2. Phenomena arising from the assimilation of the unconscious
The consequences of the assimilation of the unconscious entail very remarkable phenomena. In some subjects, the result of such a process is an undoubted and even tiringly emphasized Ego-consciousness: they know everything, they are informed about everything that happens in their unconscious, they know and understand everything that emerges in the bowels of the unconscious. Others, on the contrary, having become acquainted with the contents of the unconscious, become more and more discouraged; they lose self-respect, lose self-confidence and come to stupid humility, meeting with extraordinary and incomprehensible phenomena from the sphere of the unconscious. The former, in exaggerated self-aggrandizement, take responsibility for their unconscious, which goes too far, beyond any real opportunity; others, in the end, relieve themselves of all responsibility, crushed by the oppressive consciousness of their impotence in the face of fate, which declares itself through the unconscious.
However, if these two types are analyzed more carefully, it will be found that behind the optimistic self-consciousness of the first lies a helplessness, although unconscious, but very deep, perhaps deeper than in a person of the second type; his conscious optimism is nothing but an unfortunate compensation. On the contrary, behind the pessimistic humility of the second type lies a stubborn will, also unconscious, but confident and stubborn, and in its strength many times greater than the conscious optimism of the first type.
Such a state of personality is successfully characterized by the term "God-like", to which Special attention drew at the time Adler. When the devil wrote to the student in his memory book the words of the serpent: "Eritis sicut Deus scientes bonum et malum", he added:
Snakes, my grandma, follow the saying
Having lost the likeness of God in prison!
(I.-V. Goethe. Faust. I. Faust's workroom)
"God-likeness" is a concept, though not a scientific one, but it perfectly describes the mental state in question. We still have to investigate the question of the origin of such mental state, as well as why it was called "god-like". This word itself indicates what exactly the patient's abnormal condition consists of. The anomaly is that the patient ascribes to himself qualities that do not belong to him and which do not belong to him: for resemblance to the sacred means resemblance to a spirit that surpasses the spirit of man.
If, for a psychological purpose, we decompose the concept of god-likeness, we find that it expresses not only the given dynamic phenomenon, which I investigated in my work "Metamorphoses and Symbols of the Libido", but also a certain mental function, which is distinguished by supra-individual, collective qualities. It must not be forgotten that the individual is not only a single, isolated being, but is also part of society, so that the human mind is both an isolated, wholly individual fact and a collective function. And just as the individual has some social functions or drives that are contrary to his personal, egocentric interests, so the human mind has such functions and drives that, due to their collective nature, contradict personal mental functions. Each person is born with a brain that is completely differentiated, capable of a variety of mental functions. Ontogenetically, a person could neither acquire nor develop such functions. But as the brains of entire generations gradually differentiate, the function of thinking that is possible with this high level differentiation becomes collective and universal. This fact, by the way, also explains the fact that in the unconscious of entire peoples and races, the most distant from each other in time and space, there are amazing coincidences, for example, a striking (unusual) correspondence of original (autochthonous) mythical forms and motifs.
Thanks to the universal similarity in the structure of the brain, the possibility of the existence of a universal, identical mental function for all people arises. Such a function is what we call collective mental or collective psyche. The collective psyche, in turn, is subdivided into collective mind And collective soul. Since there are differences according to race, tribe, and family, there is also a collective psyche determined by race, tribe, or family, but less profound than the "universal" collective psyche. The collective psyche embraces, in the words of Pierre Janet, the "parties inférieures" of mental functions, namely, those areas of the individual psychic function that are once and for all established and everywhere existing, innate and automatically acting, that is, areas supra-personal or impersonal. Personal consciousness and the unconscious constitute the "parties superieures" of mental functions, that is, those parts of them that were acquired and developed ontogenetically and were the result of personal differentiation.
So, an individual who has added to his ontogenetically acquired psychic contents also the collective psyche, inherent in him a priori and unconsciously, thus illegitimately expands the area of his personality and accordingly suffers from the consequences. And the consequences are as follows: on the one hand, since the collective psyche consists of a "partie inferieure" of mental functions and is subordinated to the personality, which serves as the basis, insofar as it burdens and devalues the personality. This is manifested in the belittling of ego-consciousness and in the unconscious exaggeration of one's own importance, reaching the point of a painful manifestation of the will to power. On the other hand, since this collective mentality is higher than the personality, being for him native soil, on which only personal differences are possible, and the mental function is the same for all individuals, insofar as the communion of the collective mentality with the personality causes hypertrophy of the ego-consciousness, which in turn in the unconscious offset by feelings of inferiority and self-deprecation.
By assimilating the unconscious, we attach the collective mental to the area of personal mental functions, where the personal sphere decomposed into a number of paired groups, combined in contrast, forming "pairs of opposites". We have already mentioned such a pair of opposites: delusions of grandeur = feelings of inferiority. This pair comes to light especially brightly in a neurosis. There are many other pairings in contrast; I will give only one thing: good and evil. ("Scientes bonum et malum!") The formation of such a pair is accompanied by an increase and decrease in self-confidence. The composition of the collective psyche, among other things, also includes the virtues and vices inherent in a single person. Here, too, people of the same type regard collective virtue as their personal merit; people of another type consider the collective vice as their personal fault. Both are delusions, just like megalomania or self-abasement. For imaginary virtues and imaginary vices are nothing but moral pairings in contrast, embedded in the collective psyche, made available to our sensations or artificially brought to awareness. How far these pairs of opposites are inherent in the collective psyche, we see in the example of primitive people, whose virtues are praised by some observers, while other observers are equally zealously condemned as vices. For primitive man, whose personal difference is, as we know, only in its infancy, both are true, for his mentality is predominantly of a collective nature. Primitive more or less identical to the collective psyche; therefore, he has collective virtues and vices that are not inherent in his personality as such and do not cause internal discord in him. Discord arises when conscious and personal mental development begins and when the mind comes to the knowledge of the incompatibility of contradictory mental phenomena. And this causes a struggle associated with the process displacement. When a person wants to be good, he is forced to repress all evil; it could be called the lost paradise of the collective psyche.
As soon as the collective psyche becomes conscious, the process of repression begins; it is necessary for the development of the personality because collective psychology and personal psychology are in a sense mutually exclusive. History teaches us that as soon as any psychological attitude acquires a collective value, the process of split immediately begins. Nowhere is this more evident than in the history of religion. A collective attitude is always dangerous for the individual, even when it is necessary. It is dangerous because it too easily captures and drowns out personal originality. The collective attitude in general and always is capable of capturing and drowning out the individual, for the collective psyche is nothing but the product of the psychological differentiation of the mighty herd instinct in man. Collective feeling, collective thinking and collective effort are relatively light compared to individual functions or individual efforts; this can easily lead to the dissolution of the individual in the collective, which is so dangerous for its development. The personal damage associated with such a process is unconsciously compensated, since in psychology everything is compensated by a violent fusion and unconscious identification with the collective psyche.
It must be constantly remembered that during the analysis of the unconscious, collective psychology merges with individual psychology; this merger leads to the distressing consequences discussed above. These effects are detrimental to the vital feelings of the subject himself, or else make those around the patient suffer if he has any power over them. The fact is that the subject, identifying his personal psyche with the collective psyche, will certainly impose on others the demands of his own unconscious, because identification with the collective psyche always evokes in the subject a feeling of universal significance (“likeness to God”); and such a feeling makes him simply disregard the psychology of his neighbors, with a psychology of a different kind.
We can avoid many serious mistakes if we clearly understand, first, that there are a wide variety of psychological types and that the psychology of these types cannot be forced into the framework of our own type. Absolute mutual understanding between individuals of different types is almost unthinkable; it is absolutely impossible to understand another individuality. Therefore, respect for another's personality during analysis is not only desirable, but absolutely necessary, otherwise the development of the analysand's personality can be completely stifled.
Let us also note that people of different types understand freedom in different ways: some think that they give freedom to their neighbors when they give them freedom. actions; others, when they allow their freedom thoughts. In analysis it is necessary to provide both, as this allows the analyst to create an atmosphere of immediacy and integrity. An exaggerated desire to understand or enlighten a patient can be just as detrimental as a complete lack of understanding. Analyzing the unconscious, we reveal the real existence of collective motives and forms of human thinking, its feelings and bring it to consciousness; but a conscious personality cannot fully assimilate the functions of the collective psyche without harm to itself. It follows from the foregoing that, in applying the psychoanalytic method, one should never lose sight of an extremely important goal, namely the individual development of the subject. If we perceive the collective psyche as our personal property - whether in a good or a bad way - then our personality will be subjected to such a temptation or oppression from which it is almost impossible to escape. Therefore, a precise distinction between the individual psyche and the collective psyche is urgently required in analysis. But it is not easy to draw such a sharp line, because everything individual grows out of the collective psyche and is closely connected with it. As a result, it is difficult to say which mental elements can be called collective and which individual. There is no doubt, for example, that archaic-symbolic manifestations, so often encountered in fantasies and dreams, belong to collective factors. All basic instincts and all fundamental forms of thought are also collective. Collectively, everything that people, by common agreement, recognized as universal, as well as that which is universally understood, expressed and carried out. Careful observation reveals what an enormous number of collective elements are hidden in our so-called individual psychology, and our surprise from this only increases. There are so many collective elements that the individual, so to speak, is completely immersed in them. But individuality is an absolute psychological necessity: therefore, in view of the vast predominance of the collective elements, it becomes clear to us how carefully and carefully we must deal with "individuality", with this tender sprout, so that the collective elements do not completely stifle it.
Man has the ability to imitate; this ability, from the point of view of the collective, is very useful; it harms the individual to no end. Collective psychology is absolutely inconceivable without imitation, because without imitation mass organizations are impossible, the state and social system is impossible. In a sense, society is created not by force of law, but by the desire of people to imitate, as well as by suggestion and moral infection. Every day we see how people use the mechanism of imitation, or rather, how they abuse it in order to differentiate the personality. To achieve this goal, people simply imitate some outstanding personality - her high quality or wonderful deeds; by this method people achieve an imaginary superiority over their environment. The consequence of this is, so to speak, punishment, which lies in the fact that the similarity of the subject's psyche with the mental of his environment, which exists in spite of everything, increases to an unconscious, but obsessive enslavement of the subject by the mental of his environment, from which he wanted to stand out. Such an attempt at individual differentiation, falsified by imitation, usually fails and degenerates into affectation; a person remains at the same stage on which he stood before, and, moreover, becomes even more fruitless than before. In order to find out what, strictly speaking, is individual in us, it is necessary to reflect on this thoroughly; the fruit of such reflections may be the realization of how great the difficulties of discovering individuality in oneself.
From the book People who play games [book 2] author Bern EricDIFFICULTIES ARISING IN CHILDHOOD Plots and characters Age from six to ten years in psychoanalysis is called the latent period. At this time, the child tries to see, to learn as much as possible about the whole world as soon as possible. At this time, he has only a vague idea of
From book Basic course analytical psychology, or the Jungian Breviary author Zelensky Valery VsevolodovichHealing by assimilation of complexes Jung notes that the treatment of neuroses is carried out through the assimilation of unconscious contents by ego-consciousness, minimizing their autonomy and thereby expanding the horizons of the personality. The unconscious is not at all demonic
From the book Training Technology: Theory and Practice author Fopel Klaus6. DIFFICULTIES OCCURRED. WHAT TO DO WITH THEM? The previous chapter showed how important it is to see and work out the problems that arise in the process of group development in time. This chapter describes the most common problems and suggests options for working with
From the book How to communicate usefully and enjoy it author Gummesson ElizabethEmotions arising from satisfaction
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From the book Early Development Methodology by Glen Doman. 0 to 4 years author Straube E. A.Problems during childbirth The main reasons why a childbirth turns into a crisis are related to two circumstances: lack of trust and lack of power to help push the baby out. If during pregnancy between the child and the mother there was no complete
From the book Essays on the Psychology of the Unconscious [collection] author Jung Carl Gustav From the book The Path of Least Resistance by Fritz RobertII. Phenomena resulting from the assimilation of the unconscious The process of assimilation of the unconscious leads to a number of very remarkable phenomena. In some patients, it leads to an unmistakable and often unpleasant accentuation of the Ego-consciousness, increased arrogance;
From the book Missing Without a Trace ... Psychotherapeutic work with relatives of the missing author Preitler BarbaraThe beginning of assimilation Perhaps the stage of assimilation is neglected because for a significant period of time growth and development do not have external manifestations. Sometimes a rather long period of time passes, but it seems to us that nothing is happening and we
From the author's bookDeepening Assimilation The closer you get to realizing the vision, the deeper the process of assimilation becomes. When I entered the Boston Conservatory, one of my teachers was the clarinetist Atilio Poto. The first task he gave me was
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From the author's bookTwo Phases of Assimilation Assimilation - like incarnation - has two phases: internalization and externalization. Your creation first grows within you, and then expresses itself outward in a moment—when you bring to light what you have created. During the assimilation process, you
From the author's bookApplying Assimilation to Life What you assimilate into yourself is prone to outward manifestation. Internal changes often lead to external changes. You will not be able to make changes in all external circumstances, but you are definitely able to change your inner world.
From the author's bookCompletion Feelings There are usually two types of feelings associated with getting a result or finishing a job. The first type is feelings of joy and contentment. This is how writer Virginia Woolf described how she felt at the end
From the author's book5. Enforced disappearances due to terror and wars People who live in hot spots and face the disappearance of relatives almost never have the opportunity to address their questions and their despair to any public authorities.
Accommodation (from lat. accomodato - adaptation to ch.-l.) - in the concept of intelligence by J. Piaget - property, side of the process adaptation.
Content Accommodations, according to Piaget, is the adaptation of behavior patterns to a situation that requires certain forms of activity from the body. Piaget emphasizes the fundamental unity of biological and cognitive accommodation, the essence of which is the process of adaptation to the various requirements put forward to the individual by the objective world. Accommodation is inseparable from assimilation, together with which they are constant attributes of any act of adaptation. [Big Psychological Dictionary]
Assimilation(from lat.assimilatio - fusion, assimilation, assimilation) - in the concept of the development of intelligence by J. Piaget - an attribute, an aspect of adaptation. The content of Assimilation is the assimilation of certain material by already existing patterns of behavior, "pulling up" real event to the cognitive structures of the individual.
According to Piaget, cognitive assimilation does not fundamentally differ from biological assimilation. Assimilation is inseparable from accommodation in any act of adaptation, adaptation. In the early stages of development, any mental operation represents a compromise between 2 tendencies: assimilation and accommodation. Piaget calls primary assimilation "deforming", because when a new object meets an existing scheme, its features are distorted, and the scheme changes as a result of accommodation. Antagonism of assimilation and accommodation generates irreversibility of thought . When assimilation and accommodation begin to complement each other, the child's thinking changes. The transition to objectivity, reciprocity, relativity is based on the progressive interaction of assimilation and accommodation. When harmony is established between 2 tendencies, reversibility of thought , release from egocentrism . Any logical contradiction, according to Piaget, is the result of genetically existing conflict between accommodation and assimilation, and such a situation is biologically inevitable.
Examples: Assimilation is a biological concept. Digesting food, the body assimilates the environment; it means that environment obeys internal structure, but does not change it. A sparrow that pecks at seeds will not become a seed; it is the seed that becomes the sparrow. This is assimilation. The same for psychological level. No matter what the stimulus is, it integrates with internal structures.
Accommodation - for example, an infant who has just discovered that he can grasp what he sees. From that moment on, everything he sees is assimilated according to grasping patterns, i.e. the object becomes an object of grasping just as much as an object of looking or sucking. But if it is a large object, then the child needs both hands, and if it is very small, the child must move the fingers of only one hand to grasp it. This changes the grip pattern. He will change his regulation. This is what is called "accommodation" - the adaptation of the schema to specific conditions.
Accommodation is determined by the object, while assimilation is determined by the subject. But, there is no accommodation without assimilation, because it is always an accommodation to something that will be assimilated along one pattern or another.
Assimilation
According to J. Piaget, it is a mechanism that ensures the use of previously acquired skills and abilities in new conditions without their significant change: through it, a new object or situation is combined with a set of objects or another situation for which a scheme already exists.
Dictionary of practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998 .
Assimilation Etymology.
Comes from lat. assimilatio - merging, assimilation, assimilation.
Category.The theoretical construct of the operational concept of intelligence by J. Piaget.
Specificity.Assimilation of the material due to its inclusion in already existing patterns of behavior. It is carried out by analogy with biological assimilation.
Context.In the act of adaptation, assimilation is closely connected with accommodation. In the early stages of a child's development, the encounter of a new object with an existing schema leads to a distortion of the properties of the object and to a change in the schema itself, while thought is irreversible. When a balance is established between assimilation and accommodation, there is a reversibility of thought and a change from an egocentric position to a relative one.
Psychological Dictionary. THEM. Kondakov. 2000 .
ASSIMILATION
(from lat. assimilatio- fusion, assimilation, assimilation) - in the concept of the development of intelligence AND.Piaget - attribute, aspect adaptation. The content of A. is the assimilation of certain material by already existing patterns of behavior, the “pulling up” of a real event to the cognitive structures of the individual. According to Piaget, cognitive A. is not fundamentally different from biological. A. is inseparable from accommodation in any act of adaptation, adaptation. In the early stages of development, any mental operation is a compromise between 2 tendencies: A. and accommodation. A. Piaget calls the primary one “deforming”, because when a new object meets an existing scheme, its features are distorted, and the scheme changes as a result of accommodation. Antagonism A. and accommodation generates irreversibility of thought. When A. and accommodation begin to complement each other, the child's thinking changes. The transition to objectivity, reciprocity, and relativity is based on the progressive interaction of A. and accommodation. When harmony is established between 2 tendencies, reversibility of thought, release from egocentrism. Any logical contradiction, according to Piaget, is the result of a genetically existing conflict between accommodation and A., and such a situation is biologically inevitable. (E.V. Filippova.)
Big psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .
Assimilation
A term used by Jean Piaget in his theory of intellectual development. It denotes a child's interpretation of the surrounding world in the context of an existing schema. For example, a baby calling every man "dad" demonstrates the belief that all men are dads. His interpretation of the social structure of the adult world is based on this premise. Together with the process of accommodation, assimilation helps the child to adapt to the world around him.
Psychology. AND I. Dictionary-reference book / Per. from English. K. S. Tkachenko. - M.: FAIR-PRESS. Mike Cordwell. 2000 .
Synonyms:See what "assimilation" is in other dictionaries:
ASSIMILATION- (lat. assimilatio, from assimilare to liken). Equation, assimilation, for example, in phonetics, assimilation of neighboring sounds to one another; in physiology, the assimilation of substances absorbed by animals, substances of their own body. Dictionary of foreign words, ... ... Dictionary of foreign words of the Russian language
ASSIMILATION- (from lat. ad k and simi lis similar), such processing of substances that enter the plant or animal body from the outside, as a result of which the latter become an integral part of the cells of the body. A. proteins with chem. hand the most mysterious stage ... ... Big Medical Encyclopedia
ASSIMILATION- (from the Latin assimilatio), 1) likening, merging (for example, the assimilation of sounds, the assimilation of peoples); assimilation. 2) (Biological) assimilation of nutrients by living organisms, their transformation as a result of biochemical reactions into ... ... Modern Encyclopedia
ASSIMILATION- (from Latin assimilatio) ..1) likening, merging, assimilation2)] In ethnography, the merging of one people with another with the loss of one of them of their language, culture, national identity. There is a natural assimilation that occurs upon contact ... ... Big Encyclopedic Dictionary
ASSIMILATION- ASSIMILATION, assimilation, wives. (lat. assimilatio) (book). Action under ch. assimilate and assimilate. Assimilation of sounds (likening one sound to another in a word; ling.). Assimilation of peoples. Dictionary Ushakov. D.N. Ushakov. ... ... Explanatory Dictionary of Ushakov
Assimilation- (Latin assimilatio sіnіsu, ұқsasu, teңdesu) үlken ethnikalyқ ortada sany whom zhәne sayasi madedenietі men әleumettik zhagdayy tөmen halyktyn ozinіn ұlttyk bolmysynan ayyrylyp, bass ym halyk arasynda sіnіp ketuі құbylysy. Philosophy of ethnostardyn, halyktardyn ... Philosophical terminderdin sozdigі
Assimilation- (from Latin assimilatio - fusion, assimilation, assimilation) a construct of the operational concept of the intellect of J. Piaget, expressing the assimilation of material through its inclusion in existing behavior patterns. It is carried out by analogy with biological ... Psychological Dictionary
Assimilation- in geology, the process of complete assimilation and melting of foreign material (lateral p., etc.) in the intruded magma, without preserving the relics of the material frame of the absorbed p., with the formation of a hybrid magma, ... ... Geological Encyclopedia
ASSIMILATION- a process, as a result of which members of one ethnic group. groups lose their originally existing culture and assimilate the culture of another ethnic group. groups, with which they are located in the immediate vicinity. contact. This process can take place... Encyclopedia of cultural studies
assimilation- melting, merging, assimilation, assimilation, assimilation, assimilation Dictionary of Russian synonyms. assimilation noun, number of synonyms: 7 assimilation (4) ... Synonym dictionary
Books
- , E. V. Bondarenko , J. Bagana , The monograph is devoted to the study of the influence French into Middle English dialects. The Norman conquest of England in 1066 contributed to the creation of a difficult linguistic situation. IN… Category: Linguistics and Linguistics Series: Scientific thought. Linguistics Publisher: INFRA-M, Manufacturer: INFRA-M, Buy for 678 UAH (Ukraine only)
- Assimilation of Borrowings from French in Middle English Dialects, Bagana J., The monograph is devoted to the study of the influence of French on Middle English dialects. The Norman conquest of England in 1066 contributed to the creation of a difficult linguistic situation. In… Category:
Scientific and everyday psychology: basic concepts, differences between them. 3(9–19), 6(208–215), 8
The problem of assimilation of a person's real-psychological experience 6(208 - 215), 8.
The place of psychology in the system of human sciences. Branches of modern psychology. 1, 2, 3.
Psychology as a science of the soul: ancient ideas about the relationship between soul and body. 2(20-25), 3(22-29), 5(dialogue 2), 4(57-63), 7(30-52).
Psychology as a science of consciousness: introspective psychology. 9.5
Psychology as a science of behavior: behaviorism. 9.5
Gestalt psychology and psychoanalysis. 9.5
Domestic psychology. 9.5
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Slobodchikov V.I., Isaev E.I. Human psychology. - M., 1995.
Zhdan A.N. History of psychology. - M., 1990.
The development of the psyche in phylogenesis. Consciousness as the highest stage of mental reflection
Stages of development of the psyche: elementary sensory, perceptual stage of mental development, intelligence of animals. 1(45-53), 2(209-230-239), 3(3-10).
Group forms of behavior and communication processes in animals. 4(79-81), 5(59-81), 6, 5
The main patterns of development of the psyche of animals. 4(63-68),2(251-261), 7.10
Social behavior of animals. 8, 9, 10, 19 (223-245)
Prerequisites for the emergence of consciousness. 12(68-), 18, 11
The structure of consciousness (according to A.N. Leontiev, K.K. Platonov) 12(62-68), 16(124-158, 265-280).
Conscious and unconscious mental processes. The concept of installation (according to D.N. Uznadze). 15(202-309), 17(353-375), 18.14(146-350)
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Z.A. Zorina, I.I. Poletaeva Zoopsychology. Elementary thinking of animals. - M., 2001. - 320s., p.
"Psychotherapists do not have much knowledge or wisdom about how to live. What they bring to the process of psychotherapy is professional skills that help clients explore their internal representations and conflicts, understand existing problems and bring about changes in their own thoughts, emotions and behavior. ."
British psychologist William Stiles proposed a model of problem experience assimilation to understand the process of change in the course of psychotherapy. In this model, psychotherapy is understood as an activity through which the client becomes able to master or "assimilate" the painful experiences for which he sought help. A problem experience or experience can be a feeling, idea, memory, impulse, desire, or attitude that is experienced by the client as some kind of threat and disturbs his emotional balance.
Level 0: Aversion to the problem. The client is not aware of the problem. There is an active avoidance of topics that bring him out of emotional balance. Emotions may be minimal, indicating successful avoidance, or a vague negative affect, usually anxiety, is experienced.
Level 1: Unwanted thoughts. There are thoughts associated with the experienced discomfort. The client prefers not to think about it; topics for conversation are brought in either by the external life circumstances of the client or by the therapist. Strong negative feelings rise: anxiety, fear, anger, sadness. Despite the intensity of the feelings, their relationship to the content may not be clear.
Level 2: A vague awareness of the problem. The client acknowledges the existence of the problem experience and describes the thoughts associated with it and causing discomfort, but he is not yet able to articulate the problem clearly. There is acute psychological pain or panic associated with thoughts or feelings about an existing problem. Thereafter, as the clarity of the disturbing content increases, the intensity of the emotion decreases.
Level 3: Statement and clarification of the problem. At this stage, the client can make a clear statement of the problem, which can now be worked on and influenced. Emotions are negative, but bearable. Active, concentrated work begins to understand the problem experience.
Level 4: Understanding/Insight. Problem experience is formulated and comprehended; connections are made with relevant facts. Emotions can be mixed. Awareness achieved through insights can cause painful feelings, but can also be accompanied by interest or even pleasant surprise such as "Aha". At this stage, a greater clarity and scope of understanding of the problem is achieved, which usually leads to an increase in positive emotions.
Level 5: Testing in practice / development. Understanding is used to work on a problem; Concrete efforts are being considered to resolve the problem, but without complete success. The client may describe the alternatives considered, or systematically review different behaviors. The emotional tone is positive, businesslike and optimistic. At this stage, there is gradual progress in solving problems in everyday life.
Level 6: Problem solving. The client achieves a successful resolution of a specific problem. Emotions are positive, in particular, the client experiences satisfaction and pride in the achievement. Attempts are being made to bring similar changes to other areas of everyday life, to solve other problems. As the problem subsides, the emotions become more neutral.
Level 7: Mastery. The client successfully uses the acquired way of solving problems in new situations; sometimes it happens involuntarily. When this topic rises emotions positive or neutral (this is no longer something that excites).