Dialogue in deep knowledge of the subject’s psyche

O. Tikhomirov pointed out the pralogical nature of thinking in the book "Psychology of Thinking", in particular: "The main task of the psychological research of thinking in the second half of the XX-th century was and remains the task of specific psychological scientific study of informal components of complex mental activity... Psychological study of thinking is possible only taking into account the relationship with other cognitive processes and the motivational sphere of the subject, which together are aimed at deciphering the complex reality behind the generalized terms "intuition", "creativity", "productive thinking" (Tikhomirov, 1984 : 5). Thus, O. Tikhomirov noted that the problem of thinking, in particular "productive thinking", clarifies the general essence of mental reflection. The scientific position of the scientist emphasizes the fact that the problem of the unconscious is directly involved in thinking. The works of L. Levy-Bruhl (Levy- Bruhl, (1980), which reveal the essence of the category of "pralogical thinking", also support the latter [6]. At the same time, it is important to remember that the laws to which the unconscious is subject are not fully represented in the world of physical phenomena, in particular in its characteristics, such as: "beyond time, space and sex". The latter indicates a significant difference between the functions of the conscious and the unconscious (in its archaic and pralogical essence).

To sum up: an important aspect of ASPC is the cognition of the in-depth essence of the causal parameters of the psyche through the use of visualized selfrepresentations by participants in the diagnostic and correctional process of ASPC, for which it does not matter whether it is a thematic psychodrawing, actually made by the subject, or the illustrations - of reproductions of pieces of art: the efficiency of the mechanism of projective identification equates them.

The fact of the introduction of the principle of "visualization by the subject of his own psyche" in ASPC emphasizes its essential difference from traditional psychoanalysis. Traditional psychoanalysis did not provide for the objectification of the psyche or dialogue as the basis for achieving a diagnostic and corrective result. Traditional psychoanalysis has studied only the material stipulated by the unconscious activity of the subject (dreams, spontaneous-verbal associations, as well as slips of pen, slips of tongue, jokes). That is why dialogue was impossible in psychoanalysis. In-depth cognition in ASPC groups is inseparable from the dialogue interaction with the respondent which opens the perspective for independent (spontaneous) objectification by the respondent (in contact with a psychologist) of the meanings of the psyche hidden from the consciousness. Self- representational, visualized activity of ASPC participants is a prerequisite for the success of the dialogue nature of in-depth cognition of the psyche.

The ASPC participants perfectly cope with this above task of "objectified self-representation", which is facilitated by the archaic ability of the psyche to determine the sequence of consideration of drawings, which is confirmed by L. Levy-Bruhl, who said: "Modern man has inherited the blind skill of the hand to arrange things'" (Levy-Bruhl, 1980) [6]. He explains the latter by the inherent nature of modern person's pralogical thinking, which has been formed since the ancient times under the influence of the mechanism of involvement (participation). These are, in particular, those mental formations that are formed by experience due to the effectiveness of the involvement mechanism - it is emotional sense, predictability, intuition, blind hand skill. Pralogical thinking is presented by L. Levy-Bruhl as a special structure that functions in conjunction with logical thinking. At the same time, logical thinking struggles with pralogical thinking, while the latter maintains neutrality, indifference to contradictions, which are present in the drawings representing a person's psyche [6].

In view of the above, it becomes clear why the transcoding of the psyche into material forms not only does not pose difficulties for ASPC participants, but also opens up prospects for semantic fullness of diagnostic-corrective dialogue, in which the stimulating power of the psychologist's statements depends on their correspondence with the semantic parameters of behavioral-illustrative material of a protagonist. The psychologist's statements should take into account all the previously developed "material of the dialogue", as well as the respondent's actual answers "here and now ". It is important that the protagonist feels secure in the dialogue interaction, the absence of risks for Self. Management of the diagnostic and corrective process is actually carried out by a psychologist because of the semantic expediency of the questions formulated by him providing periodical final interpretations. Latent senses of the unconscious are spontaneously (immanently) manifested in the respondent's behavior. The objectification of meanings through dialogue promotes the latent integration of the "interests" of both the conscious and the unconscious. That is why the diagnostic and corrective conclusions of the psychologist are invariably based on theanalysis of the results of long-term dialogue interaction with the respondent. Dialogue analysis opens up prospects for understanding the in-depth origins of the subject's personal problems, which are generated by the diversity of energies given by the conscious and unconscious, which need to be harmonized.

The focus on meanings in ASPC is explained by the fact that they constitute the connecting link of the psyche in its two realities - "visible and invisible"; "conscious and unconscious"; "precisely defined and probabilistic"; "observable and potentially active" (latent); "unknown and rationally explained". Since the development of traditional psychoanalysis, the question of the perception duality has been acute, in particular, the connection between symbolic classifications and totems (in particular, the connection between body and mind). The sign-symbolic system of the unconscious is constantly associated with the ambivalence (duality) of feelings that can be represented in symbols.

The effectiveness of the use of auxiliary, contemplative (visualized) means of the psyche objectification in the observation plane requires from the psychologist the ability to use them in dialogue to deepen the person's selfcognition. The latter requires the ability to conduct a dialogue, based on which, especially in the diagnostic and corrective part, the decisive role is played by adequately "read" meanings.

The meanings are connected with the dominant motivation, which invisibly determines the activity of the unconscious factors, the disclosure of which requires a longitudinal analysis of behavioral material. This allows to reveal the deep essence of the contradictions between the latent tendencies of the psyche and the conscious goals of the subject's own life. Awareness of this fact opens a person to the prospects of progressive self-change and prosocial realization of his/her potential in professional and personal achievements.

The results of personal psychocorrection of future psychologists are always related to the objectification of Oedipal dependencies, which begin in the womb (we named it the "incest perfection"). Therefore, displacements and fixations are actively carried out already in the pre-speech period, which objectify the corresponding archetypal illustrations in in-depth cognition. The ASPC in-depth correctional process makes it possible to detect Oedipal dependence in the prespeech period of the child's psyche (parental complex), which precedes the classical Oedipus complex from the age of 2 to 5-6 years, which was pointed out by S. Freud.

V. Ivanov drew attention to the importance of the early periods of the child's life, emphasizing the emotional impressions, which are recorded according to "imprinting" principle (incorrigible trace). The primary visual-tactile impressions that are formed in engrams, unable to spontaneously acquire transcoding into verbal expression are of particular importance (Ivanov, 1978). This convinces of the need to build the in-depth cognition based on the visualized self-presentation of its participants, which can synthesize all periods of the establishment of Oedipal dependencies of a person.

The above explains the fact that the ASPC method is implemented in two guises: a) visualization of the psyche according to the theme of psycho-drawings, can be combined with the selection of reproductions of works of art; b) conducting dialogue interaction in the system "psychologist ^ respondent", includes the interpretation of conclusions - in part and in general. Spontaneous visualization activity of the subject opens the space for revealing the unconscious aspects of the psyche in the images and symbols, which are based on the abilities of verbal comprehension of the visual reflection on the personal experience.

Dialogue in the diagnostic and correctional process takes into account the difference between the positions of the psychologist and the respondent in the presence of a latent-connecting link: the psychologist performs the mission of providing assistance, and the respondent - receives it. Dialogue in the system of interaction "P ^ R" is not considered as a form of simple, familiar communication, in which the exchange of information is the priority. The development of dialogue "pas" for their subsequent generalization, through longitudinal interpretive analysis, is the leading function of ASPC. Iterative, invariant (i.e. repetitive and invariant) characteristics of the respondent's behavioral material are taken into account. Diagnostic and corrective analysis of which has a preliminary long-term dialogue interaction.

Dialogue interaction "P ^ R" promotes the development of reflective abilities in ASPC participants, which is important for the psychologist, in particular to catalyze the development of their socio-perceptual intelligence. The dialogue envisages an approach to the information block of social-perceptual cognition of the psyche, which can reveal the invisible (latent) determinants of stabilized contradictions, in order to consciously comprehend and make appropriate corrections to enhance, promote, recognize and prevent destructions of the subject's behavior in real life.

In in-depth cognition, it is important to reach contextually (bypassing the resistance) the information (hidden from the consciousness) essential for the analysis, related to the determinants of the psyche destruction. Therefore, dialogue conducted by a psychologist helps to destroy the "vicious" circle, to which the person's psyche is subjugated latently.

Dialogue in in-depth cognition is able to objectify the established destructive tendencies, which by their nature cannot be known uniformly and directly. That is why the in-depth cognition involves metaphorical, contextual and indirect longterm diagnostic and correctional process, which allows to identify objectively iterative, invariant factors of personality subjectivity, which needs to be identified and weakened.

Conclusions

1) Analysis of literature sources on psychoanalysis allowed to state the need to take into account the latent activity of unconscious aspects of the psyche, which are manifested through transformation, recoding and representation of its displaced contents in visualized forms. Thanks to the latter, the prospects of cognition of mental integrity have opened up. At the same time, the priority remains that throughout the conceptual polyphony of psychoanalytic heritage, the scientific community is increasingly asserting S. Freud's ideas, a semiotician who first drew attention to the possibility of transcoding the unconscious meanings into the perception plane (dreams, slips of pen, slips of tongue, free associations).

2) Longitudinal diagnosis (the effectiveness of which is confirmed in traditional psychoanalysis) in the format of ASPC has acquired the name of procedural, due to the dialogue-analytical form of interaction between the psychologist and the respondent, which can be successful only under the conditions of "reading" (by the group leader) semantic parameters of each dialogue "pas". At the heart of the procedural diagnosis of the psychologist is probabilistic prediction, based on perceptual preconception (pre-association), which contributes to the adequacy of read meanings. The latter is a prerequisite for the diagnostic purpose of the formation of questions by psychologists in their potential to stimulate the respondent's activity;

3) Dialogue in ASPC is focused on identifying internal, trace, centers of displacement (fixations) in the person's psyche, which are latently set and retain the possibility of influencing spontaneous activity. There is no informational identity in the perception of the ASPC in-depth process by the psychologist and the respondent. The psychologist is obliged to understand professionally what is happening "here and now", and the respondent is mostly engaged in self-analysis against the background of their own emotional loads. It is important for the ASPC leaders to read the meanings in the material of dialogue interaction, as well as to promote the deepening of the respondent's understanding of their own problems, which catalyzes the expansion of their self-awareness. Under such conditions, a person begins to understand their own contribution to the problems of life, which awakens the instinct of self-preservation and stimulates the prospects of personal growth aimed at their own psycho-correction, self-realization, self-establishment and professional development;

4) Traces of fixations of the past experience (in synthesis with archaic heritage), regardless of their valence ("libido" or "mortido"), tend to come to life according to the laws of "repetition compulsion", which latently subjugates the subject's spontaneous activity. Expansion of self-awareness in the process of dialogue analysis of behavioral material opens up prospects for the in-depth cognition participant to comprehend their own personal problems (internal stabilized contradictions) under the influence of visualized-verbal provability, which is procedurally confirmed during ASPC dialogue-analytical process;

5) The content of the article devoted to the "dialogue of the psychologist with the respondent" proves the inseparability of in-depth cognition from the actualization of unconscious, pralogical aspects of the participant of the diagnostic and corrective process, which helps to level those prosocial requirements to the behaviour which slow down and block the mental space by criticality. The lack of prosocial requirements for personal behavior in the ASPC group also extends to the means of personal self-presentation (which is beyond criticism), which opens space for pralogical thinking as a prerequisite for choosing the representations. The latter shows that deviations from reality in the images that "objectify" the psyche carry an information load that is subject to analysis, which is provided by in-depth cognition.

The professionalism of conducting the diagnostic and corrective dialogue is the main line in ensuring the effectiveness of ASPC, which depends on a proper understanding of the individualized semantic parameters of the material in the presentation. Dialogue promotes the actualization and synthesis of socio-perceptual and logical parameters of thinking, which harmonizes the psyche and catalyzes the development of socio-perceptual intelligence. The synthesis of logical and socio- perceptual intelligence is a prerequisite for wisdom as a necessary component of the highly professional development of the future practical psychologist, especially in the case of their professional orientation to practice, in order to help others.

Conflict of interest

The authors declare no conflict of interest.

References

1. Anohin, P. K. (1998). Izbrannye trudy. Kibernetika funkcional'nyh sistem. Moskva: Medicina, 400, 2 [in Russian].

2. Bassin, F.V. (1985). On Some Modern Trends in the Development of the Theory of the "Unconscious": Attitude and Significance. A. S. Prangishvili, A. E. Sheroziya, &F. V. Bassina, (ed.), The Unconscious: Nature, Functions and Methods of Research (p. 429-456). Tbilisi: Publishing house "Metsniereba".

3. Bodalev, A. A., Zeigarnik, B. V., & Leontyev, D. A. (1987). The Problem of the Unconscious: Movement towards Dialogue. Psychology Questions, (4), 163165. 2 [in Russian].

4. Vygotskiy, L. S. (1982). Problems of General Psychology. V.V. Davydova, (Ed.), Collection of Works: In 6. - Vol.2. Moscow: Pedagogy. 1982. 504 p. [in Russian].

5. Leibin, V. (2001). Slovar-spravochnik po psihoanalizu [Dictionary of Psychoanalysis]. St. Petersburg: Piter [in Russian].

6. Levy-Bruhl, L. (1938). L' experience mystique et les symbols chez les primitifs.

7. Pribram, К. (1975). Languages of the Brain. Ripol Classic. 1975. 463 p. Yatsenko, T. S., Bondar, V. I., Galushko, L. Ya., Kaminskaya, A. M., & Pedchenko, O. V. (2018). Psychoanalysis of the Art Reproductions in the Preparation of Psychologists. Academic Guide. Dnipro, Kyiv: Innovatsiya. 2018. 300 p. [in Ukrainian].

8. Sudakov K. V. (2002) Dynamic Stereotypes or Information Imprints of Reality. Per Se, 22. 2002. 127 p. [in Russian].

9. Tikhomirov, О.К. (1984). Psychology of Thinking.Study guide. Moscow: Publ. house of Moscow University. 1984. 272 p. [in Russian].

10. Franchuk, O. Yu. (2015). Dialogue in In-Depth Correction of the Future Psychologist. (Abstract from thesis ... a candidate of psychological sciences). Kyiv.

11. 20 p. [in Ukrainian].https://kubg.edu.ua/images/stories/Departaments/apirant am/Avtoreferat/k.26.133.04/avtoreferat_franchuk.pdf

12. Frejd, Z. (1991) Tolkovanye snovydenyj. Kyev, 384 [in Ukrainian].

13. Jacobson, R. O. (1996). Language and the Unconscious. Moscow: Gnosis, 1996. 248 p. [in Russian].

14. Yatsenko T. S., & Gluzman, А. V. (2015). Methodology of Training the InDepth Correctional Psychologist. Dnepropetrovsk: Publ. house Innovatsiya. 2021. 323 p. [in Ukrainian]. https://doi.org/10.1111/j.1745-8315.2008.00074.x

15. Jacenko, T. S. (1989). Psihologicheskie osnovy aktivnoj social'nopsihologicheskoj podgotovki budushhego pedagoga k obshheniju s uchashhimisja: Dis. d-ra psihol. nauk: 19.00. 05. Dis... dokt. psih. Nauk). Kiev

16. 384 p. [in Ukrainian].

17. Yatsenko, T. S. (2021). Teorija i praktika glubinnogo poznanija: pralogicheskoe myshlenie [Theory and Practice of In-Depth Cognition: Pralogical

18. Thinking], Academic Publishing, Republic of Moldova: LAP LAMBERT 2021. 364 p. [in Moldova].

19. Bazan A. Psychoanalysis and academia: Psychoanalysis at the crossroads between exact and human sciences. International Forum of Psychoanalysis. 2018. Vol. 27. P. 90-97. (Published Online: 29 Jan 2018).

20. https://doi.org/10.1080/0803706X.2017.1392040

21. Bromberg, P. `Speak! that I may see you': Some reflections on dissociation, reality, and psychoanalytic listening. Psychoanalytic Dialogues, 1994. Vol.4. P. 517-547.

22. Civitarese, G., & Foresti, G. When our words disturb the psychoanalytic process: From resistance as a defense to resistance as an interactive process. International Forum of Psychoanalysis. 2008. Vol.17, № 2. P. 82-90. https://doi.org/10.1080/08037060701195251

23. Gadamer, H. 1980. Dialogue and dialectic (PC Smith, Trans, 1980.). http s://doi.org/10.36074/d- oblipp o .monograph-2021.03

24. Knoblauch, S. H. Beyond the word in psychoanalysis the unspoken dialogue. Psychoanalytic Dialogues, 1997. Vol.7, №4. P. 491-516.

25. https://doi.org/10.1080/10481889709539199

26. Muller, F. The dialogical self in psychoanalysis. The Psychoanalytic Quarterly. 2016. Vol. 85, №4. P. 929-961.

27. Papiasvili, E. D., &Mayers, L. A. Psychoanalysis and art: Dialogues in the creative process. In International Forum of Psychoanalysis. 2011. Vol. 20, № 4. P. 193-195.

28. Podobnik, U., Jerman, J., &Selan, J. Understanding analytical drawings of preschool children: the importance of a dialog with a child. International Journal of Early Years Education. 2021. P. 101-115.

29. https://doi.org/10.1080/09669760.2021.1960802

30. Yatsenko, T. S., Ivashkevych E., Halushko L. & Kulakova L. (2022). Dialogue in InDepth Cognition of the Subject's Psyche: Functioning of Pragmatic Referent Statements. Psycholinguistics, 31 (1), 187-232 [in Ukrainian].

31. Yatsenko T. Archaic Heritage of the Psyche: Psychoanalysis of the Phenomenom (V. Lunov, Trans.). Ottawa: Accent Graphics Communications & Publishing. Glasgow: Society for the support of publishing initiatives and scientific mobility Limited, 2021. 324 p. [in Ukrainian].

Размещено на Allbest.ru