There are various theories for choosing a marriage partner. Some researchers, such as K. Melville, liken the process of choosing a spouse to a trade transaction, with the” currency ” in exchange being the social values of two individuals, such as social origin, economic status, education, and personal qualities (age, appearance) (Melville K., 1977).
Proponents of the theory of homogamy (Nye A., Berardo F., Bossard J. and others) argued that “exchanged” can not be any man and woman, but only those who have the same “social value”, or homogamy. In fact, the possible candidates include candidates with the same characteristics that are of primary importance in terms of marital choice (race, religion, social class, proximity in educational level, age, marital status, territorial proximity of residence) (NyeL, BerardoE, 1973). Continue reading
In psychological research, the main focus is on the study of marriage satisfaction. Most experts define it as an internal subjective assessment, the attitude of the spouses to their own marriage. The most complete definition of what marriage satisfaction gives S. I. the Hunger: “marital Satisfaction, obviously, doubles as a result of adequate representation implementation (image) of family, prevailing in consciousness of the person under the influence of meetings with various events that constitute its experience (real or symbolic) in this field” (Hunger S. I., 1984).
Family stability and marriage satisfaction are not mutually exclusive concepts, they have a lot in common, but they do not have an unambiguous meaning — highly stable marriages are not always characterized by a high level of marriage satisfaction (for example, for traditional families, a stable marriage is quite common when the spouses are completely dissatisfied with their relationships, and in a modern family, such dissatisfaction can lead to a break even if there are children) (Sysenko V. A., 1981). Continue reading
The psychologist is called to do everything possible to ensure a real humanization of the relationship between children and teachers in kindergarten, to replace the usual orientation of the staff to perform programs with a desire and desire to go from the child, his needs and interests. And this means, first of all, the rejection of the disciplinary model of education and the transition to a person-oriented one. This transition is difficult, especially where the number of children’s groups is high, where the teacher works without an assistant. As far as possible, the psychologist should look for and suggest ways to change the organization of children’s life in groups, dividing them into subgroups according to different criteria (success in the classroom, attractiveness of a particular activity, personal liking, etc.). Continue reading