It has long been known that a person is happy when he does what he loves and enjoys it. But for some reason today, many feel uncomfortable in their workplace. Is it because they chose the wrong direction of activity? Back in the last century, the great artist correctly noted: “Do not be a cow crow, do not fly frogs under a cloud!” But how do you define your purpose? Irina Yurievna Sokolova, Doctor of Pedagogical Sciences, Professor of the Department of Teacher-Researcher of the TSPU, tells about this.
Everything starts at birth
At one time, working at a technical college, I helped many students decide on a professional path, - says Irina Yuryevna. - It seems, you see, a person has a mathematical mindset, and the intellect is a diplomat, so maybe he doesn’t need to get behind the machine, but to manage people. There is potential in every person, it is important to discover and develop it in time. Each of us comes to earth already with inclinations, that is, with physiological characteristics and a type of nervous system. The intellect is formed in the process of education, training, as a response to the mind to overcome certain difficulties. By socializing, the child will either develop his natural talents or drive them into a corner. The task of parents at this stage is to observe what the child likes best: draw, dance, write stories, sing, build multi-storey buildings or collect a herbarium.
Of great importance is the definition of left-handedness - right-handedness. Since it is known that the left hemisphere, which is considered dominant in right-handed people, is responsible for logic, analysis, speech-thinking activity, for storing and processing factual information, and mathematical abilities. The right hemisphere is responsible for intuition, imaginative thinking, imagination, processing of non-verbal information, musicality, spatial orientation and emotions. In children under 7 years of age, the cerebral hemispheres are at the stage of formation, interhemispheric connections are actively developing, so left-handedness can be hidden. To recognize which hand is leading, you need to pass the following tests.
Left-Right TestsDetermine the leading eye. The child is invited to look into a kaleidoscope or a telescope (to which eye will he bring it first (L, P). Interlacing of the fingers: the upper position of the thumb (L, R). Cross your arms over your chest: "Napoleon's pose", which hand lies on top - L, P. Determination of the size of the fold of the nail of the thumb. On which hand (L, R) is the venous system more developed. Determine which hand is 1-2 mm longer. Observe which foot starts the movement. Which hand holds a pen, fork, spoon, brushes teeth, shoes. Which hand is combed. 10. Which hand cuts the paper, unlocks the door. More than half of the answers P - right-handed, L - left-handed, if three or four questions showed a left reaction - hidden left-handedness. It is necessary to develop the child's abilities based on the functions of the dominant hemisphere. |
Personality types
I.P. Pavlov proposed a classification of personality types based on the characteristics of the activity of the nervous system. The scientist divided all people into three types, depending on the mechanism of work and interaction of the right or left hemisphere.
artistic type personality (functions of the right hemisphere are active) - a person perceives the world through images, does not analyze and does not attach importance to details.
thinking type(functions of the left hemisphere are active) - a person is inclined to logical thinking, resorts to analysis, calculates the situation.
Medium type- the most common, corresponds to the balance between the left and right hemispheres, between logical thinking and artistic perception.
Research by psychophysiologists indicates that nature has in every person the potential of a "thinker" and "artist" - a creative personality, which is associated with the in vivo formed properties of the nervous system, the functions of the cerebral hemispheres, on the basis of which various human abilities and types of giftedness develop. But, unfortunately, in the modern school, children develop the type of “thinker” more, leaving the artistic type without much attention. In this case, a very important potential of the individual remains unused, because of which the choice of a professional path suffers.
M.S. Kagan singled out five potentials in the structure of each personality:
1) Epistemological. It is determined by the amount and content of information that a person has, based on knowledge about the natural and social world, and the ability to cognize it. The set of information depends on the natural mindset, education and practical experience of the individual.
2) Axiological potential of personality. This system of values (ideals, aspirations, goals, beliefs), which is acquired by a person in the process of socialization.
3) Creative. Received from nature and independently used abilities for certain actions, for creative or destructive, productive and reproductive work, as well as the degree of their implementation in a particular area.
4) Communication potential. It is characterized by the degree and form of her communication, the nature and strength of establishing contacts with other people. Essence interpersonal communication expressed in the paradigm of social roles.
5) The artistic potential of the individual. The level of artistic needs, the intensity of their use, the method of satisfaction.
In each person three "I" are combined in different proportions. An individual is a person as a biological being living according to the program of nature, his tasks: to protect himself, to survive. Personality - a person as a being living in a certain society and pursuing the goals set by society. Individuality - a person who can live according to his own program, set his own goals, create, create. A personality is determined not only by its character and temperament, but by the volume and quality of knowledge, the system of values and the ability to communicate with the outside world. The highest task of any person is to develop individuality, relying on the potential of the individual.
temperament type
Also already in primary school it is possible and necessary to identify the type of child's temperament, - the pedagogue-psychologist comments, - which depends on the physiological processes of the brain and their correlation: excitation, inhibition. Extroverts (choleric, sanguine) are impulsive individuals who tend to splash their feelings out, introverts (phlegmatic, melancholic) are reflective types, prone to inner experience, closed behavior.
Impulsivity-reflexivity are two sides of one of the ways of cognitive activity, knowledge of the features of which is important for the teacher to take into account in the process learning activities applicable to each student. Thus, it was found that individual characteristics reflective students (“maturing later”) most often have an inert nervous system and perceive information visually well. Impulsive schoolchildren, as a rule, have a mobile nervous system, perceive information better by ear, according to psychophysiologists, they are considered to be “early maturing”. When constructing educational and cognitive activity, it is very important to take into account the ratio of impulsivity-reflexivity for effective formation intelligence and unleashing the potential of the child.
To determine impulsivity-reflexivity, you can pass the following test.
Impulsivity-reflexivity test
The technique is used to diagnose the impulsive-reflexive cognitive style. This cognitive style, in accordance with the initial assumption of J. Kagan, characterizes individual differences in the tendency to make decisions quickly or slowly. This stylistic property manifests itself most clearly in conditions of uncertainty, when it is required to carry out right choice from a set of alternatives. Impulsive subjects tend to react quickly in multiple choice situations, with hypotheses being put forward without analyzing all possible alternatives. Reflective subjects are characterized by a slow response rate in such a situation, hypotheses are tested and repeatedly refined, the decision is made on the basis of a thorough preliminary analysis of the features of alternative objects.
Procedure
The subject is presented with 2 training, then 12 main sheets, on each of which there is an image of a familiar object (standard figure) on top, and 8 almost identical images of the same object are arranged in two rows below, among which only one is completely identical to the standard figure. The subject must find and indicate an image that is completely identical to the reference figure.
Instruction
“Now you will see one picture and several similar ones. You need to find exactly the same picture in this picture as the one above and show it. For the initial training, you will be shown two demo cards. Further tasks will not be so simple at all. Find a picture as close as possible to this one above as quickly as possible and show it right away.”
Processing and interpretation
Key
Numbers are counted from left to right, top to bottom.
demo 1 - 1; demo 2 - 5;
sheet - 4; steamboat - 7; flower - 1; lamp - 8; bear cub - 4; cat - 1; cowboy - 8; points - 4; chicken - 5; aircraft - 1; scissors - 5; dress - 5.
Indicators of impulsivity / reflectivity:
- latent time of the first response (sum);
- the total number of errors.
Reflective individuals are above the median response time and below the median number of errors, while impulsive individuals are below the median response time and above the median number of errors.
On average, about 2/3 of the sample falls on reflective and impulsive subjects, 1/3 - on two special categories of subjects, called "fast / accurate" and "slow / inaccurate".
People with an impulsive style are quick to hypothesize in alternative choice situations, and they make many wrong decisions. For people with a reflective style, on the contrary, a slower pace of decision-making is characteristic, respectively, they make few mistakes due to a thorough preliminary analysis of hypotheses.
Eight Kinds of Intelligence
Together with the growing up of the child, his intellect develops, - continues Irina Yuryevna, - and by the age of 10 it is possible to determine the type of intellect. H. Gardner singled out eight types of intelligence, having learned which of them prevails in your child, you can gradually direct him to one or another professional area.
Linguistic intelligence- a person uses different language styles to convey information (poet, writer, editor, journalist).
musical intelligence- a person enjoys composing, listening and performing music (music performer, composer).
Logical-mathematical intelligence- a person knows how to explore, thinks in categories, finds relationships between structures through the manipulation of symbols, signs, is prone to ordering actions (mathematician, scientist).
Spatial intelligence- a person is able to perceive objects through images, unfold the picture in the mind, create spatial compositions (architect, engineer, surgeon).
Bodily-kinesthetic intelligence- a person feels the need and is endowed with the ability to move, implements these skills in sports, performing arts, in manual labor (dancer, athlete, mechanic).
interpersonal intelligence- a person is able to notice and understand the needs and desires of other people, to capture the mood of people, to anticipate their behavior (political leader, teacher, psychotherapist, diplomat).
intrapersonal intelligence- a person knows how to manage his feelings, control them, skillfully using them in the transfer and processing of information (for example, a religious leader, philosopher, writer).
Naturalist Intelligence- ability to explore wildlife and links between its components (biologist, botanist, farmer, livestock breeder, veterinarian).
Path choice
Taking into account the opinion of I.P. Pavlov that a person is “a system that is developing and self-developing, supporting and even improving itself”, we can conclude that a person has the potentials of self-regulation, self-development, self-education and self-actualization. Given the temperament, personality type and type of intellect, one should not forget about the important principle of harmony of the bodily, mental and spiritual nature, the psychologist sums up. Unrealized abilities during life can lead a person to illness. It is also important to use the principle of search activity, if, when choosing a profession or favorite business, something no longer satisfies, we are looking for something new. Here the principles of self-actualization come into force - what you need and is important at the moment - and self-realization - the ability to put into practice what you have planned.
For professional self-determination also in school age a psychologist should work with the child, but parents can notice many points and direct them in the right direction. The age of professional self-determination is 17-20 years old, but even earlier you can not only understand, but feel what you want to do in life. For an adult, the scheme for choosing a profession is the same, it is enough to remember what you liked to do in childhood, what brought you pleasure and, based on your interests, choose a new or change your old profession.
Julia Savelyeva
Practice cards for the test
It has long been known that a person is happy when he does what he loves and enjoys it. But for some reason today, many feel uncomfortable in their workplace. Is it because they chose the wrong direction of activity? Back in the last century, the great artist correctly noted: “Do not be a cow crow, do not fly frogs under a cloud!” But how do you define your purpose? Irina Yurievna Sokolova, Doctor of Pedagogical Sciences, Professor of the Department of Teacher-Researcher of the TSPU, tells about this.
Everything starts at birth
“At one time, while working at a technical college, I helped many students decide on their professional path,” says Irina Yuryevna. - It seems, you see, a person has a mathematical mindset, and the intellect is a diplomat, so maybe he doesn’t need to get behind the machine, but to manage people.
There is potential in every person, it is important to discover and develop it in time. Each of us comes to earth already with inclinations, that is, with physiological characteristics and a type of nervous system.
The intellect is formed in the process of education, training, as a response to the mind to overcome certain difficulties. By socializing, the child will either develop his natural talents or drive them into a corner.
The task of parents at this stage is to observe what the child likes best: draw, dance, write stories, sing, build multi-storey buildings or collect a herbarium.
Of great importance is the definition of left-handedness - right-handedness. Since it is known that the left hemisphere, which is considered dominant in right-handed people, is responsible for logic, analysis, speech-thinking activity, for storing and processing factual information, and mathematical abilities.
The right hemisphere is responsible for intuition, imaginative thinking, imagination, processing of non-verbal information, musicality, spatial orientation and emotions.
In children under 7 years of age, the cerebral hemispheres are at the stage of formation, interhemispheric connections are actively developing, so left-handedness can be hidden. To recognize which hand is leading, you need to pass the following tests.
Left-Right Tests
Determine the leading eye. The child is invited to look into a kaleidoscope or a telescope (to which eye will he bring it first (L, P).
Interlacing of the fingers: the upper position of the thumb (L, R).
Cross your arms over your chest: “Napoleon’s pose”, which hand lies on top - L, P.
Determination of the size of the fold of the nail of the thumb.
On which hand (L, R) is the venous system more developed.
Determine which hand is 1-2 mm longer.
Observe which foot starts the movement.
Which hand holds a pen, fork, spoon, brushes teeth, shoes.
Which hand is combed.
Which hand cuts the paper, unlocks the door.
More than half of the answers P - right-handed, L - left-handed, if three or four questions showed a left reaction - hidden left-handedness. It is necessary to develop the child's abilities based on the functions of the dominant hemisphere.
Personality types
I.P. Pavlov proposed a classification of personality types based on the characteristics of the activity of the nervous system. The scientist divided all people into three types, depending on the mechanism of work and interaction of the right or left hemisphere.
Artistic personality type (functions of the right hemisphere are active) - a person perceives the world through images, does not analyze and does not attach importance to details.
Thinking type (functions of the left hemisphere are active) - a person is prone to logical thinking, resorts to analysis, calculates the situation.
The middle type is the most common, it corresponds to the balance between the left and right hemispheres, between logical thinking and artistic perception.
Researches of psychophysiologists show that nature in each person has the potential of a “thinker” and “artist” - a creative personality, which is associated with the in vivo formed properties of the nervous system, the functions of the cerebral hemispheres, on the basis of which various human abilities and types of giftedness develop. But, unfortunately, in the modern school, children develop the type of “thinker” more, leaving the artistic type without much attention. In this case, a very important potential of the individual remains unused, because of which the choice of a professional path suffers.
M.S. Kagan singled out five potentials in the structure of each personality:
1) Gnoseological. It is determined by the amount and content of information that a person has, based on knowledge about the natural and social world, and the ability to cognize it. The set of information depends on the natural mindset, education and practical experience of the individual.
2) Axiological potential of the individual. This is the system of values (ideals, aspirations, goals, beliefs) that a person has acquired in the process of socialization.
3) Creative. Received from nature and independently used abilities for certain actions, for creative or destructive, productive and reproductive work, as well as the degree of their implementation in a particular area.
4) Communication potential. It is characterized by the degree and form of her communication, the nature and strength of establishing contacts with other people. The essence of interpersonal communication is expressed in the paradigm of social roles.
5) The artistic potential of the individual. The level of artistic needs, the intensity of their use, the method of satisfaction.
In each person three "I" are combined in different proportions.
An individual is a person as a biological being living according to the program of nature, his tasks: to protect himself, to survive.
Personality - a person as a being living in a certain society and pursuing the goals set by society.
Individuality is a person who can live according to his own program, set his own goals, create, create.
A personality is determined not only by its character and temperament, but by the volume and quality of knowledge, the system of values and the ability to communicate with the outside world. The highest task of any person is to develop individuality, relying on the potential of the individual.
temperament type
Also, already in elementary school, it is possible and necessary to identify the type of child's temperament, - the teacher-psychologist comments, - which depends on the physiological processes of the brain and their correlation: excitation, inhibition.
Extroverts (choleric, sanguine) - impulsive personalities who tend to splash their feelings out, introverts (phlegmatic, melancholic) - reflective types, prone to inner experience, closed behavior.
Impulsivity-reflexivity are two sides of one of the ways of cognitive activity, knowledge of the features of which is important for the teacher to take into account in the process of educational activity in relation to each student. Thus, it was found that, according to their individual characteristics, reflective students (“maturing later”) most often have an inert nervous system and perceive information visually well. Impulsive schoolchildren, as a rule, have a mobile nervous system, perceive information better by ear, according to psychophysiologists, they are considered “early maturing”. When building educational and cognitive activity, it is very important to take into account the ratio of impulsivity-reflexivity for the effective formation of intelligence and the disclosure of the child's potential.
To determine impulsivity-reflexivity, you can pass the following test.
Impulsivity-reflexivity test
Methodology "Comparison of similar drawings"
The technique is used to diagnose the impulsive-reflexive cognitive style. This cognitive style, in accordance with the initial assumption of J. Kagan, characterizes individual differences in the tendency to make decisions quickly or slowly. This stylistic property manifests itself most clearly in conditions of uncertainty, when it is required to make the right choice from a certain set of alternatives. Impulsive subjects tend to react quickly in multiple choice situations, with hypotheses being put forward without analyzing all possible alternatives. Reflective subjects are characterized by a slow response rate in such a situation, hypotheses are tested and repeatedly refined, the decision is made on the basis of a thorough preliminary analysis of the features of alternative objects.
Procedure
The subject is presented with 2 training, then 12 main sheets, on each of which there is an image of a familiar object (standard figure) on top, and 8 almost identical images of the same object are arranged in two rows below, among which only one is completely identical to the standard figure. The subject must find and indicate an image that is completely identical to the reference figure.
See drawing sheets below.
Instruction
“Now you will see one picture and several similar ones. You need to find exactly the same picture in this picture as the one above and show it. For the initial training, you will be shown two demo cards. Further tasks will not be so simple at all. Find a picture as close as possible to this one above as quickly as possible and show it right away.”
Processing and interpretation
Picture numbers are counted from left to right, top to bottom.
demo 1 - 1; demo 2 - 5;
sheet - 4; steamer - 7; flower - 1; lamp - 8; bear cub - 4; cat - 1; cowboy - 8; points - 4; chicken - 5; aircraft - 1; scissors - 5; dress - 5.
Indicators of impulsivity / reflectivity:
latent time of the first response (sum);
the total number of errors.
Reflective individuals are above the median response time and below the median number of errors, while impulsive individuals are below the median response time and above the median number of errors.
On average, about 2/3 of the sample falls on reflective and impulsive subjects, 1/3 - on two special categories of subjects, called "fast / accurate" and "slow / inaccurate".
People with an impulsive style are quick to hypothesize in alternative choice situations, and they make many wrong decisions. For people with a reflective style, on the contrary, a slower pace of decision-making is characteristic, respectively, they make few mistakes due to a thorough preliminary analysis of hypotheses.
Eight Kinds of Intelligence
Together with the growing up of the child, his intellect develops, - continues Irina Yuryevna, - and by the age of 10 it is possible to determine the type of intellect. H. Gardner singled out eight types of intelligence, having learned which of them prevails in your child, you can gradually direct him to one or another professional area.
Linguistic intelligence - a person uses different language styles to convey information ( poet, writer, editor, journalist).
Musical intelligence - a person enjoys composing, listening and performing music ( music artist, composer).
Logical and mathematical intelligence - a person knows how to explore, thinks in categories, finds relationships between structures through the manipulation of symbols, signs, is prone to ordering actions ( mathematician, scientist).
Spatial intelligence - a person is able to perceive objects through images, unfold the picture in the mind, create spatial compositions ( architect, engineer, surgeon).
Bodily-kinesthetic intelligence - a person feels the need and is endowed with the ability to move, implements these skills in sports, performing arts, in manual labor ( dancer, athlete, mechanic).
Interpersonal intelligence - a person is able to notice and understand the needs and desires of other people, to capture the mood of people, to anticipate their behavior ( political leader, educator, psychotherapist, diplomat).
Intrapersonal intelligence - a person is able to manage his feelings, control them, skillfully using them in the transfer and processing of information ( e.g. religious leader, philosopher, writer).
The intelligence of a naturalist is the ability to explore wildlife and the relationships between its components ( biologist, botanist, farmer, livestock breeder, veterinarian).
Path choice
Taking into account the opinion of I.P. Pavlov that a person is “a system that is developing and self-developing, supporting and even improving itself”, it can be concluded that a person has the potentials of self-regulation, self-development, self-education and self-actualization. Given the temperament, personality type and type of intelligence, one should not forget about the important principle of harmony of the bodily, mental and spiritual nature, the psychologist sums up.
Unrealized abilities during life can lead a person to illness. It is also important to use the principle of search activity, if, when choosing a profession or favorite business, something no longer satisfies, we are looking for something new. Here the principles of self-actualization come into force - what you need and is important at the moment - and self-realization - the ability to put into practice what you have planned.
For professional self-determination, even at school age, a psychologist should work with a child, but parents can notice many points and direct them in the right direction.
The age of professional self-determination is 17-20 years old, but even earlier you can not only understand, but feel what you want to do in life.
For an adult, the scheme for choosing a profession is the same, it is enough to remember what you liked to do in childhood, what brought you pleasure and, based on your interests, choose a new or change your old profession.
Julia Savelyeva
Practice cards for the test:
Steps to Realize Your Potential
Every person, regardless of race, gender, or any other characteristics, has incredible potential to feel confident, happy, and achieve goals. This is not an easy task, but there are a number of concrete steps that will allow you to realize your own potential.
Reflect on yourself
Determine your core values in life. To reach your full potential, you need to know your core values and live by them. These are the values that shape your idea of yourself, others, and the world around you. Research confirms that your life will become more meaningful, you will experience a deeper sense of well-being if you live in accordance with your values. First ask yourself the following:
Imagine two people you admire. What exactly excites you? What can inspire you? Why? How can these things affect your life?
Remember the moment you felt complete satisfaction or reaching a goal. What was it? What gave you this feeling?
If you could change one thing in your environment, what would you change? Why?
If your home were on fire (and your family and pets were safe), what three things would you try to save? Why?
Examine your thematic reactions. After answering the questions above, examine your reactions and try to highlight certain themes or patterns. For example, you may admire your mother's selflessness and empathy, as well as your brother's work ethic. Perhaps you would save family photos, a wedding dress and a memento. This would mean that one of your core values is your relationship with your family.
These are your values, and they are not “more” or “less” important than the values of other people. Someone highly appreciates competitiveness, and someone - cooperation. There is nothing “wrong” about this.
Determine what is incompatible with your values. If you feel that you cannot reach your full potential, then this may be due to the fact that some aspects of your life do not correspond to values. You may have been raised humble, unable to take pride in your accomplishments, but the key value for you is recognition. Your potential may not be fully realized if you do not recognize your own achievements, and also do not receive recognition from others. Think about aspects that don't align with your values, and then decide what can be changed.
Imagine what it is like to realize your potential. With an understanding of the core values and aspects of life that need to change, it's time to think about how you envision realizing your own potential. Is it self development? Career achievements (and even job changes)? Want to commit to relationships? If you find aspects that do not align with your values, then start with them.
For example, you value your family very much, but work takes so much time and effort that you cannot spend the proper amount of time with your family. In this case, unlocking your potential may mean finding a less demanding job so that you become the spouse/parent/friend you want to be.
Perhaps you are stuck in a mediocre job with no chance of promotion, and your value is ambition. In this case, unlocking your potential may mean changing your career in a direction that will become a new challenge and allow you to grow above yourself.
Imagine who you want to be. Discuss what it means to you to unlock your own potential. Is it a way of life? Ensuring a certain level of income? Ability to play the violin? For each person it is something different. It is important to find your own niche. The final decision should involve understanding what is most important to you specifically.
To begin, imagine that you have the opportunity to realize your greatest dreams and hopes. What would your future life look like? What would you do? Who were you with? How would you feel? Submit all the details. For example, imagine a person who opened his own bakery, imagine where it is located, how many employees there are, what others think of it, and how you feel when you work for yourself.
Learn the strengths and skills that have allowed the future you to take that position. For example, if you have a bakery, then you must understand entrepreneurship, find a common language with people, be purposeful, love to work and know how to bake.
What skills and traits do you already possess? Which ones need to be developed? For example, you may be a great baker and be willing to work, but have no idea how to start a small business.
Learn to develop the highlighted aspects. In this example, you can read business guides, communicate with other entrepreneurs, and attend trainings.
It's okay to change your mind after you've gotten to know yourself better. Think about it and ask yourself why you presented such a version and how achievable it is in theory. If you lose sight of this, you may lose the chance to re-evaluate your potential, as well as lose all the joy and significance that comes with it.
Be patient and kind to yourself. Unleashing potential takes time and effort. It is even more important to have compassion for yourself. Recognize your skills and strengths, as well as aspects that need to be developed. Appreciate the daily effort you make to reach your true potential.
Avoid the pitfalls of conventional thinking
Recognize and fight generalizations. Generalization is the application of the experience of one person to the whole world. This can prevent you from reaching your potential, you cease to be yourself: by generalizing, you will not be the one who makes mistakes, but simply a “loser”. Where do you get the motivation to reach your potential if you feel like a failure?
For example, you are trying to create new technology but so far nothing has come out. You conducted 7 experiments and they all failed. From this example, you can generalize and say: “I will never succeed, because I am a loser.”
In this case, it is better to think the following: “The experiment failed. Nothing, but now I know better what not to do, so you can find new approach". You are not a loser. You are a person who learns from his own mistakes and improves himself.
Recognize mental filtering and fight it. This mind trap holds you back by blurring your attention. Turning on the filter in your mind, you concentrate only on the negative, not noticing the positive aspects.
For example, you received a teacher's review for your essay, it will be 70% positive, but you can only focus on those three aspects that have been criticized.
Learn to look at the situation from the outside. Try to list aspects of the case as objectively as possible. In this case, you might remind yourself, “Seven out of ten teacher comments were positive. The other three I can fix. Negative moments are not able to cross out the positive aspects.
Avoid all-or-nothing thinking. This approach often puts an end to achievements, as they are never perfect from a swoop. Indulging in this way of thinking, you deprive yourself of the average level, seeing only an ideal or failure.
For example, when wanting to learn how to play the violin, with an all-or-nothing approach, one will only accept total perfection. You will not be able to mark your gradual progress in mastering the instrument, noticing only the mistakes made.
Remind yourself that perfection is a high standard that no one meets. One negative moment or mistake does not cancel your success. Apply such generosity to yourself and others.
Don't be catastrophic. Catastrophism is another mental trap that prevents you from realizing your potential. Indulging in such thoughts, you lose control over them; always expect the worst to happen. This is all so frightening to a person that it prevents him from having the vulnerability necessary for success.
For example, unlocking potential may require ending an unhappy relationship. But you may be afraid that you will never love again, end your life alone, be unhappy for the rest of your days and die surrounded by forty cats.
One way to deal with catastrophism is to demand that you confirm each such “problem.” Is it true that you won't find anyone? No. There are billions of people in the world, and you can find happiness with many of them. If you live alone, will you really die alone surrounded by cats? No. Many people live without a partner, but lead a full social life.
You don't have to feel obligated to someone. Such a mental trap convinces you to live up to the standards of others. This prevents you from reaching your potential, because you are not doing what is right for you, but what is right from the point of view of other people.
For example, you were told that you "should" have a baby before a certain age. If you did not have time to give birth before this moment, then it may seem that you are a loser. Think about it: do you really want to have children, especially right now? Perhaps you are weighed down by this sense of imaginary "should"? When you live according to your own values, such false "commitments" are not important to you.
When thinking about thoughts in which you must do something, it is important to understand where they come from. If they are generated by fear or pressure from outside, then they need to be fought. For example, if you think, “You don’t need to eat this cookie today, because I have to lose weight,” then analyze: do you want to lose weight because the doctor said it would be good for you? Or are social barriers pressing on you? In the first case, turn the thought into a positive goal: “Today I will not eat these cookies, because I am trying to improve my health.” In the second case, be kind to yourself: "I'll eat this cookie, because I love myself for who I am, and I'm not going to adapt to other people's standards."
Be clear about your goals
Make a list of goals. Having imagined how you see yourself, it's time to figure out how to achieve this. You will greatly help yourself in this huge task if you divide it into a set of digestible, achievable and specific goals. The trick is to set personal goals that are meaningful to you and can be broken down into a few realistically achievable actions.
For example, you are going to learn how to play the violin, this is a global goal. Then you need to break it down into goals (doable actions) and tasks (specific small steps) that you will implement.
So, when learning to play the violin, the goal might be to learn vibrato based on the work of various composers through private lessons.
Then break the goal down into tasks. “Private Lessons” may include finding a violin teacher, inquiring about tuition fees, buying a violin, and other understandable activities.
Sort your goals by importance. Determine the most important goals. What do you want to do first? What can you bring to life, based on the available time, financial and other opportunities? Are there any goals that need to be achieved before others? By focusing on one or two aspects, you will not be discouraged by the scale of the task. If you feel discouraged, you will be tempted to abandon your goals as they will seem unattainable.
For example, if learning to play the violin means learning the technique of vibrato, all of Vivaldi's works, and how to tune the instrument, then one can consider tuning a task of first importance, then positioning the vibrato, and then studying Vivaldi's compositions.
In some cases, certain goals need to be achieved before others. Since Vivaldi's compositions are based on the use of vibrato, you will not be able to fully play the music of the Italian if you do not first master this technique.
When you get started, put an easily achievable goal in the first place so that you immediately get a sense of success and the ability to cope with all the tasks.
For example, start tuning the violin first, as it's easier than learning to play Vivaldi's music, and this skill is also required to play the instrument (your violin should always be in tune).
Create a list of avalanche targets. After ranking the list by importance, choose the first two or three goals and create a list of daily tasks or goals that will gradually help you achieve other, larger goals. An example of such a goal would be the development of vibrato exercises, followed by the study of compositions by Vivaldi.
Do not take on several goals at once or goals that contradict each other, as they take a lot of time, otherwise your effectiveness may decrease.
Break these goals down into smaller tasks. A task is a specific task of a tangible scale that is feasible to achieve a goal. For example, a task might be to practice 15 minutes of vibrato every day or practice 10 bars of a Vivaldi piece for 30 minutes a day until you feel you've mastered the material and are ready to take on the next 10 bars.
Fulfill your goals. Keep a written list of daily tasks and constantly cross off what is already done. Repeat until the goal is reached, and then set a new one.
For example, every time you practice a song, cross it off your to-do list for the day. When you master the song, add the following material to the list.
Improve your way of thinking
Get ready to rise above yourself. Convince yourself that you are capable of working to improve your skills and abilities. Draw the right conclusions from criticism and mistakes. You don't have to assume that your skills are fixed. The right mindset will improve your performance and motivation across a range of situations.
Turn “failure” into an empirical experience. In the process of unlocking your potential, you will undoubtedly encounter setbacks and also make mistakes. However, if you evaluate what you can learn from such mistakes for the future, then they will not look like obstacles to progress.
For example, if you intend to “become a writer” in order to reach your potential, then you need to be aware of the many complexities that you will need to cope with. Don't beat yourself up for them. For example, if the novel you wrote was not accepted by the publisher, then you should not take this as confirmation of your failure and stop on the way to the goal. Many of the greatest authors of the 20th century faced the same problem repeatedly. Gone with the Wind by Margaret Mitchell has been rejected by publishers 38 times. Frank Herbert's Dune was rejected 23 times, and JK Rowling's first Harry Potter book was rejected 12 times. In the end, they were able to achieve success because they kept the right mindset and continued to improve their work.
Realistic look. It is important to understand that it is impossible to realize your potential in the blink of an eye. Be realistic. For example, to become the president of your country, you need to spend not months and not one year. Probably have to start with a small position in public institution, then become an MP or a politician of a different kind, and then try to get support to run for election. This doesn't mean you shouldn't set big goals; this means that we must not forget the realistic and achievable targets that make up the global goal.
By concentrating on smaller goals and tasks that make up a global goal, you will keep your motivation and strength. You can cross off the list of small but important achievements.
Think this way: having decided that your potential includes conquering Everest, there is no need to go to the Himalayas now (this is the shortest recipe for failure). Get in shape, buy the gear you need, practice climbing hard, and find a guide before you see the first mountain in front of you.
Think positive. As you work toward your goal, try to be optimistic about your successes. positive thinking inspires to keep going.
Watch the way you think. Consider whether you are optimistic or pessimistic as you reflect on your progress toward your goal.
When you catch yourself thinking “I can’t do this,” try to shift to positive and rational thinking like (if this is your true goal) “others could, then I can too” or “what the hell, it will be fun! ”
Research shows that positive thinking has a physical effect on the brain. It stimulates the parts associated with imagination, motivation, empathy and global thinking.
Look to others and be inspired. Look at those who (in your opinion) have been able to reach their true potential or are the person you would like to become; study their behavior and way of thinking, adopt important traits. The inspiration that comes from them should help you realize your potential.
If possible, ask them how they achieved everything. For example, if your dream is to start a small business, then talk to people from this area. Ask how they achieved success, what skills and character traits were required for this.
Don't idealize role models. This is especially true for people you have never met in your life. For example, celebrities and athletes. Their success may inspire you, but remember that you usually don't see their mistakes and failures. Don't let them become so perfect in your imagination that you start judging yourself for not being right.
Take responsibility for yourself and your actions. It is up to you whether you can reach your potential. Instead of looking for excuses, it is better to find ways to overcome obstacles to your goal.
The way you interpret events in your life is called locus of control. With an external locus of control, you shift the responsibility for what happens to other people. For example, if you do not pass an exam, with an external locus of control, you will blame the teacher for the high complexity of the tasks. This mindset will prevent you from reaching your potential, as you will not take responsibility for yourself.
An internal locus of control means that you are responsible for what happens in your life. You cannot control the consequences of your actions, but the actions themselves are always in your hands. For example, failing an exam and admitting that you should have studied more than hanging out with your friends activates your internal locus of control. This way of thinking helps to move forward, because all decisions (wise and not so) are made exclusively by you.
Stay Focused
Show character. Achieving goals is not easy. Stay passionate about your goals and keep working hard, even when things aren't going well. People with character are more likely to succeed, because passion gives them strength and does not allow them to surrender to the will of fate!
If your passion is waning, then remind yourself why reaching your full potential is so important and why you were so driven towards your goal. Think about the positive consequences of unlocking your potential for others and for yourself.
Stay patient and motivated. It takes many hours for a person to become an expert in certain area; it may take even longer to unlock the potential. Recent studies have called the “10,000 hour rule” into question, but no one will argue that you cannot become a master without constant practice and hard work. Do not think only about the end goal, concentrate on daily and weekly successes.
To keep you motivated, you can think of other individuals like Henry Ford or Dr. Seuss who didn't succeed for a long time, but persevered and still succeeded.
Be patient by reminding yourself that realizing your potential is a long process and more than just final goal. If you notice that you are becoming impatient or losing your energy, take a break and rest. Taking a break can increase your efficiency, while continuing to work continuously can reduce productivity and burn you out emotionally.
Fight fear. There is no need to be overly afraid of failure. “Failure” is the constant failure to succeed that characterizes you as a person. But this is not true. It is important to accept the idea that you are able to learn from your mistakes. Success often comes after a series of attempts. Your twentieth or even hundredth attempt may be successful.
Consider the example of inventor Myshkin Ingavale, who was trying to develop a technique to reduce maternal mortality in rural India. It took him 32 attempts and 32 failures to reach his goal, but today his breakthrough allowed him to halve the death rate.
Think about what is the most pessimistic outcome if you try and fail to reach your goal? It probably won't be all that bad. Then why be afraid? In fact, people overestimate their likely reaction to possible failure; don't forget this if you're worried that you'll try and fail.
Be proud of your achievements. You are trying to be better and should be proud of it. In a difficult moment, you always need to pause and feel proud of the work done and all your achievements on the way to realizing your own potential; so you increase the chances of persevering and overcoming all the difficulties on the way to success.
If you find it difficult to be proud of your own achievements, then try writing a letter to yourself, which you would write to a friend. Imagine that your friend was doing what you were doing. You would be proud of him, right? Encouraged to continue the work begun and would be praised for the excellent work. So why not treat yourself the same way?
Get social support. By enhancing your sense of belonging and well-being, family, friends, and other social contacts can help you cope with the stress that comes with achieving a goal.
People are able to "infect" emotions in the same way as a cold. Surround yourself with positive people who are moving towards their own goals. Their determination and positive attitude will definitely reflect on you.
Don't give up without a fight, but be flexible in changing your goals as you get to know yourself better.
Improve gradually and set achievable goals.
You don't have to cool down quickly. Persistence, patience and awareness of the gradualness of success will reliably protect you from discouragement. Remember, the best things in life take time.
Warnings
There is no need to be very upset if you cannot achieve what you want. Instead, take a break and focus on other aspects of your life, including making the most of the moment.
The number of the day you were born (birthday) can give a lot additional information about who you are and where your talents lie. Your birthday indicates some special abilities that you have. This information, in fact, is a gift that is very useful in different life situations.
The Power of Birth is the number-indicator of your calling. It talks about who you really are and what you are naturally capable of doing even without training. It serves as a source of strength and energy that can be drawn from it in the course of fulfilling the dictates of Fate. It is who you are or what you have. This number is interpreted as "you are" as opposed to "you should be" the Destiny number.
The square of Pythagoras is a universal numerological matrix of a person, which describes the potential inherent in a person. It is believed that this unique system originates from the Egyptian priests. Pythagoras took the ancient knowledge of numbers as a basis and applied to them an aspect of sacred geometry based on the harmony of the square. Thus, we have with you the opportunity to touch the most ancient knowledge and to know ourselves.
The name is the main word in our life - the password to which we respond. But in our name there are also special resonances that tune the owners of each name to special character traits, actions, their vision of the world. The name becomes a secret program, to which not only we, the owners of the names, respond, but also our destiny is tuned.
Your expression number is you. The full name at birth contains all aspects of your personality, including your deepest desires and deepest fears. The full name reflects your true potential, including those talents and opportunities that you still have not realized and in which you are not entirely sure. It can be said that the life path number and all other numbers based on the date of your birth show the path that you follow throughout your life ...
The minor number of the expression, like other numbers calculated on the basis of the name that you use in everyday life, reflects your outer self.
The influence of the short name is weaker than that of the full name. However, it can bring in or exclude some qualities, it can concentrate the qualities you already have or awaken talents that were previously dormant in you.
Each of us has four components: body, mind, soul and spirit. Their combination makes us who we are. They act as points of our contact with reality and allow us to think, work, love, plan, dream, build our own life and express our feelings. Our temperament, disposition, reaction to circumstances, other people and ourselves are determined by the degree of balance and intensity of manifestation of the four Plans of Expression under consideration.
The Heart's Desire Number (sometimes called the Soul's Desire Number) is what your name implies, your inner being, the desires closest to your heart. It reflects the intrinsic motivation or overall purpose behind your actions. It determines the choice of life path. Its influence extends to all areas of your life: career, environment, friends, and lifestyle.
The minor number of the desire of the heart depends on the vowels that make up your short name. The short name is a reflection of more complex qualities that depend on the full name. It sharpens and amplifies the energy contained in your full name, enhances some aspects of your being, and muffles others. That is why a short name often allows you to see what you really want in life. It reflects how your strong desires...
The number of individuality comes from the consonants that make up your full name. Your individuality is a narrow hallway leading to a large room that is your essence. This narrow corridor is the first impression people get of you. It either attracts and intrigues, or makes you lose all interest.
