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BASICS OF SAFE LIFE
Features of the formation of attitudes to extreme situations. Basics of safe life
Directory / Basics of safe life Modern man is distinguished by low adaptability and insignificant knowledge about the ways of behavior in nature. The modern way of life does not teach to adapt to the reality of existence in nature outside of civilization. Nevertheless, each of us, having minimal knowledge and the ability to control our emotions, is able to confront the crisis, fight and survive. From fiction and the stories of seafarers, we know that not every person, having fallen by the will of fate on a desert island, remained a person. This is facilitated primarily by those characterological traits, features that we receive from birth, the so-called biopsychic (innate) personality traits: temperament, properties of the nervous system, inclinations, gender and age characteristics, etc. Equally important are the general abilities of a person - the mental properties of reflection (cognitive abilities) and relationships (emotional-volitional sphere of personality). The development of the emotional-volitional sphere contributes to a more adequate perception of reality, but more on that later. The next block of human abilities is in the field of learning. By practicing actions and skills, learning to survive in various kinds of emergency situations in practice and in theory, we can show a greater ability to adequately act in a crisis situation. Besides learning, nurture will also affect our ability to survive. It consists in the general orientation of the individual to struggle, to life, to victory. No matter how shocking it may sound, we know that often the one who strives to survive, who fights with the elements and with circumstances, who can gather his will into a fist and break the vicissitudes of fate, often survives (A. Maresyev was still a real person, like many others). The attitude towards a dangerous situation is made up of the meaning of danger, which is attributed to this situation by society, personal meaning for the individual, which, in turn, carries an emotional and intellectual burden. The emotional side of the relationship, in turn, consists of significance-value and significance-anxiety. Significance-value determines the experiences caused by the expected or achieved success in the activity. Significance-anxiety determines the experiences generated by the difficulties, dangers and consequences of the situation. Anxiety is associated with the severity of the consequences and the possibility of their subsequent corrections. An individual's awareness of the situation as highly dangerous can cause him excessively strong excitement and contribute to a decrease in his psychophysiological capabilities. If the danger is recognized, but it is not given excessive importance, then it can contribute to the mobilization of forces (M. A. Kotik, R. Lazarus, A. I. Kosaya, I. I. Nikberg, L. A. Zhudina). The level of anxiety may increase if in the past the individual had a negative experience of getting out of a similar situation, and anxiety can arise not only as a reaction to an existing danger, but also as a reaction to a possible danger, regardless of the existing situation. In states of tension, behavior is largely characterized by the predominance of stereotyped responses and inadequate situations. First of all, complex forms of purposeful activity, its planning and evaluation suffer. The resulting disturbances occur at different levels. VL Marishchuk and colleagues note a general trend towards a decrease in the stability of mental processes, which can be expressed in the "blockade" of perception and thinking, memory and practical actions of the subject. This, in turn, can lead to the physical disintegration of activity, the self-elimination of a person from continuing work. There are theories that point to the relationship between the characteristics of the birth process and the ability to withstand stress. Based on the prenatal matrices of S. Groff, it is determined that children who have not passed the third matrix (the matrix of struggle), that is, those born by caesarean section, experiencing the inconvenience of the second matrix (the matrix of the victim), do not learn to overcome stress at the biopsychic level. Representatives of this theory believe that these children subsequently experience problems adapting to stress, are in a situation of stress for a longer time and often use maladaptive forms of exit from stressful situations. On the biopsychic level distinguish two types of response in stress (S. L. Solovieva): brake type response is characterized by general muscle tension, especially sharply manifested in the "mimic mask", stiffness of posture and movements; fixations of attention, passivity, slow mental processes, a kind of "emotional inertia", manifested in the form of indifference and negative indifference. excitable type reaction is expressed in violent extraversion, fussiness, verbosity, hypertrophy of motor manifestations, rapid change in decisions, increased ease of transition from one type of activity to another, incontinence in communication. Expressed personal anxiety also has a great influence on the ability to adequately act in a stressful situation and, accordingly, on the features of the occurrence of post-traumatic stress reaction (PTSD). A high level of development of a person's creative abilities makes it possible to form a system of coping with stress in a wide variety of unexpected situations. Types of a person's relationship to himself affect their behavior under stress. V. I. Medvedev singles out tri type of attitude of a person to himself in a situation of stress:
Inadequate, overestimated or, conversely, underestimated self-esteem, lack of confidence in oneself and one's abilities reduces the ability to adapt to stress (J. Reikovsky, V. L. Marishchuk). Personal resources, on the contrary, contribute to maintaining self-control in stress, the fastest way out of a traumatic situation. J. Budman believes that human behavior is based on three life settings, or "life faith":
In a situation of crisis, this "life faith" begins to fluctuate or change into its opposite. J. Yalom proposed to consider all psychological problems associated with an extreme situation from the point of view death, freedom, isolation and meaninglessness. The theme of death. When faced with death, such defense mechanisms are formed as the illusion of one's own immortality, the illusion of justice and the illusion of the simplicity of the world structure. The destruction of basic illusions is a painful moment for anyone. And with a real threat to life, it becomes extremely painful. The reaction to one's own salvation - "I stayed alive" - can turn into shock from the death of others and lead to long painful experiences, among which the fear of one's own limb will be a separate block. Also, an individual can begin, as a defensive reaction, to build other illusions based on his own power, being chosen, etc. Freedom Theme arises from the real danger of being imprisoned in certain circumstances. For example, it is not recommended to leave the accident site, as it will be easier for rescuers to search for the accident site and victims. But not many can stand the wait and the unknown. The psychological aspect of "non-freedom" is the feeling of guilt. A person experiencing guilt seeks to punish himself by engaging in self-destructive, or, in other words, self-destructive behavior. Guilt can be of three types: Guilt for imaginary sins: "I should have been in the place of the injured (wounded, dead)". Guilt for not intervening: Feeling guilty about not doing something. The guilt of the survivor, when a person feels guilty only because he remained alive, and the other one died. Isolation Theme seems most realistic in a situation of autonomous survival. Fear of loneliness, panic from the inability to find help can push people to commit completely rash acts. The theme of meaninglessness. "A person can endure anything, if it makes sense," said Viktor Frankl. An extreme situation is always unexpected, often unreasonable and therefore perceived as meaningless. This forces the victims to seek some explanation for what happened so that the traumatic experience is not in vain. Then myths are created that offer their explanation for what happened. If this explanation does not exist in reality, the person will invent it. Otherwise - death. It can only be negative that one of the survivors can be blamed for the accident as a myth. The initiator of the creation of a myth can entangle the thoughts of others to such an extent that it can come to harm the object of mystification. In accordance with the work of the National Institute of Mental Health (USA), mental reactions during disasters are divided into four phases: heroism, honeymoon, disappointment and recovery. Heroic phase begins immediately at the moment of the disaster and lasts for several hours, it is characterized by altruism, heroic behavior caused by the desire to help people, save themselves and survive. False assumptions about the possibility of overcoming what happened occur precisely in this phase. The honeymoon phase comes after the catastrophe and lasts from a week to 3-6 months. Those who survive have a strong sense of pride for overcoming all the dangers and staying alive. In this phase of the disaster, the victims hope and believe that soon all problems and difficulties will be resolved. Frustration Phase usually lasts from 2 months to 1-2 years. Strong feelings of disappointment, anger, resentment and bitterness arise from the collapse of various hopes. recovery phase begins when the survivors realize that they need to improve their lives and solve emerging problems themselves, and take responsibility for the implementation of these tasks. It is widely known that behavior is directed by the motivational-need sphere. In an emergency, our needs are frustrated. First of all, the primary, basic needs are frustrated: the needs for food, drink, sleep, the need for security, belonging and communication. Failure to meet these basic needs can lead to a complete breakdown of mental activity. So, we know that in a situation of starvation for about 4 days, a person thinks only about food. Then the feeling of hunger weakens, there may be poor sleep, prolonged headaches, and increased irritability. With prolonged fasting, a person falls into apathy, lethargy, drowsiness. Similar symptoms are also characteristic in case of lack of water, sleep, etc. Frustration of needs gives rise to anxiety, lack of confidence in oneself and one's abilities, distorts the perception of reality and reduces the ability to think rationally. With anxiety comes panic and fear. Unsatisfied needs come to the fore, and the ways to satisfy them in such a state are far from always safe. In addition to meeting primary needs, each of us has a number of motives that determine the direction of our activities. N. I. Naenko identified two main motives - procedural and self-assertion. Procedural motive is directly related to the manifestation of the functional capabilities of a person and underlies the very process of activity. The need for activity as such, for a functional load, has a great motivating force: it is expressed in a person's active attitude to the task itself, his desire to test and reveal his abilities. In this case, a person experiences a kind of satisfaction from the effort as such, from overcoming difficulties, so he can engage in any difficult activity for its own sake, and not just in order to "approach the object or avoid it." Thus, the implementation of an activity becomes a need, which is expressed in a person's deep interest in its result, in direct enthusiasm for its process. К self-affirmation motive include such characteristics of human motivation as "the desire to actualize one's potential", "the need for a good reputation or prestige, position, recognition by others", "the need for a stable, well-grounded, as a rule, high assessment of oneself, self-respect and respect for others ". In the event of the impact of a traumatic situation, the individual who is guided by the first motive will be more safe and adequate to the situation. His activity will be aimed at solving the immediate problem and is not related to "earning points" in the eyes of others. Data from other authors also show a significant role of motivation in maintaining performance. Thus, Jones et al. write that a high level of motivation contributes to the extreme resistance of operator activity to physiological stress. It is known, for example, that such a type of physiological stress as sleep deprivation adversely affects the efficiency of activity. But it turned out that even after a sleepless night, the subjects successfully solved "interesting" complex problems, and that providing feedback in the form of reports on the results of work under these conditions helps to maintain a high level of activity. Author: Mikhailov L.A.
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