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Psychophysiological characteristics of a person of a safe type of behavior. Basics of safe life

Fundamentals of Safe Life Activities (OBZhD)

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The main psychophysiological characteristic of LBTP is adequate, safe for others, the activity of the human brain. The psyche of any individual is one of the forms of reflective activity of the brain. Mental activity is the highest level of brain functioning, its specific feature is the reflection of reality in the form of images, concepts, emotional experiences and volitional urges to activity. Any cognitive and emotional activity, i.e., volitional regulation of a person's behavior, is based on a neurophysiological basis and presupposes corresponding processes in the human nervous system.

For a BZ teacher, it is necessary and important to understand that the work of the brain in general, including its mental activity, has a reflex character. The qualities of LBTP, which characterize the state of people in crisis or extreme situations, in the process of interacting with the environment, communicating with other people, etc., are due to the corresponding neurophysiological processes and properties of the human nervous system that ensure safe life. In this regard, IP Pavlov's teaching on the physiology of higher nervous activity is of particular importance. This knowledge helps to understand the exclusivity of the individual, to identify the causes of failures in the student's activities, to predict dangers in relation to oneself, the world around and other people, to help a person understand a situation or task in time, and most importantly, not to be a source of dangerous actions.

Most often, when meeting with various kinds of dangers, difficulties, failures, a person falls into a state of passion or stress. First time term "stress" introduced into medicine by G. Selye in 1936 to indicate the state of the body when exposed to some irritating factor. If unfavorable conditions are created, the body tries to restore the lost balance - there is adaptation syndrome. Along with classical stress, the causes of which may be trauma, burns, etc., there are emotional stress, which is a consequence of the impact on the psyche. The difference between them is rather conditional: under classical stress, the adaptation syndrome occurs at the moment of meeting with the stimulus, while adaptation to emotional (psychological) stress can occur in advance. So, for example, by influencing the human psyche with special methods and means, it is possible to control such an emotion as fear on a conscious level. The answer to the question of how to achieve this is sought by all researchers of the human psyche. What does a person need to know and be able to do in order to reduce the feeling of fear, confusion, gain confidence, and remain calm in an unfavorable situation? How to deal with anxiety, stiffness, fear, fussiness, panic - companions of fear?

The effect on a person of fear or danger is determined by the action of three psychophysiological mechanisms.

1. Unconditioned reflex mechanism It manifests itself in the fact that some stimuli (darkness, the appearance of a feeling of fear in front of another person, not knowing how to act in a situation, etc.) serve as unconditional signals to which the psyche reacts with a state of fear or panic of varying degrees. As we adapt to such influences, unconditioned reflexes weaken, emotions of fear are inhibited, and then completely disappear.

2. Conditioned reflex mechanism acts when a person has received some negative experience and he has developed a conditioned reflex to those elements of the situation that are safe in themselves, but previously accompanied the action of a real danger. If fear was previously associated with one or another element of real danger, then it can be caused by almost any factor. The BZ teacher should use in his practice the process of inhibition of this reflex in a student, create compensatory pedagogical conditions to exclude its influence.

3. Action intelligent mechanism It manifests itself in the fact that a feeling of fear can be the result of a mental recreation of danger, imagination of a dangerous situation, memories of an experienced threat, etc. The suddenness of the situation, lack of information, fatigue, overwork are all factors that aggravate unsafe human behavior.

The inability to act in a difficult situation and the emergence of fear force a person to do wrong. A person who has been taught to act correctly in situations that can cause fear is able to adapt, overcome it. He often emerges victorious from an extreme situation and at the same time is able to help others.

Faced with various circumstances in the process of life, which can be both ordinary and extreme situations (temporary, requiring a lot of willpower), an unprepared person can find himself in a difficult situation, his behavior is difficult to predict, he can commit dangerous actions in relation to himself, people, nature and society.

Thus, the distinctive features of a person with a safe type of behavior are psychological stability that guarantees life safety and psychological readiness for action in various life situations.

Psychological stability suggests:

  • the presence of persistent altruistic community-collectivist motives of behavior;
  • knowledge of the features of the surrounding world;
  • painless awareness of possible threats and dangers in relation to oneself;
  • knowledge of the physical basis of the surrounding hazards;
  • knowledge of the characteristics of one's psyche and somatics (from gr. soma - body);
  • the ability to see the features of the psyche and somatics of another person.
In order for a person to be psychologically ready to adequately behave in emergency situations, he must, in addition to specific personal qualities (discipline, quick response, etc.), have the necessary knowledge and skills.

Authors: Gubanov V.M., Mikhailov L.A., Solomin V.P.

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