Professional Documents
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2010 (1 2)
2010 (1 2)
Ðය´²ÜàôÂÚàôÜÀ
ºì ÎÚ²ÜøÀ
ÏÑÈÕÎËÎÃÈß È ÆÈÇÍÜ
PSYCHOLOGY AND LIFE
1-2
2 0 1 0
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Ñá·»µ³ÝÝ»ñÇë: ´áÉáñë ѳëϳó³Ýù, áñ ½ÇÝ- سñ¹Ï³ÛÇÝ Ñ³ñ³µ»ñáõÃÛáõÝÝ»ñáõ٠ݳ
í³Í ÉÇÝ»Éáí ѳñáõëï ï»ë³Ï³Ý ·Çï»ÉÇùÝ»- å³Ñå³ÝáõÙ ¿ Ù³ñ¹Ï³Ýó ³Ýѳï³Ï³Ýáõ-
ñáíª Ù»Ýù ³Ý½áñ ¿ÇÝù Ñá·»µ³Ý³Ï³Ý û·Ýáõ- ÃÛáõÝÁ ·Ý³Ñ³ï»Éáõ, Ù³ñ¹Ï³Ýó Ù»ç µ³ñÇÝ áõ
ÃÛáõÝ óáõÛó ï³É Ù³ñ¹Ï³Ýó, ãáõÝ»ÇÝù ï³ññ³- ·»Õ»óÇÏÁ Ëñ³Ëáõë»Éáõ å³ñ½ áõ å³Ñ³Ýçí³Í
Ï³Ý §·áñÍÇùÝ»ñ¦ª Ñá·»µ³Ý³Ï³Ý ³ß˳- ×ßÙ³ñïáõÃÛáõÝÁ: гçáÕáõÃÛ³Ý µ³ñÓáõÝùÝ»-
ï³ÝùÝ»ñ Çñ³Ï³Ý³óÝ»Éáõ ѳٳñ¦: ñÇÝ Ñ³ëÝ»Éáí` ß³ï ùã»ñÝ »Ý ϳñáÕ³ÝáõÙ
²Ýáõñ³Ý³ÉÇ ¿ Ýñ³ í³ëï³ÏÁ ѳÛñ»ÝÇ- å³Ñå³Ý»É ³Û¹ ѳçáÕáõÃÛáõÝÝ»ñáõÙ ÙÛáõëÝ»-
ùáõÙ ·áñÍÝ³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý Ý»ñ¹ñÙ³Ý ñÇ Ý»ñ¹ñáõÙÁ ï»ëÝ»Éáõ ¨ ßÝáñÑ³Ï³É ÉÇÝ»Éáõ
·áñÍáõÙ: Իϳí³ñ»Éáí ¶ÛáõÙñÇÇ Ð³Û û·Ýáõ- ϳñáÕáõÃÛáõÝÁ: Æñ Ó»éùµ»ñáõÙÝ»ñÇ ¹³÷ÝÇ-
ÃÛ³Ý ÙÇáõÃÛ³Ý Ï³½Ù³Ï»ñå³Í Ñá·»µ³Ý³- Ý»ñÁ ݳ ³ÝÏ»ÕÍ Ñ³Ù»ëïáõÃÛ³Ùµ ÏÇëáõÙ ¿ ÁÝ-
Ï³Ý Í³é³ÛáõÃÛ³Ý Ï»ÝïñáÝÁ` ê. 껹ñ³ÏÛ³ÝÁ Ï»ñÝ»ñÇ, ë³Ý»ñÇ, ѳñ³½³ïÝ»ñÇ Ñ»ï: Æñ
ѳٳϳñ·áõÙ ¿ ²ØÜ–Çó, γݳ¹³ÛÇó, Ù³ëݳ·Çï³Ï³Ý ÇÝùݳïÇåáõÃÛ³Ùµ, ³ÛÉáó
üñ³ÝëdzÛÇó, èáõë³ëï³ÝÇó, ìñ³ëï³ÝÇó Ýϳïٳٵ Ñá·³ï³ñ áõ ϳñ»ÏÇó í»ñ³µ»ñ-
Ññ³íÇñí³Í Ñá·»µ³ÝÝ»ñÇ, Ñá·»µáõÛÅÝ»ñÇ ÙáõÝùáí í³Û»ÉáõÙ ¿ ÙÇç³í³ÛñÇ Ñ³ñ·³ÝùÁ:
Ù³ëݳ·Çï³Ï³Ý ³ß˳ï³ÝùÝ»ñÁ ³Õ»ïÇ Ø»½ ÙÇßï Ñáõ½»É ¿ ê. 껹ñ³ÏÛ³ÝÇ ³Ý-
·áïáõÙ: Ï»ÕÍ, ·áñáí³ÉÇó í»ñ³µ»ñÙáõÝùÁ Çñ ÍÝݹ³-
лÝó ³Û¹ Å³Ù³Ý³Ï ÍÝí»ó ³Û¹ ï³ñÇÝ»ñÇ í³ÛñÇ, ÁÝï³ÝÇùÇ, áõëáõóÇãÝ»ñÇ, ³í³· ·áñ-
ѳٳñ ѳٳñÓ³Ï ·³Õ³÷³ñÁ` ëï»ÕÍ»É ÍÁÝÏ»ñÝ»ñÇ Ýϳïٳٵ: ÆÝãåÇëÇ̄ »ñ³Ëï³-
·áñÍÝ³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý áõëáõÙݳÏñó- ·ÇïáõÃÛ³Ùµ ¿ ݳ ³é ³Ûëûñ å³Ñå³ÝáõÙ
Ï³Ý Ï»ÝïñáÝ: 1991 Ã. ê. 껹ñ³ÏÛ³ÝÁ ÑÇÙݳ¹- Ð. ÂáõÃáõÝçÛ³ÝÇ ÑÇß³ï³ÏÁ:
ñ»ó ¶áñÍÝ³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý ¨ ëáóÇáÉá·Ç- ²Ûëûñ ê. 껹ñ³ÏÛ³ÝÁ ÙÇç³½·³ÛÇÝ
³ÛÇ §àõñ³ñïáõ¦ ѳٳÉë³ñ³ÝÁ, áñÁ ¹³ñÓ³í ׳ݳãáõÙ ¨ Ñ»ÕÇݳÏáõÃÛáõÝ áõÝÇ: ܳ
ѳÝñ³å»ïáõÃÛ³Ý ³ÛÉÁÝïñ³Ýù³ÛÇÝ ÏñÃáõ- 1996–2008ÃÃ. г۳ëï³ÝÁ Ý»ñϳ۳óñ»É ¿
ÃÛ³Ý ³é³çÇÝ Ï»ÝïñáÝÁ ¨, ³å³, г۳ëï³ÝÇ Ñá·»µ³ÝÝ»ñÇ ÙÇç³½·³ÛÇÝ ÏáÝ·ñ»ëÝ»ñáõÙ ¨
·áñÍÝ³Ï³Ý Ñá·»µ³ÝÝ»ñÇ ³ëáódzódzÝ: ·Çï³ÅáÕáíÝ»ñáõÙ, ÇëÏ 2005 Ã. §àõñ³ñïáõ¦
²Ûëûñí³ µ³ñÓáõÝùÇó Ù»½³ÝÇó ß³ï»ñÁ ѳٳÉë³ñ³ÝÇ ·áñÍÝ³Ï³Ý áõÕÕí³ÍáõÃÛ³Ý,
ϳñáÕ »Ý ÷³ëï»É, ÑÇñ³íÇ, ³ÛÝ ïÇï³Ý³Ï³Ý ÇÝãå»ë ݳ¨ áõëáõÙݳ·Çï³Ï³Ý ³ÏïÇí ·áñ-
³ß˳ï³ÝùÁ, áñÁ ϳï³ñáõÙ ¿ ê. 껹ñ³ÏÛ³- ÍáõÝ»áõÃÛ³Ý Ñ³Ù³ñ §´³ñÓñ áñ³ÏÇ ¨ ·áñÍ-
ÝÁ ѳÝñ³å»ïáõÃÛáõÝáõÙ Ñá·»µ³Ý³Ï³Ý ·Ç- Ý³Ï³Ý ·áñͳéáõÃÛáõÝÝ»ñǦ ÙÇç³½·³ÛÇÝ
ïáõÃÛ³ÝÁ ·áñÍÝ³Ï³Ý áõÕÕí³ÍáõÃÛáõÝ Ñ³Õáñ- ýáÝ¹Ç Ý³Ë³·³ÑáõÃÛáõÝÁ (Þí»¹Ç³) ê. 껹-
¹»Éáõ, ³ÛÝ å³ïß³× ·Çï³Ï³Ý ٳϳñ¹³ÏÇ ñ³ÏÛ³ÝÇÝ å³ñ·¨³ïñ»É ¿ áëÏ» ßù³Ýß³Ýáí:
íñ³ å³Ñ»Éáõ, Ñá·»µ³ÝÝ»ñÇÝ Ñ³Ù³ËÙµ»Éáõ àõ ÃíáõÙ ¿, û ųٳݳÏÝ ¿ ѳݷëï³-
áõÕÕáõÃÛ³Ùµ: ¸ñ³ ËáëáõÝ íϳÛáõÃÛáõÝÝ »Ý ݳÉáõ ¨ ³ñ¹ÛáõÝùÝ»ñÁ í³Û»É»Éáõ:
§àõñ³ñïáõ¦ ѳٳÉë³ñ³ÝÇ ³Ûëûñí³ Ñ»ÕÇݳ- ê³Ï³ÛÝ ³Û¹åÇëÇÝ ã¿ ê. 껹ñ³ÏÛ³ÝÁ: ܳ
ÏáõÃÛáõÝÁ ¨ ÅáÕáíñ¹Ç µ³ñÓñ ·Ý³Ñ³ï³Ï³ÝÁ: áñáÝáõÙÝ»ñÇ Ù»ç ¿, áõÝÇ µ³½áõÙ Ýáñ áõ Ñ»-
ê. 껹ñ³ÏÛ³ÝÁ ï³Õ³Ý¹³íáñ ·ÇïÝ³Ï³Ý ï³ùñùÇñ Ùï³ÑÕ³óáõÙÝ»ñ, Ýñ³ Ëáñ³Ã³-
¿ áõ Ù³Ýϳí³ñÅ: ܳ ßé³ÛÉáñ»Ý ÏÇëáõÙ ¿ Çñ ÷³Ýó ÙÇïùÁ ÷áñÓáõÙ ¿ ϳÝ˳ï»ë»É ·Çïáõ-
·Çï»ÉÇùÝ»ñÁ »ñÇï³ë³ñ¹ ·áñÍÁÝÏ»ñÝ»ñÇ, ÃÛ³Ý í³Õí³ ûñÁ, áõÕÇÝ»ñ ¿ ÷Ýïñáõ٠ѳٳß-
áõë³ÝáÕÝ»ñÇ Ñ»ï, ëáíáñ»óÝáõÙ ¿ å³Ûù³ñ»É ˳ñѳÛÇÝ ·Çï³Ï³Ý ÙïùÇÝ Ñ³ÙÁÝóó ù³Û-
·Çï³Ï³Ý ×ßÙ³ñïáõÃÛáõÝÝ»ñÇ Ñ³Ù³ñ, ·ïÝ»É É»Éáõ ѳٳñ:
×Çßï ÉáõÍáõÙÝ»ñ, ³ÝѳݹáõñÅáÕ³Ï³Ý ÉÇÝ»É ê»¹ñ³Ï 껹ñ³ÏÛ³ÝÁ ¹»é ß³ï ³Ý»ÉÇùÝ»ñ
Ï»ÕÍÇùÝ»ñÇ Ýϳïٳٵ: ܳ Ñá·»µ³Ý³Ï³Ý áõÝÇ... àõëïÇ Ù»½ ÙÝáõÙ ¿ ÙdzÛÝ ³ë»É.§ÞÝáñ-
·Çï»ÉÇùÝ»ñÇ ³ÝËáÝç ù³ñá½Çã ¿, Ñ»ÕÇÝ³Ï ¿ ѳíáñ 60–³ÙÛ³ Ñáµ»É۳ݹ, ëÇñ»ÉÇ° 껹ñ³Ï
ßáõñç 140 ·Çï³Ï³Ý Ñá¹í³ÍÝ»ñÇ, û½ÇëÝ»ñÇ, 껹ñ³ÏÛ³Ý...¦:
áõëáõÙݳٻÃá¹³Ï³Ý Ó»éݳñÏÝ»ñÇ, ٻݳ·-
ñáõÃÛáõÝÝ»ñÇ, ËÙµ³·ñ»É ¿ »ñÏáõ ï³ëÝÛ³ÏÇó §àõñ³ñïáõ¦ ѳٳÉë³ñ³Ý
³í»ÉÇ ¹³ë³·ñù»ñ: г۳ëï³ÝÇ ·áñÍÝ³Ï³Ý Ñá·»µ³ÝÝ»ñÇ
³ëáódzódzÛÇ Ý³Ë³·³ÑáõÃÛáõÝ
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ÀܸвÜàôð
Ðය´²ÜàôÂÚàôÜ
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ÀܸвÜàôð Ðය´²ÜàôÂÚàôÜ
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ÀܸвÜàôð Ðය´²ÜàôÂÚàôÜ
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ÀܸвÜàôð Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Êáõ¹áÛ³Ý ê. ê., سñ¹Ï³Ýó Ñá·»µ³Ý³Ï³Ý ïÇå»ñÁ: Ðá·ÇÝ, Ñá·»µ³Ý³Ï³Ý ï³ñ»·Çñù, ºñ.,
1994, ², ´, ¿ç 27–42 ¨ 47–58:
2. Ãèïïîêðàò, Ñî÷èíåíèÿ, ïåð. Â.È. Ðóäíåâà, ò. 2–3, Ì., 1941—1944.
3. Êðå÷ìåð Ý., Ñòðîåíèå òåëà è õàðàêòåð, Ì., “Ïåäàãîãèêà–Ïðåññ”, 1995, 607 ñ.
4. Ìàð÷óêîâà Ñ., Ìåäèöèíà â çåðêàëå èñòîðèè öåíà, “Åâðîïåéñêèé Äîì”, 2003.
5. Ïñèõîëîãè÷åñêèé ñëîâàðü. Ïîä ðåä. À.Â. Ïåòðîâñêîãî è Ì.Ã. ßðîøåâñêîãî, Ì., “Ïîëèòèçäàò”,
1990, 494 ñ.
6. Ñîðîêèíà Ò.Ñ., Èñòîðèÿ ìåäèöèíû: Ó÷åáíèê äëÿ ñòóä. âûñø. ìåä. ó÷åá. çàâåäåíèé, 9–îå èçä.,
ïåðåðàáîòàííîå è äîïîëíåííîå, Ì., èçäàòåëüñêèé öåíòð “Àêàäåìèÿ”, 2009, 560 ñ.
7. Þíã Ê.Ã., Ïñèõîëîãè÷åñêèå òèïû, ÑÏá., “Þâåíòà”, Ì., “Ïðîãðåññ–Óíèâåðñ”, 1995, 716 ñ.
8. http://www.pbi.ru/dic/b/b_16.htm
Ñ. Õóäîÿí, Í. Àðçóìàíÿí
S. Khudoyan, N. Arzumanyan
The problem of interrelations between type of temperament and reactions to stress is analyzed.
The reactions are considered as fundamental defensive strategies.
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ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
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ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
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ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
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ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
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íáõÙ »Ý ïíÛ³É Ï³ñ·³íÇ׳ÏÇ Ñ»ï: ²Û¹ Ø»Ýù ѳٳӳÛÝ »Ýù ѳÛÏ³Ï³Ý ëáóÇ-
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ß³ï ³ñÅ»ù³íáñ ïíÛ³ÉÝ»ñ »Ý ï³ÉÇë ³ÛÝ ÃÛáõÝÝ»ñÇ ëáõµÛ»ÏïÇí Ù»Ïݳµ³ÝáõÃÛáõÝÁ,
¹»åùáõÙ, »ñµ Ù»Ýù áõëáõÙݳëÇñáõÙ »Ýù §Ñá·»µ³Ý³Ï³Ý ý»ÝáÙ»ÝáÉá·Ç³Ý¦, áñÇÝ
Ù³ñ¹Ï³Ýó í³ñùÝ áõ ÷áËѳñ³µ»ñáõ- ųٳݳϳÏÇó ëáóÇ³É³Ï³Ý Ñá·»µ³Ýáõ-
ÃÛáõÝÝ»ñÁ ÷áùñ ¨ ÙÇçÇÝ ëáóÇ³É³Ï³Ý ÃÛáõÝÁ Ù»Í áõß³¹ñáõÃÛáõÝ ¿ ÝíÇñáõÙ£
ËÙµ»ñáõÙ£ »¨ ·ïÝáõÙ »Ýù (¨ ¹³ ëáõÛÝ êáóÇ³É³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý µÝ³·³-
³ß˳ïáõÃÛ³Ý ÑÇÙÝ³Ï³Ý ¹ñáõÛÃÝ»ñÇó í³éáõÙ, Ù³ëݳíáñ³å»ë ¹»ñ»ñÇ ï»ëáõ-
Ù»ÏÝ ¿), áñ ÷áùñ ¨ ÙÇçÇÝ ËÙµ»ñáõÙ ³ÝÓÇ ÃÛ³Ý ë³ÑÙ³ÝÝ»ñáõÙ ëå³ëáõÙÝ»ñÇ ¨ í³ñ-
¹»ñ³ÛÇÝ ëáódzɳϳݳóÙ³Ý ¨ ¹»ñ³ÛÇÝ ùÇ ÙÇç¨ ·áÛáõÃÛáõÝ áõÝ»óáÕ Ï³åÇ ËݹÇñÁ
í³ñùÇ Ó¨»ñÝ áõ ³ñ¹ÛáõÝùÝ»ñÁ ½·³ÉÇ ã³- ¹ÇïíáõÙ ¿ Ñ»ï¨Û³É Ï»ñå© Ç±Ýã ã³÷áí »Ý
÷áí ÷á˳¹ñíáõÙ »Ý Ù»Í Ñ³ë³ñ³Ïáõ- ëå³ëáõÙÝ»ñÁ í³ñù ³é³ç µ»ñáõÙ£ ²ÛÉ
ÃÛáõÝ (ÇÝãÝ ³Ýí³Ý»óÇÝù §ïñ³Ýëý»ñÇ Ï»ñå ³ë³Íª ëå³ëáõÙÝ»ñÁ ¹ÇïíáõÙ »Ý
ëϽµáõÝù¦), ³Û¹áõ³Ù»Ý³ÛÝÇí, ³Ûë ѳñ- áñå»ë Ù³ñ¹Ï³Ýó í³ñù ѳñáõóáÕ
óáõÙ Ûáõñ³ù³ÝãÛáõñ ѻﳽáïáÕ å»ïù ¿ å³ï׳éÝ»ñÇó Ù»ÏÁ` Ý»ñùÇÝ ¹ñ¹³-
ѳݹ»ë µ»ñÇ Ù»Í ½·áõßáõÃÛáõÝ£ å³ï׳éÝ»ñÇ áõ Ýå³ï³ÏÝ»ñÇ, ÇÝã-
¸ñ³ å³ï׳éÝ ³ÛÝ ¿, áñ ëáóÇ³É³Ï³Ý å»ë ݳ¨ ³ÛÉ Ý»ñùÇÝ áõ ³ñï³ùÇÝ ·áñ-
Ù»Í ËÙµ»ñáõ٠ͳ·áõÙ »Ý áñ³Ï³å»ë Ýáñ ÍáÝÝ»ñÇ Ñ»ï ÙdzëÇÝ£
»ñ¨áõÛÃÝ»ñ, ³ÛÝåÇëÇù, áñáÝù ÷áùñ ËÙµ»- ´³Ûó Ùdzݷ³Ù³ÛÝ ûñÇÝ³Ï³Ý ¿ ݳ¨
ñáõÙ ãÏ³Ý Ï³Ù ã»Ý ϳñáÕ ÉÇÝ»É Ï³Ù ¿É ϳ- ³ÛëåÇëÇ §ßñçí³Í¦ ѳñó³¹ñáõÙÁ` ÇëÏ
ñáÕ »Ý ¹Çïí»É ÙdzÛÝ ë³ÕÙݳÛÇÝ íÇ׳- ÇÝãå»±ë ¿ í³ñùÝ ³½¹áõÙ ëå³ëáõÙÝ»ñÇ
ÏáõÙ£ ¸ñ³ÝóÇó »Ý ѳë³ñ³Ï³Ï³Ý ϳñÍÇ- íñ³£ Àݹ áñáõÙª ³Ûë ѳñó³¹ñáõÙÁ å»ïù ¿
ùÁ, Ëáõ׳åÁ, Ñá·»µ³Ý³Ï³Ý í³ñ³ÏÁ, µ³Å³Ý»É »ñÏáõ ËݹñÇ.
ѳñÙ³ñíáճϳÝáõÃÛ³Ý áñáß³ÏÇ ï³ñ- 1) ƱÝã ³½¹»óáõÃÛáõÝ ¿ ·áñÍáõÙ Ù³ñ¹áõ
µ»ñ³ÏÝ»ñ, ³·ñ»ëÇíáõÃÛ³Ý ¨ í³Ý¹³ÉǽÙÇ ¹»ñ³ÛÇÝ í³ñùÁ Çñ ÇëÏ ëå³ëáõÙÝ»-
áñáß³ÏÇ ¹ñë¨áñáõÙÝ»ñ, Ùï³íáñ ³ß˳- ñÇ íñ³:
ï³ÝùÇ áñáß ³é³ÝÓݳѳïÏáõÃÛáõÝÝ»ñ, 2) ÆÝãåÇëDZ ³½¹»óáõÃÛáõÝ ¿ ·áñÍáõÙ
ß»ßïí³Í Éǹ»ñáõÃÛáõÝ ¨ ³ÛÉÝ£ ³ÝÓÇ ëå³ëáõÙÝ»ñÇ íñ³ áõñÇßÇ Ï³Ù
гïϳå»ë ³ÛÝ ËÙµ»ñáõÙ, áñáÝó ÙÇ ß³ñù ³ÝÓ³Ýó í³ñùÁ£
ϳéáõóí³Íù³ÛÝáõÃÛ³Ý ³ëïÇ׳ÝÁ ó³Íñ ²Û¹ ѳñó³¹ñáõÙÝ»ñÇ Ù»Í³·áõÛÝ
¿ (ûñÇݳÏ` ³ÙµáËÇ ï³ñµ»ñ ï»ë³ÏÝ»- ϳñ¨áñáõÃÛáõÝÝ ³ÛÝ ¿, áñ ¹ñ³Ýóáí Ù»Ýù
ñáõÙ), ¹»ñ³ÛÇÝ Ùáï»óáõÙÁ ãÇ Ï³ñáÕ í³ñ- ÁݹÑáõå Ùáï»ÝáõÙ »Ýù ³ÛÝåÇëÇ ÙÇ
ùÇ ÝáõÛÝù³Ý ³ñ¹Ûáõݳí»ï ϳÝ˳ï»ë- ϳñ¨áñ ËݹñÇ, ÇÝãåÇëÇÝ ëå³ëáõÙÝ»ñÇ
Ù³Ý ÙÇçáó ÉÇÝ»É, áñù³Ý ³ÛÝ Ï³ñáÕ ¿ ÉÇ- ͳ·Ù³Ý ËݹÇñÝ ¿£ » ÇÝãáõ ¿ ³Ûëå»ë,
Ý»É, »ñµ ³ÝÓ³Ýó í³ñùÁ Ù»Ýù áõëáõÙݳ- ϳñ»ÉÇ ¿ óáõÛó ï³É ëáóÇ³É³Ï³Ý Ñá·»-
21
ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. ܳÉã³çÛ³Ý ².²., êáóÇ³É³Ï³Ý Ñá·»µ³ÝáõÃÛáõÝ, ºñ¨³Ý, 2004:
2. 껹ñ³ÏÛ³Ý ê.²., ÀÝï³ÝÇùÇ ëáódzɖÑá·»µ³Ý³Ï³Ý áõëáõÙݳëÇñáõÃÛ³Ý Å³Ù³Ý³Ï³ÏÇó ÑÇÙ-
ݳËݹÇñÝ»ñÁ, §Ðá·»µ³ÝáõÃÛáõÝÁ ¨ ÏÛ³ÝùÁ¦ ѳݹ»ë, ¹ 3–4, §¼³Ý·³Ï–97¦, ºñ¨³Ý, 2008:
3. 껹ñ³ÏÛ³Ý ê.²., гñáõÃÛáõÝÛ³Ý Ü.²., Ü»ñÁÝï³Ý»Ï³Ý ÏáÝýÉÇÏïÝ»ñÇ ³é³ç³óÙ³Ý å³ï-
׳éÝ»ñÁ ¨ ѳÕóѳñÙ³Ý áõÕÇÝ»ñÁ, §Ðá·»µ³ÝáõÃÛáõÝÁ ¨ ÏÛ³ÝùÁ¦ ѳݹ»ë, ¹ 3,
§¼³Ý·³Ï–97¦, ºñ¨³Ý, 2001:
4. Êîí È. Ñ., Ñîöèîëîãèÿ ëè÷íîñòè, Ìîñêâà, 1966.
5. Ëåâèòîâ Í. Ä., Òåîðèÿ ðîëåé â ïñèõîëîãèè, “Âîïðîñû ïñèõîëîãèè”, 1969, ¹ 6.
6. Òåðíåð Äæ., Ñòðóêòóðà ñîöèîëîãè÷åñêîé òåîðèè, Ìîñêâà, «Ïðîãðåññ», 1985.
7. Ðîññ Ë., Íèñáåòò Ð., ×åëîâåê è ñèòóàöèÿ. Óðîêè ñîöèàëüíîé ïñèõîëîãèè, Ìîñêâà, “Àñïåêò
Ïðåññ”, 1999.
8. Ùåïàíüñêè ß., Ýëåìåíòàðíûå ïîíÿòèÿ ñîöèîëîãèè, Ìîñêâà, 1969.
9. Biddle B. J., Role theory. Expectations, Identities and Behaviors. New York: Academic Press, 1979.
10. Sarbin T. and V. L. Allen. Role Theory. – In: G. Lindzey and E. Aronson (Eds.). The Handbook
of Social Psychology. Vol.1, Reading (Mass.), 1968.
22
ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
23
ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
24
ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
25
ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Áîæîâè÷ Ë. È., Ïðîáëåìû ôîðìèðîâàíèÿ ëè÷íîñòè, Ì., 1995.
2. Âàññåðìàí Ë. È., Ãîðüêîâàÿ È. À., Ðîìèöûíà Å. Å., Ïñèõîëîãè÷åñêàÿ ìåòîäèêà §Ïîäðîñòêè î
ðîäèòåëÿõ¦ è åå ïðàêòè÷åñêîå ïðèìåíåíèå, Ìåòîäè÷åñêîå ïîñîáèå, Ïñèõîäèàãíîñòèêà äåòåé è
ïîäðîñòêîâ, Ì., ÑÏá., 1994.
3. Äóáðîâèíà È. Â., Ïðàêòè÷åñêàÿ ïñèõîëîãèÿ îáðàçîâàíèÿ, Ì., 1997.
4. Êëå Ì., Ïñèõîëîãèÿ ïîäðîñòêà, Ì., 1999.
5. Ëè÷êî À. Å., Ïîäðîñòêîâàÿ ïñèõèàòðèÿ, ÑÏá., 1995.
6. Ëå Øàí Ý., Êîãäà âàø ðåáåíîê ñâîäèò Âàñ ñ óìà, Ì., 2000.
7. Ýéäåìèëëåð Ý. Ã., Þñòèöêèé Â.Â., Ñåìåéíàÿ ïñèõîòåðàïèÿ, ÑÏá., 1990.
8. Ýêìàí Ï., Ïî÷åìó äåòè ëãóò?, Ì., 1993.
À. Ìóðàäÿí
A. Muradyan
The artiqle addressizes teenager – related issues from diffiqult familes and there relation ship,
teenagers of risk – groups and dinamicks of famili eduqation.
26
Ð à ¶ º ´ ² Ü à ô Â Ú à ô Ü À º ì Î Ú ² Ü ø À
êàòƲȲβÜ
Ðය´²ÜàôÂÚàôÜ
27
êàòÆ²È²Î²Ü Ðය´²ÜàôÂÚàôÜ
28
êàòÆ²È²Î²Ü Ðය´²ÜàôÂÚàôÜ
29
êàòÆ²È²Î²Ü Ðය´²ÜàôÂÚàôÜ
30
êàòÆ²È²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Áîðèñîâà Î.À., Óñêîëüçàþùàÿ èäåíòè÷íîñòü èëè àíàëèç êàòåãîðèè “èäåíòè÷íîñòü” â ðàìêàõ
ñòðóêòóðíî–êîíñòðóêòèâèñòêîãî ïîäõîäà,
http://vestnik.udsu.ru/2006/2006–03/vuu_06_03_15.pdf.
2. Áóíàêîâ Ì.Þ., Ëóêèí Â.Í., Íàöèîíàëèçì è íàöèîíàëüíàÿ èäåíòè÷íîñòü â óñëîâèÿõ
ãëîáàëèçàöèè: ïðîáëåìû êîíöåïòóàëèçàöèè, http://credonew.ru/content/view/553/58.
3. Ñòåïàíåíêî Ò.Ã., Ñîöèàëüíî–ïñèõîëîãè÷åñêèå àñïåêòû èçó÷åíèÿ ýòíè÷åñêîé èäåíòè÷íîñòè,
1999, http://flogiston.ru/articles/social/etnic.
4. Barth Fredrik, Ethnic groups and boundaries. The social organization of culture difference. Oslo,
1969.
5. Benedict Anderson, “Imagined Communities: Reflection on the origin and spread of nationalism”,
Verso, 2006.
31
êàòÆ²È²Î²Ü Ðය´²ÜàôÂÚàôÜ
6. Halleh Ghorashi: How Dual is Transnational Identity? A Debate on Dual Positioning of Diaspora
Organizations. Culture and Organization, Vol. 10(4) (2004), pp. 329–34.
7. Meyer, Brigit and Geschiere, Peter. Globalization and Identity: Dialectics of Flow and Closure.
Blackwell Publishing, 1999.
8. Tajfel, H. (1982). Social identity and intergroup relations. Cambridge University Press.
9. Turner, J. C., Hogg, M. A. et al (1987). Rediscovering the social group: A self–categorization the-
ory. Oxford, United Kingdom: Blackwell, pp 42–67.
Ñ. Ìàíóñÿí
S. Manusyan
The article discusses the role of modern psychological investigation of national identity issues in
the context of growing need for precise social–psychological knowledge of Armenian identity
processes as related to Armenia and Armenian Diaspora relationships. The article presents modern
approaches to social identity as well as certain findings of our research in progress to suggest ways
for understanding identity in comparative perspective.
32
Ð à ¶ º ´ ² Ü à ô Â Ú à ô Ü À º ì Î Ú ² Ü ø À
زÜβì²ðIJβÜ
Ðය´²ÜàôÂÚàôÜ
33
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
34
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
35
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
36
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Àíäðååâ Â. È., Ïåäàãîãèêà: Ó÷åá.êóðñ äëÿ òâîð÷. ñàìîðàçâèòèÿ: ó÷åá.ïîñîá.äëÿ ñòóä. ÂÓÇ–îâ,
2–å èçäàíèå, Êàçàíü, 2000 ã.
2. Âûãîòñêèé Ë.Ñ., Âîîáðàæåíèå è òâîð÷åñòâî â äåòñêîì âîçðàñòå, ÑÏá., “Ñîþç”, 1997 ã.
3. Ëåðíåð È.ß., Äèäàêòè÷åñêèå îñíîâû ìåòîäîâ îáó÷åíèÿ, “Ïåäàãîãèêà”, 1981 ã.
4. Ñåðèêîâ Â.Â., Ëè÷íîñòíûé ïîäõîä ê îáðàçîâàíèþ.Êîíöåïöèÿ è òåõíîëîãèÿ, Âîëãîãðàä,
“Ïåðåìåíà”, 1994 ã.
5. ßêèìàíñêàÿ È.Ñ., Ëè÷íîñòíî–îðèåíòèðîâàííîå îáó÷åíèå â ñîâðåìåííîé øêîëå, Ì., 1996 ã.
Í. Ãðèãîðÿí
N. Grigoryan
Developing students’ creative activity is one of the problems of modern school, on the grounds
that creativity is an important aspect for a person’s character.
Together with the level of education, creative activity as a student’s individual/personal achieve-
ment influences the quality of his/her education.
37
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
ì²¼¶ºÜ äàÔàêÚ²Ü
38
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
39
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
40
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
41
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. гÝñ³ÏñÃ³Ï³Ý å»ï³Ï³Ý Ïñóϳñ·: ØÇçݳϳñ· ÏñÃáõÃÛ³Ý å»ï³Ï³Ý ã³÷áñáßÇã:
º., §²Ýï³ñ»ë¦, 2004:
2. äáÕáëÛ³Ý ì.ì., Üáñ ë»ñÝ¹Ç ¹³ë³·ñù»ñÇÝ Ý»ñϳ۳óíáÕ Ñá·»µ³Ý³Ù³Ýϳí³ñÅ³Ï³Ý ÙÇ
ù³ÝÇ å³Ñ³Ýç, ¸³ë³·ÇñùÁ µ³ñ»÷áËíáÕ ¹åñáóáõÙ (·Çï³·áñÍÝ³Ï³Ý Ñ³Ù³ÅáÕáíÇ
ÝÛáõûñ), º., 1996:
3. äáÕáëÛ³Ý ì.ì., ä³ïÙáõÃÛ³Ý ¹³ë³·ñù³ëï»ÕÍÙ³Ý ¨ ¹³ë³í³Ý¹Ù³Ý ·áñÍÁÝóóÇ
Ñá·»µ³Ý³Ï³Ý ¹Çï³ÝÏÛáõÝÝ»ñÁ, §ä³ïÙáõÃÛáõÝ ¨ ÏñÃáõÃÛáõݦ, Ã. 1–2, 2005:
4. Áåéëèíñîí Â.Ã., Çóåâ Ä.Ä., Î ôóíêöèîíàëüíîì ïîäõîäå ê îöåíêå øêîëüíûõ ó÷åáíèêîâ,
Ïðîáëåìû øêîëüíîãî ó÷åáíèêà, âûï. 5, Ì., “Ïðîñâåùåíèå”, 1985.
5. Äæóðèíñêèé À.Í., Ðàçâèòèå îáðàçîâàíèÿ â ñîâðåìåííîì ìèðå, Ì., “Âëàäîñ”, 1999.
6. Îêîíü Â., Î÷åðê îáùåé äèäàêòèêè, Âàðøàâà, 1967.
7. Ïðîáëåìû øêîëüíîãî ó÷åáíèêà, Êðóãëûé ñòîë, “Âîïðîñû ïñèõîëîãèè”, ¹6, 1983.
8. ßñâèí Â.À., Îáðàçîâàòåëüíàÿ ñðåäà, Ì., “Ñìûñë”, 2004.
Â. Ïîãîñÿí
V. Poghosyan
This article is about of basic psychological and pedagogical functions which must fulfil other text-
book.
42
Ð à ¶ º ´ ² Ü à ô Â Ú à ô Ü À º ì Î Ú ² Ü ø À
î²ðÆø²ÚÆÜ
Ðය´²ÜàôÂÚàôÜ
43
î²ðÆø²ÚÆÜ Ðය´²ÜàôÂÚàôÜ
44
î²ðÆø²ÚÆÜ Ðය´²ÜàôÂÚàôÜ
45
î²ðÆø²ÚÆÜ Ðය´²ÜàôÂÚàôÜ
46
î²ðÆø²ÚÆÜ Ðය´²ÜàôÂÚàôÜ
47
î²ðÆø²ÚÆÜ Ðය´²ÜàôÂÚàôÜ
48
î²ðÆø²ÚÆÜ Ðය´²ÜàôÂÚàôÜ
49
î²ðÆø²ÚÆÜ Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Ëîìáðîçî ×., Ãåíèàëüíîñòü è ïîìåøàòåëüñòâî, Ì., 2006, ñ. 45.
2. Ñàâåíêîâ À. È., Âàø ðåáåíîê òàëàíòëèâ, ßðîñëàâëü, 2004, ñ.151.
3. Þðêåâè÷ Â. Ñ., Îäàðåííûé ðåáåíîê: èëëþçèè è ðåàëüíîñòü, Ì., 1996, ñ.75.
Ì. Àâåòèñÿí
Îäàðåííûå äåòè – ýòî îñîáûå äåòè, è íàøè îáû÷íûå ìåðêè ê íèì íèêàê íå ïîäõîäÿò. Îíè
îòëè÷àþòñÿ ñâîèìè ïñèõîëîãè÷åñêèìè îñîáåííîñòÿìè è ýòî â îñíîâíîì ìåøàåò èì â àäàïòàöèè.
Íî ÷ðåçâû÷àéíî âàæíà äëÿ ÷åëîâå÷åñòâà îõðàíà îäàðåííîñòè, ïîòîìó ÷òî ëþäÿì íóæíû
îäàðåííûå äîêòîðà, ïåäàãîãè, þðèñòû è.ò.ä..
 ðàáîòå ïðåäñòàâëÿþòñÿ òå ïñèõîëîãè÷åñêèå îñîáåííîñòè, êîòîðûå òèïè÷íû èìåííî
îäàðåííûì è äàþòüñÿ ïñèõîëîãî–ìåòîäè÷åñêèå ñîâåòû äëÿ ðàáîòû ñ òàêèìè äåòüìè.
M. Avetisyan
Gifted children are special and standard approaches in their case are not applicable. They are
notable for their psychological peculiarities which serve as obstacles for adaptation. The safe-
guarding of endowment is very significant for assuring that the humanity will not suffer from the lack
of gifted doctors, teachers, pedagogues and others.
Psychological peculiarities that are the characteristic features of gifted children and the psycho-
logical methodologies for the provision of the proper approach towards those are discussed along
this article.
50
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¾ÂÜÆββÜ
Ðය´²ÜàôÂÚàôÜ
51
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
52
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
53
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54
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55
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ϳñ·³íÇ׳ϣ 勉ÝùÝ»ñÁ ÙÇßï ÏáñáõëïÝ»ñÝ áõ ³í»ñ³-
§ì»ñ³Ï³éáõóٳݦ ųٳݳϳßñç³- ÍáõÃÛáõÝÝ»ñÝ »Ý£ ²ÛëåÇëáíª Ýñ³Ýù ³åñáõÙ
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56
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3. ÈÔЖáõÙ ³åñáÕ Ñ³Û»ñÇ ÝáõÛݳϳ- Ùáñ³ÃáñÇáõÙÇ Ï³Ù ¹Çýáõ½ ÝáõÛݳϳ-
ݳóáõÙÝ áõÝÇ áõñáõÛÝ Ï³éáõóí³Íù£ ݳóÙ³Ý Ï³ñ·³íÇ׳ÏáõÙ£
4. ØÇç³½·³ÛÇÝ Ñ³ÝñáõÃÛ³Ý ÏáÕÙÇó 6. ØÇç³½·³ÛÇÝ Ñ³ÝñáõÃÛ³Ý ÏáÕÙÇó
ã׳ݳãí³ÍáõÃÛáõÝÁ ³ÝáñáßáõÃÛ³Ý ·áñ- ã׳ݳãí³ÍáõÃÛáõÝÁ µ»ñáõÙ ¿ ¿ÃÝÇÏ ½·³ó-
ÍáÝ ¿, áñÁ áñáß³ÏÇ ³½¹»óáõÃÛáõÝ ¿ áõÝ»- ÙáõÝùÝ»ñÇ ëñÙ³ÝÁ, ³í»ÉÇ Í³Ûñ³Ñ»Õ,
ÝáõÙ ³Û¹åÇëÇ å³ÛÙ³ÝÝ»ñáõÙ, ÇëÏ ³í»ÉÇ ÑÇå»ñµáɳóí³Í ¿ÃÝÇÏ ÝáõÛݳϳݳóÙ³Ý
ëïáõÛ·ª ÈÔЖáõÙ ³åñáÕ Ñ³Û»ñÇ ÝáõÛݳ- ³ñï³Ñ³ÛïÙ³ÝÁ£
ϳݳóÙ³Ý íñ³£ 7. ²½·³ÛÇÝ ÝáõÛݳϳݳóáõÙÁ,
5. ²ÛëåÇëÇ ³ÝϳÛáõÝ å³ÛÙ³ÝÝ»ñáõÙ Ó¨³íáñí»Éáí ¿ÃÝÇÏ ÝáõÛݳϳݳóÙ³Ý
³åñáÕ Ñ³Û»ñÇ ÝáõÛݳϳݳóáõÙÝ áõÝÇ ÑÇÙ³Ý íñ³, ã׳ݳãí³Í å»ï³Ï³Ýáõ-
³ÛÉ Ï³ñ·³íÇ×³Ï (ϳ۳ó³Í, Ùáñ³ÃáñÇ- ÃÛ³Ý å³ÛÙ³ÝÝ»ñáõÙ §ëñíáõÙ¦ ¿ ¨ µ»ñáõÙ
áõÙ, í³Õ³Å³Ù ¨ ¹Çýáõ½), ù³Ý ׳ݳãí³Í ÝáõÛݳϳݳóÙ³Ý µáí³Ý¹³ÏáõÃÛ³Ý Ï³-
å»ï³Ï³ÝáõÃÛáõÝ áõÝ»óáÕ »ñÏñÝ»ñáõÙ éáõóí³ÍùáõÙ ³é³çݳÛÇÝ ¹Çñù»ñÇ:
ËÈÒÅÐÀÒÓÐÀ
1. Äðîáèæåâà Ë.Ì., Ãîñóäàðñòâåííàÿ è ýòíè÷åñêàÿ èäåíòè÷íîñòü:âûáîð è ïîäâèæíîñòü,
Òåîðåòè÷åñêèå ïðîáëåìû, Ì., 2006
2. Êóí Ì., Ìàêïàðòëýíä Ò., Ýìïèðè÷åñêîå èññëåäîâàíèå óñòàíîâîê ëè÷íîñòè íà ñåáÿ, Ñîâðåìåííàÿ
çàðóáåæíàÿ ñîöèàëüíàÿ ïñèõîëîãèÿ, Òåêñòû, Ïîä ðåä. Ã.Ì. Àíäðååâîé, Í.Í. Áîãîìîëîâîé,
Ë.À. Ïåòðîâñêîé, Ì., Èçä–âî ÌÃÓ, 1984, ñ. 180–187.
3. Íàöèîíàëüíûé ñîñòàâ íàñåëåíèÿ ÑÑÑÐ ïî äàííûì ïåðåïèñè íàñåëåíèÿ 1989 ã., Ãîñêîìñòàò
ÑÑÑÐ, Ìîñêâà, Ôèíàíñû è ñòàòèñòèêà, 1991 ã.
4. Ïîñòîÿííîå íàñåëåíèå ïî âîçðàñòó è íàöèîíàëüíîñòè [Ýëåêòðîííûé ðåñóðñ], Íàöèîíàëüíàÿ
Ñòàòèñòè÷åñêàÿ Ñëóæáà ÐÀ, Ïåðåïèñü 2001. <http://docs.armstat.am/census/pdfs/51.pdf>
(19.02.2010).
5. Ðóìÿíöåâà Ò.Â., Ïñèõîëîãè÷åñêîå êîíñóëüòèðîâàíèå: äèàãíîñòèêà îòíîøåíèé â ïàðå, Òåñò Êóíà,
Òåñò «Êòî ß?» (Ì. Êóí, Ò. Ìàêïàðòëåíä; ìîäèôèêàöèÿ Ò.Â. Ðóìÿíöåâîé), ÑÏá., 2006, ñ. 82–103.
6. Òàòàðåíêî È. Â., Íàöèîíàëüíàÿ èäåíòèôèêàöèÿ â ïåðåõîäíûõ îáùåñòâàõ, Àâòîðåô. äèññ. …
ê.ï.í. Ì., 2003 ñò. 17.
7. Ôðàíêë Â., Êîëëåêòèâíûå íåâðîçû íàøèõ äíåé, Ëåêöèÿ, ïðî÷èòàííàÿ â Ïðèíñòîíñêîì
óíèâåðñèòåòå, 17 ñåíòÿáðÿ, 1957 ã., Îï.: Âîëÿ ê ñìûñëó, Ì., “ÝÊÑÌΖÏÐÅÑÑ”, 2000.
8. Ôðàíêë Â., ×åëîâåê â ïîèñêàõ ñìûñëà, Ì., “Ïðîãðåññ”, 1990, 368 ñ.
9. Ýðèêñîí Ý., Èäåíòè÷íîñòü: þíîñòü è êðèçèñ, Ïåðåâîä ñ àíãë., îáù.ðåä. è ïðåäèñë. Â.Òîëñòûõ,
Ì., “Ïðîãðåññ”, 1997, 340 ñ.
10. Ego identity: handbook for psychosocial research./ Eds. J.E. Marcia, A.S. Waterman, D.R. Mat-
teson, S.L. Archer, J.L. Orlofsky, N.Y. etc.: Springen, 1993, 291 p.
11. Emerson R., From Empire to Nation. The Rise of Self Assertion of Asian and African Peoples.
Cambridge, 1960, P. 96.
12. Ericson E.H., The problem of ego identity, Identity and anxiety: survival of the person in mass
society./ Ed. by M.R.Stein et al., Giencoe (111.); The Free press, 1960, 658 p.
13. Marcia J.E., Development and validation of ego–identity status, J. of Personality and Social Psy-
chology, 1966, vol. 3, p. 551–558.
14. Tajfel H., Social Categorization and Intergroup Behaviour/H. Tajfer, European Journal of Social
Psychology. 1971, vol. 1.
15. The number of Armenians throughout the world [Electronic Source]: <http://www.iatp.am/eco-
nomics/migr/> (19.02.2010).
16. Turner J.C., Social categorization and the self–concept: a social cognitive theory of group behav-
ior/Advancer in group process. Theory & research/Ed. By Lawler, Greenwich, Connecticut, 1985,
vol. 2, p. 365–412.
57
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
The article is analyzing the political and historical situation that “forced” the Armenians to spread
around the world, and its effect on the identity of people living in different countries with variety of cultures
and socio–political situations. It is underlining the situation that has been established in Nagorno
Karabakh. People living here are the most vulnerable to ethno–political changes. They survived a violent
conflict and are now living in a state that de facto has all the attributes of an independent state, but is not
recognized by international community.
The content of identity was explored by the qualitative test of M. Kun and T. Makpartland “Who am I?”
and also the status of identity for all 4 groups using J. Marcia’s Ego Identity–Incomplete Sentence Blank
method was measured. 4 sampling groups of ethnic Armenians living in different countries (Karabakh,
Republic of Armenia, USA, and Russian Federation): 40 people in each sampling group were formed.
The survey shows that people from Karabakh give much more importance to their ethnic and nation-
al identities in comparison to other groups of Armenians, who give much more importance to other social
and personal identities. The survey identified that the identity status of Armenians from Nagorno Karabakh
is a status of moratorium; meanwhile 3 other groups of Armenians have an identity achievement status.
It is concluded, that being unrecognized by international community and living under the threat of war
generates changes in the identities of people; the ethnic and national identities are more emphasized and
the identity is in the stage of identity moratorium, it is in the process of achievement, but not achieved yet.
Being unrecognized by international community destabilizes the situation and brings the lack of confi-
dence in «tomorrow» and all these bring to certain identity transformations.
58
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
ܲðÆܺ вðàôÂÚàôÜÚ²Ü
59
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
60
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
61
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
²ÕÛáõë³Ï 1
¾ÃÝÇÏ ÝáõÛݳϳݳóÙ³Ý ïÇå»ñ
´³ñÓñ 42 % 58 % 14 % 8% 18 % 8%
ØÇçÇÝ 38 % 30 % 22 % 22 % 22 % 21 %
ò³Íñ 20 % 12 % 64 % 70 % 60 % 71 %
62
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. ܳÉã³çÛ³Ý ². ²., ¾ÃÝÇÏ³Ï³Ý Ñá·»µ³ÝáõÃÛáõÝ, ºñ¨³Ý, 2001:
2. Àíòîíîâà È. Â., Ïðîáëåìà ëè÷íîñòíîé èäåíòè÷íîñòè, Ñàìàðà, 2006.
3. Êðûñüêî Â. Ã., Ýòíè÷åñêàÿ ïñèõîëîãèÿ, Ìîñêâà, “Àêàäåìèÿ”, 2002.
4. Ñîëäàòîâà Ã.Ó., Ïñèõîëîãèÿ ìåæýòíè÷åñêîé íàïðÿæåííîñòè, Ìîñêâà, “Ñìûñë”, 1998.
5. Ñòåôàíåíêî Ò. Ã., Ýòíîïñèõîëîãèÿ, Ìîñêâà, “Àêàäåìè÷åñêèé ïðîåêò”, 1999.
6. Piaget J., Weil A. M., The development in children of the idea of the homeland and of relations
with other countries// Internetional Social Science Bulletin, 1951, vol. 3, p. 561–578.
63
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
Í. Àðóòþíÿí
N. Harutyunyan
This article is devoted a problem of person ethnic identity in dependence of serious social
changes. Process of ethnic identity of the teenager is theoretically anaiyzed.
Attempt is done to open influence of the Armenian cultural values on identity of teenagers, by
means of involving their cultural life.
64
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Ðය´²ÜàôÂÚàôÜ
65
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³ÛÝ Ý»ñùÇÝ áõÅÝ ¿, áñÝ û·ÝáõÙ ¿ Ýñ³Ý ï»ÕÛ³Ï å³Ñ»ÉÁ, ¹ÇÙ³óÇÝÇ ³åñáõÙÝ»ñÇ
ѳÕóѳñ»Éáõ ٻݳÏáõÃÛ³Ý ¨ ûï³ñ³ó- Ù»ç Ëáñ³ÙáõË ÉÇÝ»ÉÁ: ´³ó, ³Ýϳßϳݹ
Ù³Ý ½·³óáõÙÁ` ÙÇ³Å³Ù³Ý³Ï å³Ñå³Ý»- ùÝݳñÏáõÙÝ»ñÁ Ùï»ñÙáõÃÛáõÝ »Ý ëï»Õ-
Éáí ³ÝÓÇ ³Ýѳï³Ï³ÝáõÃÛáõÝÁ: êÇñ»Éáõ ÍáõÙ ³ÙáõëÇÝÝ»ñÇ ÙÇç¨:
áõݳÏáõÃÛáõÝÁ ϳËí³Í ¿ ³ÝÓÇ ½³ñ·³ó- ²ÙáõëÇÝÝ»ñÁ Ó·ïáõÙ »Ý Ùï»ñÙáõÃÛ³Ý,
Ù³Ý Ù³Ï³ñ¹³ÏÇó: êÇñáÕ Ù³ñ¹áõ ѳٳñ áñáíÑ»ï¨ ¹³ ³ÝÑñ³Å»ßï ¿ ɳí ѳñ³-
µ³ñÓñ³·áõÛÝ Ýå³ï³Ï ¿ áã û ë»÷³Ï³Ý µ»ñáõÃÛáõÝÝ»ñ å³Ñå³Ý»Éáõ ѳٳñ:
ºë–Ç, ³ÛÉ ¹ÇÙ³óÇÝÇ Ù³ëÇÝ Ñá· ï³Ý»ÉÁ, ²ÙáõëÝ³Ï³Ý Ñ³ñ³µ»ñáõÃÛáõÝÝ»ñáõÙ
Ýñ³Ý ѳñ·»ÉÁ ¨ å³ï³ë˳ݳïíáõ- Ùï»ñÙáõÃÛáõÝÁ áõÝÇ ÙÇ ß³ñù µ³Õ³¹ñÇã-
ÃÛáõÝ Ïñ»ÉÁ:(2) ä³ï³ë˳ݳïíáõÃÛáõÝ Ý»ñ: ²é³çÇÝÝ ³ÛÝ ¿, áñ ·áÛáõÃÛáõÝ áõÝ»Ý
µ³éÁ Ñ³×³Ë ÁÝϳÉíáõÙ ¿ áñå»ë §å³ñ- áñáß³ÏÇ å³ñï³íáñáõÃÛáõÝÝ»ñ: ºÃ» ³é-
ï³Ï³ÝáõÃÛáõݦ: Æñ³Ï³ÝáõÙ å³ï³ë˳- ϳ ¿ Ùï»ñÙáõÃÛáõÝ, Ù³ñ¹Á ·ÇïÇ, áñ ϳ-
ݳïáõ ÉÇÝ»É Ý߳ݳÏáõÙ ¿ å³ïñ³ëï ÉÇ- ñáÕ ¿ íëï³Ñ»É ½áõ·ÁÝÏ»ñáçÁ: ºñÏñáñ¹Á
Ý»É, ³Ûëå»ë ³ë³Í, §å³ï³ë˳ݻÉáõ¦: Ñáõ½³Ï³Ý Ùï»ñÙáõÃÛáõÝÝ ¿, »ñµ ½áõ·ÁÝ-
ê³ í»ñ³µ»ñáõÙ ¿ ëÇñ³ÛÇÝ ÷áËѳñ³µ»- Ï»ñÝ»ñÁ å³Ñ³Ýç áõÝ»Ý ÙÇÙÛ³Ýó Ñ»ï Ëá-
ñáõÃÛáõÝÝ»ñáõÙ ¹ÇÙ³óÇÝÇ Ñá·¨áñ å³- ë»Éáõ, ˳Ýáõà ·Ý³Éáõ, Ùï³Í»Éáõ Ù»ÏÁ
ѳÝçÙáõÝùÝ»ñÁ µ³í³ñ³ñ»ÉáõÝ: Ðá·¨áñ ÙÛáõëÇ Ù³ëÇÝ: ºññáñ¹Á Ïá·ÝÇïÇí Ùï»ñ-
å³Ñ³ÝçÙáõÝùÇ Ï³ñ¨áñ ï»ë³Ï ¿ ëÇñ»ÉÇÇ ÙáõÃÛáõÝÝ ¿: سñ¹Á ÏÇëáõÙ ¿ Çñ »ñ³½³Ýù-
Ñ»ï ß÷í»Éáõ, Ëáëù³ÛÇÝ ¨ áã Ëáëù³ÛÇÝ Ý»ñÁ, í³Ë»ñÁ ½áõ·ÁÝÏ»ñáç Ñ»ï:
ѳÕáñ¹³ÏóÙ³Ý Ù»ç ÙïÝ»Éáõ å³Ñ³Ýç- âáññáñ¹ µ³Õ³¹ñÇãÁ ýǽÇÏ³Ï³Ý Ùï»ñ-
ÙáõÝùÁ: êÇñá ÙÛáõë ϳñ¨áñ µ³Õ³¹ñÇãÁ ÙáõÃÛáõÝÝ ¿, áñÝ Çñ Ù»ç Ý»ñ³éáõÙ ¿ ·ñϳ-
ѳñ·³ÝùÝ ¿: гñ·³ÝùÁ ãÇ »Ýó¹ñáõ٠˳éÝáõÃÛáõÝÝ»ñ, ÑåáõÙÝ»ñ, ѳٵáõÛñÝ»ñ
í³Ë ϳ٠»ñÏÛáõÕ³ÍáõÃÛáõÝ: гñ·»É Ýß³- ¨ ë»ñ: ÐÇÝ·»ñáñ¹Á ÷á˳¹³ñÓ Ñ³Ù³Ï-
ݳÏáõÙ ¿ ·Çï³Ïó»É ¹ÇÙ³óÇÝÇ ³Ýѳï³- ñ³ÝùÝ ¿: ²ÙáõëÇÝÝ»ñÁ ÷á˳¹³ñÓ Ñ³-
ϳÝáõÃÛáõÝÁ ¨ ÁݹáõÝ»É Ýñ³Ý ³ÛÝåÇëÇÝ, Ù³Ïñ³Ýù »Ý ³åñáõÙ, »ñµ Ýñ³Ýó ïñíáÕ ¨
ÇÝãåÇëÇÝ áñ ϳ: гñ·³ÝùÁ Ó¨³íáñíáõÙ ëï³óíáÕ ÑáõÛ½»ñÁ ѳí³ë³ñ »Ý:
¿ ³½³ïáõÃÛ³Ý ÑÇÙ³Ý íñ³: ²ÝÓÁ ѳñ·áõÙ Ðá·¨áñ ½³ñ·³óáõÙÁ Çñ³Ï³Ý³ÝáõÙ ¿
¿ ¹ÇÙ³óÇÝÇÝ ÙdzÛÝ ³ÛÝ ¹»åùáõÙ, »Ã» ݳ ݳ¨ ë»ùëáõ³É ѳñ³µ»ñáõÃÛáõÝÝ»ñÇ ÙÇçá-
ÇÝùÝáõñáõÛÝ ¿ ¨ ãÇ Ó·ïáõÙ ¹ÇÙ³óÇÝÇÝ û·- óáí: ö³ëïÝ ³ÛÝ ¿, áñ ë»ùëáõ³É å³Ñ³Ýç-
ï³·áñÍ»É ë»÷³Ï³Ý Ýå³ï³ÏÝ»ñÇ Çñ³- ÙáõÝùÁ áõÕÕ³ÏÇáñ»Ý ϳåí³Í ¿ ¿ÙáóÇá-
·áñÍÙ³Ý Ñ³Ù³ñ: ݳɖÑá·»µ³Ý³Ï³Ý å³Ñ³ÝçÙáõÝùÇ µ³-
Ðá· ï³Ý»É ¹ÇÙ³óÇÝÇ Ù³ëÇÝ Ý߳ݳ- í³ñ³ñÙ³Ý Ñ»ï: ºÃ» ³ÙáõëÇÝÝ»ñÇó Ù»ÏÇ
ÏáõÙ ¿ ¹ÇÙ³óÇÝÇ Ñ»ï³ùñùñáõÃÛáõÝÝ»ñÁ, Ùáï ÇÝùݳѳñ·³ÝùÇ å³Ñ³ÝçÙáõÝùÁ
ó³ÝÏáõÃÛáõÝÝ»ñÁ, å³Ñ³ÝçÙáõÝùÝ»ñÁ ÁÝ- µ³í³ñ³ñí³Í ã¿, ³å³ ë»ùëáõ³É ѳñ³-
¹áõÝ»É áñå»ë ùá ë»÷³Ï³ÝÁ: ²Ûë ¹»åùáõÙ µ»ñáõÃÛáõÝÝ»ñÁ ÝáñÙ³É ã»Ý ÁÝóݳ: ÀÝ-
ï»ÕÇ ¿ áõÝ»ÝáõÙ »ñÏáõ ºë–Ç ÙdzíáñáõÙ, ï³Ý»Ï³Ý ÏÛ³ÝùáõÙ ë»ùëáõ³É µ³í³ñ³ñ-
ÙdzÓáõÉáõÙ: ²Ûëï»Õ ϳñ¨áñ ¿ ³ÛÝ Ñ³Ý- í³ÍáõÃÛ³ÝÁ ѳïϳå»ë ˳ݷ³ñáõÙ »Ý
·³Ù³ÝùÁ, û ³ñ¹Ûáù Ù³ÝÏáõÃÛ³Ý ï³ñÇ- ë»ùëáõ³É ß÷Ù³Ý í³ï ٳϳñ¹³ÏÁ ¨
Ý»ñÇÝ ³ÝÓÇ Ù»ç Ó¨³íáñí»É ¿ ϳñ»Ïó³Ý- ³ÝÑñ³Å»ßï ï»Õ»Ï³ïíáõÃÛ³Ý µ³ó³Ï³-
ùÇ, ³åñáõÙ³ÏóÙ³Ý, áõñÇßÇ Ñá·»Ï³Ý ³ß- ÛáõÃÛáõÝÁ: ê»ùëáõ³É ß÷Ù³Ý ó³Íñ ٳϳñ-
˳ñÑÁ Ý»ñó÷³Ýó»Éáõ ϳñáÕáõÃÛáõÝ: ¹³ÏÁ Ùßï³å»ë ˳ݷ³ñáõÙ ¿ ë»ùëáõ³É
êï»Ý¹³ÉÁ ·ïÝáõÙ ¿ñ, áñ ë»ñÁ Ùñó³Ïóáõ- ÏÛ³ÝùÇó µ³í³ñ³ñí³ÍáõÃÛáõÝ ëï³Ý³-
ÃÛáõÝ ¿ ïÕ³Ù³ñ¹áõ ¨ ÏÝáç ÙÇç¨` Ù»ÏÁ ÉáõÝ: ¸ñ³ ѳٳñ å»ïù ¿ µ³ó³Ñ³Ûï ùÝ-
ÙÛáõëÇÝ »ñç³ÝϳóÝ»Éáõ ѳٳñ: ²Ùáõë- ݳñÏ»É ë»ùëÇ Ñ»ï ϳåí³Í ѳñó»ñÁ,
Ý³Ï³Ý ÏÛ³ÝùÇ ³Ýµ³Å³Ý Ù³ë »Ý Ï³½- ݳ˳ӻéÝáõÃÛáõÝ óáõó³µ»ñ»É: ¼áõÛ·»ñÇó
ÙáõÙ ë»÷³Ï³Ý ³åñáõÙÝ»ñÇ áõ ÑáõÛ½»ñÇ Ù»ÏÇ å³ëÇíáõÃÛáõÝÁ ϳñáÕ ¿ ѳݷ»óÝ»É
Ù³ëÇÝ ³ÙáõëÝáõÝ Ï³Ù ÏÝáçÁ ³ÝÏ»ÕÍáñ»Ý ë»é³Ï³Ý ³Ýµ³í³ñ³ñí³ÍáõÃÛ³Ý: ²ÝÑ-
66
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67
²ÜÒÆ Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Ðàéãîðîäñêèé Ä.ß., Ïñèxîëîãèÿ ñåìüè, Ñàìàðà, 2002.
2. Ðàéãîðîäñêèé Ä.ß., Ïñèxîëîãèÿ è ïñèxîàíàëèç ëþáâè, Ñàìàðà, 2002.
3. Ôðîìì Ý., “Èñêóññòâî ëþáèòü”, Ì., 1991.
4. ȳéáßýáõÏá ¹Á ü., سùëÇÙÝ»ñ, ºñ¨³Ý, 1978:
5. äáõßÏÇÝ ².²., ºí·»ÝÇ úÝ»·ÇÝ, ºñ¨³Ý, 1956:
6. üÉáµ»ñ ¶., îÇÏÇÝ ´áí³ñÇ, ºñ¨³Ý 1989:
68
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69
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70
²ÜÒÆ Ðය´²ÜàôÂÚàôÜ
ϳñ·Á ÃáõÛÉ ¿ ï³ÉÇë ϳï³ñ»É Çñ³íÇ׳- ïÇ׳ÝÁ: ²Ûë ³Ù»ÝÁ ãÇ µ³ó³éáõ٠ݳ¨
ÏÇ ¨ ë»÷³Ï³Ý Ñݳñ³íáñáõÃÛáõÝÝ»ñÇ ûµ- ³ÝÓÇ ëÃñ»ë³Ï³ÛáõÝáõÃÛ³Ý, Ñá·»Ñáõ½³-
Û»ÏïÇí ·Ý³Ñ³ïáõÙ, ûåïÇÙ³É ·áñÍáÕáõ- Ï³Ý É³ñí³ÍáõÃÛ³Ý, ÝÛ³ñ¹³Ñ᷻ϳÝ
ÃÛáõÝÝ»ñÇ Ùß³ÏáõÙ: γٳÛÇÝ áÉáñïÁ ³Ûë ϳÛáõÝáõÃÛ³Ý ã³÷³ÝÇßÝ»ñÇ Ñ³ßí³-
¹»åùáõÙ ³é³ç³óÝáõÙ ¿ ÙáµÇÉǽ³óÇáÝ éáõÙ: Üßí³Í óáõó³ÝÇßÝ»ñÇ µ³ó³Ñ³Ûï-
³ÏïÇíáõÃÛáõÝ ¨ í»ñ³ÑëÏáõÙ: ¶Çï³Ïóáõ- Ù³Ý, áñ³Ï³Ï³Ý ¨ ù³Ý³Ï³Ï³Ý ·Ý³-
ÃÛ³Ý Ï³éáõÛóÁ ѳݹ»ë ¿ ·³ÉÇë áñå»ë ѳïÙ³Ý Ñ³Ù³ñ û·ï³·áñÍíáõÙ ¿ Ñá·»-
·Ý³Ñ³ï³Ï³ÝÇ ¨ í»ñÉáõÍáõÃÛ³Ý Ñ³Ù³- µ³Ý³Ï³Ý Ù»Ãá¹Ý»ñÇ Ñ³Ù³ÉÇñ` Ùß³Ï-
ÉÇñ, áñÁ ÃáõÛÉ ¿ ï³ÉÇë ·áñÍáÕáõÃÛáõÝÝ»ñÁ í³Í ÏÇñ³é³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý ¨ ų-
ѳٳå³ï³ë˳ݻóÝ»É í»ñçÝ³Ï³Ý Ù³Ý³Ï³ÏÇó Ñá·»³ËïáñáßÙ³Ý ï³ñ-
³ñ¹ÛáõÝùÇÝ: µ»ñ ×ÛáõÕ»ñáõÙ:
ú·Ý»Éáí ³ÝÓÇÝ Ñ³Õóѳñ»É Ù³ëݳ- سëݳ·Çï³Ï³Ý áÉáñïÁ ÙÇ Çñ³Ï³-
·Çï³Ï³Ý ëÃñ»ëÁª ϳåí³Í Ñá·»µ³Ý³- ÝáõÃÛáõÝ ¿, áñÇ ë³ÑÙ³ÝÝ»ñáõÙ ³ÝÓÇ
Ï³Ý ¹»½³¹³åï³ódzÛÇ ¨ Ñá·»Ñáõ½³- ³å³ï»Õ»Ï³ïí³ÍáõÃÛáõÝÁ (Ñá·»µ³Ý³-
Ï³Ý É³ñí³ÍáõÃÛ³Ý Ñ»ï, Ñá·»µ³ÝáõÃÛáõ- Ï³Ý ³éáõÙáí), ûñÇ å³ïñ³ëïí³Íáõ-
ÝÁ áñå»ë ·ÇïáõÃÛáõÝ Ñ³Ý¹»ë ¿ ·³ÉÇë ÃÛáõÝÁª ³ß˳ï»Éáõ ÏáÉ»ÏïÇíáõÙ, ϳñáÕ
åñ¨»ÝïÇí, ݳ˳½·áõß³óÝáÕ, ÙÇçáó³- »Ý ѳݷ»óÝ»É ³ñï³ùÇÝ Çñ³íÇ׳ÏÇ
éáõÙÝ»ñÇ ï»ëùáí, áñáÝó ÑÇÙÝ³Ï³Ý ËÝ- ÏñÇïÇÏ³Ï³Ý ½³ñ·³óÙ³ÝÁ ¨ ëÃñ»ë³ÛÇÝ
¹ÇñÝ áõÕÕí³Í ¿ Ù³ëݳ·Çï³Ï³Ý áÉáñ- ѻ勉ÝùÝ»ñÇ ³é³ç³óÙ³ÝÁ:
ïáõÙ ³ÝÓÇ Ñá·»µ³Ý³Ï³Ý ³éáÕçáõÃÛ³Ý îíÛ³É Ñá¹í³ÍÝ ÁݹѳÝñ³óÝáõÙ ¿
³ç³ÏóÙ³ÝÁ: ²Ûë ѳٳϳñ·Ç ûå»ñ³óÇ- Ù³ëݳ·Çï³Ï³Ý ëÃñ»ëÝ»ñÇ Ñ³Õóѳñ-
áÝ³É ÏáÙåáÝ»Ýï ¿ Ý»ñϳ۳ÝáõÙ ÇÝýáñ- Ù³Ý Ñá·»µ³Ý³Ï³Ý áõÕÇÝ»ñÁ, áñÇ ³ÝÑ-
Ù³ódzÝ: Æñ ¹»ñÁ Ï ûåïÇÙ³É í³ñùÇ é»- ñ³Å»ßïáõÃÛáõÝÁ µ³ó³ïñíáõÙ ¿ ¹Åí³ñáõ-
³Éǽ³óÙ³Ý Ù»ç ¿, áñÁ ³Ýѻ勉Ýù »Éù ¿ ÃÛ³Ý å³ÛÙ³ÝÝ»ñáõÙ ëÃñ»ëÇ ³é³ç³óÙ³Ý
³å³ÑáíáõÙ ëÃñ»ë³ÛÇÝ Çñ³íÇ׳ÏÇó: Ù»Í íï³Ý·Çó, áñÁ Çñ Ñ»ñÃÇÝ Ë³ËïáõÙ ¿
ì»ñÉáõÍ»Éáí ³ÝÓÇ í³ñù³ÛÇÝ Ùá¹»É- ³ÝÓÇ Ñá·»µ³Ý³Ï³Ý ³éáÕçáõÃÛ³Ý ÑÇÙ-
Ý»ñÁª ѳñÏ ¿ Ýß»É Ý³Ëª Ù³ëݳ·Çï³Ï³Ý ùÁ: ²Ûë ÑÇÙݳËݹñÇ áõëáõÙݳëÇñÙ³Ý Ñ»-
·áñÍáõÝ»áõÃÛ³Ý ¹Åí³ñáõÃÛ³Ý ³ñï³- é³ÝϳñÝ»ñÁ µ³ËíáõÙ »Ý áã ÙdzÛÝ ³ÝÓ-
ùÇÝ ·áñÍáÝÝ»ñÁ, ³å³` Ù³ëݳ·Çï³- ݳÛÇÝ Ñá·»ÑǷǻݳÛÇ, ³ÛÉ Ý³¨ ÇÝýáñÙ³-
Ï³Ý ·áñÍáõÝ»áõÃÛ³Ý ¹Åí³ñáõÃÛ³Ý Ñá- ódzÛÇ Ó»éùµ»ñÙ³Ý ÑÇÙݳËݹÇñÝ»ñÇÝ:
·»µ³Ý³Ï³Ý ã³÷³ÝÇßÝ»ñÁ ¨ ·áñÍáÝÝ»- ÆÝýáñÙ³ódzÛÇ Ý߳ݳϳÉÇó ¹»ñÁ ³ÛÝ
ñÁ: ºñÏñáñ¹ ËáõÙµÁ ϳ½ÙáõÙ »Ý ³ÝÓݳ- ·Çï»ÉÇùÝ»ñÇ Ù»ç ¿, áñáÝù û·ÝáõÙ »Ý ³Ý-
ÛÇÝ ëáõµÛ»ÏïÇí å³ïÏ»ñ³óáõÙÝ»ñÇ Ñ³- ÓÇÝ ·ïÝ»Éáõ ³¹»Ïí³ï »Éù ëï»ÕÍí³Í
ٳϳñ·Á, Ù³ëݳ·Çï³Ï³Ý ·áñÍáõÝ»áõ- Çñ³íÇ׳ÏÇó, ѳïϳå»ë Ù³ëݳ·Çï³-
ÃÛ³Ý ³ÝÓÇ Ý»ñùÇÝ ÏáÝó»åïáõ³É Ùá¹»- Ï³Ý áÉáñïáõÙ, áñÁ ë³Ñٳݳ÷³ÏáõÙ ¿
ÉÁ, áñÁ µ³Õϳó³Í ¿ ·Çï»ÉÇùÝ»ñÇó, ³ÝÓÇ ÇÝùݳ³ñï³Ñ³ÛïÙ³Ý Ñݳñ³íá-
÷áñÓÇó ¨ ÁݹáõݳÏáõÃÛáõÝÝ»ñÇó, Ù³ë- ñáõÃÛáõÝÁ ¨ ³é³ç ù³ßáõ٠ѳñÙ³ñÙ³Ý
ݳ·Çïáñ»Ý ϳñ¨áñ Ñá·»µ³Ý³Ï³Ý ËݹÇñÁ:
áñ³ÏÝ»ñÇ ³ñï³Ñ³Ûïí³ÍáõÃÛ³Ý ³ë-
71
²ÜÒÆ Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Ñàëâåíäè Ã., “×åëîâå÷åñêèé ôàêòîð”, ò. 2, 3. “Ìèð”, Ì., 1991 ã.
2. Íèêèôîðîâ Ã.Ñ., “Ïñèõîëîãè÷åñêîå îáåñïå÷åíèå ïðîôåññèîíàëüíîé äåÿòåëüíîñòè”, ÑÏá., 1991 ã.
3. Áðóøëèíñêèé À.Â., “Ïðîáëåìû ïñèõîëîãèè ñóáüåêòà”, Èíñò. Ïñèõîëîãèè ÐÀÍ, Ì., 1994 ã.
4. Áîäðîâ Â.À., “Èíôîðìàöèîííûé ñòðåññ”, ÏÝÐ ÑÝ, Ì., 2000 ã.
Ý. Ãåãàìÿí
E. Geghamyan
Modern society has a great risk of professional stresses, which are overcoming by psychologi-
cal and informational factors. The article includes significant aspects of informational regulation in
sphere of professional stress. There is a need of creating a psychological health provide system,
realized in professional area.
72
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2 ѳñ³½³ïÝ»ñÇÝ. Ò»éù»ñÇ Ñ³×³Ë³ÏÇ Éí³óáõÙ
19
¾ñáïÇÏ Ùïù»ñ
ÆÝã–áñ ï³ñûñÇÝ³Ï Ï³Ù ¶áñÍáÕáõÃÛáõÝÝ»ñÇ Å³Ù³Ý³Ï Ëáõë³÷áõÙÁ ̳Ýñ
3
ëË³É µ³Ý ϳï³ñ»Éáõ í³Ë 6 ÃíÇó ϳ٠ÙÇÝ㨠6 ϳ٠í»óÇó Ñ»ïá 31
гñ³½³ïÝ»ñÇÝ ÇÝã–áñ ÙÇ ²ÝÁݹѳï ëïáõ·»É, û áõñ »Ý ï³Ý ³Ý- ØÇçÇÝ
4
í³ï µ³Ý Ïå³ï³ÑÇ ¹³ÙÝ»ñÁ 18
Ø»ÕÙ
5 ÆÝã–áñ í³ï µ³Ý Ïϳï³ñíÇ —
9
ÆÝã–áñ ï³ñûñÇÝ³Ï Ï³Ù Ø»ÕÙ
6 Ò»éù»ñÁ ïñáñ»Éáõ
ëË³É µ³Ý ϳï³ñ»Éáõ í³Ë 12
²Ù»ÝûñÛ³ ·áñÍáÕáõÃÛáõÝÝ»ñÇ (Éí³óí»É,
Ø»ÕÙ
7 ¾ñáïÇÏ Ùïù»ñ ³ï³ÙÝ»ñ Éí³É, ѳ·Ýí»É ¨ ³ÛÉÝ) ѳçáñ¹³-
12
µ³ñ ϳï³ñáõÙ
ÆÝã–áñ í³ï µ³Ý Ïå³ï³ÑÇ ¶áñÍáÕáõÃÛáõÝÝ»ñÇ Ñ»ñóϳÝáõÃÛ³Ý å³Ñ- ØÇçÇÝ
8
ÇÝÓ Ñ»ï å³ÝáõÙ 19
´áÉáñ ¹éÝ»ñÝ ¿ ÷³ÏáõÙ, ³ÝÁݹѳï ëïáõ- ØÇçÇÝ
9 γñáÕ ¿ ³Ýû·ï³Ï³ñ ÉÇÝ»É
·áõÙ ¿ çáõñÁ, ·³½Á, ÉáõÛëÁ 14
гßí»É ÙÇÝ㨠ÛáÃÁ, ³ÝÁݹѳï Ïåã»É Ø»ÕÙ
10 γñáÕ ¿ »ñÏñ³ß³ñÅ ÉÇÝ»É
ë»Õ³ÝÇÝ 12
ÆÝã–áñ í³ï µ³Ý Ïϳï³ñíÇ ØÇçÇÝ
11 ºñ»ù ³Ý·³Ù ѳñ¨³ÝÇÝ ï»ëÝ»É
Çñ ϳ٠áõñÇßÝ»ñÇ Ñ»ï 20
ÆÝã–áñ í³ï µ³Ý Ïϳï³ñíÇ ØÇçÇÝ
12 Ò»éù»ñÇ Ñ³×³Ë³ÏÇ Éí³óáõÙ
Çñ ϳ٠áõñÇßÝ»ñÇ Ñ»ï 18
ÆÝã–áñ í³ï µ³Ý Ïϳï³ñíÇ ØÇçÇÝ
13 ¸³ëï³ÏÁ Ûáà ³Ý·³Ù åïï»óÝ»É
Çñ ϳ٠áõñÇßÝ»ñÇ Ñ»ï 19
àñ¨¿ ³ÝÁݹáõÝ»ÉÇ µ³Ý Ïϳ- ØÇçÇÝ
14 —
ï³ñ»Ù 17
ØÇçÇÝ
15 ¾ñáïÇÏ Ùïù»ñ Ò»éù»ñÇ Ñ³×³Ë³ÏÇ Éí³óáõÙ
20
75
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
76
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
77
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
78
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. ÐÇí³Ý¹áõÃÛáõÝÝ»ñÇ ØÇç³½·³ÛÇÝ ¸³ë³Ï³ñ·áõÙ – 10, ºñ¨³Ý, §¼³Ý·³Ï–97¦, 2001, 264 Ã.
2. Àéçåíê Ã.Þ., Ñòðóêòóðà ëè÷íîñòè, ÑÏá., “Þâåíòà”, 1999, 464 ñ.
3. Áîðèñ Äìèòðèåâè÷ Êàðâàñàðñêèé, “Êëèíè÷åñêàÿ ïñèõîëîãèÿ” Èçä. “Àéðèñ–Ïðåññ”, 2004 ã., 464 ñ.
4. Êàðåí Õîðíè, Íåâðîòè÷åñêàÿ ëè÷íîñòü íàøåãî âðåìåíè. Ñàìîàíàëèç, Ó÷åáíîå ïîñîáèå, 2004 ã.
5. Êèñêåð Ê.Ï., Ôðàéáåðãåð Ã., Ðîçå Ã.Ê., Âóëüô Ý., Ïñèõèàòðèÿ, ïñèõîñîìàòèêà, ïñèõîòåðàïèÿ,
Ì., “Àëåéòåà”, 1999, 504 ñ.
6. Ìåäåëåâè÷ Â.Ä., Êëèíè÷åñêàÿ è ìåäèöèíñêàÿ ïñèõîëîãèÿ, Ïðàêòè÷åñêîå ðóêîâîäñòâî, Ì.,
“ÌÅÄïðåññ–èíôîðì”, 2002, 592 ñ.
7. Ðàéãîðäñêèé Ä.ß., Ïñèõîëîãèÿ è ïñèõîàíàëèç õàðàêòåðà. Õðåñòîìàòèÿ ïî ïñèõîëîãèè è
òèïîëîãèè õàðàêòåðà, Ñàìàðà, Èçäàòåëüñêèé Äîì «ÁÀÕÐÀÕ–Ì», 2000, 640 ñ.
8. Diagnostic and Statistical Manual Of Mental Disorders (Third Edition Revised) DSM–III–R.–
Washington, DC: American Psychiatric Association, 1987, 567 p.
9. Hanbook of Psychiatric Measuares; American Psychiatric Association; Washington, DC, 2005.
10. URL: http://www.sho.int/mental_health/en – World Health Organization.
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Ì. Òîçàëàêÿí
M. Tozalaqyan
The article dedicated to reveal the peculiarities of personal qualities of people with obses-
sive–compulsive disorders. Author shows the presence of different conditions in parallel with obses-
sive–compulsive disorders, which disturb to live fully in social medium. Among them there are dif-
ferent kinds of phobias holding the person in a constant strain. The article also shows the personal
profile description according to MMPI scale.
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ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
81
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
ñÇ Ù³ëÇÝ: ²Ûë ßñç³ÝáõÙ Ù³Ûñ»ñÝ ³åñáõÙ ï³ÝÇùÁ, ÝßáõÙ »Ý, áñ »ñ»Ë³ÛÇ ³Ëïá-
»Ý ë»÷³Ï³Ý ³ÝÓÇ ³ÝÉdzñÅ»ùáõÃÛ³Ý ñáßáõÙÁ ѳÛïÝ»Éáõ å³ÑÇÝ ÁÝï³ÝÇùÁ
ãÙ»ÕÙ³óáÕ, ͳÝñ ½·³óáõÙÝ»ñ, ٻͳÝáõ٠ͳÝñ ëÃñ»ë ¿ ³åñáõÙ: Üñ³Ýù ÝßáõÙ »Ý,
¿ ÇÝùݳùÝݳ¹³ïáõÃÛáõÝÁ, ÇÝùÝ Çñ»ÝÇó áñ áÕç ³ß˳ñÑáõÙ ³áõïÇÏ »ñ»Ë³ ¹³ë-
³Ýµ³í³ñ³ñí³ÍáõÃÛ³Ý ½·³óáõÙÁ: Ø»Õ- ïdzñ³ÏáÕ ÁÝï³ÝÇùÝ»ñÝ ³í»ÉÇ ïáõųÍ
ùÇ ½·³óáõÙÝ ³ëïÇ׳ݳµ³ñ í»ñ³ÍíáõÙ »Ý, ù³Ý ó³Ýϳó³Í ³ÛÉ ³é³ÝÓݳѳ-
¿ å³ñ÷³Ïí³Í ï³é³å³ÝùÇ, áñáÝù ïáõÏ »ñ»Ë³Ý»ñÇ ÁÝï³ÝÇùÝ»ñÁ, ³Û¹
áõÕ»ÏóíáõÙ »Ý ͳÝñ ³åñáõÙÝ»ñáíª Ï³å- Ãíáõ٠ݳ¨ Ùï³íáñ Ñ»ï³ÙݳóÝ»ñÇ: л-
í³Í ÃáõÛÉ ïñí³Í Ù»Õù»ñÇ ¨ ë˳ÉÝ»ñÇ ÕÇݳÏÝ»ñÇ ÏáÕÙÇó ÝßíáõÙ ¿ ݳ¨, áñ
Ñ»ï, áñáÝù, Çñ»Ýó ϳñÍÇùáí, ѳݷ»óñ»É ëÃñ»ëÝ ³é³í»É ³ñï³Ñ³Ûïí³Í ¿ Ù³Ûñ»-
»Ý »ñ»Ë³ÛÇ ÑÇí³Ý¹áõÃÛ³Ý: ñÇ Ùáï, áñáÝù ÏñáõÙ »Ý ³ÝÓݳÛÇÝ ³½³-
лﳽáïáõÃÛáõÝÝ»ñÁ óáõÛó »Ý ïáõÃÛ³Ý ¨ ųٳݳÏÇ Í³Ûñ³Ñ»Õ ë³ÑÙ³-
ï³ÉÇë, áñ ½³ñ·³óÙ³Ý ß»ÕáõÙÝ»ñáí ݳ÷³ÏáõÙÝ»ñ »ñ»Ë³ÛÇó ã³÷Çó ³í»ÉÇ
»ñ»Ë³Ý»ñÇ ÍÝáÕÝ»ñÇ (ѳïϳå»ë Ù³Û- ϳËí³ÍáõÃÛ³Ý Ñ»ï¨³Ýùáí: Üñ³Ýù
ñ»ñÇ) Ùáï, ³ÝÏ³Ë »ñ»Ë³ÛÇ ÑÇí³Ý¹áõ- áõÝ»Ý ó³Íñ ÇÝùݳ·Ý³Ñ³ï³Ï³Ý, ù³ÝÇ
ÃÛ³Ý µÝáõÛÃÇó, ³éϳ »Ý áñáß³ÏÇ áñ Çñ»Ýó ѳٳñáõÙ »Ý í³ï ¹³ëïdz-
³é³ÝÓݳѳïáõÏ ³ÝÓݳÛÇÝ ËݹÇñÝ»ñ: ñ³ÏÝ»ñ: ²Ûë Ù³Ûñ»ñÇ Ùáï ËÇëï ³ñï³-
ºñ»Ë³ÛÇ Ùáï ½³ñ·³óÙ³Ý ß»ÕáõÙÝ»ñÇ Ñ³Ûïí³Í ¿ ³ëûÝáݨñáïÇÏ µÝáõÛÃÇ ¹»å-
Ù³ëÇÝ ÉáõñÁ Ù³Ûñ»ñÇ Ùáï ³é³ç³óÝáõÙ ¿ ñ»ë³ÛÝáõÃÛáõÝÁ: [5, 79 ]
ëáõñ Ñáõ½³Ï³Ý ³åñáõÙÝ»ñ: ²Û¹ ï»Õ»- êÃñ»ëÇ Ñ³ÕóѳñÙ³Ý »ñÏñáñ¹ ÷áõÉÁ
ÏáõÃÛ³Ý Ýϳïٳٵ ³é³çÇÝ Ñ³Ï³½¹áõ- ѻﳽáïáÕÝ»ñÇ ÏáÕÙÇó ¹ÇïíáõÙ ¿ áñ-
ÙÁ ϳñáÕ ¿ ß³ï ëáõñ ¹ñë¨áñáõÙ áõݻݳÉ: å»ë Ù»ñÅÙ³Ý µ³ó³ëÙ³Ý ßñç³Ý (سÛ-
Àëï è. ü.سÛñ³ÙÛ³ÝǪ 65,7 ïáÏáë Ù³Û- ñ³ÙÛ³Ý è. ü., 1976, ´á·¹³Ýáí³ î. î.,
ñ»ñÇ Ùáï, áñáÝó ѳÛïÝáõÙ »Ý »ñ»Ë³ÛÇ Ø³½áõñáí³ Ü. ì., 1998, â³ñáí³ ú. ´.,
Ùï³íáñ ûñ½³ñ·³óÙ³Ý Ù³ëÇÝ, ³é³- ê³íÇݳ º. È., 1999, Æ볨 ¸. Ü. 2002, Îá-
ç³ÝáõÙ »Ý ͳÝñ Ñáõ½³Ï³Ý ³åñáõÙÝ»ñ, ïáí³ ì. ì., 2003, ¶áõëÉáí³ Ø. Ü., 2004):
³ý»ÏïÇí–ßáϳÛÇÝ ¨ ÑÇëï»ñÇÏ Ñ³Ï³½- ÌÝáÕÝ»ñÇ ÏáÕÙÇó »ñ»Ë³ÛÇ ÑÇí³Ý¹áõ-
¹áõÙÝ»ñ: Üñ³Ýù Ñ³×³Ë ×Ýßí³Í »Ý, Ù»Õ- ÃÛ³Ý Ñ»ñùáõÙÁ å³ßïå³Ý³Ï³Ý Ý߳ݳ-
ùÇ ½·³óáõÙ »Ý ³åñáõÙ ³ÝáÙ³É »ñ»Ë³ ÏáõÃÛáõÝ áõÝÇ: ²ÛÝ Ñáõ½³Ï³Ý ×Ýßí³Íáõ-
ÍÝ»Éáõ ѳٳñ, Ó·ïáõÙ »Ý ëáóÇ³É³Ï³Ý ÃÛ³Ý ¨ ﳷݳåÇ Ñ³ÕóѳñÙ³Ý ÇÝùݳ-
Ù»Ïáõë³óÙ³Ý: ºñ»Ë³ÛÇ ¹³ëïdzñ³Ïáõ- ïÇå ٻ˳Ýǽ٠¿, áñáí ÷áñÓáõÙ »Ý å³Ñ-
ÃÛ³Ùµ ͳÝñ³µ»éÝí³Í ÉÇÝ»ÉÁ ѳݷ»ó- å³Ý»É ÁÝï³Ý»Ï³Ý ϳÛáõÝáõÃÛáõÝÁ, áñÁ
ÝáõÙ ¿ ÑÇÙݳÛÇÝ å³Ñ³ÝçÙáõÝùÝ»ñÇ íï³Ý·í³Í ¿ ÷³ëïÇ ³éϳÛáõÃÛ³Ùµ: ²Ûë
ýñáõëïñ³ódzÛÇ: Øßï³Ï³Ý ¹»åñ»ëdz- ÷áõÉáõ٠ϳëϳÍÇ ï³Ï ¿ ¹ñíáõÙ µÅßÏÇ
Ý»ñÁ, ÙÇç³ÝÓݳÛÇÝ ÏáÝýÉÇÏïÝ»ñÁ, ÏáÕÙÇó ¹ñí³Í ³ËïáñáßáõÙÁ: Þ³ï ¹»å-
ݨñáïÇÏ ¨ Ñá·»å³ÃáÉá·ÇÏ Ñ³Ï³½¹áõÙ- ù»ñáõÙ áõÕÕ³ÏÇ ã»Ý ÁݹáõÝáõÙ ³ÛÝ:
Ý»ñÁ íϳÛáõÙ »Ý ÑÇí³Ý¹ »ñ»Ë³ÛÇ ÍÝáõÝ- öÝïñáõÙ »Ý ÝáõÛÝ µÝ³·³í³éÇ ³ÛÉ Ù³ë-
¹Ç Ñ»ï ϳåí³Í µ³ñ¹ Çñ³¹ñáõÃÛ³Ý Ý³·»ïÝ»ñª ³ÛÝ ÑáõÛëáí, áñ ³é³çݳÛÇÝ
Ýϳïٳٵ ѳñÙ³ñÙ³Ý Ë³Ý·³ñáõÙÝ»- ³ËïáñáßáõÙÁ ϳñáÕ ¿ ëË³É ÉÇÝ»É: ÌÝáÕ-
ñÇ Ù³ëÇÝ: àõëïÇ ½³ñ·³óÙ³Ý ËݹÇñÝ»- Ý»ñÝ ÁÝÏÝáõÙ »Ý ÷ÝïñïáõùÇ Ù»ç, ³Ù»-
ñáí »ñ»Ë³Ý»ñÇ Ù³Ûñ»ñÇ Ù»Í Ù³ëÁ áñ³- Ýáõñ ÷ÝïñáõÙ »Ý ɳí³óÙ³Ý §Ññ³ßù ÙÇ-
ϳíáñí³Í Ñá·»µ³Ý³Ï³Ý û·ÝáõÃÛ³Ý çáóÝ»ñ¦, §Ññ³ß³·áñÍ Ñ»ùÇÙÝ»ñ, µ³Ë-
³ÝÑñ³Å»ßïáõÃÛáõÝ ¿ ½·áõÙ: [3, 224] ï³·áõß³ÏÝ»ñ¦: Þ³ñáõݳϻÉáí ³é³ç-
º. Ø. سëïñÛáõÏáíÁ ¨ ². ¶. ØáëÏáíÏÇ- Ýáñ¹í»É Ñ»ñùÙ³Ý, µ³ó³ëÙ³Ý å³ßïå³-
ݳÝ, Ýϳñ³·ñ»Éáí ³áõïÇÏ »ñ»Ë³ÛÇ ÁÝ- Ý³Ï³Ý Ù»Ë³ÝǽÙÝ»ñáíª ÍÝáÕÝ»ñÁ ã»Ý
82
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
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ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
84
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Áîãäàíîâà Ò.Ã., Ìàçóðîâà Í.Â., Âëèÿíèå âíóòðèñåìåéíûõ îòíîøåíèé íà ðàçâèòèå ëè÷íîñòè
ãëóõèõ ìëàäøèõ äîøêîëüíèêîâ. Äåôåêòàëîãèÿ,1998 ã.
2. Ãèëëáåðã Ê., Õåëëãðåí Ì., Ïñèõèàòðèÿ äåòñêîãî è ïîäðîñòêîâîãî âîçðàñòà, “ÃÝÎÒÀЖÌÅÄ”,
2004 ã.
3. Äîáðÿêîâ È.Â., Çàùèðèíñêàÿ Î.Â., Ïñèõîëîãèÿ ñåìüè è áîëüíîé ðåáåíîê, Ñàíêò–Ïåòåðáóðã,
2007 ã.
4. Äîáðÿêîâ È.Â., Ùåäðèíà Ò.Ã., Âîññòàíîâèòåëüíîå ëå÷åíèå äåòåé ñ ïîðàæåíèÿìè öåíòðàëüíîé
íåðâíîé ñèñòåìû è îïîðíî–äâèãàòåëüíîãî àïïàðàòà: Ìåòîäè÷åñêèå ðåêîìåíäàöèè, ÑÏá.,
Èçäàòåëüñêèé äîì “ÑÏáÌÀÏΔ, 2004 ã.
5. Ìàñòþêîâà Å.Ì., Ìîñêîâêèíà À.Ã., Ñåìåéíîå âîñïèòàíèå äåòåé ñ îòêëîíåíèÿìè â ðàçâèòèè,
ïîä ðåä. Â.È. Ñåëèâåðñòîâà, Ì., Ãóìàíèñò. èçä. öåíòð “ÂËÀÄÎÑ”, 2003 ã.
6. Ïåðå Ì., Áàóìàí Ó., Êëèíè÷åñêàÿ ïñèõîëîãèÿ, ÑÏá., “Ïèòåð”, 2002 ã.
7. Ðîäèòåëÿì î ïñèõè÷åñêîì ðàçâèòèè è ïîâåäåíèè ãëóõèõ äåòåé ïåðâûõ ëåò æèçíè, Ì., ÎÀÎ ÈÃ
“Ïðîãðåññ”, 1999 ã.
N. Mnatsakanyan
Parents of handicapped children have a great stress impact, connected with vulnerability of their
own child and his disablement to social integration. Age crisis has an importance, because it lasts
very stormy and brightly especially if this process concerns handicapped children. Parents have
special psycho–complexes, raised by child’s development problem. Complexes have a face of deep
depression, refusal, emotional exhaustion, chronic frustration.
From this point of view disabled children’s social adaptation must begin from parental monitor-
ing – system of psycho–social rehabilitation.
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ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
87
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
88
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
89
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
90
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
91
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Êîðè Äæ., Òåîðèÿ è ïðàêòèêà ãðóïïîâîãî êîíñóëüòèðîâàíèÿ, Ì., “Ýêñìî”, 2003, 640 ñòð.
2. Íåìèðèíñêèé Î.Â., Òåðàïåâòè÷åñêàÿ ðîëü ãðóïïîâîé äèíàìèêè, Ìîñêîâñêèé ïñèõîòåðàïåâòè-
÷åñêèé æóðíàë, 1993, ¹3, ñòð. 5–25.
3. Îóýí Í., Ìàãè÷åñêèå ìåòàôîðû, Ì., “ÝÊÑÌΖÏðåññ”, 2002, 320 ñòð.
4. Ïåçåøêèàí Í., Òîðãîâåö è ïîïóãàé, Âîñòî÷íûå èñòîðèè è ïñèõîòåðàïèÿ, Ì., Èíñòèòóò
ïîçèòèâíîé ïñèõîòåðàïèè, 2008, 160 ñòð.
5. Ðóäåñòàì Ê., Ãðóïïîâàÿ ïñèõîòåðàïèÿ, Ïñèõîêîððåêöèîííûå ãðóïïû: òåîðèÿ è ïðàêòèêà, Ì.,
“Ïðîãðåññ”, 1993, 368 ñòð.
6. Ôîïåëü Ê., Ýôôåêòèâíûé âîðêøîï, Äèíàìè÷åñêîå îáó÷åíèå, Ì., “Ãåíåçèñ”, 2003 ã., ñ. 123–126.
7. Þíã Ê.Ã., ×åëîâåê è åãî ñèìâîëû, ÑÏá., Óíèâåðñèòåòñêàÿ êíèãà, 1997 ã., 352 ñòð.
8. ßëîì È., Òåîðèÿ è ïðàêòèêà ãðóïïîâîé ïñèõîòåðàïèè, ÑÏá, “Ïèòåð”, 2000 ã., 640 ñòð.
È. Õàíàìèðÿí
I. Khanamiryan
In present article the main phases of development of the psychological groups, their dynamics
as well as the factors of forming cohesion and overcoming group resistance are discussed. The fairy
tale therapeutic methods play a special role in the mentioned processes. Owing to their metaphor-
ic nature, those methods allow successful overcoming critical moments of group development, sim-
ulating interpersonal conflicts occurred in the group, as well as assisting participant to express their
Self. An example of creation of a group fairy tale as a tool for overcoming group resistance and
achieving cohesion was presented.
92
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
Mentality plays the important role in teaches its members how to avoid express-
realization of human normal sexual func- ing certain negative experiences.
tion, because defining an orientation of a What are the motivations for hiding cer-
sexual inclination, a choice of the sexual tain experiences and deep personality traits
object, the form of sexual activity expres- behind a mask? It might be experiences
sion which is specific to every concrete per- which expressions cause humiliation, guilt
son. So it should be examined according to feeling, rejection, shame, and disgrace.
whole complex of socio–personal predic- Hiding behind persona (mask) is good
tors and morally–ethical installations. Gen- for psychic heath and useful as a defense
erally, the impotence develops because of mechanism. However, excessive depen-
somatic, personal, psychological, social dence on persona can lead to personal
influences interaction, i.e. in most cases it transformation, distance a person from
is necessary to speak about complex char- reality, and create eventual personality
acter of impotence. metamorphosis.
One of the major premises of erectil dys- The similar phenomenon is also
function are personality features of the sub- observed in sphere of sexual mutual rela-
ject, which often “can be hidden behind a tions when various sexual abnormalities
mask” in different social conditions. are being hidden behind the certain masks.
Personality derives from the Latin word Consider the case of a person who has
persona, which refers to a mask used by homosexual tendencies and practice it sur-
ancient actors in a play. Based on its reptitiously. If this person lives in a society
derivation, then, we might conclude that that does not condone homosexual tenden-
personality refers to our external and visible cies and rather penalizes them, then, the
characteristics, those aspects of us that person may not have any choice other than
other people can see. Surely, when we denial. He may even disapprove homosex-
speak of personality, we mean to include ual tendencies. What this person is doing is
many attributes of an individual. The word covering his tendencies with deception and,
encompasses a host of subjective social in fact, distancing himself from reality.
and emotional qualities as well, ones that Sexuality and its dysfunctions are an
we may not be able to see directly, that a area of intense interest to most people.
person may try to hide from us, or that we According to Kaplan sex is an amalgam of
may try to hide from others [1]. “friction and fantasy”. The former (friction)
Social and intergroup taboos as well as involves a powerful hormonal and biological
social values all motivate people to wear reflex system, and the latter (fantasy)
“mask” in order to cover their true selves. involves a powerful psychological drive. In
One can hide personal experiences that our current culture, there are many avail-
are not in conformance with social and able outlets for people’s sexual interests.
intergroup values behind a mask. The sys- But sexuality is also an area of emotion-
tem of reward and punishment that prevails al and moral conflict for many people. In
in a society creates an athmosphere that brief, sex is an arena of excitement, pas-
93
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
sion, guilt, anxiety, shame, and many other marriage, organic antipathy to the partner,
intense feelings. It is no wonder, then, that quarrels, unconscious homosexual inclina-
people are especially interested in, and tions, and also instinctive fear are often
sometimes worried about, their own sexual- leading to difficulties with erection and ejac-
ity and whether it is “normal.” [2] ulation. At the same time, many men during
Marriage creates circumstances where sexual maturity are assured that only the
deep personality traits and hidden personal impressive penis size can sexually satisfy
characteristics such as stinginess, squab- the woman. Meanwhile, women orgasm
bling, tolerance, forbearance, commitment, does not depend on penis size.
sincerity, affection, sexual tendencies, Psychoanalysis shows, that the reasons
impotence, and sexual orientations may of impotence are covered in following
surface from behind the mask. These per- intrapersonal conflicts and subconscious
sonal characteristics and traits could have fears which are defining the scheme of sex-
remained unknown to family members, rel- ual behaviour:
atives, friends, and even sexual partner • Fear of castration: the man is afraid “to
before marriage. lose” his penis inside vagina;
A person may experience impotence • Inferiority complex: the man has con-
even before marriage, but it remains most- stant competition felling to actually existing
ly concealed. This problem could manifest or invented opponent.
itself after marriage and encourages man • Oedipus complex: the man feels fear
seek help at psychiatric, urology, and psy- of the sexual relations with the woman
chology clinics is impotence. because he sees mother in any woman;
The causes of erectile disorder include a • Fear of own aggression: man imagines
wide range of psychological and biological coitus, as the act of violence which is con-
factors. sidered as disgusting and destructive.
The impotence at young healthy men All beforesaid emphasizes the value of
more often is caused by the mental rea- research of personal characteristics and
sons. At 40 years men organic factors and society influence on occurrence of impoten-
unhealthy lifestyle are more dominating: a cy. Among personal characteristics it is nec-
sclerosis of blood vessels (calcination), the essary to note a role of personality type,
increased blood pressure, deficiency of anxiety, self–estimation level, etc., and
movement, wrong diet, abusing medicines among social factors – strict upbringing,
and alcohol. Smoking increases risk of an religion, unstable marital relations which
impotence occurrence too. are leading psychological traumas. So psy-
As socially–psychogenic reasons of an chotherapy can also be helpful in treating
impotence should be considered such fac- psychogenic cases of erectile dysfunction
tors as long stress, constant overwork and [2].
inability to relax, unsolved conflicts, hard Psychogenic erectile problems are inner
emotional experiences, depression, marital conditions that may not be apparent in a
and sexual disharmony, frigidity of the part- person. We can uncover many hidden per-
ner, chronic fear of weakness, caused by sonality characteristics from one’s erectile
old failure in a sexual life, low personal problem. Curing or altering problems can
self–estimation, etc. True “killer” of potency treat erectile dysfunction. However, it
is the feeling of humiliation. Long problems requires patience.
in partner mutual relations and problems in Erectile problems can also be reflec-
94
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
LITERATURE
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2. James Hansell, Lisa Damour, “Abnormal psychology”, USA, Hermitage publishing services,
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3. Antony Virges, “Impotency influence and the Rate of Divorse”, 2005.
4. Kelly Reid, David Surridge, “The Psychological Correlates of Psychogenic Impotence”, 2010.
5. Peter J. Fagan, Thomas N. Wise, “A Comparison of Five–factor Personality Dimensions in Males
with Sexual Dysfunction and Males with Paraphilia”, 1991, Johns Hopkins School of Medicine.
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². ²ÕÇÕÇ
À. Àãèãè
96
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
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ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
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ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
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ø²Ô²ø²Î²Ü
Ðය´²ÜàôÂÚàôÜ
101
ø²Ô²ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
102
ø²Ô²ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
÷òî òàêæå áûëî âûâåäåíî êàê íåîòúåìëå- ýòèì êà÷åñòâàì îíè äîñòèãàþò íàìå÷åííîé
ìàÿ ÷àñòü ãåðîè÷åñêîãî îáðàçà. Ñ äðóãîé öåëè. Ò.å. ýòîò ôàêò ìîæåò èìåòü ýòíîïñè-
ñòîðîíû, íà ïðåäïîñëåäíåå ìåñòî áûëî õîëîãè÷åñêîå îáúÿñíåíèå – èäåàëüíîìó
ïîñòàâëåíî êà÷åñòâî “Îëèöåòâîðåíèå íàöè- ïîëèòèêó â Àðìåíèè, êàê è ãåðîþ íàðîä-
îíàëüíîãî ãåðîÿ”, ÷òî äàëî îñíîâàíèå óòâå- íûõ ñêàçîê, íå îáÿçàòåëüíî áûòü ÷åñòíûì.
ðæäàòü, ÷òî ìèôîëîãè÷åñêèå ÷åðòû, êîòî- Ëèäåðàìè ñðåäè ïðåäñòàâëåííûõ
ðûå âûäåëÿþòñÿ â èìèäæå ïîëèòèêà, ïðåä- ñâîéñòâ, ïîìèìî âûøåóêàçàííûõ, ýêñïåðòû
ïîëàãàþò ýìîöèîíàëüíî–ïñèõîëîãè÷åñêîå òàêæå ïðèçíàëè òàêèå ñâîéñòâà êàê óðàâíî-
âîçäåéñòâèå, è èìåþò ñêîðåå áåññîçíàòåëü- âåøåííîñòü, ýìîöèîíàëüíàÿ âçâåøåííîñòü,
íóþ îñíîâó. Ò.å. íåñìîòðÿ íà òî, ÷òî ñîçíà- óìåíèå êðàñèâî è ïðàâèëüíî ãîâîðèòü è
íèå îòðèöàåò ñâÿçü ìåæäó îáðàçîì ãåðîÿ è óìåíèå ïðèíèìàòü ïðàâèëüíûå ðåøåíèÿ.
èìèäæåì èäåàëüíîãî ïîëèòèêà, áåññîçíà- Ñðåäíåå çâåíî çàïîëíÿëè ñëåäóþùèå
òåëüíîå â íåì ïðèçíàåò òàêîâîãî ëèøü ïðè êà÷åñòâà: ìóäðîñòü, õàðèçìàòè÷íîñòü, ïðå-
íàëè÷èè âûøåóêàçàííûõ ìèôîëîãè÷åñêèõ è äàííîñòü ñåìüå, ñïðàâåäëèâîñòü è ïðîé-
ñèìâîëè÷åñêèõ ÷åðò. äåííûé òðóäíûé æèçíåííûé ïóòü.
Èäåàëüíûé ïîëèòèê â ïðåäñòàâëåíèÿõ Äàëåå ïî î÷åðåäíîñòè áûëè îöåíåíû
ýêñïåðòîâ äîëæåí òàêæå îáëàäàòü áîëü- âûñîêèé èíòåëëåêò, îáùèòåëüíîñòü, ôèçè-
øîé ñèëîé âîëè. íàìèì ýòîé ÷åðòû ïðèïè- ÷åñêîå çäîðîâüå, ãîòîâíîñòü æåðòâîâàòü
ñûâàëè îáðàçó ãåðîÿ íàìè îïðîøåííûå. ñîáñòâåííûìè èíòåðåñàìè ðàäè èíòåðåñîâ
Íà ïîñëåäíåå ìåñòî ýêñïåðòû ïîñòàâè- îáùåñòâà, ñïîñîáíîñòü áûòü äîáðîïîðÿ-
ëè êà÷åñòâî “÷åñòíîñòü”, îáúÿñíÿÿ ýòî òåì äî÷íûì õðèñòèàíèíîì, ïðèâëåêàòåëüíàÿ
ôàêòîì, ÷òî ÷åñòíîñòü òîëüêî âðåäèò ïî- âíåøíîñòü, îëèöåòâîðåíèå íàöèîíàëüíîãî
ëèòèêàì è “Èäåàëüíûé ïîëèòèê, íå áóäó÷è ãåðîÿ è íà ïîñëåäíåì ìåñòå – ÷åñòíîñòü.
÷åñòíûì, äîëæåí âîñïðèíèìàòüñÿ òàêîâûì  ëèòåðàòóðå åñòü óêàçàíèå íà òî, ÷òî â
èçáèðàòåëÿìè” (äåïóòàò Í.Ñ., 55 ëåò). Âûñ- ñîâðåìåííîé àìåðèêàíñêîé ïîëèòè÷åñêîé
êàçûâàíèå ýêñïåðòà ðàçëè÷àåò ñâîéñòâî ðåêëàìå âàæíåéøèìè ñ÷èòàþòñÿ 3 îñíîâ-
ëè÷íîñòè è èìèäæåâóþ õàðàêòåðèñòèêó. Î íûå õàðàêòåðèñòèêè ïîëèòè÷åñêîãî ëèäåðà:
òîì æå ãîâîðèë Í. Ìàêèàâåëëè â ñâîåì 1. âûñîêèé èíòåëëåêò
òðóäå “Ãîñóäàðü”: “Ãîñóäàðþ íåò íåîáõî- 2. áîëüøîé âíóòðåííèé ïîòåíöèàë (ñè-
äèìîñòè îáëàäàòü âñåìè íàçâàííûìè äîá- ëà ëè÷íîñòè, âîëÿ, ýíåðãèÿ)
ðîäåòåëÿìè, íî åñòü ïðÿìàÿ íåîáõîäè- 3. âûñîêèå íðàâñòâåííûå êà÷åñòâà
ìîñòü âûãëÿäåòü îáëàäàþùèì èìè. Äåðçíó (÷åñòíîñòü, ïîðÿäî÷íîñòü).
äîáàâèòü, ÷òî îáëàäàòü ýòèìè äîáðîäåòå- Ðîññèéñêàÿ ìîäåëü àêöåíòèðóåò âíèìà-
ëÿìè âðåäíî” [5, ñ. 121]. íèå íà òðåõ äðóãèõ ôàêòîðàõ:
Åñëè îáðàòèòüñÿ ê îáðàçó èäåàëüíîãî 1. ëè÷íîñòü (õàðèçìà, èíòåëëåêò)
ïðåçèäåíòà, ïîñòðîåííîãî Ä. Êèíäåðîì, òî 2. îòíîøåíèå ê ñòðàíå è íàðîäó
â ïîñòðîåííîì ýòèì èññëåäîâàòåëåì ïðî- 3. ïîâåäåíèå è äåÿòåëüíîñòü.
ôèëå ÷åñòíîñòü çàíèìàåò ïåðâîå ìåñòî Íà îñíîâå ïðîâåäåííîãî íàìè ýêñïåðò-
(Êîíöåïöèÿ àìåðèêàíöåâ îá îáðàçöîâîì íîãî îïðîñà ñ÷èòàåì âîçìîæíûì ãîâîðèòü
ïðåçèäåíòå).  êà÷åñòâå îáúÿñíåíèÿ ñ÷èòà- è îá àðìÿíñêîé ìîäåëè, ãäå íà ïåðâîì
åì öåëåñîîáðàçíûì îáðàòèòüñÿ ê àðìÿíñ- ìåñòå ñòîèò:
êèì íàðîäíûì ñêàçêàì, ãäå ÷åñòíîñòü íå 1. ìèôîëîãè÷åñêàÿ ïðåçåíòàöèÿ
ÿâëÿåòñÿ ÷åðòîé ãëàâíîãî ãåðîÿ, íàïðîòèâ, 2. ýìîöèîíàëüíî–âîëåâàÿ ñôåðà (ýìî-
ãëàâíûå ãåðîè àðìÿíñêèõ íàðîäíûõ ñêàçîê öèîíàëüíàÿ óðàâíîâåøåííîñòü, ñèëà âîëè)
â îñíîâíîì ïðåçåíòèðóþòñÿ â êà÷åñòâå îá- 3. ìóäðîñòü è õàðèçìà
ìàíùèêîâ è õèòðåöîâ. È èìåííî áëàãîäàðÿ Ñðàâíèòåëüíûé àíàëèç òðåõ ìîäåëåé
103
ø²Ô²ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
ËÈÒÅÐÀÒÓÐÀ
1. Àñðèÿí Ý., Îñîáåííîñòè ìåõàíèçìà ôîðìèðîâàíèÿ èìèäæà ïîñðåäñòâîì, ÑÌÈ, ºñÇï.
·ÇïݳϳÝÝ»ñÇ Ñá¹í³ÍÝ»ñÇ ÅáÕáí³Íáõ, ºñ., ºñ¨³ÝÇ Ñ³Ù³Éë³ñ³ÝÇ Ññ³ï³ñ³ÏãáõÃÛáõÝ,
2006, 172, 104–109
2. Åãîðîâà–Ãàíòìàí, Ïëåøàêîâ Ê.Â., Ïîëèòè÷åñêàÿ ðåêëàìà, Ì., Íèêêîëî–Ìåäèà, 2002, 240 ñ.
3. Åðìîëàåâ Î.Þ., Ìàòåìàòè÷åñêàÿ ñòàòèñòèêà äëÿ ïñèõîëîãîâ: Ó÷åáíèê, 3–å èçä., Ì., 2004, 336 ñ.
4. Êîëüåâ À., Ïîëèòè÷åñêàÿ ìèôîëîãèÿ: Ðåàëèçàöèÿ ñîöèàëüíîãî îïûòà, Ì., 2003, 384 ñ.
5. Ìàêèàâåëëè Í., Ãîñóäàðü, Õàðüêîâ, 2007, 671 ñ.
6. Ïàíàñþê À.Þ., Âàì íóæåí èìèäæìåéêåð?, Ì., 1998, 239 ñ.
104
Ð à ¶ º ´ ² Ü à ô Â Ú à ô Ü À º ì Î Ú ² Ü ø À
êîºÔ̲¶àð̲βÜ
Ðය´²ÜàôÂÚàôÜ
105
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
106
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
107
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Âûãîòñêèé Ë. Ñ., Ïåäàãîãè÷åñêàÿ ïñèõîëîãèÿ. Ïðîáëåìà îäàðåííîñòè è èíäèèâèäóàëüíûå öåëè
âîñïèòàíèÿ, Ì., 1991.
2. Èãíàòüåâ Å.È., Ïñèõîëîãèÿ èçîáðàçèòåëüíîé äåÿòåëüíîñòè äåòåé, Ì., 1961.
3. Êàçàíîâà Ò. Ã., Èçîáðàçèòåëüíàÿ äåÿòåëüíîñòü è õóäîæåñòâåííîå ðàçâèòèå äîøêîëüíèêîâ,
Ì., 1983.
Ñ. Ñàðãñÿí
S. Sargsyan
Sensation, perception, imagination, thinking, will, emotions and so on take part almost all the
psychological processes of a person for the perception of the aesthetic subject. Just the polyphony
of human psychology that appears with the art and with another aesthetic subjects in the action of
the person’s process, explains the complete development opportunities of the person’s outlook,
moral qualities, imaginative abilities.
108
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
109
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
110
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Áàêóøèíñêèé À.Á., Õóäîæåñòâåííîå òâîð÷åñòâî è âîñïèòàíèå, Ì., “Íîâàÿ Ìîñêâà”, 1925.
2. Áåõòåðåâ Â.Ì., Ïåðâîíà÷àëüíàÿ ýâîëþöèÿ äåòñêîãî ðèñóíêà â îáúåêòèâíîì èçó÷åíèè, ÑÏá., 1910.
3. Êåðøåíøòåéíåð Ã., Ðàçâèòèå õóäîæåñòâåííîãî òâîð÷åñòâà ðåáåíêà, Ì., Èçä–âî “Ñûòèíà”, 1914.
Ë. Ôëäæÿí
L. Fljyan
For the fruitfulness of the managing the process in art and creative development of pupils the
teacher should keep in mind all the possible differences and changes of the age in the development
of creative abilities. Each age has it is own specific ways to manage and contorl creative develop-
ment of pupils.
111
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
112
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
113
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Ñàêóëèíà Í.Ï., Êîìàðîâà Ò.Ñ., Èçîáðàçèòåëüíàÿ äåÿòåëüíîñòü â äåòñêîì ñàäó, 2–å èçä., Ì., 1982.
2. Ðóáèíøòåéí Ñ.Ë., Îñíîâû îáùåé ïñèõîëîãèè, Â 2–õ ò., ò. 1, Ì., “Ïåäàãîãèêà”, 1989.
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¶àðÌܲβÜ
Ðය´²ÜàôÂÚàôÜ
115
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
116
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
117
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
118
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
119
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
120
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
ËÈÒÅÐÀÒÓÐÀ
1. Àïðåñÿí Þ.Ä., Ïåðôîðìàòèâû â ãðàììàòèêå è ñëîâàðå, Èçâ. ÀÍ ÑÑÑÐ, Ñåð. ëèò.è ÿçûê, 1986.
¹3, ñ. 208.
2. Àðóòþíîâà Í.Ä., Ïåðôîðìàòèâ, Ëèíãâèñòè÷åñêèé ýíöèêëîïåäè÷åñêèé ñëîâàðü, Ì., 1991, ñ. 372.
3. Áåíâåíèñò Ý., Î ñóáúåêòèâíîñòè â ÿçûêå, Áåíâåíèñò Ý., Îáùàÿ ëèíãâèñòèêà, Ì., 1974.
4. Ìåñåíÿøèíà Ë.À., Ïðîáëåìà ðå÷åâûõ æàíðîâ â ñâåòå èäåé Ì.Ì. Áàõòèíà, Âåñòíèê Âîñò. èí–òà
ýêîíîì, è ãóì. íàóê, Ì., 1996, ¹3, ñ. 61.
5. Ëåîíòüåâ À.À., ßçûê, ðå÷ü, ðå÷åâàÿ äåÿòåëüíîñòü, Ì., “Ïðîñâåùåíèå”, 1969, 214 ñ.
6. Ïî÷åïöîâ Ã.Ã., Ïðàãìàòè÷åñêèé àñïåêò èçó÷åíèÿ ïðåäëîæåíèÿ, Ã.Ã. Ïî÷åïöîâ, Èíîñòðàííûå ÿçû-
êè â øêîëå, 1975, ¹6, c. 15–25.
7. Ðîìàíîâ À.À., Ñèñòåìíûé àíàëèç ðåãóëÿòèâíûõ ñðåäñòâ äèàëîãè÷åñêîãî îáùåíèÿ, À.À. Ðîìà-
íîâ, Ì., Èíñòèòóò ÿçûêîçíàíèÿ ÀÍ ÑÑÑÐ, Êàëèíèíñêèé ÑÕÈ, 1988, 183 ñ.
8. Øìåëåâà Ò.Â., Ðå÷åâîé æàíð, Ðóñèñòèêà. Âåíà, 1990, ¹ 2, ñ. 20–32.
9. Øìåëåâà Ò.Â., Ñåìàíòè÷åñêèé ñèíòàêñèñ. Êðàñíîÿðñê: Èçä–âî “Êðàñíîÿð” ãîñ. óí–òà, 1988.
10. ×àõîÿí Ë.Ï., Ñèíòàêñèñ äèàëîãè÷åñêîé ðå÷è ñîâðåìåííîãî àíãëèéñêîãî ÿçûêà, Ë.Ï. ×àõîÿí,
Ì., “Âûñøàÿ øêîëà”, 1979, 164 ñ.
11. Austin J.L., How to do things with words, J.L. Austin, Oxford, 1962, 162 p.
12. Fraser B., Hedged Performatives, B. Fraser, Syntax and Semantics. Vol. 3, Speech Acts, Ed. by P. Cole,
J.L. Morgan, New York etc.: Academic Press, 1975, p. 187–210.
13. Gülich E., Raible W., Linguistische Textmodelle, E. Gülich, W. Raible, München, 1977, 355 s.
14. Habermas J., Vorbereitende Bemerkungen zu einer Theorie der kommunikativen Kompetenz, J. Habermas,
Habermas J., Lukmann N. Theorie der Gesellschaft oder Sozialtechnologie, Frankfurt/M.: Suhrkamp,
1971, s. 101–141.
15. Klappenbach R., Steinitz W., Wörterbuch der Deutschen Gegenwartssprache, Berlin: Akademie–Verlag,
1980, 4438 s.
16. Leech G., Meaning and the English verb, L., 1971.
17. Martinich A.P., the Philosophy of Language. Fourth Edition, New York, Oxford University Press, 2001.
18. Recanati Francois. Meaning and force: The Pragmatics of Performative Utterances. Cambridge; New
York: Cambridge University Press, 1987.
19. Searle J.R., Sprechakte, J.R., Searle, Frankfurt/Main: Suhrkamp, 1971, 306 s.
20. Searle J.R., A taxonomy of illocutionary acts, J.R. Searle, Íîâîå â çàðóáåæíîé ëèíãâèñòèêå, Âûï.
XVII, Ì., “Ïðîãðåññ”, 1986, ñ. 170–194.
21. Wunderlich D., Studien zur Sprechakttheorie, D. Wunderlich, Frankfurt/M., Suhrkamp, 1976, 416 s.
121
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
². ÐáíѳÝÝÇëÛ³Ý
A. Hovhannisyan
J. L. Austin, the philosopher of the Oxford school, was the first to introduce the Speech Act the-
ory in 1962. He draws attention to the fact that statements can represent fulfillment of many speech
actions besides the simple message of the information. The starting point of “How to Do Things with
Words” lectures is Austin’s doubt against a widespread philosophical prejudice, namely, the implicit
presumption that utterances always “describe” or “constate” something and are thus always true or
false.
Many scholars have studied performatives from various stands reflecting different approaches to
the study of the question. They are illustrated in the present article aiming at disclosing insightful
characteristics and the most applicable classification of performative utterances. Accepting one of
them as more or less proper will largely depend on the aim of a certain exploration. Concluding our
investigation, it’s due to mention that illocutive types vary greatly, however the effect–exerting func-
tion cannot evade attention of linguists.
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¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
124
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
125
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
126
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Áèòÿíîâà Ì.Ð., Îðãàíèçàöèÿ ïñèõîëîãè÷åñêîé ðàáîòû â øêîëå, Ì., “Ñîâåðøåíñòâî”, 1998, 298 ñ.
2. Äåòñêàÿ ïðàêòè÷åñêàÿ ïñèõîëîãèÿ, Ïîä ðåä. ïðîô. Ò.Ä. Ìàðöèíêîâñêîé, Ì., “Ãàðäàðèêè”, 2000,
255 ñ.
3. Ìàíóêÿí È., Àêòóàëüíûå çàäà÷è ñëóæáû ïñèõîëîãè÷åñêîé ïîääåðæêè îáðàçîâàíèÿ â Àðìåíèè,
î»ë³Ï³Ý, ÷áñÓ³ñ³ñ³Ï³Ý ¨ ÏÇñ³é³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý ÑÇÙݳѳñó»ñ: ºñÇï³ë³ñ¹
·ÇïݳϳÝÝ»ñÇ Ñá¹í³ÍÝ»ñÇ ÅáÕáí³Íáõ, ºñ., ºñ¨³ÝÇ Ñ³Ù³Éë. Ññ³ï., 2006 Ã., ¿ç 147–152:
4. Îâ÷àðîâà Ð.Â., Ïðàêòè÷åñêàÿ ïñèõîëîãèÿ îáðàçîâàíèÿ, Ì., 2003.
5. Ïîòàïîâà À.Â., Íàðòîâà–Áî÷àâåð Ñ.Ê., Äåòñêàÿ ïñèõîëîãè÷åñêàÿ ñëóæáà, Êóðñ ëåêöèé. ×àñòü
II, Ì., “ÌÎÑÓ”, 2001, 122 ñòð.
6. Ïðàêòè÷åñêàÿ ïñèõîëîãèÿ îáðàçîâàíèÿ; Ó÷åáíîå ïîñîáèå 4–å èçä., Ïîä ðåäàêöèåé È. Â.
Äóáðîâèíîé, ÑÏá., “Ïèòåð”, 2004, 592 ñ.
7. Bruns, E. J., Walrath, C., Siegel, M. C, & Weist, M. D. (2004). School–based mental health ser-
vices in Baltimore: Association with school climate and special education referrals. Behavior
Modification, 28(4), 491–451.
8. Jennings J, Pearson G, Harris M (2000), Implementing and maintaining school–based mental
health services in a large, urban school district. J Sch Health 70: 201–205.
9. Mattison R. E (2000), School consultation: a review of research on issues unique to the school
environment. J Am Acad Child Adolesc Psychiatry 39: 402–413
Ë. Ãàðãðöÿí
PSYCHOLOGIST IN EDUCATION
PSYCHOLOGICAL SUPPORT SYSTEM
L. Gargrtsyan
The article discusses the issues of professional education in ‘’Psychology’’ for the means of their
carrier in education psychological support system. The author represents the main tasks of educa-
tion psychological support system and directions of psychologist’s practical implementation in
school. While emphasizing importance of starting psychological services in schools at the same time
the author shows some circumstances that make difficult application of psychology in that field. That
is why the upper level professional education of psychologist is required, and the main resource of
special knowledge and skills remain the HEI.
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128
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
129
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
130
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
131
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. Â. Çîìáàðò, “Die Handelspolitik der wichtigeren Kulturstaaten”, I, Ëïö..
2. Áåíãò Êàðëîô, [Ïåð.ñ àíãë.] Äåëîâàÿ ñòðàòåãèÿ, Êîíöåïöèÿ, ñîäåðæàíèå, ñèìâîëû, 1993, Õ.
Ìàêêåé, Á. Êàðëîô, Ì., Ýêîíîìèêà, 1993, (Ìèðîâîé îïûò áèçíåñà).
3. Ô. Íàéò, “Ðèñê Íåîïðåäåëåííîñòü Ïðèáûëü, Óïðàâëåíèå êàïèòàëîì”, 2008, Ìîñêâà.
4. Äæ. Ãðèíáåðã, Óïðàâëåíèå ñòåðññîì 7–å èçäàíèå èçä., “Ïèòåð”, Ìîñêâà, ÑÏá., 2004.
À. Áåäæàíÿí
A. Bejanyan
In the following article the characteristics of businessman are given: his psychological portrait,
also answers to the question to what extent it coincides in different social–cultural spheres and on
different levels of economical development. Attempts are made to find out if the portrait of native
businessman has changed in the times of reforms, how attractive it is for nationals and what factors
different characteristics depend on.
132
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²ðî²Î²ð¶
Æð²ìÆÖ²ÎܺðÆ
Ðය´²ÜàôÂÚàôÜ
133
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
134
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
135
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
136
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
137
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
138
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
139
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
140
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
141
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
142
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. ØÏñïáõÙÛ³Ý Ø. ä., ²ñï³Ï³ñ· Çñ³íÇ׳ÏÝ»ñÇ Ñá·»µ³ÝáõÃÛ³Ý Ï³Ý˳ñ·»ÉÙ³Ý ¨ í»ñ³-
ϳݷÝáÕ³Ï³Ý ÑÇÙݳËݹÇñÝ»ñÁ, ºñ¨³Ý, 2008, 320 ¿ç:
2. Åìåëüÿíîâà Å. Á., Êðèçèñ â ñîçàâèñèìûõ îòíîøåíèÿõ, ÑÏá., “Ðå÷ü”, 2004, 368 ñ.
3. Èâàííèêîâ Â. À., Ïñèõîëîãè÷åñêèå ìåõàíèçìû âîëåâîé ðåãóëÿöèè, Ì., “Ïèòåð”, 2006, 208 ñ.
4. Êîòèê Ì. À., Ïñèõîëîãèÿ è áåçîïàñíîñòü, Òàëëèí, “Âàëãóñ”, 1981, 408 ñ.
5. Ëîìîâ Á. Ô., Çàáðîäèí Þ. Ì., Ïñèõîëîãè÷åñêèå ïðîáëåìû äåÿòåëüíîñòè â îñîáûõ óñëîâèÿõ,
Ì., “Íàóêà”, 1985, 232 ñ.
Ì. Ìêðòóìÿí, Ë. Àðàìÿí
M. Mkrtumyan, L. Aramyan
In modern conditions there is a set of challenges of different character which threaten people
normal ability to live and work. For overcoming of these threats the system of training and increase
of general level of preparation is offered for rescuers of different level and specialization. In the given
system of training the importance of training of self–regulation and self–management techniques is
underlined. The author considers that training and increase of a professional standard of rescuers
as strategically important problem.
143
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
144
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
145
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
146
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. ²ñ½áõÙ³ÝÛ³Ý ê., ØÏñïãÛ³Ý ê., ê³ñ·ëÛ³Ý ì., ÎÇñ³é³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý åñ³ÏïÇÏáõÙ,
ºñ¨³Ý, §¼³Ý·³Ï–97¦, 2002 Ã.:
2. ´³É³ë³ÝÛ³Ý ê. Úáõ., ê»ÛëÙÇÏ å³ßïå³ÝáõÃÛáõÝÁ ¨ Ýñ³ ϳ½Ù³Ï»ñåáõÙÁ, ¶ÛáõÙñÇ,
§¾É¹áñ³¹á¦, 2002 Ã.:
3. ´Ý³Ï³Ý ¨ Ù³ñ¹áõ ÏáÕÙÇó ëï»ÕÍ³Í ³Õ»ïÝ»ñÁ ¨ Ýñ³Ýó Ñá·»ëáóÇ³É³Ï³Ý Ñ»ï¨³ÝùÝ»ñÁ,
ºñ¨³Ý, 2001 Ã.:
4. οûÝ×Û³Ý ²., ²Ýã³÷³Ñ³ëÝ»ñÇ Ñá·»íÇ׳ÏÁ »ñÏñ³ß³ñÅÇó Ñ»ïá ¨ Ýñ³Ýó û·Ý»Éáõ ÙÇçáóÝ»ñÁ,
Èáë ²Ýç»É»ë, 1989 Ã.:
5. ÎÇñ³é³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý ³ñ¹Ç ÑÇÙݳËݹÇñÝ»ñ, ØÇçµáõÑ³Ï³Ý ·Çï³Ï³Ý Ñá¹í³ÍÝ»ñÇ
ÅáÕáí³Íáõ, ºñ¨³Ý, 2007 Ã.:
6. ØÏñïáõÙÛ³Ý Ø. ä., ²ñï³Ï³ñ· å³ÛÙ³ÝÝ»ñáõÙ ³ÝÓÇ Ñá·»µ³Ý³Ï³Ý í»ñ³Ï³Ý·ÝÙ³Ý
ï»ËÝÇϳ, ºñ¨³Ý, 1996 Ã., 112 ¿ç:
147
²ðî²Î²ð¶ Æð²ìÆÖ²ÎܺðÆ Ðය´²ÜàôÂÚàôÜ
148
Ð à ¶ º ´ ² Ü à ô Â Ú à ô Ü À º ì Î Ú ² Ü ø À
вîàôÎ
Ðය´²ÜàôÂÚàôÜ
149
вîàôÎ Ðය´²ÜàôÂÚàôÜ
150
вîàôÎ Ðය´²ÜàôÂÚàôÜ
151
вîàôÎ Ðය´²ÜàôÂÚàôÜ
ñÇ Ùáï ٻͳÃÇí ëï»ñ»áïÇå³ÛÇÝ µÉáÏ- ÛáõÝù ¿: Üñ³Ýù ã»Ý ó³ÝϳÝáõÙ Çñ»Ýó ÏñÏÇÝ
Ý»ñÇ ëï»ÕÍáõÙ, áñáÝù ÙïÝáõÙ »Ý Ýñ³ í³ñ- ³ÝϳñáÕ ½·³É: ²Ûë »ñ»Ë³Ý»ñÁ ѳ׳Ë
ùÇ Ù»ç: ê³Ï³ÛÝ ÙǨÝáõÛÝ Å³Ù³Ý³Ï å»ïù ¿ ÍÝáÕÝ»ñÇ íñ³ »Ý µ³ñ¹áõÙ Çñ»Ýó ³Ýѳçá-
ѳßíÇ ³éÝ»É Ý³¨ »ñ»Ë³ÛÇ Ý»ñùÇÝ é»½»ñí- ÕáõÃÛáõÝÝ»ñÇ å³ï³ë˳ݳïíáõÃÛáõÝÁ:
Ý»ñÁ, Ýñ³ ºë–Ç ³é³ÝÓݳѳïÏáõÃÛáõÝÝ»- ê³ ÑÇß»óÝáõÙ ¿ ݨñáïÇÏ »ñ»Ë³Ý»ñÇ í³ñ-
ñÁ: ùÁ, ë³Ï³ÛÝ ³áõïǽÙÇ ¹»åùáõÙ ³í»ÉÇ ³í»-
²Ûë ËÙµ»ñÇ »ñ»Ë³Ý»ñÇ ÙÇ Ù³ëÁ ³Û¹- ñÇã ѻ勉ÝùÝ»ñ ¿ áõÝ»ÝáõÙ, ù³ÝÇ áñ ÙÇ
å»ë ¿É ãÇ ëÏëáõÙ û·ïí»É ËáëùÇó: ø³ÝÇ áñ ÏáÕÙÇóª ³áõïǽÙáí »ñ»Ë³Ý ³í»ÉÇ ëáõñ ¿
÷áËÁÙµéÝáõÙÝ ³í»ÉÇ Ï³ñ¨áñ ¿, ù³Ý Ëáë- ½·áõÙ ¨ í»ñ³åñáõÙ Çñ³íÇ׳ÏÁ, ÇëÏ ÙÛáõë
ùÁ, ѻ勉µ³ñ å»ïù ã¿ Ï»ÝïñáÝ³Ý³É Ëáë- ÏáÕÙÇóª áã ³¹»Ïí³ï Ï»ñåáí ¿ ³ñï³Ñ³Û-
ùÇ µ³ó³Ï³ÛáõÃÛ³Ý íñ³: ²ÝÑñ³Å»ßï ¿ ¹Ç- ïáõÙ Çñ ³åñáõÙÝ»ñÁª ßñç³å³ïÇÝ Ý»ñù³ß-
Ù»É Å»ëï³ÛÇÝ É»½íÇÝ, »Ã» ³ß˳ï³ÝùÇ »Éáí áã ³¹»Ïí³ï ÷áËѳñ³µ»ñáõÃÛáõÝÝ»-
³ñ¹ÛáõÝùáõÙ í»ñµ³É ËáëùÝ ³Û¹å»ë ¿É Ç ñÇ Ù»ç: ´³óÇ ³Û¹, ³áõïÇÏ »ñ»Ë³ÛÇ Ùáï
ѳÛï ãÇ ·³ÉÇë: ³í»ÉÇ Ñ³×³Ë ¿ ¹Å·áÑáõÃÛ³Ý ³éÇà ³é³-
ºññáñ¹ ËÙµÇ »ñ»Ë³Ý»ñÁ Ñ³×³Ë ÃáÕ- ç³ÝáõÙ, ù³Ý ݨñáïÇÏÇ: ²·ñ»ëÇ³Ý ëáíáñ³-
ÝáõÙ »Ý §·»ñß÷íáÕ¦ »ñ»Ë³ÛÇ ïå³íáñáõ- µ³ñ ³ñï³Ñ³ÛïíáõÙ ¿ í»ñµ³É: ÜÙ³Ý »ñ»-
ÃÛáõÝ: Üñ³Ýù ï³ñíáõÙ »Ý ÙǨÝáõÛÝ ½µ³Õ- Ë³Ý ãÇ Ùáé³ÝáõÙ í³ï ïå³íáñáõÃÛáõÝÝ»-
ÙáõÝùáí ϳ٠ѻï³ùñùñáõÃÛ³Ùµ, ËáëáõÙ »Ý ñÁ, ³ÛÉ ¹ñ³Ýóáí ÇÝùÝ Çñ»Ý ËóÝáõÙ ¿ (self
µ³í³Ï³Ý É³í ¨ ß³ï, µ³Ûó ³Û¹áõѳݹ»ñÓ, stimulation): êÇñáõÙ ¿ Ëáë»É ³ÛÝ µ³Ý»ñÇ Ù³-
¹ÇÙáõÙ »Ý ³µëïñ³Ïï (í»ñ³ó³Ï³Ý) ½ñáõ- ëÇÝ, áñáÝù Ý»·³ïÇí ³½¹»óáõÃÛáõÝ »Ý Ãá-
ó³ÏóÇÝ: Üñ³Ýù ѳϳ¹³ñÓ Ï³åÇ Ï³ñÇù Õ»É Çñ íñ³:
ãáõÝ»Ý, ѳ½í³¹»å »Ý Ó·ïáõ٠ѳëϳóí³Í ²Ûë ËÙµÇ »ñ»Ë³Ý»ñÁ Ñ³×³Ë ³·ñ»ëdz
ÉÇÝ»ÉáõÝ: ÜÙ³Ý »ñ»Ë³Ý»ñÝ ³ñ¹»Ý ϳñáÕ³- »Ý ³é³ç³óÝáõÙ ßñç³å³ïáÕÝ»ñÇ Ùáï,
ÝáõÙ »Ý Çñ»Ýó ³éç¨ Ýå³ï³ÏÝ»ñ ¹Ý»É ¨ µá- áñáÝù ÁÝϳÉáõÙ »Ý Ýñ³Ýó áñå»ë í³ï ¹³ë-
Éáñ Çñ»Ýó ѳë³Ý»ÉÇ Ó¨»ñáí ѳëÝáõÙ »Ý ïdzñ³Ïí³Í »ñ»Ë³Ý»ñª ãÝϳï»Éáí Ýñ³Ýó
¹ñ³Ýó: ê³Ï³ÛÝ Çñ»Ýó ϳñÇùÝ»ñÁ ѳñÙ³- ³áõïÇÏ ³é³ÝÓݳѳïÏáõÃÛáõÝÁ:
ñ»óÝ»É ÷á÷áËíáÕ å³ÛÙ³ÝÝ»ñÇÝ, áñå»ë ²ÛëåÇëÇ »ñ»Ë³Ý»ñÁ µ³ó³ë³µ³ñ »Ý
ϳÝáÝ, Ýñ³Ýù ã»Ý ϳñáÕ³ÝáõÙ: Æ ï³ñµ»- ³ñÓ³·³ÝùáõÙ Çñ»Ýó í»ñ³÷áË»Éáõ ÷áñÓ»-
ñáõÃÛáõÝ »ñÏñáñ¹ ËÙµÇ »ñ»Ë³Ý»ñÇ, áñáÝù, ñÇÝ: ºÃ» ٻͳѳë³ÏÁ Ñáõ½³Ï³Ýáñ»Ý ¿ í»-
ãѳëÝ»Éáí Çñ»Ýó Ýå³ï³ÏÝ»ñÇÝ, µáõéÝ ³ñ- ñ³µ»ñíáõÙ Ýñ³Ýó Ý»·³ïÇí í³ñùÇ Ó¨»ñÇÝ,
Ó³·³Ýù »Ý ï³ÉÇë, »ññáñ¹ ËÙµÇ »ñ»Ë³Ý»- ³Û¹ ¹ñë¨áñáõÙÝ»ñÁ ³Ùñ³åݹíáõÙ »Ý
ñÁ »ñϳñ³ï¨ ÷áñÓ»ñ »Ý ³ÝáõÙ` Çñ»Ýó áõ- Ýñ³Ýó í³ñùáõÙ: ºñ»Ë³Ý»ñÇÝ ³ÝÑñ³Å»ßï
½³ÍÇÝ Ñ³ëÝ»Éáõ ѳٳñ: ²Ûë ËÙµÇ »ñ»Ë³- »Ý ëáõñ ½·³óáÕáõÃÛáõÝÝ»ñ` ϳåí³Í ٻͳ-
Ý»ñÁ ã»Ý ϳñáÕ³ÝáõÙ Éë»É ¨ Ñ»ï³ùñùñí³Í ѳë³ÏÇ µáõéÝ é»³ÏódzÛÇ Ñ»ï: ÊáëùÝ ³Ï-
ã»Ý ÇÝýáñÙ³ódzÛÇ ÷á˳ݳÏٳٵ: ïÇíáñ»Ý û·ï³·áñÍíáõÙ ¿ ÝÙ³Ý ½·³óáÕáõ-
Üñ³Ýù, áñå»ë ϳÝáÝ, áõÝ»Ý Ñ³ñáõëï µ³- ÃÛáõÝÝ»ñ ëï³Ý³Éáõ ѳٳñ. »ñ»Ë³Ý åñá-
é³å³ß³ñ ¨ É³í ½³ñ·³ó³Í Ëáëù, áñÁ Ù»Í íáϳódzÛÇ ¿ »ÝóñÏáõÙ Ùï»ñÇÙÝ»ñÇÝ: ØÇ-
Ù³ë³Ùµ ٻݳËáëáõÃÛ³Ý Ó¨ áõÝÇ: êáíáñ³- ³ÛÝ ÝÙ³Ý åñáíáϳódzݻñÇ Ýϳïٳٵ Ù»-
µ³ñ ÝÙ³Ý »ñ»Ë³Ý»ñÇ ËáëùÝ ³áõïáëïÇ- ͳѳë³ÏÝ»ñÇ í»ñ³µ»ñÙáõÝùÇ µ³ó³Ï³-
ÙáõÉÛ³ódzÛÇ ÑÇÙÝ³Ï³Ý Ó¨Ý ¿ ¨ ÝÙ³Ý ¿ ßáõ- ÛáõÃÛ³Ý ¹»åùáõÙ ¿ Ñݳñ³íáñ ѳÕóѳñ»É
ï³ë»ÉáõÏÇ: Üñ³Ýó Ùáï µ³ñÓñ ¿ ݳ¨ ëáóÇ- ÝÙ³Ý Çñ³íÇ׳ÏÁ:
³É³å»ë ݳÇíáõÃÛ³Ý ³ëïÇ׳ÝÁ: Ð³×³Ë ¿ âáññáñ¹ ËÙµÇ »ñ»Ë³Ý»ñÇ Ùáï ³áõ-
ÝϳïíáõÙ Ññ³Å³ñáõÙ áõëáõóáõÙÇó: ïǽÙÁ ³í»ÉÇ Ã»Ã¨ Ó¨áí ¿ ³ñï³Ñ³Ûï-
Üñ³Ýó ³ÏïÇí Ý»·³ïÇíǽÙÁ, áñå»ë í³Í: Üñ³Ýù ³í»ÉÇ ß³ï ÝÙ³Ý »Ý Ñá·»-
ϳÝáÝ, ݳËÏÇÝ ïñ³íÙ³ïÇÏ ÷áñÓÇ ³ñ¹- Ï³Ý ½³ñ·³óٳٵ Ñ»ï ÙݳóáÕ »ñ»Ë³-
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¶ð²Î²ÜàôÂÚàôÜ
1. Êàðâàöàðñêàÿ È. Á.,  ñòîðîíå. Èç îïûòà ðàáîòû ñ àóòè÷íûìè äåòüìè, 2003.
2. Ìàíåëèñ Í. Ã., Ðàííèé äåòñêèé àóòèçì. Ïñèõîëîãè÷åñêèå è íåéðîïñèõîëîãè÷åñêèå ìåõàíèçìû,
“Øêîëà çäîðîâüÿ”, 1999.
3. Öèðêèí Ñ. Þ., Ñïðàâî÷íèê ïî ïñèõîëîãèè è ïñèõèàòðèè äåòñêîãî è ïîäðîñòêîâîãî âîçðàñòà,
2002.
4. Dominick K. C., Davis N. O., Lainhart J., Tager–Flusberg H., Folstein S., "Atypical behaviors in
children with autism and children with a history of language impairment", 2007.
5. Kinnen D. K., Munir K. M., Crowley D. J., Miller A. M., " Prenatal stress and risk for autizm", 2008.
6. Kuhn R. Tr., Cahn C. H., "Eugen Bleuler's concepts of psychopathology", 2004.
7. Lyons V., Fitzgerald M., "Asperger (1906–1980) and Kanner (1894–1981), the two pioneers of
autism", 2007.
8. Newschaffer C. J., Croen L. A., Daniels J., "The epidemiology of autism spectrum disorders",
2007.
9. Rapin I., Tuchman R. F., "Autism: definition, neurobiology, screening, diagnosis", 2008.
10. Rutter M., "Incidence of autism spectrum disorders: changes over time and their meaning",
2005.
11. Szpir M., "Tracing the origins of autism: a spectrum of new studies", 2006.
12. Volkmar F., Chawarska K., Klin A., "Autism in infancy and early childhood", 2005.
Ñ. Àíäðåàñÿí
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õîòÿ ÷àñòî â áîëåå ïðèãëóøåííîé ôîðìå. Ðàííèé äåòñêèé àóòèçì îòëè÷àåòñÿ íå åäèíñòâåííûì
ïðèçíàêîì, à õàðàêòåðíîé òðèàäîé ïðèçíàêîâ: óõóäøåíèÿ â ñîöèàëüíîì âçàèìîäåéñòâèè; óõóäøå-
íèÿ â êîììóíèêàöèè; è îãðàíè÷åííûå èíòåðåñû è ïîâòîðíîå ïîâåäåíèå. Äðóãèå àñïåêòû, òàêèå êàê
íåòèïè÷íàÿ åäà, òàêæå ÿâëÿþòñÿ ðàñïðîñòðàíåííûìè, íî íå ÿâëÿþòñÿ ñóùåñòâåííûìè äëÿ äèàã-
íîçà. Àóòèçì – îäèí èç òðåõ ñâÿçàííûõ ðàññòðîéñòâ ñïåêòðà àóòèçìà. Åãî îòäåëüíûå ïðèçíàêè
ïðîèñõîäÿò â îáùåé ÷èñëåííîñòè íàñåëåíèÿ è, êàæåòñÿ, íå ñâÿçûâàþòñÿ ÷ðåçâû÷àéíî, áåç îñòðîé
ëèíèè, îòäåëÿþùåéñÿ ïàòîëîãè÷åñêè ñåðüåçíûé îò îáùèõ ÷åðò. Ñîöèàëüíûå óõóäøåíèÿ ñòàíîâÿò-
ñÿ î÷åâèäíûìè ðàíî â äåòñòâå. Îòíîñÿùèåñÿ ê àóòèçìó ìëàäåíöû ïîêàçûâàþò ìåíüøå âíèìàíèÿ
ñîöèàëüíûì ñòèìóëàì, óëûáêå è ñìîòðÿò íà äðóãèå ìåíåå ÷àñòî, è îòâå÷àþò ìåíüøå íà èõ
ñîáñòâåííîå íàçâàíèå. Ó îòíîñÿùèõñÿ ê àóòèçìó ìàëûøåé åñòü áîëåå ïîðàçèòåëüíîå ñîöèàëüíîå
îòêëîíåíèå; íàïðèìåð, îíè èìåþò ìåíüøå çðèòåëüíîãî êîíòàêòà è óïðåæäàþùèõ ïîëîæåíèé è,
áîëåå âåðîÿòíî, áóäóò îáùàòüñÿ, óïðàâëÿÿ ðóêîé äðóãîãî ÷åëîâåêà. Àóòè÷íûå äåòè, ìåíåå âåðî-
ÿòíî, ÷òî áóäóò ïîêàçûâàòü ñîöèàëüíîå ïîíèìàíèå, ïðèáëèæàòüñÿ ê äðóãèì ñïîíòàííî, ïîäðàæàòü
è îòâå÷àòü íà ýìîöèè, îáùàòüñÿ íåâåðáàëüíî, è ñìåíÿòüñÿ ñ äðóãèìè. Èçó÷åíèå àóòèçìà ïîêàçà-
ëî ÷òî ìàëü÷èêè â áîëåå âûñîêîì ðèñêå äëÿ ðàññòðîéñòâ ñïåêòðà àóòèçìà, ÷åì äåâî÷êè. Ñðåäíèå
÷èñëà ñîîòíîøåíèÿ ïîëîâ 4.3:1. Ðèñê àóòèçìà òàêæå ñâÿçàí ñ íåñêîëüêèìè ïðåäðîäîâûìè ôàêòî-
ðàìè ðèñêà. 2007 îáçîð ôàêòîðîâ ðèñêà íàøåë ñâÿçàííûå ðîäèòåëüñêèå îñîáåííîñòè, êîòîðûå
âêëþ÷àëè ïðîäâèíóòûé ìàòåðèíñêèé è îòå÷åñêèé âîçðàñò, òàêæå íàøåë ñâÿçàííûå àêóøåðñêèå óñ-
ëîâèÿ, êîòîðûå âêëþ÷àëè íèçêèé âåñ ïðè ðîæäåíèè è ïðîäîëæèòåëüíîñòü áåðåìåííîñòè, è ãèïîê-
ñèþ âî âðåìÿ ðîæäàåìîñòè. Áîëüøèíñòâî ïðîôåññèîíàëîâ ïîëàãàåò, ÷òî ãîíêà, ýòíè÷åñêàÿ ïðè-
íàäëåæíîñòü, è ñîöèàëüíî–ýêîíîìè÷åñêèé ôîí íå çàòðàãèâàþò âîçíèêíîâåíèå àóòèçìà. Àóòèçì
ñâÿçàí ñ íåñêîëüêèìè äðóãèìè óñëîâèÿìè: Ãåíåòè÷åñêèå ðàññòðîéñòâà, çàäåðæêà óìñòâåííîãî ðàç-
âèòèÿ, ýïèëåïñèÿ, íåñêîëüêî ìåòàáîëè÷åñêèõ äåôåêòîâ, òàêèõ êàê ôåíèëêåòîíóðèÿ, íåçíà÷èòåëü-
íûå ôèçè÷åñêèå àíîìàëèè, íåò íèêàêîãî èçâåñòíîãî ëå÷åíèÿ. Äåòè èíîãäà âûçäîðàâëèâàþò, òàê,
êàê áóäòî îíè ïîòåðÿëè ñâîé äèàãíîç àóòèçìà; ýòî èíîãäà ïðîèñõîäèò ïîñëå èíòåíñèâíîé ðàáî-
òû, à èíîãäà íåò. Íå èçâåñòíî, êàê ÷àñòî âîññòàíîâëåíèå ñëó÷àåòñÿ ó äåòåé ñ àóòèçìîì: îò 3 %
äî 25 %. Áîëüøèíñòâî äåòåé ñ àóòèçìîì èñïûòûâàåò íåäîñòàòîê â ñîöèàëüíîé ïîääåðæêå, çíà-
÷àùèõ îòíîøåíèÿõ, áóäóùèõ âîçìîæíîñòÿõ â îáëàñòè òðóäîóñòðîéñòâà èëè ñàìîîïðåäåëåíèè. Õî-
òÿ îñíîâíûå òðóäíîñòè èìåþò òåíäåíöèþ ñîõðàíÿòüñÿ, ïðèçíàêè ÷àñòî ñòàíîâÿòñÿ ìåíåå ñåðüåç-
íûìè ñ âîçðàñòîì.
Èíòåíñèâíûå, ñïåöèàëüíûå ïðîãðàììû îáó÷åíèÿ è ïñèõîòåðàïèÿ ïîâåäåíèÿ â ðàííåì âîçðàñ-
òå ìîãóò ïîìî÷ü äåòÿì ïðèîáðåñòè óõîä çà ñîáîé, ñîöèàëüíûå íàâûêè, è íàâûêè ðàáîòû, è ÷àñ-
òî óëó÷øàòü ôóíêöèîíèðîâàíèå è óìåíüøèòü íåàäåêâàòíûå ïîâåäåíèÿ. Ñîöèîëîãè÷åñêèå è êóëü-
òóðíûå àñïåêòû àóòèçìà ðàçîøëèñü âî ìíåíèÿõ: íåêîòîðûå â ñîîáùåñòâå èùóò ëå÷åíèå, â òî âðå-
ìÿ êàê äðóãèå ïîëàãàþò, ÷òî àóòèçì – ïðîñòî äðóãîé ñïîñîá áûòèÿ.
S. Andreasyan
Autism is a highly variable that first appears during infancy or childhood, and generally follows a
steady course without. Symptoms tend to continue through adulthood, although often in more muted
form. It is distinguished not by a single symptom, but by a characteristic triad of symptoms: impair-
ments in social interaction; impairments in communication; and restricted interests and repetitive
behavior. Other aspects, such as atypical eating, are also common but are not essential for diag-
nosis. Autism is one of three related (ASD). Its individual symptoms occur in the general population
and appear not to associate highly, without a sharp line separating pathologically severe from com-
mon traits.
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Social impairments become apparent early in childhood. Autistic infants show less attention to
social stimuli, smile and look at others less often, and respond less to their own name. Autistic tod-
dlers have more striking social deviance; for example, they have less and anticipatory postures and
are more likely to communicate by manipulating another person’s hand. Three– to five–year–old
autistic children are less likely to exhibit social understanding, approach others spontaneously, imi-
tate and respond to emotions, communicate nonverbally, and take turns with others. However, they
do form to their primary caregivers. They display moderately less than usual, although this feature
disappears in children with higher mental development or less severe ASD. Older children and
adults with ASD perform worse on tests of face and emotion recognition.
Boys are at higher risk for ASD than girls. The sex ratio averages 4.3:1 and is greatly modified
by cognitive impairment: it may be close to 2:1 with mental retardation and more than 5.5:1 without.
The risk of autism is also associated with several prenatal and risk factors. A 2007 review of found
associated parental characteristics that included advanced maternal age, advanced paternal age
and also found associated conditions that included low and duration, and during. Most profession-
als believe that race, ethnicity, and socioeconomic background do not affect the occurrence of
autism.
There is no known cure. Children recover occasionally, so that they lose their diagnosis of ASD;
this occurs sometimes after intensive treatment and sometimes not. It is not known how often recov-
ery happens; reported rates in unselected samples of children with ASD have ranged from 3% to
25%. Most children with autism lack social support, meaningful relationships, future employment
opportunities or. Although core difficulties tend to persist, symptoms often become less severe with
age. Few high–quality studies address long–term. Some adults show modest improvement in com-
munication skills, but a few decline; no study has focused on autism after midlife.
The main goals of treatment are to lessen associated deficits and family distress, and to increase
quality of life and functional independence. No single treatment is best and treatment is typically tai-
lored to the child’s needs. Studies of interventions have methodological problems that prevent defin-
itive conclusions about. Although many interventions have some positive evidence, suggesting that
some form of treatment is preferable to no treatment, the methodological quality of of these studies
has generally been poor, their clinical results are mostly tentative, and there is little evidence for the
relative effectiveness of treatment options. Intensive, sustained special education programs and
behavior therapy early in life can help children acquire self–care, social, and job skills, and often
improve functioning and decrease symptom severity and maladaptive behaviors; claims that inter-
vention by around age three years is crucial are not substantiated. Many medications are used to
treat ASD symptoms that interfere with integrating a child into home or school when behavioral treat-
ment fails.
have developed: some in the community seek a cure, while others believe that autism is simply
another way of being.
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157
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158
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159
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¶ð²Î²ÜàôÂÚàôÜ
1. Ïåâçíåð Ì. Ñ., Äåòè–îëèãîôðåíû, Ì., Èçä–âî “ÀÏÍ ÐÑÔÑД, 1959 ã.
2. Âûãîòñêèé Ë. Ñ., Ðàçâèòèå âûñøèõ ïñèõè÷åñêèõ ôóíêöèé, Ì., Èçä–âî “ÀÏÍ ÐÑÔÑД, 1960 ã.
3. Ñóõàðåâà Ã. Å., Êëèíè÷åñêèå ëåêöèè ïî ïñèõèàòðèè äåòñêîãî âîçðàñòà, ò. 1–3, Ì., “Ìåäãèç”
1955–1965 ã.
4. Åãîðîâ À. Ã., Èñêóññòâî è îáùåñòâåííàÿ æèçíü, 1959 ã.
5. Ãåãåëü, Ñî÷èíåíèÿ, ò. 14, 1958 ã.
6. Çåéãàðíèê Á. Â., Ïàòîïñèõîëîãèÿ, 2–å èçä., Ì., Èçä–âî ÌÃÓ, 1986 ã.
7. Áîðîâàÿ Ë. Ï., Ñîöèàëüíî–ïñèõîëîãè÷åñêàÿ ïîìîùü ñåìüÿì, èìåþùèì òÿæåëî áîëüíûõ äåòåé.
Ñîöèàëüíî– ïåäàãîãè÷åñêàÿ ðàáîòà. 1998, ¹2
ÍÅÐÀÑ×ËÅÍÅÍÍÎÅ ÎÁÙÅÑÒÂÎ
Í. Ñåäðàêÿí (Íàëáàíäÿí)
NON–BISECTED SOCIETY
N. Sedrakyan (Nalbandyan)
The problems concerning to people and society have been basically transformed and when we
perceive the world wholly, the children with special needs also make a part of it.
The following article is devoted to one of the most conceptual problems of special psychology –
newly self–determining of the children with special needs and having their own status in the society.
Hardened negative attitudes to children with special needed exist. To get rid of old persuasions
and concepts the new ones are not enough. Thus, conceptual renewing is needed.
In this work new approaches described by the author are represented which concern to the over-
coming of conflict between social consciousness and children with special needed. In such perfor-
mance the role of new– humanistic interfering of art, especially literature is principal.
162
Ð à ¶ º ´ ² Ü à ô Â Ú à ô Ü À º ì Î Ú ² Ü ø À
貼زβÜ
Ðය´²ÜàôÂÚàôÜ
163
è²¼Ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
ñëåäîâàíèé âîåííûõ ìåäèêîâ è ïñèõî- òèé. Íî ýòî ëèøü ÷àñòü ãèãàíòñêîãî àéñ-
ëîãîâ, îñîáåííîñòè æèçíè â áîåâûõ óñ- áåðãà – âñåãî ìàññèâà ðàçíîîáðàçíûõ
ëîâèÿõ ïðèâîäÿò ê òîìó, ÷òî ïîñëå âîçâ- íàðóøåíèé, êîòîðûå îñòàþòñÿ ïîñëå
ðàùåíèÿ ê ìèðíîé æèçíè ó âåòåðàíà ýêñòðåìàëüíûõ âîçäåéñòâèé. Äðóãèå
ðàçâèâàåòñÿ òàê íàçûâàåìûé êðèçèñ ïîñëåäñòâèÿ íà÷èíàþò ïðîÿâëÿòüñÿ
èäåíòè÷íîñòè, òî åñòü óòðàòà öåëîñòíîñ- ñïóñòÿ íåñêîëüêî ìåñÿöåâ ïîñëå âîçâðà-
òè âîñïðèÿòèÿ ñåáÿ è ñâîåé ñîöèàëüíîé ùåíèÿ ê íîðìàëüíûì óñëîâèÿì æèçíè.
ðîëè. Ýòî ïðîÿâëÿåòñÿ â íàðóøåíèè Äëÿ ó÷àñòíèêîâ áîåâûõ äåéñòâèé õà-
ñïîñîáíîñòè àäåêâàòíî ó÷àñòâîâàòü â ðàêòåðíû òàêæå ýìîöèîíàëüíàÿ íàïðÿ-
ñëîæíûõ ñîöèàëüíûõ âçàèìîäåéñòâèÿõ, æåííîñòü è ýìîöèîíàëüíàÿ îáîñîáëåí-
â êîòîðûõ ïðîèñõîäèò ñàìîðåàëèçàöèÿ íîñòü, ïîâûøåííàÿ ðàçäðàæèòåëüíîñòü
÷åëîâå÷åñêîé ëè÷íîñòè. è àãðåññèâíîñòü, áåñïðè÷èííûå âñïûø-
Íàðóøåííàÿ ñïîñîáíîñòü ïîääåð- êè ãíåâà, ïðèñòóïû ñòðàõà è òðåâîãè.
æèâàòü ñîöèàëüíûå êîíòàêòû ñêàçûâà- Îòìå÷àþòñÿ ïîâòîðÿþøèåñÿ ÿðêèå “áî-
åòñÿ è íà ñåìåéíûõ îòíîøåíèÿõ: ïî÷- åâûå” ñíû è íî÷íûå êîøìàðû, íàâÿç÷è-
òè êàæäûé ÷åòâåðòûé íàõîäèòñÿ â ðàç- âûå âîñïîìèíàíèÿ î ïñèõîòðàâìèðóþ-
âîäå. ùèõ ñîáûòèÿõ, ñîïðîâîæäàþùèåñÿ òÿ-
Íåîáû÷àéíî îñòðóþ ïñèõîëîãè÷åñ- æåëûìè ïåðåæèâàíèÿìè, âíåçàïíûå
êóþ äðàìó èñïûòûâàþò èíâàëèäû, à òàê- âñïëåñêè ýìîöèé ñ “âîçâðàùåíèåì “ ê
æå òå, êòî ïîòåðÿë áëèçêèõ. Æèçíåííûé ïñèõîòðàâìèðóþùåé ñèòóàöèè.
îïûò ýòèõ ëþäåé óíèêàëåí; îí ðåçêî îò- Ê äðóãèì ïñèõè÷åñêèì ÿâëåíèÿì,
ëè÷àåòñÿ îò îïûòà íåâîåâàâøèõ ëþäåé, ïðèñóñòâóþùèì ó âåòåðàíîâ âîéí, îòíî-
÷òî è ïîðîæäàåò íåïîíèìàíèå ñî ñòîðî- ñÿòñÿ ñîñòîÿíèå ïåññèìèçìà, îùóùåíèå
íû îêðóæàþùèõ. Êàê ïðàâèëî, ê áûâ- çàáðîøåííîñòè, íåäîâåðèå, íåñïîñîá-
øèì áîéöàì îòíîñÿòñÿ ñ íåïîíèìàíèåì íîñòü ãîâîðèòü î âîéíå; ïîòåðÿ ñìûñëà
è îïàñêîé, ÷òî òîëüêî óñóãóáëÿåò áîëåç- æèçíè, íåóâåðåííîñòü â ñâîèõ ñèëàõ;
íåííóþ ðåàêöèþ âåòåðàíîâ íà íåïðè- îùóùåíèå íåðåàëüíîñòè òîãî, ÷òî ïðî-
âû÷íóþ îáñòàíîâêó, êîòîðóþ îíè îöå- èñõîäèëî íà âîéíå; ÷óâñòâî, ÷òî “ÿ ïî-
íèâàþò ñ ïðèñóùèì èì ôðîíòîâûì ìàê- ãèá íà âîéíå”, îùóùåíèå íåâîçìîæíîñ-
ñèìàëèçìîì. Ñâèäåòåëüñòâîì òîãî, ÷òî òè âëèÿòü íà õîä ñîáûòèé; íåñïîñîá-
áûâøèå ó÷àñòíèêè âîåííûõ äåéñòâèé èñ- íîñòü áûòü îòêðûòûì â îáùåíèè ñ äðó-
ïûòûâàþò òðóäíîñòè ïðîöåññà èõ àäàï- ãèìè ëþäüìè, òðåâîæíîñòü; ïîòðåáíîñòü
òàöèè ê óñëîâèÿì ìèðíîé æèçíè, ÿâëÿ- èìåòü ïðè ñåáå îðóæèå; íåïðèÿòèå âåòå-
åòñÿ èõ êîíôëèêòíîå ïîâåäåíèå â ñîöè- ðàíîâ äðóãèõ âîéí, íåãàòèâíîå îòíîøå-
àëüíîé ñðåäå. íèå ê ïðåäñòàâèòåëÿì âëàñòè; æåëàíèå
Ìèðîâàÿ ñòàòèñòèêà ïîêàçûâàåò, ÷òî âûìåñòèòü íà êîì–ëèáî çëîñòü çà òî,
êàæäûé ïÿòûé ó÷àñòíèê áîåâûõ ÷òî áûë ïîñëàí íà âîéíó, è çà âñå, ÷òî
äåéñòâèé, ïðè îòñóñòâèè êàêèõ–ëèáî òàì ïðîèñõîäèëî; îòíîøåíèå ê æåíùè-
ôèçè÷åñêèõ ïîâðåæäåíèé, ñòðàäàåò íàì òîëüêî êàê ê îáüåêòó óäîâëåòâîðå-
íåðâíî–ïñèõè÷åñêèìè ðàññòðîéñòâàìè, íèÿìè ñåêñóàëüíûõ ïîòðåáíîñòåé;
à ñðåäè ðàíåíûõ è êàëåê – êàæäûé òðå- ñêëîííîñòü ó÷àñòâîâàòü â îïàñíûõ
164
è²¼Ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
165
è²¼Ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
166
è²¼Ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
167
è²¼Ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
ËÈÒÅÐÀÒÓÐÀ
1. Åðåìèíà Ò. È., Êðþêîâà Í. Ï., Ëîãèíîâà Þ. Þ., Ñîöèàëüíî–ïñèõîëîãè÷åñêàÿ àäàïòàöèÿ
ãðàæäàí, ïðèíèìàâøèõ ó÷àñòèå â áîåâûõ äåéñòâèÿõ, http://pmuc.ru/eis/pdf/14.pdf., 2003.
2. Êðàñíÿíñêèé À., Ìîðîçîâ Ï. Â., Ïîñòòðàâìàòè÷åñêîå ñòðåññîâîå ðàññòðîéñòâî ó âåòåðàíîâ
âîéíû â Àôãàíèñòàíå: Ñúåçä ïñèõèàòðîâ, Ì., 1995.
3. Ïîïîâ Â. Å., Ïñèõîëîãè÷åñêàÿ ðåàáèëèòàöèÿ âîåííîñëóæàùèõ ïîñëå ýêñòðåìàëüíûõ
âîçäåéñòâèé, Ì., 1992.
4. Ñåíÿâñêàÿ Å., Âîéíû 20–îãî ñòîëåòèÿ: ñîöèàëüíàÿ ðîëü, èäåîëîãèÿ, ïñèõîëîãèÿ êîìáàíàíòîâ
è ïîñòòðàâìàòè÷åñêèé ñèíäðîì.
5. Ñèäîðîâ Í. È., Ëóêìàíîâ Ì. Ô., Îñîáåííîñòè ïîãðàíè÷íûõ ïñèõè÷åñêèõ ðàññòðîéñòâ ó âåòåðàíîâ
âîéíû â Àôãàíèñòàíå. Æóðíàë íåâðîëîãèè è ïñèõèàòðèè èì. Ñ. Ñ. Êîðñàêîâà, 1997, ¹3.
6. Òàðàáðèíà Í. Â., Ëàçåáíàÿ Å. Î., Çåëåíîâà Ì. Å. è äð., Ïñèõîëîãè÷åñêèå õàðàêòåðèñòèêè ëèö,
ïåðåæèâøèõ âîåííûé ñòðåññ. Òðóäû Èíñòèòóòà ïñèõîëîãèè ÐÀÍ, Ì., 1997, ñ. 254–262.
7. Òàðàñ À. Å. (ðåä.), Ñîâðåìåííàÿ âîåííàÿ ïñèõîëîãèÿ, Ìí., Õàðâåñò, 2003.
Â. ØáѳÙÙ³¹½³¹»Ñ
T. Mohammadzadeh
The participation of a person in military actions may be considered as a unique stress situation.
In comparision with the other stress situations the participation of a person in a war may result to a
psycological trauma with later consequences, as well as principial changes in the consciousness of
the participant.
168
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ÎðàÜÆ
Ðය´²ÜàôÂÚàôÜ
169
ÎðàÜÆ Ðය´²ÜàôÂÚàôÜ
170
ÎðàÜÆ Ðය´²ÜàôÂÚàôÜ
171
ÎðàÜÆ Ðය´²ÜàôÂÚàôÜ
¶ð²Î²ÜàôÂÚàôÜ
1. гñáÛ³Ý Ð. ²., Îñáݳ·ÇïáõÃÛáõÝ, ºñ¨³Ý, §ìØì–äðÆÜî¦ Ññ³ï³ñ³ÏãáõÃÛáõÝ, 2005:
2. Ââåäåíèå â îáùåå ðåëèãèîâåäåíèå. ïîä ðåäàêöèåé, È. Í. ßáëîêîâà, Ì., “ÊÄÓ”, 2007.
3. Çåíüêî Þ. Ì., Ïñèõîëîãèÿ ðåëèãèè, ÑÏá., “Ðå÷ü”, 2009.
4. Îñíîâû ðåëèãèîâåäåíèÿ. ïîä ðåäàêöèåé È. Í. ßáëîêîâà, Ì., “Âûñøàÿ øêîëà”, 2004.
5. Òîð÷èíîâ Å., Ðåëèãèè ìèðà: îïûò çàïðåäåëüíîãî. ïñèõîòåõíèêà è òðàíñïåðñîíàëüíûå ñîñòîÿíèÿ,
ÑÏá., “Àçáóêà–êëàññèêà”, 2007.
172
Ð à ¶ º ´ ² Ü à ô Â Ú à ô Ü À º ì Î Ú ² Ü ø À
غð
кÔÆܲÎܺðÀ
²í»ïÇëÛ³Ý Ø³ñdzݳ
Ê. ²µáíÛ³ÝÇ ³Ýí³Ý ÐäØÐ ½³ñ·³óÙ³Ý ¨ ÏÇñ³é³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ
¹³ë³Ëáë
²Ý¹ñ»³ëÛ³Ý êÇñ³Ýáõß
γݳÝó Çñ³íáõÝùÝ»ñÇ Ï»ÝïñáÝÇ Ñá·»µ³Ý
²ëñÇÛ³Ý ¾ÉÇݳ
ºäÐ ÁݹѳÝáõñ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ³ëÇëï»Ýï
²ñ½áõÙ³ÝÛ³Ý Üí³ñ¹
Ê. ²µáíÛ³ÝÇ ³Ýí³Ý ÐäØÐ ½³ñ·³óÙ³Ý ¨ ÏÇñ³é³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ
¹³ë³Ëáë
²ñ³ÙÛ³Ý ÈÇÉÇÃ
ºäÐ Æ稳ÝÇ Ù³ëݳ×ÛáõÕÇ Ñá·»µ³ÝáõÃÛ³Ý ¨ Ù³Ýϳí³ñÅáõÃÛ³Ý ³ÙµÇáÝÇ ³ëÇë-
ï»Ýï, Ñá·»µ. ·Çï. ûÏݳÍáõ
²ÕÇÕÇ ²Ïµ³ñ
ºäÐ ÷ÇÉÇëá÷³ÛáõÃÛ³Ý ¨ Ñá·»µ³ÝáõÃÛ³Ý ý³ÏáõÉï»ïÇ ³ëåÇñ³Ýï
´»½ÇñçÛ³Ý êÇñí³ñ¹
ÐÐ å»ï³Ï³Ý ϳé³í³ñÙ³Ý ³Ï³¹»ÙdzÛÇ ³ëåÇñ³Ýï
´»ç³ÝÛ³Ý ²ñÙ»Ý
²éáÕçáõÃÛ³Ý ¨ ÏñÃáõÃÛ³Ý Ñ³ÛÏ³Ï³Ý Ï»ÝïñáÝÇ §²å³·³¦ Ñá·»µ³Ý³Ï³Ý ͳé³-
ÛáõÃÛ³Ý Õ»Ï³í³ñ
¶ñÇ·áñÛ³Ý Ü³Çñ³
Ê. ²µáíÛ³ÝÇ ³Ýí³Ý ÐäØÐ ³ñí»ëïÇ å³ïÙáõÃÛ³Ý ï»ëáõÃÛ³Ý ¨ Ùß³Ïáõóµ³Ýáõ-
ÃÛ³Ý ³ÙµÇáÝÇ Ñ³Ûóáñ¹
¶³ñ·ñóÛ³Ý ÈÇÉÇÃ
ºäÐ ³ÝÓÇ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ¹³ë³Ëáë, Ñá·»µ. ·Çï. ûÏݳÍáõ
¶»Õ³ÙÛ³Ý ¾í³
§àõñ³ñïáõ¦ ѳٳÉë³ñ³ÝÇ ¹³ë³Ëáë, Ñá·»µ. ·Çï. ûÏݳÍáõ
¸³ÝÇ»ÉÛ³Ý ê³Ã»ÝÇÏ
Ê. ²µáíÛ³ÝÇ ³Ýí³Ý ÐäØÐ ÏÇñ³é³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ Ñ³Ûóáñ¹
ÂέɳùÛ³Ý Ø³ñÇݳ
§àõñ³ñïáõ¦ ѳٳÉë³ñ³ÝÇ ÁݹѳÝáõñ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ¹³ë³Ëáë
ʳݳÙÇñÛ³Ý ÆñÇݳ
ºäÐ ³ÝÓÇ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ¹³ë³Ëáë, Ñá·»µ. ·Çï. ûÏݳÍáõ
Êáõ¹áÛ³Ý ê³Ùí»É
Ê. ²µáíÛ³ÝÇ ³Ýí³Ý ÐäØÐ Ñá·»µ³ÝáõÃÛ³Ý ï»ëáõÃÛ³Ý ¨ å³ïÙáõÃÛ³Ý ³ÙµÇáÝÇ
¹³ë³Ëáë, Ñá·»µ. ·Çï. ûÏݳÍáõ, ¹áó»Ýï
ÎÇñ³ÏáëÛ³Ý Ð³ëÙÇÏ
¶îÐ µ³ÅÝÇ ·É˳íáñ Ù³ëݳ·»ï
173
гñáõÃÛáõÝÛ³Ý Ü³ñÇÝ»
ºäÐ ÁݹѳÝáõñ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ¹³ë³Ëáë
ÐáíѳÝÝÇëÛ³Ý ²ñ÷ÇÝ»
ì. ´ñÛáõëáíÇ ³Ýí³Ý ºäÈÐ ³Ý·É»ñ»Ý ѳÕáñ¹³ÏóáõÃÛ³Ý ³ÙµÇáÝÇ ¹³ë³Ëáë
гñáõÃÛáõÝÛ³Ý êáݳ
²éáÕç³å³ÑáõÃÛ³Ý ³½·³ÛÇÝ ÇÝëïÇïáõïÇ ëÃñ»ë³µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ³ëÇë-
ï»Ýï
гÛñáÛ³Ý ²Ýݳ
ºäÐ éáٳݳ·»ñÙ³Ý³Ï³Ý ý³ÏáõÉï»ïÇ Ù³·Çëïñáë
Øݳó³Ï³ÝÛ³Ý ÜáõÝ»
§àõñ³ñïáõ¦ ѳٳÉë³ñ³ÝÇ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ¹³ë³Ëáë
ØáѳÙÙ³¹½³¹»Ñ Âáõñ³ç
ºäÐ ÷ÇÉÇëá÷³ÛáõÃÛ³Ý ¨ Ñá·»µ³ÝáõÃÛ³Ý ý³ÏáõÉï»ïÇ ³ëåÇñ³Ýï
ØÏñïáõÙÛ³Ý Ø»Éë
ºäÐ ÁݹѳÝáõñ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ åñáý»ëáñ, Ñá·»µ. ·Çï. ¹áÏïáñ
Øáõñ³¹Û³Ý ²ñÙÇÝ»
§àõñ³ñïáõ¦ ѳٳÉë³ñ³ÝÇ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ¹³ë³Ëáë
سÝáõëÛ³Ý êáݳ
ºäÐ ³ÝÓÇ Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ ¹³ë³Ëáë
âáµ³ÝÛ³Ý Èdzݳ
Ê. ²µáíÛ³ÝÇ ³Ýí³Ý ÐäØÐ ·»Õ³ñí»ëï³Ï³Ý ¹³ëïdzñ³ÏáõÃÛ³Ý ¨ Ù»Ãá¹Çϳݻ-
ñÇ ³ÙµÇáÝÇ ¹³ë³Ëáë
äáÕáëÛ³Ý ì³½·»Ý
Ê. ²µáíÛ³ÝÇ ³Ýí³Ý ÐäØÐ ½³ñ·³óÙ³Ý ¨ ÏÇñ³é³Ï³Ý Ñá·»µ³ÝáõÃÛ³Ý ³ÙµÇáÝÇ
¹áó»Ýï, Ñá·»µ. ·Çï. ûÏݳÍáõ
껹ñ³ÏÛ³Ý ê»¹ñ³Ï
§àõñ³ñïáõ¦ ѳٳÉë³ñ³ÝÇ é»Ïïáñ, åñáý»ëáñ
êï»÷³ÝÛ³Ý ²Ý¹ñ³ÝÇÏ
§àõñ³ñïáõ¦ ѳٳÉë³ñ³ÝÇ Ñ³ë³ñ³Ï³·Çï³Ï³Ý ³é³ñϳݻñÇ ³ÙµÇáÝÇ ¹³ë³-
Ëáë, ÷ÇÉ. ·Çï. ûÏݳÍáõ
ê³ñ·ëÛ³Ý ê¨³¹³
ÐäØÐ ·»Õ³ñí»ëïÇ ý³ÏáõÉï»ïÇ ³í³· ¹³ë³Ëáë
껹ñ³ÏÛ³Ý Ü³ñÇÝ»
Üáñ ʳñµ»ñ¹Ç Ù³ëݳ·Çï³óí³Í Ù³Ýϳï³Ý ѳïáõÏ Ï³ñÇù³íáñ »ñ»Ë³Ý»ñÇ ¨
³ß˳ï³Ï³½ÙÇ Ñá·»µ³Ý
üÉçÛ³Ý ÈÇÉÇÃ
Ê. ²µáíÛ³ÝÇ ³Ýí³Ý ÐäØÐ ·»Õ³ñí»ëïÇ ý³ÏáõÉï»ïÇ ¹³ë³Ëáë
174
´àì²Ü¸²ÎàôÂÚàôÜ
ÀܸвÜàôð Ðය´²ÜàôÂÚàôÜ
ê²ØìºÈ Êàô¸àÚ²Ü, Üì²ð¸ ²ð¼àôزÜÚ²Ü
ʲèÜì²ÌøÆ îÆäºðÆ ºì êÂðºêܺðÆÜ îðìàÔ Ð²Î²¼¸àôØܺðÆ
öàÊв𲴺ðàôÂÚ²Ü ÐÆØܲÊܸÆðÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
ÀÜî²ÜÆøÆ Ðය´²ÜàôÂÚàôÜ
꺸ð²Î 꺸ð²ÎÚ²Ü
ÀÜî²ÜÆøÆ Ðය´²Ü²Î²Ü ÊܸÆðܺðÆÜ ¸ºð²ÚÆÜ ØàîºòØ²Ü ¾àôÂÚàôÜÀ . . . . . . . . . . . . . . . . . . . . 9
²ðØÆܺ Øàôð²¸Ú²Ü
²Ü´²ðºÜä²êî ÀÜî²ÜÆøܺðÀ àðäºê ¸ºè²Ð²êܺðÆ ì²ðøÆ
§èÆêβÚÜàôÂڲܦ ܲʲä²ÚØ²Ü . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
êàòÆ²È²Î²Ü Ðය´²ÜàôÂÚàôÜ
êàܲ زÜàôêÚ²Ü
²¼¶²ÚÆÜ ÆÜøÜàôÂÚ²Ü ä²Ðä²ÜØ²Ü ÊܸÆðܺðÀ êöÚàôèø²Ð²Ú ºðÆî²ê²ð¸ÜºðÆ Þðæ²ÜàôØ.
êàòƲȖÐය´²Ü²Î²Ü îºê²ÜÎÚàôÜ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
زÜβì²ðÄ²Î²Ü Ðය´²ÜàôÂÚàôÜ
ܲÆð² ¶ðƶàðÚ²Ü
êàìàðàÔܺðÆ êîºÔ̲¶àðÌ²Î²Ü ²ÎîÆìàôÂÚ²Ü ¼²ð¶²òØ²Ü Ø²Üβì²ðÄ²Î²Ü ä²ÚزÜܺðÀ . . . 33
ì²¼¶ºÜ äàÔàêÚ²Ü
¸äðàò²Î²Ü ¸²ê²¶ðøºðÆ ¶Ü²Ð²îØ²Ü Ðය´²Ü²Ø²Üβì²ðÄ²Î²Ü â²ö²ÜÆÞܺðÀ . . . . . . . . . . . 38
î²ðÆø²ÚÆÜ Ðය´²ÜàôÂÚàôÜ
ê²ÂºÜÆÎ ¸²ÜƺÈÚ²Ü
¸ºè²Ð²êܺðÆ ²¶ðºêÆìàôÂÚàôÜÀ ´²ò²îðàÔ ÐÆØÜ²Î²Ü îºêàôÂÚàôÜܺðÀ . . . . . . . . . . . . . . . . . 43
زðƲܲ ²ìºîÆêÚ²Ü
úÄîì²Ì ºðºÊ²ÜºðÆ Ðය´²Ü²Î²Ü ²è²ÜÒܲвîÎàôÂÚàôÜܺðÀ ºì
вðزðØ²Ü ¸Äì²ðàôÂÚàôÜܺðÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
¾ÂÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
êÆðì²ð¸ ´º¼ÆðæÚ²Ü
î²ð´ºð ºðÎðܺðàôØ ´Ü²ÎìàÔ ¾ÂÜÆΠвںðÆ ÜàôÚܲβܲòزÜ
´àì²Ü¸²ÎàôÂÚàôÜÀ ºì βð¶²ìÆÖ²ÎÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
ܲðÆܺ вðàôÂÚàôÜÚ²Ü
¸ºè²Ð²êܺðÆ ¾ÂÜÆÎ ÜàôÚܲβܲòØ²Ü ¸ðêºìàðØ²Ü ÒºìºðÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
²ÜÒÆ Ðය´²ÜàôÂÚàôÜ
²Üܲ вÚðàÚ²Ü
ÐයìàðÀ ºì ²ØàôêÜ²Î²Ü öàÊв𲴺ðàôÂÚàôÜܺðÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
¾ì² ¶ºÔ²ØÚ²Ü
ÆÜüàðزòƲÚÆ ¸ºðÀ زêܲ¶Æî²Î²Ü êÂðºêÆ Ð²Ô²вðØ²Ü ¶àðÌàôØ . . . . . . . . . . . . . . . . . . . 69
ÎÈÆÜÆÎ²Î²Ü Ðය´²ÜàôÂÚàôÜ
زðÆܲ Â༲ȲøÚ²Ü
ÎäâàôÜ–êºìºèàôÜ ìÆÖ²Îܺðàì زð¸Î²Üò ²ÜÒܲÚÆÜ úðÆܲâ²öàôÂÚàôÜܺðÆ ¸àôðê ´ºðàôØÀ . . 73
Üàôܺ Øܲò²Î²ÜÚ²Ü
ºðºÊ²ÚÆ Ð²Þزܸ²ØàôÂÚàôÜÀ àðäºê êÂðºê²ÚÆÜ ¶àðÌàÜ
ºì ¸ð² вÔ²вðàôØÀ ÌÜàÔܺðÆ ÎàÔØÆò . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
ÆðÆܲ ʲܲØÆðÚ²Ü
кøƲºð²äºìîÆΠغÂà¸ÜºðÆ ÎÆð²èºÈÆàôÂÚàôÜÀ ÊØ´²ÚÆÜ
вزÊØ´ì²ÌàôÂÚ²Ü ¼²ð¶²òØ²Ü ¶àðÌÀܲòàôØ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
175
²Î´²ð ²ÔÆÔÆ
ÐයÌÆÜ êºè²Î²Ü ²ÜβðàÔàôÂÚ²Ü Òºì²ìàðزÜ
вê²ð²Î²Î²Ü–²ÜÒܲÚÆÜ Ü²Ê²¸ðÚ²ÈܺðÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
êàܲ вðàôÂÚàôÜÚ²Ü
غæøÆ øðàÜÆÎ ò²ì²ÚÆÜ Ð²Ø²Êî²ÜÆÞÆ ²ÜÒܲÚÆÜ ºì Æð²ìÆֲβÚÆÜ ¸ºîºðØÆܲòÆ²Ü . . . . . 97
ø²Ô²ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
¾ÈÆܲ ²êðÆÚ²Ü
²ð¸Úàôܲìºî ø²Ô²ø²Î²Ü ÆØÆæÆ êîºÔÌزÜ
Ðය´²Ü²Î²Ü ²è²ÜÒܲвîÎàôÂÚàôÜܺðÀ ºì îºÊÜàÈà¶Æ²ÜºðÀ . . . . . . . . . . . . . . . . . . . . . . . . 101
êîºÔ̲¶àðÌ²Î²Ü Ðය´²ÜàôÂÚàôÜ
êºì²¸² ê²ð¶êÚ²Ü
κðä²ðìºêîÆ ²¼¸ºòàôÂÚàôÜÀ ºðºÊ²ÚÆ êîºÔ̲¶àðÌ²Î²Ü ²ÜÒÆ Òºì²ìàðØ²Ü ¶àðÌàôØ . . . 105
ÈÆÈÆ üÈæÚ²Ü
ºðºÊ²ÜºðÆ àô ¸ºè²Ð²êܺðÆ Üβðâ²Î²Ü ¶àðÌàôܺàôÂÚ²Ü
î²ðÆø²ÚÆÜ àô Ðය´²Ü²Î²Ü ¼²ð¶²òàôØÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
ÈƲܲ âà´²ÜÚ²Ü
ä²îκð²òàôØܺðÆ ºì ֲܲâàÔ²Î²Ü ¶àðÌÀܲòܺðÆ öàʲ¼¸ºòàôÂÚàôÜÀ
κðä²ðìºêîàôØ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
¶àðÌÜ²Î²Ü Ðය´²ÜàôÂÚàôÜ
²ðöÆܺ ÐàìвÜÜÆêÚ²Ü
βî²ðàÔ²Î²Ü ²êàôÚÂ` ¶àð̲´²ÜàôÂÚ²Ü ÎºÜîðàÜ²Î²Ü Ð²êβòàôÂÚàôÜܺðÆò غÎÀ . . . . . 115
ÈÆÈÆ ¶²ð¶ðòÚ²Ü
Ðය´²ÜÀ ÎðÂàôÂÚ²Ü Ðය´²Ü²Î²Ü àôÔºÎòàôÂÚ²Ü Ð²Ø²Î²ð¶àôØ . . . . . . . . . . . . . . . . . . . . . . 123
²ðØºÜ ´ºæ²ÜÚ²Ü
Ð²Ú ¶àð̲ð²ðÆ Ðය´²Ü²Î²Ü ¸ÆزÜβðÀ,
Úàôð²Ð²îÎàôÂÚàôÜܺðÜ àô ÀܸвÜðàôÂÚàôÜܺðÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
вîàôÎ Ðය´²ÜàôÂÚàôÜ
êÆð²ÜàôÞ ²Ü¸ðº²êÚ²Ü
ì²Ô زÜÎ²Î²Ü ²àôîÆ¼Ø . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
ܲðÆܺ 꺸ð²ÎÚ²Ü (ܲȴ²Ü¸Ú²Ü)
âºðβîì²Ì вê²ð²ÎàôÂÚàôÜ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
è²¼Ø²Î²Ü Ðය´²ÜàôÂÚàôÜ
Âàôð²æ ØàвØز¸¼²¸ºÐ
ä²îºð²¼Ø²Î²Ü ¶àðÌàÔàôÂÚàôÜܺðÆ Ø²êܲÎÆòܺðÆ
кîîð²ìزîÆÎ êÂðºê²ÚÆÜ Ê²Ü¶²ðàôØܺðÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
ÎðàÜÆ Ðය´²ÜàôÂÚàôÜ
²Ü¸ð²ÜÆÎ êîºö²ÜÚ²Ü
ÎðàÜÆ Ðය´²ÜàôÂÚ²Ü ÐÆØܲÊܸÆðÀ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
176