Ilyin Evgeny Pavlovich - Professor of the Department of Psychology of Development and Education of the Psychological and Pedagogical Faculty of the Russian State Pedagogical University named after A. I. Herzen. Doctor of Psychological Sciences, Candidate of Biological Sciences, Honored Scientist Russian Federation. Laureate of the National psychological competition "Golden Psyche" in the nomination "Patriarch of Russian psychology" (2006), member of the Grand Jury of the competition. For a series of works on fundamental problems of psychology he was awarded the gold medal of the All-Russian exhibition center(2003). Awarded with an anniversary medal in honor of the 300th anniversary of St. Petersburg.

Evgeny Pavlovich graduated from the Leningrad Sanitary and Hygienic Medical Institute in 1957, then in 1962 - postgraduate studies at the Leningrad Research Institute physical education in the specialty physiology of sports, having defended his thesis on the topic “On symmetry and asymmetry in the activity of the human motor analyzer”.

The area of ​​scientific research of E. P. Ilyin: general and age-related psychology, differential psychophysiology, psychology of physical culture and sports, labor psychology.

From 1963 to 1969 Evgeny Pavlovich Ilyin worked in the Leningrad state university: first in the laboratory of labor physiology at the Faculty of Biology, and then in the laboratory of engineering psychology and at the Department of Ergonomics of Engineering Psychology of the Faculty of Psychology. In 1968 he defended his dissertation for the degree of Doctor of Psychology on the topic "Optimal characteristics of human performance."

Since 1969, E. P. Ilyin has been working at the Russian State Pedagogical University named after A. I. Herzen: from 1969 to 1992. - Professor of the Department of Theoretical Foundations of Physical Education of the Faculty of Physical Culture; since 1992 - Professor of the Department of General Psychology, later transformed into the Department of Developmental and Educational Psychology of the Psychological and Pedagogical Faculty.

For many years, E. P. Ilyin was the deputy chairman of the scientific and methodological council for physical education under the Ministry of Education of the USSR. For participation in the work of this council, he was awarded the badge "Excellent worker in education of the USSR." Currently, he is a member of dissertation councils at the Russian State Pedagogical University and St. Petersburg State University, chairman of the State Attestation Commission at the Faculty of Psychology of St. Petersburg State University.

Over the years of research work, Evgeny Pavlovich Ilyin created a scientific school on general and differential psychophysiology of sports and labor activity. Express methods developed by him for diagnosing typological features of properties nervous system(tapping test and kinematometric techniques) are known to every psychologist and are widely used in scientific research and in practical work.

a special role in professional activity E. P. Ilyina plays his many years of teaching work, in which he generously shares his achievements with colleagues and students. Evgeny Pavlovich prepared 6 doctors and 41 candidates of sciences. Compiled 11 collections scientific papers in which more than 150 articles have been published by his students.

• Psychology of physical education. M., Education, 1987; second revised and enlarged edition: St. Petersburg: RGPU im. A. I. Herzen, 2000.
• Psychology of will. St. Petersburg: Peter, 2000, 2002, 2011.
• Motivation and motives. St. Petersburg: Piter, 2000, 2007, 2008, 2011.
• Differential psychophysiology. St. Petersburg: Peter, 2001, 2002.
• Emotions and feelings. St. Petersburg: Peter, 2002, 2003, 2008, 2011.
• Differential psychophysiology of man and woman. St. Petersburg: Peter, 2002, 2006, 2007.
• Psychomotor organization of man. St. Petersburg: Peter, 2003.
• Psychology: A textbook for secondary special educational institutions. St. Petersburg: Peter, 2004.
• Psychology of individual differences. St. Petersburg: Peter, 2004, 2011.
• Psychophysiology of human states. St. Petersburg: Peter, 2005.
• Differential psychology of professional activity. St. Petersburg: Peter, 2008, 2011
• Work and personality. Workaholism, perfectionism, laziness. St. Petersburg: Peter, 2011.
• Sex and gender. St. Petersburg: Peter, 2011.
• Psychology of communication and interpersonal relationships. St. Petersburg: Peter, 2011, 2012, 2013.
• Psychology of creativity, creativity, giftedness. St. Petersburg: Peter, 2011, 2012.
• Sports psychology. St. Petersburg: Peter, 2011, 2012.
• Psychology of risk. St. Petersburg: Peter, 2012.
• Psychology for teachers. St. Petersburg: Peter, 2012.
• Psychology of adulthood. St. Petersburg: Peter, 2012.
• Psychology of love. St. Petersburg: Peter, 2013.
• Psychology of trust. St. Petersburg: Peter, 2013.

The contribution of Evgeny Pavlovich Ilyin to the development of modern psychology has long been unconditionally recognized by the professional psychological community.

We sincerely wish Yevgeny Pavlovich to receive inner spiritual satisfaction from his work, without which psychological and pedagogical activity is unthinkable! And may there always be enthusiastic, interested and successful students and followers!

The second edition of the textbook (the previous one was published in 2001) has been revised and supplemented. The book outlines the theoretical and methodological issues of studying the emotions and feelings of a person. The main attention is paid to the analysis of the structure of the emotional sphere and its components: emotional tone, emotions, emotional personality traits, feelings, emotional types. Theories of the emergence of emotions, their functions and role in human life, changes in the emotional sphere in ontogeny and pathology are considered. The manual contains numerous methods for studying various components of the emotional sphere of a person, which can be successfully used both for scientific and practical purposes. The scientific content of almost all chapters of the second edition has been expanded taking into account domestic and foreign studies published over the past 15 years.

Tutorial is intended for psychologists, psychophysiologists, teachers, as well as for students and graduate students of psychological and pedagogical faculties...

" Ilyin E.P. - St. Petersburg: Peter, 2012. - 640 pp.: ill. - (Series "Masters of Psychology").

The textbook is addressed primarily to teachers: teachers, educators preschool institutions, teachers of colleges and universities Special attention devoted to psychological information. relevant for practical pedagogy and missing in most textbooks on educational psychology.

The manual includes five sections: "Psychology of the teacher's activity." "Psychology of learning", "Psychology of education". "Psychological characteristics of teachers", "Preschoolers and students as subjects of the game and learning activities and as objects of the teacher's activity. At the end of the book, an appendix is ​​given in which there are two sections of the methodology for studying the characteristics of the activities and personality of teachers and the methodology for studying the psychological characteristics of pupils and students. The publication contains an extensive list of literature related to this issue.

Foreword ................................................................ ..... 9

Introduction, or Why does a teacher need psychological knowledge .................12

Section One

Psychology of the teacher's activity

Chapter 1......................................20

1.1. Pedagogical activity and its structure ............................... 20

1.2. Stages of pedagogical activity...............................................21

1.3. Pedagogical tasks and their solution ..............................................22

1.4. Functions of a teacher .................................................. .............23

1.5. Formation of motives for educational activities ..............................25

1.6. Creation of an emotional background adequate to the pedagogical task.............27

1.7. Stages of organization of educational activities....................................30

1.8. The study of students' personalities by the teacher .............................................. 31

Chapter 2. Pedagogical communication....................................33

2.1. The concept of "communication", its types .............................................. ......33

2.2. Characteristics of pedagogical communication ..............................................34

2.3. Means of communication .................................................. .............38

2.4. Factors that determine the effectiveness of pedagogical communication .......... 41

2.5. Skills of a teacher that affect the effectiveness of communication .............................. 47

2.6. Pedagogical tact .............................................................. ..........49

2.7. The culture of the teacher's speech ............................................... .........50

2.8. Personal characteristics of teachers that make it difficult to communicate with students ...... 53

2.9. Communication and relationships between teachers and parents of students..................................57

Chapter 3. Establishing mutual understanding between the teacher and students............60

3.1. The essence of mutual understanding and the stages of its establishment .................................... 60

3.2. The perception of students by teachers and the emergence of the first impression of them ... 61

3.3. The study and understanding of the student by the teacher .................................................... 66

3.4. Peculiarities of perception of teachers by students..................................................70

3.5. Ensuring the teacher's understanding of his students .............................................. 74

3.6. Rapprochement of the positions of the teacher and students .............................................. 75

3.7. Establishing mutual understanding between the teacher and students .............................. 76

3.8. Cooperation of the teacher with students .......................................... 82

3.9. Typification of students by teachers .............................................. 83

Chapter 4. Types and forms of influence of the teacher on students...............84

4.1. Types of impacts .............................................................. .............84

4.2. Showing Attention to the Student............................................................85

4.3. Requests and requirements of the teacher .............................................. ..85

4.4. Persuasion and persuasion ............................................................... .........88

4.5. Explanation .................................................. .................89

4.6. Compulsion................................................. ................90

4.7. Evaluation of actions, deeds of students and the success of their performance of educational tasks .......... 91

4.8. Encouragement .................................................. ...................96

4.9. Punishment................................................. ...................98

4.10. Use of humor, jokes .............................................................. 102

Chapter 5 ................104

5.1. Conflict situations and conflicts .............................................. 104

5.2. Causes of teacher-student conflicts .............................. 105

5.3. Conditions Conducive to Conflict ....................................... 108

5.4. Phases of conflict development .................................................................. .... 109

5.5. Outcomes of conflict situations............................................... 110

5.6. Basic rules of behavior of a teacher in a conflict situation .............................. 113

5.7. Pedagogical management of conflict between students .............................. 116

Section two

Psychology of training and education

Chapter 6..........................118

6.1. Education and its psychological patterns .............................. 119

6.2. Didactic principles .................................................................. ... 120

6.3. Psychological and pedagogical characteristics educational material.............. 123

6.4. Types of learning influences ............................................................... 125

6.5. Supervising student activities ......................................................... 126

6.6. The survey of students and its psychological features .............................. 127

6.7. Mark and her psychological impact................................... 129

6.8. Psychological characteristic various systems learning................ 134

Chapter 7 ........145

7.1. Activation of cognitive activity of students ............................. 145

7.2. Ways to Maintain Sustained Attention in the Lesson....................... 150

7.3. Inattention of students, its causes and consequences .............................. 151

7.4. Organization of effective perception of educational material in the lesson ........ 152

7.5. Organization of conditions for better memorization of educational material by students .......... 154

Section three

Psychology of education

Chapter 8 ...............168

8.1. The concept of a social group and a team .............................................. 168

8.2. The social status of students in the study group .................................... 172

8.3. Stages of development of a team of students .............................................. .179

8.4. Psychological features of the upbringing of students in a team ....................... 181

8.5. Public opinion of the student team and the psychological characteristics of its formation .................... 184

Chapter 9.............192

9.1. What is morality and moral education .............................. 192

9.2. Discipline as a moral quality....................................... 193

9.3. Responsibility (sense of duty) .............................................. 196

9.4. Psychological and pedagogical conditions for the formation of morality ........... 198

9.5. Stages of the formation of the moral behavior of students .................................... 203

9.6. The semantic barrier in education .............................................. 204

9.7. Taking into account the age characteristics of the personality of students in the process of moral education .................................. 207

9.8. Psychology of education of students with deviant (deviant) behavior .......... 213

Chapter 10.......217

10.1. Psychological features of the development of students' independence ....... 218

10.2. Formation of the standard (ideal)..................................................222

10.3. Self-knowledge and self-esteem as incentives for self-improvement ....... 224

10.4. Stages and means of self-education of adolescents and older students ....... 231

10.5. Age-specific features of self-education .................................. 236

10.6. Common Mistakes self-education .......................................... 237

Chapter 11............239

11.1. Cultivating a positive attitude towards work..............................................239

11.2. Self-determination of students and their choice of profession .............................................. 242

11.3. Age stages of formation of professional interests of schoolchildren.......245

11.4. Professional self-determination of schoolchildren of different sexes .......... 246

11.5. Career guidance work of a teacher .............................................. 249

Section Four

Psychological characteristics of teachers

Chapter 12..........253

12.1. Pedagogical Orientation (Vocation) ..........................................253

12.2. Knowledge (erudition) of the teacher ............................................... ...255

12.3. Teacher Skills .................................................................. ...........258

12.4. Abilities and professionally important qualities of a teacher .................261

Chapter 13.....279

13.1. Features of the personality of people who have chosen the teaching profession .......... 279

13.2. Peculiarities of the motivational sphere of teachers.......................................285

13.3. Peculiarities of the Emotional Sphere of Educators.................................................287

13.4. Stress resistance of teachers ..............................................293

13.5. Aggressiveness of teachers .................................................. ...293

13.6. Psychophysiological characteristics of teachers ............................................... 296

13.7. Possibilities of using some tests for the professional selection of teachers ........ 297

13.8. Psychological features of teachers-leaders .................... 299

13.9. The image of teachers .................................................. ...........305

Chapter 14...........................309

14.1. Stnli activities of kindergarten teachers .............................. 310

14.2. Teacher activity styles...............................................................311

14.3. Style of activity and properties of the nervous system and temperament ...................... 317

14.4. Styles of pedagogical leadership and their perception by students.......................319

14.5. Styles of Pedagogical Communication...............................................325

14.6. Psychological and pedagogical features of the survey of students by teachers with different leadership styles ...................... 333

14.7. Peculiarities of student assessment by educators with different leadership styles .............................334

14.8. Types of teachers .................................................................. .............336

14.9. Gender differences in the activities and personality of teachers .............................340

Chapter 15.............343

15.1. Stages of professional development of a teacher...............................343

15.2. Differences between young and experienced educators...............................................345

15.3. Difficulties in the work of young teachers .............................................351

15.4. Peculiarities of productive and unproductive teachers...............................354

15.5. Psychological characteristics of university teachers of different levels of skill.......................360

15.6. Criteria for assessing pedagogical skills .............................. 365

SCIENTIFIC SCHOOLS

Ya. V. Chezhina

scientific and pedagogical activity of E. P. Ilyin: on the anniversary of the scientist

March 20, 2013 Evgeny Pavlovich Ilyin, Honored Scientist of the Russian Federation, Doctor of Psychology, Candidate of Biological Sciences, Professor, turned 80 years old.

Study psychological problems preceded by a complex educational route. E. P. Ilyin received a higher medical education, and then for the years of postgraduate study LNIIFK and physiological. Interest in physiology scientist started to show while still a second-year student, and by the end of the institute he had collected experimental material, which served as the foundation for writing his Ph.D. thesis in the future. In 1956, at the All-Russian Conference of Students of Medical Institutes, the research of E. P. Ilyin received a diploma and a second-class prize. And the following year, his first publications appeared in the all-Union magazine and collection scientific works department of physiology.

In 1962, Evgeny Pavlovich defended his PhD thesis in biology at the Faculty of Biology of the Leningrad State University on the topic “On Symmetry and Asymmetry in the Activity of the Human Motor Analyzer”.

In the future, E. P. Ilyin continued his work as a physiologist in the laboratory of labor physiology of the Leningrad State University, when applying for a job in which Boris Fedorovich Lomov, who was in charge of the laboratory of industrial (and then engineering) psychology, played an important role. Both laboratories were on the same floor, and the head of the laboratory of labor physiology borrowed for E. P. Ilyin the contractual position of a junior researcher from B. F. Lomov. Thus, E. P. Ilyin was officially listed as an employee of the laboratory of engineering psychology from January 1963.

Since 1964, Evgeny Pavlovich became a member of the laboratory of engineering psychology. Six months later, E. P. Ilyin was appointed by B. F. Lomov as the head of a group of referents, which was the first step towards his psychological self-education. This was facilitated by the creative, democratic atmosphere created by Boris Fedorovich in the laboratory, and regular seminars on ongoing research.

After the Faculty of Psychology was created at Leningrad State University in 1966, E. P. Ilyin was enrolled in the staff of the Department of Ergonomics and Engineering Psychology, and after B. F. Lomov left for Moscow, he acted as head of the department.

In 1968, with the scientific consulting of B. F. Lomov, E. P. Ilyin defended his doctoral dissertation in psychology on the topic “Optimal characteristics of human performance”, which was the first of 11 dissertations defended by the Leningrad (St. Petersburg) students of B. F. Lomov. One of the official opponents was Boris Gerasimovich Ananiev.

A number of interesting facts should be noted in scientific biography Evgeny Pavlovich: he received the first diploma of a doctor of psychological sciences, and not a doctor pedagogical sciences(in psychology), as has been written so far, and E.P. Ilyin was approved in the rank of associate professor a month after his approval by the Higher Attestation Commission for a doctoral degree. "Cher-

Universum: Bulletin of Herzen University. 1/2013

nym "opponent for a doctoral dissertation was Konstantin Konstantinovich Platonov, who, after reading the personal file of E.P. Ilyin, was surprised by the coincidence of their professional path: both finished medical school, both were sent by distribution to work in the Chita region, both studied uro disease there at the Yamkun research station, after which they began to study the physiology and psychology of labor, both made the problem of abilities the subject of their consideration.

In 1969, E.P. Ilyin accepted an invitation to take the position of professor at the Department of Theoretical Foundations of Physical Education and School Hygiene of the Faculty of Physical Education of the Leningrad State Pedagogical Institute. A. I. Herzen, having gained independence in conducting research on a number of new problems that interested him in the field of differential psychophysiology and sports psychology. During the work at this faculty, on the basis of an organized public laboratory of psychophysiology of sports and physical education under the guidance of E. P. Ilyin, 11 collections of scientific papers were prepared, in which more than 250 works of employees, graduate students and students were published. In the same years, the publishing house "Prosveshchenie" published E. P. Ilyin's textbooks - "Psychophysiology of physical education" (book 1, 1980; book 2, 1983), "Psychology of physical education" (1987), the total circulation of which was 70 thousand.

Since 1992, E.P. Ilyin became a professor at the Department of Developmental and Educational Psychology at the Psychological and Pedagogical Faculty of the Russian State Pedagogical University named after. A. I. Herzen, which was connected, first of all, with the scientist’s appeal to general psychological fundamental problems: will, motivation, emotions. And such a turn in research interests was not spontaneous. E. P. Ilyin nurtured his understanding of the structure of the motive for a quarter of a century and briefly outlined it back in 1980 in his first textbook. The approach to the problem of will was due to the diagnosis of volitional qualities in athletes back in the 1970s. The study of the state of monotony led E. P. Ilyin to consider the states of a person from the position of the functional system of P. K. Anokhin. As a result, since 2000, scientists at the Piter publishing house have published a number of fundamental monographs: “Psychology of will”, “Motivation and motives”, “Psychomotor organization of a person”, “Emotions and feelings”, “Psychology of individual differences”, “Psychology of sports ”, “Psychology of risk” and many others.

A great contribution was made by E. P. Ilyin and his students in the development of psychodiagnostic methods. Thus, express methods for studying the properties of the nervous system are still actively used by the St. Petersburg Research Institute of Physical Education, and are also used in Russian national teams (including Paralympic ones) in the process of psychological support for athletes. Among the students of E.P. Ilyin at the Faculty of Physical Education of the Leningrad State Pedagogical Institute. A. I. Herzen, many outstanding coaches appeared who, in their professional activities, relied on his developments. Among them are V. A. Platonov (coach of the USSR national volleyball team), Yu. M. Chistyakov and L. D. Mirsky (coaches in speed skating), and others who trained high-level athletes.

One of the essential scientific merits of E. P. Ilyin and his school is the fundamental theoretical and experimental substantiation of B. M. Teplov’s position on the illegality of I. P. Pavlov’s evaluative approach to the properties of the nervous system, dividing them into “good” and “bad”. Thus, a “weak” (in the terminology of IP Pavlov) nervous system, which is distinguished by a higher sensitivity than a “strong” one, has a number of undeniable advantages in certain types of activity and behavior. E. P. Ilyin and his students identified typological complexes of the nervous system that affect the manifestation of various abilities and inclinations of a person to one or another type of activity. A differentiated approach, taking into account the typological features of the nerve

Scientific schools

Noah system gives objective criteria for selection in various types of labor, sports and educational activities. To date, E. P. Ilyin and his students have studied typological complexes of volitional (courage, determination, perseverance, patience, etc.), motor (speed, reaction time, frequency of movements), intellectual characteristics (various types of memory, creativity, etc.) .

The versatility of the scientific interests of the scientist is striking: general and differential psychophysiology, psychology of physical culture and sports, labor psychology, developmental and pedagogical psychology, communication psychology. IN Lately a line of research was outlined, embodied by the students of E. P. Ilyin, devoted to the study of aggressiveness, as well as the problems of the relationship between biological and social sex (gender) in psychology. As a result of the scientist's reflections within the framework of this scientific problem the concept of “phenotypic sex” appeared, which E.P. Ilyin substantiated in detail in his monograph “Sex and Gender”.

For many decades, Evgeny Pavlovich has been a member of various dissertation councils, more than 100 times he acted as an official opponent in the defense of doctoral and master's theses. His students defended 7 doctoral and 47 master's theses.

The scientific and pedagogical activity of E. P. Ilyin was marked by a number of awards. He is the laureate All-Russian competition psychologists "Golden Psyche" in the nomination "Patriarch of Psychology", the winner and owner of the gold medal of the All-Russian Exhibition Center, was awarded the badge "Excellent worker of education of the USSR", the Diploma of the Russian Olympic Committee, the medal of the International Academy of Psychological Sciences for scientific merits "Human factor". His books have repeatedly been awarded diplomas at various competitions.

Currently, E. P. Ilyin continues his pedagogical and scientific activity at the Psychological and Pedagogical Faculty of the Russian State Pedagogical University. A. I. Herzen. His research is devoted to solving the most acute, topical and practically demanded problems of modern psychological science. We sincerely congratulate Yevgeny Pavlovich on his jubilee and wish him health, longevity and new creative successes!

E. P. Ilyin

violence as a psychological phenomenon

Currently, the phenomenon of violence has begun to increasingly attract the attention of both society and specialists from various fields of knowledge (lawyers, psychologists, teachers). Articles, books and dissertations are written about violence. However, paradoxically, the question remains undiscussed - what is violence. The term "violence" is used so broadly that it sometimes becomes unclear what is already being discussed.

Definition of violence. In the “Dictionary of the Russian Language” by S.I. Ozhegov, the following definition is given: “Violence is the use of physical force against someone; coercive influence on someone. ". In this definition, the main thing is coercion (to force - to force something to be done against the desire of the person himself), and what kind of character it is (physical or psychological), these are already details.

Thus, S.I. Ozhegov refers to coercive influences as oppression, lawlessness. Oppression is an unfair restriction of freedom, and lawlessness is a violation, lack of legality, that is, a violation of human rights.

In the book of Professor E.P. Ilyin, the theory and practice of differential psychology of professional activity are described in detail. From it you will learn: how the individual-personal and typical characteristics of a person affect the choice of the type of activity and its effectiveness, how the specificity of the activity affects the formation personality traits and features of professional behavior (professional deformation), as well as much more.

The publication is intended for psychologists, teachers and students of university faculties of psychological and pedagogical profiles.

Differential psychophysiology

The textbook is the first systematic presentation of the issues that make up the subject of differential psychophysiology.

It outlines the history of the formation of this discipline, associated with the development of the doctrine of temperament, the types of higher nervous activity and properties of the nervous system. The textbook substantiates the typological features of the properties of the nervous system, shows their manifestation in behavior, the impact on the styles and efficiency of human activity. A significant place is given to the consideration of various concepts of abilities and giftedness of a person. Techniques for studying the types of temperament and properties of the nervous system are given. A special section is devoted to the problems of functional asymmetry and, in particular, to right-handedness and left-handedness.

Differential psychophysiology of man and woman

This book discusses the physiological, mental and social differences between men and women, taking into account numerous domestic and foreign studies.
Differences in the behavior of men and women should be sought not only in the influence of the psychological and social attitudes of society, but also in biological differences, including hormonal, central nervous, and morphological ones. No matter how society influences the formation of the behavior of people of different sexes, the primary sources of these differences must be sought in the biological destiny of men and women.

Motivation and motives

The textbook is devoted to the main issues of the theory and methodology of studying the motivation and motives of a person. Particular attention is paid to the analysis of ideas about the essence of the motive, its structure and varieties. The author proposes his own concept of motivation and motives, based on a critical examination and synthesis of views on this problem available in psychology. The manual outlines the patterns of formation of the motivational sphere of a person in ontogenesis and in various types behavior and activity, violations of motivation in pathology are considered. The psychodiagnostic methods presented in the manual can be successfully used in practical activities education specialists

Sex and gender

The book is the most complete consideration of the issue of physiological, psychological and social differences between men and women in Russian psychology.

The author systematizes domestic and foreign studies, including the latest ones, on the sexual and gender characteristics of people. The necessity of joint consideration of these features is shown. In addition to discussing theoretical and methodological issues, the book presents methods for identifying gender differences (psychological sex).

Psychology of aggressive behavior

The book "Psychology of Aggressive Behavior" by Professor E.P. Ilyina is devoted to key issues of the psychology of aggressive behavior.

The topic is covered as fully as possible. Particular attention is paid to the problem of vandalism and violence in modern society. Useful techniques are provided at the end of the manual.

Psychology of adulthood

The psychology of maturity and the psychology of old age are two sections of the psychology of adulthood, which are the subject of a unique book by Professor E.P. Ilyin.

The textbook covers a wide range of topical issues, including socio-psychological aspects of mature and senile age, varieties of maturity and its impact on professionalism, "Balzac age", existential acme, social functions of adults, aging as a process and its prevention, and many others. . At the end of the manual you will find useful methods and a detailed bibliography.

Psychology of will

The textbook is devoted to one of the most important sections of general psychology - the theory and methodology of the study of volitional processes. The book analyzes traditional and new scientific-philosophical, psychological and physiological ideas about the phenomena of the human volitional sphere (in particular, about “willpower”) from the author’s position, traces the patterns of its development in ontogenesis, as well as its manifestations in various types of behavior and activities , the issues of the pathology of the will are considered.

In a systematized form, the manual presents little-known psychodiagnostic methods for studying the will, which can be successfully used in the practical activities of specialists in the education system, sports, and production and organizational spheres.

Psychology for educators

The textbook is addressed primarily to teachers: teachers, educators of preschool institutions, teachers of colleges and universities. Particular attention is paid to psychological information that is relevant for practical pedagogy and is missing in most textbooks on educational psychology.

The manual includes five sections: "Psychology of the activity of the teacher", "Psychology of education", "Psychology of education", "Psychological characteristics of teachers", "Preschoolers and students as subjects of play and learning activities and as objects of the teacher's activity".

Psychology of trust

Of all the current crises, it is the crisis of confidence that causes the most serious concerns today.

In this regard, the opinion is often expressed that modern society is steadily turning into a society of lies, into a society in which trust becomes one of the highest values ​​that attract maximum attention. In the new book of Professor Ilyin, this topic is disclosed as fully as possible, which was the result of using the latest scientific data.

The publication is addressed to students and teachers of psychological and pedagogical faculties, as well as to all specialists working in the "man-man" system.

Psychology of envy, hostility, vanity

The book of the master of psychology, Professor E.P. Ilyina is devoted to the key issues of the psychology of envy, hostility, vanity.

The topic is covered as fully as possible. Particular attention is paid to the problem of pride and ambition in modern society. Useful techniques and a detailed bibliography are provided at the end of the manual.

Psychology of individual differences

The book presents the basic information on the psychology of individual differences, which are considered in differential psychology and differential psychophysiology (differences in the properties of temperament and personality, which determine not so much quantitative as qualitative differences in people's behavior and activities).

Psychology of love

The book is dedicated to love, love between people, multifaceted and ambiguous in content and unique in form.

From the point of view of psychology, love is a very serious phenomenon. Love permeates the whole life of a person, determining his development, attitude, and sometimes the whole meaning of life. It would be strange not to know this most important aspect of life. This is necessary, first of all, so that love gives happiness to a person, and does not lead to disappointments, and even more so to tragedies.

Help psychology. Altruism, selfishness, empathy

In the book of Professor E.P. Ilyin touched upon the problem of helping behavior, a topical and interdisciplinary problem, which psychology, sociology, philosophy, pedagogy and medicine are called upon to solve.

The first part of the book is devoted to the psychology of helping behavior and personality traits that promote or hinder such behavior (altruism, selfishness, etc.), the second is a description of helping professions. The book contains methods that can be used both in the practical activities of specialists and in the study of this problem by researchers.

Psychology of conscience. Guilt, shame, remorse

The last book of Professor Ilyin is devoted to the most important aspect of the morality of the individual - the psychology of conscience and its components - guilt and shame.

Until now, this problem has not been sufficiently studied in domestic psychology. The book describes implicit and scientific ideas about conscience, its nature, role and functions. Questions about a sense of duty, emotions of guilt and remorse, various aspects of the experience of shame are considered. In addition to the analysis of the literature on this issue, the book contains an extensive bibliographic list, as well as methods for studying conscience, guilt and shame.

Sports Psychology

The book of the master of psychology, Professor E.P. Ilyin, includes four sections: "Psychology of the athlete's activity", "Psychology of the training process", "Socio-psychological aspects of sports" and "Psychology of the coach's activity". Unlike previous thematic publications, this textbook also considers a number of new issues: the psychological aspects of "sports uniform", the psychology of communication in sports, the psychology of a sports career, the psychology of spectators, the psychology of sports refereeing.

The publication is intended for sports psychologists, coaches, teachers and students of university faculties of psychological and pedagogical profiles.