Psychological deprivation - grief following on the heels

Deprivation is a special mental state when a person cannot satisfy his most basic life needs. Emotional deprivation is one of the very common types of this condition. It occurs when a child is not shown love and understanding. Why is this phenomenon dramatic and what conditions do children need for healthy emotional development, says Tatyana Yudina, Associate Professor of the Department of General Psychology at the RANEPA, Candidate of Psychological Sciences.

While the cognitive development of the child is given widespread attention, the emotional part of the personality remains as if in the shadows and develops autonomously, without a special approach or training, it is even customary to keep a little silent about it.

As a result, we are faced with indifference, instability, aggression, infantilism, early depression and other symptoms of prolonged emotional deprivation.

If the emotional part of the personality is well developed, it reflects the overall psychological well-being of the person and significantly influences relationships, self-efficacy, decision making and self-determination. Such a person is able to take into account, understand, regulate and adequately express his emotions and desires.

When a person listens to his own emotions, he is more willing to respond to the experiences of others, show empathy and provide support.

Regular everyday interaction between parent and child has a fundamental influence on the child’s emotional development and the process of forming his behavioral scenarios. For the most part, such interaction is based on the exchange of emotional signals.

The emotional and behavioral manifestations of parents in relation to the child are the foundation for the child’s adaptation to the environment, starting from his birth. The quality of this device will affect his emotional development and the child’s relationship with the entire world around him.

Of course, we must take into account that a child is born with an individual set of properties of the nervous system that affect the nature of his emotional reactions. Therefore, it is especially important to create conditions in the family in which these particular properties could be taken into account and manifest freely at all stages of growing up.

There are only two such conditions. They are quite sufficient for the development of emotional freedom of a child of any age.

Condition one: sensitivity and responsiveness of a significant adult

How are sensitivity and responsiveness manifested towards a child? It is obvious that at different ages a child requires different volume, quality and intensity of feedback.

A separate article is needed for a deeper dive into each period of development, but there are also general points. So, it is always about attentive attention to the current needs of the child and a response to them, and not to the parent’s own projections and needs that have arisen in a given situation.

Here it is appropriate to recall the famous joke about a boy who asks his mother: “Mom, am I hungry or cold now?” This can really happen: the parent’s ignoring the child’s needs ultimately leads to his inability to distinguish and express his own feelings, either in childhood or in adulthood.

But you shouldn’t go to extremes: responsiveness is not about pleasing the child in everything. For example, if he asks for sweets, this does not mean that the request should be satisfied immediately. Try to agree that you need to have lunch first, and then you can take candy.

By responsiveness and attentive response we mean the ability to let your child know that you heard, saw and understood his message, as well as the ability to clarify and clarify if you are not sure that you understood it accurately.

In response to a child's signal, a responsive parent either satisfies the child or does not, depending on the appropriateness and circumstances.

The most important thing is that thanks to feedback, the child should see, hear and understand that his message accurately reached the parent.

In such a relationship, the child will not need to restrain emotions or show them excessively in order to get his way.

A deficit of sensitivity and responsiveness occurs when a mother is overprotective and intrusive, or, on the contrary, behaves inaccessibly, distantly and coldly, or she is focused exclusively on the physiological needs of the child.

In such cases, the balance in the bilateral relationship between the parent and the son/daughter is disturbed. As a result, the child will be tense, anxious and distrustful, and will not have the ability to express emotions. This is called emotional deprivation.

As a result, such a child will have less interest in the world, because his research (cognitive) activity may be impaired. As a result of such imbalanced relationships, a person will adopt an avoidant or codependent model of relating to the world.

Consequences of long-term deprivation

Positive consequences have been found only in unconventional methods of treatment, so let’s focus on the negative ones. The first clear sign of deprivation is aggression. It can be external, which is expressed in the manifestation of aggression towards the outside world - surrounding people, animals, objects. Internal aggression is expressed in suicidal thoughts, self-harm (without thoughts of suicide), and somatic illnesses. Trying to drown out the pain, a person tends to take drugs and alcohol, and smoke cigarettes. The worst result of long-term deprivation is somatic diseases and in the initial form this is expressed in the form of irritability, increased conflict, subdepression, insomnia, and after which all this results in life-threatening diseases - stroke, asthma, hypertension, heart attacks.

To some extent, drugs and alcohol actually help a person, which allows them to drown out emotional pain. Aggression is directed inwards when a person is deprived of these dubious “medicines”.

Interestingly, deprivation can temporarily disappear when a serious external threat is involved, for example, a threat to life, war, or serious illness. These external threats trigger survival mechanisms, shift thoughts to a different plane and allow deprivation to be forced out of the body.

Condition two: free and open exchange of emotions between parent and child

This is another very important factor for the successful emotional development of a child and his overall psychological health.

The ability to openly exchange emotions is ensured by the parent’s level of awareness, that is, the adult’s ability to observe his emotions and thoughts, identify and name them out loud if the situation requires it. Such a parent freely and appropriately expresses his own emotions and thoughts in front of the child and allows him to express himself openly.

The free exchange of emotions in the family usually provides the child with autonomy of judgment, the ability to express individuality, and the ability to regulate his behavior in various situations.

Such an exchange is possible when the parent perceives the child as a full-fledged person with autonomous boundaries, that is, as a separate person.

A low level of parental awareness is accompanied by high impulsiveness, irritability, and an uncontrollable outburst of emotions. Such a person is characterized by patterned behavior, automatic adherence to social rituals and scripts imposed from outside.

An unconscious parent often prohibits a child from expressing certain emotions, imposing rational explanations, in fact, on their own negative experiences: “Only the weak cry, and if you are weak, others will offend you... the weak achieve little... etc.”

In a family where the parent is not aware of his personal experiences and behavior patterns, the child is often perceived as an object of education that does not have its own boundaries, which requires adjustment, improvement and adaptation to the given framework.

Fighting methods

Of course, it is best to provide a person with the benefits that he was deprived of, but not everything is so simple. In many cases, the help of a psychotherapist is required, because prolonged deprivation could cause incredible mental harm to the organism. In extreme cases, drug treatment will be needed. High physical activity is also required because it triggers internal survival mechanisms. Creative activities, which in themselves have a therapeutic effect, are also suitable.

Stimuli of different modalities are extremely effective (if it is sensory deprivation). Exercise, games, reading, variety in food, listening to music. Social contacts with relatives, friends, and acquaintances are suitable for treating social deprivation. Children who are not yet prepared to spend time without their father and mother suffer the most from this type of deprivation. The child must understand and accept his social role, realize his goals and values ​​(or at least join them).

Computer games play a significant role in the development of various types of deprivation. Harmless and even useful in reasonable quantities, with an unlimited amount of time spent on them, the most terrible things can happen to a person. There is a known case where a teenager died of hunger because he spent about five days at the computer, without even realizing that he needed to eat and that he wanted it.

Remember that in reasonable doses you can afford almost anything, even deprivation of any kind.

What types of deprivation do you know? Leave your comments.

We also recommend reading:

• Storytelling
• Poor memory: what to do?
• Pros and cons of melancholy
• Brain digest
• Signs of neurosis
• Stress. What is it and how to remove it
• Consequences of lack of sleep
• Endogenous depression: signs, symptoms and treatment
• The need-information theory of P. V. Simonov
• Munchausen syndrome
• Sensory deprivation chamber: feel better!

Key words:1Psychoregulation

What do we have to do? Brief summary

• Allow yourself to freely express your feelings and emotions.

• Allow your children to freely express their feelings and emotions, including towards you.

• Remember that the child freely expresses only those feelings that are understood by the parent.

• Allow your child not to conform to unconsciously imposed behavior patterns that are guaranteed to ensure your love.

• Encourage your children to become conscious adults who freely express thoughts and feelings.

The article was provided by a nominee of the National Psychological Competition “Golden Psyche” based on the results of 2014

The study of the phenomenon of self-deprivation is one of the directions of research academician T.S. Yatsenko (Yalta, Crimea) [6-8]. Scientific interest in this problem was formed under the influence of the experience of practical psychology, the subject of study of which is individuality, the uniqueness of the human psyche and the specific circumstances of his life. At the same time, practical psychology aims not only to study a person’s individuality, but also to substantiate the possibilities and methods of influencing him in order to actualize a person’s personal potential and level out destructive tendencies.

Our research allows us to deepen our views on the psychoanalytic understanding of the influence of deprivation and self-deprivation processes on the ontogenetic formation of the subject’s psyche, as well as expand the applied aspects of psychodynamic theory.

Practical psychologists working in line with deep psychocorrection (S.M. Avramchenko, L.Ya. Galushko, I.V. Evtushenko, N.F. Kalina, N.Yu. Maksimova, E.G. Maksimenko, E.N. Polyanichko , O. G. Solodukhova, O. N. Usatenko, T. S. Yatsenko, etc.), note the presence of certain paradoxical phenomena associated with the mechanism of distortion of reality or escape from reality into the world of illusion for the sake of ensuring internal comfort and psychological well-being of a person. Subjectively, an individual who resorts to such mechanisms simultaneously feels conflicting feelings of pleasure/displeasure, joy/aggression, individuation/separation, tendency towards life/death, etc. Personal antinomies, which manifest themselves, as a rule, in subject-object relations, form a certain worldview, which expresses the relationship between a person’s internal experiences and objective facts.

In our study, such phenomena are called self-deprivation of the subject’s psyche, a process closely related to disintegration mechanisms that create a platform for the formation of a false Self or fictitious identity.

The importance of the phenomenon of self-deprivation through categories close in meaning (asceticism, mysticism, transgression, nihilism, maladaptation, alienation, psychological impotence, tendency to psychological death, etc.) was pointed out by many scientists (A. Adler, F. Bacon, A. V. Brushlinsky , D. B. Bogoyavlenskaya, F. Voltaire, S. Grof, S. D. Maksimenko, V. Reich, J.-J. Rousseau, W. Frankl, Z. Freud, C. G. Jung, K. S. Jaspers, T.S. Yatsenko, etc.). The deep sources of self-deprivation are not sufficiently disclosed, although they are the ones that determine the paradoxical, irrational behavior of the individual through the psychological defense system.

Description and analysis of the phenomenon of self-deprivation (deprivation (deprivation, alienation) of oneself), forms of manifestation, mechanism of formation will, in our opinion, allow us to successfully solve the problems of psychotherapy of destructive personality behavior.

The etiology of the term "self-deprivation" relates to mental deprivation. Historically, deprivation has been understood as depriving an individual of the opportunity to satisfy sensory, emotional or cognitive needs (deprivation - deprivation, alienation). The consequences of mental deprivation have been studied - deficient and dysfunctional development of the subject’s mental structures. It is the psychological side of the deprivation consequences that is significant: regardless of whether a person’s motor skills are limited, whether he is excommunicated from society, or whether he is deprived of maternal love from early childhood, the manifestations of deprivation are similar. Anxiety, fear, depression, aggression, intellectual disorders - these are the most characteristic features of the so-called deprivation syndrome. Symptoms of mental deprivation can cover the entire spectrum of possible disorders: from mild oddities in behavior and communication to severe disturbances in the development of intelligence and personality.

Considering the problem of mental deprivation, we note that the younger the age of the child who has experienced emotional isolation, the more destructive the consequences for his personality. Subjectively, mental deprivation is experienced as alienation from the world of significant people.

The process of internalization in early ontogenesis affects all aspects of personality development, which includes the image of relationships. Alienation from the mother is perceived by the individual as a certain stamp, a program of attitude towards oneself, which is subsequently implemented, projected externally and limiting the subject’s capabilities in the formation of positive self-esteem, a sense of self-respect, usefulness to society, and in creating close relationships. External deprivation, alienation becomes an internal personal introject, the subject deprives, alienates himself.

Self-deprivation or alienation from oneself is formed in conditions of internal contradiction between the real Self and the ideal Self. The idealized Self is what we are “in our irrational imagination or what we should be according to the dictates of neurotic pride” [3, p.415]. The Real Self is the “primordial”, essential Self, acting in the direction of individual growth and self-realization, with which we can again achieve complete identification when we are freed “from the shackles of neurosis” [ibid.]. This is what we refer to when we want to find ourselves. The real Self is the possible Self, as opposed to the ideal Self, which cannot be achieved. We know the feeling of the real Self that arises against the background of illumination, insight, albeit fleeting, but we feel that this is our path, we become comfortable.

Losing oneself, writes S. Kierkegaard in his work “Fear and Trembling,” is “a disease leading to death”; this despair is despair from not realizing the possession of one’s own real Self or despair from not wanting to be oneself. But this despair (according to Kierkegaard) does not make noise and does not shout. Outwardly, a person continues to live the same way as before. He may complain of numerous symptoms, but not of the loss of a sense of contact with his real Self.

Our research shows that mental self-deprivation is expressed in feelings of hopelessness, desperation, disappointment with life, and a feeling of the meaninglessness of existence. Psychological loneliness and depression of the subject are reflected in all significant areas of life, primarily in personal relationships and in professional self-actualization.

In our opinion, the structure of the phenomenon of self-deprivation is most fully revealed in comparison with the categories of personality development.

Deprivation of needs relevant for the life activity and personal growth of the subject leads to blocking of libidinal energy and determines the energy of mortido, the source of the tendency to death, to psychological impotence. As a result, destructive mental formations are formed that impede a person’s personal and social development.

The phenomenon of self-deprivation occurs in depression, neuroses, psychosomatic and sexual disorders, addictions, phobias, deviant, antisocial behavior. The most important symptoms of self-deprivation are a violation of adaptive capabilities, performance, orientation in space and time, instability (with a tendency to decrease) of self-esteem, affective disorders, rigidity, narrowing of interests, egocentrism, suicidal and existential experiences. We consider the most important things to be unformed or loss of identity (personal or professional) and a sense of the present.

Self-deprivation is based on frustrations, traumatic experiences, and distressing situations that leave a negative emotional trace in the unconscious sphere of the psyche. The forces responsible for the occurrence of self-deprivation are: firstly, the consequences of neurotic personality development, traumatic experience of interaction with the outside world, with significant object relationships. The person is deprived of some autonomy and spontaneity, which is replaced by feelings of guilt and shame; secondly, self-deprivation is facilitated by active actions from the real Self towards a meaningful object-idealized world. The principle of pleasure gives way not to the principle of reality, but to the principle of obligation. The real self pales in comparison to what the self must be to be accepted into a meaningful environment. Having created a new self, a person demands from others recognition of his “merits”, adaptation to him, love for himself. “Instead of making his own decisions, he insists that others bear responsibility for him” [3, 417-418]. Thirdly, the occurrence of auto-aggression. A person gets angry, hates himself, rejects his own desires, aspirations, and values. He wants to dissolve, disappear from life. As K. Horney writes, the individual “shows an unconscious interest in not having a clear perception of himself - making himself, as it were, deaf, dumb and blind” [ibid.].

The result of all these stages is self-deprivation. Using this term we realize that the focus of the phenomenon is the subjective feeling of alienation from oneself.

In psychology, the concept of alienation was first used by S. Freud, according to whom, the origins of alienation are rooted in early childhood as a result of the emotional deprivation of the child, the lack of warm relations towards him on the part of loved ones, primarily the mother. According to Z. Freud, phenomenologically, alienation is expressed: 1) in derealization - the subject’s neurotic loss of the sense of the reality of what is happening; 2) in depersonalization - loss of one’s individuality. The scope of application of this concept was expanded by E. Fromm, showing that alienation appears in six forms: 1) alienation from needs; 2) from your labor; 3) from nature; 4) from the state; 5) from others; 6) from myself.

An analysis of psychological literature has shown that self-deprivation can be considered as a result of self-destructive behavior. Among the most important determinants that cause this behavior are destructive processes in the development of a person’s attitude to reality and to himself. The relationship, features and nature of the relationship between self-destructive behavior and self-attitude acquire a special meaning in acmeology, where issues of self-organization, self-expression, optimal realization of a person as an individual, as a subject come to the fore.

Cognizing the world and fitting into it in the process of his activities, a person objectively focuses on the models of the world existing in society. The model of the world in this context is understood as “a simplified and abbreviated reflection of the entire sum of ideas about the world within a given tradition, taken in their systemic and operational aspects” [2]. At the stage of interiorization of the picture of the world, images are borrowed from objective reality (the subject perceives reality as a given, destructive or constructive), but at the stage of exteriorization, the model of the world can already act as a “legislator” in constructing patterns of behavior, including deviant, self-destructive, self-depriving . In other words, the first factor in self-deprivation of the psyche is the formed destructive model of the world.

The second psychological factor in the development of self-deprivation can be considered the inadequate interaction of space and time models in the sensory picture of the world - a distorted, inadequate Self in connection with an internalized destructive model of the world (spatial model) leads to deformation of the temporal characteristics of behavior patterns. That is, the second factor, in fact, is the factor of changing the main function of the psyche - ensuring the interaction of the present with the past and future. This factor is understood in the context of the present as a direct experience of time filled with events; past time is necessary for the application of accumulated subjective experience in the present; the future is formed when the present is filled with events and is a sacrament, expectation and prediction of events. This is partly an area of ​​illusions, a game in which dreams (fantasies) and dreams (goals) come into contact - the foundation of the future is the creation of the present on the basis of the past. In the case of self-deprivation, a distortion of the past-present-future model occurs. With self-deprivation at any ontogenetic stage, a person reproaches himself, castigates himself, plunging into a feeling of guilt, building psychological defenses, but in connection with these negative experiences he plunges himself into a state of mental discomfort, from which he strives to get rid. Deliverance can come either from socially acceptable and (in the case of risky activities) socially approved patterns of behavior, or with the help of therapeutic agents, and in the case of aggression or auto-aggression, a person resorts to compensation - taking psychoactive substances, avoiding reality, isolation, distancing from others , psychosomatic manifestations, etc. These self-depriving patterns become the filling of the present without a really structured future and with a deformation of the image of the past.

Self-deprivation becomes the foundation of personal manifestations in poorly controlled situations, especially if addictive behavior is formed. The feeling of psychological comfort after the action of an addict requires repetition, discarding memories of traumatic situations and negative experiences into the past. In other words, the time factor, which does not work for the development and improvement of the individual, is a manifestation of maladjustment in the present in combination with a sharply negative self-attitude.

The third factor in the development of self-deprivation can be identified as an individual’s self-esteem as a derivative of the social environment. Being a component of the “I-concept”, self-esteem basically contains the individual’s system of personal meanings, the system of values ​​adopted by him. Primary object relations into which the subject finds himself from the moment of birth have a direct impact on the formation and satisfaction of the need to belong to a group. Blocking this need, as a rule, leads to a negative self-attitude, indifference to one’s future and present, and lack of intentions for development. Overprotection on the part of others creates an image of successful fulfillment of a need for a group, however, in difficult situations of overcoming, attempts to occupy a certain hierarchical position may not be successful due to various subjective and objective reasons and create a situation in which a person is inclined to dramatize the frustration of this need. Self-attitude in this case also takes on a negative connotation. Following behavioral patterns adopted in a particular group can have both negative and positive connotations, and can also be contradictory. The discrepancy between the chosen pattern of behavior in interaction with other people can lead to a distorted self-esteem, and, as a consequence, to the formation of an inadequate self-attitude.

It is constructive that the process of self-knowledge occurs constantly throughout a person’s life path, and the process of forming a self-attitude is sensitive to the self-improvement of the individual, which indicates the flexibility of the construct and a tendency to change. The result of self-attitude can influence self-esteem and be reflected in motivation for achievement in areas that are significant to a person (in profession, family, creativity, etc.).

Unformed or underdeveloped needs for knowledge, novelty, and overcoming difficulties lead to the fact that a person does not strive for self-development. If there is no growth and development, then according to the laws of nature (in which there is no place for stagnation), processes of the opposite order occur - destruction, destruction, spiritual catabolism, which are observed externally as self-depriving patterns of behavior. For a person who does not set himself the task of overcoming himself, of being competent in the types of activities that he performs, and does not look for something new in the world and himself, self-destruction is typical. In this case, a person’s self-attitude is characterized by an indifferent attitude towards himself, towards his I, towards his immediate environment; the person does not feel needed by someone, does not feel the need to be needed by anyone, which becomes the starting point for the disintegration of the individual’s psyche.

Deep psychocorrection of self-deprivation is focused on working through the client’s traumatic experiences through the method of active socio-psychological cognition (author – T.S. Yatsenko) [5].

A special psychocorrectional effect is provided by the method of psychoanalysis of a complex of thematic drawings, through which it is possible to penetrate into the deep aspects of the psyche associated with the objectification of the subject’s internal contradictions. Thanks to a holistic analysis of a complex of thematic drawings, the logic of the unconscious can be revealed. And it is subordinated to the infantile interests of the “I” and in each specific case is unpredictable. The analysis of the drawings is based on a phenomenological approach, which takes into account the understanding of the drawing by the author himself.

When analyzing a drawing, the artistic level of its execution is not taken into account. We are talking, first of all, about presenting complex issues and emotional experiences with the help of “artistic” means – color, shape [4].

The set of thematic drawings consists of 35-40 topics, which are selected in such a way that when they are completed, the emotional aspects of experience, attitudes towards experienced situations, and a subjective vision of oneself and one’s own relationships with other people are updated. Analysis of the complex allows us to objectify various aspects of the psyche associated with the influence of the family, attitude towards other people, towards oneself, towards experienced events, towards education, professional growth, towards one’s future.

When starting psychoanalysis using the ASPP method, it is advisable to adhere to several basic principles. The subject is asked to “apperceive”, i.e. interpret the stimulus situation in a way that is meaningful to him. The subject's interpretation of the stimulus, which follows our instruction to construct a story, goes beyond the actual "objective" meaning of the stimulus. The subject does this, of necessity, in his own way, which must be a function of constantly present psychological forces, tendencies, currently manifested in relation to the presented stimulus material (set of drawings).

The verbal path at the initial stages of analysis can be quite difficult for presenting personal issues. Graphically (in the form of drawings), a person can bolder and more adequately depict a personal problem, since there is always the opportunity to protect oneself from “risky” information (interpretation) and present one’s own version.

Drawing promotes the manifestation of internal, purely personal, individually unique psychological content. In our opinion, the introduction of standardized interpretations of a psychodrawing may be useless, since they will interfere with the perception and understanding of the meaning intended by the author of the drawing.

Psychoanalytic interpretation of drawings involves taking into account the following criteria: the author's interpretation of the drawing (phenomenological approach); polysemantic symbolism; archetypical symbolism; mechanisms of symbolization (hint, displacement, condensation, etc.).

A special psychocorrectional effect in working with problems of self-deprivation of the individual is ensured through penetration into the deep aspects of the psyche associated with the objectification of the subject’s internal contradictions, and their awareness through metaphorical, associative and archetypal symbols, manifested in drawings, spatial models and other products of creativity and activity of the analysands.

As practice shows, self-deprivation in archetypal symbols manifests itself through “broken trees, masks, limitation of space, struggles between darkness and light, etc. [6-8]. The repeatability of symbolism among different protagonists, the possibility of comparing the results of the work of several people make it possible to clarify the deep origins of self-deprivation, which in each case are associated with the mental deprivation of the protagonist, his activity, spontaneity, sensory sphere, cognitive orientation, characterological and temporal properties in the early stages of ontogenesis.

Conclusions:

1. the state of mental deprivation is associated with frustration of basic needs. Emotional deprivation has a destructive effect on the development of the subject’s psyche if it occurs during critical sensitive periods and lasts more than five months, or carries a sufficiently powerful energy charge. As consequences, disturbances in the development of emotional, motor and cognitive spheres are noted. Mental deprivation determines the formation of self-deprivation syndrome;
2. the subject’s internalization of deprivation relations forms negative, self-depriving patterns of behavior, the exteriorization of which is manifested in deviant, addictive, aggressive, self-destructive behavior, as well as in deformed individual communication patterns;
3. Psychological factors of self-deprivation can be considered: a) the formation of a destructive model of the world; b) inadequate interaction of space and time models (deformation of temporal behavioral characteristics); c) deformation of the self in the form of distorted self-esteem, inadequate self-attitude, etc.;
4. psychological analysis of the phenomenon of self-deprivation through the method of active socio-psychological cognition allows us to diagnose and neutralize its negative impact on the integrity of the analysand’s mental apparatus. The diagnostic and correctional approach to the analysis of textual material visualized through drawings is based on the respondent’s reflection, thanks to which it is possible to record the relationships between the structures of the psyche. At the same time, the psychocorrectional procedure takes into account the specificity of the conditions for solving the subject’s personal problem, which requires an understanding of the laws of the unconscious, primarily the law of holographic synthesis: the presence in any part of the behavior or experience of the characteristics of the mental whole.

Bibliography:

1. Depth psychology. Tendency to psychological death: diagnosis and correction: [monograph] / T. S. Yatsenko, A. V. Gluzman, I. V. Kalashnik; Ed. T. S. Yatsenko. – K.: VISHCHA SCHOOL – XXI, 2010. – 231 p.
2. Toporov V.N. Myth. Ritual. Image of research in the field of mythopoetic / V.N. Toporov // Favorites. – M.: Publishing house “Progress, Culture”, 1995. – 626 p.
3. Horney K. Collected Works. In 3 volumes. T3. Our internal conflicts; Neurosis and personality development / Karen Horney / trans. from English – M.: Publishing house “Smysl”, 1997. – 696 p.
4. Yatsenko T. S. Psychoanalytic interpretation of a complex of thematic psychodrawings: (deep aspect) / T. S. Yatsenko, Ya. M. Kmit, L. V. Moshenskaya. – M.: SIP RIA, 2000. – 192 p.
5. Yatsenko T. S. Fundamentals of mental psychocorrection: phenomenology, theory and practice / T. S. Yatsenko. – K.: Vishcha School, 2006. – 382 p.
6. Theory and practice of deep psychocorrection: The Second Author's School of Academician of the Academy of Pedagogical Sciences of Ukraine T. S. Yatsenko / Comp. : A.V. Gluzman et al. / Ed. Academician T. S. Yatsenko. – Yalta: RIO KSU, 2009. – 221 p.
7. Theory and practice of deep psychocorrection: The fourth and fifth Author's schools of Academician of the National Academy of Pedagogical Sciences of Ukraine T. S. Yatsenko / Comp. : V. P. Andrushchenko, A. V. Gluzman and others; / Ed. T. S. Yatsenko. – Yalta: RIO KSU, 2011. – 261 p.
8. Theory and practice of deep psychocorrection: Sixth Author's School of Academician of the National Academy of Pedagogical Sciences of Ukraine T. S. Yatsenko / Comp. : V. P. Andrushchenko, A. V. Gluzman; Ed. T. S. Yatsenko. – K.: Publishing House of NPU named after M.P. Drahomanov, 2012. – 226 p.