greater weight, the pair’s score (in points) is multiplied by three. For example, pair No. 3 “I would like to communicate with a person for whom my experiences ... are close and he is not indifferent to them,” No. 15 “What the interlocutor experiences ... is indifferent to me, the main thing is that he thinks well of me” – ultimately receives an AB-15 rating (the couple receives the “AB” category and the maximum score is 5, which is tripled).

In order to make the interpretation of the “answers” ​​more accurate and reasonable, a “key” is used - a selection of the most characteristic and common variants of “answers” ​​that have previously been tested expert assessment. The “Key” is intended to solve two problems: firstly, to evaluate specific “answers” ​​(by finding the ones closest to them in the “Key”), secondly, to train those who want to master the “UFO” technique. However, the key should not be used as a dogma, it should serve as an indicative basis for the mental dialogue of the researcher with the respondent, as a result of which only an adequate understanding of the latter can occur, a correct assessment of its communicative orientation.

Each “answer” thus receives a certain rating – a category and a point. Then the final score of the entire protocol is displayed, for which the scores for each category are summed up separately (both the scores of individual stems and pairs are taken into account; in the NLO-3 version, almost all stems are paired). As a result, each protocol receives a final score in the form of a certain “formula” of communicative orientation, for example, the final score of one of the protocols looks like this: D-2, AB-40, M-4, AL-0, K-8, I-12 . Since the total score (for all categories) is different for different protocols, to compare the results of respondents with each other, absolute values ​​are converted into relative values ​​- as a percentage of the total score of this protocol. Then the final score of the protocol from the above example will look like this: total points - 66 (100%), by category - D - 3%, AB - 61%, M - 6%, AL - 0%, K - 12%, I - 18%. For analysis and further interpretation of the results, it is the “formula” as a whole that is used, although in in some cases the protocol may contain non-zero scores for only two or three categories, or even (very rarely) for one. As a rule, all types of communicative orientation are presented in the protocols to one degree or another. At the same time, usually in the final assessment one can identify trends, the predominant type of UFO (in the example discussed above, the authoritarian tendency is clearly visible), identify a certain logic for the distribution of points by category, etc. – this is the subject of further interpretation of the results, counseling respondents, etc.

Methods for studying and diagnosing attitudes towards death

In psychological science, the question of a person’s attitude towards death for a long time remained unnoticed and belonged, rather, to the sphere of philosophy. Only over the past forty years has the world seen an intensive increase in research and publications devoted to the fear of death and thanatic anxiety. The term “thanatic anxiety” is usually understood as “an unpleasant emotional state that arises when a person thinks about his own death” (D. Templer, 1970), or “a pointless and non-localized fear of death” (I. Yalom, 1980), which can manifest itself as conscious level and at an unconscious level and be associated with both negative and positive images of death. The attitude towards death, thus, comes down to fear and anxiety, which is apparently due to the predominant representation of these experiences in people’s attitude towards death. However, it is clear that the attitude towards death manifests itself in a wider range of experiences, thoughts, and intentions. The attitude towards death is one of the most important life relations of a person, correlated with his attitude towards his entire life as a whole, with his understanding of his own life and manifested in the thoughts, feelings, intentions and aspirations of a person.

In Russian psychology, there are very few works devoted to the problem of a person’s attitude towards his own death. In foreign studies that have studied thanatic anxiety and fear of death in recent decades as a manifestation of an attitude towards death, some methodological experience has been accumulated, which cannot be said about domestic research and diagnostic practice, which experiences a clear shortage of methodological tools that can be used for these purposes. To a certain extent, this gap can be filled by the methods of foreign authors given below, adapted by T.A. Gavrilova 22]

1. "Fear of Death Scale" by J. Boyar. (Boyar's Fear of Death Scale - FODS).

Fear of Death Scale" by J. Boyar. (Boyar’s Fear of Death Scale – FODS)

2"Anxiety about Death Scale", D. Templer. (“Death Anxiety Scale” - DAS).

In 1967, D. Templer first presented the “Death Anxiety Scale” (DAS), which he developed and subsequently received the most widespread and recognition in the world. To date, there are more than 20 works devoted to both testing its psychometric characteristics and studying the correlations of thanatic anxiety with personal, religious, intellectual and other parameters. The scale is adapted to Arab, German, Spanish, Indian, Chinese, Korean, and Japanese populations. It contains 15 statements that have passed the test of content and construct validity and internal consistency. Templer also conducted research into the structure of his scale. The DAS was found to cover four factors: cognitive–affective preoccupation with death, preoccupation with physical change, awareness of the passage of time, and preoccupation with pain and stress. According to the author, the structure of the scale he established indicates that thanatic anxiety is a form of anxiety about two fundamental human conditions– separations and changes. In other words, thanatic anxiety measured by DAS appears to be a component of existential anxiety, as it is associated with the original problems of human existence.

"Anxiety about Death Scale" by D. Templer“

Death Anxiety Scale” – DAS

3. Methodology “Metaphors of Personal Death” by J. McLennan. (Metaphors of Personal Death - RDFS).

This technique was developed in 1992 - 1996 by J. McLennon. He compiled two series of metaphors from fantasy images of death discovered by H. Feifel and M. Nagy, as well as in his own research. This resulted in two subscales: negative metaphors of death and positive metaphors of death. Respondents are asked to rate each of the metaphors on a five-point scale according to how they describe their own perception of death. The study demonstrated the internal consistency of the scales, and their reliability, validity, and relative independence from neuroticism, extraversion, and social desirability. This technique has shown its usefulness in selecting volunteers to work with terminally ill patients in clinics, as well as for studying attitudes related to the problem of HIV infection. The author emphasizes that RDFS, unlike self-assessment questionnaires, allows you to “grab” the unconscious level of assumptions about your own death.

Methodology “Metaphors of Personal Death” by J. McLennan

(Metaphors of Personal Death – RDFS)

Instructions: Below are some metaphors (or images) that people use to describe their understanding of their own death. We ask you to evaluate how each of these metaphors might describe your point of view on own death. Please rate each metaphor or image below on a scale of five.

And now, regardless of how you rated the images proposed above, please describe in your own words metaphor or image that the best way describes how you may think about your own death.

Positive Death Metaphors Subscale: 1, 4, 5, 7, 12, 13, 14, 16, 17

Subscale of negative metaphors of death: 2, 3, 6, 8, 9, 10, 11, 15, 18

Control questions and assignments for module 3

1. Methodology for studying the system of life meanings (Kotlyakov V.S.): its capabilities and limitations.

2. Features of the construction and use of M. Rokeach’s methodology and its modifications in domestic psychology (D.A. Leontyev, E.B. Fantalova).

3. Possibilities and limitations of M. Rokeach’s methodology and its modifications in Russian psychology (D.A. Leontyev, E.B. Fantalova).

4. Terminal Values ​​Questionnaire (N.G. Senin) and its modified version: its capabilities and limitations.

5. Features of the construction and use of methods for studying and diagnosing life-meaning orientations (D.A. Leontyev).

6. Questionnaire “On the meaning of life” (Chudnovsky V.E., Weiser G.A.): features of processing and interpretation of data obtained with its help.

7. Methodology “Orientation of the individual in communication” (S.L. Bratchenko): its theoretical foundations, possibilities and limitations.

8. Under the orientation of personality in communication S.L. Bratchenko understands, first of all, (the value-semantic criteria of communication).

9. Methods for studying attitudes towards death. Features of their construction and use.

10. The basis for M. Rokeach’s identification of terminal and instrumental values ​​is (their functional meaning)

Project assignments for module 3

Exercise 1.

With the help of Life-Line methods and methodological techniques mastered by students, it is proposed to study, describe and analyze the subjective picture of the life of one or two people; determine the purpose, objectives and directions of practical psychological work with them if they seek practical psychological help.

1. Life-Line and other new methods of psychology life path// Ed. A.A. Chronicle. - M. Progress, 1993.

2. Golovakha E.I., Kronik A.A. Psychological time of personality. - Kyiv; Naukova Dumka, 1984.

3. Kronik A.A., Golovakha E.I. Psychological age personality // Psychological journal. – 1983.- T.4.- No. 5.- P.57-63.

4. Muzdybaev K. Measuring hope // Psychological journal. - 1999. - Volume 20. - No. 3, No. 4.

Task 2

Introduction to some methods of studying a person’s perception and experience of his own life: “Life Satisfaction Index” (I.V. Panina); a method for diagnosing the level of subjective feeling of loneliness (D. Russell, M. Fergusson); methodology for diagnosing a midlife crisis (A.A. Kronik, R.A. Akhmerov). Familiarization with the methods is carried out in the process of self-diagnosis and analysis of its results.

1. Abulkhanova-Slavskaya K.A. Life strategy. M.: Mysl, 1991.

2. Eysenck G., Eysenck M. Happiness factor // Research of the human psyche. M.: EKSMO-Press, 2001. P. 255-288.

3. Argyll M. Psychology of happiness. M., 1990.

4. Gabdulina L.I. Life satisfaction, happiness and their conditionality by value and life-meaning orientations // North Caucasian Psychological Bulletin. Appendix 1. Rostov n/a. 2003. pp. 59-65.

5. Dzhidaryan I.A. The idea of ​​happiness in the Russian mentality. St. Petersburg, 2001.

6. Kronik A.A., Kronik E.A. Starring: you, we, he, you, me: psychology meaningful relationships. M., 2001.

7. Kronik A.A., Akhmerov Causemetry: Methods of self-knowledge, psychodiagnostics and psychotherapy in the psychology of life path. M., 2003.

8. Panina N.V. Life satisfaction index // Life-line and other new methods of psychology of life path. M.: Progress, 1993. pp. 107-114.

9. Shukshin N.A. Psychology of happiness: Simple solutions complex issues. Ural L.T.D. Arkaim, 2004.

Task 3

Using the methods of research and diagnostics of attitudes towards death mastered by students, it is proposed to study, describe and analyze the attitude towards death of one or two people; determine the purpose, objectives and directions of practical psychological work with them if they seek practical psychological help.

The report on the completion of the task is submitted in writing

1. Aries F. Man in the face of death. Per. from French M.: “Progress”. 1992.– 528 p.

2. Gabdulina L. I. Meaningfulness of life and attitude towards death at different stages of a person’s life path. // North Caucasian Psychological Bulletin 2004, No. 2. Rostov n/D. 2004. – pp. 13 – 19.

3. Gavrilova T. A. Existential fear of death and thanatic anxiety: methods of research and diagnosis. // Applied psychology, 2001 No. 6. – P. 1 – 8.

4. Karandashev V. N. Live without fear of death. / V. Karandashev. – 2nd ed., rev. and additional – M.: Meaning: Academician. Project., 1999. – 335 p. – (Psychological culture)

6. Moody Raymond A. Life before life: A study of past life regressions; Life after life: Study of the phenomenon of “contact with death” / Trans. from English: O. Lebedeva, Y. Senkevich. – Kyiv: Sofia, 1994. – 351 p.

7. Popogrebsky A.P. The meaning of life and attitude towards death. // Psychology with a human face: a humanistic perspective in post-Soviet psychology. Ed. D. A. Leontyeva, V. G. Shchur: Meaning, 1997. pp. 177 – 200.

8. Feifel G. Death is a relevant variable in psychology. / Existential psychology. Existence. // Per. from English M. Zanadvorova, Y. Ovchinnikova. – M.: April Press, EKSMO-Press Publishing House, 2001. – 624 p. (Series “Psychological Collection”). pp. 48 – 58.

9. Freud Z. We and death. Beyond the pleasure principle. – Ryazantsev – Thanatology – the science of death. – St. Petersburg, Eastern Europe. Institute of Psychoanalysis, 1994, 380 p.

10. Shor G.V. About the death of man. (Introduction to thanatology) / [G. V. Shor]. – St. Petersburg; Publishing house of St. Petersburg State Medical University, 2002. – 271 p.: ill.

11. Yalom I. Existential psychotherapy. M.: Independent company "Class", 1999.

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36k Autobiography of Sergei Bratchenko

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I was born on June 8, 1956. in Kharkov in a family of theater artists, very famous and respected in Ukraine, and as a child spent a lot of time in the theater, at performances and behind the scenes. However, unfortunately, he himself showed neither ability nor interest in art.
There in Kharkov he graduated from high school (as I now understand, very high school!), and then entered the University, first to the biological and then to the psychological faculty. Here I was lucky - among my teachers were Galina Viktorovna and Vladimir Vladimirovich REPKIN, to whom I am sincerely grateful for their professional and everyday science. In addition, at the faculty and around it there was a brilliant company of young, talented guys, communication with whom was a joy, a learning experience, and a source of inspiration for me (I remember, for example, a number of fascinating and uncompromising public discussions on issues of educational psychology with the participation of Sergei KURGANOV and other currently famous psychologists and educators).
Then there was work as a psychology teacher at an aviation institute and at various courses. Here I passed the first and main<педагогическую закалку>- I’m sure if the audience, for example, is students -<мотористов>or foremen and shop managers will listen with interest to lectures by a teacher on psychology and pedagogy (and this was in the early 80s, when both of them were in special<почете>!!) for at least a few days - such a teacher is no longer afraid of anything:
Further, in 1984-1987, there was<золотое время>postgraduate studies at the Faculty of Psychology of Leningrad University. It’s hard to say what turned out to be more important here - studying in one of the main psychological centers of the country, daily communication with a whole constellation of brilliant graduate students and fellow students, or the opportunity for creativity and free search for three years (the latter turned out to be real thanks to the wise leadership of Valery Aleksandrovich YAKUNIN, for which I am very grateful to him!!).
Ten years of work at the Pedagogical University. Herzen is, first of all, the joy of communicating with students of the Faculty of Philology, erudite, enthusiastic, searching, witty, sensitive to humanitarian issues, often even more accurately than psychology students.
Having first become acquainted with the works of BAKHTIN in 1976, I was shocked by the clarity of thought, the beauty of the language, the depth of penetration into<тайны личности>, imbued with the pathos of the humanitarian view of<мир человеческого>, and not positivist, technocratic, manipulative (it was thanks to quoting Bakhtin and his comments that I remembered the ruthless<приговор>Dostoevsky<Не люблю шпионов и психологов:>), fascinated by his famous concept of dialogue and much, much more: Since then, Bakhtin for me is one of the greatest thinkers and humanists of Russia.
After Bakhtin, psychology fell greatly in my eyes; it seemed to me that it was primitive and<мелко плавает>: The disappointment was very strong - until I discovered the humanistic approach and, above all, ROGERS. It turned out that psychology can see in a person not a set of functions, not an object<научного анализа>, but a Person, to show him genuine respect, subtle understanding and at the same time provide effective assistance in solving key life problems. Rogers captivated me with his wisdom, delicacy, boundless faith in the good, constructive nature of man, and most importantly, he showed me the real path to becoming<человеческого в человеке>and specific conditions for supporting a complex process personal growth. It was Rogers, in my opinion, more than any other psychologist, who saw in the Child not<недоделанного взрослого>, but a living sprout of life, which first of all needs support and sympathy, and not formation and correction: And Rogers also convinced me that only personal maturity Adults and the quality of their relationships, and any technology as such is secondary and solves little.
Deepening into humanistic psychology led me to existential views (which at the level of philosophy have always been close to me). And here I was lucky, because... I was lucky enough not only to study the existential-humanistic approach for a number of years, but also to personally meet and even learn a little from its creator, James Budgetal. Finally I found in the world of psychology truly<моё>and even decided to write a whole book about this approach. There is a lot that is close to me in J. Budgetal’s approach, almost everything: But perhaps the most valuable thing for me is genuine respect for human nature, awareness of the infinity and fundamental inexhaustibility of the depths of his soul and, accordingly, the readiness for delicacy and caution when it comes to before influencing a person, interfering in his life: This is a very honest and responsible position. Today Budgetal is the closest to me in spirit (and also in<букве>) psychologist, professional and person.
About six or seven years ago, attempts to combine my psychological and pedagogical interests of an existential-humanistic orientation led to the birth of the idea of ​​HUMANITIES EXAMINATION OF EDUCATION, which I am actively pursuing Lately. Now I work at the St. Petersburg University of Pedagogical Excellence at the Department of Pedagogy and Andragogy. The main directions of work are, firstly, humanitarian examination of education, secondly, the humanization of education and its psychological and pedagogical conditions, thirdly, the training of practical psychologists.
Candidate of Psychological Sciences (since 1987), Associate Professor (since 1989), I have more than sixty publications, including four books:<Диагностика личностно-развивающего потенциала>(Pskov, 1997),<Гуманистическая психология как одно из направлений движения за ненасилие>(S.-Pb., 1999),<Введение в гуманитарную экспертизу образования>(M., 1999),<Экзистенциальная психология глубинного общения>(M., 2001).
For almost twenty years now, the center of my attention has been the CHILD, the child as a person, as a growing person, as well as the people who help him grow. Sincere, but rather superficial mass passion for humanism (personally-oriented approach, etc.), on the one hand, and its opportunistic<насаждение>, on the other hand, led to the same massive and opportunistic departure from it, disappointment and even accusations of all sins. I would like to hope that in spite of everything, human attitude towards a person (especially a Child!) will gradually become the highest value. I consider it my duty to disseminate, explain, and defend humanistic, existential and other humanoid ideas and do this constantly in St. Petersburg, Moscow and other cities of Russia and the CIS. In addition, for more than ten years I have been leading different cities communication training seminars for psychologists and teachers. It's nice to receive, for example, such feedback about my work:
<Считаю, что Ваши занятия просто необходимы. Они дают возможность многое переосмыслить, помогают вовремя остановиться, посмотреть на себя со стороны, дают надежду в то, что еще не все потеряно, дают смелость, уверенность и надежду. С Вами хочется общаться, т.к. стиль общения Ваш подкупает искренностью, не утомляет, а завораживает, не поучает, а помогает понять и во многом разобраться - умно, изящно, остроумно>.
<Встреча с С. Братченко - это встреча с чудом. Это находка, о которой подспудно мечтал. То, что где-то внутри моего Я бродило неосознанно, вдруг начинает проявляться, как снимок на фотобумаге. Четкость позиции, ясность мысли, искрометный юмор, превосходное видение и чувствование аудитории, уверенность и ненавязчивость - это только маленькая частичка С. Братченко. Огромное спасибо.>

Bratchenko Sergey Leonidovich(1956-2015) - candidate of psychological sciences (since 1987), associate professor (since 1989), author of more than eighty publications, including books: “Diagnostics of personal development potential” (Pskov, 1997), “Humanistic psychology as one from the directions of the movement for non-violence" (St. Petersburg, 1999), "Introduction to the humanitarian examination of education" (M., 1999), "Existential-humanistic psychology of deep communication" (M., 2001).

At the end of the 80s, he was a participant in J. Budgetal in the USSR.

The main areas of work are humanitarian examination of education, training of practical psychologists (for many years he taught the course “Basic psychological concepts", trainings "Psychology of deep communication").

Publications

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    The Psychological Newspaper has already twice published small materials devoted to the existential-humanistic approach in psychology and psychotherapy (EGP), more precisely, one of its variants, currently being developed by James BUDGENTAL (see "PG" - 1 and 4, 1997 ). Its concept, unfortunately, is practically unfamiliar to most domestic specialists, since today these two publications are brief information in "Questions of Psychology" (- 3, 1997) - almost everything that is printed in Russian about this extremely interesting approach. Let's try to fill this gap and continue talking about EGP - and this time about it theoretical foundations. We, writing these lines, began to join the EGP in 1993, from the first training seminar held in St. Petersburg by a prominent representative of this direction, Deborah Rahilly (student of D. Budgetal). Later, a group formed who wanted to understand this approach more deeply, which began to meet periodically to discuss their existential experience and the works of Byudzhental, which they themselves translated. Other colleagues of the maestro also came to our city, also contributing to our immersion in this psychotherapeutic direction. Out of excess enthusiasm, an existential-humanistic section was even created at the St. Petersburg Association of Training and Psychotherapy

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    The practice of research and advisory work constantly confronts psychologists with the problem of the adequacy of their actions to the essence of the processes occurring in organizations, as well as the compliance of their work programs with the goals and objectives of the organization, professional groups and individuals, which are formed on the basis of values ​​and interests. The solution to these problems is axiological and existential in nature.

    Source: // Existential resource of modern Russian business. // Yaroslavl psychological bulletin. M.-Yaroslavl. 2002. Issue. 8. p. 28-34. (together with N.V. Klyueva)

18. + - M.M.’s personality Bakhtin [unavailable]

    M. Bakhtin’s relationship with psychology is perhaps more complex than with any other scientific discipline. Judging by his works, Bakhtin was not very fond of psychology. Although all of his work is literally permeated with traditionally psychological problems - personality, communication, consciousness, self-awareness, etc. - Bakhtin does not use the work of psychologists (except for “Freudianism”) and even almost does not refer to them. This is especially true for domestic psychologists - they are not mentioned at all, with the exception of the same “Freudianism”, which contains an analysis of the works of A.R. Luria and others (but only for the purpose of demonstrating the inconsistency of their views on psychoanalysis) and which shows that the author was in fact very well acquainted with the work of psychologists. Moreover, it seems that Bakhtin, following F.M. Dostoevsky, is ready to equate psychologists with spies and deny them the possibility of adequate knowledge of a person.

    The publication is currently unavailable. http://www.existradi.ru/index.php?option=com_content&view=article&id=202:2009-08-07-12-08-55&catid=47:-10&Itemid=59

19. + - Education: non-violence, tolerance and humanitarian expertise

    The centuries-old attempts of mankind to cope with violence, unfortunately, have not yet led to its disappearance, and the prospect of a real transition to a non-violent existence, to relationships based on principles mutual respect, understanding and tolerance, everything is moving away and moving away... In general, it is only possible to control obvious, “hot” and large-scale forms of violence (not always, however, successfully, as the events of August 2001 blatantly demonstrate). But “private” violence is still widespread, almost imperceptible and, alas, habitual - violence in direct interpersonal interaction and communication. Moreover, such violence is recognized by many as justified, inevitable (and almost “useful”!) even in such areas as upbringing and education. However, any violence, no matter what form it appears, no matter how beautiful goals it is justified, always has a destructive effect on a person. In addition, it is quite obvious that “small violence” is the source and harbinger of “big” violence. Of particular danger is violence towards a child, who is not only unable to fully defend himself, but is often forced to adopt violent methods of communication and interaction. Therefore, the culture of non-violence in Everyday life can become a reality only by solving the problem of transition to the pedagogy of non-violence and liberating relationships between adults and children from any forms of violence. In other words, we are talking about a transition to a more humane pedagogy that supports, protects and develops, first of all, “the human in man”, a fundamental change in priorities in education and the movement “from a culture of usefulness to a culture of dignity”