СТАНОВЛЕННЯ ОСОБИСТІСНОЇ ІДЕНТИЧНОСТІ В ЮНАЦЬКОМУ ВІЦІ

The study of identity, associated with the need for self-identity is an actual problem of domestic and foreign psychology. Analysis and generalization of approaches and concepts to the study of the problem of identity of a person showed that identity is a phenomenon of self-consciousness associated with a number of categories: mental health, spirituality, competence, lifestyle, self-actualization, individuality, self-presentation. Identity is an integral experience, which ensures the development of social (social identity) and individual (personal identity) space of life. In the modern transformative stage of Ukraineʼs development, the actuality of the study of personal identity, that is, the dynamic experience of the internal integrity and continuity of the individual is growing. The early youth age is sensitive to the formation of personal identity, which is characterized by dynamic changes in self-awareness. The formation of personal identity at the early age is in the process of overcoming the age crisis associated with changing of the social situation of development – a conscious transition from the position of the child to the position of an adult. This process can have both productive and unproductive character, defining the psychological peculiarities of the formation of structural components of personal identity. On the basis of a generalized analysis of a number of theoretical and empirical studies, we determined that the structure of personal identity includes the following components: cognitive, emotional, and time-based. The heterochronity of the process of forming a personality identity in the early youth has revealed three levels of personal identity – low, medium, high – based on the following criteria and indicators: identification with own «Me» (differentiation, mediation, dynamism); emotional and value self-introduction (modality, openness); temporal prospectus (continuity, acceptance of different aspects of the «Me»). Dominating of indicators of the average level of formation of personal identity, which represent the urgency of overcoming the age crisis, the absence of significant positive dynamics in this process confirmed the need for psychological support of senior pupils to ensure the optimal formation of personal identity. On the basis of the analysis of psychological literature, the generalization of the results of the statement of the experiment, a psycho-correction model for the formation of personal identity was developed and tested, aimed at the productive overcoming the age crisis by the students. An effective way of optimizing of this process was activisation by means of psycho-correction of the following mechanisms for the formation of personal identity: identification-separation, self-expression, internal dialogue, personal experience, existential choice, autobiographical memory. The combination of different forms of work (group psychocorrectional classes, lessons of English language and literature, individual consultations) ensured compliance with the principles of systemicity, activity, complexity, differentiation of psycho-correctional work on the basis of the integration of psychological and artistic means, which intensified the mechanisms of formation of the personal identity of lyceum students. The given data confirmed the effectiveness of approbation of the psycho-correction model of the formation of personal identity as a way of personal growth of pupils at the early age. On the basis of the generalization of the experience of the psychocorrection work, the analysis of quantitative and qualitative results of its implementation, recommendations for the work of teachers and school psychologists with pupils of early adolescence were formulated.