ПЕДАГОГІЧНИЙ ПОТЕНЦІАЛ СЕЛФ-ПСИХОЛОГІЇ

The article analyzes the key tenets of H. Kohut's self-psychology and explores its potential for the theory and practice of education. It emphasizes that self-psychology is a branch of psychoanalysis that focuses on issues of narcissism and self-knowledge. In the contemporary context of individualized education, where the system aims to satisfy any whims of children, studies that address problems related to the development of the self as the center of stable mental structures of personality, contributing to self-development and integrity, gain particular importance. It has been established that for the formation of an integrated self, a necessary condition of upbringing is the joy and sparkle in the parents' eyes and their complete support of the child's actions. Conversely, reactions of indifference, hostility, and constant criticism of the child's actions imprint a sense of low value in them, hindering their self-confidence. It is emphasized that in early school and adolescent years, the responsibility for supporting the child lies with teachers and peers. It is revealed that comments and likes on social media posts, as well as involvement in the selfie subculture as a means of self-expression, hold significant importance for the modern generation. It has been proven that, according to H. Kohut's ideas, for the successful development of the self, three needs of the personality must be met: mirroring, idealization, and twinship. The conclusion is made that the process of child upbringing should focus on the assimilation of moral values and the formation of a sense of being part of a community. To support this, teachers should show empathy, interest, and support for the children's creative pursuits. Otherwise, children will develop a fragmented self, characterized by traits such as imbalance, emptiness, excessive aggression, and confusion. Given the loss of meaningful orientations among many children for further learning, the prospects for further research are seen in the study of existential analysis and its application in modern practical pedagogy.