PERSONALITY RESILIENCE AND YOUNG PEOPLE’S DYSFUNCTIONAL ATTITIDES

Abstract

The article is focused on highlighting the psychological features of students’ resilience development. The concept of resilience is viewed as a personality resource that allows to effectively resist life difficulties and threats while preserving one’s psychological wellbeing. The assumption is made that the barrier for the young people to fully develop their resilience is the dysfunctional attitudes. Those cognitive schemes acquired in childhood appear to be the source of negative emotions and permanent stress and show the vector opposite to resilience attitudes. The article presents the results of the empiric study of the correlation between first-year-students' attitudes of resilience and their dysfunctional cognitive schemes. It has been found that in the majority of cases sufficiently developed resilience is combined with the absence of manifested negative dysfunctional attitudes. The exception are the students who have low level indexes of all the resilience attitudes: they demonstrate all types of distinctly shown negative cognitive schemes. Installed that the mostly manifested correlation is between the resilience and the dysfunctional attitude “Approval”: the more one is independent of other people’s opinion, the better their commitment, control and challenge are manifested. Instead one’s emotional wellbeing dependency from other people’s opinion activates protective behavior patterns of avoidance, which contradicts the content of the hardiness attitudes. Low level indexes of resilience evidently correlates with: a) one’s predisposition to play passive and humiliated role because of one’s fear to be alienated (dysfunctional attitude “Attachment”); b) one’s striving to control other people’s behavior to prevent the situations when they can be disappointed or angry with them (“Omnipotence”); c) one’s attempts to achieve high self-esteem and self satisfaction via increasing their productivity (“Achievement”); d) one’s striving to look, think and behave ideally with no permission to make mistakes or fail (“Perfectionism”). The data analysis allows to assume that dysfunctional attitudes can be the obstacle for the definite resilience attitudes development. The attitude “commitment” can be prevented from development by the cognitive schemes “Achievement” and “Perfectionism”, the attitude “control”– the schemes “Approval” and “Omnipotence”, the attitude “challenge” – the schemes “Approval” and “Attachment”. The results of the research can be used to build up a program of the students’ resilience development via bringing to consciousness their active dysfunctional attitudes.

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