The aim of this thesis is to provide a description of the concept of self-criticism and an insight into existing scientific knowledge about its correlations with internalized problems in adolescents. The concept of self-criticism and its connection with shame and guilt were studied as far back as the 1970s. Self-criticism can be described as a negative inner voice that attacks and condemns the individual and his behavior. Self-criticism contributes to a person's vulnerability; every behavior is seen as unsuccessful, and the individual begins to feel unsuccessful in everything he does. Given the above, it is clear that self-criticism can underlie many internalized problems in adolescents, such as depression, anxiety, eating disorders, and suicide. A review of the literature showed that self-criticism is related to anxiety, social anxiety, depression, eating disorders, self-harm, and suicide. Self-criticism stands out both as a risk factor for the development of the aforementioned internalized disorders and as a mediator that affects the intensity of the disorders themselves. Self-compassion stands out as the main alternative to self-criticism. Providing warmth and love to oneself, a sense of human community, and mindfulness are the main characteristics of self-compassion, and each of these components affects self-criticism in some way. Compassionate Mind Training (CMT) and Compassion Focused Therapy (CFT) are briefly explained as types of treatment that are based on self-compassion, while Acceptance and Commitment Therapy (ACT) is a more neutral type of treatment that is more focused on mindfulness and creating a neutral relationship with one's own thoughts and feelings rather than self-compassion. At the end of the paper, an overview of the practical implications of knowledge about the connection between self-criticism and internalized problems for the field of social pedagogy is provided, with an emphasis on the importance of knowledge about the impact of self-criticism on the mental health of clients, but also on the mental health of social pedagogues as professionals.